Lesson Introduction to Unit on

Date September 12
Title/Focus Interactions and Ecosystems
Subject/Grade Time
Science 7 48 minutes
Level Duration
Unit Interactions and Ecosystems Teacher Miss Agnew

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES 

General
Attitude Outcome:
Learning
Interest in Science
Outcomes:
Specific Show interest in science-related questions and issues, and pursue
Learning personal interests and career possibilities within science-related fields
Outcomes: (e.g., take an interest in media reports on environmental issues, and seek
out further information; express an interest in conducting scientific
investigations of their own design; develop an interest in careers related
to environmental sciences)
SMART LEARNING OBJECTIVES (specific, measurable, action word, relevant, timely)
Students will: 
 Define science in their own words
 Identify key terms and images that they recognize within the interactions and ecosystems
unit
 Identify one question they would like answered after learning about the material in the
unit
ASSESSMENTS
Key Questions:  What is science?
What about this  What will we learn about the during interactions an ecosystems unit?
matters? Why does it
matter?

Observations,  What is science (F)

Products,  Observe students as they write on the whiteboards and windows (F)
and/or  Observe students as they create their cover pages (F)
Performances:  Textbook Cue Card (F)
Materials
Materials:
 Cue cards
 Interactions and Ecosystems Cover Page
 Science in Action 7
 Pencil Crayons or Markers
 https://www.youtube.com/watch?v=-Sybgof-
X2k&list=PL5DWUWQOZ5NvYvXHrOEI2g0ixbUAHg288
PROCEDURE
Introduction Time
Set the objective, To begin the unit, I will have “What is science” written on the 3
purpose, interest
 board. I will hand out a cue card and ask students to write
what they think science is or what science means to them on
the cue card. I will collect the cue cards and explain that I will
minutes
have them re-answer this question on my last day of
practicum to see if their answers have changed because of
what they have learned.
Body Time
Scaffold the steps to Gallery Walk:
the end goal
On whiteboards and on windows there will be key terms of the
unit written like symbiotic relationships, abiotic, ecosystems,
etc. Students will go around to each of the different terms and
add other terms or images that remind them of the key term. I
will explain that these are terms they will learn about in this
upcoming unit. I will give students 5-7 minutes to go around 10
and add to the whiteboards and windows. Students will return minutes
to their seats, and I will walk around and read a few things
written on each one aloud to the class.

Flipping through the Textbook:

Students will look through the interactions and ecosystems
part of the textbook. They must identify a term, image, etc.
they recognize, one term, image, etc. they are curious about 10
learning, and they must identify one question they have from minutes
looking through the textbook. They will write this on a cue
card and hand it in to me.

Interactions and Ecosystems Cover Page:

Students will write “Interactions and Ecosystems” in the
middle of a blank page and will design a cover page for this
first unit. On the cover page they may write or draw anything
they think relates to interactions and ecosystems. They may 23
use their textbooks to come up with ideas of what to include minutes
on their cover page. While students are working on their
interactions and ecosystems cover page, I will put on the
Biodiversity Bill Nye video.
Closure Time
Just one I will read aloud a few of comments students put on the cue
Solidify card when they flipped through the textbook. I will emphasize
Extend
Celebrate
that their questions and curiosities should be answered as we 2
work through the unit. To end the lesson, I will tell the minutes
students we will begin talking about what an ecosystem is the
following class.