Carrie Schultz

10th Grade Biology

Date: October 17&18, 2017 Period(s): 1st, 2nd, 3rd, 6th
Materials:
Teachers will need: Students will need:
Interactive Notes 4.3 pulled up on Worksheet 4.2 completed
computer for review Ecological Succession POGIL
Ecological Succession POGIL printed Worksheet 4.3
Worksheet 4.3 printed
Coffee Shop picture pulled up on
computer
Pandora pulled up on the computer; make
sure the volume is at an appropriate level
and have it on pause.
Standards:
B3.4A Describe ecosystem stability. Understand that if a disaster such as flood or fire occurs,
the damaged ecosystem is likely to recover in stages of succession that eventually result in a
system similar to the original one.
Objectives:
1. I can define ecological succession
2. I can describe the difference between primary and secondary succession
3. I can define pioneer species
4. I can define secondary succession
5. I can describe a climax community
Overview: We will have a Relevant Review, then a POGIL.
Introduction/Hook:
1. Good Things
Instructions for the lesson:
10-16
1. Begin by stating the objectives and the days agenda.
2. Have them get worksheet 4.2 out and take a completion grade.
3. Explain that after the Relevant Review or RR (this is a review of the previous days information)
they will be allowed to work in pairs on the POGIL. Remind them: to choose their partners
wisely, earbuds/headphones are only allowed if they are working alone, and coffee shop mode
is quiet talking to your lab partnernot the other people at your desk or the people in front or
behind you.
4. Go through a Relevant Review (RR). Ask questions to check memory such as: which was faster
primary or secondary succession? Why?
5. Have them work on their POGIL
6. Turn on Pandora and put up the coffee shop picture.
7. Work on worksheet 4.3 if they finish early.
10-17
1. Begin by stating the objectives and the days agenda.
2. Tell students we will be going outside tomorrow to collect data for a lab that we will do in a
month. We have to go outside now because by next month the Goldenrod we need to count will
be gone. They need to dress appropriately for the weather!
 3. Explain that after the Relevant Review or RR (this is a review of the previous days information)
they will be allowed to work on the POGIL. Remind them: earbuds/headphones are only allowed
if they are working alone and coffee shop mode is quiet talking to your lab partner.
4. Go through a Relevant Review (RR). Ask questions that are worded differently than yesterdays.
Get a little more in-depth with the questions as well. Such as: What would you expect to find
growing in a climax community?
5. Have them work on their POGIL
6. Turn on Pandora and put up the coffee shop picture.
7. Work on worksheet 4.3 if they finish early.
Closure Activity/Wrap-up:
A minute before class is done remind them to dress weather appropriate tomorrows lab.
Homework:
Thursday: POGIL at the beginning of class
Friday: Worksheet 4.3
Assessment (Summative and Formative):
The questions posed during the Relevant Review serve as a formative assessment.
Technology:

Differentiation:
What will I differentiate: Content Process Product
How will I differentiate: For Readiness By Interest Learning Profiles
Specific Group/Student:
Differentiating Content for Readiness: This will be done by allowing students to work in small groups.
But also by having students at a lower readiness level going with the special education teacher and have
the lab read to the group and they can work together to discover the answers.
Differentiating Process by Learning Profiles: Auditory learners will be engaged by the
conversations/discussions. Visual learners will be engaged by the pictures in the POGIL and by reading.
Kinesthetic learners will be engage by the activity because it allows for movement (even though
minimal).
Accommodation:
Specific Group/Student: Some students will go with a special education teacher to a different
classroom. The special education teacher will put the POGIL on the smartboard and go through it with
the students. He will assist them in discovering the answers. He will also be reading it to them as a
group. These students will each fill out their own POGIL pack.

There are several students whom have difficulty staying on quiet and on task for an extended length of
time. They also have difficulty controlling impulses. These students will be given kind reminders to keep
their attention. Such as: saying eyes up here to the whole class, saying their name while you are
speaking to the class, etc. If it becomes more distracting they may need to be moved to a different seat.

One student has a soft ball to squeeze when needed. The same student also has a yellow card that can
be placed on their table when a break is needed; this allows them to walk to the office at any time.

Another student is allowed to go to the cooling off area in the office if they are getting frustrated.
Modification:
Specific Group/Student: