Name

Class
Date

Indirect Instruction Lesson Plan Template

Ecosystems

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Central Focus/Big Idea: Ecosystems. They will learn about the abiotic and biotic factors that
live in the ecosystem and how they need each other to survive.

Subject of this lesson:

Ecosystems

Grade Level:
5th

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 plant, animals,
decomposers, and the environment.

21st Century Skills: Creativity. Students will have to be creative to think of their own
ecosystems and what they want to put in it.

Collaboration. Students will have to work in pairs and groups to have their project complete.

Academic Language Demand

Language Function: I chose categorize as an important language function the students
need for this lesson. The students have to categorize organisms into either abiotic or
biotic categories.

Analyze Argue Categorize Compare/contras Describe Explain

t
Interpret Predict Question Retell Summarize

Scientific Vocabulary: Abiotic, biotic, ecosystem

Instructional Objective: In groups of 3-4, students will learn how to categorize organisms into
abiotic and biotic. Students will need to get 7/8 correct on their exit ticket.
Prior Knowledge (student): Students should have some type of background knowledge of what
an ecosystem is. They should know how to separate objects into two categories.

Content Knowledge (teacher): The teacher needs to know what an ecosystem is. They should
know the difference between abiotic and biotic factors. They should know why ecosystems need
both of these to survive and what would happen to the ecosystem if one dies off.

Accommodations for special needs (individual and/or small group): For students with special
needs I will have my own small group. I will be able to explain each definition more thoroughly.
I will also have pictures with the name of each animal on them. This way if they are a more
visual learner they also have picture. I will also pair them up with a student that has a good
understanding of the concept and would feel comfortable helping the student out.

Materials and Technology requirements:

1 clipboard for each student
1 pencil for each student
1 piece of paper for each student
4-5 poster size pieces of paper
Markers

Total Estimated Time: 1 hour 30 min

Source of lesson: http://www.cpalms.org/Public/PreviewResourceLesson/Preview/76030

Safety considerations: I will make sure the students are safe by continuously monitoring them.
When we go outside I will make sure nobody wanders off or throwing rocks or sticks at other
students.
 Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.

Engage:
The teacher will ask students what they know about ecosystems already. The teacher will create a
chart on what the students already know and what they would like to know about ecosystems.
What lives in an ecosystem?
Where could you find an ecosystem?
Do plants live in an ecosystem?

Explore:
Students will make a T-chart on a piece of paper with one side labeled living and one labeled
non-living. The teacher will tell the students they are now going to go outside with their paper, a
clipboard, and a pencil. When they are out there they should be looking around for things that are
living and non-living that they can write down in their T-chart. After about 5 minutes students
will come back inside to discuss what they found.
What objects might you find in an ecosystem?
What would make them living?
What would make them non-living? How do you know?

Explanation:
Students will share their T-charts with a partner. They will discuss what they had in the living
side and what they had in the non-living side. After a few minutes the teacher will ask the
students if there was any disagreements in their groups. If not, ask students what they think the
sun would be labeled as. What about soil or water? Explain how these are non-living things, but
are necessary for an ecosystem to survive. Then give examples of plants and animals that are
living. Explain how living things are biotic and non-living things are abiotic.
Would a stick be considered a non-living thing?
Why is a rock important in an ecosystem?
What would happen if one thing in an ecosystem died out?
How did you decide if something was living?

Elaborate
The teacher will then get students into groups of 3-4. Each group will get one piece of paper.
They will have to create their own ecosystem and have 4 abiotic factors and 8 biotic factors.
They should draw a picture of each item in their ecosystem and have a reason why it is there.
After about 15 minutes each group will share with the class what they drew and why. The teacher
will make sure they have the right amount of abiotic and biotic factors in their ecosystem.
Is your ecosystem in a certain area?
 Does your ecosystem have more than just animals for biotic factors?
How did you decide what to put in your ecosystem?

Evaluate:
Summative: I will give students a list of objects and they will have to put them in the categories
of abiotic or biotic.
List: Tree, sun, frog, deer, water, fungi, soil, grasshopper
Answer: Abiotic: sun, water, soil
Biotic: Tree, frog, deer, fungi, and grasshopper

Formative: I will walk around during the lesson and ask the students questions to make sure they
understand the concept.
To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________