Proposed lesson Design Template

Teacher: Miss B.M. Mtshali Grade: 10 Date: 31 August 2015 Duration: 45 minutesSubject: Life SciencesTopic: Energy flow and nutrient cycle Subtopic: Energy flow through ecosystemsWHO? (Situation analysis-LEARNER/TEACHER)I am a Life Sciences student teacher and I am in my fourth year of teaching practice at UJ. I am still trying to do variety approaches to my teaching in order to find the one that will works best for me and my learners. My grade 10 classroom consists of 45 learners of different genders as there are 25 females and 20 males, also their age is approximately 15-17 years old. The learners are all second language English speakers and are all Christians but they come from diverse backgrounds and cultures. Moreover most learners are from the township. The school is situated in a township called Soweto and it has only blacks’ students. There are no identified learning barriers present in my classroom. It can happened that the learners have learnt about this topic previously but they already know why we need energy.Specific aim/s (see CAPS document requirements)S.A 1. “Knowing Life Sciences”

S.A 2. “Investigations Phenomena in Life Sciences”

S.A 3. “Appreciating and understanding the importance of Life Sciences in society.

Specific Aim 1 (?) : Rearrange the food chain.: Describe the energy flow through ecosystem.

Specific Aim 2 (?): Follow instructions.: Make observation through the diagram of a food chain.

Specific Aim 3 (?) : Understanding the life of organisms and relationship between indigenous knowledge and life sciences.: To value and apply life sciences knowledge in everyday life.

WHAT FOR? (lesson outcomes)

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By the end of the lesson the learner should have achieved the following outcomes:

1. The learners should be able to define the term food chain.2. The learners should be able to identify different forms of food chain in an ecosystem.3. The learners should be able to distinguish three types of trophic levels.4. The learners should be able to compare types of consumers.5. The learners should be able to organize the link of trophic levels/feeding levels.

WHEN? (Situation analysis-Time frame)The lesson takes place during the fifth (5th) period on Monday afternoon at 13:00-13:45 (45 minutes). The learners should be able to focus on the content of the lesson. There are no major extra-curricular activities taking place on the day, work which could be considered distracting to the learners. As it is August weather should be pleasantly warm but not too hot.WHERE? (Situation analysis- Location and facilities)The lesson will takes in the classroom. The classroom have desks and chairs and does to present a barrier to learner. Each learner has their own workbook as well as stationary. I have enough chairs and desks to accommodate all my learners and desks are arranged into groups of six (6) learners per group with two to three students per desk for the purpose of allowing a group work and discussion. The classroom is equipped with black/chalk board, white chalk and duster also the note board.Knowledge Skills Value and attitudes

1. Define the term food chain.2. Explain how the energy pass from

one organism to other in ecosystem.3. Name types of consumers.4. Differentiate between three types of

trophic levels.

1. Critical thought and discussion of energy flow within organisms.

2. Describe knowledge of natural sciences.

3. Develop flow charts and mind maps of food chain.

1.Partner work (collaboration)2. Change attitudes toward the life of organisms and relationship between indigenous knowledge and life sciences.3. Reflection about the whole lesson.4. Caring for natural resources.5. Tolerance of nature.

Lesson content and potential QUESTIONS1. What is a food chain?2. What are three trophic levels?3. Why decomposers are classified as living organisms?4. What kind of animals are carnivores?5. What are examples of decomposers?

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HOW? (activities, media and methodsThe Invitation (Attention Focusing)Teacher Activities Learner Activities Media Time

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-The teacher will start by pasting a chard on the chalkboard with an illustration of flow diagram of pictures (food chain) without a title. Also paste four flash cards with different titles on the side of the chard.-The teacher will tell the learners that among the four titles only one title is suitable for the flow diagram.-The teacher will then ask the learners to view the flow diagram on the chard and discuss as a group which title among the four is correct and write their answers.

-When the learners are done discussing the teacher will point the learners according to the groups’ numbers to give their answers.-The teacher will write the list of answers on the chalkboard.-The teacher will then tell them the correct answer and pick up the title and place it on top of the flow diagram. -The teacher will ask the learners to tell anything about food chain, to determine their prior knowledge. The teacher will also tell what she knows of food chain. -The teacher will introduce the topic of the lesson (Energy flow through ecosystem) and tell the learners about the

.The learners will be quiet and looking at the chalkboard.

-The learners will be quiet and listening attentively to the teacher.

-The learners will listening to teacher’s instructions and start viewing the flow diagram also discussing regarding the correct title for the flow diagram and write their answers.-The learners will be listening and give their answer to the teacher.

-The learners will be quiet.

-The learners will be listening and answering the questions by telling anything they know about the food chain.

-The learners will be quiet and listening to the teacher.

-Chalkboard and chalk-Chard of food chain with pictures-Flash cards with different titles.-A copy with the same flow diagram and group number.

-5-10 minutes

Engaging with new contentTeacher activity Learner activity Media Time

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-The teacher will work on the previous discussion, by asking the learners to try and define food chain. -The teacher will emphasis on their definition.-The teacher will ask if they have any questions.-The teacher will ask the learners to take out their textbooks and open on page 208.-The teacher will explain the essential of energy in living of organisms and give explanation.-The teacher will then explain further about the energy flow and trophic levels within the ecosystem through the food chain. The teacher will also be asking questions during explanation session.-The teacher will ask the learners to now indicate the trophic levels on the flow diagram and she will use the flash cards to do so from the learners’ responses.-The teacher will ask if they have questions.

-The learners will be answering the question by defining the term.

-The learners will ask questions if they have questions.-The learners will take out their textbooks in a silent manner.- The learners will be quiet and listening attentively to the teacher.

-The learners will be quiet and listening attentively to the teacher and answering questions.

-The learners will be indicating the trophic levels on the flow diagram.

-The learners will ask questions if they have questions.

Chalkboard -Chard of food chain with pictures.-Grade 10 Life Sciences textbook- A copy with the same flow diagram and group number.

-25 minutes

Summary and integration

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Teacher activity Learner activity Media Time -The teacher will dish out another copy for class activity for learners to view the picture of six organisms with names and draw their flow diagram to represent the food chain to show the flow of energy by doing all the labels (name of the organisms). -when they are done the teacher will ask them to go and draw it on the board. The main purpose of this is to determine if they have grasp the content. -Then teacher will ask them what did they learnt from the lesson. The teacher will also ask some questions.-Give them the homework on the textbook on page 210.

-The learners will be quiet; listening and start doing the work,

-Then they will be given a chance to draw their food chain on the chalkboard.

-The learner will be answering,

-Taking the home work page number.

Chalkboard -Chard of food chain with pictures.-Grade 10 Life Sciences textbook- A copy with the same flow diagram and group number and other picture of six organisms

-20 minutes

Reflection in lesson I was well prepared to deliver the lesson, also having a content know and brought enough teaching and learning resources for the lesson be to interesting. I used the chart with different organisms that depend to each other as source of food. I was used flash cards for the topics. The time was used appropriate for the lesson to take place. Learning were so excited and engaged to the lesson as they were answering my questions and also ask questions I was able to respond to their questions. This topic requires the learners to be learner centered activity so I just provided that and let them do the working hence I gave them the activity to do and the learners show some evidence that they are familiar. My teaching strategy was successful because the learners were engaged with the content and co-operating with each other, as it was my intention for them to work as a group.

Teacher’s Signature: Date:

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