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Jerrica Vanderkarr
Objective: I can:
What students will know and be able to do I can form explanations for the effects various factors play in an
stated in student friendly language (use
Blooms and DOK levels for higher level ecosystem.
thinking objectives) I can use mathematics to compute representations to support
explanations of factors in an ecosystem.
I can identify the complex interactions of an ecosystem.
I can evaluate claims involving complex interactions of an
ecosystem.
I can evaluate how changes affect an ecosystem.
I can identifying evidence supporting the outcomes of group
behavior.
I can develop logical and reasonable arguments based on evidence.
0:25 While students are working through their lab I will walk around
and observe. I will make sure that I am available to answer any and
all questions my students may have during the lab.
- Students will work their way through the generations of
hares.
- Remind students that when there are multiple Lynx they need
to keep track of the number of hares each lynx eats as that
will determine if a lynx will starve or produce offspring.
- Students will not have enough time in one class period to
complete all of the generations of hares. (They should be
able to get to about 15-18)
0:60 Dismissal.
Assessment: Formative:
List both formative and summative During and after whole group discussion, frequently check for
assessments that you will use to assess student
understanding. Formative assessments are understanding.
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade After instruction, during the lab walk around the classroom and
quiz, test, project, paper, presentation, assess how students are doing with the activity. Answer any
demonstration, etc.).
questions that students may have at this time.
Summative:
The Lynx Eats the Hare Lab
Chapter Four and Chapter Five test. (two weeks)
Differentiation: Partners for this laboratory were intentionally chosen. High students
Describe who will need additional or different were partnered with mediums and lows so that they may support
support during this lesson, and how you will
support them. Differentiated instruction could their partner during this activity.
include testing accommodations, preferential - Students will also have additional time tomorrow to complete
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer the lab if they ran out of time to finish all of the generations.
tutors, etc.
When letting students pick their own partners some groups did finish
early. High students could carry out the experiment for 11 more
generations and see if the cycle continues, and at what magnitude.
Summary, Integration and Regrouping the class after the lab allows for all students to ask
Reflection: questions prior to moving on to day two of the lab. That way if a
List the way that you will bring students student has a question or has made a mistake with their lab they can
together to integrate and reflect on their
learning from this lesson get clarifications and make corrections before they complete the
entire lab incorrectly.
Baker College Teacher Prep Lesson Plan Form
Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
Students have prior knowledge of ecosystems, biomes, biological communities and have had an introduction to
populations in previous lessons this semester. Since this lab is a concluding activity for this unit students also
have prior knowledge on populations, as well as relationships and interactions that take place within an
ecosystem.
Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
Welcoming students into the classroom. Letting students know that I am excited that they are present and ready
to learn. This starts the class period and the lesson off on a good note.
Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them?
Since this lab is a concluding activity for this unit students also have prior knowledge on populations, they
know all of the factors that play a role in population as well as the vocabulary terms pertaining to population.
There are parts within the lab that students may have questions on, having completed the lab myself ahead of
time I know where some of these problem areas are at and will address them during lab introduction.
Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
Before beginning the lesson and before concluding the lesson allow plenty of time for questions, both
new and older material. Students will have class tomorrow to complete the lab assignment with their
partner.
Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.
Students are completing a lab (The Lynx Eats the Hare) in class that has them utilize all of the skills that
they have learned within this chapter. Chapter 4 and 5 test will take place in two weeks.
Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson.
Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson.
Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson.
Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?
My CT had me allow students to pick their partner due to this being a 2 day lab, so that is the way I taught it.
However when being observed one of the critiques was that students got up to pick their partners and then got
up again to get their supplies so I would have students work with their table partners as indicated above in
Baker College Teacher Prep Lesson Plan Form
inclusion activity. When letting students pick their own partners some groups did finish early. High students
could carry out the experiment for 11 more generations and see if the cycle continues, and at what magnitude.
For use in all Baker EDU courses: 4/13/16 per Dr. Schram