Lesson Plan Format:

Teacher____Hanah Escoto ______________ Grade Level_____10_________

SUPPLEMENTAL BIOLOGY CHAPTER 3 SECTION 3.1
I.
Content and Standards: Standards for this lesson are aligned with the content, the text
and materials.

II.

BIO.B.4.1.1: Describe the levels of ecological organization (i.e., organism, population,

community, ecosystem, biome, biosphere).
BIO.B.4.1.2: Describe characteristic biotic and abiotic components of aquatic and
terrestrial ecosystems.

Prerequisites: State the understanding and knowledge that is necessary for this lesson.
Students must understand organisms share common characteristics of life. They should
have a general background on Ecology from prior classes.

III.
Instructional Objective: Indicate what is to be learned and what you will teach- this
must be a complete objective. Write this objective in terms of what an individual student will do.
At the end of this lesson the student will be able to:

Explain how living and nonliving parts of the Earth interact and affect
the survival of organisms

Decipher between abiotic and biotic organisms

Explain how we study life

IV.
Instructional Procedures: BDA Description of what you will do in teaching the lesson,
and, as appropriate, includes a description of how you will introduce the lesson to the students
(Before), what actual instructional techniques you will use (During), and how you will bring
closure to the lesson (After). Include what specific things students will actually do during the
lesson. In most cases, you will provide some sort of summary for the students.
Before:

QOD: The class will start with a practice multiple choice question
about topics from the upcoming section 3.1 What is Ecology. The
purpose of this QOD is to practice answering these types of
questions for the Keystone Exam. Today they are answering
question number 8 in their unit two packets which will be given to
them at the start of class.

Reading Strategy: Vocabulary Knowledge and SelfAssessment: At the end of the last section the students were told to
read chapter 3 and complete the reading strategy worksheet (see
below) I will check this for completion while the students
complete their peer review (this will be done online through
Google classroom before the start of class)

Abiotic vs. Biotic warm up activity 12 items will be placed on

the desks throughout the room. These items will have a notecard in
front of them to tell the students what it is (ex: dead leaf,
superworm, etc.). The students will then be told they have 30
seconds to write down the name of the item and if that item is
living or nonliving on a sheet of notebook paper. When they finish
we will review the definitions of abiotic and biotic and I will give
them time to review their answers and change any if needed.
When they are finished we will review the correct answers and
why that item is classified as and why.

During:

Assess Prior Knowledge: Section 1 is titled What is Ecology?, I

plan to open the lesson by asking them this same question since
they read the chapter and completed the reading strategy they should
have a basic idea of what Ecology is. I will guide this discussion for
about 3 minutes before moving on to the section 3.1 notes.
FlipChart Presentation: I will go through the Chapter 3 FlipChart
Presentation up through section 3.1 on the fundamentals of Ecology .
During this time I will be sure to provide definitions to key terms as
well as examples. We will take time to discuss all of these things as a
class as well. Students should be taking notes during this. They can do
this in any form they choose.
During the presentation of content I will be making an effort to tie in
the reading strategy. Before defining a term to them I will announce the
term and ask someone who rated their knowledge of a word as a + to
tell us their definition of the word. More than one student can to this to
give the students a well rounded example of what that word means
before taking notes about it. The goal of this is for the students to hear
several versions of definitions of one word in hopes that one of them is
stated in a way they understand and they can eventually rate that word
as a +.

After:

Finish 3.1 notes on their own using the online textbook.

3.1 What is Ecology Worksheet: This worksheet will be assigned

as homework and will be checked the next class period.

V.
Materials and Equipment: List all materials and equipment to be used by both the
teacher and learner and how they will be used.

Computer this will be used by the teacher to show FlipChart

presentation


Promethean Board this will be used by the teacher to show FlipChart
presentation and current events presentations
Biology by Miller & Levine students can use as a resource when needed,
will be used to complete the Reading Strategy worksheet.
VI.
Assessment/Evaluation: Describe how you will determine the extent to which students
have attained the instructional objective. Be sure this part is directly connected to the behavior
called for in the instructional objective. Include rubric where necessary. CONSIDER
PORTFOLIOS AND PRESENTATIONS.

