Jade Jackson 3/12/2014 edTPA Indirect Instruction Lesson Plan Template Design an Ecosystem!

_____________________________________________________________________________ Central Focus/Big Idea: Explore the components of an ecosystem and the relationships among species within Subject of this lesson: Ecosystems Grade Level: 5th grade NC Essential Standard(s): 5.L.2 Understand the interdependence of plants and animals with their ecosystem. Next Generation Science Standard(s): 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Disciplinary Core Ideas-LS2.A: Interdependent Relationships in Ecosystems the food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as decomposers. Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1) 21st Century Skills: 4th grade Creativity and Innovationthese set of skills call for observation and questioning the world around us. 4th grade Critical Thinking and Problem Solving students will be creating their own experiment to answer a given question and they will discuss their ideas with others. Academic Language Demand Language Function: Students will be expected to first observe experiments, analyze what happened, predict what will happen next and then give their own explanation for the phenomenon. Analyze Interpret Argue Predict Categorize Question Compare/contrast Describe Retell Summarize Explain

Scientific Vocabulary: a/biotic, ecosystem, soil, producers, consumers, decomposers, food chain, plants, species, niche, community, population

Instructional Objective: Students will design and create their own ecosystem. After observing, they will be able to identify the role each species plays within the system, its niche. Students will be able to successfully answer 9 out of 10 questions given in the evaluation phase of the lesson. Additionally, they will be able to illustrate their understanding using an example of the niche they feel they play within their own community. Prior Knowledge (student): Students should understand fundamentals about an ecosystem and interactions that takes place within. Content Knowledge (teacher): The teacher should have a full understanding of an ecosystem and be prepared to give many examples of different types of ecosystems. Instructor should consider any misconceptions about ecosystems and be prepared to address them. Accommodations for special needs (individual and/or small group): For students with any sort of disadvantage, I will be sure to group him/her in an appropriate, supportive team. Materials and Technology requirements:
Books about ecosystems (specifically under the soil) Worksheet with guiding questions Soda bottles or two clear cups to contain ecosystem Screen net (to keep worms in but allow drainage) Bucket of dirt/soil Bucket of rocks/pebbles Living organisms earthworms, isopods, plants Sticks, twigs Permanent marker to label ecosystem Moss Butcher paper/trays Ecosystem jeopardy game

Total Estimated Time: 50 minutes Source of lesson: Original idea Safety considerations: Most of the concerns for this lesson are about the mess it might create, it would be ideal to do this outside if possible. We will be using live animals, so treat them with care and be sure to release them after the lesson. Content and Strategies (Procedure)

Engage: Use PowerPoint to pull up hidden word search puzzle for life in the soil. Use smart board to highlight/circle words as a warm up. Show students book Life in a bucket of soil and read exert from the first chapter, which describes the ground beneath our feet. Ask students what do you think we might find under our feet? While it seems like such a quiet place, there is a lot going on underground, it is an important ecosystem that is responsible for a lot. Ask for a discussion among students about the importance of soil. Soil means something different to all of us, aample questions: what might soil mean to a farmer? Construction worker? Geologist? Earthworm? Bird? Maple tree? You? Have you all ever thought of soil as an ecosystem? Explore: Students will be encouraged to work within their groups to design their own ecosystem with materials supplied by instructor. Directions should be given very explicitly and done in small increments so that everyone stays on task. 1. I will give each group a container for their ecosystem, please write your group name on the side of the container 2. Choose one person to come up and put a layer of small pebbles down on the very bottom. These pebbles will help with drainage, about 1-3 inches is appropriate. 3. Another person from your team will now come up and get the soil for your ecosystem. Depending on the plants you choose to put in your ecosystem will determine the soil level. Usually between 3-4 inches works well. 4. The next person will come up and get the plant for your team. For today, we will be using Ferns. 5. Up next, we will supply the worms! This brave person will come collect 4-5 worms for their ecosystem 6. In addition to worms, we will also have isopods (aka sow bugs) 7. Your group may add any of these sticks/twigs also While you are observing your ecosystem, there are a few things we need to consider. Here is a list of questions Id like you to answer with your small group. Elaborate: Students will discuss and answer questions from the attached worksheet. We will go over the answers in class and generate a discussion concerning our observations and inferences. If students are still struggling to comprehend key vocabulary terms, an ecosystem jeopardy game can be played.

Evaluate: Worksheets with guiding questions for experience will be given and completed in small group. I will evaluate their knowledge of ecosystems by the number correct on their assessment.

To be completed after the lesson is taught as appropriate Assessment Results of all objectives/skills: Reflection on lesson: CT signature/confirmation: _________________________________ Date: ________________