Instruction: What you’ll teach, and how

LESSON INTRODUCTION/ANTICIPATORY SET

Time Teacher Does Student Does

Set up classroom:
 Write standards on board
(abbreviations)
 Write learning objectives: “Students
will know what keystone species
<0 are and why they play an important Students will begin filtering in and
min. role in an ecosystem” taking their seat
 Write key vocab words on the
board:
 Keystone species
 Ecosystem
 Preload YouTube video on laptop

-Students will summarize the

Go over objectives with students:
objectives and write them in their
1-4  Go over list of the vocabulary that is
notebook so they can refer back
min important for the lesson
-Students will ask any questions they
Clarify any questions
have

Introduce topic:
4-5 Students will write down the topic in
 Keystone species and their
min their notebooks
importance in an ecosystem

Students will add to their definitions if

one of the answers in class is more
Review vocabulary:
concise or comprehensive
 Students had homework on
vocabulary, they are putting it into
Students will give answers similar to
practice now
these:
 Call on students to provide their
definition of keystone species
5-10 Keystone species: a very important
 Choose one student from each of
min species; a species that has a huge
the following groups (their colors
impact on its environment; a species
are on the seating chart):
that, if removed, will drastically
 Emergent bilinguals (yellow
change its ecosystem
seat)
 Striving reader (blue seat)
Ecosystem: a community of species;
 Advanced student (red seat)
an environment where different
species interact with one another; an
 environment that has both biotic and
abiotic factors interacting with each
other

Student volunteers will write their

10- Ask students if anyone wants to share their definitions on a 4” x 6” index card and
12 definitions in a different language to put place it under the appropriate
min up on the Word Wall language column on the class word
wall

LESSON BODY

Time Teacher Does Student Does

 Teacher says, “Now that we have an

understanding of the vocabulary,
12- we will watch a video that shows us
13 how important keystone species
min are”
 Play video “ How wolves change
rivers”

13-
 Play video
15
 Pause at 1:23
min

 Ask students to predict why they

15-
think the loss of trees was so bad Students will discuss in their primary
18
 Teacher walks around to make sure color groups
min
students are staying on topic

18-
 Resume video
19
 Pause again at 2:17
min

 Ask students what they think the

19- role of the beavers are
Students will discuss in their primary
22  Teacher walks around to make sure
color groups
min students are staying on topic

22-
25  Resume video
min
  Teacher brings up guided imagery
activity:
 The class is going to work
together to fill out the
26- graphic organizer
Student volunteer hands out
28  After the wolves were
worksheet as teacher explains activity
min reintroduced, a lot happened
to the park, so the graphic
organizer will help put the
order of events in correct
order

 Teacher will have the handout

projected on the ELMO
 Teacher will model where to fill in
28- Students will follow along and draw in
the sentences (top of box or
35 their own boxes
below→ your preference)
min Students will describe the images
 Teacher will ask students what they
think the first image should look
like (draw image)

 Students will discuss with their

group
 Students will fill out the rest of
35-  Discuss in primary color groups
the handout
42 what they think the rest of the
 Will be filling out with
min boxes should look like
sequence of events and
drawing their own
images

 Teacher will be walking around to

make sure students are correctly
filling in the graphic organizer
(informal assessment)
35-  Teacher will listen in on group
42 discussions to make sure they are
min on the right track (informal
assessment)
 Teacher will pass out sheet with the
sequence of events to yellow
students

If time permits:
 Ask students to share their
responses
LESSON CLOSURE

Time Teacher Does Student Does

43-  Tells students to put this  Students will tape their

44 assignment in their science handout into their science
min notebook notebook

 Student volunteer will

44-  Assign homework: distribute the handouts
46  Same as the wolves, but with the  Students will be packing up
min American Alligator early, as high school students
always do

 Tell students to have science

notebook ready as they leave the
class
46-  Students will show completed
 Ms. A. will be checking to see if they
48 handout on their way out of
finished their assignment
min class
 Will be checking for completeness
on way out