Diagnostic: This will be done during the time before the presentation by
the abiotic and biotic factors warm up and asking them questions and having a
class discussion Ecology.

Formative: This will be done throughout the class by questioning and

surveying the class on their understanding of the content being presented

Summative: The QOD (collected weekly), Reading Strategy and 3.1

Worksheet.
VII.
VII. Accommodations or Modifications needed for students with disabilities or
ESOL: Indicate how other activities/materials will be used to reinforce and extend this lesson and
for whom. Include homework, assignments, and projects.
Students will be given accommodations or modifications on an as needed basis. A
microphone is already being used to help anyone who is hard of hearing. For students
who do not have Internet access at home extra resources will be provided to help them
complete homework assignments. Adapted tests will be given to those whose IEPs
require it. Adaptations included on the test included few choices on multiple-choice
questions, having the test read aloud, and being given a word bank.
VIII. Technology: Describe which technology will be incorporated and describe how
technology will assist learning.

Promethean board and microphone both of these will be used

throughout the entire class to present the content information to the students.
This will assist learning by giving them a visual aid and also by making it easier
for them to hear.

Computer this will be used to put the presentation on the Promethean

board. Again, this will assist learning by giving the students a visual aid during
the presentation of content.
IX.
Self-Assessment Determine here how you plan to collect information that will be
useful for planning future lessons. A good idea is to analyze the difference between what you
wanted (the objective) and what was attained (the results of the assessment).
I will collect information that will be useful for planning future lessons through my three
types of assessment. I will constantly be monitoring student understanding to see how I
can improve for the future teaching of this lesson. I will be looking to the students
performance on the reading strategy, and 3.1 worksheet to check if they have met the
chapter objectives. If they have not I will know I need to make improvements to the

lesson. For this lesson specifically I will be looking to see if they can decipher between
abiotic and biotic organisms and explain how the two interact and affect the survival or
all organisms

Name:_________________________
Date________________
Reading Strategy: Vocabulary Knowledge and Self Awareness
Chapter:__________________
Directions: Below are words that are very important to chapter 3. The
understanding of these words is vital to having success in mastering this
chapters content. Please fill in the table below as directed.
Word: some are given to you and there are blank spaces left empty for you
to add words of your own.
Self Awareness Rating: Please rate how well you feel you know the word
before reading the chapter:
+ = you have heard and/or used this word many times,
you are comfortable with the word and confident you
know the meaning of it.
= you have heard and/or used this word a few times,
you have some idea of what it means but are not fully
confident in its meaning.
- = you have never heard and/or used this word. You do
not know the word at all or have heard the word before
but do not know the meaning of the word.
Prior Knowledge Definition: this column should also be completed before
reading the chapter. Here you should write what you think the definition of
that word is.
Book Definition/Post Reading Definition: Once you have read the
chapter and have a better sense of the words meaning, fill out this column.

New Self Awareness Rating: After reading the chapter, revisit each word
and rate your level of understanding of that word again using the same three
ratings.
Before you start define what it means for yourself to be comfortable and
confident in a words meaning so you know what to strive for. (This is your
own personal definition, it should be different than your classmates since
everyone learns differently and has different levels of comfort and confidence
with each word)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________

Word

SelfAwaren
ess
Rating
(+, , -)

Biosphere

Ecology

Species

Prior Knowledge
Definition

Post-Reading
Definition

New Self
Awarene
ss
Rating
(+, , -)

Population

Community

Ecosystem

Biome

Biotic
Factor

Abiotic
Factor

Primary
Producer

Autotroph

Heterotrop
h

Photosynth
esis

Chemosynt
hesis

Consumer

Herbivore

Carnivore

Omnivore

Scavenger

Detrivore

Decompose
r

Food Chain

Phytoplank
ton

Food Web

Zooplankto
n

Trophic
Level

Ecological
Pyramid

Biomass

Biogeoche
mical Cycle

Nutrient

Nitrogen
Fixation

Dentrificati
on

Limiting
Nutrient