Amanullah, Hu, Piotrowicz

Term III

Science Methods

Lesson Plan
Goals / Objectives:
Students will build on their understandings of ecosystems by learning about aquatic
plants, with a focus on elodea, duckweed, and algae. Students will be expected to follow
instructions, record data, and participate in discussion about aquatic life to demonstrate
the significance of observations and predictions in a scientific context. Through guided
instruction, students will create a model of an aquarium and consider other types of
environments and ecosystems.
Standards:
Framework of K-12 Science Education Dimensions:
1. Scientific and Engineering Practices
a. Developing and using models
b. Obtaining, evaluating and communicating information
2. Crosscutting Concepts
a. Systems and system models
b. Scale, proportion, and quantity
c. Stability and change
3. Disciplinary Core Ideas
a. Life Sciences
i. LS2: Ecosystems: Introductions, Energy, and Dynamics
Common Core:
Since there are no explicit science / technical standards in the K-5 Common Core
anchors, we took a speaking and listening angle. This lesson is largely based on student
participation and discussion of observations and predictions, so we are addressing
Comprehension and Collaboration through scientific study and discussion.
1. CCSS.ELA-LITERACY.SL.5.1- Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 5 topics and texts, building on others' ideas and expressing their own
clearly.
2. CCSS.ELA-LITERACY.SL.5.1.B- Follow agreed-upon rules for discussions and
carry out assigned roles.
3. CCSS.ELA-LITERACY.SL.5.1.C- Pose and respond to specific questions by
making comments that contribute to the discussion and elaborate on the remarks
of others.
4. CCSS.ELA-LITERACY.SL.5.1.D- Review the key ideas expressed and draw
conclusions in light of information and knowledge gained from the discussions.
Materials and preparation:
- 1 science notebook
- 1 Record Sheet 3-A: Setting Up the Aquarium
- Ecosystems STC Teachers Guide
- Laptop (pre-charged)
- Aquatic Life Flashcards (created by the teachers)

Amanullah, Hu, Piotrowicz

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Term III

Science Methods

2-Liter bottle
2 300-ml (10 oz.) clear plastic cups (one cup for gravel and one cup for
water)
11/2 liters of water
1 300-ml (10 oz.) cup of gravel
paper towels
1 or 2 sprigs of elodea
10-15 duckweed plants
3 dropperfuls of algae
markers
pencils
clean-up supplies
rulers

Classroom arrangement and management issues:

Four students will arrange their desks in a cluster such that they form a table-top,
workspace. The three co-teachers will move about the table to support functions of the
activity among students. When needed, such as with a hands-on task or group discussion,
teachers may sit in the chairs provided. Materials will be distributed by a teaching
assistant at the "distribution center" when students from each group retrieve them.
Students will review rules and expectations with the instructors prior to beginning the
lesson. They will modify their classroom rules so they are specific to this experiment and
one teacher will record their rules. Although expectations will be reviewed with the
students, it is possible that students will call out, argue over responsibilities, become
disengaged or disinterested, and may present management issues. We anticipate these
issues since we experienced them during our previous lesson. To address this, we have
come up with a few management techniques:
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We will start the lesson by referring to them as scientists, in hopes that

they feel like equally significant participators and become more alert and
engaged in the discussion. This is also to promote a sense of teamwork.
Each student will have a chance to observe each plant. To emphasize the
concept of sharing and having one person speaking at a time, we will use
the term researcher. The researcher is the student holding the plant and
the research assistants are the other students who should actively listen
and observe even if they are not holding the plant.
We will create a paper mat (Hammer Zone) to act as a safe zone where the
aquarium will be placed at all times. When the aquarium is in this zone,
students should not move it around or touch it, but just observe. The name
Hammer Zone is contrived from a pop culture reference of MC
Hammers Cant Touch This song. We hope that after mentioning this
reference, students will retain the information better and remember to keep
the aquarium in place.

