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Web Based Inquiry Unit-Science-Living Systems- Lesson #1

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

(2)Identify basic indicators that a digital


source is likely to be reliable
C/T 3-5.7 Draw conclusions from research and relate
these findings to real-world situations
i) Use research to support written and oral
presentations
(1)Apply research derived from digital
resources to original work.
(2)Demonstrate how to cite digital resources
when developing non fiction reports and
presentations.
ii) Apply knowledge when conducting research
to develop accurate and balanced reports.
(1)Use best practice guidelines for
evaluating research results
(2)
Lesson Objectives The students will
Identify key characteristics of their assigned ecosystem
Identify relationships and roles of living organisms in their
assigned ecosystem
Research on the internet using appropriate research methods
Outline their project using research
Big Idea
What will my ecosystem look like and consist of?
(statement) and
essential question How will I construct my assigned ecosystem?
(question that
helps us learn the
content for
understanding
how or why
questions)
Procedures
-Class will be split up into 4 groups of 5 students each. Each group
will be given an ecosystem to research for their projects.
-Ecosystems assigned: Marine (ocean), Tropical Rainforest, Desert,
Freshwater
-We will have a quick review of ecosystems by watching a brain pop
video (students had a lesson on ecosystems before the start of this
project where they learned key characteristics and vocabulary)
https://www.brainpop.com/science/ecologyandbehavior/ecosystems/
-Discuss research with class. (class will have already learned
basics of research from past lessons-it should be knowledge they
already know). Show class the worksheet created by the teacher
that will help guide them in their research. Each student will
receive a worksheet.
-I will describe the project and what needs to be researched which

is outlined on the worksheet for them (attached to this lesson plan).


I have provided links on the worksheet for them to use to help guide
them in their research.
-I will give an example of an ecosystem by giving examples from
their own backyards. I will then give them some suggestions they
can use for their projects to give them a bit of a visual.
-Class will then start researching. Class will use given links and
they may use other appropriate websites they find.
-Teacher will be walking around guiding each group and
supervising making sure everyone stays focused, on task and
interacts appropriately.

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

-brain pop video


-computers
-research guide worksheet
-critical evaluation survey

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.

Web Based Inquiry Unit-Science-Living Systems-Lesson #2


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:
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

that might lead to greater succession in future


projects.
iii) Collect information from a variety of
sources
(1)Conduct research using various
types of text and media-based
information.
iv) Apply best practices for searching
digital resources
(1)Apply effective search strategies
that will yield targeted information
(2)Identify basic indicators that a
digital source is likely to be reliable
C/T 3-5.7 Draw conclusions from research and
relate these findings to real-world situations
iii) Use research to support written and
oral presentations
(1)Apply research derived from digital
resources to original work.
(2)Demonstrate how to cite digital
resources when developing non
fiction reports and presentations.
iv) Apply knowledge when conducting
research to develop accurate and
balanced reports.
(1)Use best practice guidelines for
evaluating research results
(2)
Lesson Objectives

Big Idea (statement) and


essential question
(question that helps us
learn the content for
understanding how or
why questions)
Procedures

The students will


Create ecosystem using given school and art supplies
Identify, create and label on poster all key
characteristics found in ecosystem that was learned
through research
Work together as a group cooperatively, fulfilling
specific roles in order to create a successful finished
product.
What materials will I use to create my ecosystem?
How will I make my ecosystem different than other groups?
What will m contribution be?
-Class will finish up research
-Class will then come back together as a group so the

teacher can show examples of ecosystems and go over/hand


out supplies.
-Class will then start to create their posters based on their
research-remembering to make sure each group member is
contributing something to the project.
-Teacher will go around and guide and support groups as
they work.

Assessment &
Evaluation

-Clean up and wrap up-class discussion- what more does


your group need to do before your project is completed?
Exit ticket:
-What more needs to be added?
-What was my contribution?

Materials & Resources

-supplies for posters (poster board, art supplies, etc)


-computers
-research guide

Management

I will walk around in order to guide and support groups


with whatever questions or help they have/need. I want to
remain available for this project so I can make sure my
students remain on task and focus so their finished product
can receive their best effort.

