Harrelson, Ecosystems UnitScience: Grade 5, Ages 10-12

Time NeededSeven 60 minute class periods (plus field trip time)

Lesson DescriptionIn this lesson, the learners will identify different types of ecosystems by studying various terrestrial and aquatic ecosystems. This will be done through readings, graphic displays, and a field trip to a local aquarium, as well as the completion of a research project.

State Curriculum Standards 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

SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5.SI.1: Apply criteria to determine appropriate information resources for specific topics and purposes.

RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Types of Ecosystems 4

Instructional Objectives Define the concepts terrestrial and aquatic Compare terrestrial and aquatic ecosystems Compare fresh water and marine ecosystems Conduct and share research pertaining to ecosystems

Instructional Procedures for Day 1Lesson IntroductionI will begin by explaining to students that we will be exploring a variety of different types of ecosystems. I will ask them to share what specific ecosystems they have learned about previously, and I will encourage them to voice similarities and differences in those ecosystems.

Techniques and activities I will then show the class the types of ecosystems graphic from the unit homepage. We will relate this to the previous discussion of specific ecosystems the students have learned about. I will explain that today we will focus on terrestrial ecosystems by reading about the rainforest and taiga ecosystems. This will be done by dividing the four table groups in half, so that two table groups are reading and answering questions about the taiga and two are reading and answering questions about the rainforest. After allowing time for students to read and complete the questions on the handouts, I will have two students from each group to join two students from the opposite group, so that there will be two students who have read about the taiga ecosystem and two students who have read about the rainforest in the same group. The students will need to share information that they have learned in their readings by creating a group chart that lists 8-10 facts about each ecosystem, as well as at least 3 identified producers and 3 identified consumers from each ecosystem.

Lesson Closure Following the lesson, each group will be allowed to display the created chart on the bulletin board. The students will also be given a few minutes to add personal definitions of the terms “terrestrial” and “aquatic” to their science notebooks and to fill in additional information in the L section of the KWL created in their notebooks.

Instructional Procedures for Field Trip DayLesson IntroductionI will begin the lesson by displaying the aquatic ecosystems graphic from the unit website, which we will discuss as a class. I will then explain the research project, which will be based on the aquarium field trip. This research project will need to focus on an ecosystem found in the aquarium and will consist of a one-two page typed paper with three resources for information. The students will be required to take their science notebooks on the field trip, so that they can write down information about the ecosystem they select. We will review the rubric at this time as well.

Techniques and activities Field trip to local aquarium

Lesson Closure Every student will need to submit his or her selected ecosystem for the research project. Students who are unable to participate in the field trip will be assisted with the selection of an ecosystem for the project.

Instructional Procedures for Day 2-6

Students will be provided with the project rubric (see end of lesson plan) and will be assisted with the selection of resources, as well as completion of the paper during class time. This is to help offset the difficulties for the students who do not have internet access at home, as well as to ensure that all students have equal support in completing the project. Students will be expected to do some work on the project outside of this class time, but those that need additional help or do not have internet access at home will be allowed to come in 45 minutes prior to the start of school to work and receive help.

Instructional Procedures for Day 7-8Students should have completed their research projects by this time and will share their projects with the class.

Lesson ClosureFollowing the sharing of projects, I will display the community KWL chart created in the first lesson and I will have students recommend additions to the L portion of the community chart based on things they listed in their notebooks over the course of the unit. When this is done, I will print the class KWL for display.

Adaptations for special learnersI will read information from the graphics displayed on the SMART board to assist those students that struggle in reading. Students who struggle will be paired with peers who typically perform well to offset difficulties in reading and completing the handouts. I will also provide assistance in locating resources for the research project, as well as completing the paper to those students who need extra help.

Supplemental ActivitiesAny students who are struggling with the material will be provided with printed copies of the graphics to keep in their science notebooks for review. Any student who finishes the research project early may hand it in for preliminary review to help look for revisions and may complete other work as needed during class time. Early finishers may also elect to work on a power point, storybird piece, or free reading/ library time.

Assessment/EvaluationStudents will be assessed on their contributions to their jigsaw groups, the completion of definitions in their science notebooks, and the additions to their KWL charts. Jigsaw groups will be assessed on the completion of the group charts. These charts will need to have at last 8-10 facts for each ecosystem (taiga and rainforest), along with 3 producer examples and 3 consumer examples for each ecosystem as identified in the reading handouts. Students will be formally assessed on the completion of the research project using the following rubric.

Rubric for Ecosystem Paper

Excellent Fair Poor

Writing:25 Points

Writes using appropriate grammar and punctuation, with separate paragraphs to show different types of information

Some mistakes in grammar, punctuation, and/ or use of separate paragraphs

Many mistakes in grammar, punctuation, and use of paragraphs

Abiotic Facts:25 Points

Provides information on type of ecosystem (terrestrial or aquatic with specific label- marsh, forest, river, etc.) and 5-6 key features, including:

Temperature Rainfall Fresh or salt water Sunlight Soil or water

nutrients Climate

Provides information on type of ecosystem and 3-4 key features

Does not provide information on type of ecosystem or lists only 1-2 key features

Biotic Facts:25 Points

Includes at least 5 producers, 5 consumers, and 2-3 decomposers present in the selected ecosystem

Includes 3-4 producers, 3-4 consumers, and 1-2 decomposers present in the selected ecosystem

Includes less than 3 producers, 3 consumers, and no decomposers present in the selected ecosystem

Research:25 Points

Includes at least 3 research sources with links or book titles in the resources section at the end of the paper

Includes at least 2 research sources with links or book titles in the resources section at the end of the paper

Includes 1 or less research sources with links or book titles in the resources section at the end of the paper

Learner ProductsStudents should have added the definitions for the terms “terrestrial” and “aquatic” to their notebooks, and should also have made additions to their KWL charts. Every student will complete either a taiga or rainforest handout, as well as participate in the completion of a group chart on the taiga and rainforest ecosystems. Finally, every student will have completed a one- two page research paper on an ecosystem selected during the aquarium field trip.

* Note for learners: This lesson plan template is adapted from the model that is recommended in the book Preparing to Use Technology: A Practical Guide for Technology Integration.