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Topic:
- REVISION FOR TEST
Curriculum links: Specific Objectives/Learning Goals:
Define and identify commensalism,
Interactions between organisms can be described in terms mutualisms, and parasitism
of food chains and food webs; human activity can affect Provide examples of commensalism,
these interactions (ACSSU112) mutualisms, and parasitism
Compare and contrast commensalism,
General Capabilities: mutualisms, and parasitism
Define producer, consumer,
Literacy decomposer and provide an example
Define herbivore, omnivore, carnivore,
Preparation: photosynthesis, environment, extinct,
Spare pens on teacher’s desks with sign on and off introduced species, habitat
worksheet Construct a food chain and a food web
Have roll on hand Identify what the arrows represent in a
Start-up computer and smartboard food chain/web
Have USB on hand Define an adaptation.
have timer up and ready List the types of adaptations and
Organize folders in colour order provide an example
Have print outs of worksheet ready Describe the impact that humans
Have spelling up on smartboard cause on a population/food web
Prior Learning: Resources/Materials required:
Teacher: “Good morning everyone. Before we all go inside I want everyone to without talking form
two straight lines right up against this wall” (pause and wait for eyes and walk up and down the line,
call out people that are talking
Let cooperative students in the classroom first followed by students that were not following
instructions
Teacher: “As you enter please collect your folder and get started on your spelling – week 10”
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Spelling activity
Set expectations
-Quiet independent activity
5mins -should be no talking- I don’t want to hear a pep out of anyone
-you have 5 mins to complete this task and then I am moving on
Stop activity.
Teacher: “okay times up. Put your spelling away in your folders and then sit with your eyes to me
awaiting your next instructions”
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Quiz
Set expectations
-Quiet independent activity
-should be no talking- I don’t want to know what your partner knows. I want to know what you know.
-I will be reading out the questions and they will also be on the board behind me if you fall behind.
12mins Teacher does Students do
-Walk around room -sitting quietly
-Read out question loud and clear- repeat -complete quiz
-change slide on powerpoint - working independently
-scan class for students cheating/ collaborating
-provide warning to talking students
-move student if necessary
QUESTIONS
Finish activity
Teacher: “okay times up. Finish the last sentence you are on, make sure your names on the paper,
and swap it with your partner”
Go through answers
1. The process where plants taking in carbon dioxide and water to create their own food
2. Mutualism in an interaction between 2 organism where both organisms benefit
3. Barnacle and turtle
4. An organism that eats plants only. Sheep
5. Defensive weapon
6. All of an organism surrounding including biotic and abiotic factors
7. A species that is not native to an area. Cane toad.
8. A physical or behavioral characteristics that helps organisms to survive and reproduce in an
environment.
9. Primary consumers
10. Sun
*collect pop-quizzes*
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Comprehension 1- commensalism
15 Ask student to help hand out the next activity
mins Introduce next activity
Teacher: “for this next activity we are going to read through the information provided up the top of
the worksheet together and then individually answer the questions underneath afterwards”
Teacher: “So to start off with we are going to popcorn read. However, I want to quickly get everyone
to repeat the words that I am about to say out loud together
Teacher Students
COMMENSALISM -student chant together
MUTUALISM
PARASITISM
Teacher: “awesome! Now that we have done that. Lets begin our popcorn reading. I want you to
popcorn to the person sitting next to you. Let’s start with Zahraa”
Teacher does Students do
-walk around classroom -read along with other students
-read along with students -read out loud
-assist students with pronunciation
Transition to questions
Teacher: “okay now that we have all read the information provided. I would like everyone to move
onto answering the questions. The answers to the question are provided in the information that you
all just read so you shouldn’t need any help. However, if you do raise your hand and wait for me to
come over. Please do not call out “miss”.
Set expectations
-this is an independent activity so you need to be working quietly
-You will have 10 minutes to answer the questions
- if you finish early let me know
Teacher: “If your partners now here you will be working independently. This activity involves you
identifying interactions between organism within a pond environment. We are going to go through a
couple interactions as a whole class so I don’t want anyone rushing ahead of the class.”
Teacher: “ This first thing I need you to do is rock paper scissor – once ! not best out of three. The
winner is the cutter. All the cutter come up and collect a pair of scissor and sit back down. Everyone
else- you are the gluers- come up and collect a glue stick and sit back down.”
Teacher: “3,2,1. Cutters I would like you to cut out the top row of organism only. So the butterfly, the
frog and the snake”
Wait for students to cut out 3 organisms- walk around class
I DO
Teacher: “So here’s your pond environment (show A3 paper). Where do you think the butterfly is
going to hang out?
Students: around the flowers
Teacher: okay lets stick that down there then…. Have we all stuck the butterfly down?”
Students: yes.
Teacher: “Where do you think the frog is going to hang out?
Students: on the lily pad.
Teacher: okay lets stick that down there then…. Have we all stuck the frog down?”
Teacher: “now that we have stuck down the organisms we need to show the energy flow through the
chain? Lets identify some interactions. Hand up?
Students:
-sun to water plants
-butterfly eats flower nectar
-frog eats butterfly
-snake eats frog.
WE DO
Teacher: “now I want you to make another food chain. Using different organisms. Lay it out and show
me first before gluing it down”
YOU DO
Allow students to continue on independently.
Extension:
-write next to each organism if they are a producer, primary consumer, secondary consumer, tertiary
consumer, or decomposer.
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EXTRA /ALTERNATIVE -Graphing activity if needed- extension work for early finishers
Ask student to help hand out the next activity
Introduce next activity
Teacher: “for this next activity we are going to be creating a graph that shows fluctuating bird
number at a location during different times of the year. The axis have been create for you. All you
have to do is up in axis titles, title and plot the data provided as a line graph.
Teacher: “okay you have 15 minutes to get this graph done and then I want you to all show me
them.”
Stop task.
Teacher: “okay I am going to stop you there. If you have not completed the task that’s fine. We will
continue on it during the next lesson”
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Homework
Distribute homework whilst students are working on in-class activity
Introduce homework- your homework is a comprehension activity- where you have to read
the text and then answer the questions. This will help you revise for the test
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5mins Conclusion
Pack up area
Make piles of folders on desk.
If extra time- test students on definitions
Self-Evaluation/Reflection:
Are students retaining content for test tomorrow?
Did you cover all the content for the test tomorrow?
Are students engaged in activities?
Are you improving on time management?
Are you using pitch changes in voice better- during praise?