Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Unit: Lesson Title: Grade/Period:

Chapter Four: Population Section 1: Population Dynamics & 1st and 6th Hour
Ecology Section 2: Human Population

CCSS or State Standards:

HS-LS2-6. Evaluate the claims,
evidence, and reasoning that the
complex interactions in
ecosystems maintain relatively
consistent numbers and types of
organisms in stable conditions, but
changing conditions may result in
a new ecosystem.
HS-LS2-8. Evaluate the evidence
for the role of group behavior on
individual and species chances to
survive and reproduce.
HS-ESS3-1. Construct an
explanation based on evidence for
how the availability of natural
resources, occurrence of natural
hazards, and changes in climate
have influenced human activity.
HS-ESS3-4. Evaluate or refine a
technological solution that reduces
impacts of human activities on
natural systems.
HS-ESS3-6. Use a computational
representation to illustrate the
relationships among Earth systems
and how those relationships are
being modified due to human
activity.

Resources and Materials:

(can be attached)

Glencoe Science Biology Textbook

Study Guide
Study Guide Key
 Baker College Teacher Prep Lesson Plan Form
Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
I can:
I can demonstrate an understanding of the carrying capacity of an
ecosystem.
I can identify factors that affect the carrying capacity of an
ecosystem.
I can form explanations for the effects various factors play in an
ecosystem.
I can identify the complex interactions of an ecosystem.
I can describe how natural resources influence human activity.
I can describe how natural hazards influence human activity.
I can describe how climate influences human activity.
I can evaluate how human activity influences ecosystems.
I can describe how technology can influence human activity.
I can describe how human activity influences relationships.
I can evaluate the technological solutions that can reduce the
influence of human activity in ecosystems.
How can scientists use the carrying capacity of ecosystems to
interpret relationships between abiotic and biotic factors?
How can scientists use the carrying capacity of ecosystems to
interpret relationships between biotic factors?
What role does human activity play in various ecosystems?
How can scientists evaluate technological solution which help
reduce the impacts of human activities on natural systems?
Pictionary (Teams-Games-Tournaments)
Students will be broken into four teams that I have set up ahead of
time to ensure that groups are evenly distributed with high, medium,
and low students. Teams will compete against one another to see
which can guess the vocabulary term depicted by students that is up
on the board using the projector. There are 3 hours of advanced
biology, I did not use the drawings from their class in their
Pictionary as that gives students an unfair advantage during the
game.
Teams must consult one another before giving their answer, ensuring
that every student's voice is included.
During the game this gives me the opportunity to formatively assess
students on their knowledge of the vocabulary for the chapter.
0:00 Students are welcomed into the classroom.
0:01 Upon entering the classroom students will find their assigned
seats.
- During this time I will take attendance.
Baker College Teacher Prep Lesson Plan Form

0:02 After attendance has been taken I will introduce the activity for
that will start off the hour. Pictionary. Students will be broken into
four teams that I have set up ahead of time to ensure that groups are
evenly distributed with high, medium, and low students. Teams will
compete against one another to see which can guess the vocabulary
term depicted first.
- For homework students created visual images, icons or
sketches for each of the 15 vocab words in Chapter 4. I went
through all of these images and chose one image that best
depicted each vocab word.

0:04 On the screen project the four teams and allow students to
move to sit with their team.
- There are 3 hours of advanced biology, I did not use the
drawings from their class in their Pictionary as that gives
students an unfair advantage during the game.
- During the game this gives me the opportunity to formatively
assess students on their knowledge of the vocabulary for the
chapter.
- Student performance will determine the course of the
rest of the hour. If students do not have a sound
understanding of the material we can spend more
time discussing the content either whole group or
small group.

0:30 After completing the activity for the day, students will be given
their class/homework assignment for today, the Chapter Four Study
Guide.
- Students will have about the rest of the hour to work on the
study guide.
- Students will complete this assignment independently.
- Students will be instructed that for their benefit they should
begin by completing everything they know WITHOUT the
use of their Cornell style notes or their textbook. Make a note
next to what you did not know and come back to this at the
end.
- While students are working independently I will be available
to answer any questions that they may have.

0:55 At this time the answer key for the study guide will be made
available on Google Classroom. Students are welcome to check their
answers, to ensure that they have accurate information with which to
study.

0:56 Regroup to whole class. This will allow for students to ask any
further clarifying questions prior to class dismissal.
- Remind/inform students tomorrow will be day one of the lab
The Lynx Eats the Hare.
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
0:58 Students will back up their belongings and wait for dismissal.
0:60 Dismissal.
Whole group discussion is an effective way to focuses on
interactions. Students are allowed to express their knowledge,
understandings, and opinions on a topic. Discussion promotes active
learning for students and also increases student accountability.
Student-centered strategy.
Independent practice is an effective way to allow for students to
apply their knowledge on the material we are covering. This is tied
in with whole group discussion and allows for formative assessment
of student understanding.
Small group instruction is an effective way to differentiate
instruction and meet the needs of our students. With responds to
informal and formal data collected from various sources, I can
construct a comprehensive profile on students interests, abilities and
challenges. Small groups also enables students to develop
relationships with their classmates.
Formative assessment is any assessment task designed to promote
students' learning. These tasks give both teachers and students
feedback, so that teaching and learning activities can be altered
according to the results. This allows me to begin targeted
interventions/modifications based on determined student learning
levels. Identified possible at-risk population for further
interventions.
Lesson closure ends a lesson and creates a lasting impression, allows
students to ask any remaining questions, and also allows me to check
for understanding regarding todays lesson.
Teams-Games-Tournaments optimizes content mastery through both
competition and cooperation. Allows me to formatively assess
students on their knowledge of the vocabulary for the chapter before
applying these terms during the lab The Lynx Eats the Hare.
Formative:
During the Pictionary activity I will have the opportunity to
formatively assess students on their knowledge of the vocabulary
for the chapter.
- After instruction, during independent practice walk around
the classroom and assess how students are doing with the
material. Answer any questions that students may have at this
time.
Summative:
 Baker College Teacher Prep Lesson Plan Form

Chapter Four and Chapter Five test. (two weeks)

The Lynx Eats the Hare Lab (Thursday/LP 4 and Friday/LP 5)

Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
At the end of the hour the study guide as well as the answer key will
be made available on Google Classroom. This way students who
need to review the material again or correct their study guide can
view this at home. This is also a useful tool for absent students to see
exactly what they missed in class.
Groups were created ahead of time so that high, medium, and low
students could be distributed evenly. Also, so the high students could
give support to the medium and low students.

Small group instruction during independent work time will allow me

to reach out to those students who were struggling during the
pictionary game.

Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Regrouping the class after whole group discussion and independent
work time allows for all students to ask questions prior to applying
what they have learned in the lab tomorrow.

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
The inclusion activity is a way to formally assess what knowledge students have gained from this chapter.
During this chapter students completed their assigned reading, as well as reading for meaning when taking their
Cornell Style notes, and finally created visual images, icons, or sketches to illustrate vocabulary terms. This
inclusion activity is a way to formatively assess how well these strategies are working for students.

Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
Welcoming students into the classroom. Letting students know that I am excited that they are present and ready
to learn. This starts the class period and the lesson off on a good note. Also, this inclusion activity is set up in a
Team-Game-Tournament style which generally gets students attention.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them?
Students have learned about populations in respect to animals as well as human population in the previous
lessons.They have an understanding of what a population is, as well as the factors that play a role in population,
the vocabulary terms pertaining to populations both human and animal. Students will now review all of this
information before completing the labs for Chapter 4.
 Baker College Teacher Prep Lesson Plan Form

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
Before beginning the lesson and before concluding the lesson allow plenty of time for questions, both
new and older material. Students will have time in class to begin their homework assignment and ask for
further clarification if needed.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.
On Thursday and Friday, lesson plans 4 and 5, students will be completing a lab (The Lynx Eats the Hare)
in class that has them utilize all of the skills that they have learned today. Chapter 4 and 5 test will take
place in two weeks.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson.

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson.

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson.

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?

For use in all Baker EDU courses: 4/13/16 per Dr. Schram