LESSON PLAN TEMPLATE:

Lesson Title: Food Webs: How are Organisms Related? I. Standards and Common Core: Long-term planning: Lesson within the Unit Sequence (choose one) _X_Engage __Explore ___Explanation __Elaborate __Evaluation Date & Day of Unit Sequence Date: __11-19-13_ Day #___________

CT State Standards: Include State Standards, Expected Performances (content only) 10.6 Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species. D 43. Describe the factors that affect the carrying capacity of the environment D 44. Explain how change in population density is affected by emigration, immigration, birth rate and death rate, and relate these factors to the exponential growth of human populations Next Generation Science Standards: (for now, only include scientific and engineering practices) HS-LS2-6 Engaging in Argument from Evidence Scientific Knowledge is Open to Revision in Light of New Evidence

Multicultural teaching concepts

I plan to use Mr. Quinns idea of the classroom discussion by leaving it up to the students to discuss and create their own food web and have the students feel comfortable to discuss with each other. I also plan to have the students have the freedom of observation of their own food web. They will be able to use their creativity just as Mr. Quinn used when having the students write about the grass. II. Learning Goal(s)/Objective(s): Include procedural and/or declarative goal(s). To measure student achievement, use Blooms Taxonomy or a modified version of Blooms Taxonomy The student will understand the interrelatedness of food webs and see how populations affect other populations. III. Lesson Instruction: Include timings for each phase. Use the 5E Learning Cycle for short-term planning. Use the Engage for the Initiation and Evaluate for closure. Embed SCI & ENG Practices to greatest extent possible. Initiation (Engage): Cite how you will engage prior IV. Daily Formative V. Differentiating knowledge. Assessments: Instruction: 2 minutes Pass out handout and note cards with various animals, plants and the sun written on them. Have the 4 students get into a group.

2 minutes Engage students by having them fill out #1 on the student handout.

If students have trouble, guide them with the question What would they eat?

Desk placement allows for more discussion between students

2 minutes Briefly discuss some of the ideas that were written down

Lesson Development (Explore, Explain, Elaborate): Cite how you will build upon prior knowledge and build each concept(s). 10 minutes In the group, have the students arrange the species into a food web on the white board. Students should identify one species at a time while talking it out, what they would eat and connect the two animals on the board. Then continue the web to connect that species to another until the energy reaches the sun index card. Repeat this process until every species is connected. 5 minutes Have students answer the questions out loud: What the differences between carnivores, herbivores and producers? And What is the role of decomposers in this ecosystem? Further the questions into discussion if time/students allow.

IV. Daily Formative Assessments:

V. Differentiating Instruction:

Oral Questioning: Where does all of the energy lead to at the very end? What if a species was removed from this ecosystem? What would happen to the species that eat or get eaten by that species? What if there was a forest fire and all of the plants die? How would that affect the rest of the ecosystem? What if the sun burnt out?

Use of white board Hands on Activity

If they do not know what the words carnivore, herbivore and producers mean, guide them with phrases like, well what do carnivores eat? What do herbivores eat? What do plants PRODUCE?

Closure (Evaluate): Cite how you will measure, with evidence, if the objectives were met. 10 minutes Have students write down then discuss #8 on the worksheet. Why is it important to preserve Endangered species?

IV. Daily Formative Assessments: Students written feedback with show whether they understood the lesson.

V. Differentiating Instruction: Walk around while students are completing activity

VI. Lab Safety: Refer to the strategies you outlined in your Lab Safety Manual.

VII. Teaching Resources and Materials (e.g. technology, lab supplies, etc.) String Scissors Note cards Worksheet