Professional Documents
Culture Documents
Justine Bryan
Lesson
Components
Identification of
the Class
Virginia
Standards of
Learning
Description
Subject: Science
Grade: 3rd Grade
Number of Students: 20
Virginia Content SOL:
3.5 The student will investigate and understand
relationships among organisms in aquatic and
terrestrial food chains. Key concepts include:
a) Producer, consumer, decomposer
b) Herbivore, carnivore, omnivore
c) Predator and prey
3.6 The student will investigate and understand that
ecosystems support a diversity of plants and animals
that share limited resources. Key concepts include:
a) Aquatic ecosystems
b) Terrestrial ecosystems
c) Populations and communities
d) Human role in conserving limited resources
Virginia Technology SOL:
C/T 3-5.6 Plan and apply strategies for gathering
information, using a variety of tools and sources, and
reflect on alternate strategies that might lead to
greater succession in future projects.
i) Collect information from a variety of sources
(1)Conduct research using various types of
text and media-based information.
ii) Apply best practices for searching digital
resources
(1)Apply effective search strategies that will
yield targeted information
Assessment &
Evaluation
-Closing activity-in their groups, each group will fill out one
critical evaluation form on one website they used of their choice.
Students should at this point have a better understanding of what
will be included in their ecosystem and they will discuss this as a
class.
-Brain pop video at beginning of session-class will complete the
small quiz at the end of the video as a class. A student volunteer
will come up to the smartboard one by one answering the questions
in order to make it interactive.
-Critical Evaluation Survey
-Closing activity- student volunteers will discuss their research and
their approach to the project as a class discussion
Materials &
Resources
Management
-I will walk around to help guide my students. I will ask each group
questions to make sure they are on task and on the right track. I will
guide them in having each group member have a role in the group
and make sure they are thinking critically.
Differentiation
I want my students to find roles within their group that fits their
learning style. I will help with this by guiding each group in finding
positive roles for each student. Teacher will make sure it doesnt
turn into a conflict of who has done more or who hasnt done
enough, the point is for each person to feel a part of the group and
the project.
Lesson Components
Identification of the
Class
Virginia Standards of
Learning
Description
Subject: Science
Grade: 3rd Grade
Number of Students: 20
Virginia Content SOL:
3.5 The student will investigate and understand
relationships among organisms in aquatic and
terrestrial food chains. Key concepts include:
d) Producer, consumer, decomposer
e) Herbivore, carnivore, omnivore
f) Predator and prey
3.6 The student will investigate and understand
that ecosystems support a diversity of plants
and animals that share limited resources. Key
concepts include:
e) Aquatic ecosystems
f) Terrestrial ecosystems
g) Populations and communities
h) Human role in conserving limited
resources
Virginia Technology SOL:
C/T 3-5.6 Plan and apply strategies for
gathering information, using a variety of tools
and sources, and reflect on alternate strategies
Assessment &
Evaluation
Management
Differentiation
Lesson Components
Identification of the
Class
Virginia Standards of
Learning
Description
Subject: Science
Grade: 3rd grade
Number of Students: 20
Virginia Content SOL:
3.5 The student will investigate and understand
relationships among organisms in aquatic and
Lesson Objectives
Assessment &
Evaluation
-Projects
-Peer review/self evaluation form
Management
Differentiation
Lesson Components
Identification of the
Class
Virginia Standards of
Learning
Description
Subject: Science
Grade: 3rd grade
Number of Students: 20
Virginia Content SOL:
3.5 The student will investigate and understand
relationships among organisms in aquatic and
terrestrial food chains. Key concepts include:
j) Producer, consumer, decomposer
k) Herbivore, carnivore, omnivore
l) Predator and prey
3.6 The student will investigate and understand
that ecosystems support a diversity of plants
and animals that share limited resources. Key
concepts include:
m) Aquatic ecosystems
n) Terrestrial ecosystems
o) Populations and communities
p) Human role in conserving limited
resources
Virginia Technology SOL:
C/T 3-5.6 Plan and apply strategies for
gathering information, using a variety of tools
and sources, and reflect on alternate strategies
that might lead to greater succession in future
projects.
vii) Collect information from a variety of
sources
(1)Conduct research using various
types of text and media-based
information.
-As a class we will review projects one more time and have
a class discussion on the process of creating projects.
-Class will then play interactive Kahoot game (formative
assessment) (Kahoot questions attached)
https://getkahoot.com
Assessment &
Evaluation
Management
Differentiation
Name:_________________________
Date:_______________
Research Guide
Directions: Fill out the questions on the page with information for
your assigned ecosystem. Use the websites below to do research.
You may also do research by finding some websites on your own!
http://www.ducksters.com/science/ecosystems/world_biomes.php
https://www.pebblego.com/login/
http://www.geography4kids.com/files/land_ecosystem.html
http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.php
http://kids.nceas.ucsb.edu/biomes/index.html
http://geographyworldonline.com/ecosystems.html
Ecosystem:_________________________________
Describe the ecosystem (what is the land like, what is the
temperature like, are there trees, mountains, sand, water?)
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Identify: (MUST have these on poster)
1 predator/prey relationship:
1 consumer:
1 decomposer:
1 producer:
1 omnivore:
1 carnivore:
1 herbivore:
1 positive human impact:
1 negative human impact:
Interesting facts about your ecosystem: (not required)
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Sketch an outline of your ecosystem on another sheet of paper
with your group in order to put your ideas on paper to make a
rough draft!
Name:_______________________ Date:________________
Peer Review/Self-Evaluation Sheet
Directions: Fill out peer review after each group is done
presenting. Then fill out the self-evaluation part on YOURSELF at
the bottom of the page.
Ecosystem:_______________________________________
Yes
No
Is project
neat/organized?
Do they have all
criteria?
Did each group
member have a role?
Give their presentation a number from 1-5 1= Needs
improvement
5=Excellent (circle a number)
1
2
3
4
5
Ecosystem:_______________________________________
Yes
No
Is project
neat/organized?
Do they have all
criteria?
Did each group
member have a role?
Give their presentation a number from 1-5 1= Needs
improvement
5=Excellent (circle a number)
1
2
3
4
5
Ecosystem:_______________________________________
Yes
No
Is project
neat/organized?
Do they have all
criteria?
Did each group
member have a role?
Give their presentation a number from 1-5 1= Needs
improvement
5=Excellent (circle a number)
1
2
3
4
5
Self-Evaluation
Ecosystem:_______________________________________
What was my role?_________________________________
Was project neat/organized?
Yes
No
Yes
No
Kahoot questions:
1. What is an ecosystem?
2. What is an example of a decomposer?
3. What is an example of a predatory/prey relationship?
4. What is a producer?
5. Which of these is not a carnivore?
6. What is an omnivore?
7. What of these is an herbivore?
8. In what ecosystem would a seal be prey?
9. What ecosystem has dry, hot air?
10.
What ecosystem has hot, humid air?