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Content-Based Lesson Plan for English Language Development Teacher’s Name: Mesut Deniz

Date: July,26th, 2014

Grade/Class/Subject: 7th grade Life Science Unit Theme: Ecology

Lesson #: 1: Food Webs

Performance Standards: Content Standards STANDARD 3: LIFE SCIENCE

Language Standards HIGH BEGINNING

LIFE SCIENCE – The student will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms.

STANDARD 1: LISTENING

Benchmark 4: The student will identify and relate interactions of populations of organisms within an ecosystem.

1. Demonstrate comprehension of high frequency vocabulary, including multiple meaning words, with support of graphic organizers and modeling.

Indicators:

STANDARD 2: SPEAKING

1. ▲ recognizes that all populations living together (biotic resources) and the physical factors (abiotic resources) with which they interact compose an ecosystem. 3. ▲ traces the energy flow from the sun (source of radiant energy) to producers (via photosynthesis – chemical energy) to consumers and decomposers in food webs.

8. Use grade-level transitional words and phrases to create a logical message within sentences, with support.

Lesson Objectives: Content Knowledge: By the end of the lesson, ELLs will: -Categorize organisms as primary consumers, secondary consumers, producers and decomposers. -Trace the energy flow from the sun to producers then consumers and finally decomposers. -Define key specialized vocabulary. Language Objectives: By the end of the lesson, ELLs will (do X function using Y form with Z vocabulary): - State ideas orally and in writing about organisms using the present tense form with specialized vocabulary. - Defining key concepts orally and in writing using the present tense form with specialized vocabulary. - Provide reasons for defining organisms as consumers, producers, or decomposers, orally and in writing, using the present tense and “because” clauses with specialized vocabulary.

Function (in –ing form, eg. “Retelling a story” ) 1) stating ideas 2) defining

3) providing a reason for defining an organism as a consumer, producer, or decomposer.

Specialized Vocabulary (new vocabulary to be explicitly taught that is critical to an understanding of the content) Organisms Food web Consumer Producer Primary consumer Secondary consumer Tertiary consumer Decomposer Energy flow

Form (grammatical term and/or example, eg. “Past Tense: „The boy went to see his grandfather;‟”) Present tense: The mouse eats grass. One organism eats another organism. Present tense: A consumer is a living thing that eats another living thing. A decomposer is an organism that gets its energy from dead organisms. Present tense; “because” clause: A snake is a consumer because it eats mice.

Academic Vocabulary (vocabulary that may need to be taught or emphasized that is critical to participation in academic tasks, such as “categorize”, “list”, describe”) Categorize Trace

Cohesion Words (vocabulary that may need to be taught or emphasized that link concepts in meaningful ways, such as conjunctions and time markers) Eats Makes Gets

Special Cross-Cultural Considerations for ELLs In the extension portion of my lesson I will have students work on food webs from different areas of the world. I will try to assign my ELL students to the biome from their home country. Furthermore, I will have a map of the area and pictures of the animals that live in their home country.

MOTIVATION: The teacher will…. The students will… -Ask the students to list the organisms students -Call out names of organisms they see around their have seen around the school and in their school and their neighborhoods. neighborhoods. (Write organisms with (living -Connect their real life experiences with organisms things) underneath it on the board.) to the content taught in the classroom. -Have pictures of organisms common to their -Be able to define organisms. climate attached to the board with magnets. -Identify local organisms. -When the student names an organism (mouse, for example) the teacher will write "mouse" on the board and place a picture of it next to the name. -The teacher will keep the number of organisms mentioned to around 10, making sure to have producers, consumers and decomposers. -The teacher will help guide the students to answer questions such as "what lives under the ground and is wiggly?" (teacher can use gestures to explain "wiggly") -The teacher will also use differentiate questions: yes/no; either/or; and information questions. -The teacher will call for volunteers first, and then call on specific students. -The teacher will practice wait time. Formative Assessment: The teacher will be able to judge where the student's language level on local organisms is through this activity by ensuring an equal distribution of questions. PRESENTATION: The teacher will…. The students will… -Continuing with using the board, define a food -Call out what organism eats what. (ex., the snake web. eats the mouse) -Call upon student to ask what animals eat what. -Students may come to the board and point where The student may answer verbally or point between to draw the arrow. animals. -Connect their real life experiences with organisms -Draw an arrow leading from the organism getting to the content taught in the classroom. eaten to the organisms which eat it; through this a graphic depiction of a local food web will be depicted. -Finally, define the specialized vocabulary (i.e., producer, consumer, decomposer…) above, using the graphic depiction created on the board. The teacher will do this by writing the vocabulary next to the organism it is defining. -Practice wait time. Formative Assessment: The teacher will be able to judge if the students are understanding food webs through their participation and performance in creating a food web as a class on the board and be ensuring that all students have the opportunity to come to the board and answer questions.

PRACTICE/APPLICATION: The teacher will…. The students will… -Hand out the foldable graphic organizer. (See -Write an example or fact for each of the attached sheet) vocabulary words on the graphic organizer. -Model how to use it (ex. The teacher will write -Draw a picture, chart or other visual aid to help under knowledge connection for the vocabulary them remember the vocabulary. "consumer," "A deer is a consumer because it eats -Be able to define the specialized vocabulary grass." Then, the teacher will fold the organizer presented in the graphic organizer. over so only the vocabulary word is seen with the column labeled "visual." Now, the teacher can draw a picture of a deer eating grass, with an arrow from the grass to the deer.) -While the students are completing the vocabulary graphic organizer the teacher will walk around the room answering questions and checking the students work for comprehension. -After the students have completed the activity on their own, have them work with a partner to double check their work and exchange ideas about examples. -The teacher will leave the class created food web on the board so students may reference it. Formative Assessment: The teacher will check the student's work to see if their examples or facts are relevant and correct. EXTENSION: The teacher will…. -Assign students to groups of 3 or 4. -Hand out, to each group, a blank poster and a group of organisms (pictures with their English name underneath it) from one country. There will be a map of the country. Try to match the country with a student from that country, if applicable. Hand out glue and markers. -Explain and write directions on the board: -each group must work together to create a food web from your assigned country -glue the organisms to the poster -draw arrows from the organisms being eaten to the organisms eating it -label each organism as consumer (primary, secondary, tertiary), producer or decomposer -label what country it is from and include the

The students will… -Work in groups of 3-4 to create a food web. -take turns stating their ideas, defining the organisms, and stating a reason for why they believe it to be a consumer, producer, or decomposer. -Glue organisms to a poster. -Draw arrows from the organism being eaten to the organism eating it. -Label each organism as consumer (primary, secondary, tertiary), producer or decomposer, and provide a reason using the targeted language functions and forms. -Label which country it came from and attach the map to the poster. -Present to the class. Each student must speak at least once.

map on your poster. -present your food web to the class -provide a reason for defining each organism as consumer (producer, etc) using the language form "because." (The shark is a secondary consumer because it eats fish that eat other fish.) -Walk around class to help students with their food webs and listen to students‟ use of language, providing corrective feedback to ensure that they are using the functions and forms appropriately.. Summative Assessment: The teacher will evaluate the presentations according to a criterion-based rubric that rates the extent to which they demonstrate mastery of the content and language objectives and use the results to design or modify the next lesson‟s objectives and activities.