Dianna Bermea Text Set Bibliography - Ecosystems 1. Author- Patricia Lauber Copyright DateName of Material- Who Eats What?

Food Chains and Food Webs Publisher and Publisher LocationShort Summary of the Material- This book explains the concept of a food chain and how plants, animals, and humans are ecologically linked. It also examines the significance of food chains and food webs, and explains why each link in a chain is important because of the interdependence of living things for survival Rationale Statement- My lesson is going to focus on food chains and food webs. I chose to incorporate this book into my lesson because it provided examples that would link the food chain to the students background knowledge. It provides an example of how drinking milk is participating in a food chain or web. I am planning to have the students create an interactive web and then branch of the book to have students create their own personal web or chain based on what they ate for breakfast or dinner. 2. Author- Molly Bang & Penny Chisholm Copyright Date- 2012 Name of Material- Ocean Sunlight: How Tiny Plants Feed the Seas Publisher and Publisher Location- The Blue Sky Press, New York Short Summary of the Material- Explains how all life on the earth depends, directly or indirectly, on light from the sun, and describes how all ocean life, from the tiniest plankton to great whales, including the creatures in the darkest depths, form a web that uses sunshine. Rationale Statement- I included this book into my text set because it stresses the interdependence of living things among an ecosystem, which is the big idea that I want the students to understand. I want the students to understand how if one thing is affected in an ecosystem, then all other things are affected as well. 3. Author- Sally Hewitt Copyright Date-1999 Name of Material- All Kinds of Habitats Publisher and Publisher Location- Childrens Press, New York Short Summary of the Material- This book explores different kinds of environments that are homes to various animals and plants and examines why living organisms live where they do. Rationale Statement- I chose to include this book in my text set because I wanted the students to understand that there are various ecosystems such as in the dessert or in the water. This book was full of information and photography. This book depicted different habitats with real photographs and not drawings such as the other two books. I knew I needed to provide my bilingual students with accurate visuals and not just one ecosystem but also many.

Graphic Organizer Lesson on Ecosystems Grade Level Third Grade This lesson will be taught in Spanish except for the book, which is in English. Students will be advanced high in SPANISH language ELPS (C-1-C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; (C-2-C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; (C-2-F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; TEKS Science 3.2.C o 3.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: (C) Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data; o 3.9 Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to: (A) Observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem; (B) Identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and Materials Yarn Name Tags Book: Who Eats What? By Patricia Lauber

Graphic Organizer Sheet

Vocabulary o carnvoro un consumidor que se alimenta solamente de carne o comunidad - varias poblaciones que viven juntas en la misma regin o rea o competencia - la lucha entre las cosas vivas para obtener agua, alimento, o luz solar para satisfacer su necesidades o consumidor - parte viva del ecosistema que consiste en animales o descomponedor - parte viva del ecosistema -como las bacterias- que deteriora cosas que vivieron alguna vez o ecosistema - un lugar donde las cosas vivas y las no vivas interactan. o ambiente todo el entorno vivo y no vivo que afectan a un ser viviente o hbitat - el lugar donde vive un animal o una planta o herbvoro un consumidor que se alimenta solamente de plantas o omnvoro un consumidor que se alimenta de plantas y de animales o organismo - una sola cosa viva o poblacin - un grupo de criaturas vivas parecidas que viven en un ecosistema o productor parte viva de un ecosistema que consiste en plantas Introducing Lesson Relate to Previous Learning Build Background o Read the book Who Eats What? Food Chains and Food Webs by Patricia Lauber o Have students watch this video that will help review and introduce new vocabulary that will be used throughout the lesson.

