Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Unit: Lesson Title: Grade/Period:

Chapter Four: Population Section 2: Human Population 1st and 6th Hour
Ecology

CCSS or State Standards:

HS-ESS3-1. Construct an
explanation based on evidence for
how the availability of natural
resources, occurrence of natural
hazards, and changes in climate
have influenced human activity.
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-ESS3-4. Evaluate or refine a
technological solution that reduces
impacts of human activities on
natural systems.
HS-ESS3-6. Use a computational
representation to illustrate the
relationships among Earth systems
and how those relationships are
being modified due to human
activity.

Resources and Materials:

(can be attached)

Glencoe Science Biology Textbook

Age Structure Warm-Up
Chapter Four Powerpoint Section 2
Population Ecology Vocab Review

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 describe how natural resources influence human activity.
I can describe how natural hazards influence human activity.
I can describe how climate influences human activity.
I can evaluate how human activity influences ecosystems.
I can describe how technology can influence human activity.
 Baker College Teacher Prep Lesson Plan Form
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?
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.
I can describe how human activity influences relationships.
I can evaluate the technological solutions that can reduce the
influence of human activity in ecosystems.
What role does human activity play in various ecosystems?
How can scientists evaluate technological solution which help
reduce the impacts of human activities on natural systems?
Warm up:
Age Structure Warm-Up
Using this link https://goo.gl/forms/igVpw8e3LjvqNlFr1 students
will tell me what they know about these three different age structure
graphs.
While students are completing this activity I can see on my screen
how many responses I have and can therefore encourage students to
complete the warm up if I see there are some who havent.
Students have already read Chapter 4 Section 2, this is checking for
understanding. Formatively assessing student response.
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://goo.gl/forms/igVpw8e3LjvqNlFr1 is posted on the
board for students to type into the search bar and contribute
to the google form.
- 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 Two.
0:10 After grading all of the students notes I will display the warm
up question on the board.
- We will hold whole group discussion about the thoughts they
shared about todays warm-up.
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 2.
Baker College Teacher Prep Lesson Plan Form

- 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 begun
whole group discussion.
- 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.

0:48 Students will be reminded of their homework assignment for

the night which is already posted to Google Classroom.
- For homework students will utilize the Minds Eye strategy
by completing the Population Ecology Vocab Review
assignment.
- Students will create visual images, icons or sketches for each
of the 15 vocab words in Chapter 4. These images will be
submitted by 7:00 am tomorrow.
- I will compile a game of Pictionary using the images
students created. I will chose images, sketches or
icons that accurately depict each of the vocabulary
terms.
- There are 3 hours of advanced biology, I will not be
using the drawings from their class in their pictionary
as that gives students an unfair advantage during the
game.

0:58 Regroup to whole class. This will allow for students to ask any
further clarifying questions prior to class dismissal.
- This is the last section for this chapter, therefore,
remind/inform students that tomorrow will be a review for
Chapter 4, Pictionary and a study guide.

0:60 Dismissal.
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
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.).
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
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.
Minds Eye allows students to visualize the vocabulary. Minds eye
allows for dual coding of the information and increase students
understanding of the content.
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)
 Baker College Teacher Prep Lesson Plan Form

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.
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.
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.

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 formally assess what knowledge students have gained from their reading, as
well as how well students are reading for meaning when taking their Cornell Style notes. Students have prior
knowledge of ecosystems, biomes, biological communities and have learned about animal populations in the
section before.

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, having a warmup that gets them
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 learned about populations in respect to animals in the previous lesson.They have an
understanding 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. Students will now learn about the human 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.
 Baker College Teacher Prep Lesson Plan Form

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.

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