(Lesson Plan: Part 1)
(FINAL Version)
Goals and Objectives
We want students to engage in observation and active participation in building and understanding the basic components of an ecosystem. They will also learn how to use their observations to make predictions. Another objective is to encourage students to understand that this is a model that illustrates how a self-sustaining ecosystem functions.
Standards
Speaking & Listening
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.MATH.CONTENT.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Dimension 1: Scientific & Engineering Practices
2. Developing and Using Models
Models make it possible to go beyond observables and imagine a world not yet seen.
4. Analyzing and Interpreting Data
Because data usually do not speak for themselves, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data.
Dimension 2: Crosscutting Concepts
Systems and system models
Modeling is also a tool that students can use in gauging their own knowledge and clarifying their questions about a system. Student-developed models may reveal problems or progress in their conceptions of the system, just as scientists’ models do.
Dimension 3: Disciplinary Core Ideas - Life Sciences
LS1.C The end of grade 5.
Animals and plants alike generally need to take in air and water, animals must take in food, and plants need light and minerals; anaerobic life, such as bacteria in the gut, functions without air. Food provides animals with the materials they need for body repair and growth and is digested to release the energy they need to maintain body warmth and for motion. Plants acquire their material for growth chiefly from air and water and process matter they have formed to maintain their internal conditions (e.g., at night).
LS2.B By the end of grade 5.
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, water, and minerals from the environment and release waste matter (gas, liquid, or solid) back into the environment.
Materials and Preparation
Classroom Arrangement, Management Issues, and Accommodations
We want students to engage in observation and active participation in building and understanding the basic components of an ecosystem. They will also learn how to use their observations to make predictions. Another objective is to encourage students to understand that this is a model that illustrates how a self-sustaining ecosystem functions.
Standards
Speaking & Listening
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.MATH.CONTENT.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
Dimension 1: Scientific & Engineering Practices
2. Developing and Using Models
Models make it possible to go beyond observables and imagine a world not yet seen.
4. Analyzing and Interpreting Data
Because data usually do not speak for themselves, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data.
Dimension 2: Crosscutting Concepts
Systems and system models
Modeling is also a tool that students can use in gauging their own knowledge and clarifying their questions about a system. Student-developed models may reveal problems or progress in their conceptions of the system, just as scientists’ models do.
Dimension 3: Disciplinary Core Ideas - Life Sciences
LS1.C The end of grade 5.
Animals and plants alike generally need to take in air and water, animals must take in food, and plants need light and minerals; anaerobic life, such as bacteria in the gut, functions without air. Food provides animals with the materials they need for body repair and growth and is digested to release the energy they need to maintain body warmth and for motion. Plants acquire their material for growth chiefly from air and water and process matter they have formed to maintain their internal conditions (e.g., at night).
LS2.B By the end of grade 5.
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, water, and minerals from the environment and release waste matter (gas, liquid, or solid) back into the environment.
Materials and Preparation
- Terrarium from previous lesson
- Clear plastic bottle with top cut off
- Water
- 2 plastic cups (one holds gravel and then water, and one holds algae)
- 2 paper towels
- 1 or 2 sprigs of elodea
- 10-15 duckweed plants
- 3 droppers full of algae
- 1 dropper
- 1 hand lens
- 1 spoon
- 2 metric rulers (for measuring elodea)
- newspaper
- marker
- ecosystems poster board
- 3 copies of procedures (for teachers)
- 7 copies of worksheet (for teachers and students)
- 1 copy of record sheet for future observations (for their classroom teacher)
Classroom Arrangement, Management Issues, and Accommodations
We noticed that Allan and Haley talked to each other to the point where contentious language was used. Since those two students dominated the discussion and were sitting next to each other, the group conversation was focused in one corner of the table and the other two students’ voices were not heard as much. We decided to put Allan and Haley at opposite ends of the table. During the previous lesson, Lindsey moved between Allan and Haley, which helped the situation. Last week, Anna worked more closely with Aaron and Jason, which is why she will sit in between the two students. She attempted to facilitate opportunities for their voices to be heard. We agreed that Allan would benefit from having one teacher work with him and Sam thought that she worked well with him. We agreed that Aaron would be the best student to sit next to Allan. Another possible issue that could arise based on our previous experience is that students might feel that others are dominating the hands-on components of building the aquarium. We will address this by reminding students that we have equally distributed the jobs and that we must work together in order to build our aquarium.
In order to help with issues pertaining to management, we will go over expectations at the beginning of the lesson, which will be written on a second poster.
1. Be an active listener when a teacher or another student is talking. (Don’t talk over classmates.)
2. Be an active participant by raising hand to share thoughts, ideas, and questions.
3. Respect materials. (Only handle materials when told and handle them gently.)
In order to help with issues pertaining to management, we will go over expectations at the beginning of the lesson, which will be written on a second poster.
1. Be an active listener when a teacher or another student is talking. (Don’t talk over classmates.)
2. Be an active participant by raising hand to share thoughts, ideas, and questions.
3. Respect materials. (Only handle materials when told and handle them gently.)
Comments on my Lesson Plan: