Lesson Plan: B2.5.05


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 B2.5.05
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How is material recycled by the living world?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Students should recall that many different materials cycle through the abiotic and biotic components of an ecosystem
  2. Students should be able to explain the importance of the carbon and water cycles to living organisms
  3. All materials in the living world are recycled to provide the building blocks for future organisms. Students are not expected to study the nitrogen cycle.
  4. (WS) Students should be able to interpret and explain the processes in diagrams of the carbon cycle, the water cycle.
  5. The carbon cycle returns carbon from organisms to the atmosphere as carbon dioxide to be used by plants in photosynthesis.
  6. Students should be able to explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.
  7. The water cycle provides fresh water for plants and animals on land before draining into the seas.
  8. Water is continuously evaporated and precipitated.
Think about how you can match the needs of ALL students
Keywords:
    Links: Literacy, Numeracy, SMSC, British values
    Memory Anchor:

    AFL/Key Questions:
    1. What different parts of the ecosystem do materials cycle through?
      Many different materials cycle through the abiotic and biotic components of an ecosystem.
    2. Why is it important that carbon and water are cycled through the ecosystem.
      It is important that carbon and water are cycled through the ecosystem because there is only a finite number atoms.
    3. Why do materials need to be recycled?
      Materials need to be recycled to provide the building blocks for future organisms.
    4. What process are carbon to be cycled from A) carbon dioxide to producers, B) producers to consumers, C) Producers/consumers/decomposers to carbon dioxide and D) fossil fuels to carbon dioxide
      A) Photosynthesis cycles carbon dioxide to producers. B) Feeding cycles producers to consumers. C) Respiration cycles producers/consumers/decomposers to carbon dioxide D) Combustion cycles fossil fuels to carbon dioxide.
    5. How do microorganisms help to cycle material through an ecosystem?
      Microorganisms help cycling material by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.
    6. Why is precipitation important for organisms in ecosystems?
      Precipitation provides fresh water for plants and animals on land before it drains into the seas.
    7. How does water get from the land to the air and the air back to the land?
      water turns to water vapour in the air through evaporation and returns to the land through precipitation.
    Identify questions for high, middle, low and identify questioning techniques- Challenge questions

    Learning Phases/Episodes
    Think about how you can match the needs of ALL students
    Differentiation: AGT, SEND, LLL, Disadvantaged
    Remember to check for PROGRESS
    Starter Activity Differentiation and Challenge question/task
    • Students to copy and complete the keywords.
    • Teacher reveals missing letters; Students correct mistakes;
    • Discuss the scientific meanings of the words.
    • Students to write down the definitions of the most important / new keywords.
    • Discuss the 'Memory Anchor'.
      • What does it show?
      • How does it relate to the what we are learning about today (title)?
    Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
    Teacher or Student lead? Differentiation and Challenge question/task
    Progress Check Extension
    Remember to give time to apply knowledge, skills and understanding
    Teacher or Student lead? Differentiation and Challenge question/task
    Progress Check Extension

    Teacher or Student lead? Differentiation and Challenge question/task
    Progress Check Extension

    Teacher or Student lead? Differentiation and Challenge question/task
    Progress Check Extension


    Plenary Differentiation and Challenge question/task
    • Students to answer the 'Key Questions' with learning partners.
    Progress Check
    • Teacher to reveal and discuss the answers to the questions.
    		 Extension
    • What have learnt about the 'Big Ideas' today?

    Homework Differentiation and Challenge question/task