Revised Lesson Plan | Study notes Environmental science

Wendy Wong

March 21, 2009

Revised Lesson Plan: A local ecosystem

Time: 60-105 minutes or 1-2 class meetings

Unit: Environmental Science: Ecosystems

5th grade

New Jersey Core Curriculum Content Standards for Science 5.1, 5.10

5.1 (Scientific Processes)

All students will develop problem-solving, decision-making and inquiry skills, reflected by

formulating usable questions and hypotheses, planning experiments, conducting systematic

observations, interpreting and analyzing data, drawing conclusions, and communicating results.

5.10 (Environmental Studies)

All students will develop an understanding of the environment as a system of interdependent

components affected by human activity and natural phenomenal.

Essential Questions

How do components of an ecosystem affect organisms living in the ecosystem?

How does human interference affect an ecosystem?

What can humans do to preserve the health of an ecosystem and prevent endangerment and

extinction?

Enduring Understandings

Organisms interact with other components of an ecosystem. Living things interact with each

other and nonliving things for the survival and health of its ecosystem.

Organisms live in specific ecosystems and suffer when the ecosystems are disturbed.

Human interference can help or harm the natural Earth.

Goals

Students will work in cooperative learning groups to identify and describe various features of a

local ecosystem. Students will practice appropriate use of safety equipment inside and outside of

the classroom. Ecological problems and hazards facing the local ecosystem will also be

addressed. Students will observe, examine, and record data about the contents of a local

ecosystem and analyze the interactions among the living and living things as well as the living

and nonliving things.

Description

In this activity, students will conduct a guided inquiry on how parts of an ecosystem interact with

each other. Students will be led into the woods behind our school, observe the living and

nonliving things there (biotic and abiotic), and collect a sample of the soil for further observation

in class using magnifying glasses.

Students best learn science by doing science, and it is not merely a collection of facts and

theories but a process, a way of thinking about and investigating the world in which we live.

NJCCCS 5.1 addresses these skills that are used by scientists as they discover and explain the

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Wendy Wong March 21, 2009 Revised Lesson Plan: A local ecosystem Time: 60 Unit: Environmental Science: Ecosystems (^5) New Jersey Core Curriculum Content Standards for Science 5.1 (Scientific Proces th (^) grade-105 minutes or 1 ses) - 2 class meetings 5.1, 5. All students will develop problem formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, a 5.10 (Environmental Studies) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomenal. Essential Questions How do components of an ecosystem affect organisms living in the ecosystem?-solving, decision-making and inquiry skills, reflected bynd communicating results. How does human interference affect an ecosystem? What can humans do to preserve the health of an ecosystem and prevent endangerment and extinction? Enduring Understandings Organisms interact with othe other and nonliving things for the survival and health of its ecosystem. Organisms live in specific ecosystems and suffer when the ecosystems are disturbed. Human interference can help orr components of an ecosystem. Living things interact with each harm the natural Earth. Goals Students will work in cooperative learning groups to identify and describe various features of a local ecosystem. Students will practice appropriate use of safety equipment inside and outside of the classroom. addressed. ecosystem and analyze the interactions among the living and nonliv Description In this activity, students will conduct a guided inquiry on how parts of an ecosystem interact with (^) ing things.Students will observe, examine, and record data about the contents of a local Ecological problems and hazards facing the local and living things as well as the living ecosystem will also be each other. Students will be led into the woods behind our school, observe the living and nonliving things there (biotic and abiot in class using magnifying glasses. Students best learn science by doing science theories but a process, a way of thinking about and investigati NJCCCS 5.1 addresses these skills that are used by scientists as they discover anic), and collect a sample of the soil for further observation, and it is not merely a collection of facts andng the world in which we live.d explain the

physical universe and that to protect, conserve, and pre standard 5.10 calls for students to develop knowledge of environmental issues. Materials Student: – goggles are crucial part of learning science.serve natural resources is a goal of science education. Creating an awareness of the need NJCCCSWong^2

– – – – – – Teacher: – disposablemagnifying glassesgardening tools: small shovelsplastic binsdisplay or class set of Tdisplay or class set of observation chartclass set of Science Journal Reflection rubricprojection device (SMARTboard or overhead) gloves -Charts Content ecosystem c abiotic and biotic ecological problems endangerment human impactommunity^ –^ –^ chart papernewspaper or something to line student desks with Skills Students will be able to: Baseline and Post Assessments Teacher Note – – – – observe and identify things as abiotic or biotic the local ecosystem, the woods behind our school.edescribe the effect of human activities on various ecosystems.evaluate the impact of personal activities on the local environment.xplain how organisms interact with other com : Choose one or both of the assessments for each of you ponents of an ecosystem. r students as you see fit. Provide drawing paper for students that will be assessed using the first choice. Administer the Baseline Assessment(s) prior to the lesson. – – Illustrate what a forest or wood ecosystem looks like, label its parts, show any interaObjective assessment determining students’ views and conceptual understanding of a forest ecosystem (See Appendix B)ctions that occur (See Appendix A for rubric)

Teacher Note 4 students in a group. The recorder should not handle observation materials, but you ma observation time. Supply managers line their desks/observation areas with newspaper prior to leaving the class in preparation for a close look at their soil sample when they retur Students are y want the observer and recorder to switch roles halfway through the indoor then : There may be more than one observer or recorder if there are more than led to the woods for natural observation. Point out things that studentsn from the woods.Wong^4 may overlook. Ask guiding questions (questions may differ depending on the factors of the woods): Remind students to use their sense of sight and hearing and make inferences of organisms – – – – – What do you see that you expected?What thAre there things that do not belong here? How might these been brought here?Are there things that you do not see but know they live or belong here?What things have you seen travel into the woods? Why don’t you see those organisms?ings did you not expect would be here? some of

that are not seen but are known to live in the woods. Remind task managers to be sure^ each member of the team is makin^ Direct observers to collect a soil sample of the woods. They may put other items such as^ trash or a piece of bark into their plastic bins as well.Closer observation (20 Students bring their soil sample back to the class magnifying glasses for the observers. Observers remove and dispose their gloves prior to putting their goggles on. They put a pair of clean gloves back on prior to handling the soil sample again. -30 minutes)g contributions to theroom. Supply managers get goggles and^ recorders’^ notes. 5.^ Teacher N^ dirty supplies bin) other than the student observation area.^ Recorder takes notes of the soil sample on their chart.Clean up and prepare for small group discussion (5 Stud Recorders share their notes with their teams, and all members of the team record their observations in their own charts. Teacher N journals, or ents clean up their observation area. oteote students can make a chart in their journals.: You m: Charts can be reproduced for students and attached to their scienceay have students put their gardening tools in a separate area (Ex. a - 10 minutes)
Small group discussion (10 Students discuss among their teams what interactions they believe Students brainstorm implications of the trash found in the woods. affect living organisms in the woods?^ _If you need to separate this lesson into two class meetings, stop here and resume at next meeting_ – – – Living things and other living thingsLiving and nonliving thingsNonliving and other nonliving things-20 minutes) occur between: How would each item

1. Whole class Students share their teams’ thoughts with the whole class. Teacher N transparency/SMARTboard page. Independent practice: Science Journal Reflections ote discussion (3 : Record students’ responses on chart paper/overhead - 5 minutes) Wong^5
Hand out the accompan^ Assign as independent work or homework:^ woods and in the soil sample you brought back to the classroom. Closing whole class discussion (3 Display and ask:^ –^ –^ – –^ What do you think of the health of the woods?What are some natural orWhat are some negative interactions among living and nonliving things?How do components of an ecosystem affect organisms living in the ecos ying rubric to students (Appendix E)-5 minutes)^ positive interactions that occur in the woods?^ Reflect on what you observed today in theystem?
Follow up^ –^ – – – –^ How does human interference affect an ecosystem?What can humans do to preserve the health of an ecosystem and prevent^ endangerment and extinction? Share Journal Reflections with a partner or in a large groupDiscuss what you liked best aAdminister Post Assessment(s)bout the lesson

#1 disagree with the statement, 2 if you disagree with the statement, or 1 if you strongly disagree with the statement.-3: Circle 5 if you strongly agree with the^ Baseline Assessment and Post Assessment statement, 4 if you agree with the statement, 3 if you neither agree nor^ Appendix B^ B: Objective Wong^7 5 = strongly agree 5 = strongly agree^ 1. 2. 3.^ There is nothing I can do to contribute to the health of an ecAn ecosystem stays the same and does not change.In an ecosystem, there are no nonliving things; everything in nature is living. 4 = agree4 = agree 3 = neutral3 = neutral 2 = disagree2 = disagreeosystem. 1 = strongly disagree1 = strongly disagree 5 = strongly agree 4. Define each item as abiotic or b a. b. c. d. rotting woodrainsquirrelplastic wrapper 4 = agree ________________________________________________________iotic3 = neutral 2 = disagree 1 = strongly disagree Circle True if the statement is true, or circle False if the 5. Humans cannot harm an ecosystem such as the woods.^ e.^ f.^ g.^ glass bottlefallen leavestree^ __________________________________________ statement is false True False

1. 1. 1. 1. When a living organism dies it does not affect the ecosystem in which it lives in.Nonliving things do not affect living thingsLiving things do not affect other living things in an ecosystem.People cannot do anything to benefit an ecosystem.Nothing I do can help or hurt the Earth. (^) in an ecosystem. TrueTrueTrueTrueTrue FalseFalseFalseFalseFalse

#1 disagree with the statement, 2 if you disagree with the statement, or 1 if you strongly disagree with-3: Circle 5 if you strongly agree with the statement, 4 if you agree with the statement, 3 if you neither agree nor^ Baseline Assessment and Post Ass^ Answer Key^ Appendix B essment^ B: Objective the statement.Wong^8 Look for student changes of beliefs of the human impact on an ecosystem and clarification of misconceptions 5 = strongly agree 5 = strongly agree 1. 2. 3. There is nothing I can do to contribute to the health of an ecosystem.An ecosystem stays the same and does not change.In an ecosystem, there are no nonliving 4 = agree4 = agree 3 = neutr3 = neutral things; everything in nature is living.al 2 = disagree2 = disagree 1 = strongly disagree1 = strongly disagree 5 = strongly agree 4. Define each item as abiotic or biotic – – – – rotting woodrainsquirrelplastic wrapper 4 = agree 3 = neutralbiotiabiotiabiotibioticccc 2 = disagree 1 = strongly disagree Circle True if the statement is true, or circle False if the statement is false 5. Humans cannot harm an ecosystem such as the woods.^ –^ –^ –^ glass bottlefallen leavestree^ abiotibiotibioticcc True False

1. 1. 1. 1. When a living organism which it lives in.Nonliving things affect other living thingsLiving things do not affect other living things in an ecosystem.People cannot do anythingNothing I do can help or hurt the Earth. dies it affects the ecosystem in to benefit an ecosystem. in an ecosystem. TrueTrueTrueTrueTrue FalseFalseFalseFalseFalse

(living things)^ Biotic (nonliving things)^ Abiotic^ Observation Chart^ Appendix D^ Not sure whether biotic or abiotic Interactions Wong^10 Woods Soil Sample

Enduring Understandings Organisms interact with other components of an ecosystem. Living things interact w things for the survival and health of its ecosystem. Organisms live in specific ecosystems and suffer when the ecosystems are disturbed.^ Science Journal Reflection Scoring Rubric^ Appendix E ith each other and nonlivingWong^11 Human interference can help or harm the natural Earth. Content (12 points) Response indicates an excellent understanding of the enduring understandings. (12-10 points) Exemplary (^) Response indicates thorough understanding of the enduring understandings. (9-7 points)Proficient (^) Response indicates satisfactory u enduring understandings. (6 nderstanding of the - 4 points)Progressing (^) Response indicates limited understanding of the enduring understandings. (0-Not There Yet3 points) Development Organization^ (8 points) (8 points)^ All o^ ideas are relevant^ and insightfully^ developed.^ Accurate details and^ examples support,^ explain, and clarify ideas. (8 Ideas and information are logically written in paragraphs. Includes an effective opening and ending that - 7 points) pinions^ and^ All opinions and^ ideas are relevant^ and supported with^ accurate details and^ examples. (6-5 points)^ Many opinions and^ ideas are supported^ with minimal^ accurate details. (4-3 points)^ Few idea^ developed or^ supported with^ details. Some^ information may be^ unrelated or^ inaccurate. (2-0 points) s are Conventions^ (4 points)^ engage the reader^ (8^ There are few^ spelling,^ capitalization,^ punctuation, or^ usage errors. - 7 points).^ Ideas and^ information are^ logically written in^ paragraphs. An^ opening and closing^ is included.^ (6-5 points)^ Ideas and^ information are^ presented with little^ organization. An^ opening or closing^ is lacking.^ (4-3 points)^ Ideas and^ infor^ organization. There^ is no opening or^ closing.^ (2-0 points) mation lack Teacher notes:^ (4 points)^ There is no^ consistent pattern of^ errors in spelling,^ capitalization,^ pun^ usage. Errors do^ not interfere with^ meaning.^ (3 points) ctuation, or^ Errors or patterns or^ errors in spelling,^ capitalization,^ punctuation, and^ usage are evident.^ (2 points)^ There are numerous^ errors in spelling,^ capitalization,^ punctuation, and^ usage^ with the meaning.^ (1-0 point)^ that interfere

Revised Lesson Plan, Study notes of Environmental science

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