Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
0Activity
0 of .
Results for:
No results containing your search query
P. 1
Biology 20 Ecological Organization Lesson Plan

Biology 20 Ecological Organization Lesson Plan

Ratings: (0)|Views: 33 |Likes:
Published by Sean Mitchell
Biology 20 Ecological Organization Lesson Plan
Biology 20 Ecological Organization Lesson Plan

More info:

Published by: Sean Mitchell on Mar 06, 2013
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as DOCX, PDF, TXT or read online from Scribd
See more
See less

03/06/2013

pdf

text

original

 
 
Page 1
Subject / Course:
Biology 20/Communications 20
TC Name:
Sean Mitchell
 Grade Level:
11
Date:
September 17, 2012
Topic:
Ecological Organization
Time of Class:
2 Hours
 Cooperating Teacher Name:
Erin Jones
Room # / Location:
Oskayak
 
1. Broad Areas of Learning and Cross Curricular Competencies
a) Outcomes
:
1.
 
Understand the nature of the study of 
 
biology.
 
3. Describe life in past ecosystems.4.
 
Explain how populations are counted.5.
 
 Analyze population changes.6.
 
Recognize ecological sequencing.
b) Indicators:
1.1 Examine the types of questions which
 
biologists investigate.1.2 Exhibit a curiosity about life and the
 
conditions which support life.
 
1.3 Appreciate the nature of scientific
 
investigations and the findings of science.1.4 Recognize the relationship between what is
 
studied in biology and daily.
 
3.3 Investigate the role of humans in creating and
 
sustaining conditions which alter the rate of 
 
ecological change.4.2 Identify some populations of plants or animals
 
in the local area.5.1 Identify factors which influence reproduction
 
rates and death rates.
 
5.2 Recognize factors which affect immigration
 
and emigration.
 
5.3 Compare cyclic populations and stable
 
populations.
 
6.1 Identify the sequencing present in the
 
following terms: biosphere, biome, ecosystem,
 
community,and population.
 
c) Cross Curricular Competencies:
(approx. 2+ other learning expectations not assessed, eg. learning that happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)
 *Foundational objectives from Communications 20:1. Recognize the importance of effective communication in various situations2. Recognize that communication involves problem solving and decision making3. Recognize that communication is a multifaceted process
d) Professional Growth Portfolio Goal(s):
1.3 Uses constructivist principles to guide student learning.1.4 Analyzes the classroom environment and makes adjustments to enhance social relationships and studentmotivation/ engagement.3.3 Demonstrates, shares, and assists students in developing critical insights into current issues.
2. Assessment and Evaluation:
(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for stude 
nts’ 
learning and addressing curriculum outcomes? What formative and summative assessment should you include? 
 –
e.g.,sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)
1. Co-created group work rubric2. Research activity sheet3. Participation in class discussion4. Problem statement
Biology 20 Ecological Organization LessonPlan
 
 
Page 2
3. Preassessment and Accommodations/Modifications
a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will differentiate learning for each student and/or type of need 
 –
N.B. use initials of students rather than full names)
Preassessment: Accommodation/Modification:
There are approximately 2-3 students who learn at alower level then most of the other students. At the sametime there are a few students who exel with PBL andcommunication skills.These students will be purposely be put in a PBLworking group with stronger students to aid them andguide their learning. Students who shy away fromcommunication skills will be put into a group with anoutgoing student who pushes others to communicateand work together as a team.
 
b) Learning Environment:
(
describe the learning environment such as the set up/location of desks, where audio-visual equipment will be,where the teacher stands, where the students are working etc.
 –
you may wish to include a map/layout of the classroom on a separate sheet and reference it with modifications if lesson changes)
 The students will be working in groups at tables with an overview of the lesson on the board at the front of the class. The teacher will be circulating the classroom and sitting with the groups for short periods of time
while facilitating the student’s learning.
The students will also be utilizing laptop computers at their tables.
4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,books, maps, videos, posters, lab materials, handouts 
 –
include name of handout and number of copies, etc.)
 Paper Pencils
“Cougars in the City” article
 Disclosure 1 sheetProblem statement sheetResearch templateLaptop computersCougars in the wild video (http://youtu.be/8ipYiahwuUw)
5. Content and Teaching Strategies of Lesson
a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard as an agenda for students and you to follow 
, you may also choose to consider a review of previous day’s work)
 
- brief video clip of cougars in the wild(http://youtu.be/8ipYiahwuUw)
- introduce PBL case- read case article as a class- introduce PBL case disclosure 1- read and go over disclosure 1 as a class- introduce problem statement sheet- students complete problem statement- introduce research template for disclosure 1- students complete research template- students share research as a group and discuss-
student groups will explain two things they learnt in today’s lesson to the class
b) Introduction (motivational start, minds-on, hook, etc.)
(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,a hook or something that will pull learners into lesson)
Problem Based Learning cases such as this lesson enable students to direct their own learning whilesolving real life problems. This keeps them engaged and motivated while they collaborate and work ingroups. A video clip of cougars in the wild will be shown at the start of the class to give the students an ideaof their natural behaviour and true beauty
(
http://youtu.be/8ipYiahwuUw).
 
 
Page 3
c) Subject Content and Teaching Strategies
(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of thinking levels)and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00 
 –
10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an activity,problems to solve, worksheets etc.).
This lesson will include ecological organization content through a Problem Based Learning case. We willbegin with a brief video clip of cougars in the wild(http://youtu.be/8ipYiahwuUw)(5 mins). The students will then
be introduced to the PBL case “Cougars in the City”, through an article on cougar sightings in
Saskatoon. The class will read and discuss the article together(10 mins). The students will then beintroduced to disclosure 1 of the case problem and we will read it and discuss it as a class(10 mins). Thestudents will then be placed into groups and introduced to a problem statement sheet. They will need toidentify the problem and complete the problem statement sheet(20 mins). The student groups will then beintroduced to a research template and asked to complete their research for disclosure 1(45 mins). Thegroups will then share their research with eachother and discuss(25 mins). The lesson will end with each
student group explaining two things they learnt in today’s lesson to the rest of the class(5 mins).
d) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,having class to give you feedback on what was taught, review key application of concepts 
 –
this is important in terms of assessing the effectiveness of the lesson)
 
The lesson will finish with each group telling the class two things they learnt in the lesson. Then we will endwith a brief introduction on what we will be doing the next day, a brief description on what was completed in
today’s lesson, and if there are any questions
.
 
6. Reflections
a) Effectiveness of Lesson

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->