Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Dominique Wooders Subject/Grade: Science/ 5th

Lesson # ___3___ Date and Time of Lesson: 10/3/13 8:30am

Learning Objective: TSWBAT Compare the characteristics of different ecosystems (including estuaries/salt marshes, oceans, lakes and ponds, forests, and grasslands). Alignment with Standards: SC Curriculum Standard(s): 5-2: The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. SC Academic Indicator(s): SCI.5.5-2.3: Compare the characteristics of different ecosystems (including estuaries/ salt marshes, oceans, lakes and ponds, forest and grasslands)

Developmental Appropriateness or Cross-curricular connections: This lesson is appropriate for student learning because it is activating prior knowledge and giving them a deeper understanding of ecosystems and what to factors make up and ecosystem. The students touched on Ecosystems in the 4th grade, but didnt get the vocabulary; the previous lessons introduced students to what abiotic and biotic factors are and that laid the foundation for the rest of this unit. This lesson have students create an ecosystem of their choice and they are to identify abiotic and biotic factors. They will follow a rubric. Cross Curricular Connections: This Science lesson will correlate with Language Arts and Art with the use of the Ecosystem Visualization (illustration)

Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Graded following a rubric Use of Formative Assessment (TWS section 7) This assessment will be used to ensure student understanding of ecosystems and abiotic and biotic factors. The assessment will be graded and the illustrations will be placed in the hall to display.

TSWBAT create a visualization of an ecosystem following a rubric.

Objective 2 (if applicable)

Assessment for Objective 2

Accommodations: This class has 4 ESOL students who all require the options of partner work, extended time on assignments, and they receive any vocabulary ahead of time. For my hearing impaired student I will make sure I speak clearly and provide visual examples. For my Autistic student; visual examples and one on one instruction can/will be provided. This class also has eight GATAS students who are early finishers. When this occurs they will be instructed to take AR test or to read quietly and log the time they have read.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Materials: 1. SmartBoard 2. Dry Erase board and markers 3. Color pencils/ markers 4. White copy paper 5. Pencil 6. Science notebook

Procedures:
1. The students will review the previous lesson. What is a biotic factor? What is an abiotic factor? What is a terrestrial ecosystem? Whats an example of an abiotic factor found in a terrestrial ecosystem? What types of terrestrial ecosystems are there? Whats an example of a biotic factor found in a terrestrial ecosystem? What type of terrestrial ecosystems do we have in South Carolina? After the students have reviewed the lesson from the previous day they will be introduced to todays lesson. 2. Who can raise their hand and give me an example of an ecosystem? Students will be called on and the teacher will keep a list on the board of the types of ecosystems they give. This is also an assessment. The teacher is checking to make sure the students are familiar with types of ecosystems 3. After the students have given their responses and they have been recorded on the board the teacher will give instructions to the next part of the lesson. Ok everyone; take a look at the list on the board. All of these are types of ecosystems and what I need you all to do is to pick a type a of ecosystem that stands out to you. 4. The teacher will have the weeks monitors pass out the copy paper and rubrics, and the students will be allowed to get their pencil boxes by row. Now that you have chosen an ecosystem who can tell me what they think we will be doing today? Teacher gives the students an opportunity to answer. 5. Today you will draw the ecosystem you chose from the board. Teacher instructs students to look at their rubric: you will need to draw your ecosystem and make sure you have included all of the following in your drawing A title 3 abiotic factors 4 biotic factors Color Accuracy o Boys and girls please make sure your ecosystem has accurate information. For example if you are drawing a forest ecosystem make sure the drawing includes factors you might find in forest. o Does a shark live in the forest? a. Students: No o So I dont want to see a shark in a forest. Or a Giraffe in the ocean. Your drawing must make sense. 6. After you have drawn your ecosystem list you abiotc and biotic factors on the back of the drawing. As you can see the rubric has point values so that means it will be graded.

Lander University Teacher Education Lesson Plan Template 7. When you have finished your drawing please bring it to the back table with your rubric. If you do no finish today you will have time after your quiz tomorrow to complete it. 8. Study for ecosystem quiz Remember it will include terrestrial ecosystems and vocabulary.

Rev. 2013

Activity Analysis: 1. The first activity will be my usual question an answer review. This gives the students a refresher on the previous lesson. this is needed because all the lesson build on the previous lesson taught. The students need these reviews to get their minds ready for the current lesson. my time in this classroom has shown me that students are not quite awake at 8:30 in the morning. So I feel it is necessary to review to make sure they have retained the information and to correct any misunderstandings before moving on. No technology will be used during this part of the lesson. this is a question answer review session so no technology will be needed during this section. The second activity will be the actual objective. This activity will allow students to use their creativity and apply what they have learned to complete this assignment. This activity will give students a hands on approach. This is different compared to notes and worksheets. They have the opportunity to use their learning and creativity to complete this assignment. The Technology used will be the Smartboard. This will be used to keep the list of ecosystems. The teacher will be using the Smartboard during this lesson.

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References: All information and resources were furnished by Angie Nelson, 5th grade teacher at Pinecrest Elementary School.