Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Unit: Lesson Title: Grade/Period:

Chapter Four: Population Section 1: Population Dynamics 1st and 6th Hour
Ecology

CCSS or State Standards:

HS-LS2-6. Evaluate the claims,
evidence, and reasoning that the
complex interactions in
ecosystems maintain relatively
consistent numbers and types of
organisms in stable conditions, but
changing conditions may result in
a new ecosystem.
HS-LS2-8. Evaluate the evidence
for the role of group behavior on
individual and species chances to
survive and reproduce.

Resources and Materials:

(can be attached)

Glencoe Science Biology Textbook

Science Notebook
Device (cell phone, tablet, etc)
Chapter 4 Powerpoint Section 1

Objective:
What students will know and be able to do
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
I can:
I can demonstrate an understanding of the carrying capacity of an
ecosystem.
I can identify factors that affect the carrying capacity of an
ecosystem.
I can form explanations for the effects various factors play in an
ecosystem.
I can identify the complex interactions of an ecosystem.

Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
How can scientists use the carrying capacity of ecosystems to
interpret relationships between abiotic and biotic factors?
How can scientists use the carrying capacity of ecosystems to
interpret relationships between biotic factors?
 Baker College Teacher Prep Lesson Plan Form
Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Warm up:
Using this link https://padlet.com/jvande62/esnz562qnytj which will
be displayed on the board for students upon their arrival to class.
Students will use Padlet to collaborate about this question.
Is it possible to have a population of one? Explain your answer.
The Padlet is set up so students do not have to put their name to a
post, this is a risk free opportunity to share your thoughts with the
class.
Teacher moderated discussion enhanced using that What makes
you say that? strategy.
0:00 Students are welcomed into the classroom.
0:01 Upon entering the classroom students will find their assigned
seats.
- Once all students are seated I will ask that they take out their
science notebooks and flip to the Cornell Style notes that
they completed the night before.
- Students will also take out their device and begin the warm-
up activity for the hour. The link
https://padlet.com/jvande62/esnz562qnytj is posted on the
board for students to type into the search bar and contribute
to the Padlet.
- During this time I will take attendance.
0:02 I will walk around the room and give students a completion
grade on their Cornell Style notes for Chapter Four Section One.
0:10 After grading all of the students notes I will display the Padlet
on the projector, which at this point will have all of the student
responses displayed.
- We will hold whole group discussion about the thoughts they
shared about todays warm-up.
- Whole group discuss whether we agree or disagree with what
other students have said.
- Help to understand student thought processes.
- Answer the question what makes you say that?
0:15 After discussing the warm-up we will move on to a discussion
about Chapter 4 Section 1. Utilizing the powerpoint for Chapter 4
Section 1.
- Before beginning whole group instruction, allow for student
to ask any question they may have about the reading from
last night.
- After answering any questions students may have begin
whole group discussion.
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
- Whole group instruction/discussion that will then give them
the opportunity to make additions to their notes as we
complete our discussion.
- During this discussion I will take the time to provide
examples of vocabulary terms and main ideas to supplement
those presented in the textbook.
0:45 Wrap up whole group instruction on section 1 of chapter four
students. At this time I will ask students to rate their understanding.
- Using one hand students will use fingers to indicate their
level of understanding.
- 1 I am completely lost
- 5 I understand it all
- Student responses will determine the course of the rest of the
hour. If students do not have a sound understanding of the
material we can spend more time discussing the content
either whole group or small group.
0:50 Students will be reminded of their homework assignment for
the night which is already posted to Google Classroom.
- For homework students will utilize the Reading for Meaning
Strategy by taking Cornell Style notes on Chapter Four
Section 2.
- This will prepare them for our discussion in class tomorrow.
- During the last 10 minutes of work time I can take this time
to talk with the students who rated their understanding
poorly. I can also answer any questions students may have on
the material.
0:58 Regroup to whole class. This will allow for students to ask any
further clarifying questions prior to class dismissal.
0:60 Dismissal.
Whole group discussion is an effective way to focuses on
interactions. Students are allowed to express their knowledge,
understandings, and opinions on a topic. Discussion promotes active
learning for students and also increases student accountability.
Student-centered strategy.
Independent practice is an effective way to allow for students to
apply their knowledge on the material we are covering. This is tied
in with whole group discussion and allows for formative assessment
of student understanding.
Small group instruction is an effective way to differentiate
instruction and meet the needs of our students. With responds to
informal and formal data collected from various sources, I can
construct a comprehensive profile on students interests, abilities and
 Baker College Teacher Prep Lesson Plan Form
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
challenges. Small groups also enables students to develop
relationships with their classmates.
Formative assessment is any assessment task designed to promote
students' learning. These tasks give both teachers and students
feedback, so that teaching and learning activities can be altered
according to the results. This allows me to begin targeted
interventions/modifications based on determined student learning
levels. Identified possible at-risk population for further
interventions.
Lesson closure ends a lesson and creates a lasting impression, allows
students to ask any remaining questions, and also allows me to check
for understanding regarding todays lesson.
What makes you say that? helps students to identify the basis for
their thinking. By asking students what makes you say that?
students are making their thinking behind the response visible to the
teacher.
Reading for meaning when students are reading the sections at home
they are completing Cornell Style notes. Utilizing this note-taking
strategy students are gaining vocabulary comprehension, forming the
main ideas of the reading, in addition to making connections
between the test and other content areas. This is tied in with
independent practice.
Formative:
During and after whole group discussion, check for understanding.
Using one hand students will use fingers to indicate their level of
understanding.
1 I am completely lost
5 I understand it all
After instruction, during independent practice walk around the
classroom and assess how students are doing with the material.
Answer any questions that students may have at this time.
Summative:
Chapter Four and Chapter Five test. (two weeks)
The Lynx Eats the Hare Lab (Thursday/LP 4 and Friday/LP 5)
At the end of the day the power points will be made available on
Google classroom. This way students who need to review the
material again or were unable to add to their notes during class time
can view the powerpoint at home. This is also a useful tool for
absent students to see exactly what they missed in class.
 Baker College Teacher Prep Lesson Plan Form

