Branko Gavric June 17, 2013 EDU 652 Dr.

Gorlewski DYouville College Lesson Plan Subject: Science Grade Level: 9 Date: Lesson 2 Time Frame: 75 minutes New York/Common Core Standards: Living Environment, Standard 4, Key Idea 1- Living things are both similar to and different from each other and non living things. Performance Indicator 1.1a to 1.1f Pre-Assessment: The students should understand what a population is and the different roles that organisms can have within that population. They should also be able to distinguish between autotrophic and heterotrophic nutrition. Objectives: Given an organism (student is assigned as a producer, consumer, or decomposer) the students should be able to act out and identify its role within a food chain Given a handout where the same organisms that were acted out are listed in groups of 3, the students should be able to distinguish the 6 physical conditions the set of organisms live in (picture and name of environment are provided) Materials: Video, Powerpoint, Handout, Pencil and Erasers for students Vocabulary: The terms that should be understood towards the end of this lesson are: Nonliving environment, ecosystem Procedures: Anticipatory Set: We talked yesterday about different roles within a population. Now imagine we lived in Alaska, the jobs that your parents would have would different than the ones they have here due to the fact they have different physical conditions and resources there. Each population lives within an ecosystem which is defined by the physical conditions as well as the species that live there. The first part of todays class will be an activity to review what we did yesterday while the second part will be looking at different physical conditions that these organisms occupy.

Steps: Give the anticipatory set (5 minutes) To review from the first lesson, students will be split into groups of 3 where each member of the group will assigned by me to be either be a producer, consumer, or decomposer. Everybody in the class will be a different organism (5 minutes) The students will then practice acting out the process of their assigned food chain within their individual group of 3 (10 minutes) Each group will then act out the process of the food chain in front of the class without stating what organism they are or what their role is. The class will then try to identify what organisms they were and who was the producer, consumer, decomposer and why (3 minutes per group x 6 groups= 18 minutes) We will then transition into understanding different physical conditions. A Powerpoint slide will show the six groups had populations which live within different physical conditions. The interaction between these organisms and the physical conditions is what makes up an ecosystem (5 minutes) We will then watch a video which shows the six different ecosystems (15 minutes) Hand out the Assignment, 10 minutes to work on it, Give guided practice, Collect the Assignment Closure (5 minutes) 2 minutes of time left for either questions along the way or concepts that may have taken longer than they should have Closure: Now that we understand the roles organisms have within a population, it is important to take into account the physical conditions in which they live. The interaction between these organisms and their physical conditions is what makes up variety of ecosystems. Evaluation: 2 forms of formative assessment 1) Acting out the organisms in a food chain 2) Being able to identify the physical environment where the organism lives in