Lesson plan task 2-1 (1)

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Western Governors University *

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NNA1

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Biology

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Jan 9, 2024

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docx

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Content Lesson with Focus on Speaking Skills Lesson Plan Template – NNA1 Task 2 General Information Lesson Title: Exploring Ecosystems Subject(s) or Content Area: Science Grade/Level: 4th Students’ Language Proficiency Levels: 1-5 Standards and Objectives English Language Proficiency Standard(s): 1. ELPS (Texas English Language Proficiency Standards - Students should be able to use contextual clues to understand the meaning of words related to ecosystems, analyze informational texts about ecosystems, and demonstrate comprehension of key concepts. 2.WIDA (World-Class Instructional Design and Assessment)- English language learners communicate information, ideas, and concepts necessary for academic success in the areas of science. Content Area Standard(s): Ecosystems TEK 4.9 students learn about energy flow through food webs, originating with the Sun’s energy used by producers and through consumers Content-Area Objective: . When the students are presented with a variety of organisms in different ecosystems they will be able to differentiate between producers and consumers and provide examples with 8 out of 10 correct. Language Objective: After the students have been introduced to diverse ecosystems and organisms, including visual aids and descriptions provided in English,

students will be able to orally differentiate between producers and consumers and provide examples of each in English. They will engage in class discussions, group activities, or presentations to demonstrate their understanding. Achieve a minimum of 80% accuracy in correctly classifying organisms during class interactions. This will be assessed through a targeted questioning session or a group presentation where students are expected to correctly identify and explain the roles of producers and consumers. An 8 out of 10 correct responses will demonstrate the targeted 80% accuracy level. Materials Materials the teacher and the students will need in order to complete the lesson: Ecosystem diagrams, science textbooks, laptops/tablets, graphic organizers, interactive whiteboard, writing materials. Explain how the lesson materials or resources help students develop speaking skills or support learning in the academic content area: Incorporating a combination of these materials in teaching strategies can create a learning environment that caters to different learning styles. For instance, a lesson might involve researching a topic using laptops, creating a visual representation on the interactive whiteboard, and then presenting the findings orally with the support of graphic organizers. This approach engages students and helps them develop a range of speaking skills, from formal presentations to spontaneous discussions. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions Show a video and image that illustrates the concept of energy flow in ecosystems. This would be a time- lapse of a plant growing, animals hunting, or any relevant visual that Students will have group discussions where they can share their initial understanding of energy flow. They will be encouraged to discuss how different organisms might be connected in an

sparks curiosity. ecosystem. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions I would conduct a hands-on demonstration. I would use models to represent different components of an ecosystem and demonstrate how energy moves through the system. Students will create their own simple food chains or webs using images or cards and they would then design their own webs on poster board in groups. Guided Practice: Activity Description/Teacher Student Actions I would use an interactive whiteboard to create a collaborative class food web. I would start with the Sun, add producers, and then involve students in placing consumers in appropriate positions. I would discuss each step to ensure understanding. Students will use online simulations or virtual labs that allow them to manipulate variables and observe the impact on energy flow in a simulated ecosystem. I would follow up with discussions and reflections on the virtual experience. Independent Student Practice: Activity Description/Teacher Student Actions I would review the information that has already been taught. Students will create an interactive multimedia presentation (using tools like PowerPoint, Google Slides, or Prezi) explaining energy flow in a specific ecosystem. Include visuals, narration, and interactive elements. Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions I would engage the class in a brief discussion. I would encourage students to share their insights, ask questions, and discuss any Students will have a quiz where they are presented with a variety of organisms in different ecosystems they will

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challenges they faced in understanding the concept and address any misconceptions that may have arisen. be able to differentiate between producers and consumers and provide examples of each. Activity That Lowers Students’ Affective Filter Activity Description: Students will design their own webs on poster board in groups. Explain how the activity lowers students’ affective filter: This activity aims to create a positive and engaging learning experience by integrating art with science, lowering the affective filter and making the concept of energy flow in ecosystems more approachable for students. Activity That Helps in the Development of Academic Language Activity Description: Vocabulary Builder:  In pairs or small groups, I would assign each group a specific term related to energy flow in ecosystems (e.g., decomposer, trophic level, photosynthesis).  Students will then research the assigned term, finding its definition, and understanding its role in the context of energy flow in ecosystems. :  Each group creates a vocabulary card for their assigned term on an index card. Include the definition, an example in the context of ecosystems, and a visual representation if possible.  I would then arrange all the cards around the room so that the students can do a gallery walk.  Each group will explain their term and why it is important. Explain how the activity helps in the development of academic language: This activity engages students in actively researching and using academic language

