Assessment  Portfolio

Final  Assignment  3504  

Teachers  Grace  Martin  and  Lindsey  Currie

Subject  Science

Grade  5

Lesson  Focus  Wetlands

 

Wetland Ecosystems Lesson Plan 1

Subject: Science Grade: 5 Date: Oct 17, 2014

Unit E: Wetland Ecosystems Lesson: 1 Time: 1 hour

General Outcome 5-10: Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. Specific Outcome: 1. Recognize and describe one or more examples of wetland ecosystems found in the local area (e.g., pond, slough, marsh, bog, fen). Lesson introduces concepts that tie into SLOs 2 and 9. Lesson Objectives: By the end of the lesson, students will be able to:

• identify different plants and animals that live in, on, and near the water in Albertan wetlands

• differentiate between biotic and abiotic factors present in wetlands and identify which factors may be present because of humans.

Materials: 1. Need whiteboard and marker, or SmartBoard Notebook Software 2. Lesson one handouts: a KWL chart, water water everywhere, and living vs non-living things from Ducks Unlimited lesson one: http://www.ducks.ca/assets/2012/06/Grade4-6teacher.pdf 3. Unit planning reference: http://www.ducks.ca/education/for-educators/resources/ 4. If special needs are a consideration, print out the “sorting fun” activity handout.

Preparation: 1. Clear off the whiteboard and have markers that work. If using SmartBoard, turn it on

and open Notebook software. 2. Make sure that there are enough handouts (three pages: KWL, Water Water Everywhere, and Living and Nonliving things) for each student. The Sorting Fun lesson plan is only copied for students with a differentiated learning requirement.

Adaptations: 1. While the class talks about animals present in a wetland, any special needs students could colour the picture provided on the KWL page. While the class fills in the living and nonliving chart, the “sorting fun” activity could be given to special needs students. 2. Instead of working alone, students could collaborate in partners throughout the lesson. 3. If writing on the whiteboard is tedious for the students, the interactive SmartBoard can be used with clipart or pictures inserted into the categories for more visual representation. 4. Sponge activity: students done early may colour the picture on the KWL page. 5. If running short on time, class discussion (step #8) may be cut back. It is more important for students to have time to complete their charts and collaborate in groups. The only imperative class discussion is one in which definitions are given.

Lesson Procedure: 1. Brainstorm [2-5 min]: Ask students to generate a list of the places they would likely find water within 100 km of the school. Record all ideas on the blackboard. (It’s okay for students to list things like the tap, the bathtub, a pitcher in the fridge, as well as river/marsh/lake) 2. Individual Seatwork [4-5 min]: Pass out KWL Chart (Special needs students may colour the wetlands picture). Students fill in the sections of what they know and what they would like to learn about wetlands. 3. Individual Seatwork [5- 7 min]: Pass out Water Water Everywhere Chart (Living and Nonliving Things Chart to save time). Students select and record 3 wetland ecosystems where they would most likely find living things on, in and around the water. Students will include the kinds of organisms that live in these locations. Teacher will circulate, and if students are having a difficult time, the teacher can give the following suggestions:

Name/Location live under water live on the water live beside water

Pond (Nicholas Sheran Lake)

freshwater shrimp, coontail, tadpole, fish,mosquito larva

mallard ducks, duckweed, geese water beetle, algae

garter snakes, willow tree, frog, reeds, cattails

Old Man River

Rainbow trout, bull trout, whitefish, minnows, crayfish

pelican, crane, beaver, ducks, water spiders

deer, muskrat, coyote, poplars, rattlesnake, gopher

4. Turn and Share [4-6 min]: Students share their charts with a partner. They discuss the locations and the living things they have listed, and help one another fill in more organisms. Teacher circulates to decide if they need more time, or if they are getting off-topic and discussion needs to be cut short. 5. Definitions [4-5 min]: If students are working well, ask them to discuss in pairs what they think the term wetland ecosystem means. If off-topic, ask students to write a definition on their own (to quiet down class). Record these on the handout page. 6. Hands Up [4-5 min]: Share definitions of wetlands and ecosystem. For comparison, teacher can contrast with other ecosystems like forest, grassland, desert, marine, etc. Class discussion allows for student input. Have students fill out the definition lines on their handout, in their own words, but if they need help use the following: Wetland: natural area consisting of water in which soil is saturated (moist) Ecosystem: biological community of interacting organisms & physical environment Organism: an individual life-form such as a plant, animal, or single-celled being Biotic: of, relating to, or resulting from living things, esp. in their ecological relations Abiotic: devoid of life, physical rather than biological; not derived from living organisms 7. Class Discussion [5 min]: Write the definition for wetland ecosystems on the board. Draw attention to the term ‘natural’, which distinguishes the impact of humans on the environment from that of other organisms. Teacher leads class in discussion that today there are few natural wetland ecosystems. Humans have negatively impacted many wetlands although some have been protected and restored. 8. Group Work [8-10 min]: (Special needs students may complete the “sorting fun” activity). Small groups of students can choose one of the wetland ecosystems and generate a list of all the living and nonliving factors they believe are present in that ecosystem. To include an Aboriginal perspective, the teacher should point out that the factors are scientifically living or nonliving, since First Nations people view all things as living because they possess a spirit. Teacher will circulate between groups and may offer suggestions, such as:

Living Things (Biotic) Nonliving Things (Abiotic)

Ducks, Shrimp, Reeds, Algae, Turtle, Birds, Fish, Beaver, Moss, etc.

Water, rocks, sand, peat, soil, clay, humus, minerals, garbage, etc.

9. Class Discussion [8-10 min]: Representative student(s) from each group will share their findings. If students did not list trash, teacher will point out that trash should not be present in wetlands because people should make sure that their garbage goes to the dump. 10. Closure [5 min]: Ask the class to consider their KWL chart. Invite them to add anything that they learned to the “L” section. Teacher says, “Now that we have learned

about what wetlands are and the kinds of things that are present in them, next class we will talk about the relationships and interactions between living and nonliving things in wetland ecosystems.” Before dismissing class, teacher will take in KWL charts.

Formative Assessment: KWL chart: assessment as learning for student self-reflection, assessment for learning for teacher to guide instruction of what students want and to assess prior knowledge. Turn and share: assessment for learning, peer feedback and collaboration. Hands up and class discussion: assessment for learning, teacher gives class feedback. Graphic organizers: assessment for learning as students record ideas, teacher circulates and notices what students are writing down. Water Water Everywhere relates to the first part of the lesson objective (identify different plants and animals that live in, on, and near the water in Albertan wetlands). Living and Nonliving things relates to the second half (differentiate between biotic and abiotic factors/identify human influence). This formative assessment should tell the teacher what students’ prior knowledge of wetlands is. If their knowledge is limited, the teacher will provide more ideas for their charts so that by the end of the lesson, the teacher should see full graphic organizers with enough information for students to complete later lessons.

Teacher Comments/Reflection: · Was the lesson objective met, or did the lesson go off-topic? Did the graphic organizers

and KWL chart assess prior knowledge well? Was there enough time to complete 3 charts, 4 definitions, and discuss them? Did the students get bored of writing in charts, or were they engaged from working together and changing the chart topic?

Wetland Ecosystems Lesson Plan 2

Subject: Science Grade: 5 Date: Nov 3, 2014

Unit E: Wetland Ecosystems Lesson: 2 Time: 1 hour

General Outcome 5-10: Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. Specific Outcome: 2. Understand that a wetland ecosystem involves interactions between living and nonliving things, both in and around the water. Lesson Objectives: With regards to wetland ecosystems, by the end of the lesson students will be able to: 1) identify multiple interactions between living and nonliving things 2) show relationships between living and nonliving things in and around the water 3) explain how one factor affects another living or nonliving factor

Materials: 1. Need whiteboard and marker 2. Wetland relationships worksheet. Lesson handout ideas from Ducks Unlimited Canada lesson two: http://www.ducks.ca/assets/2012/06/Grade4-6teacher.pdf 3. Reading pages 3 and 4 and exercise page 5 from Ducks Unlimited Canada Student Journal: http://www.ducks.ca/assets/2012/06/Grade4-6student.pdf 4. If considering special needs, print differently coloured hexagons and posterboard.

Preparation: 1. Clear off the whiteboard and have markers that work. If using SmartBoard, turn it on and open Notebook software. 2. Print handouts for all students: Reading pages 3 and 4 from Ducks Unlimited Student Journal, hexagonal template, and wetland relationships exercise worksheet.

Adaptations: 1. Students can collaborate in partners throughout the lesson, or work alone. 2. A different reading strategy could be used for differentiated learners. 3. For a hands-on approach if time allows, students can cut out the hexagons, colour code them (brown=animals, green=plants, red=nonliving, white=explanations), and paste them onto a poster. This gives the opportunity to manipulate tiles and change their mind. 3. Sponge activities: students done early may colour the picture on the KWL page, make a coloured title page for the unit, add further ideas to their charts from lesson one, or have an additional hexagon template to create more interactions.

4. A positive learning environment is created by reminding students to respect one another’s contributions when collaborating, but not to directly copy from each other.

Lesson Procedure: 1. Review [5 min]: Hand back KWL charts. Review the things found in wetlands from Lesson One. If there was not enough time the previous day, this is a good opportunity to have students share their ideas from the chart of living vs. non-living things. Teacher may touch on any suggestions from the “want” part of KWL chart. Teacher introduces reading topic by saying, “Today we are learning about interactions.” 2. Read [5-10 min]: Pass out the reading pages (#3-4 “Together we Stand” and “Divided we Fall”). Read and identify the living and nonliving things described. A reading strategy could be employed here such as chunking, or pairs with bump reading (each reads one paragraph). If students are high-energy, then ask them to read individually. 3. Pair and share [5 min]: Can be done simultaneously with step 2 if reading in pairs. Partner students with the person that they sit beside and ask students to look for and identify any interactions between: living things and other living things, living things and nonliving things, and nonliving things with other nonliving things in the ecosystem. Write these three interaction types on the board so that visual learners know what is expected. Students may underline or highlight the interactions found on their reading page. 4. Hexagons [15-25 min]: Can be done alone, in pairs, or small groups of 3 based upon student needs and teacher’s appraisal of student participation. Provide students with the sheet of hexagons (template). Ask students to write a living or nonliving thing in one of the hexagons. The adjacent hexagons should be filled with other living or nonliving things that are related to the first one they chose. Explanations can be written on adjacent hexagons (example below) or inside the hexagons to keep adjacent sides free for more interactions. Once the instructions for how to fill in the hexagons have been given, ask a volunteer student to repeat the expectations back to the class. Differentiated learners can cut out colour-coded hexagons and arrange them on a poster. Students can glue hexagons adjacently, or connect them with arrows.

5. Sentences [10 min]: Can be done at the same time as step 4, especially if differentiated learners in the class prefer writing thoughts down before organizing them pictorially. Pass out the Wetland Relationships exercise sheet. Have students explain how five different factors in a wetland ecosystem affect another living or nonliving factor. Teacher circulates to provide help or suggestions. 6. Long answer worksheet [5-10 min]: Have students change partners. Last time they partnered with the person beside them, so have one student from each pair move desks either forward or behind. This movement keeps students engaged and ideas flowing, varying the lesson for differentiated learners. In these new pairs have students select one organism from the hexagon chart to write about on the worksheet (answering questions in paragraphs on the lower half of sheet). If noise in the classroom increases too much, make this assignment individual seatwork. 7. Closure [5-10 min]: Bring the class back to attention and ask them to share their ideas from their sentences and paragraphs. End discussion by saying, “next lesson we will be discussing the different roles that plants and animals have in a wetland community.” Collect worksheets for formative assessment.

Formative Assessment of Objectives: ● Teacher circulates around the room while students complete readings. Listen in on

conversations about living and nonliving interactions and offer guidance when it is needed. The readings meet objective 1) identifying interactions. This utilizes assessment for learning as peer collaboration with teacher input or suggestions.

● Teacher answers any questions that students might have about the hexagon and sentences worksheets. Having a student repeat back instructions ensures that the teacher’s communication was clear. Worksheets will be collected to see if students understand objectives 2) showing relationships using hexagons and 3) explaining living and nonliving interactions and how they affect each other using sentences.

● For differentiated learners who have difficulties with written explanations, the cut out hexagons arranged on cardboard will provide the teacher with formative assessment.

● Triangulation of conversation (pair & share), observation (circulate), product (graphic organizer and worksheet)

Teacher Comments/Reflection: · Were the lesson objectives met, or did the lesson go off-topic? · Did the hexagonal graphic organizer help students visualize interactions between living

and nonliving things? Did students fill out sufficient information? How well were the sentences and paragraphs completed? Do you think that the students needed more time, or more explanation to complete them fully?

Rationale for Lesson Plan 2:

Beginning the lesson with a review gets students into the mindset of wetland ecosystems, establishing a productive learning environment. This also gives the teacher an opportunity to comment on any questions raised by the KWL chart. The KWL charts encouraged students to participate in the decision of what they want to learn and how they want to learn it, opening a dialogue and involving student voice.

This lesson has many opportunities for working either alone or in pairs. Some students learn better on their own while others thrive from interaction and collaboration. The decision to allow group work is up to the teacher, who can discern if students are staying focussed. Students should participate in reading the informational pages provided because if the teacher were to read it aloud they might not pay attention. Reading in pairs helps students to practice their oral skills as well as engage with the material. Chunking helps differentiated learners if they only have to read one paragraph at a time, then look at the board to identify what type of interaction they just read about. Underlining or highlighting these interactions is less work than writing them out again, which makes this a manageable task that promotes a comfortable learning environment.

The hexagonal template is a graphic organizer that is useful for arranging relationships and interactions between living and nonliving things. This activity appeals to visual learners. To make it appeal to kinesthetic learners, students can cut out hexagons and glue them onto a poster, which allows for more hands-on manipulation of the arrangement and connections. I left the option of doing the activity on the sheet itself because cutting and gluing can take additional time and may cause some students to be distracted.

Finally, getting students to fill out the worksheet gives an opportunity for them to practice their writing skills as well as for the teacher to formatively assess their understandings. Constructing sentences helps many students to solidify their explanations of what they learned and provides them with study notes. This facilitates success when they are asked to demonstrate their learning for evaluation.

