APPR Lesson Plan

Grade Level: 9-10 Subject / Content area: Living Environment

Unit of Study: Ecology Lesson Title: Introduction to Ecology
Central Focus for the learning segment: Introduction to Ecology
Content Standard(s): NYS CCLS or Content Standards (List the number and text of the standard. If
only a portion of a standard is being addressed, then only list the relevant part[s].)
NYS living environment regents standards:
1.1a Populations can be categorized by the function they serve. Food webs identify the
relationships among producers, consumers, and decomposers carrying out either autotropic or
heterotropic nutrition.
1.1c In all environments, organisms compete for vital resources. The linked and changing
interactions of populations and the environment compose the total ecosystem.
Extension: 1.1f Every population is linked, directly or indirectly, with many others in an
ecosystem. Disruptions in the numbers and types of species and environmental changes can
upset ecosystem stability.
Learning Objectives associated with the content Student Friendly Learning Targets: associated
standards: with the learning objectives.
Classify organisms as producers or I can sort organisms as producers or
consumers. consumers
Observe a food chain in equilibrium. Describe equilibrium
Determine how one organism affects List effects organisms have on one
others in a food chain. another
Extension: Observe how disturbing the Extension: Make observations about long
equilibrium of an ecosystem can result in term effects on a population
long-term population fluctuations.
Instructional Resources and Materials to engage students in learning: Individual student laptops,
smartboard and projector, online simulation lab, worksheets, guided notes, PowerPoint.
Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
and students will be doing.):
Students will:
be engaged in an online lab simulation where they will learn through inquiry at their own pace
be able to actively be engaged in verbal discussion and active listening and note taking
Teacher will:
coach students through their own learning during the simulation
support a student lead discussion
explain population interactions
answer questions that the students have during the notes
Differentiation and planned universal supports: All students are given guided notes sheets that
follow the PowerPoint exactly, completed notes are also available in the back of the room. Checks for
understanding will be used often for all students. Small classroom environment to better suit student
learning.
Language Function students will develop. Additional language demands and language
supports: during this lesson students will be making inferences about how populations interact with
each other. Students will answer questions both verbally and written about the vocab and the
predictions that they make.
Type of Student Assessments and what is being assessed:
Informal Assessment: checks for understanding during the lab, lab questions, homework.
Formal Assessment: quiz, unit exam, regents exam.
Modifications to the Assessments:
o Informal: Frequent checks for understanding will be given for reading comprehension
as well as content information. Lab questions will be gone over together. Homework is
counted as an effort grade and a check for understanding that lets me know if I need to
reteach the material. Homework and lab questions will be discussed in class on the
next day together.
o Formal: Students who require extra time on exams will be given the time required by
their IEP. Students who require assessments to be read will be given a reader or
reading program. Students who require a computer processor will be given a laptop to
use with their assessment.
Evaluation Criteria: Students will be asked to define producer and consumer, explain equilibrium
and use the information they have gained to make predictions about the interactions between certain
populations in an ecosystem. Extension: students will be required to use the knowledge they have
gained to predict the effects of population collapse on the ecosystem and relate this to human impact.
Relevant theories and/or research best practices: This lesson used the BSCS 5E instructional
model where students learn through inquiry and exploration. Students will first be engaged, then
explore, then the information will be explained then they will be evaluated oh what they have
learned. The lesson may then be extended based on the results of the evaluation. This model has been
proven to improve student success in multiple different studies.
Lesson Timeline: Introduction to Ecology
Time Frame Teacher Role Student Role
5 minutes: Give instructions Startup laptops
Engage Give out materials (papers) Discuss the questions with partner
Take attendance
20 minutes: Give instructions Follow the directions to access the lab
Explore Coach students through the lab when Run the experiments with the
needed simulation
Discuss the questions with partner
Write down the results
Answer the lab questions
Extend Give students who have finished the Run the experiments with the
simulation early an extension activity simulation
Coach students through the lab when Write down the results
needed Answer the lab questions
15 minutes: Discuss the questions Engage in the discussion
Explain Go over notes Ask questions
Take notes
Homework: Instruct students to complete the Complete the homework to the best of
Evaluate worksheet for homework their ability