Kliscom Lessons 1-3

LESSON #1 – February 21, 2023
Grade Level: 7 LESSON PLAN TEMPLATE

Name of Teacher Candidate: FOR
Kendall Liscom Curriculum Area: Life Science MATHEMATICS AND
SCIENCE
Lesson Title or Topic: Introduction to Time Required: 45 minutes TEACHER CANDIDATES
Ecosystems
In this section below, identify
Instructional Groupings: which
For this lesson, students will work individually to complete the warm-up question. Then, a whole-  Science and Engineering
group review will take place in which students will share their answers with the class and a Practices
discussion will take place. Students will then work in groups to create a plan for hands-on project  Standards of Mathematical
relating to the unit. Practice and
 Cross Cutting Concepts
Standards:
are applicable in this lesson.
S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms Obtain, Evaluate, and Communicate
with one another and their environments. Information
a. Construct an explanation for the patterns of interactions observed in different ecosystems in terms
of the relationships among and between organisms and abiotic components of the ecosystem. Construct Explanations
Inter-disciplinary Standards:
ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas Ask Questions and Define Problems
and expressing their own clearly.
As a result of this lesson students will…
Learning Objectives:
Students will be able to construct a model of the ecosystem in Georgetown, GA using a glass jar to Develop and Use Models
demonstrate their understanding of ecosystem structure
Essential Question(s)
What is ecology? Ask Questions and Define Problems
What is an ecosystem?
Support for Academic Language Demands and Vocabulary:
Language Function: Students will communicate information regarding their prior knowledge of
ecosystems. Students will communicate with their peers to create a plan for a group project in which
they will demonstrate their understanding of the material taught that day.
Vocabulary: community, populations, organism, energy, ecology, ecosystem
Discourse: During the warmup - students will write individually and then verbally present their
ideas during a class discussion.
Syntax: Students will write their warmup answer in sentence structure. Students will write their
project plan in shorthand or sentence structure depending on the group’s preference.
Language Support: During the warmup and project time, individual and small group check ins will
ensure that students are understanding the vocabulary being presented. During instructional time,
new vocabulary will be introduced, defined, and explained thoroughly using direct examples as well
as analogies that are relevant to the students.
Assessment
Assessment Strategy/Strategies:
Develop and Use Models
Formative assessment: Students will be asked to sketch a plan for their ecosystem in a jar project.
This sketch will serve as a guide for them to build their ecosystem in a jar. In that sketch, the
students will be expected to indicate how the ecosystem is receiving energy.
Ask Questions and Define Problems
Summative assessment: The ecosystem in a jar sketch will be collected graded at the end of the
lesson. Students are expected to draw a jar and its contents (2 points), label the contents (2 points),
list all items in the jar and state how it represented Georgetown’s ecosystem (4 points), and explain
how any living items in the jar will survive (2 points). Grade and feedback will be written on the
paper and given back to the students the following day.
Steps in the Lesson Identify the inquiry components:
Introduction: Engage
Students enter the room, complete the warmup question in their warm-up notebook, and then the
lesson is introduced by reading the standard, learning objective, and essential question. Students will
be led by the teacher to dissect and discuss key terms in the standard and learning objective to
ensure that they understand what they are learning. Prior knowledge is assessed during this time
because key vocabulary terms from the standards will first be introduced by asking what students
know about them.
Activate learning (Hook):

