Components of an ecosystem- Lesson #2

Knowledge/Skills Students Will Evidence that students

State Standards Prior Knowledge/Building Acquire (Bloom’s) understand – Performance
Performance Indicators Background Knowledge Students will be able to… tasks other assessments/checks
2-prong for understanding
Basic knowledge and
connection to their existing world
Pre-test: abiotic and biotic
factors, biotic factor
interactions

MST Standard 4: Students Bell ringer and link to ecology: what Students will evaluate what factors Discussion
will understand and apply are the different components of our may be present in our school yard
scientific concepts, principles school yard? Whole class generated ecosystem
and theories pertaining to the list. Prompt students to think about
physical setting and living what underlying commonalities
environment these items have.

Power point presentation and guided Students will identify abiotic and Thumbs up/thumbs down
notes handout on the components of biotic factors within an ecosystem. activity
an ecosystem

Students will be able to analyze the Group work- list, sort , label
differences between abiotic and biotic activity
factors

Students will be able to categorize the Exit slip responses

components of our school yard
ecosystem as either biotic or abiotic
Teacher Candidate: Jamie Prudhomme_______________ Date: 28Oct2009_______
Lesson Plan Template

Unit Title: Relationships in the Living Environment- Ecology

Essential Question(s): How important are the relationships and interactions in your life?
Imagine life in a bubble, what would you need to sustain life?

Components of an ecosystem Lesson #2

Lesson
Title/Number

What are the components of an ecosystem? How do these components

Lesson Question interact?
(s)

MST Standard 4: Students will understand and apply scientific concepts,

State Standards principles and theories pertaining to the physical setting and living
and Performance environment
Indicators

• Students will be able to define abiotic and biotic

Lesson Objectives • Students will be able to identify abiotic and biotic factors within an
(Bloom’s environment and provide examples
Taxonomy) • Students will be able to analyze the difference between the abiotic
and biotic factors
• Students will be able to categorize the components of our school
yard ecosystem as either biotic or abiotic

____________________________________________________________

• Students will participate in thumbs up/thumbs down whole class

activity to appropriately identify given examples as either abiotic
Acceptable or biotic factors
Evidence • Students will cooperatively complete list, sort, label activity
• Students will complete exit slips appropriately identifying abiotic
and biotic components
 Prior Knowledge Tap-Pre-test with ecology related vocabulary and
concepts (see pre-test)

Bell Ringer and Bell Ringer (on board): What components make up the school yard?
Prior Knowledge Create a list of the different components of the school yard. Allow
Tap – this can be students to respond by recording their answer in their notebooks. Select
together or students to share their answers with class. The teacher will record the
separate student’s responses on the board. Once the list is generated ask the
students to think about what similarities/differences exist between the
items generated. We will return to the list at the end of the class period.

________________ ____________________________________________________________
Following the pre-test and bell ringer discussion:
Using the attached powerpoint presentation and guided notes handout the
teacher will give a lesson on the components of ecosystems. (Research
based instructional strategy- summarizing and note-taking)

Procedure – 1. The teacher will hand out guided notes to students

teacher input,
modeling, guided 2. Using the attached powerpoint presentation and guided notes the
practice, teacher will go over the lesson question and lesson objectives with
independent the students (see powerpoint and guided notes) (Research based
practice, and/or instructional strategy- setting objectives).
activities

*Accommodations 3. The teacher will use the powerpoint presentation to guide students
for learning through the different components of an ecosystem (abiotic and
modalities are biotic factors).
required.
4. The students will record notes on the guided notes handout.

5. The students will identify given examples as either abiotic or biotic

factors by giving a thumbs up for abiotic and a thumbs down for
biotic factors (see slide 9 on powerpoint-check for understanding)

6. The students will then be divided into groups of four to perform a

list, sort, label activity.
 A. The teacher will hand out envelopes containing the different
components found in a fish tank (abiotic and biotic factors)

B. The teacher will give the following directions: “Work together

to appropriately list, sort, and label the components of a fish
tank.” The teacher will have two students repeat the directions
to check for procedural understanding.

C. The students will work in groups to distinguish the biotic from

the abiotic components. The teacher will observe
difficulties/ease with list, sort, label activity (see who is getting
it and who is struggling-formative assessment) (research based
instructional strategies- cooperative learning, and comparing,
contrasting, classifying).
Procedure –
teacher input, D. Following the group activity the teacher will provide the
modeling, guided correct answers for list, sort, label activity and give feedback to
practice, clarify any questions or comments the students may have.
independent
practice, and/or 7. Closure- The students will complete an exit slip handout by
activities identifying the items on the class generated list as either abiotic or
biotic factors.
*Accommodations
for learning A. The teacher will prompt the students to return their attention to
modalities are the class generated list of the different components of the
required. school yard written on the board at the beginning of class

B. Ask students what they think the items on the board may have
in common and if they were to categorize these items how
would they differentiate? Select a student to answer, if the
desired outcome is not identified see if anyone else in the class
can come up with the desired response. (Desired response:
These items can be categorized as either abiotic or biotic
factors)

C. The teacher will then hand out exit slips to the students and
give the following directions: “on the exit slip identify the
items written on the board as either biotic or abiotic factors of
our school yard. The teacher will have two students repeat the
directions to check for procedural understanding.

