(Lesson Plan: Part 2)
(Final Version)
Overall Lesson Plan:
Prior knowledge (5 minutes):
Prior knowledge (5 minutes):
- Go over poster of what the students said about what an ecosystem is during the previous lesson. Talk about what they did with the terrarium and what they observed.
- Add what they know about aquariums to the poster.
The Hook (2 minutes):
The Body of the Lesson (25 minutes):
Closure (12 minutes):
- We are adding new important elements to the ecosystem today by making an aquarium. Can you guess what they are?
The Body of the Lesson (25 minutes):
- Have two students put two cups of gravel in bottom of aquarium. Then, have students use an empty cup to pour water to approximately 3-4 cm from top and record number of cups. One student will measure how high water should be and keep track of how many cups of water we put in and when the students should stop adding water. Next, we will divide students into groups to add elodea, duckweed, and algae. Two students and one teacher will work together to count out two sprigs of elodea. Both students will measure and record the size of one plant and they will place their plant in the aquarium. Another student and teacher will scoop out 12 duckweed plants and put them in the aquarium. Another student and teacher will place 3 droppers of algae in the cup, record results, and put algae into the aquarium. As we count out and measure these three organisms, we will ask our students why it is so important to carefully count and measure before placing them into our ecosystem. Students will draw and label a picture of how the aquarium looks (in pencil).
Closure (12 minutes):
- We will add our observations about the aquarium to the ecosystem chart.
- We will discuss what will happen in the aquarium and terrarium. Students will predict what will happen within their ecosystem.
- Since this group of students mentioned recycling and trash last week in our discussion, we thought it would be interesting to talk about how the model ecosystem we just created mimics how things work in a perfect world. We will talk about how they mentioned that unfortunately, we don’t live in a perfect world. We will ask them to make predictions about what would happen if litter was introduced into our ecosystem.
Schedule:
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(EXPECTATIONS)
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Questions and Anticipated Responses:
1. What do you remember about ecosystems?
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Assessment:
To assess student understanding, the teacher will record student observations elicited during the discussion on the ecosystem poster. The worksheets that the students will use to record their data about the organisms will assess whether they understand the basic components of the ecosystem that they have created. The teachers will examine their data tables, drawings, and labels. After making observations, the teachers will assess understanding based on the predictions that the students will make about their ecosystem.
To assess student understanding, the teacher will record student observations elicited during the discussion on the ecosystem poster. The worksheets that the students will use to record their data about the organisms will assess whether they understand the basic components of the ecosystem that they have created. The teachers will examine their data tables, drawings, and labels. After making observations, the teachers will assess understanding based on the predictions that the students will make about their ecosystem.
Comments on Lesson Plan: