Lesson Plan Format

Transcription

1 Lesson Plan Format Title: LP 3: Communities, Ecosystems, and Biomes Grade Level: 6-10 Time Frame: minutes (4 5 class periods) Big Idea: modified into small group presentations to learn the eight biomes. Students will be assigned a biome to research in small groups. The groups will present their assigned biome to the rest of the class in a creative way. The class will then discuss biomes, communities, and ecosystems and their importance. What are adaptations? Adaptations are changes made to the environment, curriculum, instruction and/or assessment practices in order for a student to be a successful learner. Adaptations are based on individual student s strengths and needs. Objectives/Outcomes/Expectations [Content, concepts, science process Assessment [how objectives are measured/recorded] skills, social skills and applications that students get out of the activity] 1. Further Develop Communication Skills 2. Core Content Statements 1, 2, 9, 10, and Process Outcomes 1, 2, and Students will design a project and present that project to the class illustrating their understanding of the concepts learned. 2. Students will be assessed using a rubric on Oral presentation. Materials Needed: Biomes note cards, and resource materials, library or computer lab, old magazines to cut pictures of organisms from, markers, colored pencils, glue, construction paper, tag board, and any other supplies that might aid the students in designing a presentation. Procedures (please indicate amount of time in bold for each procedure) Academic Adaptation Behavioral or Social Adaptation Assistive Technology

2 1. Divide students into nine groups randomly or allow students to choose their own groups. 2. Randomly assign each group a biome to research by handing each group a note card with a biome written on it. You will need nine note cards total, one note card for each biome (Tundra, Marine, Temperate Coniferous Forest, Temperate Deciduous Forest, Freshwater, Desert, Grassland, Savanna, and Tropical Rain Forest). 10 minutes. 3. Tell students that each group will be responsible for teaching the rest of the class about the biome that they have been assigned. The objective of the project is to creatively teach the rest of their class about the biome they have been assigned. The presentation of their research must include the following information; climate of the biome, common producers of the biome, common consumers in the biome, the interactions of those organisms, abiotic factors that commonly affect that biome, areas the biome is found, and our interactions in that biome and how humans affect/can affect the biome. Their presentation must also include a map of the world that highlights their biome, pictures of the producers and consumers in their biome, and must be 5 7 minutes in length. (See the attached sample assignment description). You may choose to score their presentations using the MPS rubric for scoring oral communication and the MPS rubric for scoring science portfolio so students may enter this project into their portfolios minutes. 4. Tell students for the next two days they will be doing work in class to prepare for their presentations. You may take students to the library, computer lab, or have resource materials in your classroom for students to work during this time. Also have supplies available, if possible, for students to design their presentations. Encourage students to CREATIVELY present their biome to the class. They may act out a short play, write poetry, rap, sing, etc. to get their information across to the class minutes. 1. In cooperative grouping for academic tasks it works best to connect poor readers with effective readers. Handout LL3.1 can assist in managing cooperative groups. 3. Review both MPS rubrics to be certain students are directly taught project expectations. 7. Provide each person with a worksheet containing a Venn Diagram (two circles overlapping).ask them to fill out the diagram to show the similarities and differences between Biome and Ecosystems. 8. Provide another Venn Diagram or have them produce the two overlapping circles on the back of the Ecosystems/Biome Worksheet. 9. Allow students to use their notes/venn Diagrams. If there are students who have difficulty with written assignments. Send a copy of this 1. It is important to have the rules and expectations of your classroom posted. Hopefully you had your rules posted and discussed the rules with the students on the first day of class. By doing this it will help established boundaries and eliminated future behavior problems. 2. When you have lessons that require students to work in groups you may want to think about the following: a. what types of exceptional needs does your students have?, b. what accommodations are written in the student's individualized educational plan(iep), c. can the students with exceptional needs work with other students or should they work by themselves?,d. what type of personalities does your students have?, e. can higher level students be paired with student's who have exceptional educational needs?, f. can the special education teacher offer techniques to that are effective with certain students? 3. Prior to step 3 you may want to consultant with the special education teacher so that the students can receive additional support for this project. Also the special education teacher would be able to make suggest for additional modifications and/or accommodations for specific students in your class. 4. Once you discuss step 3 with the class it would be would to have the key questions, which relate to the project run off on a separate sheet of paper. See attachment 1 key questions for Biome Report and outline for writing their first draft see attachment Some students may be reluctant to present in front of other students. Can a student tape their presentation vs. doing the presentation? Can the special education teacher help certain students write their reports and work on their Please reference the web site section for product and resources listed. 3. Allow students to use a presentation type program to teach the rest of the class. (i.e. Power Point, Hyperstudio (multimedia program), BuildAbiltiy, Hollywood High (script writing program) 5. Allow students to take notes by using a word processor and/or portable word processor (AlphaSmart, Quick Pad). Another way for students to record data is to actually tape record the presentations that the other

3 Components Embedded in the Lesson Procedure Opening/Stimulus: Ask students or write on the board, How is our city different from the North Pole? Students' Misconceptions: Questions to ask: 1. What is a biome? (Geographical regions that share similar climates, soil types, characteristic plants and animals) 2. In which biome do you live? (Temperate deciduous forest) 3. Describe another biome you have visited. (Arizona desert arid, sand with cactus, lizards, small rodents) 4. Describe an ecosystem. (A group of interconnected abiotic and biotic factors in an area, e.g. pond) 5. Describe a community. (All the populations of living things living in an area e.g. fish, frogs, macro-organisms, microorganisms, lily pads Found in a pond) 6. Compare and contrast the terms ecosystem, community and biome. (A biome refers to the abiotic factors that define an area like climate and soil. Biomes are usually large areas. Ecosystems are both the abiotic and biotic factors that interact in an area. Ecosystems can be small or large areas. There may be many ecosystems within a biome or an ecosystem may cross two different biomes. A community only refers to the biotic parts of an ecosystem within a specific area. There are several communities within an ecosystem.) 7. What is succession? (Changes that occur in the plant and animal communities of an ecosystem) 8. How do abiotic factors contribute to succession? (Natural phenomena, like fires and flood, disturb the populations in a community.) Background Knowledge: Core Content 1. Ecosystems are the interactions among biotic components in an environment. 2. Ecosystems are composed of a number of communities, each have characteristic plants and animals adapted to the environmental conditions of that area. 9. Through the process of succession, communities change over time. One group of organisms is replaced by another until a stable community is established. 10. Natural phenomena such as earthquakes, fires and floods can contribute to succession. 12. There are eight biomes with distinct biotic and abiotic characteristics: desert, grasslands, coniferous, deciduous and tropical forest, tundra, marine and freshwater. A population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem. Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers-they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. National Science Education Standards, 1999, pp ***Also see attached page for basic information about each biome***

4 Staging/Tips/Tricks/Safety: You may want to laminate cards for future use. You also may want to assign this project at the end of class on a Thursday, work on Friday and the students could work over the weekend, continue in-class work on Monday, and present on Tuesday. Worksheets: Attached Other: Local conservation groups/organizations may have materials for your students use. They may also have experts that students could interview for their presentation. A trip to the Milwaukee County Domes would be ideal to wrap up this lesson. Web Sites Hyperstudio Buildability AlphaSmart Quick Pad Resources for Assistive Technology: Wisconsin Assistive Technology Initiative Lending Library (State wide lending library for Assistive Technology Devices open to Wisconsin, or Milwaukee Public Schools Assistive Technology (available for Milwaukee Public School Staff, parents, or students ) Copyright This lesson was modified by Mary Ann Moore from the Milwaukee Public School Science Modules. Special education adaptations were added by the Special Education and Assistive Technology PK16 Leadership Team Members. The development of all lessons was supported by funding from the PK16 UW System Technology Initiative Grant Project. You may not distribute, copy, or otherwise reproduce these lessons for sell or commercial use without permission from the grant PI's Dr. Dieker and Dr. Berg

5 IT S YOUR BIOME!!! (Teach your class about your very own biome.) Here is your challenge. You will be assigned a biome to research and present to the class. It is your responsibility to become an expert on your biome. YOUR GROUP will be teaching the class about your biome. You must include the following in your presentation. The climate of your biome Common producers in your biome Common consumers in your biome Interactions of those producers and consumers in your biome Pictures of some producers and consumers found in your biome Abiotic factors in your biome Our interactions in your biome. How do humans affect your biome? A map showing regions your biome is located Your presentation must include all of the members of your group actively participating. Your presentation must be 5 7 minutes in length. BE CREATIVE. Remember that you are teaching your classmates. Entertain them. Write a play, a song, a rap, a poem, or something else to capture their interest to teach them about your biome. Have fun!!