Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Dominique Wooders Subject/Grade: Science/ 5th

Lesson # __1____ Date and Time of Lesson: 9/23/13 8:30am

Learning Objective: TSWBAT; answer the question What is an ecosystem? (living and non-living things in an area) TSWBAT decipher, classify, and give examples of biotic and abiotic factors in an ecosystem. As well as be able to identify the difference between the two. 5-2.2 Alignment with Standards: SC Curriculum Standard(s): 5-2: The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. SC Academic Indicator(s): 5-2.2: Summarize the composition of an ecosystem, considering both biotic factors (including populations to the level of microorganisms and communities) and abiotic factors.

Developmental Appropriateness or Cross-curricular connections: This lesson is appropriate for student learning because it is activating prior knowledge and giving them a deeper understanding of ecosystems and what to factors make up and ecosystem. The students touched on Ecosystems in the 4th grade, but didnt get the vocabulary; this lesson will introduce them to the vocabulary and functions of biotic and abiotic factors. Cross Curricular Connections: This Science lesson will correlate with Language Arts and Art with the use of the T-chart (graphic organizer) Assessment(s) of the Objectives: Lesson Objective(s) Use of Formative Assessment (TWS section 7) Pre assessment: students will The information complete short quiz that will gathered will allow the ask students to identify living teacher to make an and nonliving things. instruction decision to stay on this lesson extra days or to move on to the next section of the unit. Homework: Identify 5 abiotic and 5 biotic The homework will be factors at home. Must record gone over in class and the students will share on their t-charts in their what they wrote and notebooks what makes it biotic or abiotic. This assessment will allow me to get a general census of who has and understanding and who does not. If the Assessment(s) of the Objective(s)

TSWBAT answer the question What is an ecosystem? (living and nonliving things in an area) TSWBAT decipher, classify, and give examples of biotic and abiotic factors in an ecosystem. As well as be able to identify the difference between the two.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

majority of the class has a n understanding then we will do a short review and move on to the next section of the unit. Accommodations: This class has 4 ESOL students who all require the options of partner work, extended time on assignments, and they receive any vocabulary ahead of time. For my hearing impaired student I will make sure I speak clearly and provide visual examples. For my Autistic student; visual examples and one on one instruction can/will be provided. This class also has eight GATAS students who are early finishers. When this occurs they will be instructed to take AR test or to read quietly and log the time they have read.

Materials: 1. Smartboard 2. Workbook pages (Students do not have science workbooks yet) 3. Science notebook 4. Pencil 5. Dry erase board Procedures: 1. Pre assessment: students will complete short quiz that will ask students to identify living and nonliving things. 2. The students will first be asked the question What is an Ecosystem? (living and non-living things in an area) I will then introduce the lesson to them to the vocabulary 3. They students will write down the definition of biotic and abiotic as well as examples. This will be recorded in their notebooks. Biotic: living things Plants and animals Abiotic: non-living things Water and air 4. After the vocabulary has been discussed; I instruct the students to create a t-chart in their notebooks. They will then be asked to write down an example of each factor. 5. Then I will call on a few to tell me what they wrote down and explain why they placed it in that category. 6. At the end of the lesson we will review biotic and abiotic factors and the difference between the two. 7. The post formative assessment will be Homework; students will add 5 abiotic and 5 biotic factors to their t-charts. Activity Analysis: 1. The first activity will be the pre assessment. This will help will be the introduction of identifying the different factors associated with biotic and abiotic factors This activity will get the students into what is going on. This will also help students see that the words living and biotic are interchangeable; as well as abiotic and nonliving.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

2.

The technology used will be the Smartboard to display the workbook pages. This will be used because the students do not have their workbooks yet. The second activity will be used to provide more practice with identifying biotic and abiotic factors. This lines up with the objective because it goes back over the material covered. This activity will give students an opportunity to get a better understanding of the lesson. This activity will close the lesson and students will continue with the assigned homework that is directly aligned with the objectives. The technology used will be the Smartboard to model the t-chart for students.

References: All information and resources were furnished by Angie Nelson, 5th grade teacher at Pinecrest Elementary School.