Lesson Plan: B2.6.04


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

Context and
Landmark
Assessment		 B2.6.04
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How are organisms in an ecosystem linked?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Students should be able to describe the differences between the trophic levels of organisms within an ecosystem
  2. Level 1: Plants and algae make their own food and are called producers.
  3. Level 2: Herbivores eat plants/algae and are called primary consumers
  4. Level 3: Carnivores that eat herbivores are called secondary consumers
  5. Level 4: Carnivores that eat other carnivores are called tertiary consumers. Apex predators are carnivores with no predators.
  6. Decomposers break down dead plant and animal matter by secreting enzymes into the environment.
  7. Small soluble food molecules then diffuse into the microorganism.
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 is the difference between a producer and primary consumer?
      A producer is a green plant or algae that gains energy through photosynthesis. A primary consumer is a herbivore or omnivore that eats the producer.
    2. What is a producer?
      Plants and algae make their own food and are called producers.
    3. What is a primary consumer?
      Herbivores eat plants/algae and are called primary consumers.
    4. What are predators that eat herbivores called?
      Predators that eat herbivores are called secondary consumers.
    5. What is an apex predator?
      Apex predators are carnivores or omnivores with no predators.
    6. What is the role of a decomposer and how do they do it?
      Decomposers break down dead plant and animal matter by secreting enzymes into the environment.
    7. How do the food molecules broken down by decomposers get into the microorganism?
      The food molecules get into the microorganism through diffusion.
    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