Activities Interactive Web of Life 1. Each student will assume the role of a member of the forest community. The corresponding pictures will serve as the nametag for characters in the story and should be hung around their necks with yarn or taped on their shirts. a. Sol, Arbol*, Agua, Aire, Pajaro*, Gusano*, Tierra, Hormiga*, Flor, Abeja*, Planta*, Conejo*, El Zorro*, Personas*. The characters that are starred will need to be duplicated in order for all students to participate. 2. The students will sit on the floor in a circle in random order. The teacher will stand holding a ball of yarn, and narrate the story passing the ball to each student when his/her character comes up in the story in bold letters. The ball of yarn is only passed to each student once. The students will remain on the floor until the web is finished and then they can stand up. a. Interactive Story i. Nuestra comunidad del bosque crece sano y fuerte con la luz del SOL. Todas las criaturas del bosque dependen de esta energa. El Sol ayuda a mantener a todos caliente y ayuda a las plantas a crecer. Los ARBOLES altos se extienden desde el suelo hasta el cielo mirando al sol para darles fuerza. Lluvia ha dejado de caer en el bosque y ha dado a los sedientos un gran trago de AGUA. El aire a quedado fresco por la lluvia de la tarde. Este AIRE es lo que el bosque respira. Toma un aliento profundo. Todos necesitamos el sol, el agua y el aire. El bosque est lleno de vida. Un PJARO colorido canta desde las ramas del rbol mirando a su alrededor para buscar alimento. Detecta un GUSANO movindose en el suelo y ser un buen almuerzo. El gusano se rastra por la tierra y come las hojas que han cado de los rboles. Gracias al trabajo del gusano, la TIERRA del bosque es limpia y buena para que las plantas crezcan. Una HORMIGA ha hecho su hogar en la tierra y tambin dentro la corteza del rbol. Una FLOR ha brotado de su semilla en la tierra y sus ptalos se mueven con el viento. Sus races encuentran alimento en el suelo, el aire, y el sol. Esta flor se mantiene a la espera del zumbido de una ABEJA que venga a dejar el polen. Esto permite realizar las semillas para el prximo ao de flores. Las races de esta flor y las plantas en el suelo penetran profundamente en el suelo de la Tierra. Una PLANTA se calienta con los rayos del sol y crece entre los rboles. Las gotas de lluvia se han secado en sus hojas. Esta planta sana es comida para el CONEJO que salta listo para tomar una mordida de sus hojas verdes. Un ZORRO se

esconde detrs te un tronco vigilando el conejo que ser su comida para el da. De repente, el zorro oye un sonido fuerte y se escapa para esconderse detrs de los rboles. Dos PERSONAS andan caminando por el bosque. Arrancan plantas y flores mientras admiran el paisaje. Son contentos de estar en el bosque donde el aire es fresco y los animales juegan. En las ramas del rbol, el pjaro azul canta su cancin de bienvenida. Se paran durante un momento para disfrutar de este lugar especial, y luego se van. 3. Model for the students how to pass the ball of yarn as each name is called. 4. Questions a. Estamos todos conectados? b. Que es un ecosistema? i. ecosistema - un lugar donde las cosas vivas y las no vivas interactan. ii. Make a connection to the web that the students are interacting in and an ecosystem c. Que pasara si algo en nuestro ambiente desapareciera? i. Have students stand up. Ask the students to imagine that the worm has disappeared. While all students are still standing ask the students who are worms to sit down. Have those students lightly tug on their string and those who are connected to the worm by the tug of the string must sit down also. 1. Explain how when one link in the web is affected it affects the whole web. Independent Practice Graphic Organizer o Have students work with a partner to create a food chain or web based on what their partner had to eat for breakfast or dinner. (This will promote peer interaction among students) Be sure to explain the difference between a web and a chain to avoid confusion. Assessment Answer question in Science Journal Look at your food web/chain and think about what would happen if the source of your food disappeared. For example if you drank milk this morning, what would happen if the cow disappeared? How would that affect you? Explain your answer Answers may vary but I expect the students to answer something similar to: I had milk for breakfast and if the cow disappeared then I would no longer be able to drink milk and I would also not be able to eat beef. There would also be fewer animals that would eat the grass so more grass would grow and farmers would have to work hard to mow their lawn.

Reflection in Journal Write a brief journal entry on what you learned about food webs and food chains. Graphic Organizer Lesson Reflection 1. What elements of the lesson went well? What went well in the lesson were the participation and the interaction between students. When I told the students that they would be interacting in a food web they were excited. The level of engagement was excellent. During independent practice, I walked around the classroom listening in on conversations between the students and I loved what I heard. Students were discussing like little scientists debating and trying to decide if hamburger buns came from plants. They were also discussing what plants ate and where they get their energy. 2. What elements of the lesson didnt work? I had the opportunity to teach this lesson twice in a role because Mrs. Jacquez only teaches science and she changes classes. I performed much better the second time around. When I first created my lesson I had scheduled for the students to watch the brain pop video after we created the food web and before I had the students create their own graphic organizer food web. The second time I taught the lesson I did two things very differently. First I had the students watch the video before making the interactive web with the yarn because it provided more background knowledge for them. The second thing I did was told the students sit down on the floor and hold the net down with their fingers in order for the students to see the web better. I was able to see what did not work while teaching it for the first time and then improved for the second lesson. 3. In what ways were the objectives met? Not met? I feel that the objectives were met because I checked all students work and they all successfully completed their food web. They were able to explain to me how it worked. I listened in on their conversations and they were able to help each other. 4. What effect did the grouping arrangements have in the following components: a. Classroom Management i. I taught this lesson twice and realized that classroom management plays a big role on the success of a lesson. Due to STAAR testing the students are mixed up in the classrooms. The students I had been used to teaching all semester were in another classroom and I have not seen them in weeks. The first time I taught this lesson, I was able to manage the classroom better because I was used to working with many of the students. The second time I taught the lesson there were many students I was not used to seeing and getting the students to stay on task was a little harder. In

