Class period: _________________ Date: _______________________ Waynesburg University Lesson Planning Documents Part Two: Writing the lesson

plan Translating thoughts into a plan of action ______________________________________ Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)
BIO.B.4.2.1: Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids). BIO.B.4.2.2: Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis). BIO.B.4.2.3: Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, nitrogen cycle). BIO.B.4.2.4: Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires). BIO.B.4.2.5: Describe the effects of limiting factors on population dynamics and potential species extinction.

Lesson Objective(s) (Stated in observable and measurable terms) Students will be able to: Create a model of an ecosystem Describe how energy flows through their ecosystem Describe how their ecosystem changes Describe the effects of limiting factors on the population dynamics

Assessment Plan (What will be done to determine if lesson objectives have been met?) Students will create a photo story video of their ecosystem and describe how it will changed over time. They will also keep a journal describing how their ecosystem changed and why it changed the way it did. The students will be given a rubric for each assignment and be graded according to the rubrics. Materials:

One 2-liter soda bottle One bottle cap Scissors Wicking material-fabric interfacing or cotton string Water, soil and radish, turnips and grass seeds Fish Water plants Gravel Sand Camera Computers

photostory

Inclusion Techniques for Students with Special Needs: Students with special needs will be placed in mixed ability groups and they will be given a role in the group that they are capable of doing. Enrichment Techniques: Gifted students can add more pictures and details to their videos. They may use a more advanced video making software.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Accommodations and modifications will be made for students with special needs according to their IEP. The amount of information required in their photo story and/or journal can be adapted according to the students ability. Students may also record their daily journals on an audio device if they have difficulty with writing tasks. Lesson Presentation Introduction/Motivational Activities/Anticipatory Set:

Students working in pairs will create an ecosystem in a bottle Step 1 Remove label from the 2-liter bottle. Cut bottle 1 cm below shoulder. Bottle #1

Step 2 Poke or drill a 1 cm hole in bottle cap.

Step 3 Thread a thoroughly wet wick strip through bottle top, invert top, and set into base. Wick should reach bottom of reservoir and thread loosely through cap.

Step 4 Fill reservoir with water add water plants and fish. Add soil and plants to top chamber.

To be effective, the wick should run up into soil, not be plastered along a side of the bottle. For better drainage, place a layer of gravel, sand or vermiculite in the bottom of the soil unit. Step 5- Keep a daily journal of your ecosystem. Your journal should include the components of your ecosystem and the daily changes of your ecosystem. Students will also take a picture of their ecosystem every day for at least two weeks. Detailed Teaching Sequence including teacher presentation, student practice, and assessment: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

1.

Show students a sample of a picture story

2. One student per pair will get a laptop out of cart in an orderly manner following an
orderly procedure already established.

3. Students should log into the computers and wait for the teacher to go through the
steps to download pictures and use photo story 4. The students will follow along as the teacher demonstrates how to download pictures from the cameras to the laptops

5. Then the teacher will demonstrate how to open photo story and upload the pictures
as the students follow along

6. Then the teacher will demonstrate how to get rid of black borders and crop, put
pictures in order. Then the students will perform this task.

7. Then the teacher will demonstrate how to add titles to each picture according to the
day and the students will complete this task.

8. Using information from journals students will add audio to each picture describing
the changes that took place each day. Day one should describe components of their ecosystem 9. Students should save drafts between each function 10. Add music

11. Students will Preview their photo story. 12. Students should edit their photo story if necessary 13. Save project
14. Create video Assessment Students will be assessed according to the rubric for the photo story components. Students will be assessed according to having adequate detail in their journals and having a picture for each day.

Closure: Students will share their photo stories with at least three other groups and compare how each of the ecosystems in the bottles differ from each other. Then we will discuss the differences as a class and compare the bottle ecosystems to real ecosystems.