LESSON PLAN FORMAT

FORM: 4

DATE: 19/10/2016

LEVEL: -

TIME: 8. 30a.m 8. 40a.m

THEME: Investigating the Relationship Between Living Things and The Environment
TOPIC: Dynamic Ecosystem
OBJECTIVES: Understanding the biotic and abiotic components of an environment
LEARNING OUTCOMES: A student is able to: - classify biotic components into trophic level
MORAL VALUES: - Environmental awareness
EDUCATIONAL EMPHASIS:
INSTRUCTIONAL AIDS: Pictures of ecosystem and animals in a food web
PREVIOUS KNOWLEDGE: - examples of abiotic and biotic components in an ecosystem
- relationship between abiotic and biotic components in an ecosystem
REFERENCES: Biology Form 4 Text Book
TEACHING PROCEDURE:
STAGE
SET INDUCTION
(5 mins)

Development
(30 mins)

ACTIVITY 1

CONCLUSION
(5 minutes)

INSTRUCTIONAL ACTIVITY
- Shows the students
picture of an ecosystem
- Asking them about what
they see in the
ecosystem and how
they are related to each
other
-

Teach the feeding

relationships of the
biotic components to
construct the food
chains and food webs,
and classify the biotic
components into trophic
levels

Activity 1: Creating your own

food web
-

Asking the students

what is abiotic and
biotic components (ask
for examples)

LEARNING ACTIVITY
- The students will list out
what they see
- The students will give
out the relationship
between the
components in
ecosystem
Activity 1
1. Students will be divided
into groups and each
group is given an
ecosystem
2. The students will make
their own food chains
and link them together
to become food web
3. The students will
present their food web
-

The students will give

the simple definition of
abiotic & biotic
components / examples

Asking the students to

give a quick example of
a food chain in any
ecosystem

of the components
The students will give
the example of food
chain

FOLLOW-UP ACTIVITY:
- Asking the students to come out with the list of biotic components in each trophic level for
next week
- giving the students the topic that will be teach for next week
- asking them to review the topic first
SELF-EVALUATION: (to be filled in once the lesson is over, act as a guide for the future)
SUPERVISORS COMMENTS: (Leave blank)

(THE LESSON PLAN STOPS HERE. )

EDUCATIONAL EMPHASIS EXAMPLES

Note:
This is a general guideline to be used by all programmes at the faculty
in order to ensure consistency in writing of lesson plan. However,
minor changes may be made to suit the requirements of the respective
programme and also to cater to the respective teaching of language
skills e.g.: speaking and listening, reading and writing.