the second class I had problems with students playing with the yarn. b. Delivery of Instruction i. I feel that I provided various methods of instruction. Video, Literature, Interactive experiences, and peer interaction. I even got the chance to work one on one with student while they were drawing their own food webs. c. Student Interaction i. In my lesson student interaction was very crucial. They had to make a food web based on what their partner had to eat. That forced the students to communicate with each other and work together to form the food web. 5. How effective was the assessment? Did it address the objectives of the lesson? The assessment was effective because I wanted the students to think critically about what would happen if their food source disappeared. I knew the answers would vary and that each student would have a unique answer. I wanted to assess the students higher-level thinking and not repeat to me something that I had told them. I feel that the students mastered the objectives because the big idea that I wanted the students to understand how if one thing is affected in an ecosystem, then all other things are affected as well. The students were able to convey this. 6. What adjustments need to take place based on the lesson results and your reflection? One area that I can improve one is integrating more academic vocabulary instruction into my lesson to be sure that they are comfortable using those words. One idea that I have is to remind the students to use the word wall. The teacher did not have one because it was a lesson that I created but she normally includes science words into her word wall. I should have made the words for her and posted them for her ahead of time. Vocabulary Lesson Ecosystems ELPS (C-1-C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; (C-2-C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; (C-2-F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment;

TEKS

3.9 Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to: (A) Observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem; (B) Identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and Vocabulary This lesson will be an extension to the previous graphic organizer lesson. The teacher should revisit vocabulary learned from the ecosystems lesson the day before. While constructing their food chain or web, the students already understood these concepts they just did not have the academic language in Spanish to represent the concepts. For example while constructing their web, the students expressed that they ate a hamburger with lettuce in it and expressed that they were meat eaters and plant eaters. I would connect this idea with carnvoro, herbvoro, and omnvoro. My goal with this vocabulary lesson is to build on the prior knowledge that they learned the day before. I would make a science word wall for this unit using these words. o carnvoro un consumidor que se alimenta solamente de carne o comunidad - varias poblaciones que viven juntas en la misma regin o rea o competencia - la lucha entre las cosas vivas para obtener agua, alimento, o luz solar para satisfacer su necesidades o consumidor - parte viva del ecosistema que consiste en animales o descomponedor - parte viva del ecosistema -como las bacterias- que deteriora cosas que vivieron alguna vez o ecosistema - un lugar donde las cosas vivas y las no vivas interactan. o ambiente todo el entorno vivo y no vivo que afectan a un ser viviente o hbitat - el lugar donde vive un animal o una planta o herbvoro un consumidor que se alimenta solamente de plantas o omnvoro un consumidor que se alimenta de plantas y de animales o organismo - una sola cosa viva o poblacin - un grupo de criaturas vivas parecidas que viven en un ecosistema o productor parte viva de un ecosistema que consiste en plantas

Activities 1. To introduce the lesson I would allow the students to view the Brain Pop video I introduced in the previous lesson. I like this video because it defines many of the academic vocabulary words that I think are important to learn for this topic. This time I would pause the video during certain vocabulary definitions to expand on the definition and to connect the meaning to what they did yesterday in the previous lesson. The words not defined in the video I will define for them providing pictures to increase understanding. 2. The students will pull out their science journals and return to the food webs they created. I will ask the students to connect their vocabulary words to their existing food webs. 3. With the same partner they worked with in the previous lesson the student will label their food webs. For example, they will label who is the consumer and who is the producer. 4. Ask students to label these vocabulary words in their food webs: a. Carnvoro b. Consumidor c. Herbvoro d. Omnvoro e. Productor Assessment I would ask the students to define the words we discussed in class. a. Carnvoro b. Consumidor c. Herbvoro d. Omnvoro e. Productor