Name: Sarah Glover

Lesson Plan
Lesson Title:​ Introduction to Ecosystems ​Grade:​ 7 ​Date:​ November 21, 2017

Subject​: Science ​Strand:​ Understanding Life Systems: Interactions in the Environment ​Location:​ Room 9 ​Time: ​75 minutes.

Lesson Plan Description ​– ​(one/two paragraphs with general details about what you will do and how you will do it)
Students will be provided with the following worksheets/graphic organizers: glossary, organization of life chart,
ecosystems fill in the blank, and food webs diagram. As a group we will discuss the differences between abiotic and
biotic components of an ecosystem and list examples. We will look at a diagram and identify the biotic and abiotic
components as a group. Students then will be encouraged to work on their glossary sheet as well as the fill in the
blank sheet (glossary is the word bank).
I will be alternating between the grade 7’s and the grade 8’s and checking in as each group will be doing inquiry based
work.

CURRICULUM CONNECTIONS
Ontario Curricular ​Overall Expectations​ that this lesson builds towards​ ​(numbers from documents and details)
3. demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment

Ontario Curricular ​Specific Expectations​ that this lesson addresses​ ​(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match
assessment. Should coincide with Overall Expectations.
3.1 demonstrate an understanding of an ecosystem as a system of interactions between living organisms and their environment
3.2 identify biotic and abiotic elements in an ecosystem, and describe the interactions between them
3.3 describe the roles and interactions of producers, consumers, and decomposers within an ecosystem

Learning Goals ​Discuss with students: ​What will we be learning today?​ ​(clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today we will learn…

● what an ecosystem is and the interactions within it
● the differences between biotic and abiotic components
● about the roles of producers, consumers, and decomposers within an ecosystem
ASSESSMENT and EVALUATION
Success Criteria ​Discuss with students: ​How will I know I have learned what I need to learn?​ ​(clearly identify the criteria to assess student’s learning, as
well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: explain what an ecosystem is and its components

I can: tell the difference between biotic and abiotic components
I can: explain the different roles of producers, consumers, and decomposers
Assessment – ​how will I know students have learned what I intended? How will they know if they've met the learning goals?
Achievement Chart Categories ​(highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:

Written Graphic Organizers Students will submit sheets for assessment

CONSIDERATIONS FOR PLANNING

Prior Learning: ​Prior to this lesson, students will have
*experience collecting biotic components of an ecosystem
*experience labeling biotic and abiotic components from their plant presses
Learning Skills/Work Habits
Highlight/circle ones that are​ addressed​: responsibility, organization,​ independent work​, collaboration, ​initiative​, ​self-regulation

Highlight/circle ones that are ​assessed:​ responsibility, organization,​ independent work​, collaboration, initiative, self-regulation

New Vocabulary ​(for word wall and/or to develop schema)

-Ecology; Niche; Abiotic; Biotic; Organism; Population; Community; Ecosystem; Biome; Biosphere; Decomposer; Photosynthesis; Producers; Consumers;
Herbivores; Carnivores; Omnivores; Predator; Prey; Food Chain; Food Web

Resources and Materials /Technology Integration ​List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate. Include any relevant web links.
● ​Science textbooks (either hard copy or online copy)
● ​Biotic and Abiotic diagram
● Graphic organizer bundle
Learning Environment
Students will be separated with the grade 7’s closer to the front of the classroom using the regular desks, while the grade 8’s will be near the back of the
classroom so that there is some separation between the two grades. The grade 7’s may require more instructional content using the SmartBoard for their
diagrams etc.

Cross Curricular Links ​(especially important for gr 7/8 lesson plans. Don't agonize over this)
Literacy development (graphic organizers, understanding scientific literacy)

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction ​(5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 1:15-1:40 (Indicate time breakdown of instructional elements)
(10-15 minutes) Have students read the first paragraph Reading the first paragraph on page 10 of textbook,
on page 10 of textbook to understand the difference under “The Organization of Life”.
between ​abiotic​ and ​biotic​ factors of an ecosystem. Participate in listing what things all living things but have
Ask students what things that all living things must have for survival and filling the list in on their handout.
for survival (write list on SmartBoard)

(10-15 minutes) Then put the abiotic and biotic factors
diagram on the board, with their matching abiotic and
biotic factors sheet in their bundle, have the students
identify some of the factors and write them in a t-chart
on the board underneath of the picture.
Using their abiotic and biotic factors handout and the
t-chart provided, students will look at the diagram
provided and identify the abiotic and the biotic factors in
the diagram, or others that could be there that aren’t
shown (soil, wind, etc.)

Action: During /working on it ​(time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 1:40-2:20 (Indicate time breakdown of instructional elements)
Once we have gone over the different between abiotic
and biotic factors in an ecosystem, students will be
guided towards the rest of their bundle.
As the glossary is the word bank for the following fill in
the blanks, I will encourage students to fill out the
definitions for the glossary before proceeding to the fill in
the blank sheet.
Students will be expected to work on their glossary and
the fill in the blank handout quietly, they are encouraged
to ask each other for help if need be because I will be
working with the grade 8’s at this point.
Students will be guided towards the glossary of the text
as well as the corresponding pages (which are listed on
the handout) to fill in their own glossary. As well as
skim/scan the pages to find definitions that are not in the
glossary.
Consolidation & Connection (Reflect and Connect)​ (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 2:20-2:40 (Indicate time breakdown of instructional elements)
Quick regroup. Ask questions: “What is the most Active participants in the review, ready to answer if called
important difference between abiotic factors and biotic upon regardless of hands up. Use this review to fill in any
factors?”, “What is a community in terms of an information they are missing in their bundle.
ecosystem?”, “What is a biome?”

Extension Activities/Next Steps ​(where will this lesson lead to next)

Students will have a better understanding of their plant presses and how it relates to a specific ecosystem and biome.
Students will use this information to better understand the different biomes for the next lesson, and next week’s
introduction on their major assessment task about how human activities and technologies impact the environment
and how to control them.

Personal Reflection​ (​what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher: