Rameen Irfan
Cornerstone School Lesson Plan (First Term) Class: 4
Academic Year: 2024-2025
Subject: Sci Lesson: 3 Academic Week: 10 Unit: Ecosystems
Learning Objectives/ Standards: Resources and Materials: Assessment: Date: 21/10/2024
By the end of the lesson, learners will be able to: Printed cards on different A4 Formal Topic: How do living things affect the
sheets environment?
Informal
● Explore how changes in one part of an ecosystem can affect Page no. 24,25
the whole system. Project based
Vocabulary: Tools/apps:
● Identify different components of an ecosystem (producers, Research based
consumers, and decomposers Competition, environment, Whiteboard.
resources, kudzu, ecosystem,
habitat, pollution, deforestation,
conservation
L Opening/Introduction: 5 min
E Teacher will begin with a brief discussion asking students: “What is the environment?” and “Who or what affects it?” pointing out the bulletin board of science in class,
asking what they notice about the environments and the organisms living there. Discuss that an ecosystem includes all living things (plants, animals, and microorganisms)
S
and non-living things (water, soil, air) interacting in a specific area.
S Write their responses on the board.
O Introduce the main topic: “How do living things affect the environment?” Explain that all living things, from the smallest insects to humans, interact with and impact their
N environment.
Main Activity (Focus Stage)
1. Instructions and Guided Practice: Time: 17 min 2. Independent Practice (Independent work): Time: 10 min.
Rameen Irfan
E Teacher will explain how living things affect their environment through various
activities:
X
• Animals: Talk about how animals, like beavers, change their
E Read Aloud Activity:
environment by building dams, or how grazing animals affect plant growth.
C
• Plants: Discuss how trees and plants clean the air by absorbing
U carbon dioxide and producing oxygen, but also how invasive plant species can Students will read page no. 24 and 25 turn by turn.
harm other ecosystems.
T Students will read and will tell us about the benefitted habitat and harmed habitats.
• Humans: Discuss both positive and negative human impacts,
I such as pollution, deforestation, urbanization, as well as conservation efforts
like planting trees and recycling. Group Activity:
O
Students will sit in pair of three to brainstorm ‘How do living and non-living things
N
interact in the ecosystem you choose?’
Discuss examples of how changes (like the introduction of a new species,
pollution, or natural disasters) can disrupt this balance.
Ask questions like:
• What happens if there are too many consumers?
• What if there are not enough producers?
3. Wrap Up/Consolidation: Time: 3 min
Recap the key concepts: the roles of producers, consumers, and decomposers, and how balance is crucial for a healthy ecosystem.
Differentiated Practice (if needed): 2 min
Students will think about an ecosystem near where they live. Then will discuss the examples of living and non-living things.
Lesson Evaluation (Learning outcome):
Rameen Irfan
By the end of the lesson, learners will be able to:
Homework:
Coordinator’s Remarks: Coordinator’s Signature:
Cornerstone School Lesson Plan (First Term) Class: 4
Academic Year: 2024-2025
Subject: Sci Lesson: 3 Academic Week: 10 Unit: Ecosystems
Learning Objectives/ Standards: Resources and Materials: Assessment: Date: 21/10/2024
By the end of the lesson, learners will be able to: Printed cards on different A4 Formal Topic: What are food webs and food
sheets chains?
Informal
● Explore how changes in one part of an ecosystem can affect
the whole system. Project based
Vocabulary: Tools/apps:
● Identify different components of an ecosystem (producers, Research based
consumers, and decomposers Competition, environment, Whiteboard.
resources, kudzu, ecosystem,
habitat, pollution, deforestation,
conservation
L Opening/Introduction: 5 min
E Teacher will begin with a brief discussion asking students: “What is the environment?” and “Who or what affects it?” pointing out the bulletin board of science in class,
asking what they notice about the environments and the organisms living there. Discuss that an ecosystem includes all living things (plants, animals, and microorganisms)
Rameen Irfan
S and non-living things (water, soil, air) interacting in a specific area.
