Lesson Planning

Waynesburg University

Writing the lesson plan: Glogster

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

Pennsylvania Acacemic Anchors: Science and Technology and Engineering

S4.B.1 Structure and function of organisms.
S4.B.1.1.5: Describe the life cycles of different organisms
S4.B.3.1 Identify and describe living and nonliving things in the environment and their interactions.
S4.B.3.1.2: Describe interactions between living and nonliving components (e.g. plants – water, soil,
sunlight, carbon dioxide, temperature; animals – food, water, shelter, oxygen, temperature) of a local
ecosystem.

Lesson Objective(s)
(Stated in observable and measurable terms)

Students will create a cohesive poster illustrating the food chain (including a predator and prey).
The student must also demonstrate the flow of energy through the food chain, stuarting with the
energy from the sun.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

Students will be graded using a rubric. The glog should depict an understanding of a food chain.
Students should relate the predator and the prey, as well as plant life beginning the chain. Lastly,
students should be able to explain how the energy moves throughout the food chain in the poster.
This glog is age appropriate; students understand ideas presented in the video and apply them in the
glog.

Materials:
Computers with internet capabilities, projector
Inclusion Techniques for Students with Special Needs:

Students may use animals in our own environment to center the food chain around. Students must
work to the best of their ability.

Enrichment Techniques:

Students will be urged to think “outside of the box” when demonstrating a food chain. Students may
be requested to look up interesting animals to create a food chain around.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL

students have access to and are able to participate in the lesson):
The lesson may be modified for students with special needs; students must work to the best of their
ability. Students would be able to include pictures and describe how they are related.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Students will watch a YouTube video about predators and prey.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson.
Bulleted statements are preferred)
1. Students will discuss what was seen in the video. Students will also discuss the terms
“predator” and “prey”.
2. Students will review the transfer of energy from sun to plant to animal.
3. Students will sign on to glogster and review how glogster is used. Students will be reminded of
copyright laws and how we can easily follow them.
4. Students will create a glog about the food chain. Students must include the transfer of energy
from the sun to plant to animals. Students may find pictures from the internet (pictures must be
cited) to add on to the glog. Students may also use pictures that are already “clip art” from the
glog. Students must also show how these animals are connected. Students must follow
guidelines from the rubric. The poster should not include too much information; students will
use this as an aid in a presentation.
 5. Students will save glogs and present them to their classmates. Presentations should follow
guidelines from the rubric. Students show their posters and describe them.

Guided Practice/Independent Practice/Assessment Activities

This is an independent lesson. Students will be graded independently using the rubric.

Closure:
Students will review presentations offering peer critiques (mainly peer praise).