Components of an ecosystem- Lesson #2 State StandardsPerformance Indicators

Prior Knowledge/Building Background Knowledge2-prongBasic knowledge andconnection to their existing world

Knowledge/Skills Students Will Acquire (Bloom’s) Students will be able to…

Evidence that students understand – Performance tasks other assessments/checks for understanding

MST Standard 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment

Bell ringer and link to ecology: what are the different components of our school yard? Whole class generated list. Prompt students to think about what underlying commonalities these items have.

Power point presentation and guided notes handout on the components of an ecosystem

Students will evaluate what factors may be present in our school yard ecosystem

Students will identify abiotic and biotic factors within an ecosystem.

Students will be able to analyze the differences between abiotic and biotic factors

Students will be able to categorize the components of our school yard ecosystem as either biotic or abiotic

Pre-test: abiotic and biotic factors, biotic factor interactions

Discussion

Thumbs up/thumbs down activity

Group work- list, sort , label activity

Exit slip responses

Teacher Candidate: Jamie Prudhomme_______________ Date: 28Oct2009_______Lesson Plan Template

Unit Title: Relationships in the Living Environment- Ecology

Essential Question(s): How important are the relationships and interactions in your life? Imagine life in a bubble, what would you need to sustain life?

Lesson Title/Number

Components of an ecosystem Lesson #2

Lesson Question (s)

What are the components of an ecosystem? How do these components interact?

State Standards and Performance

Indicators

MST Standard 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment

Lesson Objectives(Bloom’s

Taxonomy)

Acceptable Evidence

• Students will be able to define abiotic and biotic• Students will be able to identify abiotic and biotic factors within an

environment and provide examples • Students will be able to analyze the difference between the abiotic

and biotic factors• Students will be able to categorize the components of our school

yard ecosystem as either biotic or abiotic

____________________________________________________________

• Students will participate in thumbs up/thumbs down whole class activity to appropriately identify given examples as either abiotic or biotic factors

• Students will cooperatively complete list, sort, label activity • Students will complete exit slips appropriately identifying abiotic

and biotic components

Bell Ringer and Prior Knowledge Tap – this can be

together or separate

________________

Procedure – teacher input,

modeling, guided practice,

independent practice, and/or

activities

*Accommodations for learning

modalities are required.

Prior Knowledge Tap-Pre-test with ecology related vocabulary and concepts (see pre-test)

Bell Ringer (on board): What components make up the school yard? Create a list of the different components of the school yard. Allow students to respond by recording their answer in their notebooks. Select students to share their answers with class. The teacher will record the student’s responses on the board. Once the list is generated ask the students to think about what similarities/differences exist between the items generated. We will return to the list at the end of the class period.

____________________________________________________________Following the pre-test and bell ringer discussion:Using the attached powerpoint presentation and guided notes handout the teacher will give a lesson on the components of ecosystems. (Research based instructional strategy- summarizing and note-taking)

1. The teacher will hand out guided notes to students

2. Using the attached powerpoint presentation and guided notes the teacher will go over the lesson question and lesson objectives with the students (see powerpoint and guided notes) (Research based instructional strategy- setting objectives).

3. The teacher will use the powerpoint presentation to guide students through the different components of an ecosystem (abiotic and biotic factors).

4. The students will record notes on the guided notes handout.

5. The students will identify given examples as either abiotic or biotic factors by giving a thumbs up for abiotic and a thumbs down for biotic factors (see slide 9 on powerpoint-check for understanding)

6. The students will then be divided into groups of four to perform a list, sort, label activity.

Procedure – teacher input,

modeling, guided practice,

independent practice, and/or

activities

*Accommodations for learning

modalities are required.

A. The teacher will hand out envelopes containing the different components found in a fish tank (abiotic and biotic factors)

B. The teacher will give the following directions: “Work together to appropriately list, sort, and label the components of a fish tank.” The teacher will have two students repeat the directions to check for procedural understanding.

C. The students will work in groups to distinguish the biotic from the abiotic components. The teacher will observe difficulties/ease with list, sort, label activity (see who is getting it and who is struggling-formative assessment) (research based instructional strategies- cooperative learning, and comparing, contrasting, classifying).

D. Following the group activity the teacher will provide the correct answers for list, sort, label activity and give feedback to clarify any questions or comments the students may have.

7. Closure- The students will complete an exit slip handout by

identifying the items on the class generated list as either abiotic or biotic factors.

