Introduction and Overview
1a. Statement of Topic
The unit plan will be for fifth grade and the universal theme is ecosystems. The main content that will be
covered are the fifth grade are: 5.L.2.1, 5.L.2.2, 5.L.2.3. The NCES standards include:

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5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes, and ponds, forests, and grasslands.
5.L.2.2: Classify the organisms within an ecosystem according to the function they serve: producers,
consumers, or decomposers (biotic factors.)
5.L.2.3 Infer the effects that may result from the interconnected relationships of plants and animals in
their ecosystem.
Social Studies
 5.G.1- Understanding how human activity has and continues to shape the U.S.
 5.G.1.2- Explain the positive and negative effects of human activity on the physical environment of the
U.S., past and present.
Reading: Informational Text

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
 RI.5.4: Determine the meaning of general academic and domain specific words and phrases in a text
relevant to grade five topic or subject area.
 RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
Writing

W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
Technology

5.TT.1.1. Use a variety of technology tools to gather data and information (e.g., Web based resources, ebooks, online communication tools, etc.

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5.V.2.2 Use ideas and imagery from the global environment as sources for creating art.
5.V.2 Apply creative and critical thinking skills to artistic expression.
Art
1b. General Description
This unit has three essential questions: 1. What are the major ecosystems? 2. Name and explain the
organisms of an ecosystem. What are biotic vs. abiotic factors?. Explain the relationships of plants and animals
in an ecosystem and give an example. 3. How does human activity affect an ecosystem? And what can we do to
positively affect the ecosystem? Each lesson in our unit plan is tied to these questions in some way. This is a
backward designed unit so that the assessment(s) align with the standards and objectives. Activities in this unit
include: video clips such asbrainpop, games, turn and talk, think-pair-share, etc. These activities all relate to the
topic of study at hand. The NCES standards are related to the other standards because the lessons use
technology, writing, artwork and comparing and contrasting within the lessons. For example, one lesson that is
using the standards 5.L.2.3 and RI.5.3. In this lesson, the summative assessment includes students answering
two questions about the lesson and then the formative assessment includes asking prompting questions to
students during the lesson. Throughout the entire unit students will be working on their newsletter projects
collaboratively. Students are to create a newsletter that they can address the essential questions that are
addressed and then put the newsletter in the school paper for their peers. This unit would take approximately 4
to 5 weeks.
1c. Role of Technology
There are a few different types of technology that will be used in this unit including websites, projects,
quizzes and e-books. The reason we will use technology is because it is a great way to give students the content
in different forms. By using technology, you can have students listening to a song about their lesson, reading an
online book, or going through a descriptive video and worksheet, all of which were used in our unit. By doing
this we have given the students four different ways to relate to the content. The teacher and students will both
use the technology individually and sometimes collaboratively. The reason that we have the teacher using
technology as well as the students is that it will be good for the students to see the teacher’s example to help
them. Also, the students need the technology by themselves so that they can explore the content in the way that
they feel most comfortable with. Technology will be an intuitive way to get specific content information to the
students to enhance and enrich the knowledge we are trying to give them while also giving them an opportunity
to extend their learning by taking the next step on some of the technology resources we are providing them
with. One way that technology was used was in lesson two they got to create their own “Board Builder”. This
is a way for the students to set up a board that has all of their vocabulary words and gives them an opportunity
to personalize how they want to study them. Another lesson that we have used technology in was lesson 8 with
an interactive video. The students got to watch a video as a class and participate in a discussion about the video
after. Those are just two examples of ways we used technology and the diversity in the way we used
it. Overall, technology was a major part in our unit and we hope that it will propel the students to relate to the
content and be successful.
Rationale
2a. Real World Applications/Concerns
This unit relates to the real world in that the project the students will be working on gets them involved
with the surrounding community. The students will be creating a newsletter to inform the community about the
ecosystems they have been learning about and how to help these ecosystems. Along with informing the
community about the newsletter, the students will also organize a community cleanup to help improve the
surrounding environment. The unit is important for students to learn because these ecosystems can be in their
backyard so knowing about them will help to keep the ecosystems clean. Students will be learning about
ecosystems all over the world, some that are in more danger than others. For example some oceans and estuaries
are in danger or more specifically the animals in these ecosystems. Teaching students about these ecosystems is
important because they will be more aware as well as wanting to help save these ecosystems. For CRT students
