3/8 and 3/9 Levels of Organization Illustation

Teacher: Gainous/Walker

Unit/Session: Ecology 

Date of Instruction:  3/8-3/9 

Standard/s: S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.

b. Develop a model to describe the cycling of matter and the flow of energy among biotic and abiotic components of an ecosystem. (Clarification statement: Emphasis is on tracing movement of matter and flow of energy, not the biochemical mechanisms of photosynthesis and cellular respiration.)

Learning Target/ Teaching Point:   I can explain how living things are organized.

Success Criteria:

• identify and define the levels of organization

• create a model to show the levels of organization 

• compare and contrast the levels of organization

• illustrate the levels of organization

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION:

Science Starter 

DIRECT INSTRUCTION:

Introduce today’s illustration assignment 

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

As a class we will observe the rubric for the assignment as well as a model showing how to correctly complete the assignment. 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students will begin working on their illustration project for two days. 

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Formative Assessment :