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SIOP Lesson Plan

Unit/Theme: Ecology
Grade/Class/Subject: 10
th
Grade Biology
Standards:

Performance Standards

Content Standards (PA Common Core):

Assessment Anchor - BIO.B.4: Ecology

Anchor Descriptor - BIO.B.4.1: Describe ecological levels of organization in the
biosphere.

Eligible Content -BIO.B.4.1.1: Describe the levels of ecological organization (i.e.,
organism, population, community, ecosystem, biome, biosphere).

Anchor Descriptor - BIO.B.4.2: Describe interactions and relationships in an
ecosystem.

Eligible Content - BIO.B.4.2.1: Describe how energy flows through an ecosystem (e.g.,
food chains, food webs, energy pyramids).

Language Standards:

Standard 1: listening

Demonstrate comprehension of high frequency vocabulary, including multiple meaning
words, with support of graphic organizers and modeling.

Standard 2: speaking

Use grade-level transitional words and phrases to create a logical message within
sentences, with support.

Content Objectives

Students will be able to:
1. Categorize organisms as primary consumers, secondary consumers, producers and
decomposers.
2. Trace the energy flow from the sun to producers to consumers and finally to
decomposers.
3. Define key specialized vocabulary.

Language Objectives

Students will be able to:
1. State ideas orally and in writing about organisms using the present tense form with
specialized vocabulary.
2. Define key concepts orally and in writing using the present tense form with
specialized vocabulary.
3. Provide reasons for defining organisms as consumers, producers, or decomposers,
orally and in writing, using the present tense and because clauses with specialized
vocabulary.

Student Language Levels:

Level 3: Developing


Key Vocabulary:

Specialized Vocabulary
Organisms
Food web
Consumer
Producer
Primary consumer
Secondary consumer
Tertiary consumer
Decomposer
Energy flow

Academic Vocabulary
Categorize
Trace
Label

Cohesion Words
Eats
Makes
Gets

Supplementary Materials:

Maps of different regions of the world (specific
to students), 1 per group
Pictures of organisms for different regions of
the world, 1 set per group

Materials:

Promethean Board
Promethean Board Pen
Laptop with Active Inspire software
Poster Paper, 1 per group
Scissors
Glue
Markers

Higher Order Questions:

1. How do organisms interact with each other
and with their environment?

2. How do we represent relationships between
organisms?
SIOP FEATURES
Preparation Scaffolding Group Options
__ Adaptation of content _X_ Modeling _X_ Whole class
_X_ Links to background _X_ Guided practice _X_ Small groups
_X_ Links to past learning _X_ Independent practice _X_ Partners
_X_ Strategies incorporated _X_ Comprehensible input __ Independent

Integration of Processes Application Assessment
__ Reading _X_ Hands-on _X_ Individual
_X_ Writing _X_ Meaningful _X_ Group
_X_ Speaking _X_ Linked to objectives _X_ Written
_X_ Listening _X_ Promotes engagement _X_ Oral


Lesson Sequence:

Before:
1. Teacher will ask the students to list the organisms students have seen around
the school and in their neighborhoods. Students will call out names of organisms.
Teacher will write the name of the organisms on the Promethean Board.
2. On the next slide, the teacher will have pictures of organisms common to the
local environment. Teacher will point to each picture and ask students what the
name of the organism is; teacher will write the name of the organism next to the
name. If students do not know the name, the teacher will say the organisms
name and have students repeat the name aloud 3 times as a class.
3. During this time, teacher will call for volunteers first, and then call on specific
students. The teacher will also practice wait time.

