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ED 215 LESSON PLAN Lessons #2

Format and Cooperating Teacher Feedback Form

Name: Amanda Dlugi

Content Area: Biology

Date: 04/19/12

Grade Level: 9-10

F.12.7 Investigate how organisms both cooperate and compete in ecosystems
F.12.9 Using the science themes, investigate energy systems (related to food chains) to show how energy is
stored in food (plants and animals) and how energy is released by digestion and metabolism
F.12.10 Understand the impact of energy on organisms in living systems
F.12.11 Investigate how the complexity and organization of organisms accommodates the need for obtaining,
transforming, transporting, releasing, and eliminating the matter and energy used to sustain an organism
1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and
innovation in both face-to-face and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments: Teachers design, develop, and
evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the
5. Engage in Professional Growth and Leadership: Teachers continuously improve their professional practice,
model lifelong learning, and exhibit leadership in their school and professional community by promoting and
demonstrating the effective use of digital tools and resources.


Pre-assess prior knowledge of students through the use of a DNA, Do Now


Activity, warm-up exercise. Students will be asked higher level questions on previously
learned material in chapter 13.3 and 13.4 in order to make sure that students understand
these concepts in order to have the ability to relate previous gained knowledge to new



Students will be able to understand that all organisms must obtain energy in order

to survive, and do so in different ways.


Students will be able to describe the difference between producers and types

consumers, and also be able to relate them to trophic levels in food webs.


Students will be able to learn how energy available decreases as trophic levels



Students will be able to create their own food webs with their comprehension of

Chapter 13.3 and 13.4 vocabulary terms.



Do Now Assignment

Cold-call questioning: Inquiry-based learning during a brief instruction.

Exit Ticket related to material covered in class.


Students will be assigned to construct their own food webs and label them
appropriately for a grade. 48 points is a perfect score, but 52 points are possible.

Materials Needed:

1. Power Point presentation

2. Projector
3. Coloring Supplies (colored pencils, markers, etc.)
4. Laptops (approximately 10)
5. Construction paper
6. Appropriate desks and seating.
7. Course Textbook
8. Rulers
9. ELMO projector

Total time needed:

Total time needed:


50 minutes for the total lesson:

Specific Time Needed for Instructional Procedures:

10-15 minutes: Introduction, review, and discuss the concepts learned previously in Chapter 13.3-13.4
through DNA, Do It Now Activity.

20 minutes: Review, discuss, and relate material of Chapter 13.3 and 13.4 to the concept of energy

15 minutes: Demonstration. Practice. Participate in creating food webs.

5 minutes: Assign students to complete their food web for Monday for a grade, and Exit Ticket on new
material covered. . Participate in online review game of cellular respiration on laptops.

Last 5 minutes: Assign students Chapter 4, Section 4 Review Questions for homework to be turned in


the following day for a grade.


Review the key concepts from Chapter 13.3 and 13.4 through asking students literal questions in


DNA, Do Now Activity.


Choose students read and respond to the questions.

Discuss their answers to the questions.

Developing the Lesson (Engagement and Demonstration):

Introduce daily objectives by allowing students to read them aloud.

Begin by reviewing material in Chapters 13.3 and 13.4 and relate the material to the concept of energy
transfer through lecture and discussion.

Encourage individual participation in reading parts of the PowerPoint aloud, as well as to share
responses and questions with class.

Strategies for students requiring additional assistance:

1. Clarify any confusion or questions before moving on to the next Power Point slide.
2. Circulate throughout the classroom throughout the duration of the lesson.


After finishing learning new material on energy in relation to previously learned material, assign
students project on creating their food webs.

Briefly review criteria and rubric for the food web project with students and do a demonstration of
expectations for project with the ELMO.

Allow students to use laptops if needed to complete any research for their food web, as well as lecture
notes and text book.

Check to make sure students are on task, and also for comprehension of the assignment, as well as
clarify any questions.


Instruct students to take out a half sheet of paper, share other half with neighbor, and answer the posted
question in order to exit the class.


Once class is near end, thank students for cooperation and prepare them to switch to their next classes.

Cooperating Teacher Signature: