Risley Middle School
LFS Lesson Plan
Teacher: Moore/Horton
Grade/Subject:
7th Grade/Science
Dates:
August 26th-30th
Unit Topic:
Ecology
GPS/CCGPS (Write out):
S7L4. Students will examine the dependence of organisms on one another and their environments.
a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their
environments.
b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism.
c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.
Literacy Standards.
L6-8RST9: Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained
from reading a text on the same topic.
L6-8RST3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
L6-8RST7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table).
L6-8WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and audiences.
L6-8WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
Monday
Tuesday
Wednesday
Thursday
Friday
Essential Question: How do organisms depend on one another and their environment?
Key Questions below:
What is the energy
What are the levels of
How do organisms
What are the
RECAP:How are all
connection between all organisms both living and
organization for living
obtain energy?
different types of
living things?
things?
How can I distinguish consumers?
nonliving connected?
How
can
I
differentiate
between producers,
between a food chain
consumers, and
and a food web?
decomposers?
Activating/Acceleration:
(Some ideas: KWL, Pre-reading, Think Pair Share, Thinking Maps, Vocabulary Overview, Word Splash, Survey,)
Risley Middle School
LFS Lesson Plan
THINK-PAIR-SHARE
What comes to your
mind/synonyms when
you think of the word
hierarchy?”
What is one thing all
living things need to
survive?
Vocabulary:
What happens
VOCABULARY and
Define Producer
when a chain
CONTENT OVERVIEW
and Consumer.
breaks? Is it
Using prior
possible for the
knowledge define
chain to continue to
carnivore,
work?
herbivore, and
omnivore.
Cognitive Teaching Strategies: include time for distributed practice or summarizing
(Some ideas: Lecture/Question, Read/Discuss, TIMS, Hands on Activity, Thinking Map, Pictograph, Research, Vocabulary,
Diagrams/Graphs, Comprehension)
LECTURE
LECTURE
THINKING MAP:
TECHNOLOGY
READ/DISCUSS:
DIAGRAM/CHART
DIAGRAM/CHART
Students will build a Brain pop: Food
Food Chain/Web Lab
Circles of the level of
Use the energy
thinking map (tree
Chain video and
expectations and directions
organization along with
pyramid to show
map) of consumers. quiz
prior to completed lab.
mini lesson.
students how energy They will also
Vocabulary 4
is transferred from
explain how all
one organism to the
three are different
next (producer,
with definition and
consumer)
example of food
eaten by each
consumer.
Summarizing Strategies: (Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)
T-O-D:
THE IMPORTANT
3- Types of
ONE WORD:
LEARNING LOGS:
Identify the difference
THING:
consumers
What is one word
Ms. Moore/Mrs. Parsons this
between a community
How are producers
2-arrows of the
that describes both week I learned….
and a population, and
different from
pyramid
food chains and
give one example of
consumers?
1-organism that
food webs?
each.
has the most
energy in the
pyramid.
Extending/Refining Activity: This is for all students. After they acquire the necessary skills, take them up a notch with
thinking skills/writing prompts.(Some ideas: Cause/Effect, Compare/Contrast, Write, Classify, Analyze, Evaluate, Inductive,
Deductive)
Risley Middle School
LFS Lesson Plan
COMPARE/CONTRAST
the different levels of
organization of living
things.
Classify
Students will be
given several groups
of biotic factors in
which they will need
to determine which is
the producer or
consumer.
COMPARE and
CONTRAST
The diets of
omnivores and
herbivores. Give
examples of each.
Make a model of a
food chain using
the following
organisms: hawk,
snake, grass, and
mouse.
Inductive/Deductive
Students will go outside and
form a circle to complete the
CPO investigation lab Food
Web.
Assignment and/or Assessment: A variety of informal, performance, constructed response, selected response
INFORMAL:
SELECTED
CONSTRUCTED
SELECTED
MIXTURE
Students will be
RESPONSE:
RESPONSE:
RESPONSE:
CONSTRUCTED/SELECTED
assigned an individual
COACH LESSON:
Students will be
Brain Pop Quiz
RESPONSE:
organism, in which they STUDENTS WILL
shown a picture of a
will design an
ANSWER
pond. They will
Vocabulary and content quiz.
ecosystem CHART for
DISCUSSION
write a paragraph
that individual showing
QUESTION ALONG identify possible
the levels of
WITH LESSON
omnivores,
organization.
REVIEW
herbivores,
QUESTIONS.
carnivores, and
decomposers.
Differentiation: For all learners
Vocabulary
Definitions, in 8 words
or fewer, and picture.
Vocabulary
Sentences
Vocabulary
Vocabulary
Group Work:
Practice
Practice
Ecosystems Menu Projects
Group Work:
15 minutes
Ecosystems Menu
Projects 15
minutes
Accommodations: (Sped, 504, SST) Include Initials of students and what is being done for each.
 Extended Time (M.J., L.T., C.S., K.R., K. S., )
 Chunked lessons and assignments (K.R., K. S., )
 Repetition of Directions(C.S., K.R., K. S., )
 Read A-loud (C.S., T.M., K.R., K. S., )
Risley Middle School
LFS Lesson Plan
 Small Groups with Para Mrs. Cole (C.S., T.M., K.R., M. G., )
 Pre-filled notes, concept maps, vocabulary, and other handouts visuals (L.T., M.J., M. G.,)