Wetland Ecosystems Name:________________________ Lesson Two: Wetland Relationships “As Strong As the Weakest Link” From Ducks Unlimited Canada “Wetland Ecosystems” Educational Guide Explain the relationships between two living things, or between abiotic (nonliving) and biotic (living) things. For example: In a wetland ecosystem water affects a duck by providing pond plants and small organisms for food, and cattails for protection and nesting habitat. 1. In a wetland ecosystem ________________ affects _________________ by providing

___________________________________________________________________________ .

2. In a wetland ecosystem ________________ affects _________________ by providing

___________________________________________________________________________ .

3. In a wetland ecosystem ________________ affects _________________ by providing

___________________________________________________________________________ .

4. In a wetland ecosystem ________________ affects _________________ by providing

___________________________________________________________________________ .

5. In a wetland ecosystem ________________ affects _________________ by providing

___________________________________________________________________________ .

Many things can happen to ecosystems that affect the organisms living there. Imagine that an organism of your choice suddenly disappears from the wetland. Explain what may have caused the organism to disappear: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Explore how the disappearance of this particular organism will affect other organisms:

___________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________________________

Wetland Ecosystems Lesson Plan 3

Subject: Science Grade: 5 Date: Nov 4, 2014

Unit E: Wetland Ecosystems Lesson: 3 Time: 1 hour

General Outcome 5-10: Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. Specific Outcomes: 5. Understand and appreciate that all animals and plants, not just the large ones, have an important role in a wetland community. 6. Identify the roles of different organisms in the food web of a pond:

● producers - green plants that make their own food, using sunlight. ● consumers - animals that eat living plants and/or animals. ● decomposers - organisms, such as molds, fungi, insects and worms, that reuse

and recycle materials that were formerly living. NOTE: This lesson focuses primarily on SLO 6 but students also learn that all animals and plants are important. It does not matter what size they are, because decomposers play a large role even if most are quite small. Lesson Objectives: By the end of the lesson, students will be able to:

1) identify characteristics of producers, consumers, and decomposers. 2) generate a list of different wetland producers, consumers, and decomposers. 3) define producer, consumer, and decomposer.

Materials: 1. Need whiteboard and markers as well as the SmartBoard and Notebook software (living vs. nonliving interactive activity). 2. Popsicle sticks (write the name of each student on a popsicle stick). 3. Pictures of the sun, cattail (producer), beaver (consumer), and mushroom (decomposer) on the SmartBoard. 4. Producer, consumer, and decomposer note-taking worksheet. 5. Pylons and pinnies.

Preparation: 1. Prepare interactive SmartBoard activity and write student names on popsicle sticks. 2. Print off the producer/consumer/decomposer note-taking sheet for students. 3. Check weather and gym availability, borrow pylons and pinnies from the gymnasium.

Adaptations: 1. Struggling students and special needs students may receive a different worksheet. Instead of having to write a definition for a producer, consumer, and decomposer, the definitions of each would already be given and students must match the definition to the

appropriate word (producer, consumer, or decomposer). This worksheet would only be created if needed. 2. If physical disabilities are a consideration, he or she can count down and be a referee for the game if running is too difficult. Sponge activities: students done early may colour the picture on the KWL page, or make a coloured title page for the unit. Any extra class time at the end can be used to play the game for longer.

Lesson Procedure: 1. Review [10-15 min]: Review living and nonliving things with the students using an interactive activity on the SmartBoard. Ask students to take out a piece of paper and draw a line down the middle to create a T-chart. Students must work with the person beside them to determine which pictures on the SmartBoard are living organisms and which ones are nonliving. Students will have 2 minutes to discuss with their partner. Once the discussion is finished, ten different students will be chosen using popsicle sticks to ensure a random selection. Tell the students: “if you weren’t chosen for this activity you will have a chance to touch the SmartBoard in other classes.” The students who are chosen will come up to the board one at a time, choose one picture, and drag it to the appropriate column on the SmartBoard (living or nonliving). After each student has dragged a picture, the class will be asked if they agree with that choice (“raise your hand if you agree/if anyone does not agree raise your hand.” If there are any students that do not agree, ask them to justify their answer. “Why don’t you agree?”). This keeps the entire class engaged and ensures that everyone is participating. Once all ten of the pictures have been dragged into a column, press check on the activity to see if the students got them all right. If they did, congratulate them and discuss why each object/organism is living vs. nonliving. If they got some wrong, be sure to discuss why that particular object/organism is considered to be living or nonliving. Once the discussion is completed, ask the students to take a look at their own T-chart and correct any of the mistakes they made. Their T-chart should be identical to the one on the SmartBoard. 2. Introduce producers, consumers, and decomposers [10-15 min]:

● “Last class, we learned that there are several different ways in which living and nonliving things interact in a wetland ecosystem. Organisms in an ecosystem are tied together by their need for energy. Today, we are going to learn about how energy moves through a wetland ecosystem by studying producers, consumers, and decomposers.”

● Discuss producers, consumers, and decomposers and hand out the worksheet. Show a picture of the sun on the SmartBoard. Tell the students that the sun is important to all organisms. Ask the students: “what do you think would happen if the sun disappeared?” The sun is necessary for all life on Earth. Show the word “producer” and ask students: “what do you think a producer is?” Show a picture of

a wetland producer on the SmartBoard (ex. cattail) and ask: “what makes this a producer?” Brainstorm ideas and write them on the whiteboard. Students can make jot notes on their worksheet in the spaces provided. Once students have a firm grasp on what a producer is, get them to brainstorm examples of more wetland producers and write them on the whiteboard under the heading “producer.” They can then pick some of the examples and write them on their worksheet in the spaces provided. Repeat the same process for consumers and decomposers.

3. Create Definitions [2-5 min]: Once students have determined what a producer, consumer, and decomposer are, they will have five minutes to write a definition of each one in their own words. Students only need to write one sentence and can work individually or quietly with a partner. Students will write their definition of a producer, consumer, and decomposer in the space provided on the worksheet. The teacher can circulate around the room to make sure students are staying on task and give guidance when it is needed. The worksheet will be collected for formative assessment when they are finished. Teacher Definitions - Producers: plants that are able to make their own food using energy from the sun. Consumer - any living thing that cannot make its own food and must eat plants and/or other animals to get the energy it needs to survive. Decomposer: living things such as bacteria and fungi, that break down the remains and waste products of plants and animals. 4. Food Investigation [8-10min]: Bring the focus back to the whiteboard (hand clap rhythm) and tell the students: “I need your help with a very important investigation. I had a large supper at Dairy Queen last night and I need to figure out where my food all came from. Can you use your knowledge about producers, consumers, and decomposers to help me figure out where I got my energy from? I ate a cheeseburger with lettuce, mushrooms, and tomato, had french fries with ketchup, and had a milkshake for dessert.” Start with the cheeseburger and get the students to break it down into each individual component. Get students to get out a piece of paper to copy what is written on the board. Ask: “what was needed to make my burger?” Brainstorm a list on the whiteboard (bun, hamburger, cheese, lettuce, and tomato). Do the same thing for the rest of the meal (french fries, ketchup, and milk). Then write three headings on the board (producer, consumer, and decomposer) and get the students to sort the items into each category. Ask: “where does hamburger come from? Yes that is correct it comes from a cow. Is a cow a producer, a consumer, or a decomposer?” Do that for each item until they are all sorted. Ask probing questions to guide the students if they are struggling. Correct answers : producers - bun (grain, wheat plants), lettuce, tomato, french fries (potato), ketchup (made from tomatoes). Consumers - hamburger (cow), cheese (made from milk that comes from a cow), milk for the milkshake (milk comes from cows).

Decomposers - mushrooms. 5. Wetland Producers, Consumers, and Decomposers Game [10 min for game, 5 min for transition outside and back inside]: Tell the students we are going to be going outside to the field to play a science game (weather permitting). Use the gym if you cannot go outside or clear a large space in the classroom. Once outside, explain the rules of the game (different version of giants, wizards, elves which is a team version of rock-paper-scissors). “There will be two different teams and each team will stand on opposite ends of the playing area. Together as a team, you will decide whether you want to be: cattail, beaver, or worm. A cattail is a producer, the beaver is a consumer, and the worm is a decomposer (create actions for each one such as both hands up for cattail, big teeth for beaver, and squatting down to the ground for worm). Consumers eat producers to get their energy so consumers beat producers. Decomposers get their energy when they break down consumers so decomposers beat consumers. Producers get some of their energy from nutrients in the soil that are provided by the decomposers so producers beat decomposers. In summary, beavers beat cattails, worms beat beavers, and cattails beat worms. Get the students to repeat back to you what each organism “beats” (or “eats”) to make sure they understand the rules. Once your team has decided on an organism, you must come to the centre of the playing field and line up on your line facing the other team (use pylons to create lines). On the count of three, each team will yell out their organism and do the action (cattail, beaver, worm). The “winning” team must chase the other team and try to tag as many of their players as they can before they reach their home base (pylons for another line). If you are tagged, you join the other team and the game continues. If there is a tie and both teams choose the same organism, players must go back to their sides and try again. Let them play a few different rounds and then wrap it up. This game gets the students up and moving and makes them think on their feet. They must know the difference between a producer, a consumer, and a decomposer and must also understand where each one gets its energy from. Closure [5 min]: Bring the students into a circle and thank them for their energy and participation. Today they learned all about producers, consumers, and decomposers. Ask the students to raise their hand and give one example of each before they go back inside for their next class (oral exit slip). End the discussion by saying: “next class, we will be learning more about wetland producers, consumers, and decomposers, and how they interact to make food chains and food webs.”

Formative Assessment: 1. T-chart: Teacher watches, listens to conversations, and answers questions. 2. Review with SmartBoard Activity: assess the accuracy of the sorting as well as the explanations (why it is living or nonliving). The activity is a way to formally assess what the students know about living and nonliving things in a wetland community. If the class

gets any of them wrong, you know that you need to spend more time reviewing the material. 3. Producer, consumer, and decomposer worksheet (handed in). Look at the definitions that the students came up with. Do they understand what each one is? If they have difficulties with this, review the material at the beginning of the next class. 4. Participation in discussions, food investigation, and active game. 5. Oral exit slip Triangulation: conversation (class review, discussions, and oral exit slip), observation (participation, group work), product (producer, consumer, and decomposer worksheet).

Teacher Comments/Reflection: · Was the lesson objective met, or did the lesson go off-topic? · Was the interactive SmartBoard activity a good way to formally assess student

knowledge on living and nonliving things? Was the entire class engaged during this activity? Did the students come up to the board in an orderly fashion? Should ten students be involved with touching the board or was it chaotic? How well did students participate with the food investigation activity? How did the game go? Did students understand the roles of producers, consumers, and decomposers from playing the game? Were there too many activities for a one hour lesson? Did the students have enough time to complete each one? Were any of the activities pushed to the next lesson?

Rationale for Lesson Plan 3:

Beginning the lesson with a review gets students into the mindset of wetlands and reminds students of what they did the previous day. Using the SMART board integrates technology into the class, enhancing learner engagement and understanding. Technology appeals to 21st century learners and gives them confidence working with innovations—a skill important for productive members of society—but is “invisible” in the classroom to focus on the learning objective.

The class discussion using pictures on the SMART board appeals to both auditory and visual learners. Having students come up with their own definitions encourages self-exploratory thinking and assesses if they understood the class discussion.

The food investigation activity gets students to apply this new concept to the real world in a way that facilitates them to make meaningful connections to their background knowledge. The class discussion encourages student participation, and effective questions direct students to specific answers without de-valuing different ideas.

The role-playing game is easy to understand when you compare it to team rock-paper-scissors. This activity breaks up the usual routine, gets students active, and still requires them to think of what “eats” what. Working together as a team gives an opportunity for collaboration in a friendly learning environment.

Having an oral exit slip as closure to the activity outside makes transition time more efficient, because students can begin their next class topic when they return inside. Also, having closure immediately after the game synthesizes the concept of the lesson, making it more meaningful and memorable.

The practice putting the concept of producers, consumers, and decomposers into application is an essential skill to be able to complete later tasks. The lessons are scaffolded to give students the knowledge and skills that they need to do well in the creation of food chains as well as in their wetland animal project. SmartBoard Activity Slides:

Wetland Ecosystems Lesson Plan 4

Subject: Science Grade: 5 Date: Nov 5, 2014

Unit E: Wetland Ecosystems Lesson: 4 Time: 1 hour

General Outcome 5-10: Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. Specific Outcome: 7) Draw diagrams of food chains and food webs, and interpret such diagrams. 11) Recognize that changes in part of an environment have effects on the whole environment. NOTE: This lesson will focus mainly on SLO 7, but 5 and 6 are necessary for the creation of food chains and food webs. SLO 11 is the implication when a role changes. Lesson Objectives: By the end of the lesson, students will be able to:

1) construct a food chain using producers, consumers, and decomposers 2) make connections between living things to create a food web 3) identify how the elimination of one species can create a domino effect of changes

throughout the ecosystem

Materials: 1. Need whiteboard and markers as well as the SmartBoard and Notebook Software. 2. Paper chain links template for constructing a food chain. 3. Students require scissors and tape/glue. 4. String for kinesthetic food web activity. 5. Food chains/web handout with photo from © Sheri Amsel www.exploringnature.org

Preparation: 1. Organize all materials and print off template of paper chain links and handout 2. If special needs are a consideration, print off their template with labels and pictures.

Adaptations: 1. If special needs are a consideration, then give them a detailed food chain template. 2. Adapt the food web activity for either a large or small group (details in procedure). 3. Sponge activities: students done early may draw pictures of their producers, consumers, and decomposers on their food chain links. They may also colour the picture on the KWL page, or their title page for the unit.

Lesson Procedure: 1. Review [5 min]: Brainstorm and Class Discussion. “Last class we talked about producers, consumers, and decomposers. Who can give me examples of each?” Brainstorm a list on the board of living things under each category type. Teacher starts a class discussion of the importance of each category in the ecosystem. 2. Paper link food chains [15 min]: Pass out the paper links template. Instruct students to cut out the strips of paper and write a wetland producer on the first piece. Then they must think of a consumer that eats that plant, then another consumer that eats that animal, and then a decomposer that eats that animal when it dies. Offer students extra pieces of paper if they would like to expand their food chain. Students then loop the piece of paper, gluing or taping the ends to form a link. The next piece of paper must be what eats the first, and is looped through the first link and glued or taped at the ends to start forming a paper chain. When complete students may illustrate and colour each link. Get students to clean up their scrap paper. 3. Class discussion and worksheet [5 min]: Ask a few volunteer students to share their food chains. Write them on the board for the class to see arranged horizontally in “producer > consumer > consumer > decomposer” order. Ask students what they think a food chain is. Students write down the definition on their worksheets, “a hierarchical series of organisms each dependent on the next as a source of food.” Then explain how the decomposers provide nourishment for plants by breaking down dead things to put nutrients back into the water or soil. Draw an arrow back to the start of the food chain. Ask if any students thought to glue their last paper link to their first. Ask if anyone made extra links that included the sun or water as food sources for their producer

4. Food web activity and discussion [15-20 min]: Tell students that they are going to role play and act out a food web for a wetland ecosystem. Every student will get a role, but teacher can decide which approach to use based upon class numbers and patience of students. Large class: Get students to stand in a circle around the classroom (amongst desks is fine). Ask one to volunteer to be the sun, and give them the end of the string. Ask someone to be a water lily and pass the string from the sun to the water lily (it is fine if water lily is across the circle because the teacher can string out the yarn back and forth across the circle). Continue stringing students together producer> consumer> consumer> decomposer> water> producer> consumer etc. until everyone has a hold on the string.

Say, “You know what’s disappointing? When there is just too much pollution in the environment for water lilies to grow. Pretend for a moment that the thing that your role eats is it’s only source of food. Water lily, please drop your string because you can no longer grow. Oh look! Frog, you don’t have any water lilies to eat, please drop your string. now class when you feel your string go loose, go ahead and drop it.” After all students have dropped their hold on the string say, “do you see how changing one small thing can have a domino effect throughout the ecosystem? Do you see how complex food webs are? Why don’t we do another example. Please head back to your seats.” Small class: If time permits, this is a more complex strategy to model a food web. Students may sit or stand wherever, though a circle is best. Assign roles to each student or let them volunteer for it: cattail, water lily, frog, salamander, aquatic invertebrates, mosquito, minnow, trout, pike, muskrat, heron, mallard duck, coyote, and hawk. Give each of the producers (cattail, water lily) and insects (inverts, mosquito) three ends of string and string them to every animal that eats them. Then get the strings at these consumers to be strung to what eats them. Continue until as many connections as possible are made. Act out the water lily dying as described above. 5. Food web concept map [5 min]: Ask the students what they think a food web is. Get them to write the definition on their worksheets, “a food web is a series of interlocking food chains that interconnects multiple species throughout an ecosystem.” Have students solidify their understanding of a food web by drawing arrows to what eats the living thing on the handout. Teacher circulates and may provide suggestions:

6. Closure [5 min]: Ask the class if someone can explain the difference between a food chain and a food web. Ask for quiet hands if they think humans can kill off species without consequence (no hands should go up, if so ask why), or if every species has an important role to play within the ecosystem (all hands should go up). Close by saying: “Thank you for your participation today. What you have learned will help you tomorrow when we start a fun project.”

Formative Assessment: 1. Review session to assess if students remember the previous lesson’s concepts.

2. Paper link food chains copied onto worksheet to see if students understand hierarchy and flow. Feedback given when sharing of food chains that the teacher writes on the board. Meets lesson objective (1). 3. Class discussions to assess what the students are understanding about the topic. 4. Food web completion on worksheet to assess if they understood the role-playing activity. Meets lesson objectives (2) and (3). 5. Hands-up closure to assess if students have adequate knowledge to start the performance task project. Triangulation of conversation (class discussion), observation (circulate and notice participation), product (food chains and worksheet)

Teacher Comments/Reflection: · Was the lesson objective met, or did the lesson go off-topic?

How well did students stay on task during the paper food chain activity? Was 10 minutes enough time for students to write, cut, glue, and form a complete chain?

· How well did the students stay focussed during the roleplaying food web activity? Did the students understand the difference between a food chain and a food web?

Rationale for Lesson Plan 4:

Beginning the lesson with a review assesses if students remember the key elements of producers, consumers, and decomposers that are necessary for completing lesson #4 activities.

The first paper food chain activity is not a time-consuming craft, and appeals to hands-on learners. It allows for a self-exploratory introduction to food chains, but is a guided activity because the brainstormed list of plants, animals, and insects on the board helps them to think of species to include in their chain. Bringing this activity back to a whole-class discussion allows for students to collaborate and compare their food chains that are equally correct, but interestingly different. This broadens the scope of creativity, teaches respect of others’ ideas, and helps students to make mental connections with the concept. Student creations give teachers insights into the differing background knowledge that each student has, enabling them to understand the factors that affect that individual to better cater lessons to teach where the learners are at. This is teaching in the magic middle, an educational psychology concept to build on prior knowledge without making activities too difficult.

The food web activity is an important role-playing opportunity that gets students out of their seats and working together as a group. This activity should give students the subtle impression that their interconnections are important to the structure of the entire ecosystem, which is a feeling of community that creates a positive learning environment within the class to promote collaborative learning. The string connections between individuals helps students to realize the many connections and interactions within a food web, appealing to both visual and kinesthetic learners. The discussions of each interaction appeal to auditory learners.

The worksheet provides the teacher with formative assessment, as well as helping students to solidify their understandings on paper. Moving between hands-on, oral, and written activities forces students to contemplate the material using different thinking patterns, making multiple connections to facilitate understanding.

Wetland Ecosystems Paper Food Chains: Cut out the template. Label each piece and arrange into a food chain. You must include at least one of each: a producer, a consumer, and a decomposer.

