Samuels*

Iesha Samuels EDIS 5222 University of Virginia RTI Lesson Plan November 5 2!"# Tier " Lesson Title$ %bioti& an' (ioti& )a&tors in the E&osystem *+on&e,t %ttainment.oals/Learning 0b1e&tive$ Through concept attainment the students will determine commonalities and differences of objects based on their visible characteristics The students will provide student-friendly definitions of abiotic and biotic The students will provide synonyms for abiotic and biotic The students will provide examples of abiotic and biotic items The students will use the yes and no example chart to determine the meaning of abiotic and biotic The students will further knowledge of abiotic and biotic items by separating abiotic items from biotic items The students will be able to define ecosystem and state the difference +ommon +ore Stan'ar's$ CCSS.E !- iteracy. .".# $etermine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. CCSS.E !- iteracy. .".%a Sort common objects into categories &e.g.' shapes' foods( to gain a sense of the concepts the categories represent CCSS.E !- iteracy. .".%c )dentify real-life connections between words and their use CCSS.E !- iteracy. .*.# $etermine or clarify the meaning of unknown and multiple-meaning words CCSS.E !- iteracy. .*.%b $efine words by category and by one or more key attributes Virginia S0L Stan'ar's$ ife +rocesses o "., The student will investigate and understand the differences between living organisms and nonliving objects. "ey concepts include !ll things can be classified as living or nonliving- and iving organisms have certain characteristics that distinguish them from nonliving objects including growth' movement' response to the environment' having offspring' and the need for food' air' and

Samuels3 water English o ".. The student will expand vocabulary. $iscuss meanings of words $evelop vocabulary by listening to a variety of texts read aloud. o *./ The student will expand vocabulary. discuss meanings of words in context. $evelop vocabulary by listening to and reading a variety of texts !sk for the meaning of unknown words and make connections to familiar words 0se text clues such as words or pictures to discern meanings of unknown words. 0se vocabulary from other content areas. 2aterials/Resour&es$ Chalkboard and chalk 12 chart paper Cut out around 34-3% pictures of biotic and abiotic examples &animals' plants' people' and rocks' machines' toys( etc. 3-5 background6backdrop where abiotic and biotic factors are found &ecosystem( i.e. home' park' beach' garden' 7oo etc. Why Should I Protect Nature? 8y 9en :reen Abiotic and Biotic Factors by !nna Cushing Re3uirements for Lesson Pre,aration$ +repare 3-5 student6kid friendly definitions of abiotic and biotic factors +repare a student6kid friendly definition of ecosystem Select concrete and visible examples and non examples of abiotic and biotic factors ;ave 3-5 background6backdrops of ecosystems readily available &if necessary for Tier * or Tier 3( Cut out around 34-3% pictures of biotic and abiotic examples &animals' plants' people' and rocks' machines' toys( etc. Consider potential <uestions= o >hat is another word for abiotic and biotic? o >hat happens when an object6item has biotic and abiotic features? &a car with rubber that comes from trees( o )f there is only a place with nonliving things or a place with living things' is it still considered an ecosystem? +re-read Abiotic and Biotic Factors by !nna Cushing to prepare and <uestions as you read aloud. Ex. @What is this a picture of? Is this an abiotic or biotic factor?A +re-read= Why Should I Protect Nature? 8y 9en :reen and prepare

Samuels5 the same <uestions. Pro&e'ures for Tea&hing$ *. Revie4 an' a&tivate ,rior 5no4le'ge. >hat do we already know? This is a great way to prepare students for what they will be learning in this lesson. This also acts as a review for students who might have forgotten much about the previous lesson &>hat are ecosystems? >hat are living things? >hat are nonliving things? ;ow do they work together?( !nother benefit of activating prior knowledge is that it sets the foundation for what will be learned for that day' and can aid or scaffold in learning new related vocabulary. Ex. BOkay class, if you hear my oice clap once! If you hear my oice clap t"ice! If you hear my oice say, #Polly"ollabin$bon$!% &reat! No" that I ha e your attention, "e are about to continue our science lesson from yesterday' (emember, "e "ere talkin$ about ecosystems' We looked at a fe" pictures of ecosystems on the smartboard' Some "ere )oos, parks, and oceans' Based off of our discussion last class, "ho can tell me "hat an ecosystem is? (emember, think about the pictures that "e looked at and "hat "e sa" in them'A 3. ook for answers revolving around @areas where living and nonliving things areA. )f students do not seem to grasp the concept' then show one of the pictures used during the previous class that contains both living and nonliving factors and slowly say the word @ecosystemA. !sk students to repeat the word @ecosystemA again. !sk what kinds of things the students see in the pictures &living and nonliving(. !nd ask someone to raise their hand and tell you what an ecosystem is. 1nce again' the answers should include that there are living and nonliving things there. 5. Intro'u&e the target 4or's via &on&e,t attainment$ This is an inductive strategy for the kids to find common <ualities or characteristics about groups of objects &yes and no examples( to learn or understand the target word6concept. )nstructor should say and do the following= @Alri$ht boys and $irls' I am $oin$ to sho" you some pictures and I%m $oin$ to place them under either side of the board*chart paper' I "ill place some pictures under the #yes% column and some pictures under the #no% column' What I "ant for you to do is to try and fi$ure out the pattern or theme "ith the pictures that I place under each column, okay?% >ait for students to ask <uestions' if not' still provide additional information. @So the pictures that I place under the #yes% column ha e somethin$ in common, and the pictures that I place under the #no% column ha e somethin$ in common or alike' I "ant you to fi$ure out "hat makes the #yes% column different from the #no% column'A

Samuels# #. (egin ,la&ing the items un'er the 6yes7 an' 6no7 &olumns. +lace them slow enough so the students have enough time to think or process why you place each item under a column. Start off with placing something obvious' such as the picture of the tree under the @yesA column and a toy airplane under the @noA column. Cext place a picture of a bird under the @yesA column and a lamp under the @noA column. +lace a picture of a bug under the @yesA column and a picture of a window under the @noA column. !t this point' ask the students whether or not they see a trend' pattern' or theme occurring in separating the pictures. Some of them might say @things you find outsideA and @things you find insideA' but encourage them to think a little deeper. %. En&ourage 'ee,er thin5ing8 +rovide hints if necessary. Dor example' @What can the thin$s in the #yes% column do that the thin$s in the #no% column cannot do? +hink about "hat "e talked about "hen thinkin$ about ecosystems' Take time and allow students to hypothesi7e about what they think the two categories represent. 2emember' they will more than likely mention @living and nonlivingA' however we are using this as an introduction to synonymous words used when speaking about ecosystems= abiotic and biotic. ! student may mention that one column has living things and the other does not. ;owever if students do not understand' you may provide the answer' provided that further exploration occurs. ,. E9,lore 4hat living an' nonliving means8 Some kids may understand the word' but not the concept of living and nonliving. $iscuss <ualities and characteristics of living and nonliving. Dor example' @Somethin$ is considered a li in$ thin$ if it $ro"s and chan$es, and needs ener$y' For e,ample, a plant is considered a li in$ thin$ because it $ro"s and it needs ener$y from the sun in order to $ro"' &Eou may or may not have to provide an explanation to how plants get energy from the sun' and even though itAs not visible how they receive their energy' we know that they do grow(. Are people li in$ thin$s? -es! Because "e need ener$y from food in order to $ro" and chan$e' Is a couch a li in$ thin$? No! Because it doesn%t need ener$y in order to $ro"' Dor example' @+he items under the #yes% column are items that are li in$ thin$s, and those under the #no% column are not li in$ thin$s' (emember, "e discussed that li in$ thin$s are those that are or ha e been ali e' Nonli in$ thin$s are those that are not nor ha e e er been ali e' a. To encourage deeper thinking' continue presenting more objects for the student to dictate whether to put them in the @yesA and @noA columns. !dd items such as= stopwatch &no(' dog &yes(' tennish shoe &no(' ants &yes(. This will help

