Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Dominique Wooders Subject/Grade: Science/ 5th

Lesson # __2____ Date and Time of Lesson: 9/24/13 8:30am

Learning Objective: TSWBAT differentiate between individual, population, ecosystem and community Alignment with Standards: SC Curriculum Standard(s): 5-2: The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. SC Academic Indicator(s): 5-2.2: Summarize the composition of an ecosystem, considering both biotic factors (including populations to the level of microorganisms and communities) and abiotic factors.

Developmental Appropriateness or Cross-curricular connections: This lesson is appropriate for student learning because it is activating prior knowledge and giving them a deeper understanding of ecosystems and what to factors make up and ecosystem. The students touched on Ecosystems in the 4th grade, but didnt get the vocabulary; this lesson will introduce them to the vocabulary and functions of population, individual, ecosystem and communities. Cross Curricular Connections: This Science lesson will correlate with Art with the use of the illustration. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) 1. Pre assessment: student will be given a 10 question multiple choice quiz with asking students to identify abiotic, biotic, population, communities, individuals, and ecosystem 2. Teacher observation of illustration 3. Post assessment: formative Use of Formative Assessment (TWS section 7) This will be used to see if students need more instruction. This will show the students ability to differentiate between the four factors. Students glue the illustration in their science notebooks and used as a study tool. This will be a formative assessment and will be graded as a quiz grade.

TSWBAT differentiate between individual, population, ecosystem and community

Accommodations: This class has 4 ESOL students who all require the options of partner work, extended time on assignments, and they receive any vocabulary ahead of time. For my hearing impaired student I will make sure I speak clearly and provide visual examples. For my Autistic student; visual examples and one on one instruction can/will be provided. This class also has eight GATAS students who are out of the classroom on Tuesdays during Science,

Lander University Teacher Education Lesson Plan Template

Rev. 2013

so they will receive a printed copy of the illustration and get an explanation of what they missed when they return. Materials: 1. SmartBoard 2. Dry Erase board and markers 3. Color pencils/ markers 4. White copy paper 5. Pencil 6. Science notebook 7. Tape/ glue Procedures: 1. Students will be given the pre assessment to check their knowledge. The quiz will have questions on abiotic and biotic factors as well as new vocabulary: Individual Population Community Ecosystem After they have completed the quiz it will be taken up for data purposes, but I will go over the answers with the class. The quiz will raise questions and that is how I plan to lead into my lesson on population, individual, and community. 2. After review biotic and abiotic; I will then introduce individual, community and population. They will be given a definition as well as visual and relatable examples. They will be shown the different between the three. Populations: A group of one species that live in an area at the same time White Tail Deer Spotted Owl Maple Tree Community: All of the Populations in an area White Tail Deer, Spotted Owls, Maple Trees Red Tail Deer, Crab Grass, Oak Trees Individual: A single organism One Oak Tree One White Tail Deer 3. After the vocabulary has been discussed; I will do a check point to see if they are really getting an understanding of what is being taught. The students will be asked to give me an example of a biotic factor and explain why it is biotic; the same for abiotic. I will also show a series of pictures on the Smartboard and ask students to tell me biotic, abiotic, population, or community). 4. If the students are on target I will summarize and give them the directions for the illustration. If more instruction needs to be given then the illustration will be pushed back to the following day. Illustration: Students will be instructed to get there pencil boxes so they can have their markers/ color pencils The monitors will pass out one piece of copy paper to each student and the students will follow me as I model how to fold their paper

Lander University Teacher Education Lesson Plan Template

Rev. 2013

1. The students will fold their paper into fours ; so then when they open it has four equal sections: 1. Individual/ 2. Population Organism 3. Community 4. Ecosystem The students will number and label each section The students will then draw in each section an example of each section. This will be modeled on the board so the students have a visual to follow. This will be taped/ glued in their notebooks so they can see how each factor plays apart in an ecosystem 5. As the students are creating their illustration I will walk around and observe their progress and to insure they are correctly representing each category. 6. To conclude the lesson the students will be given a formative assessment to test their understanding of abiotic, biotic, population, community, and individuals. This will be taken up and graded ad a quiz.

Activity Analysis: 1. The first activity will be the illustration. This will help students identify the different factors that make up an ecosystem. This activity will give students a hands on approach. This is different compared to notes and worksheets. This gives students an opportunity to create their own study tool without relying on the teachers usual study guide. This gives the students a visual representation of the study guide. No technology will be used during this activity, because I will draw the illustration on the dry erase board. Technology can be used if the teacher wanted to, but by personal preference I chose to use the dry erase board. The second activity will be the post assessment. Students will be given this quiz so that they can apply what they have learned and get a grade for their knowledge. This will go in the grade book as a quiz grade. This activity will close this section of the unit and students will be introduced to the next section. If grades are not at a satisfactory level then time will be allotted for the teacher to go back and re-teach. No technology will be used during this activity; students will use an old fashioned pencil and paper to complete the 10 question quiz.

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References: All information and resources were furnished by Angie Nelson, 5th grade teacher at Pinecrest Elementary School.