Lesson Plan Professional Practice: Chelsea Morgan 21327253

Year Level & Learning Area: Time: 2:00- 3:02pm

Date: 11/09/17 Science Biology year 7
Room: Physics

Topic:
- food web, food chain, producer, consumers, decomposer, commensalism, mutualism, parasitism.
Curriculum links: Specific Objectives/Learning Goals:

Interactions between organisms can be described in terms • Define producer, consumer,

of food chains and food webs; human activity can affect decomposer.
these interactions (ACSSU112) • Define photosynthesis
• Identify species that are producers,
General Capabilities: consumers and decomposers.
• Provided examples of herbivores,
 Literacy omnivores and carnivores.
• Identify primary, secondary and
Preparation: tertiary consumers
 Spare pens on teacher’s desks with sign on and off • Define a food chain and food web
worksheet
 Have roll on hand
 Personal laptop on hand for random name
generator
 Start-up computer and smartboard and USB
 have timer up and ready
 Organize folders in colour order
 Have homework sheets ready

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  Printed copies of worksheets
 Dichotomous key
 Abiotic and Biotic factors
 Habitats
 Factors influencing organisms habitat
 Types of adaptations (warning colours,
well-developed senses etc)
 Write up note taking and highlighting
example
 Observations
 Commensalism, parasitism, and
mutualism
 Pred-prey cycles
 Producers, consumers and decomposers

Lesson Steps
Time: Procedure
  Enter class
*stand at front of line*
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
*Walk up and down the line*
4mins  Identify students that are follow instruction and provide praise
Teacher: “Nice work, you lined up silently in two lines against the wall. You may go inside, sit down
and get started on your spelling”
*stand at front of line*
 Repeat instructions to student’s that were not listening. When instructions are followed
provide praise and next instructions.
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RECAP RULES
1mins  If you need to get out of your seat you raise your hand and ask to get out of your seat!
 Name= warning, one cross equals= official/last warning, two crosses detention, three
crosses isolation
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REARRANGE SEATING
“Sandra, Phoebe, Jericho, Dan, Hamed, and David please stand up”
 Sanda and Phoebe move to the front
2min  Jericho and Dan move to the back
 Sandra and Phoebe sit where Hamed and David are sitting.
 Hamed and David sit where Jericho was sitting.
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Spelling
*stand at the front of the class*
 Set expectations – “everyone should be quietly working on their spelling week 8. There
5
should not be any talking”
mins
Note: make sure students have spelling sheets
 Remind Armand to put on his glasses
 Remind Natasha to use her coloured sleeve
 mark students off on the roll
 Read out spelling to students.
Note: speak loud and clear and walk around classroom
 Let students work on spelling for 3 mins
 end task by collecting spelling
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 Pop Quiz
 Get pen and paper out ready for pop quiz

 What is a habitat?
 What are 3 factors within an environment that influence where organisms live?
 What is an adaptation?
 What is an example of a defensive weapon?
 What is an example of behavioral adaptation?
 What is commensalism?
 What is mutualism?
10-  What is a herbivore?
15mins  Provide an example of a carnivore.
 What is photosynthesis?
 Where do plants get their energy from?
 What is a consumer?
 What do tertiary consumers eat?
 Collect and mark the pop-quiz.
 ***********************************************************************************
 Go through HW
10mins  Randomly ask students to provide answers from the food chain and web homework
 Have answers on hand to elaborate on student answers
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 Food chain and web worksheet
 Distribute worksheets
15mins  Introduce the worksheet describing what students need to do
 Set expectations: quiet productive work
 Allow students approx. 15-20 mins
 Assist where necessary
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 Conclusion
10mins
 Pack up area
 Make piles of folders on desk.
 Hand out HW- food web and chain
 Brainstorm key words from the lesson on the board.
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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

Self-Evaluation/Reflection:
 Is cross system working ?
 Are students retaining information ?
 What did you need to cover for the test?
 Did moving students work out better or not ?