Differentiation

I will make sure each student fulfills role in group.

Web Based Inquiry Unit-Science-Living Systems-Lesson #3


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:


g) Producer, consumer, decomposer
h) Herbivore, carnivore, omnivore
i) 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:
i) Aquatic ecosystems
j) Terrestrial ecosystems
k) Populations and communities
l) 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.
v) Collect information from a variety of
sources
(1)Conduct research using various
types of text and media-based
information.
vi) Apply best practices for searching
digital resources
(1)Apply effective search strategies
that will yield targeted information
(2)Identify basic indicators that a
digital source is likely to be reliable
C/T 3-5.7 Draw conclusions from research and
relate these findings to real-world situations
v) Use research to support written and
oral presentations
(1)Apply research derived from digital
resources to original work.
(2)Demonstrate how to cite digital
resources when developing non
fiction reports and presentations.
vi) Apply knowledge when conducting
research to develop accurate and
balanced reports.
(1)Use best practice guidelines for
evaluating research results

Lesson Objectives

Big Idea (statement) and


essential question
(question that helps us
learn the content for
understanding how or
why questions)
Procedures

The students will


Present their project to the class describing each
element on poster.
Review each project by completing peer review sheet
Rate self and their own personal contribution
How is my group project different than others?
What could our group have done differently?
What do I like the most about other group projects?
-Teacher will discuss how to properly present a project by
completing a role play
-Each group will then get up in front of class and present
project. At the end of each presentation each group will take
two questions or comments.
-At the end of each presentation, class will fill out their peer
review form (dividers will be put up so other peers cannot
see what the other is rating)
-Each group will also fill out their self-evaluation form after
presenting.
-Projects will be laid out so class can get up and view them
up close in case they want to add/delete anything from their
peer review.

Assessment &
Evaluation

-Closing activity- discuss presentations as a class. Teacher


will also give her input.
-Peer review/self evaluation form
-All groups will answer two questions/comments about their
presentation

Materials & Resources

-Projects
-Peer review/self evaluation form

Management

Teacher will help group present their projects. Teacher will


keep students engaged by getting them to complete form and
look at projects when groups are done presenting.

Differentiation

Teacher will make sure each student in group speaks during


presentation, specifically to state their role/contribution to
the project.

Web Based Inquiry Unit-Science-Living Systems-Lesson #4


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:
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.

viii) Apply best practices for searching


digital resources
(1)Apply effective search strategies
that will yield targeted information
(2)Identify basic indicators that a
digital source is likely to be reliable
C/T 3-5.7 Draw conclusions from research and
relate these findings to real-world situations
vii) Use research to support written and
oral presentations
(1)Apply research derived from digital
resources to original work.
(2)Demonstrate how to cite digital
resources when developing non
fiction reports and presentations.
viii) Apply knowledge when conducting
research to develop accurate and
balanced reports.
(1)Use best practice guidelines for
evaluating research results
Lesson Objectives

Big Idea (statement) and


essential question
(question that helps us
learn the content for
understanding how or
why questions)
Procedures

The students will


Students will recognize and understand specific
characteristics to each ecosystem
Students will show an understanding of ecosystems
through interactive game
What have I learned through completing a hands on project
as opposed to completing worksheets?

-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

-Concluding activity- take pictures of each group with their


projects and upload the pictures on the class website with a
description of the projects they completed.
-Class discussion
-Kahoot game

Materials & Resources

-Kahoot game on smartboard


-Tablets
-Projects and camera to take picture with

Management

Teacher will make sure all students participate in


discussion/game.

Differentiation

Allow students during class discussion to report on roles


and how they learn best.

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

Did it contain all criteria?

Yes

No

Two things I learned from from the project were:


Grading Rubric
Does project identify:
-Producer
-Consumer
-Decomposer
-Herbivore
-Omnivore
-Carnivore
-Predator/prey relationship
-Positive human impact
-Negative human impact

-Key characteristics of ecosystem? (land, temperature, weather,


food, natural barriers, surrounding climate?)

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?

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