1. The document provides a lesson plan template for a 45 minute Life Sciences lesson on energy flow through ecosystems for a grade 10 class. 2. The lesson plan involves engaging students through an activity matching titles to a food chain diagram, explaining energy flow and trophic levels, and having students draw and label their own food chain diagrams. 3. The teacher reflects that students were engaged in the lesson through questioning and a group activity, and assessment indicates students grasped the content on energy flow and food chains.

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B.M.Mtshali 201200303
Proposed lesson Design Template
Teacher: Miss B.M. Mtshali Grade: 10 Date: 31 August 2015 Duration: 45 minutes
Subject: Life Sciences
Topic: Energy flow and nutrient cycle Subtopic: Energy flow through ecosystems
WHO? (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)
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.

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B.M.Mtshali 201200303
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.
Lessoncontent and potential QUESTIONS
1. 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?
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.

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B.M.Mtshali 201200303
HOW? (activities, media and methods
The Invitation (Attention Focusing)
Teacher Activities Learner Activities Media Time
-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 outcomes of
the lesson and paste them.
.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

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Engaging with new content
Teacher activity Learner activity Media Time
-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

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Summary and integration
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: