Spring Arbor University School of Education Lesson Plan Essential Elements Title: Introduction to Ecology Subject: Biology Grade

Level: 9th and 10th Time Allotted: 70 Minutes

aterials !e"uired: House hold plant, flashlight, rock (medium si e!, plant seed, indi"idual #hite $oards, markers, pro%ector, &o#er &oint, $iology $ook, %ust the facts hand out, plain #hite paper, tape, analogies hand out' ##################################################################################### ichigan $urriculum %rame&or': ()*+()* Ecosystems, +he chemical elements that make up li"ing things, pass through food #e$s and are com$ined and recom$ined to in different #ays (t each link in an ecosystem, some energy is stored in ne#ly made structures, $ut much is dissipated into the en"ironment as heat' *ontinual input of energy form sunlight keeps this process going' ,bjective-s.: 1' ,ecogni e ho# energy is stored in an ecosystem' -' .escri$e energy transfer through an ecosystem, accounting for energy lost to the en"ironment as heat' /' .ra# the flo# of energy through an ecosystem' 0' &redict changes in the food #e$ #hen one or more organisms are remo"ed' 1' Identify $iotic and a$iotic elements of an en"ironment' ##################################################################################### Time Allotted 2 min Essential Element /* Anticipatory Set: &lace the house plant, flashlight, plant seed, and rock on the demonstration ta$le' (llo# the students to gather around the demonstration desk' (sk the students to try to compare and contrast $et#een the o$%ects on the ta$le' (sk the student to come #ith as many possi$ilities in the allotted time' +he students #ill record their o$ser"ations on the #arm up #ork hand out' (fter fi"e minutes open class discussion on their o$ser"ations' +* State Purpose and ,bjective-s. of Lesson: 3+oday #e are s#itching gears from unit one to unit t#o' &ersonally, I lo"e this unit and I hope that you #ill en%oy it as #ell' +here are many fascinating things that #e #ill learn a$out today, including ho# energy is stored in an en"ironment and ho# energy tra"els from one organism to another'4 35e #ill also $e a$le to construct food #e$s and predict changes in an en"ironment if #e remo"e organisms from that en"ironment' If #e are really moti"ated #e #ill $e a$le to get to a$iotic and $iotic factors or elements of an ecosystem'4 )* Plan for 0nstruction:

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odel and Lecture Begin presentation #ith po#er point' 7pening ;uote) 3.on<t $lo# it = good planets are hard to find4' >?uoted in +ime 7pen up for discussion on ecology and define the root @atin meaning' Ha"e students pull out the Aust the facts sheet and $egin filling out important facts from the teBt and po#er point presentation' &age :- through 7/ in the Michigan Biology $ook (Milliler and @e"ine -010 p' :-)7/! +hree parts of ecology the science, economics, and organi ation' .efine species, population, community, ecosystem and $iome' +#o factors t#o en"ironments, a$iotic and $iotic factors' ,efer to demonstration ta$le for eBamples' (sk students to #rite on the #hite $oards other eBamples they can think of' Implement first assessment informal formati"e assessment' o I #ill ask students to think of another $iotic eBample from any type of ecosystem that is not displayed on the $oardC o 6tudents #ill then ha"e time to think and #rite do#n either an animal or plant of other li"ing thing and hold the indi"idual #hite $oard facing me' (fter mentally recording that each student ans#ered the ;uestion I #ould then ask for a$iotic eBamples' (nd follo# the same procedure' o (ll correct ans#ers should $e recorded on the $oard and discussed #ith the class' o (ll correct ans#ers could $e recorded in the %ust the facts note taking strategy' o If needed refer $ack to the o$%ect on the ta$le and re) point out $iotic and a$iotic eBamples' Introduce primary organisms, &roducer, *onsumer and relationship' Identify #hat a consumer9producer does' @ist eBamples' .istri$ute the analogy hand out for students to fill in as discussion opens up on the roles of producers, consumers, and decomposers' (llo# opportunity for students to share analogies that they find helpful' o 6tudents should find this analogy #ork sheet helpful in identifying similarities to the su$%ect matter and relate it to another topic that they ha"e prior $ackground kno#ledge in' o 6tudents #ill use this for their reference only and #ill not $e a#arded any points' Energy in $onds, $urn the plant seed sho# release of chemical energy' Energy is stored in $onds' Most matter is made of chemical $onds' 5hen $onds are $roken and formed energy is released' Energy is either produced or transferred through organism and the food #e$' (sk students to name their fa"orite animal' +o think a$out its en"ironment and think a$out possi$le producers, consumers in

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that en"ironment' Ha"e students record this on the $ack of the #arm up #ork at the end of class' +hey may use additional resources if necessary to locate as many organisms as possi$le' 5hat are decomposersC 5hat role do they play in our en"ironmentC

1* 2ifferentiation $onsiderations -accommodations.: .uring group #ork assess and address students #ho #ere not performing at eBpected le"el' Dse additional eBamples and ha"e the student try to eBplain topic to me' Dse additional reading sources' 6tudents may also $e allo#ed to #ork indi"idually on the comic strip or story $oard assessment' +hey #ill still $e re;uired to complete the task in the re;uired tine and make a "alid presentation to the class' 3* Assessment: 1' +he follo#ing class period a 8ormal 6ummati"e assessment #ill $e administered for the o$%ecti"es stated a$o"e' 6tudents #ill enter the classroom on the follo#ing class period and #ill sit at the designated spot' +he formal summati"e assessment #ill $e face do#n on the desk #ith the students name on the $ack' 5e #ill go o"er the agenda for the class period' I #ill ask if anyone needs a pencil or eBtra paper' I #ill #ish them luck and reassure them that they #ill succeed on this assessment' +he students #ill then #ork through the assessment' 5hen they complete the assessment they #ill $ring the test up to my desk and if time allo#s they may select a $ook or maga ine to read ;uietly at their desk' +hey may also #ork on other assignments that they #ish to re su$mit' -' Informal 8ormati"e assessment' 6tudents #ill $e assessed $ased on the ans#ers they record on the #hite $oard' +he educator #ill keep a mental note of students #ho are not grasping the o$%ecti"e' /' 8ormal 8ormati"e assessment' 6tudents #ill su$mit the %ust the facts sheet' +he educator #ill not assign a grade $ut pro"ide feed$ack on the ;uality of the facts that #ere documented in the fact sheet' Educator #ill ha"e a sound idea of ho# the student looks and finds information to $etter help them understand the main ideas of the conteB' 1 min 4* $losure: +hank the students for their attention for the class period, ask for any other ;uestions' Ha"e the students turn in the formal formati"e assessment so that a grade may $e assigned to each group mem$er' 8eed$ack #ill $e pro"ided on the assessment and #ill $e returned $y the follo#ing class period'

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