Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Unit: Lesson Title: Grade/Period:

Chapter Four: Population The Lynx Eats the Hare Lab Day 1st and 6th Hour
Ecology One

CCSS or State Standards:

HS-LS2-1. Use mathematical
and/or computational
representations to support
explanations of factors that affect
carrying capacity of ecosystems at
different scales.
HS-LS2-2. Use mathematical
representations to support and
revise explanations based on
evidence about factors affecting
biodiversity and populations in
ecosystems of different scales.
HS-LS2-8. Evaluate the evidence
for the role of group behavior on
individual and species chances to
survive and reproduce.

Resources and Materials:

(can be attached)
Lynx and hare cut outs
tape, ruler
science notebooks
Colored writing utensils
The Lynx Eats the Hare
The Lynx Eats the Hare Chart ex.
Keeping track of the lynx chart ex.
The Lynx Eats the Hare Graph ex.

Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
I can:
I can form explanations for the effects various factors play in an
ecosystem.
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.

Essential Question(s): How can scientists use mathematics to form explanations of

Over-arching questions of the lesson that will interactions in an ecosystem?
indicate student understanding of
concepts/skills What is it you want the Why is it important to understand relationships and interactions
students to learn/know? Why? within ecosystems?
 Baker College Teacher Prep Lesson Plan Form
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
How can scientists evaluate how changes affect an ecosystem?
What can scientists do with the information once evidence is gained
about changes affecting ecosystems?
Lab
All students will work with partners in order to complete the lab.
Partners for this lab will be their table partner, students will not be
picking their own partner for this laboratory. Choosing partners for
students will cut down on transition time as well as prevent any
student from being left out.
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.
0:00 Students are welcomed into the classroom.
0:01 Upon entering the classroom students will find their assigned
seats.
- During this time I will take attendance.
0:02 Laboratory Introduction: The Lynx Eats the Hare.
- Students will work in partners, the partner already at their lab
table. After introducing the lab to the class I will make
adjustments for absent or empty seats.
- Read the introduction, as well as concepts of the lab aloud.
- Make students familiar with the materials they will need in
order to complete the lab.
- Check for understanding as well as any questions.
- I have already taken the time to complete the preparation for
this laboratory so we can skip reading that part aloud.
- Begin reading the procedure aloud. Read steps 1-3.
- Check for understanding as well as any questions.
- Read steps 4-6.
- Check for understanding as well as any questions.
- Completing or almost completing steps 1-6 while completing
The Lynx Eats the Hare Laboratory table will take the
remainder of the hour.
- At this time distribute the necessary materials to the students
and allow them to begin working on the lab.
0:20 Laboratory Demonstration: The Lynx Eats the Hare.
- Show the students how to complete the lab.
- Show the students how the hares must be within the taped off
box on their lab table.
- Show the students how the lynx captures the hares.
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
- Show the students how to keep track of this information on
your table.
0:22 At this time students should make a hypothesis about the
interactions and relationships that exist with the lynx and the hare.
MUST be written in the form of If...then...because.
- Think-Puzzle- Explore
- Students will use prior knowledge of what they know
about this topic in order to create their hypothesis.
- Students are then given the puzzle through the
laboratory instructions.
- Students will explore the results of their lab on day
two when interpreting their results and completing
their discussion.
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)
0:55 Regroup to whole class. Ensure students are at a good place to
stop for the day, and wrap up the lab activity for the day. Collect all
of the materials back so that students can use them again tomorrow
to complete their lab.
- Allow for students to ask any further clarifying questions
prior to class dismissal.
- I will collect their lab directions as well as their data table so
that it is already in class tomorrow, and just in case any
student is absent the next day.
- Tomorrow we will complete the second half of the
laboratory.
0:60 Dismissal.
Whole group instruction is direct instruction using traditional
textbooks or supplemental materials with minimal differentiation in
either content or assessment. Allows for all students to get the same
information at the same time. Teacher-led direct instruction.
- Laboratory Overview. Introduce the laboratory using a brief,
but well organized overview of the important concepts for
the current subject and the lab procedures that will help the
student successfully complete the experiment.
- Laboratory Demonstrations.
 Baker College Teacher Prep Lesson Plan Form
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Lab-based learning. Lab-based learning allows students to assume
that first-hand experience in observation and manipulation of the
materials of science.
Think-Puzzle- Explore invites students to connect to their prior
knowledge, to be curious, as well as to plan for their partner inquiry
and later group inquiry.
Lesson closure ends a lesson and creates a lasting impression, allows
students to ask any remaining questions, and also allows me to check
for understanding regarding todays lesson.
Formative:
During and after whole group discussion, frequently check for
understanding.
After instruction, during the lab walk around the classroom and
assess how students are doing with the activity. Answer any
questions that students may have at this time.
Summative:
The Lynx Eats the Hare Lab
Chapter Four and Chapter Five test. (two weeks)
Partners for this laboratory were intentionally chosen. High students
were partnered with mediums and lows so that they may support
their partner during this activity.
- Students will also have additional time tomorrow to complete
the lab if they ran out of time to finish all of the generations.
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.
If needed, I have completed the laboratory myself and can provide
the student with the data instead of them completing the activity.
The student can then still graph the data and complete the
discussion.
If needed, students may use Excel or Google Spreadsheet to
complete their graph.
Regrouping the class after the lab allows for all students to ask
questions prior to moving on to day two of the lab. That way if a
student has a question or has made a mistake with their lab they can
get clarifications and make corrections before they complete the
entire lab incorrectly.
 Baker College Teacher Prep Lesson Plan Form

Initial plans could also contain the following:

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