A. The teacher will prompt the students to return their attention to the class generated list of the different components of the school yard written on the board at the beginning of class

B. Ask students what they think the items on the board may have in common and if they were to categorize these items how would they differentiate? Select a student to answer, if the desired outcome is not identified see if anyone else in the class can come up with the desired response. (Desired response: These items can be categorized as either abiotic or biotic factors)

C. The teacher will then hand out exit slips to the students and give the following directions: “on the exit slip identify the items written on the board as either biotic or abiotic factors of our school yard. The teacher will have two students repeat the directions to check for procedural understanding.

D. The students will independently complete the exit slip by categorizing the class generated components of our school yard as either abiotic or biotic factors (check for understanding-formative).

E. The teacher will announce prior to the end of the class session that there will be the post-test on the components of an ecosystem on the next class session. The teacher will have two students repeat that the post-test will be given on the components of an ecosystem the next class session.

Checks for understanding –

directions, procedures,

routines, and content

(formative)

Pre-test on ecology related concepts and vocabulary (prior knowledge tap -formative assessment)

Directions: Have two students repeat the directions for group work activity (list, sort , label)

Thumbs up, thumbs down activity: Students will accurately identify a given examples as either abiotic or biotic factors (formative assessment –check for understanding)

List, Sort, Label- students work corporately to distinguish the components of a fish tank as either abiotic or biotic factors (formative assessment-check for understanding)

Students exit slip responses are used as checks for understanding (formative assessment)

Teacher will make notes in his/her journal identifying how the lesson went. For example, difficulties observed, areas for improvement, problems that arose (formative assessment)

Assessment – type and purpose

• Pre-test on ecology related concepts and vocabulary (formative assessment). Purpose is to identify what my students already know and what they do not know in order to appropriately lesson plan.

• Thumbs up/down activity: Students will accurately identify a given example as either abiotic or biotic factors. Purpose: check for understanding (formative assessment)

• Group work: list, sort, label activity- note students ability to accurately identify the components of a fish tank as either abiotic or biotic factors. Purpose: check for understanding (formative assessment)

• Exit slips: Students will be asked to categorize the class generated components of our school yard as either abiotic or biotic factors (check for understanding-formative).

ClosureReturn to the lesson objectives to check for understanding by having students complete a prepared exit slip. Exit slip will prompt students to categorize class generated list items as either abitoic or biotic factors (see attached exit slip).Also announce the that post-test on the components of an ecosystem will be given on the next class session.

Accommodations

Visual aids – powerpoint and guided notes handout

Auditory aids -teacher lecture of Powerpoint presentation

Tactile/kinesthetic aids- list, sort, label group work activity

Materials

The teacher generated powerpoint presentation, ecology vocabulary and concepts pre-test, components of the ecosystem guided notes handout, exit slips, envelopes containing the different components of a fish tank for list, sort, label group exercise, Prior knowledge/bell ringer handout

Duration

Planning time- 1hr Instructional time- 40minutes

Components of an Ecosystem Guided Notes

Lesson Questions:What are the components of an ecosystem?

Lesson Objectives:

• Define abiotic and biotic

• Identify abiotic and biotic factors within an environment and provide examples

• Analyze the difference between the abiotic and biotic factors

Define the terms abiotic and biotic.

What are abiotic factors in an ecosystem? Give examples

What are biotic factors in an ecosystem?

What are the biotic components of an ecosystem?1.2.3.

What is a producer (autotroph)? Give at least two examples

What is a consumer (heterotroph)?

What are three different kinds of consumers?1.

2.

3.

What are the two types of carnivores? Give examples of each.1.

2.

What are decomposers? Give at least two examples

Why are decomposers essential components of an ecosystem?

Thumbs up/Thumbs down ActivityIdentify abiotic and biotic factors in an ecosystem by giving a thumb up for abiotic factors and a thumb down for biotic factors

• Minerals in soil

• Oak tree

• Mushrooms

• Ground water

• Squirrel

• Oxygen and carbon dioxide

• Mountain lion

Pre-test: Components of an ecosystem

What is an abiotic factor?

What is a biotic factor?

Give at least three examples of abiotic factors present in an ecosystem.

What is a producer? Give an example

What is a consumer? Give an example

What is a decomposer? Give an example

Define the terms symbiosis

What are the three forms of symbiotic relationships?1.2.3.

What is predation?

List, Sort, Label –Abiotic and Biotic factors of a Freshwater pond

Abiotic Factors Biotic Factors

Water Fish

Intensity of light plant life

Temperature insects

pH of water algae

rocks bacteria

Nutrients in soil Snails

Dissolved O2 in water Plankton

Components of an Ecosystem: Exit Slip (day1)

Name_________________ Date__________

Directions: Identify the items written on the board as either biotic or abiotic factors of our school yard.