VIU Faculty of Education

Lesson Plan Sample Template –Vancouver Island University

Name: Julia Yu

Grade / 10 / Topic / 2.1 Energy flow in ecosystems
Date / April 13,2016 / Allotted Time / 80
Cite sources used to develop this plan:
BC Science 10 text book
BC science 10 curriculum IRP2008

1.Rationale: Why is this lesson relevant at this time with these students?

Students will be able to understand and describe the basic principles of energy flow through an ecosystem.They also will learn variousrelationshipswithrespecttofoodchains,food webs,andfoodpyramids,includingproducer and consumer.

2.BC Curriculum Connections: Provincial learningoutcome(s)or Provincial learning standard(s) does this lesson develop?

Explain the interaction of abiotic and biotic factors within an ecosystem

3.Assessment

Lesson Outcome

What will students learn? /

Sources of Evidence

What product or action will show what students have learned? /

Criteria

What will you look for in this evidence?
Key terms of energy flow
Food chains / Work on energy flow key terms chart
Work on food chains diagrams / Give correct definition for each term
Label each trophic level correctly

4.Resources, Material and Preparation:What resources, materials and preparation are required?

  • Power Point
  • Worksheet
  • Class note
  • You tube video

5.Lesson Development /

Pacing

  • Introduction:How will you introduce this lesson in a manner that engages students and activates their thinking?
Greet students when they entering the classroom and do attendance.
Watch a video on energy flow

Introduce today topic
  • Teaching/Learning Sequence: What steps and activities are you going to use to help students acquire and practice the knowledge, skillsand/or attitudes needed to meet the outcome?
-Reading activity: students define each term in their own words and give an example for each term. Text book page 58-63.
-Watch video on food web +worksheet

- power point for the class note
Students will fill the blank note
-worksheet on food chains
  • Closure:How will you solidify the learning that has taken place and deepen the learning process?
Exit slip:
1. blueberry plant →mouse →snake →grey owl
(a) Which of the above organisms is the producer? ______
(b) Which is the primary consumer? ______
(c) Which is the top carnivore? ______
(d) Approximately what percentage of the original energy in plants will the top carnivore get?
______/ 7mins
15mins
30mins
20mins
5mins

6.Accommodations (adaptations, extensions, other ):How will you plan for students who have learning/behaviour difficulties or require enrichment?

Pair up the ESL students with no-ESL students when do group activity.

P:\EDUC.BOX\OFFICE\SCHEXP\moodle_current_MASTER FILES\general_program_documents\lesson_or_unit_activity_plan.rtf

Last Revised: Fall 2005