AUSL/NLU Lesson Plan Template

Name:Ashley
OShaughnessy

Time: 2 hours

Subject/Topic: Ecosystems

Date: 2/11/15-2/19/15
(depending on class)

Objective
NGSS: 5-LS2-1
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.[Clarification Statement: Emphasis is
on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems
could include organisms, ecosystems, and the Earth.]

Objective (SWBAT):
1.
Use organisms found in an ecosystem to research food chains
2.
Create a visual representation of that ecosystem
3.
Present finidings to class
Assessment / Exit Ticket: ecosystem poster and presentation
Vocabulary/Key Concepts/Word Wall: prey, predator, food chain, ecosystem
Materials / Technology: tablets, poster board, glue, scissors, markers, packets

Modifications / Accommodations:

Do Now (3-5 minutes)

Silent, short, pen to paper, complete w/out teacher direction, preview or review

Opening (5 minutes)

The Hook, Preview Objective, Connection to Prior Knowledge.

*Ring bell; eyes on the projector in 5, facing front in 4, nothing in your hands, 3, 2, obama position 1, 0*
Weve been studying the woods ecosystem for the past two weeks, but we dont live in the woods! What ecosystems
can you think of in Chicago?
Ss will probably respond with: the lake, the park. If no one responds, follow with: think about places youve been or
seen where animals and plants may live.
Those are great examples, but there are actually many unique ecosystems in Chicago that provides homes for many
different organisms.

Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students

Teacher will . . .

Student will . . .

I do (1 minutes):

I do (board=paper):

CFU

*directions in daily deck will also be printed and given to Ss with

their ecosystem packet*
Over the next two days, you will be researching an ecosystem with
your college table. In the center bin, you will find a packet with
names and pictures of some organisms that live in your ecosystem.
Your job is to find out how these organisms are connected to your
ecosystem.
For each animal, you will label it and find its prey and its predator.
For example, if my animal is a bird, I will find out what the bird eats,
and what eats the bird. You will write this information underneath
the picture of the organism. If you find a predator or prey that you
dont have a printed photo of, draw it.
How do we show the transfer of energy from prey to predator?
What do you draw between the organisms?
You will use your tablets to find information about each organism.
Each person should start by choosing an organism from the packet
to research before they put it on the poster.
Good websites to try:
kids.nationalgeographic.com
kidtopia.info

level 0, obama position, eyes on the projector

raise hands
arrows

enchantedlearning.com

What will you be doing?

Who will you work with?
What do you need to find out about each organism?
Where will you put this information?
How do you show the transfer of energy from prey to predator?

researching an ecosystem and the organisms that live

in it
college table
prey and predators
on the poster next to the organism
by drawing arrows between them

Does anyone have any questions about what you will be doing?
Before you begin, lets review the expectations for group work:
Level 1
Everyone is participating
Working together

If students ask previously addressed questions, call on

another student to answer

cold call

raise hands

Call on ss to read the expectations, and ask:

What does that sound like?
What does that look like?
What does that mean?
Fantastic. If I ring the bell, the expectation is that you stop what
youre doing, level 0, look at me.

whisper
everyone doing something
respectfully listening to others, helping each other

Get started!

We do (5 minutes):

We do (guided practice):

*As students work on their projects, check in with each group to

check progress and address questions. Narrate students as they
begin to research and add things to their posters*

You do (5 minutes):

You do (@ Bats/Exit Ticket):

Exit Ticket

End
*Ring bell *
Listen carefully: when I say go, I am going to set a timer for 1 minute for you to put markers and away, and all papers in the
center bin. When time runs out, the expectation is that youre done cleaning up your materials, in obama position, eyes on me. I
will countdown the last 10 seconds so you know time is almost up.