Lesson Plan
Teacher __Dario A. Salinas_________
__7th_ Grade
Subject: ___Life Science__
nd
4 Six Weeks 1st Wee k
01-11---01-15-10
1,2,5 Climate
Chapter 16, Section 2 Climates of the World pages 396 404
Chapter 17, Section 1, Land Ecosystems pages 420-426
Chapter 17, Section 2, Marine Ecosystems pages 427-433
Chapter 17, Section 3, Freshwater Ecosystems pages 434-437
TAKS Objectives:
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TEKS: 7.5B, TLW Students are expected to:
Know the relationship between structure and function in living systems.
Science Concepts/ Processes/ and Skills: Food Chains
Basic needs of organisms
Competition for resources
Photosynthesis and energy from the Sun.
By-products of photosynthesis
Consumers and Decomposers
Novel/Unit
Organization of the Environment
The Natural Environment
How Systems Change
Science Standards with performance
indicators:
IA2c
IA3a
IC1a
IC2a
TEKS: 7.10B TLW Students are expected to:
Compare traits that enhance survival
Science Concepts/ Processes/ and Skills: Adaptation/Evolution
Genetic variations that enhance survival from changes in the environment
Adaptation to environment and the passing of traits to future generations
TEKS: 7.12A TLW Students are expected to:
Components of an ecosystem
Science Concepts/ Processes/ and Skills:
Biotic and abiotic parts interacting
Organisms and organic matter
Physical thing that affect the organism, such as air, water, soil, temperature, light, etc.
TEKS: 7.12B TLW Students are expected to:
Interaction between producers, consumers, and decomposers
Science Concepts/ Processes/ and Skills:
Basic needs of organisms
How producers make food through the process of photosynthesis
How consumers get the energy that they need
Decomposers and chemical components of dead organisms
Vocabulary: ecosystem, biotic, abiotic, population, community, biosphere, ecological succession, pioneer species
M
Focus: Natural Environment---Students will learn the location and the characteristics of the
three major climate zones and the difference types of biomes that are fond in teach zone.
Teacher will write a brief explanation and illustration of the parts of the environment and
its biotic and abiotic parts and the levels of the biosphere.
Enrichment:
Draw, label, illustrate, and
interpret a model
representing a plant
community and its
components
Initial Instruction: I will introduce the parts of an ecosystem and discuss the definition
of the terms in the environmental organization leading the biosphere. Students draw and
illustrate the organization of environmental organization.
Blooms/Product:
Understanding main
idea of subject L-2
Estimate L-2
Guided Practice: Students will copy the information illustrated on board and discuss
models provided for hands-on activity.
Independent Practice/Activity:
Students will elaborate on all frames of power point presentation, including the Food
Chains and Food Webs and how they are an important part of the Ecosystem.
Students will also read hand-out on vocabulary terms needed for this subject.
Re-teach Activity: As needed
T
Modifications: Translation as needed; sp. ed., less questions, choices, font-to Vertana 13
Focus: Types of Ecosystems, Food chains and Food Webs
Initial Instruction: Teacher will write a brief explanation of Energy Pyramids, Food
Chains, and Food Webs and illustration of the parts of the various ecosystems and the level
of environmental organization.
Guided Practice: Read from pages 420-426.
Independent Practice/Activity: Students will complete concept map and answer
questions provided on hand-outs.
Re-teach Activity: Review all material presented and allow for discussion
Modifications: Translation as needed; sp. ed., less questions, choices, font-to Vertana 13
Materials
Construction paper
Printed assignment
Grasses, weeds and
shrub samples
Assessment:
Oral questions
Enrichment:
Hand-out: Biomes and
Communities.
Blooms/Product:
Conclude L-4
Predict L-3
Hypothesis L-5
Arrange L5
W
Focus: Biomes, Ecosystems and Land Ecosystems Chapter 17 Section 1, 2 and 3.
Initial Instruction: Teacher will introduce lesson and review the major objectives of the
video presentation. Review diagram illustration on board before the showing of video.
Guided Practice: Teacher will stop video to re-enforce objectives as needed.
Materials:
Video on Biomes and
Ecosystems. (United
streaming)
Enrichment:
Video presentation
Report on video
Assessment:
Oral questions and open
ended questions and
discussion on Primary
and Secondary
Succession.
Blooms/Product:
TLW Write the Levels of that describe the concepts of a biome and description of Earth’s
major land ecosystems. Students will learn the different types of forests and grasslands as
well as about deserts and tundra.
Teacher will review hand-out on definitions for all “key terms” for the week.
Independent Practice/Activity: vocabulary quiz and short lab activity on Food Webs,
Energy Pyramids, and Food Chains that exist on the different Biomes and Land Ecosystems.
Re-teach Activity: As needed (review material covered by asking questions and allowing
students to discuss the information.
Modifications: Translation as needed; sp. ed., fewer questions, choices, font Vertana 13
R
Focus: Outdoors Lab Work on food chains/ Food webs. Students will be introduced to
food web an outdoor setting and required to draw and illustrate their findings. Students
will also learn plant succession and will collect plant samples.
Vocabulary test
Materials:
Construction paper and
color pencils.
Initial Instruction: Teacher will draw Zone of the Earth (Biosphere) and the biomes that
correspond to our community.
Guided Practice: Teacher will guide students through the process of Ecosystem, Food
Webs and Food Chains.
Independent Practice/Activity: 1) Hand-out (power point type) describing the process
of an Ecosystem and how it relates to Food Webs and Food Chains.
REVIEW FOR WEEKLY EXAM BY USING NOTES, DRAWINGS, EXAMPLES, AND
LAB NOTES.
Assessment:
Oral questions and
elaboration of subject
through examples, etc.
I will visually inspect the
model and make sure
that every student is
actively involved in the
project.
Re-teach Activity: Teach the level or plant succession.
Modifications: Translation as needed; sp. ed., less questions, choices, font-to Vertana 13
F
Focus: Weekly Assessment (L-5) on Ecosystems, Food Chains, and Food Webs
Initial Instruction: Arrange and make classroom conducive for testing
Guided Practice: Review all TEKS covered 7.9B, 7.10B, 7.12A, 7.12B,7.12C
Chapter 16 Sections 2
Chapter 17 Sections1,2,3
Independent Practice/Activity:
Weekly Assessment
Re-teach Activity: Any TEKS not successfully passed with ≤85% on weekly tests
Modifications: Translate as needed; sp. Pops. less questions, choices, font-to Vertana 13
Summarize L-2
Estimate L-2
Enrichment:
Lab activity
Make chromosome pairs
from strips of construction
paper and paste on every
phase of meiosis.
Blooms/Product:
Integrate knowledge gain
in guided L-5 to create a
column of different soil
particles and layers of the
earth.
Materials:
Printed material
Enrichment:
Extra point questions
Assessment:
Weekly test on TEKS
covered
Blooms/Product:
Analyze, conclude L-4
Design L-5