Teacher Candidate: Michael Van Etten Date: 11/08/2011 Unit Title: Ecology Subject: Ecological Relationships Grade Level:

10th Essential Question(s): Why are car parts essential for a cars function? Lesson Title/Number Lesson Number 1

State Standards and STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living Performance environment and recognize the historical development of ideas in Indicators science. Key Idea 1: Living things are both similar to and different from each other and from nonliving things. Performance Indicator 1.1: Explain how diversity of populations within ecosystems relates to the stability of ecosystems. Major Understanding: 1.1.b An ecosystem is shaped by the nonliving environment as well as its interacting species. The world contains a wide diversity of physical conditions, which creates a variety of environments. Key Idea 6: Plants and Animals depend on each other and their physical environment. Performance Indicator 6.3: Explain how the living and nonliving environments change over time and respond to disturbances. Major Understanding: 6.3.a The interrelationships and interdependencies of organisms affect the development of stable ecosystems.
1. Students will be able to explain the levels of organization and terms, such as biotic, abiotic, and keystone species Comprehension 2. The student will be able to organize the levels in Ecology. Analysis 3. Students will be able to develop a particular biome that incorporates the level of organization and some terms of Ecology. Synthesis

Lesson Objectives
(Blooms Taxonomy)

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

----------------------------------------------------------------------------------1. Ask certain students to explain the terms. Then, cross check with other students using thumbs up/thumbs down (formative). 2. Students will be given a worksheet to sort out the levels of organization of a particular biome (formative). Will be attached to activity and graded. 3. Students will develop the biomes incorporating the levels of organization and terms introduced in the PowerPoint. Students will present their developed biomes to the class (Formative).

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Introduce the new unit along with the essential question.

Why are car parts necessary for a cars function?

______________

________________________________________________________ The teacher will present the essential question for students in a bell ringer. While students are writing down their thoughts, the teacher will prepare for the lesson. Then, the teacher will go over the essential question with the students to introduce the levels of organization. The teacher will supply guided notes for the students, while the teacher gives a lecture on the structure using PowerPoint. Throughout the PowerPoint, the teacher will check for understanding by asking random students questions on the levels of organization of a biome. Once the PowerPoint is complete, the teacher and students will go over the guided notes to make sure students did not miss anything. Then, the teacher will supply the students with a biome activity. This activity involves the students to pick a particular biome and a single ecosystem in the biome. Students will get in groups of 2-3 or three, depending on the class size. After, the students will create the levels of organization in that Biome including the ecosystem, community, population, and organism. Students will draw their biomes on large paper with markers or colored pencils. The students will list the biotic and abiotic factors within their biomes. In addition, the students will identify if one of their biotic factors is a keystone species. The teacher will be helping the students if needed. When the students have finished their biomes or if

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required.

Labelvisual, auditory, and kinesthetic

20-30 minutes have passed, students will share their drawings and explain the different levels of organization. For students that are blind in the class, I would have brail sheets. For students have slight visual impairments, I will make the material on the worksheets larger for them to see. For students with hearing impairments, a power point will be given to them with all the information that I discuss on it.

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

The teacher will call on particular students to explain a term in the PowerPoint. The other students will agree or disagree using thumbs up/thumbs down. This will continue for all terms asking different students to explain (Content). Students will be given the levels of organization assignment to complete. The students will be assessed on how well they can explain their levels of organization and their identification of biotic and abiotic factors. When the students receive their sheets, the teacher will go over the directions. After, the teacher will ask a student or two what the directions were. (Content and Directions).

Unit Packet-guided notes (Formative) Assessment Type and purpose

(sometimes called evaluation)

Homework for todays work (Formative) At the end of the unit, there will be a test given to check for understanding of the material and the connections made between each lesson (Summative)

Closure

Review the levels of organization by addressing the essential question in terms of the material that we went over during class. Also, I will mention that next class we will be using the selected biomes and pictures for next class. None

Accommodations

and/or Interactions with Support Staff

Projector, Markers, Colored Pencils, and large sheets of paper Resources/Materials

Time Required

1-2 Periods (40min/period)