L2+Blouin,+Cameron

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Blouin **__Lesson # 2:__ __Facet:__** Application
 * __ Grade Level __**** : ** 7-8 **__Numbers of Days:__** 2-3 Days
 * __ Topic: __** Energy Flow


 * __ PART I: __**

Student will understand that energy flow is different in each ecosystem.
 * __ Objectives __**

Student will know the vocabulary like food-webs, climate, extinction, endangered species, and Global Warming

Student will be able to design a food-web and show what happens if an organism is removed

**Product:** Inspiration

Maine Learning Results Content Area: Science and Technology Standard Label: E. The Living Environment Standard: E2 Ecosystems, Grade Level Span: Grade 6-8 Students examine how the characteristics of the physical,non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part. Performance Indicators: b and c..
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will be studying how energy is passed through ecosystems and the effects of an organism is removed or added.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**

During the class I will be checking with the class as a whole to see if everyone is comfortable with the content as it is presented. I will simply say, "Thumbs up or down if this is clear".If students show a thumbs down then the content will be readdressed with questions from the students to help clarify any problems they may be having. If the class is comfortable with the material and show a thumbs up then we will move on the the next part of the lesson.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

The students will be grading their own product using the same rubric that will be used by myself. This allows the student to see exactly what they are being graded on and allows them the chance to make any changes to their product before it is turned in for a final grade. I will then grade their Inspiration and return the rubric to the students the next day of class.
 * Section II – timely feedback for products (self, peer, teacher) **

The students will be designing a food-web using the program Inspiration on their computers. The students will need to research various plants and animals from an ecosystem and design their food-web with proper photos and description. The food-web needs to be in a logical sequence and students will need to be able to answer questions about their food-web like how their food-web would be affected if a particular organism were to be removed.
 * __ Summative (Assessment of Learning): Inspiration __**


 * __ Integration __**
 * Technology: ** The technology being used in this lesson is a program called Inspiration. This program allows students to make graphic organizers on their computers that can easily be shared with anyone and allows students to be creative with their designs. Plus it allows them to have one of the best resources at their fingertips which is the Internet for sources.


 * Content Areas: **
 * Art:** Inspiration will allow students to design their food-web on a computer in their own particular way. This will allow them to be creative in their design and that is encouraged as they are working. No two food-webs should look the same.


 * English**: This will be incorporated into this lesson since students will be writing short descriptions of their organisms in their food-web and they will need to be researching their information.

A food-web template is going to be handed out to the students during class so that they can begin to brainstorm what they will have on their final product. The students will need to fill out the worksheet and show it to me before they will be allowed to transfer it over to their Inspiration program on their computers. The students will be able to work in pairs for the food-web. During the class when they are given their food-web template they will be able to work with their partner as well as other groups if they want some help. After they get permission to begin to design their food-web on the computer then they will be only working with their partners. Each group will be turning in their Inspiration to myself after they have made their final edits when reviewing the rubric.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal/Linguistic ** - Students will be able to communicate in their groups discussing their food-webs
 * Logical/Mathematical ** - Student will be able to sequence the organisms in the timeline
 * Visual/Spatial ** - They can draw out their food-webs and visualize what it should look like
 * Bodily/Kinesthetic ** - Students will be able to move freely around the classroom as they work on their food-webs as they look for resources
 * Musical/Rhythmic ** - Background music will be played as students are building their food-webs
 * Intrapersonal ** - Students will do self reflections on their food-webs
 * Interpersonal ** - Students will work with a partner to make the food-webs
 * Naturalist ** - Students will need to do research and find picture of the organisms in their food-webs


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

If a student misses class they will be given the food-web template when they return to class and will have help from me as needed. If there are no other students working alone then the student will work on the assignment by themselves. If another student was also absent during this lesson then they will be paired together to complete it. This may be required to be done after school during office hours.
 * Plan for accommodating absent students: **


 * __ Extensions __**

The technology being used in this lesson is Inspiration. This is a type II technology because of the interactive features that are inside of the program. This allows students to make a graphic organizer that is unique to them and allows creation that cannot be matched by using a template given to them on paper. The program allows the user to easily share the information with anyone they wish since it can be saved and easily attached to an email. Students can incorporate pictures from within the software or add photos from the Internet if they wish.
 * Type II technology: **

Gifted students will be asked to write in a 3-5 sentence paragraph an explanation of what organism they feel is most important to their food-web. They then will have to explain why that organism is so important and what they think would happen if this organism was to be removed or if that organism became over populated.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Textbook
 * Computers
 * Projector
 * Food-Web Template
 * Internet
 * Rubrics
 * Homework handout

[]- A video that explains the problems that polar bears are facing today which could lead to their extinction. []- An excellent resource that clearly outlines a food-web and its contents and breaks down vocabulary clearly. Diagrams are also provided and has various resources provided. []- A handout that will be given for students to fill out for their ecosystem. They will label the four trophic levels and label examples of them found in their ecosystem. []- A short fun video that will explain the concepts of food-webs to the class. Its in the form of a song. []- An informative video using cartoon animations that break down the key points to the food-webs.
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

Day 1: Day 2: Day 3: For this lesson, the classroom will be arranged in a perimeter so that students are near their peers and everyone can easily see the board.
 * Class will begin with a short class discussion about the possible extinction of polar bears (5 Minutes)
 * We then will watch a short video on polar bears (6 Minutes)
 * Class discussion over the short video clip (5 Minutes)
 * A discussion of food-webs will then begin explaining the concepts (25 Minutes)
 * The food-web worksheet will be passed out to each student (3 Minutes)
 * Students will get into pairs and be assigned an ecosystem (6 Minutes)
 * Students will then work on their handout for the remaining of class (25 Minutes)
 * A homework assignment will be handed out for students (5 Minutes)
 * Homework review and turning in of homework (10 Minutes)
 * Students will remain working on their handout (20 Minutes)
 * Students will have a chance to ask questions about their food-webs before they transfer them over to Inspiration (15 Minutes)
 * Students will be allowed to work on their Inspiration for the remaining of class (35 Minutes)
 * Students will be working on their Inspiration food-webs with their partner (50 Minutes)
 * Students will grade their own Inspiration with a rubric (10 Minutes)
 * Students will print out their Inspiration and turn them in (20 Minutes)

Students will understand that energy flow is different in each ecosystem. // Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part. // It is important to know this because our world is changing and it is important to know how and what is going to happen. I will give the students a real life example asking them what they think would happen to the food-chain if polar bears went extinct. I will let the students think about this for a few minutes and then will open it up for discussion. As the students share their ideas and it has been discussed we will watch a video of polar bears about why it is possible they go extinct. This is the link to the video that we will talk about why polar bears could go extinct []. A short talk about the video will be done afterwards that will lead into the students filling in their food-web templates.
 * Where, Why, What, Hook Tailors: Visual, Linguistic, Logical, Musical, Interpersonal, Intrapersonal **

Students will know the vocabulary like food-webs, climate, extinction, endangered species, trophic levels, herbivores, carnivores, omnivores, decomposers and Global Warming. The students will be learning this content through videos presented during class time and through conversation during class. A food-web template will be given out to the students as we talk about them designing their own food-webs for their assigned ecosystem. For homework they will be given a food-web diagram that will have them practice setting up their food-webs by using organisms from their local ecosystem to construct it. To check for understanding I will be using the thumbs up/thumbs down technique to see if the students are comprehending the information. []
 * Equip, Explore, Rethink, Tailors: Logical, Intrapersonal, Interpersonal, Visual, Linguistic **

Students will be able to design a food-web and show what happens if an organism is removed. The students will be able to do their own research in order to find out the order in which their ecosystems food-web functions. They then will have to do some critical thinking in order to determine what organisms consume what. The students will have to learn the proper vocabulary in order to be able to properly comprehend and explain their food-webs. The students will be able to work in pairs with the partner of their choice during the class. Each student will need to equally contribute to the food-web design and this will be checked by asking each student questions regarding their food-web. The rubric will also require the students to comment whether or not each partner was contributing equally. To show evidence of learning I will ask the students questions about what they think would happen if an organism was removed from their food-web. This will force them to do critical thinking and connecting information to what they had learned during the class. Before students will be able to transfer their food-web template to the Inspiration program they will need to review the template with me and feedback will be given before they transfer it.
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Logical, Visual, Linguistic, **

Students will self-assess themselves by using a rubric in order to grade themselves on their Inspiration food-web. Each student will grade a rubric individually about what they feel as if their grades should be. The same rubric will be used by myself when the final product is turned in by the students. Class time will be allowed for the students to make their revisions during the class time and questions will be allowed if the students need further guidance during the food-web designs. I will be providing timely feed back to the students by having their rubrics graded and returned to the students by the next class and will be available to students for questions during the class plus during office hours after school.


 * Evaluate, Tailors: Logical, Intrapersonal, Visual, Lingquistic **

Lesson 2 Content Notes- The student’s are going to be learning about food-webs and how each ecosystem has their own unique food-web. Student’s will need to learn about trophic levels which are levels in the food-web. A plant is a primary producer which is on the first trophic level. Following them is the primary consumers which are herbivores. Herbivores eat primarily plants. An example of an herbivore is a white-tailed deer. They will eat many flowering plants and fruits that they find on low hanging branches and the forest floor. Following the herbivores is the secondary consumers which are carnivores. They eat primarily meat for their diets but some organisms may also be omnivores which eat both plants and animals. An example of an omnivore is a black bear. They eat both plants and animals. The last category that organisms will fall into is a tertiary consumer. These animals eat mainly other carnivores making them the top of the food-web. An example of this could be a great white shark. The further up the food-web the less energy is passed on. The primary consumers receive 10% of the energy produced by plants during photosynthesis. When the primary consumers is eaten by a secondary consumer, they only receive 10% of the 10% the herbivores obtained. This results in only 1% of the total energy. As we continue on to the tertiary consumers only 10% of the 1% of energy is absorbed meaning only .1% of the original energy from the plants is passed on. Potentially the most important organisms in a food-web are decomposers yet they are not discussed often. Decomposers do not fit in a trophic level since they will eat any dead organisms including plants and animals. They then will recycle the nutrients from the organisms back into the soil so that the energy can be made by the plants and the cycle continues. It is crucial that a food-web stays healthy. This means that the animals populations are not getting over populated or species are beginning to die out. If this happens, then the whole ecosystem may suffer leading to a catastrophic event. Depending on where in the food-web a plant or animal is removed will have effects on everything above them in the food-web since their energy source will be gone. If an organism becomes overpopulated then the organisms below them will be hurt since more of them will be consumed and the organisms above the overpopulated organisms will have their populations expand due to the expanded energy sources.
 * __ Content Notes __**


 * __ Handouts __**


 * Food-web template
 * Food-web homework assignment
 * Inspiration rubric


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //** This lesson will meet the clipboard learning style by allowing them to logically plan out their graphic organizer and designing their Inspiration in a way that clearly explains their ecosystems.


 * // Microscope: //** Microscopes will be able to do research on their ecosystems to determine what is important to their food-webs. The food-web template will logically organize the information they need to successfully complete the assignment.


 * // Puppy: //** The students will be able to work in pairs for the assignment and will be allowed to have interaction with other groups while filling out the graphic organizer. This is key for puppies since they need to have positive interaction with their peers.


 * // Beach Ball: //** Students will be able to work in small groups as well as partake in the class discussion during the beginning of the class. They will be working on both a paper handout and a computer for the students to design their final product.


 * // Rationale: //**


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //** The students will be assessed by using the thumbs up/down technique. The students will be asked if everything is clear before we move on to the next part of the lesson. If there is a majority of the class who is unsure of the content then the content will be reviewed so that the information is clear. This will allow everyone to say whether or not they are ready to move on.


 * // Summative: //** The students will be making their Inspiration with their partner in the class. The Inspiration will be used to make a food-They then will be grading their own product using the same rubric that I will be using when I grade their final product.


 * // Rationale: //** The formative assessments will help the teacher monitor how the class is doing with the content being presented. The summative assessment will be the proof that students are understanding the content.


 * // Rationale: //**
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**


 * // Content Knowledge: //** The students will be learning the content by using the graphic organizer and being able to transfer it to a computer program. The students will be learning the necessary vocabulary and need to be able to do critical thinking.

Students examine how the characteristics of the physical,non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part.
 * // MLR or CCSS: //**
 * Maine Learning Results **
 * Content Area ** : Science and Technology
 * Standard Label ** : E. The Living Environment
 * Standard ** : E2 Ecosystems,
 * Grade Level Span ** : Grade 6-8
 * Performance Indicators ** : b and c..


 * // Facet: //** Students will be able to design a food-web and show what happens if an organism is removed ( ** Application **** ) **


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**
 * **Verbal/Linguistic**- Students will be able to communicate in their groups discussing their food-webs
 * **Logical/Mathematical**- Student will be able to sequence the organisms in the timeline
 * **Visual/Spatial**- They can draw out their food-webs and visualize what it should look like
 * **Bodily/Kinesthetic**- Students will be able to move freely around the classroom as they work on their food-webs as they look for resources
 * **Musical/Rhythmic**- Background music will be played as students are building their food-webs
 * **Intrapersonal**- Students will do self reflections on their food-webs
 * **Interpersonal**- Students will work with a partner to make the food-webs
 * **Naturalist**- Students will need to do research and find picture of the organisms in their food-webs


 * // Type II Technology: //** The students will be using Inspiration which is a computer program that allows the user to make graphic organizers that they can personalize to make them unique. Pictures can be used from the Internet or users can upload their own photos. The products are easy to share with anyone and can be attached in an email.


 * // Rationale: //** There are many MI's being used in this lesson which is important to having a successful class where everyone is going to be able to use their strongest intelligence. Students will be able to work with partners and need to make sure they are organizing their food-webs in a logical way.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness Rationale: The students will be able to be creative as they design their food-webs allowing them to personalize them so that each is unique to the students personalities.
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources Rationale: The students will be studying the concepts of food-webs and relating it to what is going on in the real world today. The talk of polar bears will be relating the students current real world events. c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:**//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity Rationale: Students will be researching current events and using their computers in order to show that they are understanding the content.
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources Rationale: Students will be assigned different questions to research based on their abilities and learning styles relating to their food-webs.

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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