During:
1. Teacher will present a slide containing the definition a food web.
2. On the same slide, the pictures of the organisms common to the locate
environment will again be displayed. Teacher will call upon student to ask what
animals eat what. The student may answer verbally or come to the board to point
between animals.
3. The teacher will model drawing an arrow leading from the organism getting
eaten to the organisms that eat it and in doing so will begin creating a graphic
depiction of a local food web.
4. Teacher will then call on students to come to the board and either point where to
draw the arrow or draw the arrow using the pen.
5. The teacher will then define the specialized vocabulary (i.e., producer, consumer,
decomposer) using the graphic depiction created on the board by writing the
specialized vocabulary word next to the organism it is defining.
6. The teacher will then provide each student with a graphic organizer and model
how to use it. The graphic organizer is divided into four columns: the word,
definition (already filled in), knowledge connections (examples of facts) and
visual. The teacher will model how to use the graphic organizer by using the
think aloud strategy to fill out the chart for the first word. The teacher will
write under knowledge connection for the vocabulary "consumer," "A deer is a
consumer because it eats grass" and then draw a picture of a deer eating grass,
with an arrow from the grass to the deer under the visual column.
7. The students will then complete their graphic organizers for the other 8
specialized vocabulary words. They will write an example or fact for each of the
vocabulary words and draw a picture or other visual aid to help them remember
the vocabulary words.
8. As the students are working on their graphic organizers, they can reference the
class-created food web on the board.
9. While the students are completing the vocabulary graphic organizer the teacher
will walk around the room answering questions and checking the students work
for comprehension.
10. After the students have completed the activity on their own the teacher will
direct them to work with a partner to double check their work and exchange
ideas about examples.
11. The teacher will assign students to heterogeneous small groups of 3-4 based on
students language abilities; they will work in these small groups to create a food
web.
12. The teacher will provide each group with a piece of poster paper, pictures of a
group of organisms from a certain region/country with their English names, a
map of that region/country, glue, and scissors. Teacher should make best effort
to assign ELL students to the biome from their home country. Maps of these
areas and pictures of the animals that live in their home countries will also be
provided.
13. The teacher will verbally explain and provide a slide with written directions on
the board. The directions are as follows: each group will work together to create
a food web from your assigned region/country, cut out and glue the organisms to
the poster, draw arrows from the organisms being eaten to the organisms eating
it, label each organism as consumer (primary, secondary, tertiary), producer or
decomposer, label what region/country it is from and put the map on the
poster.
14. Students will then work in their small groups to create a food web. They will take
turns stating their ideas, defining the organisms, and stating a reason for why
they believe it to be a consumer, producer, or decomposer. They will glue the
organisms to the poster and draw arrows from the organism being eaten to the
organism eating it. They will label each organism as consumer (primary,
secondary, tertiary), producer, or decomposer, and provide a reason.
15. As students work, the teacher will circulate the room to monitor student work
and behavior and informally assess students by listening to students use of
language and providing corrective feedback when necessary.

After:
1. Each group will present their food web to the class.
2. Each member must speak at least once by explaining a reason for defining each
organism by using because (ex. The grass is a producer because it makes its
own food).
3. The teacher will assess the presentations using a criterion-based rubric.
4. Finally, students will complete an Exit Ticket which will have an example food
web. Students will write 3 sentences in which they will chose 3 organisms and
identify it as a producer, consumer (primary, secondary, or tertiary), or
decomposer, and explain their reasoning using the present tense and because
clauses with specialized vocabulary.


Assessment:

Before (diagnostic):
During this phase of the lesson, teacher will assess students knowledge and language
level of local organisms by ensuring each student verbally answers at least one teacher
question.

During (formative):
The teacher will assess students understanding of food webs by their participation and
performance in creating a food web as a class on the board. The teacher should ensure
that all students have the opportunity to come to the board and answer questions.

The teacher will assess students understanding of the specialized vocabulary by
checking the students graphic organizer in order to see if their examples or facts and
visuals are relevant and correct.

After (Summative):
The teacher will assess the presentations according to a criterion-based rubric that
rates the extent to which they demonstrate mastery of the content and language
objectives.

The teacher will assess students mastery of the objectives based on their responses to
the Exit Ticket.

Reflections/Self-assessment:

The teacher will use the results of the various assessments to design or modify the next
lessons objectives and activities.





References

Luellen, G. (2012, May 8). TESOL Ecology Lesson Plan. Retrieved May 19, 2014, from

gillianluevano.weebly.com/uploads/1/0/1/3/.../final_ell_lesson_plan.doc