Lesson Plan

Teacher Candidate: Miss O’Flynn Date: 2/17/22

Group Size: Whole Group Allotted Time: 30 Minutes Grade Level: 4th

Subject or Topic: The Water Cycle and Weather Elements - Lentic and Lotic

Common Core/PA Standard(s)

Standard - 3.3.4.A5: Describe basic weather elements. Identify weather patterns over time.

Standard - 4.2.4.B: Describe the characteristics of different types of wetlands.

Learning Targets/Objectives
● Using their knowledge of the different types of water, they will be able to make
observations of the different characteristics in the pictures.
● After their observations around the classroom, the students will use their observations
to determine what kind of ecosystem each picture is.
● After the slideshow, the students will be able to tell the difference of what a lentic or
lotic ecosystem is.
● After the slideshow, the students will also be able to identify if the different types of
ecosystems around the room are lentic or lotic ecosystems.
Formative Assessment Approaches Evidence observation or method of collection
1. Individual Observations 1. The class will write down their
2. Exit ticket Worksheet observations of what they see in the
different pictures around the room and
hand it in to the teacher when done.
2. After the slideshow is done, the class
will go back to their seats and
complete an exit ticket worksheet
which is about lentic and lotic and
examples of the ecosystem.
Assessment Scale for any of the assessments above if needed
1. Individual Observations - They would be graded using checks.
a. ✓+ : The child wrote down super detailed things they observed in all 8 of the
pictures around the room.
b. ✓ : The child wrote down simple things they observed in some of the pictures
around the room.
c. ✓- : The child wrote down little or no observations that they observed in little
to none of the pictures around the room.
2. Exit Ticket Worksheet -
a. The students will get a grade out of 8.
i. 1 point for every lentic aquatic ecosystem they get correct. Total of 3
points.
 ii. 1 point for every lotic aquatic ecosystem they get correct. Total of 3
points.
iii. 1 point for the correct definition of lentic.
iv. 1 point for the correct definition of lotic.

Subject Matter/Content to be taught in the lesson

● Lentic and Lotic Ecosystems

Prerequisites
● The students took the pre test that mentioned lentic and lotic.
● The students have also been discussing different types of water systems.

New Key Vocabulary

Lentic- relating to or living in still fresh water.
Lotic- relating to or living in actively moving fresh water.
Ecosystem- a biological community of interacting organisms and their physical environment
Swamp- an area of low-lying, uncultivated ground where water collects
Bog- wet muddy ground too soft to support a heavy body.
Lake- a large body of water surrounded by land.
Pond- a small body of still water formed naturally or by hollowing or embanking.
Stream- a small, narrow river.
Creek- a stream, brook, or minor tributary of a river.
River- a large natural stream of water flowing in a channel to the sea, a lake, or another such
stream.
Marsh- an area of low-lying land which is flooded in wet seasons or at high tide, and typically
remains waterlogged at all times.

