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Lesson Plan Professional Practice: Chelsea Morgan 21327253

Year Level & Learning Area: Time: 12:30pm – 1:32pm

Date: 19/09/17 Science Biology year 7
Room: Biology

Curriculum links: Specific Objectives/Learning Goals:
 Define and identify commensalism,
Interactions between organisms can be described in terms mutualisms, and parasitism
of food chains and food webs; human activity can affect  Provide examples of commensalism,
these interactions (ACSSU112) mutualisms, and parasitism
 Compare and contrast commensalism,
General Capabilities: mutualisms, and parasitism
 Define producer, consumer,
 Literacy decomposer and provide an example
 Define herbivore, omnivore, carnivore,
Preparation: photosynthesis, environment, extinct,
 Spare pens on teacher’s desks with sign on and off introduced species, habitat
worksheet  Construct a food chain and a food web
 Have roll on hand  Identify what the arrows represent in a
 Start-up computer and smartboard food chain/web
 Have USB on hand  Define an adaptation.
 have timer up and ready  List the types of adaptations and
 Organize folders in colour order provide an example
 Have print outs of worksheet ready  Describe the impact that humans
 Have spelling up on smartboard cause on a population/food web
Prior Learning: Resources/Materials required:

 Classification levels  Smartboard

 Kingdoms  printer
 Phyla of Animals  Wifi connection
 Classes of Chordates  Pen and paper
 sub classes of Mammals  Electronic timer
 divisions of Plants  Personal laptop
 classes of seed producing plants  USB
 taxonomist definition  Whiteboard and markers
 Scientific naming  Comprehension 1
 Dichotomous key  Comprehension 2
 Abiotic and Biotic factors  Whiteboard markers
 Habitats  Laminated graph paper
 Factors influencing organisms habitat  Cut and paste – cards
 Types of adaptations (warning colours,  A3 cut and paste background
well-developed senses etc)  Glue sticks
 Write up note taking and highlighting  Scissors
 Observations
 Commensalism, parasitism, and
 Pred-prey cycles
 Producers, consumers and decomposers
 environment
Lesson Steps
Time: Procedure
 Enter class

Teacher: “Good morning everyone. Before we all go inside I want everyone to without talking form
two straight lines right up against this wall” (pause and wait for eyes and walk up and down the line,
call out people that are talking

Teacher does Students do

-Walk up and down line -stand quietly
3mins -praise good students and let them in -form 2 lines
-call out names of students not following instructions -face the front
-do not allow pushing in
-repeat instructions

 Let cooperative students in the classroom first followed by students that were not following
Teacher: “As you enter please collect your folder and get started on your spelling – week 10”

Teacher does Students do

-stand and watch students enter and then follow them in -enter class when told

 Spelling activity

Set expectations
-Quiet independent activity
5mins -should be no talking- I don’t want to hear a pep out of anyone
-you have 5 mins to complete this task and then I am moving on

Teacher does Students do

-Call out students that are still talking. -sitting quietly
-walking around classroom -completing spelling worksheet
-Assist students with pronunciation -working independently
-Hand out lined paper for QUIZ

 Stop activity.
Teacher: “okay times up. Put your spelling away in your folders and then sit with your eyes to me
awaiting your next instructions”
 Quiz

 Introduce next activity

Teacher: “3, 2, 1 (pause and wait for eyes- write names on board). For the next activity, I want you to
write your name on top of the piece of paper I have handed out to all of you. We are going to do a
quick pop-quiz to see how much of the content you guys are retaining.”

Set expectations
-Quiet independent activity
-should be no talking- I don’t want to know what your partner knows. I want to know what you know.
-I will be reading out the questions and they will also be on the board behind me if you fall behind.
12mins Teacher does Students do
-Walk around room -sitting quietly
-Read out question loud and clear- repeat -complete quiz
-change slide on powerpoint - working independently
-scan class for students cheating/ collaborating
-provide warning to talking students
-move student if necessary


 What is the definition of photosynthesis?

 Define mutualism
 Provide an example of commensalism
 What is a herbivore? Provide an example.
 A porcupine’s spines are an example of what type of adaptation?
 What is an ecosystem?
 What is an introduced species? provide an example
 Write a definition for an adaptation.
 What does a secondary consumer eat?
 Where does all the energy in a food web originate from?

 Finish activity
Teacher: “okay times up. Finish the last sentence you are on, make sure your names on the paper,
and swap it with your partner”

 Go through answers
1. The process where plants taking in carbon dioxide and water to create their own food
2. Mutualism in an interaction between 2 organism where both organisms benefit
3. Barnacle and turtle
4. An organism that eats plants only. Sheep
5. Defensive weapon
6. All of an organism surrounding including biotic and abiotic factors
7. A species that is not native to an area. Cane toad.
8. A physical or behavioral characteristics that helps organisms to survive and reproduce in an
9. Primary consumers
10. Sun

*collect pop-quizzes*
 Comprehension 1- commensalism
15  Ask student to help hand out the next activity
mins  Introduce next activity

Teacher: “for this next activity we are going to read through the information provided up the top of
the worksheet together and then individually answer the questions underneath afterwards”

Teacher: “So to start off with we are going to popcorn read. However, I want to quickly get everyone
to repeat the words that I am about to say out loud together

Teacher Students
COMMENSALISM -student chant together

Teacher: “awesome! Now that we have done that. Lets begin our popcorn reading. I want you to
popcorn to the person sitting next to you. Let’s start with Zahraa”
Teacher does Students do
-walk around classroom -read along with other students
-read along with students -read out loud
-assist students with pronunciation

 Transition to questions
Teacher: “okay now that we have all read the information provided. I would like everyone to move
onto answering the questions. The answers to the question are provided in the information that you
all just read so you shouldn’t need any help. However, if you do raise your hand and wait for me to
come over. Please do not call out “miss”.

Set expectations
-this is an independent activity so you need to be working quietly
-You will have 10 minutes to answer the questions
- if you finish early let me know

 After 10 mins stop and go through answers

 Cut and paste activity (if time)
 Introduce next activity
Teacher: “for this next activity you are going to be working in pairs (the person next to you)”
-David and Dan
-Aron and Hamza
20mins -Zahraa and sahar
-Thomay and Kirra
-jayden and mark
-jericho and jacob
-hamed and phoebe
-simmo and milo
-amir and mike
-armand and makur
-lily and natasha
-katrina and nikki
-ALEX- help aron and Hamza

Teacher: “If your partners now here you will be working independently. This activity involves you
identifying interactions between organism within a pond environment. We are going to go through a
couple interactions as a whole class so I don’t want anyone rushing ahead of the class.”

Teacher: “ This first thing I need you to do is rock paper scissor – once ! not best out of three. The
winner is the cutter. All the cutter come up and collect a pair of scissor and sit back down. Everyone
else- you are the gluers- come up and collect a glue stick and sit back down.”

Teacher: “3,2,1. Cutters I would like you to cut out the top row of organism only. So the butterfly, the
frog and the snake”
 Wait for students to cut out 3 organisms- walk around class


Teacher: “So here’s your pond environment (show A3 paper). Where do you think the butterfly is
going to hang out?
Students: around the flowers
Teacher: okay lets stick that down there then…. Have we all stuck the butterfly down?”
Students: yes.
Teacher: “Where do you think the frog is going to hang out?
Students: on the lily pad.
Teacher: okay lets stick that down there then…. Have we all stuck the frog down?”

Teacher: “Where do you think the snake is going to hang out?

Students: on the land
Teacher: okay lets stick that down there then…. Have we all stuck the snake down?”

Teacher: “now that we have stuck down the organisms we need to show the energy flow through the
chain? Lets identify some interactions. Hand up?

-sun to water plants
-butterfly eats flower nectar
-frog eats butterfly
-snake eats frog.


Teacher: “now I want you to make another food chain. Using different organisms. Lay it out and show
me first before gluing it down”

-walk around and assist students

 Allow students to continue on independently.

-write next to each organism if they are a producer, primary consumer, secondary consumer, tertiary
consumer, or decomposer.
 EXTRA /ALTERNATIVE -Graphing activity if needed- extension work for early finishers
 Ask student to help hand out the next activity
 Introduce next activity
Teacher: “for this next activity we are going to be creating a graph that shows fluctuating bird
number at a location during different times of the year. The axis have been create for you. All you
have to do is up in axis titles, title and plot the data provided as a line graph.

Teacher: “okay you have 15 minutes to get this graph done and then I want you to all show me

Teacher does Students do

-walking around classroom -sitting quietly
-Assisting students where necessary -completing graph activity
-working independently

 Stop task.
Teacher: “okay I am going to stop you there. If you have not completed the task that’s fine. We will
continue on it during the next lesson”
 Homework
 Distribute homework whilst students are working on in-class activity
 Introduce homework- your homework is a comprehension activity- where you have to read
the text and then answer the questions. This will help you revise for the test
5mins  Conclusion
 Pack up area
 Make piles of folders on desk.
 If extra time- test students on definitions

Evaluation of Student Learning:

 Monitor student’s participation in classroom activities
 Monitor student’s questions during one on one interactions
 Monitor student’s responses to prompting questions
 Mark HW

 Are students retaining content for test tomorrow?
 Did you cover all the content for the test tomorrow?
 Are students engaged in activities?
 Are you improving on time management?
 Are you using pitch changes in voice better- during praise?