Name: Olivia Filean

Grade/Subject: 5th grade Science

Date: 3/12/2024

Texas Essential Knowledge and Skills (TEKS): (C2)

The student can describe patterns, cycles, systems, and relationships within environments.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

The student can describe patterns, cycles, systems, and relationships within environments.

- Patterns/Cycles: Describe the cause and effect of population fluctuations, weather, etc. in an ecosystem.
Predict the cause and effect of different factors in an ecosystem.

- Systems: Describe the parts of an ecosystem

- Relationship: Describe how humans interact with ecosystems, and predict the cause and effect of certain
interactions.

3. SMART Objective(s): (C3)

A.By the end of this lesson, students in their table groups can observe and describe how a variety of
organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem

B. By the end of this lesson, students in their table groups can predict how changes in the ecosystem affect
the cycling of matter and flow of energy in a food web

C. By the end of this lesson, students in their table groups can describe a healthy ecosystem and how
human activities can be beneficial or harmful to an ecosystem

Essential Question:

A. Why is it important to have both biotic and abiotic factors in an ecosystem?

B. If an organism in a food web goes extinct, what would the affect be on the rest of the

web and the flow of energy?

C. Why is it important to have a healthy ecosystem? What can you do to ensure the

ecosystem remains healthy?

4. Central Focus (C4)

How will this lesson link with other lessons in the unit?

It will give students a basic understanding of the relationships in an ecosystem so they can build, create,
and understand interactions on a grander scale. (Intraspecific and interspecific relationships, biome
relationships, etc.)

Learning Targets

I CAN statements that

Clearly show alignment with TEKS

I can… describe biotic and abiotic interactions.

I can… describe how changes in an ecosystem affect the flow of energy and/or food webs.

I can… describe important factors to have a healthy ecosystem

5. Academic Language (C5)

Academic language represents the language of the discipline that students need to learn and use to engage
in the content area in meaningful ways.
There are 4 language demands to consider as you require students to read, write, speak, listen,
demonstrate, and perform.

Language Function (an active verb that students will use to demonstrate their learning in the assessments;
some examples are- explain, describe, predict, summarize, compare, evaluate, interpret, and justify):

The active verb mainly used for this unit will be Describe to demonstrate their learning

Vocabulary (words, phrases, and/or symbols that are used within disciplines):

Biotic: relating to or resulting from living things, especially in their ecological relations.

Abiotic: physical rather than biological; not derived from living organisms.

Trophic Level: position an organism occupies on the food web

Food Web: diagram consisting of all the food chains in a single ecosystem

Food Chain: a hierarchical series of organisms each dependent on the next as a source of food.

Carnivore: an organism only eating animals

Omnivore: an organism eating both plants and animals

Herbivore: an organism eating only plants

Decomposers: organisms that break down dead or decaying organisms

Primary: the first

Secondary: the second

Tertiary: the third

Producer: an organism that makes its own food

Consumer: a living creature that eats organisms from a different population

Heterotroph: an organism deriving its nutritional requirements from complex organic substances.

Autotroph: an organism that can form nutritional organic substances from simple inorganic substances
such as carbon dioxide.
Discourse (Structures of written and oral language, how will they talk, write, and participate in knowledge
construction: discussions, reports, essays, multi-media presentations, performance):

Think/pair/share
KWL
One-pagers
Table discussions
Presentations/reports

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Flow charts
Anchor charts
Vocab list

6. Targeted Language Supports (C5)

The resources, representations, and strategies you will provide to help students understand, use, and
practice the concepts and language they need to learn within the discipline

Site the researcher’s name as you refer to the strategy.

Language Function (How will you help them demonstrate the DO verb?)

Vocabulary Strategies - (GO TO Page)

1. Repetition of words

2. Anchor charts illustrating the word and defining it

Discourse strategies - (GO TO Page)

-Write: Rehearsal and memorization (Hattie)

Interactive vocab quizzes at the beginning of class for review and to introduce new words

-Talk: Classroom Discussions (Hattie)

Think/pair/share and table discussions

Syntax - (GO TO Page)

1. Fill in the blanks of missing words in an example

2. Matching words to definitions

Making Content Comprehensible (R9)

Utilize Personal Dictionaries; have students break into partners and read a passage highlighting
words they don't know in orange and words they do know in green.
Go to each group as they work and try and help them find definitions in the text of words, they are
unfamiliar with using context clues.
After the allotted time, I have a group discussion on tricky words and create a graphic organizer for
students to write down the words while I make an anchor chart of the words.

