Lesson Plan
Campus /Teacher:
Sierra/Berge
Course /
Grade:
Science/7th
Date:
9/21/15
Standard
Strand/Concept:
Performance
Objective:
Strand 4: Life Science
Concept 3: Populations of Organisms in an Ecosystem.
PO 1: Compare food chains in a specified ecosystem and their corresponding food webs.
Student can put vocabulary definitions into their own words with examples.
Language
Objective
Vocabulary
WICOR
Strategies
Food chain, food web, predator, prey, consumer, producer, decomposer, carnivore, omnivore,
herbivore
Write out conception of energy flow.
Instructional Delivery for Rigor and Relevance
Anticipatory Set
Write a sentence hypothesizing what could happen if we removed an organism like
the elk from the food web.
I
Do
We
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
You
Do
Guided Practice/
Independent
Practice
Closure/
Check for
Understanding
Assessment (
Formative /
Summative)
Differentiation
Homework
Use example pyramid to analyze how the loss of the elk could affect other organisms
by removing it from picture and showing gap.
Students answer Yellowstone Energy Pyramid Questions using their own energy
pyramids.
Add new vocabulary to slides.
How do carnivores depend on producers?
In class grade/assessment of questions.
Students use own examples in pyramid to answer questions.
Lesson Plan
Course /
Grade:
Campus /Teacher:
Sierra/Berge
Science/7th
Date:
9/22/15
Standard
Strand/Concept:
Performance
Objective:
Strand 4: Life Science
Concept 3: Populations of Organisms in an Ecosystem.
PO 1: Compare food chains in a specified ecosystem and their corresponding food webs.
Student can put vocabulary definitions into their own words with examples.
Language
Objective
Vocabulary
WICOR
Strategies
Food chain, food web, predator, prey, consumer, producer, decomposer, carnivore, omnivore,
herbivore
Collaborate to form a NICHE.
Instructional Delivery for Rigor and Relevance
Anticipatory Set
Bell work: Niche vs. Habitat
1.
Describe your habitat (where you live).
I
Do
We
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
Habitat: Where an organism lives and is active.
Niche: The position or function of an organism in a community of plants and animals
NICHE machine exercise where each student writes one letter then switch group and
see how it works out.
Choose student with longest hair to move groups.
You
Do
Guided Practice/
Independent
Practice
Closure/
Check for
Understanding
Assessment (
Formative /
Summative)
Students write a paragraph describing their “niche”. What is their role in the
community? Where do they live, what do they eat, how they travel and what do they
contribute?
Students can share out paragraphs.
In class assessment of niche understanding.
Differentiation
Each student can elaborate on own niche.
NA
Homework
Lesson Plan
Campus /Teacher:
Sierra/Berge
Course /
Grade:
Science/7th
Date:
9/23/15
Standard
Strand/Concept:
Performance
Objective:
Strand 4: Life Science
Concept 3: Populations of Organisms in an Environment
7-CD.B5 (AVID) Differentiate between and write long-range, mid-range and short-range goals
Analyze progress of goal.
Language
Objective
goal
Vocabulary
WICOR
Strategies
Write goal and organize steps to achieve it.
Instructional Delivery for Rigor and Relevance
Anticipatory Set
Tell me about how this 1st quarter of 7th grade has been for you.
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
Use journals to revisit goals. (Long term, mid-term, short-term)
I
Do
We
Do
You
Do
Guided Practice/
Independent
Practice
Closure/
Check for
Understanding
Assessment (
Formative /
Summative)
Complete goal assessment.
Did we talk about our goals enough? Tell me why or not.
Goal assessment
Differentiation
Students assess own personal goal.
Homework
Lesson Plan
Campus /Teacher:
Sierra/Berge
Course /
Grade:
Science/7th
Date:
9/24/15
Standard
Strand/Concept:
Performance
Objective:
Strand 4: Life Science
Concept 3: Populations of Organisms in an Ecosystem.
PO 1: Compare food chains in a specified ecosystem and their corresponding food webs.
Students summarize ecology concepts.
Language
Objective
Vocabulary
WICOR
Strategies
Food chain, food web, predator, prey, consumer, producer, decomposer, carnivore, omnivore,
herbivore, niche
Collaborate to find answers on review.
Instructional Delivery for Rigor and Relevance
Anticipatory Set
i-Ready math 25 mins
I
Do
We
Do
You
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
Guided Practice/
Independent
Practice
Closure/
Check for
Understanding
Return Ecology Introduction and review definitions of producers and consumers to
clear up misconceptions of definitions.
Students use ecology books first to complete Ecology Review – work together at
tables
How can organisms adapt to their habitats?
Assessment (
Formative /
Summative)
Differentiation
Ecology Review
Students work at tables together.
Ecology Review
Homework
Lesson Plan
Campus /Teacher:
Sierra/Berge
Course /
Grade:
Science/7th
Date:
9/25/15
Standard
Strand/Concept:
Performance
Objective:
Strand 4: Life Science
Concept 3: Populations of Organisms in an Ecosystem.
PO 1: Compare food chains in a specified ecosystem and their corresponding food webs.
Students summarize ecology concepts.
Language
Objective
Vocabulary
WICOR
Strategies
Food chain, food web, predator, prey, consumer, producer, decomposer, carnivore, omnivore,
herbivore, niche
Collaborate to find answers on review.
Instructional Delivery for Rigor and Relevance
Anticipatory Set
i-Ready math 25 mins
I
Do
complete i-ready math spreadsheet
We
Do
You
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
Guided Practice/
Independent
Practice
Closure/
Check for
Understanding
Students use Discovery Ed and internet sources to complete Ecology Review
Students turn in review
Assessment (
Formative /
Summative)
Differentiation
Homework
Ecology Review
Students work at tables together.
Ecology Review