ELED 3221 (Science) EdTPA Indirect Instruction Lesson Plan Template

You live here, and they live where?!

_____________________________________________________________________________

Central Focus/Big Idea: To understand the different types of ecosystems, called biomes. The
lesson will be building on the understanding of what each biome is made of based on soil/water,
temperature, rain fall, plant life, and animals. The students will be able to compare the
differences between Biomes.

Subject of this lesson: Biomes, Ecosytems

Grade Level: Grade 5

NC Essential Standard(s): 5.L.2 Understand the interdependence of plants and

animals with their ecosystem.

Next Generation Science Standard(s:

4-ESS2-1. Make observations and/or measurements to provide evidence of the

effects of weathering or the rate of erosion by water, ice, wind, or
vegetation.

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts

of natural Earth processes on humans.*

2-LS4-1. Make observations of plants and animals to compare the diversity of life
in different habitats.

21st Century Skills:

Communication & Collaboration: working in groups to research biome

Creativity & innovation: students must display their research for the class

Information & Media Literacy

Academic Language Demand

Language Function: After gathering information, students are expected to become

experts in the Biome of their choice and explain to the class about their biome. Using
the information, they learn from other students they will
Analyze Argue Categorize Compare/contrast Describe Explain

Interpret Predict Question Retell Summarize

Scientific Vocabulary: Biomes, climate, precipitation, permafrost, adaptation, evergreen,

estuary, habitat, tundra, taiga, deciduous, tropical rainforest, grasslands, desert, wetlands,
temperate forest, freshwater, saltwater.

Instructional Objective: What specific learning objective are you going to use? What are the
students going to be expected to learn? How will you know? Does your instructional objective
include: conditions, performance, and criteria?

Students will be able to explain different types of ecosystems and demonstrate

understanding by being able to teach their peers through a chosen mode of presentation.
Students will be expected to gather information on their particular biome and be able to
present it according to the rubric provided. Students will be required to earn 21 out of 30
points on the graphic organizer and 12 out of 16 points on the group presentation
demonstrating their performance and understanding. Additionally, students will also need
to be completing their graphic organizers with information they have learned about other
biomes from the other groups. Participation and completion are parts of the grade.

Prior Knowledge (student): Students should know about ecosystems and what we have in our
world to live. They should also know that humans and the earth interact and everything on earth
serves a purpose and is unique. Students should be knowledgeable that different areas have
different climates, animals, and plants.

What are ecosystems?

What makes up an ecosystem?
Why are ecosystems and biomes important?

Content Knowledge (teacher): The teacher should have sufficient background information in
order to be able to answer questions quickly and be able to provide general responses about all
biomes they will be discussing. The teacher should be able to differentiate between the biomes
by knowing their characteristics, animal life, plant life, climates, locations, and any other
information that should be shared with students. Below are some other things the teacher should
know.

Teacher should know examples of biomes to connect learning for kids

Be able to provide multiple resources for students to gather research
Accommodations for special needs (individual and/or small group): What will you do for
students with special needs (ELL, ability, etc.)?

Students with physical disabilities will be able to have close access to all technology and
materials to gather their own information as well as space for them to move around and
participate with their classmates. For other needs, I will be observing them closely and
asking questions to make sure they are on task and gathering information. If students are
struggling, then I will work one-on-one to clear up any misconceptions about what their
biome is and how to compile their information. For ELLs, I would like to have a science
word wall for the topic we are discussing, so they could easily identify words and their
definitions. These will also have visuals to go along with them. Modeling will be done
for all students when it comes to completing the graphic organizer, creating their
presentation, and completing the follow up graphic organizer. If students are still
struggling then I will work one on one with them to address the problem. If the issue
persists, I will pair them with another student who is doing well and can help guide them
on the activity.

Materials and Technology requirements:

Books from the school library (these ended up not being provided. In the future, I would
find books to bring)
Classroom science textbooks
Smart TV
Doc cam
Computer (teachers)
Chromebooks (1 per student or group)
o Using the graphic organizer students will go through the provided websites
writing in the boxes for the required information they need to present. Organizers
are listed below.
Scientist Research organizer (1 per student)
o For individual research
o Find information on animal life, location, climate, plant life, draw a picture of
their biome, and interesting facts
Biome Graphic organizer (1 per student)
o For presentation note purposes
o List the types of Biomes
o Fill in the boxes for climate, plants, animals, location, characteristics, interesting
facts
Large poster paper (1 per group)
Kahoot; https://play.kahoot.it/#/k/4ce5cf50-0fa5-49de-b8eb-71f46dda33c6
Websites uploaded to Canvas
o All Biomes:
o http://kids.nceas.ucsb.edu/biomes/
o https://earthobservatory.nasa.gov/Experiments/Biome/
o http://www.blueplanetbiomes.org/world_biomes.htm
o http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html
o http://eschooltoday.com/ecosystems/what-is-a-biome.html
o
o Freshwater Marsh:
o http://www.enchantedlearning.com/biomes/marsh/freshwater.shtml
o http://kids.nceas.ucsb.edu/biomes/freshwater.html
o http://kids.nceas.ucsb.edu/biomes/freshwaterwetlands.html
o http://eschooltoday.com/ecosystems/the-aquatic-biomes.html
o
o Estuaries:
o http://kids.nceas.ucsb.edu/biomes/estuaries.html
o
o Desert:
o http://www.enchantedlearning.com/biomes/desert/desert.shtml
o http://kids.nceas.ucsb.edu/biomes/desert.html
o https://earthobservatory.nasa.gov/Experiments/Biome/biodesert.php
o http://www.blueplanetbiomes.org/desert.htm
o http://www.cotf.edu/ete/modules/msese/earthsysflr/desert.html
o http://eschooltoday.com/ecosystems/the-desert-biomes.html
o
o Temperate Deciduous Forest:
o http://www.enchantedlearning.com/biomes/tempdecid/tempdecid.shtml
o http://kids.nceas.ucsb.edu/biomes/temperateforest.html
o https://earthobservatory.nasa.gov/Experiments/Biome/biotemperate.php
o http://www.blueplanetbiomes.org/deciduous_forest.htm
o http://www.cotf.edu/ete/modules/msese/earthsysflr/dforest.html
o
o Tropical Rainforest:
o http://www.enchantedlearning.com/subjects/rainforest/animals/Rfbiomeani
mals.shtml
o http://kids.nceas.ucsb.edu/biomes/rainforest.html
o https://earthobservatory.nasa.gov/Experiments/Biome/biorainforest.php
o http://www.blueplanetbiomes.org/rainforest.htm
 o http://www.cotf.edu/ete/modules/msese/earthsysflr/rforest.html
o http://eschooltoday.com/ecosystems/the-forest-biomes.html
o
o Tundra:
o http://www.enchantedlearning.com/biomes/tundra/tundra.shtml
o http://kids.nceas.ucsb.edu/biomes/tundra.html
o https://earthobservatory.nasa.gov/Experiments/Biome/biotundra.php
o http://www.blueplanetbiomes.org/tundra.htm
o http://www.cotf.edu/ete/modules/msese/earthsysflr/tundra.html
o http://eschooltoday.com/ecosystems/the-tundra-biomes.html
o
o Taiga:
o http://www.enchantedlearning.com/biomes/taiga/taiga.shtml
o https://earthobservatory.nasa.gov/Experiments/Biome/bioconiferous.php
o http://www.blueplanetbiomes.org/taiga.htm
o http://www.cotf.edu/ete/modules/msese/earthsysflr/taiga.html
o http://eschooltoday.com/ecosystems/the-forest-biomes.html
o
o Grassland:
o http://www.enchantedlearning.com/biomes/grassland/grassland.shtml
o http://kids.nceas.ucsb.edu/biomes/grassland.html
o https://earthobservatory.nasa.gov/Experiments/Biome/biograssland.php
o http://www.blueplanetbiomes.org/grasslands.htm
o http://eschooltoday.com/ecosystems/the-grassland-biomes.html
o
o Savanna:
o http://www.enchantedlearning.com/biomes/savanna/savanna.shtml
o http://kids.nceas.ucsb.edu/biomes/savanna.html
o https://earthobservatory.nasa.gov/Experiments/Biome/bioshrubland.php
o http://www.blueplanetbiomes.org/savanna.htm
o http://www.cotf.edu/ete/modules/msese/earthsysflr/savannah.html

Total Estimated Time: 2 class periods, 50-60 min

Source of lesson: Web site, textbook, colleague?

 My lesson topic came from my cooperating teacher and with collaboration we discussed
children becoming experts in one biome. Some of my resources are from or derived from
teachers pay teachers.

Safety considerations: How will you make sure students are safe in your lesson?

Students will be given ample space throughout the room to move around and do research
and presentation comfortably. Student will be given links to websites that are safe to view. The
poster paper will be cut out for them and prepared for them to use for presentations.

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: How will students attention or interest be captured? How will you identify prior
conceptions?

Students will be introduced to Biomes by their teacher prior to my lesson. To being our
lesson I will start the students off with a Kahoot which aligns with the work they did with
their teacher. The kahoot is just a warm up to get kids excited about the activities as well as
refresh their memories from what they had learned. The lesson before the students received a
brief overview of Biomes and were supposed to form groups and pick the biome they wanted
to specialize in. Groups will be of 2-3 students who have chosen to work on a particular
biome.

o I know you all have been on a long break this week with your fifth-grade field trip!
We are going to do something fun before starting to get you back in the groove of
learning. Last week your teacher introduced the topic of Biomes. Can anyone tell me
some things they can remember? Good, Im glad you have remembered some
things. We are going to begin the Kahoot, so if everyone could take out their chrome
books now. I want you to remember that if you did not get the introduction that I
would like you to just try your best, you will have more time in class to learn about
them later.
o Students will participate in the Kahoot
o https://play.kahoot.it/#/k/4ce5cf50-0fa5-49de-b8eb-71f46dda33c6
o Some questions that arise will be answered as they come up.

After the review game the teacher moves in to the instruction and objective of the next activity.
Explore: What common concrete experience will the students have that allows all students
access to materials? What questions will you ask to facilitate exploration?

The teacher will begin by asking:

o Can you tell me what an ecosystem is?

o Are the types of animals and plants the same here as they are in Antarctica?
o What are other types of environments that differ from each other?
o Have you ever thought about what might happen if we didnt have the rain forest
or the deserts?

Teacher will tell students that they will become the science expert in their particular
biome. They have been sent off by the National Science Foundation to compile some
information and will have to present it to a group of distinguished scientists (the rest of
the class). Each group, which has been picked the day before, will be researching all they
can find about one particular Biome. Using a graphic organizer, students will have about
30 minutes to find all their research and then a following 10 minutes to put it in a
presentable way. Students will be given a large piece of banner paper to put the
information they have learned on it for the class to see. Students will be instructed on the
requirements of their poster and will have to meet these requirements before speaking
to the distinguished scientists. Acting as experts in the field, the students need to speak
knowledgeably and professionally to the whole class about the Biome they are working
on. While the students are talking, the other students need to be completing the graphic
organizer with information they have learned about the other biomes.

You all are going to become experts in the biome of you choosing. This is all very
important data because you are working for the National Science Foundation and
will have to present all this information you have learned. Keep in mind this
information will also be used at the end of the year when your class creates the
application on Biomes. You will need to do your best work to make sure you can
speak knowledgably and confidently about your biome. I am giving you about 30
minutes to work with your group to find out everything you can about the Biome.

Students will be give the links provided above in their canvas accounts. The links have been
organized to the particular biomes so it made access easier for the students.

Here is your graphic organizer. Be sure to fill out every section with everything you
have learned and would like to share with your peers and the Science Seminar
Explanation:
Discuss the differences between the biomes they have researched in terms of plants, location,
animals, and climate. As a class, they will openly discuss and talk about the things they learned.
The teacher will open the floor for discussion, students may also have a chance to watch a video
that recaps some of the things they learned but also to connect the dots about how everything
works together.
https://www.youtube.com/watch?v=F-0rTICAT_c
How do animals live in these different types of environments? (adaptation)
What is the difference between a biome and an ecosystem?
What would happen if we didnt have biomes or ecosystems anymore?
What are we currently doing to preserve our ecosystems? Are we hurting them?
What can we do to preserve our environment? What can we do in our community? In our
school? At home?
What is a biome?
Have you seen these types of Biomes before in your own experience?
Which is a biome you would like to visit and why?

What is something you want to know more about?

Students will have time to discuss these topics and anything else that comes up. This should wrap
up students exploration about Biomes.
Elaborate:

In this section of the lesson plan the students will be attending the Scientist Biome Seminar!
Their groups will be presenting their newly learned information about their biome and will be
presenting it to their peers. Each group will have about 5-8 minutes to present what they have
learned. The scientists in the audience will be responsible for taking notes and recording what
they have learned in their graphic organizers. Each group member must participate in the
presenting.

Students will be discussing and explaining the different types of biomes and their characteristics.
After their 30 minute research period, students in their groups will be presenting the information
as a true scientist would to a group of colleagues. As the students present, the teacher will
oversee facilitating the discussion and clarifying any questions the students will have. To help
guide the students the teacher will start by telling the students the requirements of their
presentation.

o When you present you are required to tell us what the type of Biome is that you
were studying, explain each part of the biome: plants, location, animals, climate,
and any other facts you would like to tell the group. Remember, you are teaching
the other scientist things they do not know so it is your job to inform them the
best you can. You must have the information in a presentable manner and not
reading off your organizer. Please put it on the poster paper provided

Students will begin presenting and the teacher will facilitate discussion by making connections
between their information and real world examples.

o What other questions do you have at this moment?

I expect you all to be respectful to your peers as they present as I know you would like them to
respect you when you are presenting. Listen carefully to the presenters and make sure you are
taking notes. I will collect your organizers at the end of class. Try to listen and learn something
new, you can take this information and apply it every day just by looking around outside and
comparing the environment you are in to other biomes you have learned about. You could even
teach your family something new!

After conducting their research the students are required to present to the class as educated and
knowledgeable scientists. While groups are presenting, the other students should be recording the
information. All the information they have been researching and gathering from peers will
eventually be used at the end of the year to create an APP. According to the teacher the students
will integrate technology to create an app on a particular Biome.
Evaluate: How will you assess each students progress toward the stated objective(s)? What
evidence will be collected? What type of assessment will be used (formal, informal, formative,
summative)?

Students have been told that their graphic organizers will be collected at the end of class. The
group organizer will not be for a grade, but the individual organizer about all the biomes will be
for a completion grade. Each box should have at least one thing written in it. So, the organizer
will be worth 30 points total.

Summative assessment:

Students will be required to earn 21 out of 30 points on the graphic organizer and 12 out
of 16 points on the group presentation demonstrating their performance and
understanding. Additionally, students will also need to be completing their graphic
organizers with information they have learned about other biomes from the other groups.
Participation and completion are parts of the grade.

30 points graphic organizer (individual)

5 points for participation in presenting (individually earned)
5 points for a presentation of poster (group earned)
6 points from the presentation requirements (group earned)

Formative Assessment:
Students will be evaluated by observation on their participation during the group research
portion, the creation of the poster, and their overall participation. If the teacher sees a student
who is not fully participating and putting forth the same effort then points will be deducted from
the participation grade on the presentation portion. Students will also be observed on their
understanding during the Kahoot and the discussion questions.

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Students were never assessed on the summative assessment. The classes were in the middle of
transitioning back from a long weekend trip as well as going on or participating in their middle
school visits. The farthest we got was to through the research portion. Through Formative
assessment I can say that the students were fully engaged in learning and researching their topic.
They would ask questions such as where can I find more information? What does this mean? Or
is this like ____? They did a great job staying on task and completing the first organizer. I
believe before we transitioned, all students had completed the first graphic organizer and we
were about to begin working on our posters. The initial Kahoot was also a small formative
assessment and as it turns out, this block did not get the introduction to Biomes like the other
classes has. Some students had some good background information on Biomes and other students
were in the dark so to speak. We did the kahoot anyway just so I could gauge the students
current understanding. As the Kahoot went on I would clarify terms and understanding for the
students in order to prepare them for the upcoming activities.

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________