Вы находитесь на странице: 1из 6

STEPP Lesson Plan Form

Teacher: Quinton Thai Date:


School: Highland High

Grade Level: 10 Content Area: Biology

Title: Brochure project and work time Lesson #:__ of -


Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard) Explain and illustrate with examples how living systems
interact with the biotic and abiotic environment.

Analyze the relationship between structure and function in living systems at a

variety of organizational levels, and recognize living systems dependence on
natural selection.

Understandings: (Big Ideas

Examine, evaluate, question, and ethically use information from a variety of sources and
media to investigate ecosystem interactions

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

1. How does a change in abiotic factors influence the stability or progression of an

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

I can: show visually where different animals belong in different ecosystems, as well
as classify the animals into producer/consumer/decomposer.

I can create a brochure of a biome including threats, animals, plants, and

characteristics using credible sources and citing with a bibliography in APA style

These relate to the two standards above by analyzing ecosystems biotic and abiotic
environments on the brochure, and by researching organisms in the environments
they are learning about the relationship between each organism and its function
within the environment.

List of Assessments: (Write the number of the learning target associated with
each assessment

Colorado State University College of Health and Human Sciences Page 1

STEPP Lesson Plan Form

The brochure with the requirements seen in the rubric will assess their ability to
evaluate credible online sources on biomes to investigate the interactions between
the organisms in each biome.

Colorado State University College of Health and Human Sciences Page 2

STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson The purpose of this lesson is to learn about different biomes with plants
Should be a creative title for you and the and animals and their adaptations.
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials 45 minutes
How long do you expect the activity to
last and what materials will you need? Rubric for brochure
Brochure assignment sheet
Brochure template on google docs

Anticipatory Set The bell ringer work for the class will ask the question: what are the 5
The hook to grab students attention. levels of ecological organization
These are actions and statements by the This should be review
teacher to relate the experiences of the Organism population community ecosystem- biome
students to the objectives of the lesson,
To put students into a receptive frame of
To focus student attention on the
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
Procedures Teacher Actions Student Actions
(Include a play-by-play account of what I will make sure the students are in Should be in their seats once the
students and teacher will do from the their seats doing their bell work bell rings,
minute they arrive to the minute they once the bell rings. Addressing the bellwork. (5

Colorado State University College of Health and Human Sciences Page 3

STEPP Lesson Plan Form

leave your classroom. Indicate the length minutes)

of each segment of the lesson. List actual I will make sure I have the learning
minutes.) targets written on the board
Indicate whether each is: before the lesson begins.
-teacher input
-modeling The students will be presented
-questioning strategies with the assignment sheet for the
-guided/unguided: brochure project. I explain that it
-whole-class practice can be done digitally or by hand, The students will find a partner
-group practice so long as it fulfills the rubric and write their biome of choice on
-individual practice requirements. Working in pairs the board.
-check for understanding only one group per biome, first
-other come first serve.
Closure I will announce the due date at the end of the week and go over
Those actions or statements by a teacher tomorrows agenda and plan.
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
To help organize student learning
To help form a coherent picture and to
Differentiation The students who were struggling with digital problems or internet
To modify: If the activity is too advanced access problem, I will give extensions to on a communication basis. If
for a child, how will you modify it so that the student communicates to me they need more time, time will be
they can be successful? granted and I will help those students individually.
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?

Colorado State University College of Health and Human Sciences Page 4

STEPP Lesson Plan Form

Assessment The finished brochure project and presentation to the class will assess
How will you know if students met the their understanding.
learning targets? Write a description of
what you were looking for in each

Colorado State University College of Health and Human Sciences Page 5

STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

Colorado State University College of Health and Human Sciences Page 6