Scribd
Upload
84 views2 pages

Student Teaching Lesson 3

The document provides a lesson plan template for a 9th grade biology class. The lesson focuses on the movement of energy through ecosystems by having students research different biomes and create food webs in groups. Students will activate prior knowledge with a quiz, learn key concepts in a lecture, work collaboratively to build food webs, and present their work to the class.

Uploaded by

api-475240824
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
84 views2 pages

Student Teaching Lesson 3

The document provides a lesson plan template for a 9th grade biology class. The lesson focuses on the movement of energy through ecosystems by having students research different biomes and create food webs in groups. Students will activate prior knowledge with a quiz, learn key concepts in a lecture, work collaboratively to build food webs, and present their work to the class.

Uploaded by

api-475240824
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Lesson Plan Template for Student Teaching and the CalTPA

Grade Level 9th grade Subject Biology Lesson Title: Movement of Energy
Area:

Preparation to Teach
Unit Theme Ecology: Movement of Energy
(Where within the unit
is your lesson?)
Content Standard(s): -HS-LS2 Ecosystems: interactions, energy, and dynamics. Construct and revise an explanation based on evidence for the cycling of matter
and flow of energy in aerobic and anaerobic conditions.
ELD Standards:
Learning Goal(s) or -Bridging: Exchanging information/ideas: Contribute to class, group, and partner discussions, sustaining conversations on a
Objective(s): variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on topic
questions, affirming others, and providing coherent and well-articulated comments and additional information.

Materials, Resources, Chromebook, Power point, Notebook, Paper, and Pencil


or Tools:
Class Funds of Students knowledge and understanding of relationships between plants and animals
Knowledge used in the
Lesson
Technology Chromebooks will be used to do activities in class.
Integration:

Adaptations/ Accommodations/ Universal Design for Learning


Focus Student 1: English Learner This student is considered a bridging english learner. Having the definitions and questions
projected off of the screen can allow the student to use visual and auditory cues to better
understand what is being asked of them.
Focus Student 2: IEP, 504, GATE, This student is an IEP student. This student likes to work in groups. when grouped with their
or other identified need table mates this student is able to meet his social emotional needs and better understand the
content given.
Focus Student 3: A student who This student moved from a different city and is learning to adapt to a different social climate
has had life experience(s) either within the new school and classes. This activity allows the student to communicate with peers
inside or outside of school, that and make new social emotional connections.
may result in a need for additional
social- emotional and/or academic
support

Universal Design for Learning This lesson focuses on student engagement and participation in a group setting by activating
Lesson Components students' background knowledge, communication skills, and collaboration with peers.
Instructional Plan
Activating Background Knowledge

Instructional Strategies
The class with start with students taking out their chromebooks and taking a short quiz based on the lecture from the day before and their
vocabulary. During this time the teacher will give them 5 minutes to review their notes and vocabulary homework while the teacher is
stamping their homework. Students will then start their quiz after all their notes are put away. When all of the students are done with their
quiz they will put their laptops away by table group.

Informal Assessment
Students will be taking a short quiz. This quiz will help the teacher understand where their knowledge is, since many of these students
have learned this content in middle school.

Student Grouping
Individual.

Time Estimate
10 minutes
Instructional Input

Instructional Strategies
Students will be instructed to take out a piece of paper. On this paper students will draw a blank flow chart that they will fill in while the
teacher is lecturing. This lecture will be a quick recap of information for students before they start their activity. The lecture will be on the
different sources of energy. If the students did not finish the flow chart during the lecture the flow chart will be for homework. Students
will then be asked to get into groups based on their table group. each group will be given a different biome or land mass. in this biome
they will be required to research about their biome, Find out who are the primary producers and consumers and create a food web based
on the animals in their ecosystem. they will then have to label the different levels of their ecosystem and which direction the energy is
going in their ecosystem as a group.

Informal Assessment
Teacher will be walking around and observing students interactions and conversations.

Student Grouping
Group of 3 to 4

Time Estimate 20-30 minutes

Closure
Instructional Strategies
Once all the groups create their food web, with arrows and labels, each group will present their food web to the rest of the groups. They
will talk about their biome, what plants and animals are in their food web, and where the energy is flowing. each group will present their
food web. At the end of the class students will have an exit ticket question of: What do you think a keystone species is? Which species in
your food web would be a keystone species? This will be written in their notebook and graded when notebooks are due.

Formal Assessment
Students will present their food webs to the class and write an exit ticket in their notebooks.

Student Grouping Group of ¾ and individual

Time Estimate 10 minutes.

You might also like