CCSS.ELA-LITERACY.SL.7.1.C
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and
ideas that bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.SL.7.1.D
Acknowledge new information expressed by others, and, when warranted, modify their own views.
CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions,
facts, details, and examples.
CCSS.Science-MS-LS2-3.
The students understand the defining boundaries of the ecosystem and the flow of energy associated with an
ecosystem.
Transfer: Students will demonstrate understanding of the workings of an ecosystem and apply it to a new problem or
situation. Students will be able to recognize the different parts of an ecosystem when given various environments to
analyze. Students will also be able to identify the parts of an ecosystem and the flow of energy with at least 85%
accuracy on the exit ticket and be able to accurately recall the information on the end-of-unit exam.
Meaning Making: Students will understand and keep considering the idea that ecosystems apply to any type of
natural environment, regardless of whether one environment is dry or wet, for example.
Understandings: Students will understand there are different levels of an ecosystem and what they are called. They
will also understand: organisms and their environments are interconnected; changes in one part of the system will
affect other parts of the system; and that humans can alter the living and non-living factors within an ecosystem,
thereby creating changes to the overall system.
E
I will provide the students with an exit ticket for their self-reflection of the Students will have the opportunity to
learning and I will allow students to work in groups for specific activities work in peer learning groups to help
to facilitate self-evaluation. each other and aid in self-evaluation.
They will also complete an exit ticket
that is a reflection of the lesson’s
content.
T
I will constantly remind students to ask for help but additionally, I will Students will have the opportunity to
have copies of the digital activities for students to read off of, if they so participate in a variety of ways and will
choose, and mark up. Students can also be quizzed using flash cards. be given options, for instance, on ways
An example ecosystem will be displayed in the classroom. For students by which they can complete the exit
who require extra time or assistance, there will be a designated table at ticket or complete the night’s
the back of the room. Variations of the exit ticket can also be provided. homework.
Finally, adaptations of the homework can offered based on individual
need.
O
1. Begin with entry question and Kahoot quiz Students will follow the learning
2. Introduce essential questions and key vocabulary performance predetermined by the
3. Introduce PowerPoint presentation teacher.
4. Student ecosystem rendition using dry erase boards or
paper/coloring utensils and share in groups
5. Smartboard storyboard Activity (students will draw or drag
images to show flow of energy and label an ecosystem that is
shown for them)
6. Exit ticket and self-evaluation on their impact on the
ecosystems
Key Resources and Materials Used: Websites, books, film clips, etc.
Type of Resource/Material: Online quiz system; digital Name of Resource/Material: Kahoot quiz; PowerPoint; dry-erase
presentation; drawing; digital interactive activity; exit ticket boards and/or paper/coloring utensils; Smartboard; Exit-ticket:
Parts of an ecosystem
Digital formats, such as PowerPoint, Task instruction can be simplified, Students can
Kahoot, and the Smartboard, will be for example during the PowerPoint respond to
used to adapt methods of engagement Presentation, and rules can be questions in
and hands-on activities are accommodated to fit learner writing, verbally, or
implemented in to the lesson. Pre- needs. use of hands on
assessments are used and students material, including
work independently as well as in peer dry-erase boards.
groups.
During Smartboard activity, one student Most students should be able to If necessary,
can edit the “storyboard” while receiving identify and label the characters in teacher can
feedback from his/her students on an ecosystem with proper personally assist
where to label or place images. Teacher vocabulary but an alternate goal of students who
may also engage in think-alouds at identifying actors without proper severely struggle
beginning of class instruction. vocabulary can be utilized in a with academics.
student needs it.
GRADING
Participation may count. Kahoot quiz grades will not be counted but exit tickets will be put into grade
book.
Exit Ticket — Parts Of An Ecosystem
G. Explain how two different organisms compete for a resource. What resource are
they competing for?
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H. Give an example of how a living organism depends on a non-living organism.
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I. Give one example of how a living organism depends on another living organism to
survive.
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