Developmental Lesson Plan

Teacher Candidate: Chloe Katinas

Date: Group Size: 20-23 Allotted Time: 45 minutes

Grade Level: 3rd Grade

Subject or Topic: Ecosystems

Common Core/PA Standard(s):
● Standard - 3.1.3.A2
Describe the basic needs of living things and their dependence on light, food,
air, water, and shelter.
● Standard - 4.1.3.D
Identify organisms that are dependent on one another in a given ecosystem.
Define habitat and explain how a change in habitat affects an organism.
● Standard .4.2.4 Describe how ecosystems change in response to natural and human
disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires).

Learning Targets/Objectives:
The 3rd grade student will be able to define the basic parts of an ecosystem by filling out
noites in a graphic organizer and create a flipbook of the parts of an ecosystem
Assessment Approaches: Evidence:
1. Thumbs up thumbs down 1 Students showing if they understand by
2. Graphic organizer putting their thumb up or down
2. Completed notes in the graphic organizer

Assessment Scale:
5/5 all parts of the ecosystem with the definition and pictures
4/5 missing one part of the ecosystem still has definitions and pictures
3/5 missing 2 parts of the ecosystem still has definitions and pictures
2/5 missing 3 parts of the ecosystem still has definitions and pictures
1/5 missing 4 parts of the ecosystem still has definitions and pictures

Subject Matter/Content: Ecosystems

Prerequisites:
● Understanding of how animals and other living species interact in the wild

Key Vocabulary:
● The environment: the living and nonliving things that surround a specific living thing
● A population: a group of the same type of living thing living in the same place at the
same time
● A community: all the populations living in a ecosystem
 ● Habitat: the home of a population
Content/Facts:
● Living things get what they need to live from their environments
● They need things such as air, water,food, and shelter
● When living things share an environment they also have to share the things they need
● Ecosystems can be changed for a variety of different reasons such as by nature or by
people
● Many communities have rules in place to help preserve the ecosystem
Introduction/Activating/Launch Strategies:
● “Hi everyone! Today we are starting a new unit in science, in this unit we are going to
learn about how all living things interact and co exist with one another in the wild.”
● “Today we are going to learn about what an ecosystem is and the different parts that
make up an ecosystem.”
● “First we are going to watch some of this brainpop video that does a good job giving us
an overview of what an ecosystem is.”
● Teacher will play the first 3 minutes of the Brainpop video.
https://www.brainpop.com/science/diversityoflife/ecosystems/movie

Development/Teaching Approaches
● “After watching that video, who can tell me what a community is?”
● Teacher will give students time to answer.
● “Yes, a community is all the populations living in an ecosystem“What about a
habitat?”
● Teacher will give students time to respond.
● “A habitat is the home of a population”
● “Now that we have a better idea of what we are going to talk about today, let's turn to
page 86 in your science books.”
● Teacher will read pages 86-90 and stop periodically checking for understanding of the
knowledge.
● “ Throughout this unit we are going to be taking notes using this graphic organizer”
● Teacher will pass out the graphic organizers and will have students complete the notes
for lesson 1.
● These notes will include the definition for: environment, population, community and
habitat.

Closure/Summarizing Strategies:
● “Okay please give me a thumbs up when you have finished copying your notes- when
you are done with your notes you may put this away and pack up. Tomorrow we are
going to talk about different types of forests.”

Accommodations/Differentiation:
Follow all IEPs
● Guided notes
● Fill in the blank flip book
Materials/Resources:
● https://www.brainpop.com/science/diversityoflife/ecosystems/movie (first 3 minutes)
● Graphic organizer
● Pencil
● Science textbook
● Markers
● 5 pieces of colored construction paper

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Did I plan enough within the given time? Are my students engaged?

Additional reflection/thoughts

Overall this lesson went well! The students were very excited to be starting science again.
They had plenty of questions and they loved getting to work hands on making the flip
books. They seemed to retain the information when they had to transfer it into the flip-
books and now they have a creative from of notes that they made themselves