STEM 434/534 Lesson Planning Template Spring 2021

(Complete answers in Purple font)

Name: Victoria Austin Grade:3 Topic:Living Systems

Brief Lesson Description: Students will explore aquatic and terrestrial ecosystems through hands-on inquiry based
pedagogy.

Specific Learning Outcomes:

describe major water-related ecosystems and examples of animals and plants that live in each.

describe major dry-land ecosystems and examples of animals and plants that live in each.
compare and contrast water-related and dry-land ecosystems.
explain how animals and plants use resources in their ecosystem.
distinguish between a population and a community.
predict what would occur if a population in a specific ecosystem was to die.
analyze models or diagrams of different water-related ecosystems in order to describe the community of
organisms each contains and interpret how the organisms use the resources in that ecosystem.
analyze models or diagrams of different dry-land ecosystems in order to describe the community of
organisms each contains and interpret how the organisms use the resources in that ecosystem.
list ways that humans can help conserve limited resources.

How did this lesson develop as a result of your examination of research and data about employing culturally
sustaining pedagogical strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
Students will be able to explore their interest by student-choice summative assessment. Students with learning disabilities
will be accounted for in differentiated planning.

Narrative / Background Information

Prior Student Knowledge: Animal and Plant organisms The living organisms in an ecosystem are divided into three
categories. Each is a producer, a consumer, or a decomposer. All the consumers are a herbivore, a carnivore, or an
omnivore. All the consumers are also either a predator or are prey.

Science VA SOL Health VA SOL NGSS (You may have to look to a

Healthy Decisions different grade level for the
connection)
3.6 The student will 3.2 The student will
investigate and understand that demonstrate the ability
ecosystems support a diversity to use essential health 5-LS2-1 Ecosystems:
of plants and animals that concepts to improve Interactions, Energy,
share limited resources. Key personal health.
concepts include Community/Environmental
and Dynamics
Health Develop a model to describe the
a) aquatic movement of matter among
ecosystems; a. Analyze how reducing, plants, animals, decomposers,
b) terrestrial reusing, and recycling and the environment.
ecosystems; products promotes a
c) populations and healthier environment.
communities; and
d) the human role in
conserving limited 3.3
The student will
resources. promote health and
safety at school and at
home.
Community/Environmental
Health

a. Demonstrate ways to
reduce, reuse, and
recycle at home, at
 school, and in the
community.

Science & Engineering Practices: (You must tie engineering practices into your plan)
For summative assessment, students will build a terrestrial or aquatic ecosystem in a shoe box.

Possible Preconceptions/Misconceptions: I predict a possible misconception/ preconception might come from the
difference of populations of fish belonging to different aquatic ecosystems- will have to explain freshwater and saltwater to
combat.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events
are awesome to use here)
Students will make a KWL chart about ecosystems. Next teacher will read to the whole group about ecosystems and after
the book is read the teacher will lead the class in an inquiry conversation about what would happen if a certain part of an
ecosystem was taken away. During that conversation the teacher will review prior knowledge of the living organisms in an
ecosystem that are divided into three categories. Each is a producer, a consumer, or a decomposer. All the consumers are a
herbivore, a carnivore, or an omnivore. All the consumers are also either a predator or are prey. Students will then complete
the learned section of the chart at their seats working with table partners.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Aquatic ecosystems YouTube salt water v fresh
differences in aquatic ecosystems

EXPLAIN: Concepts Explained and Vocabulary Defined:

Students will make a piece of paper folded in half horizontally with two vertical cuts creating a trifold to write the definitions
on.
Vocabulary:
Population is a group of organisms of the same kind that lives in the same place. Examples of a population are a flock of swans in a
pond, a school of fish in a river, and a herd of cattle in the grassland.

A Community is all of the populations that live together in the same place. An example of a dry-land community would be a forest
made up of trees, squirrels, worms, rabbits, and hawks. An example of a water- related community would be an ocean made up of fish,
crabs, and seaweed.

An ecosystem is a community of living organisms (plants, animals and microbes), nonliving components, and a primary
source of energy interacting over time within a defined locale, all interacting as a system.

ELABORATE: Applications and Extensions:

Students will now use the tri-folds to add drawings for examples and write at least 3 examples underneath. Teacher will be
floating to help and make sure examples are correct.

EVALUATE:

Formative Monitoring (Questioning / Discussion): Compare and contrast 4 things for aquatic and terrestrial ecosystems

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Students will create a shoe box project of an aquatic or terrestrial ecosystem that includes at least 2 animals,
2 plants, and two non living things.
Plan for differentiation: (Be sure to specifically address the following learners)

● Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) - Printed organisms venn
diagram manipulative sorts
● ELL- Will be proved with manipulatives- printed out organisms to sort in a venn diagram and labeled in both
languages.
● Gifted learners- Venn diagram sorts of animals that share both aquatic and terrestrial ecosystems ex frogs- can
do so first by critical thinking followed by research via chromebook.

Elaborate Further / Reflect: Enrichment:

● How will you evaluate your practice? I have not had the opportunity to conduct this lesson, if I did I would have
reflected through formative assessment and asked students how they liked the material presentation .
● Where might/did learners struggle in the lesson? Project time management, and possibly their preconceptions of
which ecosystem certain organisms are in.
● How can the lesson be strengthened for improved student learning? Assigning specific parts of the summative
project for homework gradually till completion.
● Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?

Materials Required for This Lesson/Activity

Estimated
Quantity Description Potential Supplier (item #)
Price

25 Chromebooks for research Should be provided by school

system
25 Pieces of paper Should be a provided resource 2 dollars max
to teacher
25 Shoe boxes Provided by home, could 1 dollar
purchase a dollar tree box if
needed