You are on page 1of 4

Ecosystems

Picture from 4i imedia )ommons Harrelson: Ecosystems Unit Plan Ed Tech 506 Unit Goals This unit has several goals that correlate with specific standards and curriculum outcomes for the year. The primary goals relate to developing nowledge of a variety of ecosystems! including interactions "etween plants and animals! and production of a variety of pro#ect "ased materials that indicate an a"ility to analy$e information and produce artifacts in order to demonstrate deep understanding of the topic. %urthermore! the unit includes goals pertaining to use of technology for research! the a"ility to read and analy$e grade level te&ts! the a"ility to wor in colla"orative groups! the a"ility to write with focus! and the a"ility to synthesi$e information in order to share ey concepts with others! which meet additional standards re'uired for the specified grade level. Standards The following grade 5 standards are those met "y the unit lessons: () *tate *tandards: 5.+.,: Understand the interdependence of plants and animals with their ecosystem. 5.TT.-: Use technology tools and s ills to reinforce and e&tend classroom concepts and activities 5.*..-: /pply criteria to determine appropriate information resources for specific topics and purposes. English )ommon )ore: 0..5.1: 2etermine the meaning of general academic and domain3specific words and phrases in a te&t relevant to a grade 5 topic or subject area. 4.5.,: 4rite informative5e&planatory te&ts to e&amine a topic and convey ideas and information clearly. 4.5.6: )onduct short research pro#ects that use several sources to "uild nowledge through investigation of different aspects of a topic. *+.5.-: Engage effectively in a range of colla"orative discussions 7one3 on3one! in groups! and teacher3led8 with diverse partners on grade 5 topics and te&ts! "uilding on others9 ideas and e&pressing their own clearly

*+.5.1: 0eport on a topic or te&t or present an opinion! se'uencing ideas logically and using appropriate facts and relevant! descriptive details to support main ideas or themes: spea clearly at an understanda"le pace. Learner Characteristics The ma#ority of the students for whom this unit will "e planned include typically functioning 5th graders "etween the ages of -03-,. There are three students with limited reading a"ility who will "e paired with students having higher reading a"ility to compensate. There are also a few students that will need to "e more closely monitored during group activities to ensure that they are staying on tas and assisting their groups appropriately. Pre-requisite Skills The students have ade'uate "ac ground nowledge and s ills to complete the unit successfully. Pre3re'uisite s ills include the a"ility to read te&ts on a"out a 5th grade level! identify ey words and their meanings in grade level appropriate te&t! wor colla"oratively in groups 7including ta ing turns and assisting in creation of pro#ects8! and the a"ility to use the internet to locate resources pertaining to a specified topic. *tudents will also need to "e a"le to write clearly and with focus! and they will need to "e a"le to produce wor s that they can ver"ally share with the rest of the class. Classroom Layout *tudents will "e in a regular education classroom and are typically seated in small groups of four: however! the lessons within this unit will utili$e a variety of groupings including small groups! partnerships! and individually completed assignments. Introductory Lesson The unit will "e introduced with the completion of the first two columns of a ;4+ 7 now3want to now3learned8 chart on ecosystems. This chart will "e created using the *</0T note"oo feature in con#unction with the *</0T "oard so that it can "e saved. . will also use this time to e&plain to students the goals of our unit! as well as some of the activities that we will complete to help them reach those goals. %ollowing the ;4+! students will view a video on ecosystems and will "e introduced to ey terms. Then! students will "e a"le to modify the =want to now> section of the ;4+ following the video and will also "e allowed to "egin adding information to the =learned> portion. Resources *</0T "oard! laptop! *</0T note"oo software 7used for storing information li e the ;4+! showing videos! and demonstrating locating resources online8

*tudent computers 7-:-8: These will allow the students to research information on specified pro#ect topics within the classroom. *ome students 7appro&imately ?5@8 do not have internet access at home! so they are allowed to come in 15 minutes prior to the start of class to complete any homewor assignments re'uiring internet.

0eading materials: http:55www. -,reader.com5 7taiga! rain forest8 These handouts are availa"le for free online! so they will "e used to compensate for the lac of te&t"oo s and availa"le reading materials. They also provide a few 'uestions at the end of each article to provide a means of assessing comprehension! while also determining how well students understand the topic. .n addition! they provide opportunities for students to practice colla"orative reading! either with a "uddy or as a small group.