D. The students will independently complete the exit slip by

categorizing the class generated components of our school yard
as either abiotic or biotic factors (check for understanding-
formative).
 E. The teacher will announce prior to the end of the class session
that there will be the post-test on the components of an
ecosystem on the next class session. The teacher will have two
students repeat that the post-test will be given on the
components of an ecosystem the next class session.

Pre-test on ecology related concepts and vocabulary (prior knowledge tap

-formative assessment)

Directions: Have two students repeat the directions for group work activity
(list, sort , label)

Checks for Thumbs up, thumbs down activity: Students will accurately identify a
understanding – given examples as either abiotic or biotic factors (formative assessment –
directions, check for understanding)
procedures,
routines, and List, Sort, Label- students work corporately to distinguish the components
content of a fish tank as either abiotic or biotic factors (formative assessment-
(formative) check for understanding)

Students exit slip responses are used as checks for understanding

(formative assessment)

Teacher will make notes in his/her journal identifying how the lesson
went. For example, difficulties observed, areas for improvement, problems
that arose (formative assessment)

• Pre-test on ecology related concepts and vocabulary (formative

assessment). Purpose is to identify what my students already know
Assessment – type and what they do not know in order to appropriately lesson plan.
and purpose
• Thumbs up/down activity: Students will accurately identify a given
example as either abiotic or biotic factors. Purpose: check for
understanding (formative assessment)

• Group work: list, sort, label activity- note students ability to

accurately identify the components of a fish tank as either abiotic
or biotic factors. Purpose: check for understanding (formative
assessment)

• Exit slips: Students will be asked to categorize the class generated

components of our school yard as either abiotic or biotic factors
(check for understanding-formative).
 Return to the lesson objectives to check for understanding by having
Closure students complete a prepared exit slip. Exit slip will prompt students to
categorize class generated list items as either abitoic or biotic factors (see
attached exit slip).
Also announce the that post-test on the components of an ecosystem will
be given on the next class session.

Visual aids – powerpoint and guided notes handout

Accommodations Auditory aids -teacher lecture of Powerpoint presentation

Tactile/kinesthetic aids- list, sort, label group work activity

The teacher generated powerpoint presentation, ecology vocabulary and

concepts pre-test, components of the ecosystem guided notes handout, exit
slips, envelopes containing the different components of a fish tank for list,
Materials
sort, label group exercise, Prior knowledge/bell ringer handout
Planning time- 1hr
Instructional time- 40minutes
Duration
 Components of an Ecosystem Guided Notes

Lesson Questions:
What are the components of an ecosystem?

Lesson Objectives:

• Define abiotic and biotic

• Identify abiotic and biotic factors within an environment and provide

examples

• Analyze the difference between the abiotic and biotic factors

Define the terms abiotic and biotic.

What are abiotic factors in an ecosystem? Give examples

What are biotic factors in an ecosystem?

What are the biotic components of an ecosystem?

1.
2.
3.

What is a producer (autotroph)? Give at least two examples

What is a consumer (heterotroph)?

 What are three different kinds of consumers?
1.

2.

3.

What are the two types of carnivores? Give examples of each.

1.

2.

What are decomposers? Give at least two examples

Why are decomposers essential components of an ecosystem?

 Thumbs up/Thumbs down Activity
Identify abiotic and biotic factors in an ecosystem by giving a thumb up for abiotic
factors and a thumb down for biotic factors

• Minerals in soil

• Oak tree

• Mushrooms

• Ground water

• Squirrel

• Oxygen and carbon dioxide

• Mountain lion
Pre-test: Components of an ecosystem

What is an abiotic factor?

What is a biotic factor?

Give at least three examples of abiotic factors present in an ecosystem.

What is a producer? Give an example

What is a consumer? Give an example

What is a decomposer? Give an example

Define the terms symbiosis

What are the three forms of symbiotic relationships?

1.
2.
3.

What is predation?
List, Sort, Label –Abiotic and Biotic factors of a Freshwater pond

Abiotic Factors Biotic Factors

Water Fish

Intensity of light plant life

Temperature insects

pH of water algae

rocks bacteria

Nutrients in soil Snails

Dissolved O2 in water Plankton

Components of an Ecosystem: Exit Slip (day1)

Name_________________ Date__________

Directions: Identify the items written on the board as either biotic or abiotic factors of our school
yard.