Amanullah, Hu, Piotrowicz

Term III

Science Methods

Plan:
1. Introduction (5-7 minutes)
1. Brief greeting. We will reintroduce and review our names and talk about
how since they were so careful and efficient last week, we are taking a
more scientific approach to this lesson. We are all going to be scientists,
today. And in order to be a good, working team of scientists we need to
establish some rules.
2. We will establish the norms by asking students what they think went well
last week and what they think they could do this week to help go through
the lesson smoothly. One of us will record the norms and rules as we
create them. The following should be included: One person talking at a
time, indoor voices, respecting each others opinions (mention that
whoever is talking will be the "Researcher" and the other students will be
the "Assistants."), only one student getting materials at a time. Others
should also not stop researching. They are research assistants and should
actively listen and write down notes so that they can contribute to the
discussion and respond. Mention that the only person allowed to touch the
aquarium is the person adding something to it. At all other times (unless
with specific permission), the aquarium will be placed on a piece of paper
in the middle of the tables untouched.
3. Ask students about their terrariums from last week. Did you like the
activity we did last week? What did you like about? What was fun or what
was challenging? Did you notice any differences in your terrariums
throughout the week?
2.

Hook (5 minutes)
1. Reintroduce the concept of the aquarium. Ask them what they have seen
in aquariums before. Students may talk freely but only one at a time. This
norm will be put into place to help us organize the group discussions and
avoid a hectic situation such as the loud volume of multiple voices, from
last week. Teacher will record student responses in a short mind map (this
was effective last week, with the terrarium).
2. Show the short clip from Finding Nemo of a fish tank with algae and ask
them to observe and identify the plants they see in the aquarium once the
clip is over. Did you see the algae in the movie? What do you notice about
it? When did the algae start growing? Why?
3. Introduce the 3 plants we will be working with: elodea, duckweed, and
algae. Some things to mention: Why are we adding these into our
aquarium? Each one is special in its own way and we are going to learn
about that today.

3.

Activity (25 minutes)

1. We will now reinforce the concept of following instructions and how that
helped us last week in building a terrarium. In a pre-determined order, we
will have each student retrieve different items. The first student will
retrieve the bottle. The next student will retrieve and pour in the cup of

Amanullah, Hu, Piotrowicz

2.

3.

4.

5.

Term III

Science Methods

gravel into the bottle. The next student will retrieve the water. We will
remind them to be careful with the items and not to repeat what happened
last week (when the soil was dumped into the terrarium and it spilled on
the desk). We will also tell them they can take however many trips they
need. (We might have them bring up the bottle and fill it all the way at the
station. This will depend on how the water station is set up.)
The next student will retrieve 2 stalks of elodea. This student (now
researcher) will measure the stalks and describe their observations about
the plant to the whole group. The elodea will then be passed around to
each student so they can contribute additional observations and agree or
disagree with the researcher. We will make sure to ask why and probe
into their responses. The original student will then put the stalks carefully
inside the aquarium. While this takes place, we will begin discussing
about elodea, using the Elodea flashcard.
The next student will retrieve 10-15 duckweeds. This researcher will
measure the size of three and then share the measurements with the other
group members. Other students can help with this part. Then the
researcher will describe the plant to the whole group and pass it around.
Afterwards, any student can contribute additional observations. The
student will then put the duckweed carefully inside the aquarium. We will
then spark discussion, asking...Why do you think they call it duckweed?
Allow students to predict. Show them Duckweed flashcard with the
diagram and explain how duckweed is a tiny floating plant. It usually
grows on the surfaces of ponds, lakes, and slow-moving streams.
Duckweed is a favorite food of many waterfowl, such as ducks, and that is
how it got its name. When growing conditions are good, duckweed
multiplies quickly and forms what looks like a carpet on top of the water
(have a picture of this available).
Next student will retrieve algae. This researcher will describe the plant to
the whole group. Afterwards, any student can contribute additional
observations. The student will then put 3 dropperfuls of algae into the
aquarium. We will show them the Algae flashcard with images of algae
and explain that thousands of kinds of algae live in every wet environment.
They come in all sizes, even microscopic or gigantic. They also come in
different colors: green, golden, brown, and red. At this point, we can refer
to the Finding Nemo clip and remind them that it was a depiction of algae
by the millions. It can turn the water green and you can only see them
when they grow in great numbers.
Now, we will transition into a short discussion about why duckweed,
elodea, and algae are important. We will begin by asking students what
they see with their eyes: What do you notice about these plants? Are they
standing still or swaying? These plants are nice to look at, but they are
actually working to do certain things for the aquarium. Why do you think
we chose these water plants for our aquarium? At this point, students can
make predictions about what effects these plants have on the rest of the
ecosystem. If they are struggling with this idea, teachers can guide by

Amanullah, Hu, Piotrowicz

Term III

Science Methods

giving hints. Make sure to mention the fact that...Elodea and duckweed
are water plants. Algae and water plants help keep a healthy exchange of
gas in the water. They also provide food and shelter for many animals.
Briefly introduce respiration and photosynthesis, depending on student
engagement level at this point in the lesson.
6. Two of us will begin cleaning up and one of us will guide students in
drawing the contents of their aquarium in Record Sheet 3-A.
4.