7. Assessment/Evaluation (C6)

Assessment(s) must be aligned to the TEKS,

and objectives.

Assessment of your TEK

Formative: As a table group, students will create a simple linear food chain and define the relationship for
each organism.

Summative: Students individually will create their own food web and energy flow diagram for a chosen
ecosystem, they will also define contributing biotic and abiotic factors.

Assessment of your language demands:

Formative: As table groups, students will describe the relationship between the different trophic levels of a
food web.

Summative: Students individually will write a short story about what would happen to an ecosystem if either a
primary producer, primary consumer, or secondary consumer were to go missing from the ecosystem.

8. Hook/Closure/Student Assets (C7)

Hook activity (make connections to prior learning)

Who Am I/What Am I game introducing different trophic levels, biotic factors, and abiotic factors.

Closure Activity: (make connections to prior learning)

Think/pair/share about what you learned today, then call on groups to share.

Personal assets: talk about how their individual choices have an effect on their ecosystem

Cultural assets: talk about how different cultures relied on a successful ecosystem to survive

Community assets: talk about their local ecosystem

9. Body of Lesson/Teaching Strategies and Learning Task(s) (C9)

I DO- teach about relationships within an ecosystem

WE DO- create flow charts on energy flow and food webs

YOU DO- explain the relationships of different factors and relationships within an ecostyemde

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the content,
process, product, and/or learning environment):

•Second Language learners / Cultural Diversity: Use of pictures and flow charts

• Gifted/advanced learners: More complex food webs with a more diverse range of relationships

Technology: -(GO TO page)

Blooms Create will be used to give students a program (CANVA) to create a one-pager over the material.

Marzano Strategy - (GO TO page)

Graphic Organizer – concept maps

Advanced Organizer – KWL chart

Higher Order Thinking Questions (GO TO page)

1. Describe the relationship between different trophic levels on a food web.

2. Describe a cause-and-effect relationship between an organism and its ecosystem

3. Describe why it's important for an ecosystem to remain healthy.

Grouping / Partnering Technique: (Hattie)

Large group for general instruction on material

Small groups/breakout groups to incorporate a more student-led learning environment to develop a more
in-depth understanding

Potential misconceptions and your plan to address them:

Understanding the difference between biotic and abiotic factors

Break down the definitions of biotic and abiotic, give examples of each, and have a small group
quiz/game categorizing and organizing a list of factors into biotic and abiotic

Organisms higher in a food chain/web eat everything that is lower in the food chain/web.

Describe omnivore, carnivore, and herbivore relationships.

The top of the food chain has the most energy because it accumulates up the chain.

Draw out a flow chart of energy transfer between trophic levels, and demonstrate how the levels
decrease as you move up the pyramid by assigning trophic levels to students, giving producers 10
beads, and having students pass over a specific number of beads to each level.

10. Resources and materials needed (C9)

Paper
Pencil
Markers
Beads
Laptop/electronic device compatible with Canva
Internet access for research
Table groupings
Large anchor chart paper
Construction paper with abiotic and biotic factors
Scissors
(How might you differentiate materials and resources for learners with various needs?)

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Management Strategies (CBM5)

What procedures will you employ to manage transitions, behavior, passing out materials,
engagement, etc.?

1. Bell Ringer Procedure

2. Asking questions, making comments, getting permission, etc. Procedure

3. Rewards Procedure

12. Academic Supports for Students (E6)

What instructional strategies and planned supports, will you employ to meet the needs of each
student that has identified special learning needs?

Adapt the goals or outcome expectations while using the same materials. Adapt how the student can
respond to instruction. Adapt the time allotted and allow for learning, task completion, or testing.

