Quintina Frandsen

September 8, 2014

Grade: 7 Subject: Science Unit: Interactions and Ecosystems Duration: 48 min.

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
1 - Investigate and describe relationships between humans and their
environments, and identify related issues and scientific questions.
3 Monitor a local environment, and assess the impacts of environmental
factors on the growth, health and reproduction of organisms in that
environment.
Specific Learning Outcomes:
Students will:
1.1 STS - Illustrate how life-supporting environments meet the needs of
living things for nutrients, energy sources, moisture, suitable habitat, and
exchange of gases.
3.1 STS Investigate a variety of habitats, and describe and interpret
distribution patterns of living things found in those habitats.
LEARNING OBJECTIVES
Students will:
1. Describe how environments meet the needs of living things.
2. Investigate different habitats of living things.
KSAs
1, 3, 4, 5, 6, 9, 10, 11
ASSESSMENTS
Key Questions:
Observations:
How are the needs of living things Completion of flipbooks.
met within an ecosystem?
Participation in group activity
Written/Performance Assessments:
Collection of flipbooks. Exit slips.
Materials: Blank paper, crayons, markers, pencils, text book, smart board
presentation.
ACCOMODATIONS
Grades will be given based on completion and correctness. Visual, auditor and
kinesthetic aids will be used while teaching.
LEARNING RESOURCES CONSULTED
Resource #1: Science in Action 7
Resource #2: Dinah Zikes Notebook Foldables
PROCEDURE
Introduction (5 min.)
Hook/Attention Grabber: Board work when students first walk in have a
brainstorming activity on the smart board. Give students about 60 seconds to
record as many basic needs as possible. What do they need?
Assessment of Prior Knowledge: Combine students into pairs for a think pair
share. Individual groups will record their answers on the whiteboard. Take a
few minutes to discuss whether these are basic needs or actually wants.
Expectations for Learning and Behaviour: Today we will be doing a lot of
seatwork. I expect you to work quietly and raise our hands if you have any
questions. You should not be wandering around the room.
1

Quintina Frandsen
September 8, 2014

Advance Organizer/Agenda: Today we will read through page 11 and create a

flipbook to write the definitions in. Next we will work through a smart board
presentation while reading pages12 -15. By the end of class everyone should
have a flipbook to paste into their science journals.
Transition to Body: Grab out your textbooks.
Body (35 min.)
Learning Activity #1: Species, community and population (5 min.)
To better understand the world within an ecosystem, we need to first break it
down and describe the different parts. Have students volunteer to read
through the definitions. Students will write the definitions down in their
scientific journals.
Assessment:
Differentiation:
Learning Activity #2: The needs of living things foldable (30 min.)
Referring back to the think pair share exercise at the beginning of class, walk
students through the basic needs. Show students how to create the foldable.
Students will put each of the 5 basic needs on the front of the flap, a definition
on the back, and an example/picture on the next side. After the whole foldable
is created glue it into your science notebook.
Assessment: Observation and questioning during the creation of the foldable
and reading through the textbook. Collection of foldable.
Differentiation: Differentiation for learning styles: auditory, visual, and
kinesthetic.
Learning Activity #3/ Sponge Activity: Discussion of David Blaine Buried
Alive (sponge)
Have students read through page 14 individually, or quietly in pairs. Write
down their thoughts and answers to the questions. Depending on the amount
of time left in class, we will either discuss as a whole class, or leave until
tomorrows class. ***If enough time, show video clip of David Blaine.
Assessments: Formative assessment through questioning.
Differentiation: Pairing up of strong readers with weaker readers if students
struggle to read the case study.
Closure (5 min.)
Consolidation/Assessment of Learning: Exit slip. List the 5 basic needs of living
things (without looking at your notes). Post on door as you leave.
Feedback To Students: If you did not finish your foldable in class, it will be
homework. You can glue it into your journal tomorrow. We will discuss the
David Blaine case study first thing during tomorrows class.
Transition To Next Lesson: Please cleanup and put all of your materials
(markers, crayons) back in their boxes on the shelf. Straighten up your rows
and pick your garbage up off of the floors.
Feedback From Students:

Quintina Frandsen
September 8, 2014