LESSON PLAN FORMAT

Name: Delia Martinez

Date: 10/13/15
I. LESSON FOUNDATION
Lesson Title: Intro to Ecosystems
Grade Level(s): 3rd Grade

Time Allotted: 25-30 min

Subject Area(s)/Subject Content Explanation: Science

Standard(s)/Anchors:
Determine habitat conditions that support plant growth and survival. (SC 3)
Explain their own ideas and understanding in light of the discussion. [SL.3.1d]
Essential Question(s):
What is an ecosystem?
What kind of environment would a (plant/animal) need to live in? Why do you think that?
What kinds of things would a (plant/animal) need to survive in their environment?
Why would the dessert not be a good ecosystem for an alligator?
Do certain plants and animals survive better in certain ecosystems? Why do you think that?
What are some examples of biotic and abiotic factors?
Why is it necessary that an ecosystem have both biotic and abiotic factors?
Can an ecosystem flourish/thrive without some abiotic/biotic resources? Why?
Instructional Objective(s):
Student will draw and write about their ideal ecosystem for their plant/animal using what they know
about biotic and abiotic factors with 90% accuracy.
Formative Assessment:
KWL chart
Ecosystems Introduction Sheet
Summative Assessment:
L
section of the KWL chart
II. LESSON BODY
INTRODUCTION:
Ask students what is an
ecosystem
?
Make a KWL (students own piece of paper) and tell students to fill out the
K
and
W
section
Add their input to your own KWL chart
Tell Students that the next few weeks theyll be learning about ecosystems or the place where
plants and animals interact with their environment

TEACHING PROCEDURES:
Discuss with students some of their ideas of items necessary for survival in an ecosystem if they
were a plant or an animal.
Ask students the essential questions
Watch the video on ecosystems:
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm
Discuss the vocabulary terms
abiotic
and

biotic
with examples from the video

Abiotic-
non-living
such as: rain, sun, temperature, minerals in the soil
Biotic-
living
such as: plants (producers), animals (consumers), and bacteria
(decomposers)
Tell students to add one thing they learned from the video to the
L
section of their KWL
chart (well be adding to our chart daily during the next science lessons)
Give students the
Ecosystems Introduction Sheet
to get students thinking and brainstorming of
things that are necessary for an organism to survive in an ecosystem (8-10 minutes)
CLOSURE:
Discuss with students what they drew out/wrote about
What kind of biotic and abiotic factors did you have?
Why is it necessary that an ecosystem have both biotic and abiotic factors?
Can an ecosystem flourish/thrive without some abiotic/biotic resources? Why?
Tell students that during the next few weeks theyll be discussing different types of ecosystems
and the importance biotic and abiotic factors play in them
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES:
During this lesson every student will have a chance to participate in the activity by making their own
KWL chart and contributing to the class KWL chart. The ELL student will receive a modified KWL chart.
Students will learn the vocabulary through a visual and auditory approach as they watch and listen to
the information in the video. All students will also have the chance to express their creativity by
drawing and writing about their own ecosystem. Students will be given enough time to complete the
assignment. I will walk around and scaffold students if needed.
Resources:
Ecosystems Introduction Sheet
pencil
crayons