A photo of a badger’s burrow will be projected on to the board. Students will be asked to write Engage
down what they see, what they think, and what they wonder about the photo. Students will have 2
minutes to write their thoughts in their warm-up notebook. Following those two minutes, a timed (3
min) class discussion will occur in which the teacher will reveal that a badger made the burrow, but
a snake lives in it.
Work Session (Body of Lesson) Instructional Strategies:
 7 min: The teacher will review the standard, learning objective, and essential question for the Explore
day. The discussion with students surrounding the discussion of the standard will serve as a
time to define common science and engineering terms like “models”, “obtain”, “evaluate”,
and “communicate” in the students own words. Ecology and ecosystem will be defined in
this time.
 3 min: Students will be presented with a glass mason jar and asked “How is this jar like the
earth? How can we make it like the earth?” The teacher will give instructions on the
ecosystem in a jar project Explain
 10 min: Activity prompt: “Humans have to evacuate Earth due to pollution creating an unfit
environment. We will be returning as soon as possible. Scienstists have asked us to figure
out how to bring Georgetown, GA with us on the space crafts so we can repopulate
Georgetown when we return to earth. Your model must be able to support life and represent
what you would see if we went outside right now” Students will work in groups of 3-4 to
create a model of an ecosystem that they think would allow life to survive inside a glass Elaborate
mason jar
 Students will produce a visual sketch of their ecosystem in a jar as well as a written
component explaining how they plan to support life such as plants and animals in the
jar.
 10 min: Students will share their models with the class to explain the thought process behind
the different components contained in their ecosystem model. The teacher will select and
sequence groups in an order that builds from least to most aligned with the expected
vocabulary.
 While students share, keywords related to the ecology unit that they use will be
written on the board.
Closure/Summarizing/Wrap up: Evaluate

 5 min: Summary – Using the keywords students wrote on the board, the teacher will explain
how organisms interact with their environment in addition to each other (just like the badger
and the snake). Any other misconceptions noticed throughout the lesson and discussion will
be addressed at this time as well
 The teacher will also add any missing terms to ensure students receive the definitions
of terms such as environment and organisms
 The teacher will expand the conversation to include the terms population and
community
 5 min: Exit ticket – Students will answer the question “Based on seeing other jar models,
how might you improve the design you created today?” on Ziplet
 3 min: Physical transition – Teacher will collect jar sketches. Students will wipe down
tables, pack up, and be dismissed by table to line up.
Modifications/Differentiation:
Graphic organizers (during project time), sentence stems (during warm up and project time), and
one-one clarification conversations (during warm up and project time) will be given to students that
require additional support.
Instructional Supports
Resources and Materials Used to Engage Students in Learning
- Graphic Organizer made by teacher in Word (See Appendix Figure 1)

- Google Slides will be made by teacher
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of

the Content:
- Ecosystem in a Jar (https://www.nsta.org/science-teacher/science-teacher-januaryfebruary-
2021/ecosystem-jar)
- Badger Burrow Journal Article (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8427590/)
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development:
Connections to Technology and/or the Arts:
Students will be using the Georgetown K8 STEM Engineering process (ask, research, imagine, plan,
create, test, improve) to create their ecosystem in a jar

SCIENCE
Lesson Title or Topic: Food Webs and Time Required: 45 minutes TEACHER CANDIDATES
Food Chains
discussion will take place. Students will then work in groups to create a plan for a hands-on project  Standards of Mathematical
relating to the unit. Practice and
 Cross Cutting Concepts
Standards:
S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms
with one another and their environments.
of the relationships among and between organisms and abiotic components of the ecosystem.
and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas

Students will be able to identify the cycling of energy through their ecosystem in a jar and apply this
understanding to other ecosystem examples.
Students will be able to define the vocabulary term “ecosystem” using the terms “organism” and
“environment.”
Essential Question(s)
What is the overall structure of an ecosystem?
Language Function: Students will communicate information they learn in the lesson by applying it
to their ecosystem jar. Students will communicate with their peers to execute their plan for a group
project in which they will demonstrate their understanding of the material taught that day.
Vocabulary: food chain, food web, energy pyramid, environment, organism
ideas during a class discussion. Students will communicate in small groups to execute their
ecosystem in a jar project.
Syntax:
Assessment
Patterns
Formative assessment: During their warm-up, students will be given a of cards with animals in a
food chain. They will be asked to put the first set of cards in order of who its whom (from plant to
top prey) and indicate which organism has the greatest energy requirements and least energy
requirements. Monitoring during the warmup will allow for clear misconceptions and incorrect
thinking to be corrected during the review.
Ask Questions and Define Problems
Summative assessment: Feedback will be written on the paper and returned to the students the
following day. Ecosystem in a jar planning sheets will be collected and graded as well to assess
mastery of first learning objective above. See exit ticket for objective 1. Paper will be collected at
end of class and graded.
Introduction:
Students enter the room, complete the warmup question in their warm-up notebook, and then the
know about them. This will be a good time to remind students about previous conversations on
photosynthesis and how plants support life by converting energy from the sun into sugars.

