Professional Documents
Culture Documents
Components of An Ecosystem Lesson 2
Components of An Ecosystem Lesson 2
interactions
MST Standard 4: Students Bell ringer and link to ecology: what Students
will evaluate what factors Discussion
will understand and apply are the different components of our may be
present in our school yard
scientific concepts, principles school yard? Whole class generated ecosystem
and theories pertaining to the list. Prompt students to think about
physical setting and living what underlying commonalities
environment these items have.
Students
will be able to analyze the Group work- list, sort , label
Students
will be able to categorize the Exit slip responses
Essential Question(s): How important are the relationships and interactions in your
life?
Imagine life in a bubble, what would you need to sustain life?
____________________________________________________________
Bell Ringer and Bell Ringer (on board): What components make up the school
yard?
Prior Knowledge Create a list of the different components of the school yard.
Allow
Tap – this can be students to respond by recording their answer in their
notebooks. Select
together or students to share their answers with class. The teacher will
record the
separate student’s responses on the board. Once the list is generated
ask the
students to think about what similarities/differences exist
between the
items generated. We will return to the list at the end of the
class period.
________________ ____________________________________________________________
Following the pre-test and bell ringer discussion:
Using the attached powerpoint presentation and guided notes
handout the
teacher will give a lesson on the components of ecosystems.
(Research
based instructional strategy- summarizing and note-taking)
B. Ask students what they think the items on the board may
have
in common and if they were to categorize these items how
would they differentiate? Select a student to answer, if
the
desired outcome is not identified see if anyone else in
the class
can come up with the desired response. (Desired response:
These items can be categorized as either abiotic or biotic
factors)
C. The teacher will then hand out exit slips to the students
and
give the following directions: “on the exit slip identify
the
items written on the board as either biotic or abiotic
factors of
our school yard. The teacher will have two students repeat
the
directions to check for procedural understanding.
Checks for Thumbs up, thumbs down activity: Students will accurately
identify a
understanding – given examples as either abiotic or biotic factors (formative
assessment –
directions, check for understanding)
procedures,
routines, and List, Sort, Label- students work corporately to distinguish the
components
content of a fish tank as either abiotic or biotic factors (formative
assessment-
(formative) check for understanding)
Lesson Questions:
What are the components of an ecosystem?
Lesson Objectives:
2.
3.
2.
• Minerals in soil
• Oak tree
• Mushrooms
• Ground water
• Squirrel
• Mountain lion
Pre-test: Components of an ecosystem
What is predation?
List, Sort, Label –Abiotic and Biotic factors of a Freshwater pond
Water Fish
Temperature insects
pH of water algae
rocks bacteria
Name_________________
Date__________
Directions: Identify the items written on the board as either biotic or abiotic
factors of our school
yard.