Name: Alberto Garcia Grade/Subject: 7th Grade Science Date: 3/28/23

1. Texas Essential Knowledge and Skills (TEKS): (C2) 7.5(B) TLW diagram the flow of energy through living
systems, including food chains, food webs, and energy pyramids

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

Verb Content Context Ways to test

diagram flow of energy living systems, including 3
food chains, food webs, and
energy pyramids

3. SMART After completing the N2Y lesson, the student will differentiate between producers, consumers,
Objective(s): (C3) and decomposers by completing a cut and paste sort activity, with 90% accuracy.

Essential Question: How do I participate in the flow of energy throughout the environment?

4. Central Focus The purpose of this lesson is to help build the student’s knowledge on the interaction between
(C4) matter and energy and therefore will show them how energy flows through living systems in the
How will this lesson link ecosystem. Students will learn how energy is passed from organism to organism by seeing
with other lessons in the visual aids in the form of food chains, food webs, and energy pyramids.
unit?

Learning Targets I can list differentiate between producers, consumers, and decomposers.
I CAN statements that
Clearly show alignment
with TEKS
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 Students will diagram a food web to show the energy flow through different organisms in the
represents the language ecosystem. They will also compare the differences between consumers, producers, and
of the discipline that decomposers.
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in Consumer, Decomposer, Producer, Primary Consumer, Secondary Consumer, Tertiary
meaningful ways. Consumers, Predator, Prey, Ecosystem, Food Web, Food Chain

There are 4 language Discourse (Structures of written and oral language, how will they talk, write, and participate in
demands to consider as knowledge construction: discussions, reports, essays, multi-media presentations, performance):
you require students to Students will demonstrate understanding throughout the N2Y lesson by answering questions
read, write, speak, listen, asked by the teacher and instructional aides. They will also notate important details in their
demonstrate and perform. interactive notebooks when prompted by the teacher.

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):

Students will work together on a cut and paste sorting worksheet where they will categorize
different organisms as either a producer, consumer, or decomposer.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Through the N2Y Lesson and BrainPOP video, students will be encouraged to identify and
The resources, define various vocabulary terms dealing with food webs and food chains. This will help them
representations, and explain the different roles of organisms in the flow of energy in the ecosystem.
strategies you will
provide to help students
understand, use, and Vocabulary Strategies - (GO TO Page)
practice the concepts and 1. Repetitive exposure to words
language they need to
learn within the
discipline 2. Learning vocabulary in both written text and oral speech

Site the researcher’s

name as you refer to the
strategy. Discourse strategies - (GO TO Page)
-Write: Write three characteristics for each vocabulary term: producer, consumer, and
decomposer.

-Talk: Discuss within the class different animals or organisms they see outside or at home
and classify them as one of the following: producer, consumer, and decomposer.

Syntax - (GO TO Page)

1. Create an anchor chart to illustrate how energy is passed from one organism to another
organism.

2. Use a triple Venn Diagram to compare and contrast producers, consumers, and decomposers.

Making Content Comprehensible (R9)

Use the Frayer Model to help students easily define vocabulary words by providing examples of
each and using descriptive illustrations to give students a great visual of what the word means.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be Food Web Exit Slip: Students need to circle pictures of organisms that are producers and cross
aligned to the TEKS, out organisms that are consumers.
and objectives.

Summative:
Paper and Pencil Unit Exam, consisting of vocabulary matching questions and fill in the blank
statements.

Assessment of your language demands:

Formative:
Question and Answer sessions throughout the N2Y lesson, both formal and informal

Summative:
Students will work on class project as a whole by going outside and taking pictures of different
 organisms and then creating a Food Web poster.

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

Smell/Sounds- The teacher will put on the “Food Chain Song” on YouTube
https://www.youtube.com/watch?v=iWfEn8J5xKM
Closure (C7)
Closure Activity: (make connections to prior learning)
Whip Around- The teacher will ask the question “What is one thing you learned from today’s
lesson?” and then pass a beach ball to a random student. That student will state one thing they
Student Assets (C7) learned from the lesson and then pass the beach ball to another student. This process will
continue until everyone has had a turn.

Personal assets: specific background that students bring to the learning environment. Ex.)
interests, knowledge, everyday experiences, family backgrounds, and so on, that a teacher can
draw upon to support learning.

Cultural assets: the cultural backgrounds and practices that students bring to the learning
environment, such as traditions, languages, worldviews, literature, art, and so on, that a teacher
can draw upon to support learning.

Community assets: common backgrounds and experiences that students bring from the
community where they live, such as resources, local landmarks, community events and
practices, and so on, that a teacher can draw upon to support learning.  
9. Body of Lesson/
Teaching Strategies and I DO – Using N2Y software, I will read story on Food Webs to students that explains important
Learning Task(s) concepts about the flow of energy in the ecosystem.
(C9)

Be sure to include: WE DO – After hearing the teacher read the story aloud, the class will work together on the
How will students learn post quiz.
and use academic
language?
YOU DO – Students will independently complete coloring worksheet on producers, consumers,
and decomposers where they will color code to show understanding of the N2Y story
Three higher order vocabulary terms.
thinking questions.

Marzano Strategy 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: Teacher will accommodate these students
by doing Tiered Instruction. (Tomlinson) On the N2Y software, teacher will add read
along assistance tools for both the story and questions. Post-story quiz questions and
parts of the story will also contain pictures that will help the student comprehend the
content easily.

o Gifted / advanced learners: Teacher will have Anchor Activities ready for students who
finish the lesson plan activities before everyone else. (Tomlinson) These activities may
be either a word search containing different vocabulary terms on Foods Webs or coloring
pages on different organisms found in the ecosystem.
 Technology: -(GO TO page) Students will use Popplet to create their own food web by adding
pictures of different organisms found on Google Images and labeling them as consumer,
producer, and decomposer.

Marzano Strategy - (GO TO page) Students will complete a KWL chart on Food Webs.

Higher Order Thinking Questions (GO TO page)

1. Distinguish between a food web and a food chain. Give examples of animals included in
both.
2. Explain why threats to the environment causes changes to the ecosystem.
3. Construct a food web model using given materials in the class.

Grouping / Partnering Technique: (Hattie)

Homogenous grouping. Teacher will use Think, Pair, Share method to talk about Food Webs

Potential misconceptions and your plan to address it:

Organisms at the highest level of a food web eat everything below them. I will explain to my
students that although the animal is at the top of the food chain, they do not necessarily eat some
of the animals that their preys eat.

10. Resources and iPads, Chromebooks, N2Y software, markers, color pencils, paper, pencils
materials needed (C9)

(E7) (How might you differentiate materials and resources for learners with various needs?)
Using text to speech tool during N2Y story on Food Webs and provide pencil grips to students
who struggle to write. I will also have adaptive scissors for students who struggle to use regular
scissors.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Pledging Allegiance to the flag
Management Strategies Conducting Emergency Drills
(CBM5) Keeping the work area clean
What procedures will you
employ to manage
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. Quantity: Reduce amount of vocabulary terms assigned to students
strategies and planned
supports, will you employ to 2. Level of Support: Have paras provide hand-over-hand and one to one assistance.
meet the needs of each Constantly redirect students to stay focused throughout lesson.
student that has identified
special learning needs?
3. Input: Enlarge text using document camera, and provide different forms of visuals,
both text and digital.
 Modification(s)- (A change in what is being taught or what is expected from the student):
1. Have students match pictures to vocabulary terms instead of definitions

2. Lower-level reading story about Food Webs on N2Y

3. Individualized materials
(E11)

Strategies for ELLs (strategies that support language acquisition)

1. I can put labels throughout my classroom to help ELL students learn simple words.

2. I can incorporate my student’s primary language into the lesson by talking to them in their
primary language and then telling them the term in English.

3. I will provide classroom instructions, both verbally and in writing.

4. I will incorporate several visual aids like graphic organizers that has a picture matched to the
vocabulary term.

5. I will have students practice English by having them read aloud one to one or to the
class.