Corinne Hastings 7th Grade Life Science Lesson Plan Monday, Nov.

18, 2013 Period: 2 ODE Revised Science Content Statement: Matter is transferred continuously between one organism to another and between organisms and their physical environments. (pg 214) Lesson Goal: Students will be able to compare a food chain and a food web, as well as identify the vocabulary associated with Section 2, Living Things Need Energy by completing a template with a partner. Academic Language: define: create a statement that tells what something is in your own words or by using alternative resources illustrate: create an artifact by using personal knowledge and information from the lesson synthesize: combine ideas (words, images, etc.) from the section and put into your own words/pictures Key Vocabulary: consumer: organisms that eat other organisms producer: organisms that use sunlight directly to make food decomposer: organisms that get energy by breaking down dead organisms herbivore: an organism that eats only plants carnivore: an organism that eats animals omnivore: an organism that eats both plants and animals Instructional Strategies: Active Learning--The lesson engages learners by matching instruction to the learner's interests, understanding, and developmental level. Cooperative Learning--Students are working in pairs to complete the assignment. Each student will be teaching their partner the alternative words that the student did not complete the sheet on. Graphic Organizer--Students are organizing their thoughts into a template, which has multiple aspects similar to the frayer model for learning new vocabulary. Materials: pencil eno board journals/ sheet of paper 4 cups (labeled with grasses, prairie dog, coyote, vulture) Ball of yarn/string

Corinne Hastings Colored Pencils Copies of Vocab Assignment Template for pairs Link for Template: https://docs.google.com/document/d/1kaYgtLjyQldF1wx8ew4IuHWF4QBYbhYIS9O9aHQq 4aA/edit?usp=sharing

Anticipatory Set: Have students take out their journals and write observations as I, silently, move the four cups (with names of organisms on them) to show a food chain. Once demonstrating the food chain with the cups a couple of times, I will encourage students to finish up their observations so that we can have a short discussion. Ask the class: What was I doing? What did the cups represent? What would go on top of the vulture? Why? What is the term that we use to call this cycle? How do you know? Justify your answer. Activities: 1. Yarn Activity: a. Have students stand in a circle quietly and wait for instructions, while I collect the ball of string and join them in the back of the room. b. I will explain that I am grass and we, as a class, are going to make a food web. Ask, Whats a food web? How does a food web work? (call on a student for a response). Build on what the student says and further explain that a food web shows relationships between animals, what they eat, and who eats them. c. Then, demonstrate the web making by thinking aloud. For example, If Im grass, then who would probably eat me? (rabbit, or cow, etc.) Pass the ball to a student who will answer the question. Then that student will pass the ball to another student, who will say he/she is someone who will eat the rabbit. In other words, when you

catch the ball, you must say what creature you are and what you just ate.
d. Make sure that students are constantly holding onto their piece of string, so that visually the web grows. Encourage kind passes to the people in the circle. e. After everyone has held the ball at least once, stop the game by having that student toss the ball back to the teacher. As everyone is standing holding their string, point out that we have made a web and it shows that we are all connected. f. Ask, How is this web different from the food chain we saw earlier? Why would a web be more of an accurate way to show transfer of energy between organisms? This is a more accurate way to depict exchanges of energy among organisms because

Corinne Hastings a chain just shows one direction, while a web shows the multiple directions the energy can go. g. a. Have students return to their seats. After the activity, I will display the list of vocabulary words that the students are responsible for understanding in this section (pg 8-13 in their Environmental Science textbook). Following this, I will explain that their assignment must be completed today in class. b. Explain: Every student will use the template to depict their vocabulary knowledge for the section, Living Things Need Energy. Students will be working in pairs to complete the template. All students are required to know all 6 vocabulary words and 2. Vocabulary Assignment:

their definitions, which is why the copies will have the template on both front and back, however each student is only responsible for completing the entire template (definition, picture, and sentence) for 3 of the 6 words (their choice). Their partner
will complete the alternative 3 and share what he/she did with the other. c. Ask that when students are finished, they star one of the two papers (as this will be the one that will be hung around the room) and then turn both of them in to TIB. 3. I will display definitions of vocab words when students are nearly finished with the assignment for them to check their work. Accommodations for Special Learners: Students on IEPs: Students will receive a copy of the template with the vocab words already filled in. This way, the students can focus on understanding the content more, instead of organizing themselves with what words they need to complete. They will also receive additional time and instructions repeated if necessary. English Language Learners: They will also receive a copy of the template with the vocab words already filled in. Their tutor will work with them during class and point out the images/definitions in the section for their reference. In addition, they may use their devices to translate the materials into their respective languages so that they can begin to learn the vocabulary a little better. Students will receive additional attention from me once the majority of the class is working independently on the assignment. Students who are Gifted: Students who need an additional challenge will be asked to create a food web on their own paper, making sure to use all six vocabulary words in some way. Assessments: Formative assessment: Students will turn in their vocabulary assignments and I will read their work, providing comments and feedback where necessary. I will be constantly monitoring the students participation in class discussions and activities. If a student isnt listening or doesnt seem to understand I will call on them or help them

Corinne Hastings individually. I will also be walking around the room and monitoring student progress, working individually with those students who have specific questions.

Corinne Hastings