Ecosystems
LESSON PLAN 3
Teacher: Susie Brown
GRADE LEVEL: 5th Grade
SUBJECT/TOPIC: Different Types of Ecosystems
LONG RANGE/UNIT GOAL:
State Standards:
�0507.2.3 Create a simple model illustrating the interspecific relationships within an
ecosystem.
National Standards: Have an understanding of…

All populations living together and the physical factors with which they interact
compose an ecosystem.
OBJECTIVES: Students will learn about the different types of ecosystems on our planet and
then produce a personal biome depicting their chosen environment.
CLASSROOM LAYOUT: Class discussion of ecosystem types will take place in the
student’s desk but then activity to be carried out throughout the room.
1
SHORT DESCRIPTION OF LESSON:
A short lecture dealing with the different types of ecosystems will be followed by class
discussion. The students should know several types and be able to discuss the similarities and
difference of each. Pictures will be shown to help create a visual of each type. The students
will then create their own biome in a 2 liter soda jar. They will be able to pick the type of
environment they want to create and modify the contents accordingly. Lesson will close with
each describing what they made and why they chose the materials they chose.
DEVELOPMENT OF SET: Show students example of three biomes created the week before
and then begin discussion of different ecosystem types.
TIME ALLOTTED FOR THE LESSON:
Lecture/Class Discussion: 10 minutes
Biome creation and clean up: 25 minutes
Students show projects and discuss: 10 minutes
Total: 45 minutes
MATERIALS, TOOLS AND RESOURCES:




2 liter soda bottle, cut in half
Fallon size zip lock
Rocks, soil, seeds, water
Pictures of different ecosystems
WEB LINKS: http://www.harcourtschool.com/activity/exploring_ecosystems/
http://www.beverlyschools.org/schools/exploringecosystems/index.html
PREREQUISITE TECHNOLOGY SKILLS: Additional activities include web quest and
internet research. Basic internet navigation skills needed for both.
2
TECHNIQUES/ACTIVITIES:
Engage:



Show three different soda bottle biomes created the week before and describe why
they are the same or different.
Discuss ecosystem types such as rain forest, tundra, dessert, tidal zones, swamps,
and forest.
Involve students in discussion.
Explore:
http://pbskids.org/zoom/activities/sci/birdfeeder.html
Biome in a
Baggie
Sent in by:
Anastasia of TX
It's a tiny environment!
Materials Needed






2 liter soda bottle, cut in half
gallon-size resealable storage bag
pebbles
potting soil
seeds - grass, beans, or whatever you have
available
water
3
Instructions
1. Check with a grown-up before you begin
this.
2. A biome is an ecological community, like a
rainforest, desert, or prairie.
3. Here's a way that you can experiment with
how plants grow in different environments.
It's a biome in a baggie. Here's how to make
one.
4. First, pour pebbles into the bottom half of the
soda bottle. The pebbles should be about a
half an inch deep.
5. Then, pour some potting soil over the
pebbles. Your biome should have about
twice as much soil as pebbles.
6. Now, to plant the seeds. Make a trench down
the center of the soil that's as deep as your
fingernails.
7. Then sprinkle a pinch of seeds in the trench.
8. Cover it up with the soil.
9. Water the soil just until you see the water
collect at the bottom of the pebbles.
10. Put the biome in a plastic bag and seal it.
11. Now, you've created an environment for your
plants. You won't need to water your seeds
4
again because the water will recycle itself.
The roots of the plant absorb the water and
the water travels up the stem to all the parts
of the plant. When the water gets to the
leaves, some of it evaporates. Some water
also evaporates from the soil. The evaporated
water forms drops on the bag. This is called
condensation. The condensation then falls
back down to the ground, like rain. This is
called precipitation. This is the water cycleevaporation, condensation, and precipitation.
12. Put your biome in a sunny place and in about
three to four days your plants should start
growing. The cool thing about a biome in a
baggie is that everything your plants need is
there. It's got water, nutrients from the soil,
air from the bag, and it makes food from the
sun.
Now, here's how you can experiment with your
biome in a baggie. Make a few different biomes and
change the amount of light and water they get. This
5
way you can see how your plants grow in different
environments. A rainforest is a hot, wet climate but
doesn't have a lot of light. A desert is hot and dry
and doesn't have much water. A prairie has medium
amounts of light and water. Eventually your plants
are going to run out of carbon dioxide. Do some
research and find out what you would need to keep
your biome in a baggie going for a long time. Visit
your local library or ask your parent or teacher for
help. Then, send your discoveries to ZOOM.
Explain:

If students need more information about the types of ecosystems teacher can
provide this or direct them to reference materials.
Elaborate:


While monitoring the construction of the biomes any further information can be
given as well as dealing with any misconceptions that arise.
If students finish early they can look through the available books or work on a
web quest on ecosystems.
http://www.harcourtschool.com/activity/exploring_ecosystems/
http://www.beverlyschools.org/schools/exploringecosystems/index.html
Evaluate:


Informal assessment through discussions.
Grade for completion of biome activity and comment on what they produced and
why.
DIVERSE LEARNERS:


Physical assistance can be given to those that need it or some students may work
in pairs.
Other modifications can be made as needed.
6
EXTENSIONS/ALTERNATIVE PLANS:

Biomes to be created week before activity so any potential problems should be
known at that time.
STUDENT PRODUCTS: Biome
ASSESSMENT:


Informal assessment through discussions.
Grade for completion of biome activity and comment on what they produced and
why.
CLOSURE:
Students will show their biomes to the class and describe their material choices and
what they hope will happen in their project. Teacher will wrap up any loose or
confusing ideas.
7