Beruflich Dokumente
Kultur Dokumente
Cohort: B1
Lesson Plan
Lesson Title: Exploring Biodiversity at Your School
Subject/Strand: Understanding Life Systems
Grade: 6
Date: ___________
Time: 50 Minutes
Lesson Plan Description
(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
Todays lesson is Exploring Biodiversity at Your School where students will be activating their prior knowledge regarding
biodiversity. Students will be learning about biodiversity in their school yard through observation. As a class we will be
going outside and using either string or a hula hoop to place down creating a sample area for students. They will then look at
different plants and animals in that area and record their findings in the graphic organizer provided. Students will only collect
samples that used to be living, for example, leaves that have fallen off of a nearby tree or grass clippings. They are not to
disturb living plants, animals or bugs. Once they have looked at their sample area, they will then compare the different plants
and animals in the area with that of another group. Come back into the class and discuss what students have found.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
2. Investigate the characteristics of living things, and classify diverse organisms according to specific characteristics .
Ontario Curricular Specific Expectations
(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
2.1 Follow established safety procedures for outdoor activities and field work (i.e., stay with a partner when exploring
habitats; wash hands after exploring a habitat)
2.3 Use scientific inquiry/research skills (see page 15) to compare the characteristics of organisms within the plant or animal
kingdoms (e.g., compare the characteristics of a fish and a mammal of coniferous and deciduous trees, of ferns and flowering
plants)
2.4 Use appropriate science and technology vocabulary, including classification, biodiversity, natural community, and
interrelationships, vertebrate, invertebrate, stability, characteristics, and organism, in oral and written communication.
Learning Goals
Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)
Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students 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).
Assessment
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)
collaboration,
initiative,
Vocabulary
responsibility,
organization,
independent work,
Classification
Biodiversity
Organisms
Species
Natural community
Interrelationships
Stability
Characteristics
Deciduous
Coniferous
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.
Learning Environment
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.
Date: __________________
Location:_______________
Use the graphic organizer below to record living things you find in your area.
Possible
Name of
Organism
Description of
the Organism
Draw a sketch
(and pick up
sample if
possible)
Other Notes:
Further
Research
Questions:
Date: __________________
Information:
The possible name of the organism is listed
Student(s) provided a description of the organism they found?
Yes
No
If possible, theres a sample provided?
Yes
No
Sample not possible
Students(s) provided a sketch of the organism?
The other notes are relevant to the topic?
A further research question is provided?
Self-Regulation
The group stay focused and on task