Debrief and Wrap-up (10 minutes)

1. We will begin concluding this lesson by discussing the connection
between the terrarium and aquarium, leading into the concept of an
ecosystem. How might the two help each other? Think about what two
things will interact with each other within the terrarium, aquarium, or
both. Have the students list these out one at a time.
2. Pull out the Ecocolumn flashcard which displays a web of terrestrial
relationships between living and nonliving things in the ecocolumn (refer
to sample web in the STC teachers guide, Figure 7.1 to create this card).
Point out what students have already identified and briefly review
relationships that were not discussed in 4.1
3. Introduce the idea of ecosystems. This ecocolumn is a model of a real
ecosystem. The definition of an ecosystem is a community of living
organisms (plants, animals and microbes) in conjunction with the
nonliving components of their environment (things like air, water and
mineral soil), interacting as a system. Lets make our own web of the
ecosystem in your life. Lets take a vote. Do you want to call it Lea
Elementary School or The City of Philadelphia? Allow students to
vote and then use the idea with the majority interest. Create a web of what
goes into the chosen ecosystem.

Anticipating students responses and your possible responses:

Taking into account our previous experience with this particular group of students, they
each have intuitive and interesting comments to add to the conversation. Bringing out
their ideas and thoughts will be our responsibility in facilitating the right norms and
guiding the discussion to enable participation and accessible connections. We discussed
how students might find it difficult to properly describe plants and convey their
observations into words, but that will be a point of the lesson. We want them to try to
explain and enable their peers to add on to the discussion and complete each others ideas
with agreements or disagreements. Students will likely be engaged in measuring the
plants and touching it as well as adding the plants to the aquarium. They were very
interested in touching the soil and seeds in the terrarium lesson and we expect the same
type of hands-on involvement this week, but with more organization.
The major issues we may encounter are with group management in the activity portion of
the lesson. It will be challenging to manage when and how students will observe the
items. It will also require patience and communication on our parts to make sure that
students take turns and perform the tasks assigned to them. Last time, we did not really

Amanullah, Hu, Piotrowicz

Term III

Science Methods

have the issue of multiple students wanting to perform the same task, but if the space is
tight and there are a lot of materials to work with, there is always room for unpredictable
actions and responses. For example, we predict that a couple of students in particular may
cause management issues. Robert* is inquisitive and enjoys feeding his curiosity before
instructions are given, which we will have to try and manage. In a different way, Ali*
becomes easily distracted and may appear to be ignoring instructions, but we simply have
to repeat them for him or provide extra support. One way to do this would be to have him
repeat the instructions or any comment in his own words for the rest of the group.
Assessment of the goals/objectives listed above:
Students will be diagnostically and summatively assessed. Teachers will photograph
benchmark concepts and final product. The model in itself will be considered a
summative assessment of their conceptual understanding of ecosystems, and their ability
to follow instructions, record data, and participate in discussion about aquatic life. We
will observe the video or audio recording of the lesson (taken by our observers) and
gauge students level of thinking and engagement in the lesson, from participation and
content of responses. A collaborative discussion about ecosystems will provide insight
into their ability to apply the material learned to a new situation.
Accommodations:
If a student becomes noticeably disinterested or expresses a challenge with the material,
an instructor will assist that student with whole group discussion and collaboration. This
is because the student will learn better through active thinking and questioning rather
than siphoning information from others responses. For the students who need more of a
challenge, we can simply pose more advanced questions and allow the student to share
their thoughts. For those who finish early with observations, we can go more into depth
into the description of a plant. We can pose different scenarios that might occur to a plant
and ask the student how the plant might behave, reinforcing their understanding of it as
an active, living thing.