Name: Claire Littlefield Grade/Subject: 7/ Science Date:

1. Texas Essential Knowledge and Skills (TEKS): (C2)

7.10(A): Observe and describe how different environments, including microhabitats in schoolyards and biomes,
support different varieties of organisms

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Observe and Describe: How different environments support different organisms: Including- microhabitats,
schoolyards, biomes

3. SMART • By the end of the lesson, in groups of 4, each group of students will identify 4 different
Objective(s): (C3) microhabitats and record the name and number of different organisms in each one found
around campus. Students will display the biodiversity in each environment by
individually creating a table and bar graph and comparing them with other students.
Essential Question: • How can different environments influence the number and variety of different
organisms found there? How can humans impact biodiversity?

4. Central Focus • The students will learn about different biomes, environments, habitats, and
(C4) microhabitats found on earth, examine examples of different microhabitats found
How will this lesson link around campus, and compare their biodiversity. They will create a table and bar graph
with other lessons in the reflecting the number of different species found in each habitat, summarize their
unit? findings, and compare them with other students. The purpose of this lesson is to build
upon student’s prior knowledge of different environments and the variety of different
Learning Targets organisms found in them. This lesson will serve as a building block for further
I CAN statements that investigation of ecological topics in the future. Habitats today are changing rapidly, and
Clearly show alignment
with TEKS
students will need to know how understand what is happening around them and how it
can impact their daily lives.
• I CAN observe and explain how different environments support different organisms.
• I CAN represent biodiversity by creating a bar graph.
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Observe, Describe, Display, Compare, Create, Summarize, Interpret
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. Biodiversity, Biome, Habitat, Microhabitat, Environment, Ecosystem, Ecological Succession

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen,
demonstrate and perform. Create biodiversity table and graph, compare biodiversity through partner discussions

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Bar graph, Table, K-W-L chart

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, Work through an example of what they’re going to complete (investigation, data analysis) and
representations, and provide an example of how to create a table and bar graph.
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. Frayer Models- Have students complete them when vocabulary is introduced and glue them
practice the concepts and into their notebook to refer to later.
language they need to
learn within the
discipline 2. Word Walls- Have a word wall for each unit (if possible) and have frequently used words
and vocabulary words posted throughout the year to refer to.
Site the researcher’s
name as you refer to the
strategy. Discourse strategies - (GO TO Page)
-Write: Write 2-3 sentences reflecting on the biodiversity displayed on your graph

-Talk: Partner/Group Discussions

Syntax - (GO TO Page)

1. KWL Chart- What they know, what they want to know, and what they learned

2. 3-2-1 Summary

Making Content Comprehensible (R9)

Hands-on lab activity where students apply their knowledge from the lesson to real world
microhabitats on campus

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Write a 3-minute paper comparing the amount of biodiversity found in a rainforest
Assessment(s) must be versus a desert as an exit ticket.
aligned to the TEKS,
and objectives. Summative: Create a project reflecting the biodiversity in a specific habitat they observed
around campus if its resources became limited, describing why changes have occurred and how
the biodiversity might be affected. OR have an exam over the material.

Assessment of your language demands:

Formative: Short quiz over vocabulary learned that day as an exit ticket.

Summative: Require the use of vocabulary words in their project OR include a vocabulary
section in an end of unit test

8. Hook (C7) Hook activity (make connections to prior learning)

Scavenger Hunt (Vocab. Day 2), Video (Day 1)

Closure (C7) Closure Activity: (make connections to prior learning)

 Exit Slip, Pair/Share, Present project (either to class or Science Fair)
Personal assets: Specific background information that students bring to the learning
environment. They can include interests, knowledge, experiences, family background, etc., that
Student Assets (C7) teachers can draw upon to support learning.
Cultural assets: The cultural backgrounds that students bring to the learning environment
including traditions, languages, worldviews, literature, art, etc., that teachers can use to support
learning.
Community assets: Common backgrounds and experiences that students bring from their
community, such as resources, local landmarks, community events and practices, and more that
a teacher can use to support learning.
9. Body of Lesson/
Teaching Strategies and I DO – Modeling (“think-aloud”), Systematic instruction
Learning Task(s) • I will provide a picture of an example of a microhabitat on my lesson slides and
(C9) identify and describe the type of microhabitat, the number and types of organisms
found there, and create an example table and bar graph of my data.
Be sure to include:
How will students learn
and use academic WE DO – Guided practice
language? • Students will have picked up a random picture of a habitat while entering the
classroom. After completing my example, students will identify the type of habitat
they picked up, the type and number of organisms found there, and create a table
Three higher order and bar graph as I did. They will be able to work with their table partner while I
thinking questions. walk around the room and ensure the students know what they’re doing.