 3 min: Students will be given a of cards with animals in a food chain. They will be asked to Engage
put the first set of cards in order of who its whom (from plant to top prey) and indicate which
organism has the greatest energy requirements and least energy requirements.
 3 min: Class review of correct order to lead into lesson about food webs and food chains.
Students will paste the correct order of cards into their warmup notebook at the end of the Explore
review.
Explain
 2 min: Physical transition – gluing food chain animals down and passing out Interactive
Notebook (INBK) handout.
 5 min: Students will retrieve a glass mason jar for their group, a clipboard for their sketches, Engage
and line up at the classroom door.
 20 min: Activity - (5 min for transition to outdoors and back inside) Students will work in
groups to collect the items denoted by the ecosystem model sketch and place them into their
jar. Explore, Elaborate
 10 min: Collaborate and discuss - Upon returning to the class, students will be asked to
analyze their jar and determine of it must be modified in any way or placed somewhere
specific (1 min to brainstorm and add notes to planning sheet). Teacher will select students
in an order that builds knowledge to arrive at the answers: air (add holes), water (add water),
sunlight (place near window). Students will then have time to modify their jars.
Closure/Summarizing/Wrap up:
 5 min: Exit ticket – On the back side of their planning pages, students will be asked to Elaborate
perform the following task “write a one sentence summary using the terms “community,
organism(s), and environment” to define the term “ecosystem”.
 Expected result = An ecosystem is made up of a community of organisms and their

environment.
Sentence stems will be provided to students that need language support for both the warmup and
exit ticket. Student conferences will be provided to give clarification and increase understanding as
needed.

- Graphic organizer
- Google slides

the Content: (List any websites and sources of materials and background information that you will
need or use as the teacher to engage the students.)
- https://www.mpalalive.org/classroom/lesson/food-chains-kenya
- https://www.britannica.com/science/ecosystem

SCIENCE
Lesson Title or Topic: Parts of an Time Required: 45 minutes TEACHER CANDIDATES
Ecosystem: Abiotic vs Biotic
discussion will take place. Whole group instruction will continue with the lesson and guided notes.
The closing exit ticket will be done individually first and discussed in groups.  Standards of Mathematical
Practice and
Standards:  Cross Cutting Concepts
S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms
with one another and their environments.
of the relationships among and between organisms and abiotic components of the ecosystem.
and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas
Students will be able to explain the difference between abiotic and biotic components.
Students will be able to develop a model that illustrates the flow of energy among biotic and abiotic
components of an ecosystem.
Essential Question(s):
How do we know if something is living or nonliving in an ecosystem?
Why are abiotic components so important to biotic organisms?

Language Function: Students will communicate with their peers to review the warmup question
and discuss key vocabulary as a class.
Vocabulary: biotic, abiotic
ideas during a class discussion. Students will communicate in small groups to apply the information
to their ecosystem model.
Assessment
Formative assessment: A t-chart graphic organizer will be employed during instructional time and
the teacher will use visual monitoring of students filling out the t-chart to assess student
understanding.
Summative Assessment: A time to climb quiz will take place in which the students will be required
to identify abiotic and biotic components of an example environment. Mastery will be a grade of 4/5
or higher for the first objective. Students will also have to fill in a food web and energy flow
diagram via digital drag and drop capabilities to demonstrate mastery of the second learning
objective. Mastery will be identification of 3 out of 4 components correctly or higher.
Introduction:
Students enter the room, complete the warmup question in their warm-up notebook, and then the Engage
know about them. This will be a good time to remind students about conversations about the 6
characteristics of living things as well as living vs nonliving things.

 3 min: A photo of the playground out back of the school will be posted on the board. Engage
Students will be asked “in this photo, what do you need that is nonliving? What do you see
that is living? How are these things interaction with each other?” Explore
 5 min: a class discussion will occur in which time students will discuss their answers to the
question. The teacher will take care to lead students to comment on weeds growing on the
playground, grass dying along the path where students walk, mold growing on the slide, etc.
 2 min: Physical Transition – pass out t chart and give instructions on t-chart. Explain
 10 min: Lesson w/guided notes – Students will be provided with a t-chart that they will fill
with definitions of abiotic vs biotic factors as well as examples and functions of these factors
from the lesson. Students will paste these notes into their Interactive Notebook (INBK).
 10 min: Activity/Formative Assessment - Prepare flashcards that contain a mix of descriptive
sentences and photos of abiotic and biotic components and distribute one pack of flashcards Explore/Explain
to each group of 3-4 students. Students will be asked to place them onto a t-chart of abiotic
vs biotic components. I would then have a clipboard with each of the flashcards where I can
tally which of the cards I see placed in the wrong category most often so I can review those
cards with the class and identify what their thinking is regarding that flashcard. This will
allow me to solidify their definitions and understand of biotic and abiotic components.
Closure/Summarizing/Wrap up:
 5 min: Review – correct answers to the activity will be reviewed along with misconceptions.
Groups of students will be called on one at a time to encourage discussion over which
category each card belong in.
 7 min: Exit ticket – In their ecosystem jar groups, students will identify whether the items in Elaborate
their jar are abiotic or biotic. Students will do this individually for 2 minutes and then will
work as a group to add the terms “abiotic” and “biotic” underneath the existing item labels
on their ecosystem jar planning sheet.
 2 min: Physical transition – students will wipe down tables, hand in exit ticket, and line up
one at a time.
Graphic organizers: All students will have access to guided notes on abiotic vs biotic components of
an ecosystem and will be able to reference that during the activity
Student conferences: During teacher circulation, students will be provided with one for one-one
conversation in order to get clarification and increase understanding as needed.
- Google slides will be created by teacher
- T-chart organizer (See Appendix 1 Figure 2)

the Content:
- Holt science and technology life science textbook – pages 480-483


Appendix
Figure 1: Graphic Organizer for Differentiation – Ecosystem in a Jar
Figure 2 – T-chart Organizer

Kliscom Lessons 1-3

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Kliscom Lessons 1-3

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LESSON #1 – February 21, 2023

Grade Level: 7 LESSON PLAN TEMPLATE

As a result of this lesson students will…

What is ecology? Ask Questions and Define Problems

Support for Academic Language Demands and Vocabulary:

Vocabulary: community, populations, organism, energy, ecology, ecosystem

Steps in the Lesson Identify the inquiry components:

Activate learning (Hook):

Work Session (Body of Lesson) Instructional Strategies:

Closure/Summarizing/Wrap up: Evaluate

Resources and Materials Used to Engage Students in Learning

- Graphic Organizer made by teacher in Word (See Appendix Figure 1)

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

Connections to Technology and/or the Arts:

Grade Level: 7 LESSON PLAN TEMPLATE

As a result of this lesson students will…

What is the overall structure of an ecosystem?

Support for Academic Language Demands and Vocabulary:

Vocabulary: food chain, food web, energy pyramid, environment, organism

Steps in the Lesson Identify the inquiry components:

Activate learning (Hook):

 Expected result = An ecosystem is made up of a community of organisms and their

Resources and Materials Used to Engage Students in Learning

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

Connections to Technology and/or the Arts:

LESSON #3 – February 23, 2023

Grade Level: 7 LESSON PLAN TEMPLATE

are applicable in this lesson.

As a result of this lesson students will…

How do we know if something is living or nonliving in an ecosystem?

Why are abiotic components so important to biotic organisms?

Support for Academic Language Demands and Vocabulary:

Vocabulary: biotic, abiotic

Steps in the Lesson Identify the inquiry components:

Activate learning (Hook):

Work Session (Body of Lesson) Instructional Strategies:

Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of

Other Relevant Information

Connections to Technology and/or the Arts:

Figure 1: Graphic Organizer for Differentiation – Ecosystem in a Jar

Figure 2 – T-chart Organizer

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