S Write their responses on the board.
O Introduce the main topic: “How do living things affect the environment?” Explain that all living things, from the smallest insects to humans, interact with and impact their
environment.
N
Main Activity (Focus Stage)
1. Instructions and Guided Practice: Time: 17 min 2. Independent Practice (Independent work): Time: 10 min.
E
Teacher will explain how living things affect their environment through various
X activities:
E • Animals: Talk about how animals, like beavers, change their
Fill in the blanks.
environment by building dams, or how grazing animals affect plant growth.
C
1. A food web is a system of overlapping food chains in which the flow of energy
• Plants: Discuss how trees and plants clean the air by absorbing
U branches out in many directions.
carbon dioxide and producing oxygen, but also how invasive plant species can
2. Populations in ecosystems can naturally as the amount of resources
T harm other ecosystems.
changes.
I • Humans: Discuss both positive and negative human impacts, 3. Mountain lions are predators.
such as pollution, deforestation, urbanization, as well as conservation efforts 4. A beaver can cut down over 200 trees per year.
O like planting trees and recycling. 5. The driest ecosystem is desert.
N
Discuss examples of how changes (like the introduction of a new species,
pollution, or natural disasters) can disrupt this balance.
Ask questions like:
• What happens if there are too many consumers?
Rameen Irfan
• What if there are not enough producers?
3. Wrap Up/Consolidation: Time: 3 min
Recap the key concepts: the roles of producers, consumers, and decomposers, and how balance is crucial for a healthy ecosystem.
Differentiated Practice (if needed): 2 min
Students will think about an ecosystem near where they live. Then will discuss the examples of living and non-living things.
Lesson Evaluation (Learning outcome):
By the end of the lesson, learners will be able to:
Homework:
Coordinator’s Remarks: Coordinator’s Signature:
Cornerstone School Lesson Plan (First Term) Class: 4
Academic Year: 2024-2025
Subject: Sci Lesson: 3 Academic Week: 10 Unit: Ecosystems
Learning Objectives/ Standards: Resources and Materials: Assessment: Date: 21/10/2024
Printed cards on different A4 Topic: How do living things respond to
Rameen Irfan
By the end of the lesson, learners will be able to: sheets Formal their environment?
Informal W. Book work
● Explore how changes in one part of an ecosystem can affect
the whole system. Vocabulary: Project based Page no 18, 19
● Identify different components of an ecosystem (producers, Competition, environment, Research based Tools/apps:
consumers, and decomposers resources, kudzu, ecosystem,
habitat, pollution, deforestation, Whiteboard.
conservation
L Opening/Introduction: 5 min
E Teacher will begin with a brief discussion asking students: “What is the environment?” and “Who or what affects it?” pointing out the bulletin board of science in class,
asking what they notice about the environments and the organisms living there. Discuss that an ecosystem includes all living things (plants, animals, and microorganisms)
S
and non-living things (water, soil, air) interacting in a specific area.
S Write their responses on the board.
O Introduce the main topic: “How do living things affect the environment?” Explain that all living things, from the smallest insects to humans, interact with and impact their
N environment.
Main Activity (Focus Stage)
E 1. Instructions and Guided Practice: Time: 17 min 2. Independent Practice (Independent work): Time: 10 min.
Teacher will re-arrange the sentences and please complicit and compete.
X
Students will complete page no. 18 and 19.
E
THE environment quiz
C
U
Students will Compare things in an environment
T
Ref page no. 18 and 19 of workbook.
Rameen Irfan
I 3. Wrap Up/Consolidation: Time: 3 min
O Recap the key concepts: the roles of producers, consumers, and decomposers, and how balance is crucial for a healthy ecosystem.
Differentiated Practice (if needed): 2 min
N
Students will think about an ecosystem near where they live. Then will discuss the examples of living and non-living things.
Lesson Evaluation (Learning outcome):
By the end of the lesson, learners will be able to:
Homework:
Coordinator’s Remarks: Coordinator’s Signature:
