North Carolina 6 Point Lesson Plan
North Carolina 6-Point Lesson Plan
|Teacher: Ms. Kaleigh Chambers |Grade: 5th Grade |
|Subject: Science |Date: 12/5/2012 |
|Standard: |
|Goal 1: The learner will conduct investigations to build an understanding of the interdependence of plants and animals. |
|Objective 1.01. Describe and compare several common ecosystems (communities of organisms and their interaction with the environment). |
|Activity |Description of Activities and Setting |Materials and Time |
|I. Focus and Review (Establish prior |To hook students into the lesson the teacher will |Time: 10 minutes |
|knowledge) |begin by playing the Ecosystem Song linked to on | |
| |the Lesson Plan page of my website. Before starting|Materials: Smart Board, Computer, Projector, |
| |the song the teacher will ask students to pay |YouTube Ecosystem Song, pencils and paper |
| |attention and write down at least three facts they | |
| |hear. They should be encouraged to not just write | |
| |down the first facts they hear because afterwards | |
| |students will come to the Smart Board and write the| |
| |facts down but they should not repeat facts that | |
| |someone else has already written down on the board.| |
|II. Statement (Inform student of |Given two ecosystems, students will create a Venn |Time: 3 minutes |
|objectives) |diagram comparing and contrasting them with a | |
| |minimum of ten facts. |Materials: Student’s notebooks and pencils |
| | | |
| | | |
| |Students will take out their notebooks and write | |
| |down the objective of the lesson: Understanding | |
| |what ecosystems are, what makes an ecosystem, and | |
| |how do ecosystems compare and contrast to each | |
| |other. | |
|III. Teacher Input (Present tasks, |After the lesson has been introduced through the |Time: 30 minutes |
|information, and guidance) |song and students have written down facts about | |
| |ecosystems on the board the teacher will begin a |Materials: SmartBoard, Computer, Projector, |
| |discussion about the topics on the board asking |Student’s notebooks, pencils, |
| |students what they know about the topics they wrote|chamberse-portfolio., White board, |
| |down. For example, if someone wrote down ‘predators|dry erase markers and eraser |
| |and prey are a part of an ecosystem’ the teacher | |
| |will ask the students to describe what a predator | |
| |is and/or get them to give an example of a | |
| |predator. | |
| | | |
| | | |
| |The teacher will use this to lead into asking | |
| |and/or describing what an ecosystem is. The teacher| |
| |will explain what an ecosystem is and discuss some | |
| |of the main ecosystems. | |
| | | |
| |The teacher will also discuss elements of the | |
| |different ecosystems, such as climate, animals, | |
| |plant and the different roles they have in the | |
| |ecosystem. | |
| | | |
| |Ecosystems – communities of interacting organisms | |
| |and the environment in which they live. Aka the | |
| |combination and interaction of plants, animals, | |
| |people, and minerals within an environment. | |
| | | |
| |Ecosystems can be as large as an ocean or as small | |
| |as a tiny patch of forest. | |
| | | |
| |Organism/biotic factors – living things in an | |
| |ecosystem | |
| |Animals | |
| |Plants | |
| |Fungi | |
| |Bacteria | |
| |Nonorganic/abiotic factors – nonliving things in an| |
| |ecosystem | |
| |Water | |
| |Rocks | |
| |Soil | |
| |Wind | |
| |Temperature | |
| |Weather | |
| |Climate – average weather in an area over many | |
| |years | |
| |Population – All organisms of the same kind living | |
| |in one location | |
| |Community – Populations of different organisms | |
| |living in one location | |
| | | |
| |Parts of an environment affect one another. | |
| |Predators and prey | |
| |Producers | |
| |Climate and plants | |
| | | |
| |Aquatic | |
| |Make a distinction between freshwater (lakes, | |
| |streams, rivers) and saltwater (ocean, seas) | |
| |ecosystems | |
| |Freshwater plants and animals are used to low salt | |
| |concentrations in the water and wouldn’t survive in| |
| |saltwater | |
| |Temperatures in ponds/lakes change with the season | |
| |Streams and rivers flow in one direction, can be | |
| |found anywhere | |
| |Ocean is largest ecosystem, communities constantly| |
| |change near the shore | |
| |Desert | |
| |1/5 of Earth’s surface | |
| |Less than 50 cm of rainfall a year | |
| |Can be very cold or very hot | |
| |Animals and vegetation used to smaller amounts of | |
| |water | |
| |Soil rich in nutrients | |
| |Few large mammals | |
| |Grasslands – meadows, prairies, savannas | |
| |Used for foresting/harvesting/herding | |
| |Rainforest | |
| |Dense, warm, wet forests | |
| |Millions of plants and animals | |
| |Different levels have different | |
| |environments/ecosystems | |
| |Almost always raining | |
| |Rarely freezes or gets really hot | |
| |Tundra | |
| |Treeless land | |
| |Short growing season for plants | |
| |Long, cold, dark winters | |
| |Less than 5 in of rain a year | |
| |Strong, dry winds | |
| |Animals evolved to withstand harsh conditions | |
| | | |
| |These notes are not all that will be covered. | |
| |Teacher will use ecosystem diagrams on the Lesson | |
| |Plan page of website to go over animals and plant | |
| |life. When discussing animals and plants be sure to| |
| |involve students in the discussion to get their | |
| |input on the food chains. Have students discuss | |
| |what impact certain animals, or the lack of certain| |
| |animals, has or could have on an ecosystem. | |
| | | |
| |More information for the lecture is also found on | |
| |the linked websites on the Lesson Plan page as | |
| |well. | |
| | | |
| |The teacher will alternate between writing on the | |
| |white board and circling/underlining facts on the | |
| |SmartBoard as it is needed. | |
|IV. Guided Practice (Elicit performance,|The teacher will demonstrate what is expected of a |Time: 7 minutes |
|provide assessment and feedback) |Venn Diagram. For example, the teacher will draw a | |
| |diagram on the SmartBoard and show students how |Materials: Computer, Projector, SmartBoard, |
| |comparing and contrasting information should be set|pencils, Student’s notebooks |
| |up. Then the teacher will demonstrate how to make a| |
| |Venn Diagram using the Creately site – including | |
| |how students will login, find a template, insert | |
| |text and pictures, and save the diagram as an image| |
| |file for the students to submit online. | |
| | | |
| |The teacher will show the example of the Venn | |
| |Diagram on the Lesson Plan section of the website | |
| |that compares and contrasts a desert ecosystem and | |
| |an aquatic ecosystem. Students will discuss what | |
| |facts they would add to the Venn Diagram. The | |
| |teacher will inform students that they shouldn’t | |
| |copy the example Venn Diagram in their homework. | |
|V. Independent Practice (Retention and |For homework, students will create Venn Diagrams |Time: 5 minutes |
|transfer) |that compare and contrast two ecosystems. They will| |
| |go through their notes for the lesson to write down|Materials: Student’s notes, Paper, Pencils, |
| |a list of facts (a minimum of ten) that will be |Computers |
| |inserted into a Venn Diagram. They should include | |
| |interactions of organisms in the ecosystem as well | |
| |as facts about the environment. | |
| | | |
| |In class, students will create the rough draft for | |
| |their Venn Diagram. They will write a list of facts| |
| |that they will include, making three columns, one | |
| |for each ecosystem and one for similar details | |
| |between the two ecosystems. | |
| | | |
| |It should be made clear to students that they | |
| |should spread out the facts among the columns, | |
| |rather than focus on one and not properly compare | |
| |and contrast the ecosystems. | |
| | | |
| |Students without computer/internet access at home | |
| |are allowed to use the classroom computers during | |
| |free time or before/after school with permission | |
| |from the teacher. | |
|VI. Closure (Plan for maintenance) |Students play “Around the World” by standing in a |Time: 5 minutes |
| |circle (in a cleared area in the classroom) and | |
| |tossing a ball to one another –whoever has the ball|Materials: Ball |
| |quickly says one thing they learned in the class | |
| |without repeating what someone else has said before| |
| |passing the ball again. Remind students that they | |
| |will not be able to play again if they violently | |
| |throw the ball or get out of hand. The game | |
| |continues until everyone has shared something | |
| |they’ve learned or until it’s time for class to | |
| |end. | |
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