Imb Science LP Ecosystems

Name: Megaan Windeknecht Class: ELED 3221 Date: 3/18/14 edTPA Indirect Instruction Lesson Plan Template Fuzzy
Situations _____________________________________________________________________________ Central Focus/Big Idea: Gain a better understanding of how parts of an ecosystem work together as well as gain an appreciation of the importance of balance in the ecosystem. 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. 5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands). Next Generation Science Standard(s): 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.] 21st Century Skills: Communication: Students demonstrate and explain their results to the classroom in the form of a short presentation. Collaboration: Students work collaboratively with others in the science classroom to determine solutions. Academic Language Demand Language Function: Students will question a problem in the situation given to them, explain how they would fix the problem, and describe the new ecosystem or food chain that would fix the problem. Analyze Interpret Argue Predict Categorize Question Compare/contrast Describe Retell Summarize Explain
Scientific Vocabulary: Ecosystem, food chain, consumers, producers, decomposers, energy
Instructional Objective: The students are to gain a better understanding of how parts of an ecosystem work together. The students are expected to learn the importance of balance in an ecosystem. I will know the students have learned this if they are able to complete the activity with reasonable solutions and be able to explain their answers. The students will have met the objective by working cooperatively in groups and participating in the short presentation. Prior Knowledge (student): Students should have a clear understanding of an ecosystem. They should be able to identify the living and nonliving factors in the ecosystem and label a food chain according to producers, consumers, and decomposers. Content Knowledge (teacher): The teacher also needs to have an understanding of an ecosystem as well as know the parts of a food chain. Accommodations for special needs (individual and/or small group): I will group students with special needs with higher-level students so they can help. I will also walk around the classroom while the students are working on the fuzzy situations to provide support. Materials and Technology requirements: fuzzy situation cards Total Estimated Time: 1 hour Source of lesson: http://www.learnnc.org/lp/pages/3451?ref=search Safety considerations: I will make sure all the students are working cooperatively in the groups.
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: I will review what the students have already learned about food chains and the ecosystem. I will ask, Who can tell me what an ecosystem is? What are some new words youve learned that have to do with the ecosystem? What do they mean? I will make sure the students understand the importance of balance in an ecosystem. Explore: I will break the students up into 8 groups. Each group gets their own situation. The students are to read their situation and collaborate to creatively think of ideas to fix the problem. I will ask, What are some ideas you have to fix this problem? What is missing in this ecosystem? What needs to be fixed so the ecosystem will be balanced? Are you creating anything new to fix the ecosystem? Explanation: Each group will make a short presentation to the class. They should read the fuzzy situation, answer the questions presented, and talk about how they solved the main problem in their situation. They should also show the class their drawing of their ecosystem or diagram of food chain. Other students may ask questions or include their ideas on the situation. Elaborate: Students will work on an assigned worksheet that reinforces what theyve learned about ecosystems and food chains. The worksheet is titled Context Connections. Evaluate: Formative assessment: questions asked during the lesson. Summative assessment: The presentation to the class. I will evaluate the presentations for content and quality. To be complete after the lesson is taught as appropriate Assessment Results of all objectives/skills: Reflection on lesson: CT signature/confirmation: _________________________________ Date: ________________

Imb Science LP Ecosystems

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Name: Megaan Windeknecht Class: ELED 3221 Date: 3/18/14 edTPA Indirect Instruction Lesson Plan Template Fuzzy

Scientific Vocabulary: Ecosystem, food chain, consumers, producers, decomposers, energy

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