Teacher: Van Hook/Cochran
PELHAM HIGH SCHOOL
2014-2015
Components
Subject/Grade: Env. Science
MONDAY
TUESDAY
WEDNESDAY
Date:2/02/15
THURSDAY
FRIDAY
Standard(s) &
Element(s):
SEV1c, d, e
SEV2a, b
SEV3b, d
SEV1c, d, e
SEV2a, b
SEV3b, d
SEV1c, d, e
SEV2a, b
SEV3b, d
SEV1c, d, e
SEV2a, b
SEV3b, d
SEV1c, d, e
SEV2a, b
SEV3b, d
Essential
Question/Learning
Target:
What is an
ecosystem and
how are the
components of
the ecosystem
connected?
Students will
create a layered
book. Layers
include:
ecosystem,
population,
community, and
habitat. They will
make notes about
each layer in
their books.
Guided PP notes
for ecosystem,
population,
community, and
habitat
How are biotic
and abiotic
factors
distinguished?
How are biotic
and abiotic
factors
distinguished?
How are biotic
and abiotic
factors
distinguished?
How are biotic
and abiotic
factors
distinguished?
Mini-quiz—quick
check of student
comprehension
from Monday. AR
“Ecosystems:
Everything Is
Connected”
Students will be
Quiz—abiotic
given an out of
and biotic
order sequence of factors
events to put in
chronological
order in data
table 1.
Summarize what
made your
ecosystem
successful, what
made it
unsuccessful?
Why do you think
it succeeded?
Why do you think
it failed?
Students will
watch and
participate in an
interactive piece
on abiotic/biotic
factors on the
computer. After,
Students will
then read a short
play, based on a
true story, to
illustrate the
connectedness
between biotic
Students will
watch a video
“Africa: The
Sahara Desert”
From the video
they will be
instructed to
Opening: How will you
open your lesson and
engage students?
Work Session
Lab—“Building a
virtual
Ecosystem”. In
the computer
lab, students
will build a
virtual
they will create
their own
connections web
with
animals/plants/t
errain in this
area.
Closing: What will be
done to assess student
understanding of the
standard(s)?
TOD: summarize
the differences
between
communities,
populations,
habitats, and
ecosystems
Differentiation: What
will be done to meet
the needs of all
students?
PP, creating
layered book,
guided notes
and abiotic
factors and how
they affect an
ecosystem. They
will put items in
chronological
order and place
on data table 2.
They will then
analyze how they
did.
Stand and
Summarize how
deliver. Students abiotic and biotic
will be asked to
factors are
volunteer their
linked—how can
web connections they positively
affect an
ecosystem,
negatively affect
an ecosystem.
Interactive
computer
activity, handson creation of
web connection
Use of tables,
ordering system,
reading of a short
play
ecosystem with
abiotic and
biotic factors,
they will record
data, and draw
conclusions
based on their
findings.
write about the
different
ecosystems they
see and identify
the abiotic and
biotic factors in
each ecosystem
Large group
discussion—
what made you
succeed? Why
did some of the
ecosystems
fail? Did anyone
succeed the
first time and
not the second,
if so, what were
the differences
and vice versa
for first and
second trial?
Virtual lab
After papers are
collected,
students will be
asked to recount
what they saw in
the video by
ecosystem.
Video led activity,
summarizing,
guided note
taking