Lesson Plan Format

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1 Lesson Plan Format Title: LP 1-0 Biotic or Abiotic? Defining by using examples Grade Level: 7 adaptable through 9 Time Frame: 100 minutes(2 class periods)-if students collect samples, 50 minutes if teacher uses cards instead of samples. Big Idea: Students are to use examples found outside the classroom to identify the differences between biotic and abiotic things. The purpose is to review/introduce the Ecology Unit in 7 th grade. What are adaptations? Adaptations are changes made to the environment, curriculum, instruction and/or assessment practices in order for a student to be a successful learner. Adaptations are based on individual student s strengths and needs. Objectives/Outcomes/Expectations [Content, concepts, science process skills, social skills and applications that students get out of the activity] 1. Work cooperatively in group (outline behavioral expectations for working in a group) 2. Classify organisms/objects according to identifiable characteristics 3. Understand the difference between abiotic and biotic factors. 4. Identify interactions between biotic and abiotic factors in an ecosystem Assessment [how objectives are measured/recorded] 1. Write responses and share with class 2. Write responses to worksheet identifying interactions between biotic and abiotic factors. Materials Needed: Procedures (please indicate amount of time in bold for each procedure) 1. Identify an area where students could dig a small sample of soil to use for the lesson. Ideally, this lesson should be done in the spring or early fall minutes prior to class 2. Have students go outside to collect specimens for their exploration in the classroom. Tell students they will be dividing the objects/organisms they collect from outside into two groups of their choice. Samples should be approximately 5 cubic centimeters per pair of students minutes 3. Place samples into ziplock bags. 1. Once in the classroom, have students dump the Academic Adaptation Behavioral or Social Adaptation Assistive Technology 1. Remember to give a copy of the lesson plan or outline to the special education teacher either attached to your team of teachers or to individual students before the unit. They should schedule themselves accordingly for a planned activity that needs a coteaching ensemble for success. If there are extenuating circumstances, they should, 1. Prior to this lesson check the school policies for taking students off the property to gather their samples. Some school principal's may want a field trip form filled out. Also, if you think there could be potential problems with a particular student, check and see if an educational assistant can go with you for the collecting of specimens. 2. When taking the students outside it is important to provide specific, clear directions for collecting the specimens. Students with exceptional needs often need to have information "chunked" to Please reference the web site section for products and resources listed. 2. Make sure area is wheelchair accessible.

2 ground samples onto a piece of newspaper and begin picking apart the samples. You may want to give students magnifying glasses, forceps, craft sticks, etc. for them to examine their sample. Have students record their findings minutes 2. Have students group all of the things into two groups of their choosing. Students must identify the groups and tell why the items in the group belong there minutes this may be when you end day one s lesson and pick up the lesson the next class period at step #6. 3. Ask groups to share their responses with the class. Most groups will have similar responses and groupings based on whether or not things are living or dead. Discuss how they decided to group their things. Encourage students to justify why they placed their things into the two groups.5-10 minutes 4. Now have the students group their objects/organisms into two groups, alive or once alive or not alive minutes 5. Have groups share their responses and discuss them as a class minutes 6. Introduce the terms biotic and abiotic. Tell them that anything that is alive or was once alive(e.g. decaying plants) is biotic and anything that is not alive(e.g. rocks, sand, water) or is an environmental factor(e.g. temperature, moisture) is abiotic minutes 7. Students should record these definitions and the examples from their groups in their science notebooks. 8. Discuss how biotic and abiotic things/organisms interact. Encourage students to think about how a drought might impact the organisms in that area or how a prairie dog might impact the ground in which he is burrowing.10 minutes 9. Use the attached worksheet to illustrate at the least, provide you with a paraprofessional. You should expect DIRECT HANDS ON ASSISTANCE. 6. All students should have the opportunity to be assessed in as many ways as possible. Give extra points for oral participation. You can build it into your daily assignment sheet. See handout LL.AoB-1 8 & 9. Vocabulary is crucial to success in reading!!!!! Students with reading difficulties often have trouble perceiving the relationships between the words being introduced in isolation of the text and the concepts or information of the activity at hand. Teach students to be alert to words that may signal the importance of ideas. Emphasize these words both orally and visually. Handout LL.AoB-2 might help students to internalize the word and word meaning. them rather than providing all the directions at once. It may be unrealistic to expect students with exceptional needs to remember everything the first time out. For example step 2 directions can be said something like this: " Class today we are going outside to collect specimens for our lab." Can someone tell me what a specimen is? (wait for some replies). When you go outside to collect the specimens you will be placing it in a bag like this(show them the bag). You will need about 5 cubic centimeters, which is about this much(show them what 5 cubic centimeters is like). Ask if there are any questions. Before leaving the classroom go over the rules for being outside and tell them what you expect of them. Have a plan if a student was to get out of control or refuse to collect the specimen. Breaking down step 2 will only take 5 minutes to go through however these extra minutes can avoid potential problems in the future. Finally note for step 2. What type of tools are the students using to dig with? Plastic spoons or metal spoons? If you have a student with impulse control problems can they handle this activity or should the specimens be collected for them? or should that student be paired with an educational assistant or with you? 3. When grouping students you want to keep in mind the following: a. what type of needs do the students have in your class? b. what specific accommodations 1. Have students use computer to record findings. Allow them to use a word processing program or a portable word processor (i.e. AlphaSmart, Quick Pad) 3. Have student use an auditory program that will speak what they type so that they can discuss with class. (i.e. Write Out Loud, Clarisworks/Apple works, Power Point)

3 interactions of biotic and abiotic factors. You may do this as a class or assign it as homework to discuss later.10 minutes does the individualized educational plan state? c. can the special educational teacher offer assistant with the lessons? d. what are the personalities of the students in the class? e. can you group higher-level students with students who have exceptional needs? 4. Once the students have collected their 3 samples and have returned to the classroom it is important not to say dump your samples on the table. Be specific with your directions. see attachment 1 for biotic and abiotic dig. 5. Use proximity control this means that the teacher moves about the classroom and monitors behaviors and interactions of the students. This is a time when potential problems can be eliminated by the teacher are-directing behaviors or comments made by some students. It also allows the teacher to compliment appropriate behaviors and efforts of the students. 6. Some students who are reluctant to speak in class may need encouragement and teacher prompting by the teacher. Teacher prompting can be as simple as saying, John can you tell us which items were once alive?" or hold up two different specimens up(one piece which is a rock and the other piece of tree bark) then ask Johnny which was alive? 7. When doing step 9 write the definitions on the overhead. Using an overhead allows you to write notes for the students and monitor their behaviors

4 and interactions. Some students may need extra time to copy the notes down. Remember the students if they did not get all the notes copied down to come back during their home base time so they can get all the notes. You may need to make copies of the class notes for some students. 8. After you have discussed step 11 if would helpful to start step 12 with the class. Once you get them started most students should be able to finish this independently. Components Embedded in the Lesson Procedure Opening/Stimulus: On your desk or prep area, have a group of objects/organisms that could be found outside. Tell students that they are going to gather their own samples and you would like them to get as many different kinds of things as they can. Students' Misconceptions: Students may come into class believing things like fire and water are alive. Fire because it seems to eat things and water because it moves and organisms live in it. Questions to ask: What things define something as living, once living, or dead? What are some of the biotic factors in our environment? What are some of the abiotic factors in our environment? What are some common interactions between biotic and abiotic factors in our environment? Why is it important to identify the interactions between biotic and abiotic factors in our environment? Are we abiotic or biotic? What kinds of factors do we interact with? How do those interactions affect the environment? Background Knowledge: The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations(including humans) increase at rapid rates. lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. (National Science Education Standards 1996, 158) Staging/Tips/Tricks/Safety: If you are going off school grounds to collect samples of soil, make sure you have permission to do so from administration. Worksheets: Attached(page 19 from MPS Ecology module)

5 Other: You may also want to schedule a field trip to a nature preserve if the preserve would let you gather samples from their land. This would allow students to collect samples from different areas. You might also consider having students bring in a soil sample. You may also use the attached sheet of word cards in class instead of having students collect samples. Web Sites: AlphaSmart Quick Pad Write Out Loud Resources for Assistive Technology: Wisconsin Assistive Technology Initiative Lending Library (State wide lending library for Assistive Technology Devices open to Wisconsin, or Milwaukee Public Schools Assistive Technology (available for Milwaukee Public School Staff, parents, or students ) Copyright This lesson was modified by Mary Ann Moore from the Milwaukee Public School Science Modules. Special education adaptations were added by the Special Education and Assistive Technology PK16 Leadership Team Members. The development of all lessons was supported by funding from the PK16 UW System Technology Initiative Grant Project. You may not distribute, copy, or otherwise reproduce these lessons for sell or commercial use without permission from the grant PI's Dr. Dieker and Dr. Berg