Content/Facts
● Lentic Aquatic Ecosystem
○ A lentic ecosystem is relating to or living in still fresh water
■ Examples
● Lake
● Pond
● Marsh
● Bog
● Swamp
● Lotic Ecosystem
○ A lotic ecosystem is relating to or living in actively moving fresh water
■ Examples
● River
● Creek
● Stream
Introduction/Activating/Launch Strategies
● Before the lesson starts, the teacher will hang the different types of water around the
room.
● The pictures are labeled 1-8 and are also in the correct order in the slide show.
 ○ Lake - 1
○ Swamp - 2
○ Streams - 3
○ Bog - 4
○ Creek - 5
○ Marsh - 6
○ Pond - 7
○ Stream - 8
● The teacher will also have the slide show ready on the Smartboard
● The teacher will ask the class if anyone knows any types of water.
○ The students will raise their hand and answer the question
■ Some types of water are oceans, lakes, etc.
● The class will discuss that there are several types of water all around Earth
● The teacher will explain to the class that we will be talking about the different aquatic
ecosystems and discuss what lentic and lotic means.
Development/Teaching Approaches
● The teacher will explain that there are different types of water around the room.
○ The class will be going to each picture around the room and write down their
own observations about different things they see in the picture.
○ They will just be writing down different things they see in the different pictures.
● They will have around 7-8 minutes to go to the 8 stations and write 2-3 bullet points.
○ This will spark conversation for the slideshow after this.
○ The students will label their lined paper 1-8.
● After 7-8 minutes the teacher will call the students back to their desks.
● The teacher will pull up the slideshow.
● The teacher will go through all the pictures one by one.
○ The teacher, for example, will ask about number one.
○ The teacher will call on different students and ask them to share one thing they
observed about that picture.
○ The teacher will ask anyone if they know what the aquatic ecosystem is called.
○ After a few students shared and possibly guessed what type of ecosystem it is,
the teacher will put up the slide of that ecosystem.
○ The teacher will continue this for each of the 8 pictures.
● Once the class has shared their observations, and guessed and identified the ecosystem,
the teacher will click to the next slide and will say “Let's talk about Lentic and Lotic
now.”
● The teacher will click to the next slide and ask the class if anyone knows what the word
lentic means.
○ The students will raise their hand to take a guess.
○ The teacher will tap the screen and the definition will pop up.
○ The teacher will explain that lentic means relating to or living in still fresh
water.
○ Then the teacher will ask the class if any of the pictures they observed around
the room would be lentic ecosystems.
■ The students will raise their hand to take a guess.
 ○ When a few students have taken a guess, the teacher will click on the slides and
share what the lentic ecosystems are around the room.
● The teacher will repeat the same thing with lotic.
○ The teacher will click to the next slide and ask the class if anyone knows what
the word lotic means.
■ The students will raise their hand to take a guess.
■ The teacher will tap the screen and the definition will pop up.
■ The teacher will explain that lotic means relating to or living in actively
moving fresh water.
■ Then the teacher will ask the class if any of the pictures they observed
around the room would be lotic ecosystems.
● The students will raise their hand to take a guess.
■ When a few students have taken a guess, the teacher will click on the
slides and share what the lotic ecosystems are around the room.
● After the slideshow is done, the teacher will ask the class if they understand and can
explain the difference between lentic and lotic.
○ The students will raise their hands to tell the class the difference between lentic
and lotic.

Closure/Summarizing Strategies
● The teacher will then explain to the class that the difference between lentic and lotic is
that lentic is still freshwater and that lotic is actively moving freshwater.
● The teacher will then hand out the exit slip.
○ The teacher will explain that the exit ticket is to check the students'
understanding.
○ The students will define lentic and lotic on the exit ticket.
○ The students will also write down 3 different types of lentic and lotic
ecosystems.
○ When finished, the students will hand in the exit ticket to the teacher.

Accommodations/Differentiation
The life skills students will
● work with a partner during the observations around the room.
● color a picture of a lake and the teacher will explain that a lake is still water and it does
not move.
Materials and Resources:
● Lined paper
● Slideshow on Lentic and Lotic Ecosystems
○ https://docs.google.com/presentation/d/1p89vrJew1u4zEAbNT4mNoMaHonD
NpbROOzfNL5ixd9I/edit?usp=sharing
● 8 pictures of aquatic ecosystems labeled 1-8
● Exit ticket
○ https://docs.google.com/document/d/1E_xsxdA7JFrQY7osJXOIOpkK5K0AVm
IarBwmfFhO4Q8/edit?usp=sharing
 Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Overall, I would definitely give the students a couple more minutes with the observations
around the room. My students tend to get sidetracked really easily and did not get to go to
all of those pictures around the room.

Personal Reflection Questions

● Did I try to put too much in one lesson?

● Should I have incorporated a video or two in my lesson?

Additional reflection/thoughts
The lesson went really well overall! The students were super engaged and enjoyed the topic!
They liked being able to move around the room and enjoy when I incorporated the smartboard in
my lessons. The group discussions went smoothly and lots of students participated.