Instructional Unit on Ecology Week 6
Zachary Spooner
SEI 500
January 14, 2014
Michael Conway

SIOP® LESSON PLAN

Date: 12/5/12 | | Zachary SpoonerGrade/Class/Subject: Grade 8, Team A, Science | |
Unit/Theme: Introduction to Basic Concepts of Ecology
Standards: Region: USA- NAS- Science Education Standards
National Academy of Science
Type of Standard: Science Content Standards
Grade Range: Grades 5-8
Content Standard: Life Science
Area- POPULATIONS AND ECOSYSTEMS:

A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem. Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some micro-organisms are producers--they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs. The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. (standards retrieved from TaskStream.com) processes

Content Objective(s): * Students will gain comprehension of the basic concepts of the ecological system and apply this knowledge on an assessment with 90% accuracy * Students will be able to relate the various concepts of ecology to one another when asked to do so with 90% accuracy. This includes analyzing the relationships between the different levels in an ecological system and demonstrating knowledge of the way in which organisms interact with each other and with the environment in an ecosystem.

Language Objective(s): * Students will understand the full definition of ecology and the way it fits into the study of Biology. * Students will understand the way that the different definitions associated with the ecological system fit together and relate to one another in the function of the system * Students will gain comprehension of basic ecology vocabulary necessary to gain comprehension of content.

Key Vocabulary * Ecology * Biology * Organism * Ecosystem * Population * Community * Photosynthesis * Habitat * Niche * Primary Production | Supplementary Materials * Text book- Students will have read chapter 1 on basic ecology and answer end of the chapter questions. * Reading handout supplement- students will have read 5 page handout that explains ecological systems and uses simple language and reads a bit easier than the text. Includes pictures associated with each vocabulary word. Goal of this is to clarify areas in the text that were difficult to comprehend. * List of important Ecology terms * Overhead projector- during class teacher will go over basic concepts and vocabulary covered in text * Quiz (20 copies): -Match 15 vocabulary words covered in Lesson to definitions provided on text (already have list of vocabulary words so handout randomly ordered list of definitions labeled with letters A-0)-15 short answer questions based on basic ecology content covered in class and in text. |

SIOP Features | Preparation | Scaffolding | Grouping Options | | Adaptation of Content | X | Modeling | X | Whole Class | X | Links to Background | X | Guided practice | | Small groups | X | Links to Past Learning | | Independent practice | X | Partners | X | Strategies Incorporated | X | Comprehensible input | | Independent |

Integration of Processes | Application | Assessment | X | Reading | | Hands-on | X | Individual | | Writing | X | Meaningful | | Group | X | Speaking | | Linked to objectives | | Written | X | Listening | X | Promotes engagement | | Oral |

MOTIVATION:
(Building background) * Have students read Chapter 1 and answer questions on previous night so they come into class with knowledge and expectations about the content * Students will also read handout which is designed to help EL students comprehend the material. It covers the same information in the text but uses more simple language and includes pictures associated with each vocabulary words. This is supplementary to the text so EL students and English speaking students should each read both the handout and the text. The only exception would be for EL’s who’s language challenges make it impossible for them to gain any comprehension from the text. Most EL students will be encouraged to at least spend some time trying to read and understand the text before goig over the handout. * Pass around some interesting photographs relating to ecological systems to help gain some interest and motivation around the topic. * Further build interest by discussing some interesting topics and facts related to ecology and provide any article or website where an issue related to ecology has been in the news recently * Hand out list of Ecology vocabulary words when students arrive to class * Start lesson by telling students there will be a short quiz on the chapter content and vocabulary words at the end of class * Begin discussion by asking class what they know so far about ecology- make a list on the board to determine what class already knows about important Ecology vocabulary terms. Take any opportunity here to connect this information to aspects of the student’s lives or to other topics they may have interest. This could help to increase motivation and interest in the material.

PRESENTATION:
(Support language and content objectives, comprehensible input, strategies, interaction, feedback)]
(Day 1 – 45 minute whole group presentation) * If lesson plan us being utilized by a substitute teacher, this teacher should be encouraged to take time to review the material in the text and go over the list of vocabulary definitions. Use definitions and notes from the next to aid in the implementation of the lesson plan especially in the presentation. * Teacher will facilitate whole group discussion on Chapter that was read, using visuals on overhead projector- pictures and examples of ecological processes such as photosynthesis * Teacher will call on students and encourage active participation * Start discussion by asking class what they think of when they hear the word community and call on students to gather some thoughts. Then take these thoughts and compare them to the definition of community as they have read about it in Ecology. The concept of community in ecology is a great place to start the whole group discussion. * During discussion teacher will define vocabulary words on list that was handed out- encourage students to take notes * Teacher will also open up floor for clarifying questions or requests to see examples of vocabulary words as they are defined * Teacher will also discuss basic concepts covered in chapter 1 * Biology- discuss meaning and how relates to ecology as being one aspect of biology * Ecology- discuss meaning as well as entire concept and its place in the wider scope of science * Ecosystems- discuss meaning as well as how this relates to the concept of ecology * Communities- discuss meaning an how relates to ecosystems and ecology- explain as the ecological hierarchy to help students relate each level to the other. * Organisms- discuss meaning and how relates to above concepts- This is the lowest level of the ecological hierarchy that will be covered * Discuss important ecosystem processes * Primary production * Photosynthesis * Talk about movement of energy and materials throughout communities * Briefly discuss concept of adaptations * Discuss meanings of niche, habitat and how each relates to the concept of ecology * Teacher should focus on more than just the basic ecology vocabulary during discussion- focus on all of the relevant concepts and insert vocabulary words where appropriate to context. * End by noting ways that ecology can make a difference to them as students. For example discuss that it is important to do things to protect the environment because important ecological systems and living organisms depend on a healthy environment. Or discuss how ecological processes such as photosynthesis benefit or affect them. Find as many different ways to show how ecology relates the students or to other topics the students might be interested in.

PRACTICE/APPLICATION:
(Meaningful activities, interaction, strategies, practice/application, feedback)
(Day 2) * Students will be broken up into pairs to go over vocabulary words and discuss the chapter- this will give each student the chance to get any vocabulary words he or she has missed or does not understand from his or her partner. Pairs will be chosen by the teacher. Attempt to pair up students with language challenges with students who tend to excel and will be helpful. * Teacher will circulate room to observe discussion and will intervene when necessary to keep students on task and focused on the content. Interaction and discussion is critical and teacher will attempt to facilitate this small group discussion as much as possible (10 minutes) * After filling in all definitions students will play a game with partners in which they ask each other to define the vocabulary words without using notes or the text- this will help the students prepare for the quiz. * Teacher will then ask partners to pick an ecological systems process and describe it to their partners for practice- other’s partners job is to critique the partner’s explanation and add any information that was missed in the description. * Each student will briefly discuss to class the process they critiqued and what their partner did well and what needed improvements. (10 minutes) * The last activity will be a short writing assignment in which students are asked to write a paragraph which they will be handing in. Students will get to choose to either writer about some way Ecology has affected them in their own lives or why they think it is important to know about the various ecological systems. * Students will then be asked to clear desks of everything besides their numbered list of vocabulary words

REVIEW/ASSESSMENT:
(Review objectives and vocabulary, assess learning) * Ask the class if they have any questions about any of the content covered in class or in the reading * If there are questions encourage other students to participate by answering their classmates questions * When there are no more questions hand out quiz (10 minutes) * The quiz includes 2 sheets of paper and 10 pictures: 1. List of definitions to 10 numbered vocabulary words on list handed out earlier. 10 printed out pictures associated with each vocabulary word. Students will match words to definitions by writing the number of the appropriate word next to the matching definition on the quiz sheet OR match words to pictures by writing the number of the appropriate word on the associated picture. 2. Sheet with 10 short answer questions about basic ecology content covered in class and in text. Questions cover each of the Ecological processes covered in whole group discussion and in text. * During quiz instructor will read aloud each question to eliminate any language challenges for ELL students * Students my use pictures in combination or instead of words to answer these questions.