Marzano Strategy YOU DO – Students work independently

• Students will work in groups of 4 (lab groups) and scout the campus for 4 different
microhabitats. They will describe the type of microhabitat, count the type and
number of organisms found there, and then individually create a table and bar
graph reflecting what they found. After creating their graphs, students will explain
what they found in 2-3 sentences, then compare their findings with students from
other lab groups.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Using Tomlinson’s Tiered Instruction

strategy, I will provide ELL students instructions in both English and their first language
(on same paper) and allow them to only identify 3 environments during the activity.

o Gifted / advanced learners: Tomlinson’s Anchoring Activity strategy is one that I will
use frequently in the classroom, and in this case would have gifted/advanced learners
work on their project or complete flash cards of the vocabulary. Both anchoring activities
can also be completed after every student has finished their work before the end of the
lesson or class period.

Technology: -(GO TO page)

• Sparkpage
• Microsoft PowerPoint
• Padlet

Marzano Strategy - (GO TO page)

• Using Marzano’s Strategies for Success, I would implement the use of Think-Pair-Share
to exercise Cooperative Grouping during this lesson. Students will compare their graphs
with students from other lab groups.
 Higher Order Thinking Questions (GO TO page)
1. Why is studying different biomes, environments, and habitats beneficial?
2. How can you classify the stage of ecological succession based on what is present in the area?
3. How important are microhabitats to the success of an overall ecosystem?

Grouping / Partnering Technique: (Hattie)

Hattie's research suggests that positive peer influences and cooperative learning have a strong
influence on student achievement, so having the students work in their lab groups should have a
positive impact on their growth.

Potential misconceptions and your plan to address it:

- Students may confuse an environment and a habitat. I will ensure there are enough
vocabulary assignments and activities that I believe the students need to be successful. I
will also be sure to explain the differences between the two during my instruction.
- Understanding ecological succession can be difficult, so I plan on spending enough time
that I think they need explaining it and providing examples. I will also provide multiple
activities (scavenger hunt, field labs) that relate to the stages of ecological succession.

10. Resources and Paper, pencils, tape, stapler, printer, computer/laptop, expo markers, notebooks, scissors,
materials needed (C9) glue, colored pencils, markers

(E7)
(How might you differentiate materials and resources for learners with various needs?)
Provide larger text and a different color paper for special learners as well as giving them the
opportunity to use speech recognition software to respond to questions

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom • Have a warm-up question posted on the board for students to complete
Management Strategies • Have a designated area for materials that students may need (pencils, paper, markers,
(CBM5) colored pencils, pencil sharpener, stapler, tape, scissors, etc.)
What procedures will you • Have a seating chart prepared for the class
employ to manage
• Go over classroom rules and procedures and have them posted around the classroom
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Student(s) observes 3 habitats instead of 4
strategies and planned
supports, will you employ to 2. Provide notes for the student(s) and allow them to highlight important terms versus having
meet the needs of each them complete fill-in-the blank notes
student that has identified
special learning needs?
3. Allowing the student(s) to finish activity a day late

Modification(s)- (A change in what is being taught or what is expected from the student):
1. Allowing the student(s) to learn 4 vocabulary words instead of 7

2. Have the student(s) complete observations of 3 habitats through pictures, drawings, or orally

3. Completing the table and graph is not required for student(s)

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Provide ELLs with instructions in both English and their first language

2. Allow ELLs to identify only 3 habitats in the lab versus 4

3. Have word walls include both English and ELLs first language(s)

4. Have one-on-one time set aside for ELLs to ensure they’re understanding the concepts

5. Allow ELLs time to practice reading and writing in English, help them understand translation
of lab instructions