A printed handout of the powerpoint will be provided to the ELL

students as well as any other student who needs the accommodation.

Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Regrouping the class after whole group discussion and independent
work time allows for all students to ask questions prior to taking the
material home for homework. This also allows students to ask
questions prior to trying to build off of the information covered
today when reading and taking notes on the material tonight.

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
The inclusion activity is a way to incorporate prior knowledge into the lesson. Students have prior knowledge of
ecosystems, biomes, biological communities and have had an introduction to populations in previous lessons
this semester.

Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
Welcoming students into the classroom. Letting students know that I am excited that they are present and ready
to learn. This starts the class period and the lesson off on a good note. Also, posing an open ended discussion
question will get students thinking and grab their attention at the start of the lesson.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them?
Students have had an introduction to populations in previous lessons this semester.They have an idea of what a
population is, but they may not know all of the factors that play a role in population or all of the vocabulary
terms pertaining to population.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
Before beginning the lesson and before concluding the lesson allow plenty of time for questions, both
new and older material. Students will have time in class to begin their homework assignment and ask for
further clarification if needed.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.
On Thursday and Friday, lesson plans 4 and 5, students will be completing a lab (The Lynx Eats the Hare)
in class that has them utilize all of the skills that they have learned today. Chapter 4 and 5 test will take
place in two weeks.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson.

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson.
 Baker College Teacher Prep Lesson Plan Form

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson.

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?
Instead of waiting until the study guide or the lab days to check for understanding I may want to include
some kind of tool to assess student understanding prior to moving on. This is a very short chapter but we
will be completing two labs on the information to ensure students have a sound understanding of the
material.

For use in all Baker EDU courses: 4/13/16 per Dr. Schram