Lesson Planning Tool

PRE-PLANNING STEPS
Lesson Standards / Essential Questions
3.1.7.A2: Describe how organisms obtain and use energy throughout their lives.
Lesson Learning Goals and Objectives
Students will be able to exlain the di!!erence between roducer and consumer.
Students will be able to identi!y roducers and all categories o! consumers.
aterials !Including tec"nolog# in$usion i$ a%%ro%riate&
Smart board
"ato
#aer lates
$ighlighters
%olored encils
INSTR'(TIONAL STRATEGIES !)*A&
)e$ore Instructional Strategies !Introduction& Ti+e Needed,
1. &egin the lesson with the 'uestion: (hat did you eat !or dinner last night)* u on
the board. $ave students share at their table.
1. +ive each student a aer late.
2. Students will draw their resonse onto the late, !illing as much o! the sace as
ossible.
3. -eacher will use the smart board to share her meal and model how to brea.
down each comonent to the ma/or ingredients on the smart board.
0. Students will then do the same !or their lates while teacher wal.s around to
rovide suort.
*uring Instructional Strategies Ti+e Needed,
1. 1nce students have organi2ed their lates, the teacher will model how to
categori2e the ingredients into roducers, and consumers. 3se 'uestions such as:
1. (hich o! these !oods come !rom lants)
2. (hich o! these !oods don4t come !rom lants)
3. As students identi!y the categories !or the ingredients, the teacher will
highlight them using the smart board.
2. Students will wor. with their table to categori2e the items on their lant as
roducer or consumer.
2. -eacher will exlain that roducers are lants 5organisms that ma.e their own !ood
through hotosynthesis6 and consumers are animals 5organisms that eat roducers
or other consumers6.
3. -eacher will use the S& lesson to brea. down the consumer category !urther into
herbivore, carnivore, omnivore, and decomoser. 3se 'uestions such as:
1. (e identi!ied the bee! as coming !rom a cow. (hat does the cow eat)
2. (hat do lions eat)
3. (hat about eole) (hat do they eat) (hat would we call them)
0. Do we .now what category mushrooms !it into)
A$ter Instructional Strategies !(losing - Additional Rein$orce+ent/Practice& Ti+e Needed,
1. 7ncourage students to go home and try to identi!y the comonents o! their dinner
as either roducers or consumers.
2. -eacher will review concets taught so !ar with !ood chain cu activity.
Demonstrate the stac.ing cus to ma.e a !ood chain. As. students how the cus
relate to what we tal.ed about today.
Acco++odations or odi$ications needed $or students .it" disabilities or ESOL
1. 8isual images added throughout resentation to assist students who have
di!!iculty with reading.
2. 9or students who struggle with writing, : have limited the amount o! writing !or
this assignment and am using highlighting and illustrating.
*i$$erentiation
-he lesson is di!!erentiated based on the classes. 9or my lower students, : will rovide
more suort and assistance as they brea. down their dinner comonents. :! they are
struggling, : will allow them to wor. in small grous at their tables. 9or my honors
class, : will rovide less guided instruction and allow them to wor. indeendently.
ASSESSENT O/ GOALS AN* O)0E(TI1ES
2o. .ill #ou assess student learning in eac" %"ase3 2o. .ill #ou %rovide $eedbac4 to students3
Student learning will be assessed by the comletion o! their lates. As they wor. on
each section, : will wal. around the room as.ing 'uestions and roviding guidance as
needed.