Samuels% support their hypothesis. /. +reating a 'efinition/Intro'u&ing the Ne4 Term$ !t this point' restate what the children have said' @ one group represents living things whereas the other group does notA. )nstructor can then introduce new terminology6vocabulary for students to use. Dor example' @So "e see here, that the items in the #yes% column represent li in$ thin$s and the items in the #no% column represent nonli in$ thin$s' When discussin$ ecosystems, "here li in$ and nonli in$ thin$s li e, "e use the terms #biotic and abiotic factors%' Biotic factors are the li in$ parts of an ecosystem' +he root "ord, #bio% means life, in &reek' So accordin$ to our chart, "hat "ould be some biotic factors?A >ait for children to respond by listing all of the objects under the @yesA column that represent living things. B&reat! And abiotic factors are the NONli in$ parts of an ecosystem' So accordin$ to our chart, "hat "ould be some abiotic factors?A >ait for children to respond by listing all of the objects under the @noA column that represent living things. a. )f some students seem to not respond or have some difficulty in grasping this concept' make not of that for Tier 3 planning' and review what living and nonliving things are &as done at the beginning of the lesson(. 2estate what biotic means &the same as living( and ask the class to raise their hand if they can name something on the board that is a biotic factor. $o the same for abiotic factors. .. Intro'u&e te9t for the 'ay$ 2ead through Abiotic and Biotic Factors 8y= !nna Cushing. !lso read through Why Should I Protect Nature? 8y 9en :reen a. +rior to reading the book' ask students to take note of some of the abiotic and biotic factors that they see in the book. 2emind them of what abiotic and biotic means. ink both words to their synonym &i.e abiotic F nonliving factors and biotic F living factors(. b. 1ccasionally ask a student if something is abiotic or biotic. Dor example' @.enny, can you tell me if the rock on this pa$e is abiotic or biotic and "hy?A Gake gestures or references to the chart continuously for kids to understand the relationship between abiotic and biotic factors. c. Talk about relationship between biotic and abiotic factors and how they affect one another. Dor example' how trash &abiotic factors( can harm the living environment &biotic factors(' which is essentially what the 9en :reen book is about. H. Revie4 abioti& an' bioti& an' ,rovi'e assignment8 !sk students to raise their hands and name off some things that they see every day in their ecosystems that are abiotic and biotic. !s

Samuels, students raise their hands' write down6draw what each student says on chart paper and ask the entire class to deliberate on whether or not the object is abiotic or biotic. a. %&tivity "$ ;ave students work in groups to place pictures of abiotic and biotic factors on the backdrops of ecosystems. 1nce finished' each group shares with the class what factors they have and how they affect one another. b. %&tivity 2$ >orksheets from Ecosystems= Ecology and Environment that review vocabulary and provide additional learning. 2ead aloud paragraphs to students and do worksheets together as a class or in small groups. >alk around to monitor studentsA work and contribution. Evaluation$ Iuestions' throughout the presentation of the concept attainment model as well as after introducing the new vocabulary terms' will be asked. )nformal monitoring will be done to see which students may have a difficult time grasping the concept or the reasoning behind separating the pictures. !lso' upon asking students to name abiotic and biotic factors from their ecosystem' monitoring who may be slightly confused. The activities will also assess understanding of nonliving and living along with abiotic and biotic factors. Tier 2 :or' 2eaning Vo&abulary S3uare 2a, *))+R.oals/Learning 0b1e&tives$ The students will review the concept attainment strategy through examples using @edibleA and @nonedibleA items' with @edibleA and @nonedibleA being the new learned vocabulary The students will design key rings with index cards stating the name' pictures of6examples of abiotic and biotic factors as well as ecosystems The students will create personal definitions of these terms The students will be present all three terms on the key rings' and explain the information on each card. The students will separate and regroup like and unlike items based on their visible characteristics The students will state reasoning being grouping6noting the commonalities and differences between the 3 groups The students will produce student-friendly definitions of the 3 groups The students will provide additional examples of abiotic and biotic factors as well as different ecosystems +ommon +ore Stan'ar's$ CCSS.E !- iteracy. .".# $etermine or clarify the meaning of unknown

Samuels/ and multiple-meaning words and phrases based on kindergarten reading and content. CCSS.E !- iteracy. .".%a Sort common objects into categories &e.g.' shapes' foods( to gain a sense of the concepts the categories represent CCSS.E !- iteracy. .".%c )dentify real-life connections between words and their use CCSS.E !- iteracy. .*.# $etermine or clarify the meaning of unknown and multiple-meaning words CCSS.E !- iteracy. .*.%b $efine words by category and by one or more key attributes V% S0L$ ife +rocesses o "., The student will investigate and understand the differences between living organisms and nonliving objects. "ey concepts include !ll things can be classified as living or nonliving- and iving organisms have certain characteristics that distinguish them from nonliving objects including growth' movement' response to the environment' having offspring' and the need for food' air' and water English o ".. The student will expand vocabulary. $iscuss meanings of words $evelop vocabulary by listening to a variety of texts read aloud. o *./ The student will expand vocabulary. discuss meanings of words in context. $evelop vocabulary by listening to and reading a variety of texts !sk for the meaning of unknown words and make connections to familiar words 0se text clues such as words or pictures to discern meanings of unknown words. 0se vocabulary from other content areas. 2aterials/Resour&es$ Chart paper or chalkboard from Tier * 34-3% pictures of food6edible things and non-edible things index cards6 activity worksheet written target words on display &board or piece of paper for students to see(= ecosystem, biotic, abiotic have different ecosystems6backdrops Texts= Abiotic and Biotic Factors by !nna Cushing - Why Should I

Samuels. Protect Nature? 8y 9en :reen for reference Re3uirements for Lesson Pre,aration$ have kid friendly definitions of abiotic' biotic and ecosystem &from tier *( prepared or nearby' with an additional definition or example for each &if necessary( write target words &one each( on an index card= ecosystem, biotic, abiotic so that students can see have backdrops of ecosystems readily available readily available &picture of a house' a garden' a 7oo( with additional pictures of abiotic and biotic factors &people' dogs' rocks' tvs' etc(. consider multiple examples of ecosystems' abiotic and biotic factors Pro&e'ures for tea&hing$ *. %&tivate Prior ;no4le'ge$ 2eview the targeted words for today and ask students what they remember from the group lesson. Dor example' @So earlier "e talked about / tar$et "ords' +hose "ords "ere ecosystems, abiotic, and biotic factors' We started off by $roupin$ ob0ects in a #yes% or #no% column and "e talked about some of the thin$s that the items in the columns had in common "ere that some of them "ere li in$, and some "ere nonli in$' No", to discuss the "ay in "hich "e fi$ured this out, I am $oin$ to pro ide another e,ample, and I "ant you to try and $uess the concept that I am usin$ to separate these items' What makes the items in the #yes% column different from the items in the #no% column? 3. Present ne4 e9am,le8 +lace' one by one' pictures of edible things in the @yesA column and pictures of nonedible things in the @noA column. Start off with something simple such as pi77a. +lace the picture of the pi77a in the @yesA column' and a picture of a nonedible item' such as @toilet paperA in the @noA column. Continue to 2!C$1G E grab edible and nonedible items' placing them in their corresponding column. !sk students if they notice the difference between the @yesA column and the @noA column. Students should mention or note that the items in the @yesA column are all things that you can eat' and that the items in the @noA column are things that you cannot eat. 5. Intro'u&e the ne4 terminology8 1nce students have understood that the items are separated based on their ability to be eaten' you introduce the correct term for the concept. @&ood' So "e notice that the items in the #yes% column can be eaten and the items in the #no% column cannot be eaten' +he term for that is #edible%' 1an you say edible?A >ait for students to repeat the word. @2dible means you are able to eat it' It is somethin$ that

SamuelsH you can eat' So is food edible?A Students should respond @yesA. @A $reat "ay to remember the "ord #edible% is that is sounds like #eatable% doesn%t it? So if it%s eatable it%s edible' 1orrect? &reat! No" if you cannot eat it, like the items in the #no% column, then it%s called #nonedible%, almost like sayin$ it%s NO+ eatable' &ot it? #. Revie4 Te&hni3ue$ BSo "hat "e did "as look at "hat these different items and disco ered "hat they had in common' After seein$ "hat they did and did not ha e in common, "e used that to help us find the meanin$ for our ne" term' So "ith one $roup bein$ thin$s you can eat, and the other bein$ thin$s you cannot eat, that helps us define edible and nonedible' %. Reintro'u&e the target 4or's/Ne4 %&tivity$ 6(emember our tar$et "ords? +hey "ere abiotic, biotic, and ecosystem 3as a re ie" "ord4' +o help us remember these "ords, "e are $oin$ to use inde, cards that $i e us hints and e,amples of "hat abiotic, biotic and ecosystems are and "hat they mean' +ass out index cards. )nstruct students to write the word @abioticA on the first index card. +oint to the chart and remind students that abiotic means something that is nonliving. 2eview examples of abiotic factors. @If "e look at our chart, "e can see that some e,amples of abiotic factors are rocks, couches, "indo"s, etc' +hese thin$s are nonli in$' -ou may choose either one or all of these to dra" on the first inde, card' When you are finished, I "ould like for you to "rite the "ord #abiotic% under your picture'A Gonitor students to make sure they are selecting nonliving factors to draw on the first index card. a. 1n the second index card' instruct students to think of more examples of abiotic factors. 2efer to the chart for ideas or the texts from tier *' and encourage them to come up with other examples that you have not discussed yet. Dor example' @I see that "e ha e already listed some e,amples of abiotic factors, but can "e think of any others that "e can dra" on our card?A +rovide additional clues such as' @What in the classroom could "e say is an abiotic factor? At home?A b. 1n the third index card have the students write their own definition of it. Eou can help with spelling' but encourage them to create their own definition and make it their own' so that they can easily remember it in the future. 2emember the definition must be correct and include @nonlivingA or a form of the word in the definition. c. !nd on the fourth index card' have the students think of other things that itAs like. This would be a great way to incorporate false or plastic immitations of things that are living. Dor example' a plastic flower. ! flower is living' but if we know that it isnAt real' or we can feel the material and

Samuels*4 can tell that it is fake' then we know that it is abiotic. <8 Re,eat the same ste,s for (ioti& )a&tors an' E&osystems8 a. Dor ecosystems' have students draw pictures of places where they can see biotic and abiotic factors together on the first card. b. 1n the second card' ask them to think of other examples of ecosystems. c. 1n the third card' ask them to create their own definition. d. 1n the fourth card' ask them to think of nonexamples &places where there are only abiotic factors(. =8 Stu'ents &an ,un&h holes 4ith a ring through ea&h grou, *>- of &ar's an' revie48 a. 2eview each term by first' asking what picture is on the first card and if it is abiotic or biotic and why. Then ask for the examples the children provided' as well as their definition and additional examples. !sk each child to present his6her cards to you and explain each term. b. 0pon finishing this exercise' go back to the concept attainment model' and ask students to give additional examples of abiotic and biotic factors. c. 2edo the concept attainment exercise with the small group' and ask students where each picture goes. Encourage them to use their cards for help and assistance. Evaluation$ )nformal evaluation with monitoring studentsA added examples of biotic' abiotic' and ecosystems on the index cards shows their understanding and comprehension of the concept. !sking students to explain their cards and their definition of each term 2edoing the concept attainment model and monitoring progress= are students able to understand the concept by separating the cards into appropriate yes or no columns and stating if they are biotic or abiotic.

Samuels**

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>agner' !. &344/(. 2cosystems 32colo$y 5 the 2n ironment4' Classroom Complete +ress. 8oulware' 8. 9. &344.(. 0sing the concept attainmet strategy to enhance reading comprehension. +he (eadin$ +eacher , 67 &,(' #H*#H%. Cushing' !. &344,-34*5(. Biotic and Abiotic Factors. 2etrieved ** 43' 34*5' from Gixbook= http=66www.mixbook.com6photo-books6all6bioticand-abiotic-factors-#*.5/4H :reen' 9. &344%(. Why Should I Protect Nautre? Cational :eographic earning. Gonet' 8. 8. &344*(. Concept !ttainment. )n 8. Gonet' Beyond 8onet9 +he Artful Science of Instructional Inte$ration' 8arrie 8ennet- Spiral Edition. Saskatoon +ublic Schools. &344#-344H(. Instructional Strate$ies Online. 2etrieved ** 43' 34*5' from S+"$= http=66olc.spsd.sk.ca6$E6pd6instr6strats6cattain6index.html DDC2= http=66www.fcrr.org6curriculum6pdf6:"-*6JKDinal.pdf