Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) 5- 7th graders 1 8th grader Learning Support Science Students in this class has multiple needs to help them succeed in the learning support classroom o o o o o o o o Adapted tests/quizzes/assignments Tests and all directions read aloud Study guides Guided notes Behavior Plans Work with fine motor skills Redirection Differentiated instruction

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? N/A

What is the long range goal(s) that is tied to this lesson? Students will be able to differentiate between each of the biomes Students will apply the material to determine biomes of places around the world Students will determine how energy is transferred throughout each biome Students will create food chains/ energy pyramids for different biomes

What is the specific learning objective(s) for this lesson? Students will be able to identify specific characteristics of each biomes Students will be able to create food chains with appropriate animals in appropriate biomes Students will be able to process how energy is transferred throughout each biome Students will recognize that the Sun is the driving force for all energy on earth Students will identify the three different types of consumers Students will list example of the different types of consumers Students will define primary consumers Students will define producers

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Students will need to know different regions on a map Students will need to know where the equator and the poles are located and the temperatures associated with each area

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) Students will be taught this information in the learning acquisition stage o This will give students extra practice with this skill

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) Day 1: introduction of content Day 2: Continue introduction of content and introduction of project Day 3: Work on Project and content review Day 4: Project completion and quiz on material

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? Material will be presented in the classroom, with laptop access 6 laptops, internet access, Prezi Website Directions, sample assignment, and rubric

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? It is important that students realize how energy is transferred in the environment Everything needs energy to survive and everything gets energy from someone else

How does this lesson relate to the PA Academic Standards?

S8.B.3.1.1: Explain the flow of energy through an ecosystem (e.g., food chains, food webs). S8.B.3.1.3: Explain relationships among organisms (e.g., producers/consumers, predator/prey) in an ecosystem.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson goes along with the lesson on biomes Each biome has different food chains because there are different producers and consumers in each biome In the future: students will be able to use food chains to understand adaptations, predator and prey relationships

How will you determine if students have met the lesson objective? (Think assessment) Students will be evaluated on the completion of this process Students will also be evaluated with a tests on food chains and energy transfer

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) Students will receive direct instruction for this lesson (introduction) Students will have guided practice (reinforcing material) Students will work with a partner to create a food chain Students will complete activity on their own

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

S8.B.3.1.1: Explain the flow of energy through an ecosystem (e.g., food chains, food webs). S8.B.3.1.3: Explain relationships among organisms (e.g., producers/consumers, predator/prey) in an ecosystem.
Lesson Objective(s) (Stated in observable and measurable terms) Students will be able to identify primary, secondary, and tertiary consumers in a food chain Students will be able to define producer and give an example Students will be able to relate that the sun is the driving force of all energy on earth

Assessment Plan (What will be done to determine if lesson objectives have been met?) Assessment of Prezi Formal Assessment : Quiz

Materials: 6 laptops, internet access, Prezi Website Directions, sample assignment, and rubric

Inclusion Techniques for Students with Special Needs: Learning Support Classroom Enrichment Techniques: Students will have the opportunity to create a food pyramid Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Guided notes Sample assignment Redirection Prezi Directions (visual) Rough draft template Teacher/Student Review

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Show pictures of several animals. Ask students if there is a relationship between the animals? (same biome) Ask students how they think each animal gets its energy. (from eating other animals and plants) Introduce the concept of energy transfer

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) 4 day lesson Bell Work: What are your favorite animals Review different biomes and animals associated with each biome Show students series of pictures Ask them what they have in common (same biome) Ask students how they think they get their energy (food chain) Begin PowerPoint Pass out guided notes After completion of PowerPoint pass out guided practice 2 examples of guided practice Next, group work Assign groups a biome to make a food chain Review food chains as a class Next, introduce Prezi Project Pass out directions Review directions Have students get their laptops Allow students to begin project Collect project after completion Review concepts Administer quiz

Guided Practice/Independent Practice/Assessment Activities Food chain practice independent Prezi Completion Energy Transfer Quiz

Closure: The lesson will conclude once the Prezi has been completed The lesson will conclude once the Quiz has been taken