(E11)

Accommodation(s)- (A change that helps a student overcome or work around obstacles):

1. Extra time

2. Visual Aids

3. Small group time

Modification(s)- (A change in what is being taught or what is expected from the student):

1. Reworded questions in simpler language

2. Daily feedback

3. Pass/No pass grading

Strategies for ELLs (strategies that support language acquisition)

1. Provide explicit instructions and use visual aids.

2. Take time to learn about their language and culture to build relationships.

3. Focus on teaching concept words.

4. Increase their interaction with peers and teachers.

5. Give them plenty of time to work through and practice the assignment, question or material.

DELIVERY PLAN
1. Objective (Rigor) - SMART and should be visible on your board daily.

By the end of this lesson, students in their table groups can observe and describe how a variety of
organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem
2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?

- Who am I/What am I game introducing different trophic levels, biotic factors, and abiotic factors.

- Utilize KWL charts

•What will you do to open the lesson to motivate and engage the student’s interest in the content?

•How will you help students make connections to prior knowledge?

•How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN statements)?

•How will you identify/teach/assess language demands?

•How will you introduce language support?

•Is your opening congruent with the objective?

3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective? (Be sure you have done a task analysis to break the information/skill
into small manageable steps). How will you use strategies, technology, and learning styles? What
vocabulary and skills do the students need to master the material? Are the strategies you plan to use
congruent to the objective?

Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic
language support needed.
I DO- teach about relationships within an ecosystem
The active verb mainly used for this unit will be Describe to demonstrate their learning
Give and define vocabulary terms used in the lesson with visual aids
Allow for student discussion on terms, present a matching game for table groups,
and/or have students create a vocab one-pager defining and illustrating the word.
Discourse: Think/pair/share, KWL, One-pagers, Table discussions, Presentations/reports
Syntax: Flow charts, Anchor charts, Vocab list

Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as needed.
“Praise, prompt, and leave” is an excellent strategy to use. Outline your WE DO activities. Be
sure to incorporate strategies and academic language supports that are needed.
WE DO- create flow charts on energy flow and food webs
 Create an example flow chart and food web on a specific topic or ecosystem with the class
Prompt the class to pick an ecosystem from a provided list and create their own simple flow
charts and/or food webs (one organism per level) as a table group or individually if they
choose.
Second Language learners / Cultural Diversity: Use of pictures, vocab list, and example
flow charts
Gifted/advanced learners: More complex food webs with a more diverse range of
relationships

Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of a new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skills. Be sure to praise and assess strategies and academic language
supports that are being used.
YOU DO- explain the relationships of different factors and relationships within an ecosystem.
Have students read a passage and highlight the main points and vocabulary words
Have students individually create their own complex food web (multiple organisms per level)

•Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes permanent.
So, make sure the students understand how to proceed before moving to the practice phase of the
lesson. You may need to stop and reteach, so students practice correctly. How do you plan to
assess understanding? What HOTQs will you ask? List at least 3

What would happen if one from the producer level, and one organism from the
primary/secondary consumer level were to die off?
What would happen in a parasitic/mutualistic/commensalism relationship if one of the
organisms were to go extinct...what would happen if one of the organisms' populations
were to dramatically increase?
Why is it important to have producers, consumers, and decomposers?

4. Assessment – How will we know that the students have individually mastered the objective?
What evidence will be collected? What will be an acceptable score? What evidence will be collected
to demonstrate mastery of language demands?

Assessment(s) must be aligned to the TEKS,

and objectives.

Formative: As a table group, students will create a simple linear food chain and define the
relationship for each organism.
 Summative: Students individually will create their own food web and energy flow diagram for a
chosen ecosystem, they will also define contributing biotic and abiotic factors.

Assessment of your language demands:

Formative: As table groups, students will describe the relationship between the different trophic levels
of a food web.

Summative: Students individually will write a short story about what would happen to an ecosystem
if either a primary producer, primary consumer, or secondary consumer were to go missing from the
ecosystem.

5. Resources - What materials will you need for a successful lesson?

Paper
Pencil
Markers
Beads
Laptop/electronic device compatible with Canva
Internet access for research
Table groupings
Large anchor chart paper
Construction paper with abiotic and biotic factors
Scissors

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was
learned?

Finish filling in their personal KWL charts

Have a class KWL chart where students can share their favorite thing they learned

NOTES: