Lesson Planning

Waynesburg University
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Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

4.6.4.A Understand that living things are dependent on nonliving things in the environment for survival.

Lesson Objective(s)
(Stated in observable and measurable terms)

Students will create a flier in Open Office Writer to define and explain the units vocabulary.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

Students will individually create and print an Open Office Writer document that fulfills the lesson objective.

Materials:
In computer lab: Open Office Writer, adapted vocabulary list, science book

Inclusion Techniques for Students with Special Needs:

Options in design and assessment. Provide list of words and definitions. Expected to rewrite in own words.

Enrichment Techniques:

Open options for design. Can range from simple list of definitions (worth up to grade of B), or to a more meaningful project such as a poster
with graphics or a descriptive flier in sentence or paragraph form. Optional terms to include.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):
Options in project design. Extra resources for students who need them. Extra terms.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Introduce definitions of producer, consumer, primary consumer, secondary consumer, and decomposer in classroom.

State that today we will be making posters to describe our new terms. Emphasize that we will see these terms show up over and over
throughout the whole unit.
Provide students with several examples (see Week 3 for A-level sample). Explain that this will be a project done on your own, and that
students will be able to choose how they will be using Open Office Writer to express the definitions.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

First, have students open Writer to a clean page. They will take out their books and turn to the glossary for access to the definitions.

Students will have time to develop their definitions flier. Encourage students to write down their content before worrying about
decorating.

When they finish, they may add additional definitions and work on the fliers design.

The flier should include the following:

Name
 Title
Required definitions: sun, food chain food web, producer, consumer, primary consumer, secondary consumer, decomposer, energy
pyramid.
Optional definitions: carnivore, herbivore, omnivore,

Roughly five minutes before the end of the lesson, all students will be prompted save their flier in their personal network drive under the
file name food chain flier [name] [rm. number].odt. Print, and turn it in to the teacher to be graded.

Guided Practice/Independent Practice/Assessment Activities

Development of flier. Accuracy, depth, and creativity.

Primarily introductory activity. Continual assessment as vocabulary is used in later lessons.

Closure:

Orally review vocabulary terms (sun, producer, primary consumer, secondary consumer, decomposer, food chain), and give students
consideration question: How can we organize these terms? Can they go in a certain order?