LESSON PLAN GUIDE
Name: Allen Dees
TEKS: (C2) Objective: (C3)
6.12A, 6.12B, 6.12C, 6.13C Students will learn about ecosystems and
organization in nature by seeing real world examples
from Texas State Parks.
Specific __ Measureable __Attainable___ Relevant____Time ____
Grade: 6 Subject: Science
Task Analysis: (C4) What lang. must be taught: English Strategy to teach Language: (C4)
Captions can be used on the video if
What skills must be taught: needed, and the assignment page will allow
Distinguish between organism, population, community, and ecosystem. students to practice spelling vocabulary.
Assessment: (C5) Students will complete a worksheet while watching a video from Dinosaur Valley State Park over
ecosystems and the organization within. The video will talk about organisms, populations,
communities, and ecosystems while helping showcase how everything is connected in nature.
Strategies for Success: (C6) Element of Technology: (C6)
Students will complete a worksheet to be turned in based Using a TEKS aligned video from Texas State Parks to
on the video watched in class over ecosystems. help students see a real world example of ecosystems and
organizational structure in nature.
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)
The video for a real world example. Students will use their journals and the worksheet
Visual –
provided while watching the video based on what they
Auditory – Hearing the definitions from the video. see and observe.
Kinesethic –
Writing and interacting with the video.
Higher Order Questions to ask: (C6)
1. What things in the river ecosystem in the video would you consider to be biotic and abiotic components?
2. At which point does a community become an ecosystem?
3.
If you were going to create an ecosystem, what biotic and abiotic components would you include?
Hook: (C7) Students will be able to see myself in my Closure: (C7) Reviewing the vocabulary words from the
former job as a Park Ranger with Dinosaur video with what they have written down from
Valley State Park. Students are already their book. Introducing the food web activity
excited to see myself in a different manner and as an exit ticket by having students list
setting. something that could be a consumer,
producer, or decomposer to help create the
larger food web for later in the week.
1. Teacher Input / Direct Instruction / Modeling: (C6)
Students will complete a warm up over ecosystems and then watch a video of myself teaching
ecosystems in a different real world natural setting. I will pause the video at specific moments to
highlight and allow students to interact with the video based on questions asked.
2. Student Activities / Guided Practice: (C6)
Students will have a page to fill out based on the video that will be taken up for a grade. All
answers will come from the video and we will talk about everything they see and hear.
3. Independent Practice: (C6)
Completed assignment turned in for a grade from each student at the end of class. While we will
work on it together seeing a real world example, students will complete and individual paper for
their grade.
Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R9)
Extra time for students to copy down the defintions I will be pausing the video on the second time through to
based on the video. Allowing multiple opportunities to help then see and find the information and ask questions
see and experience the information shown by first to determine understanding of the material presented.
watching the video through once, and then a second
time where they can fill out the paper at that point.
Notes:
Name: Allen Dees
DELIVERY PLAN (C8)
OBJECTIVE: Be able to learn more about ecosystems and the organizational structure in nature from
Rigor an organism to the larger ecosystem.
OPENING:
Retrieval
We will watch a video of myself when I worked for Texas State Parks as a Park Ranger
to help highlight ecosystems and the organizational structure in nature.
TEACHER INPUT:
Relevance Asking higher order thinking questions and ensuring students get the information.
MODEL:
Routing
Helping teach and showcase specific information in the video that they find on their
page for the grade.
GUIDED PRACTICE:
Retaining / Rehearsing
Watching the video through first and then a second time with their page to fill out for a
grade.
INDEPENDENT PRACTICE:
Students will independently fill out a worksheet for a grade based on the video watched.
CHECK FOR UNDERSTANDING :
Recognizing Asking questions throughout the video and using their assignment taken for a grade as
evaluation of understanding.
ASSESSMENT:
Completed assignment turned in.
RESOURCES / MATERIALS:
TEKS aligned video over ecosystems, answer document and students journals.
CLOSURE:
Re-exposure
Exit tickets to help determine understanding and to set up the process for the larger food
web activity later in the week with the different parts of an ecosystem and the
interactions found within nature.