Extraordinary Learners Paper Food Chains:

Producer: Duckweed

Consumer: Mallard Duck

Consumer: Coyote

Decomposer: Mushroom

Wetland Ecosystems Name:_______________ Lesson Four: Wetland Food Chains and Food Webs A food chain is: ______________________________________________________________ ___________________________________________________________________________ After you check it with your teacher, draw your food chain here: A food web is: _______________________________________________________________ ___________________________________________________________________________ Complete the following food web by drawing arrows: (© Sheri Amsel from www.exploringnature.org)

Performance Task: Wetland Animal Project - Teacher Notes Rationale: In completing this task, students will demonstrate their knowledge of wetland organisms and their interactions in a wetland ecosystem. General Curricular Outcome: (5-10) Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them. Specific Outcomes: (2) Understand that a wetland ecosystem involves interactions between living and nonliving things, both in and around the water. (5) Understand and appreciate that all animals and plants, not just the large ones, have an important role in a wetland community. (6) Identify the roles of different organisms in the food web of a pond: producers, consumers, and decomposers. (7) Draw diagrams of food chains and food webs, and interpret such diagrams. (11) Recognize that changes in part of an environment have effects on the whole environment. Objective: Students will present information about a wetland animal’s habitat, life cycle, adaptations, interactions, and importance in the ecosystem. Example: The following is an example of a 2 out of 4 if each blank is filled in with one word. In order to make this a 4 out of 4 there needs to be rich and detailed content. The teacher should read this example out loud, so that students do not copy and paste this structure and simply fill in the blanks. It would also be unfair to give an essay-structure example if students are choosing different presentation types. Wetlands are __, which makes them important because___. Beavers live in wetlands, usually dammed ponds that may have [humus], [rocks], [wet soil], and [minerals] as well as [water]. In Alberta, beavers live along with [plants], [plants], [animals], [animals], and [insects]. Beavers make ___ and lodges using trees that they fell with their ___. Beavers affect the watershed by ___ to create ponds of still water. In the food chain, beavers are vegetarian consumers that eat producers like ___. Predatory consumers like ___ eat beavers, and then decomposers like___consume the remainder of the carcass. ___ could cause the beaver to disappear, which would mean __. This would be __ because __.

Performance Task: Wetland Animal Project - Student Handout Rationale: In completing this task, students will demonstrate their knowledge of wetland organisms and their interactions in a wetland ecosystem. Objective: Students will present information about a wetland animal’s habitat, life cycle, adaptations, interactions, and importance in the ecosystem. Instructions: Based on the information you have learned and the worksheets that you have filled out, you must create a project that explains a wetland animal and its role in the ecosystem.

● You may choose any wetland animal mentioned in class. ● You may also choose how to complete your project.

○ Some ideas for your project includes a written essay (~1 page), a poster with pictures and text, an informational booklet or brochure, or a virtual presentation such as a PowerPoint with recorded audio (3-5 minutes).

● You will be given computer time to complete this project, and poster paper if you wish. Content: Your project should use relevant vocabulary (ecosystem, food chain/web, producers, consumers, decomposers etc.) and answer the following questions: Wetlands description:

1. What is a wetland ecosystem and why are they so important? 2. What type of wetland ecosystem does the animal of your choice live in? 3. What are five other living things and five nonliving things that live in this wetland?

Interactions and food chain/web description: 4. What is the role of your animal in the ecosystem? What are at least three interactions it

has with another animal, another plant, and another nonliving thing? 5. Describe or draw a diagram of either a food chain or a food web that includes your

animal. 6. What does it eat, and when it dies, what eats it? 7. What could cause your animal to disappear and what affect would its disappearance have

on the ecosystem? Why is your animal important?

Timeline: You will receive two one-hour classes to work on this project. If it is not done after that time it is homework. Please use your time wisely. Next week you will present your project to the class.

Rubric for the Wetland Animal Project

Criteria

4

Excellent 3

Proficient 2

Adequate

1

Limited

Content: Wetlands

Pertinently describes the wetland of choice and interactions that occur within it. (4 points)

Relevantly describes the wetland of choice and interactions that occur within it. (3 points)

Appropriately describes the wetland of choice and interactions that occur within it. (2 points)

Superficially describes the wetland of choice and interactions that occur within it. (1 point)

Content: Animal information

Insightfully describes the role of the animal in the environment. (4 points)

Meaningfully describes the role of the animal in the environment. (3 points)

Predictably describes the role of the animal in the environment. (2 points)

Trivially describes the role of the animal in the environment. (1 point)

Content: Description of food chain/food web

Significantly describes the importance of wetlands and the animal’s role within it. (4 points)

Sufficiently describes the importance of wetlands and the animal’s role within it. (3 points)

Partially describes the importance of wetlands and the animal’s role within it. (2 points)

Vaguely describes the importance of wetlands and the animal’s role within it. (1 point)

Content: Significance of role in the ecosystem

Questions are significantly answered with rich and detailed information and vocabulary. (4 points)

Questions are logically answered with sufficient information and vocabulary. (3 points)

Questions are basically answered with simplistic information and vocabulary. (2 points)

Questions are vaguely answered with incomplete information and vocabulary. (1 point)

Project Total: / 16 points Teacher Comments: