LESSON PLAN GUIDE

Name: Barrett Matthews

TEKS: (C2) Objective: (C3)

E.4(H) research and explain the causes of species Students will recall, review, and organize the major
diversity and predict changes that may occur in an themes from Chapter 10
ecosystem if species and genetic diversity is increased or
reduced
Specific __ Measureable __Attainable___ Relevant____Time ____
Grade: 11 &12 Subject: Environmental
Systems

Task Analysis: (C4) What lang. must be taught: ecoturism, exotic and Strategy to teach Language: (C4)
endemic species
What skills must be taught: Word Wall. Definition will be based on
classes definition.
Completing a concept map.

Assessment: (C5) Formative assessment of each group's response to the questions in the gallery walk.

Check concept map of each group on worksheet.

Strategies for Success: (C6) Element of Technology: (C6)

Concept Map Projector
Individual-Quick Quiz
Pair and Share Quick Quiz

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Projection of concept map Projector

Cards to be arranged Worksheet for the group
Auditory – Give instruction and ask for responses Students bring their computer

Kinesethic –
Students will move around to each
question.

Higher Order Questions to ask: (C6)

1. What animals are more susceptible to extinctions?

2. Where are some critical biodiversity hotspots?

3.
Where are the highest number of extinctions occurring?

Hook: (C7) Discuss variation in preparing for the test and Closure: (C7) Exit Question- What are the benefits of
the importance of group study. saving biodiversity?
 1. Teacher Input / Direct Instruction / Modeling: (C6)

Explain new vocabulary using Word Wall. Ask for any other terms. Explain how the gallery walk will work.

2. Student Activities / Guided Practice: (C6)

Students will work in groups of 3 or 4 to go station to station and answer questions using a word bank.

3. Independent Practice: (C6)

Students will go back to individual seats and answer the concept map on the board.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R9)

Students can paper if they are uncomfortable using the Exit Question- What are the benefits of saving
computer. biodiversity?

Notes:

Use the objective to check the progress of the lesson.

Smooth transition between activities.
Name: Barrett Matthews

DELIVERY PLAN (C8)

OBJECTIVE:
Students will recall and list the main factors that separate biomes.
Rigor
Students will work in groups to diagram biomes in pyramid base on temperature and
precipitation.

OPENING:
Retrieval Recall the previous assignment on extinct and endangered species. Summarize important
points of the chapter.

TEACHER INPUT:
Relevance DIrections over the use over the use of the Pyramid. Directions over the Quick Quiz and the
Pari n Share
MODEL:
Routing Demonstrate the expectations at a station and discuss sequence of events that leads to an
answer.

GUIDED PRACTICE:
Retaining / Rehearsing
Monitor groups during the gallery walk.
Monitor Concept Map.

INDEPENDENT PRACTICE:

Complete the concept quiz

CHECK FOR UNDERSTANDING :

Recognizing Restate the objective for the lesson and use thumbs up or down.

ASSESSMENT:
Ask each student questions about their Concept Map or their choices during the galleria walk.

RESOURCES / MATERIALS:
Computer, Projector, Internet access, Worksheet printed

CLOSURE:
Re-exposure
Exit ticket-What are the benefits of saving biodiversity?