Aideos on ecosystems! food chains5we"s! etc: http:55study#ams.scholastic.com5study#ams5#ams5science5inde&.htm *tudy Bams is a free resource that provides access to short videos on a variety of topics. The videos are animated in a cartoon style which ma es them more interesting for my students. .n addition! these videos all include ey terms with definitions so that students can write them down or illustrate the concepts during the video. 7. typically pause to give them the opportunity to do this.8 %inally! each video has a =test yourself> component that provides an opportunity to as 'uestions of students. This allows them to discuss amongst their ta"le groups and present answers to 'uestions related to material presented in the video.

<aga$ines for cutting pictures: . plan to have a variety of maga$ines availa"le for students to use to cut out pictures identifying consumers! producers! and decomposers.

Trip to local a'uarium: . plan to use this opportunity to ta es the students on a field trip to a local a'uarium in order to use a local source with great value to this lesson. This will "e used to "egin a research pro#ect on animals from a'uatic ecosystems! and students will "e re'uired to ta e notes on a chosen animal during the visit. Graphic Visuals )omparing +arge and *mall *ystems: This introductory graphic will "e created in firewor s and will include images of a la e and a tree stump for comparison. .t will also include te&t to introduce the ecosystems unit. Ecosystem )omponents: This will "e designed to toggle "ac ground nowledge! as well as integration of previously learned concepts "y illustrating the "iotic and a"iotic features of ecosystems. This will "e created in firewor s and will use additional realistic images for demonstration purposes. +iving Parts: This will "e designed to help students differentiate producers! consumers! and decomposers through the use of images and te&t in chart form. +a e Ecosystem: This will "e designed in firewor s and will assist students in visuali$ing producers! consumers! and decomposers in an ecosystem through the use of magnified image components. %ood )hain: This will "e designed to illustrate components of food chains in order to provide

an e&ample for students to create their own and will "e created using firewor s. .t will provide information on the flow of energy within a food chain in the form of te&t and graphics. %ood 4e": This will "e designed to illustrate components of food we"s in order to provide an e&ample for students to create their own. .t will "e created in firewor s and will use multiple te&t colors to demonstrate hierarchy. Types of Ecosystems: This graphic will "e created in firewor s and will "e designed to illustrate e&amples of terrestrial and a'uatic ecosystems through the use of te&t and realistic images. /'uatic Ecosystems: This will "e presented prior to the a'uarium field trip in order to demonstrate some of the differences and similarities "etween fresh water and marine ecosystems. This will "e created in firewor s and will use te&t and graphic in chart form to display information. Assessment ethods

This unit incorporates a variety of assessment measures in order to gauge student learning. %or comprehension related learning! students will "e re'uired to develop personal definitions of ey words! complete an individual ;4+! and answer 'uestions following handouts pertaining to ecosystems 7lesson 18. *tudents will also complete a #igsaw activity where they will create charts in small groups that list facts and component features of taiga and rain forest ecosystems 7lesson 18. /nother activity includes the creation of collage style posters identifying e&amples of producers! consumers! and decomposers found in maga$ine pictures 7lesson ,8. *tudents will also "e re'uired to create e&amples of "oth food chains and food we"s 7lesson ?8. %inally! following the trip to the a'uarium! students will "e re'uired to wor individually to research an animal of their choosing from the a'uatic ecosystems presented at the a'uarium! which they will "e re'uired to present to our class 7lesson 18. This final lesson and assessment will incorporate a variety of concepts learned over the course of the unit and will serve as a summative assessment. Assessments and Goals )omprehension related assessments correlate with goals pertaining to reading and use of information. The #igsaw activity assessment correlates with the goals of colla"oration and identifying features of ecosystems. .n addition to the assignments of creating food chains and we"s! the assessment of the posters identifying producers! consumers! and decomposers correlate with the classification of animals and plants within ecosystems. %inally! the individual pro#ect assessment relates to goals of reading! writing! using technology for research! and sharing information with others! as well as synthesi$ing information on ecosystems. * Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html