related to energy flow in ecosystems, fostering a deeper understanding of the content while simultaneously building their language skills. Activity Connecting Academic Content to Students’ Home Culture or Life Experience Activity Description: Students will have the opportunity to share their personal experiences and knowledge related to ecosystems and animals from their home countries and the environment they live in. Explain the activity helps connects the academic content to students’ home culture or life experience outside the classroom: This activity connects academic content to students' lives and also promotes a sense of environmental awareness and cultural appreciation. Differentiated Instruction Describe one or more strategies you will use to differentiate the lesson to meet different student needs, identifying the needs met by each strategy. Gifted and Talented: Students will have the opportunity to do a mini case study on the ecological system. They would work on this though out the unit and would be able to present the case study in front of the class if they choose. EL (Els at different language proficiency levels): Students would have notebooks or journals to create a multilingual vocabulary journal. For each key term introduced in the lesson, students should write the term in English, its definition, and its translation in their home language(s). Include visuals or simple drawings to enhance understanding. Students with Other Special Needs: I would conduct small group instruction to provide individualized support. Assign a teaching assistant or peer buddy to work closely with special needs students. Use simplified language and visuals to explain key concepts, ensuring understanding.

Assessment Create an original performance-based assessment that measures speaking skills; include any rubrics or checklists that will be used to measure speaking skills: Each student will become an "Ecosystem Explorer" and present a short talk (3-5 minutes) about a chosen ecosystem, focusing on the energy flow through its food web. Students should incorporate key concepts such as producers, consumers, and the role of the Sun in the ecosystem. Rubric for Speaking Skills: Criteria Exceptional (4) Proficient (3) Basic (2) Limited (1) Content Knowledge Demonstrates a deep understanding of the chosen ecosystem and effectively conveys the energy flow through its food web. Shows a solid understanding of the ecosystem and presents key concepts clearly. Demonstrates a basic understanding of the ecosystem, but some concepts may be unclear or incomplete. Shows limited understanding of the ecosystem, and the energy flow is unclear or incorrect. Organizatio n Presentation is well-structured, with a clear introduction, logical flow, and a strong conclusion. Transitions between points are seamless. Presentation is organized, with a clear introduction, logical flow, and a satisfactory conclusion. Transitions between points are generally smooth. Organization is attempted, but there may be some inconsistencies in the structure. Transitions are somewhat abrupt. Lack of organization; the presentation lacks a clear structure, making it difficult to follow. Clarity and Expression Speaks clearly and articulately, using appropriate tone and expression to engage the audience. Speaks clearly, with generally good articulation and appropriate tone. Expression engages the audience. Some issues with clarity; articulation may be unclear at times. Tone and expression are inconsistent. Speech is difficult to understand due to poor articulation, tone is monotonous, and expression is minimal. Engagemen t with the Audience Engages the audience effectively through eye contact, enthusiasm, and a conversational tone. Encourages Maintains good eye contact, shows enthusiasm, and attempts to engage the audience. Encourages Limited engagement with the audience; eye contact may be inconsistent, and enthusiasm is lacking. Limited encouragement Minimal engagement with the audience; lack of eye contact, enthusiasm, and no encouragement for questions.

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questions and interaction. questions. for questions. Use of Visual Aids Effectively uses visual aids to enhance the presentation. Visuals are clear, relevant, and contribute to audience understanding. Uses visual aids that support the presentation but may be somewhat distracting or unclear. Attempts to use visual aids, but they are not effectively integrated or may not add clarity. Minimal or no use of visual aids; those used are irrelevant or confusing. Time Manageme nt Stays within the 3-5 minute time limit, effectively balancing content and presentation. Generally adheres to the time limit, with minor deviations. Balances content and presentation adequately. Struggles to stay within the time limit; presentation may feel rushed or too lengthy. Content and presentation are uneven. Significant issues with time management; presentation is either too brief or excessively long. Content and presentation are imbalanced. Overall Assessment:  Exceptional (16-20): The student demonstrates exceptional speaking skills, showcasing a deep understanding of the ecosystem and energy flow. The presentation is highly engaging and effectively communicates key concepts.  Proficient (11-15): The student demonstrates proficient speaking skills, effectively presenting the chosen ecosystem and its energy flow. The presentation is clear, organized, and engaging.  Basic (6-10): The student demonstrates basic speaking skills, with some inconsistencies in content understanding, organization, or engagement with the audience.  Limited (1-5): The student demonstrates limited speaking skills, with significant challenges in content understanding, organization, and audience engagement. Explain how you plan to use the results of the assessment to inform instruction of subsequent lessons: By using the results of the assessment subsequent lessons will be tailored to address specific areas of improvement, build on strengths, and create a more supportive and effective learning environment for all students.

Lesson plan task 2-1 (1)

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