Grade & Subject Area: 10th Biology

Lesson Plan: Population growth in an ecosystem w/RTI intervention embedded

Date for Planned Lesson: Day 1 & 2

*Examples are given in the right hand column. When

submitting your lesson plan, you may either replace the given
examples or leave them intact.

Lesson Title Population growth in an ecosystem

MN/CC State Standard(s) 9.4.2.1.1 - Describe factors that affect the carrying capacity of an
- direct quote from MN standards ecosystem and relate these to population growth.
documents
- if only focusing on one part of a given standard,
underline the part being focused upon

Central Focus Understand that as human population grows, the ecosystem in which
- derived from standard, humans live will reach a limit and there will be a ripple of effects that occur.
- communicates general goal

Learning Target for this Lesson
- concisely says what students will be able to
know and do
- start with appropriate language function (active
verb)
-Students will explain carrying capacity within an ecosystem
-Students will apply carrying capacity to population change
-Students will analyze human population change and its effect on
ecosystem

Academic Language (AL) a. Carrying capacity, R-selected species, K-selected species, birth rate,
a. Domain-specific Acad vocabulary death rate, limiting factors, ecological footprint
b. General Academic vocabulary
(words used in school across many b. explain, apply, analyze, understand,
subject areas)
c. Syntax Sentence Frame: Example c.
sentence that students can use to d. Day 2 frontloading vocabulary activity worksheet
accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It is
important that this appear in TPA
videotape segments)

Needed modifications/supports
a. Identify how some form of additional
support will be provided for some
aspect of the lesson for given
student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
5 groups of 4, 3 groups of 3 assign Abby, Dillion, Paul (IEP) Samir,
Juanita, Daniella (ELL) different groups for help with
reading/comprehension
Textbook is electronic and can be read out loud by device apps or can be
translated in part or whole by device apps
Worksheets will have examples provided and can be worked on in teams
All lessons will have a discussion period following reading and/or writing
activities to orally clarify any material
 Resources & materials needed
Lesson Part
Phase 1
State Target & Activate
Prior Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in
activity to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase 2 Teacher Input /
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check lesson
for understanding of
steps / procedures
demonstrated in this
phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam &
assist
Phase 3
Assessment
Explain the plan to
check for ability to
apply
demonstrated
steps/procedures
during guided
practice
Textbook, iPad/device, pen/pencil, poster paper, markers
Activity description / teacher does Students do
Day 1: Use website to
Learning Goal: Students will analyze human population change determine how
and its effect on ecosystem many earths
they use
Entry event
-http://www.footprintnetwork.org/en/index.php/GFN/page/calc
ulators/ to get a basic understanding of how much we each
consume and what our individual and collective ecological
footprint is. Re-do the footprint network and see how we can
reduce our footprint and how much it change
-List on the board how many people had how many earths (4 discuss and
people had 5 earths, 2 people had 6 earths) compare with
- Formative assessment 1: KWL exit ticket (worksheet) other students
Day 2: Discuss KWL exit ticket from day before with large group Discuss KWL
and ask
questions
Make KWL columns on posters to refer back to throughout Make KWL
posters
Introduce cross curricular project: Ask questions,
take notes, meet
-hand out requirements with group
-assign groups
-answer questions
Check for learning if students have no additional questions by
the end of this introduction
Phase 4 Independent practice Frontloading Activity: Do vocab
- Individual student work worksheet in
-Vocab worksheet in groups groups

(worksheet is formative assessment 2 & reading strategy 1)

Phase 4 Discuss vocab/list on board (discussion 2) Discuss and ask

Assessment questions
Fill out
Explain plan to check
remainder of
for ability to apply own vocab sheet
demonstrated
steps/procedures
during
independent
practice

Phase 5 Restatement & Understand that as human population grows, the ecosystem in Keep the
Closure a) Restate which humans live will reach a limit and there will be a ripple of learning target in
effects that occur. mind as we
learning target
move into day 3
b) Explain a planned
Tomorrow well get into the meat & potatoes of content
opportunity for
students to self-assess
their perceived level of
mastery for the target.

Phase 6 Summative Next

Steps
Attach a class roster (first
names only) with
space to indicate for
each student the
needed next steps of
instruction.
 Exceptionality: Strategies Measurable Actionable Realistic Tim
ODD
Student: Jane Doe

Tier II Student Jane Doe

Jane and her
Intervention (female, 16 years Jane will work
teacher can
Goal: Jane Doe old, IEP) will work on raising her
develop a points
will communicate on raising hand to hand when Yes. Jane has Jane a
system to track
with others in a speak in class and wishing to shown the teach
number of times
positive, respectful to communicate contribute ability to wait monit
hand is raised
manner without her needs in a and will voice her turn to talk, impro
vs blurting out,
interrupting. positive, her to interact interr
positive vs
respectful way. discontent in respectfully and p
negative peer
(embed this Jane will expect to a respectful, when she intera
interaction,
portion specifically be treated self- chooses. with o
positive vs
within your lesson respectfully by her advocating
negative adult
plans for the classmates and way.
interaction
edTPA) teachers

Children Conduct Disorder Oppositional Defiant Disorder ODD. Retrieved from

http://www.kidsmentalhealth.org/children-conduct-disorder-oppositional-defia
disorder-odd/

Oppositional Defiant Disorder. (2013 July, No. 72) Retrieved from

http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-
Research/Literat Guide/Children-With-Oppositional-Defiant-Disorder-072.aspx
ure:
Farley, Cynthia (2012 Winter) Evidence-Based Practices for Students With Em
(embed this and Behavioral Disorders: Improving Academic Achievement. Retrieved from
portion in the http://elementaryemotionaldisturbance.weebly.com/uploads/1/4/7/3/1473802
reflective 012.pdf
Commentary
sections within the School-Wide Strategies for ManagingDefiance/Non-Compliance. Retrieved
edTPA) http://www.interventioncentral.org/behavioral-interventions/challenging-
students/school-wide-strategies-managing-defiance-non-complianc

Matthys, W., Vanderschuren, L., Schutter, D., Lochman, J., (2012).

Impaired Neurocognitive Functions Affect Social Learning Processes in
Oppositional Defiant Disorder and Conduct Disorder: Implications for
Interventions. Clinical Child and Family Psychology Review, 15:234-246.
Advocacy:
Interventions focused on appropriate social interactions will give Jane the life
she will need social and professionally. If all teachers are tracking and comm
(embed this
the results of the same interventions, it will be clear that the expectations ar
portion in the
limited to just one setting. Tracking positive progress will show Jane that she
reflective
develop the skills and that she is improving over time. Additionally appropria
Commentary
interactions will benefit Jane amongst her peers as they will see improvemen
sections within the
overall classroom environment.
edTPA)