will be working in small groups, as well as having discussions with the teacher as the facilitator.
2b. Needs of Students
This unit has been created for fifth grade students. These students typically range from ages 9-10. The
developmental characteristics of typical students in fifth grade consist of categories which include social,
emotional and intellectual development. These students are very talkative and enjoy working cooperatively
with their peers. They are also very expressive and like to explain things. They do have longer stamina’s and
can read for extensive periods of times, especially if they find the content interesting and they are able to make
connections. They tend to have short interest spans and need to be engaged frequently. Fifth graders may also
be very inclusive while others can be very exclusive.
When looking at the academic characteristics of typical fifth graders, they are great at memorizing
facts. They are also good at thinking abstractly and concentrating for longer periods of time. Fifth graders
typically enjoy collecting data, classifying information and organizing information. With that being said, they
should be provided scaffolded complex projects in order for them to be able to work productively. Fifth graders
need to provided opportunities that build on their current abilities. They typically learn better when provided
with hands on science work as this builds on their classification and organization skills. Those particular needs
are addressed in this unit plan as well as their developmental needs.
This unit plan addresses the developmental needs of the students at this age by involving a great deal of
cooperative learning. Students will be allowed to work in groups in order to complete their final
product. Students will also be allowed some choice within this unit. They will be able to decide the format for
their newsletter, what tools to use in order to design and create their newsletters as well as a plan for the clean
up. Multiple learning styles are also addressed within this unit. Visual learners are provided many visual aids
throughout this unit.
2c. Daily Five Integration
The Daily 5 components can be related to our unit plan to help reinforce the topics covered. All of the
components can be easily geared toward ecosystems for read to self, read to someone, and listen to reading. We
can provide leveled books about plants, animals, ecosystems, etc. for students. The work on the writing section
of the Daily 5 will have students write about something specific that they have been learning about. Word work
can utilize the use of content related vocabulary words, such as decomposers, producers, ecosystem, classify,
categorization, etc. If students see this material during instruction and during the Daily 5, it will reinforce the
material for maximum retention and understanding.
Unit Framework: Broad Goals and Alignment
Main Content Area Competency Goals
and Objectives and their Alignment to
Broad Goals.
5.L.2.1 Compare
the characteristics
of several
common
ecosystems,
including
estuaries and salt
marshes, oceans,
lakes and ponds,
forests and
grasslands.
5.L.2.2 Classify the
organisms within an
ecosystem according
to the function they
serve: producers,
consumers, or
decomposers (biotic
factors.)
5.L.2.3 Infer the
effects that may
result from the
interconnected
relationships of
plants and
animals in their
ecosystem.
Broad Goals
d. Lesson Alignment
1. What are the
major
ecosystems?
Lesson name
1
Behavioral Objective
After taking brain pop
quizzes, watching
trueflex and Mr. Parr
videos, and then going
through the Discovery Ed
Board Builder, each
2. Name and explain
the organism of an
ecosystem. What are
abiotic vs biotic
factors? Explain the
relationships of plants
and animals in an
ecosystem and give
an example.
3. How does
human activity
affect an
ecosystem? And
what can we do
to positively
affect the
ecosystem?
Relevant Goals (3c): Place an X under the goal that
corresponds with the lesson.
X
Explain how one lesson
aligns/flows to the next. (How does
each lesson build on the previous
one? How are the lessons tied
together? How does the learning
progress from one lesson to another?)
This lesson is an overview of
ecosystems. It will give the students
the knowledge of what they are,
where they are, and some general
characteristics of them. It lays a
foundation to begin to get into the
2
3
4
group will write one
paragraph describing
what an ecosystem is,
which one they live in,
and what some
characteristics of your
ecosystem are.
The students will create a
Board Builder on
Discovery Education that
has each of their week’s
vocabulary word, a
definition, and a picture
or video.
After watching a review
video of what an
ecosystem is, students
will be placed in groups
of four and complete five
centers. In these centers,
students will take notes
on what organisms are in
each ecosystem. When
finished with the centers,
students will come back
to their seats and create a
poster on an imaginary
ecosystem. Each poster
must contain at least two
plants, two animals, and
the environment in which
they live.
During a video, students
will complete specific
notes (described in
guided practice). After
this, students will play an
major aspects of ecosystems.
X
X
X
This lesson builds off of the last one
by continuing with the same concept,
but moving the focus to the
vocabulary words. The students
should have a general knowledge
from the first lesson and now with
this lesson they can begin to put
meaning to their vocabulary words.
The start of this lesson shows a
review video of what an ecosystem
is. After the video, the teacher asks
some review questions: “Who can
tell me what an ecosystem is?”
“What ecosystems have we been
learning about?” “What are some
similarities/differences between these
ecosystems?”
This lesson starts with a review of
what we have learned (“We have
been learning about different
ecosystems. We have learned what
an ecosystem is, the characteristics of
online game as a class.
5
6
7
8
9
After learning about plant
and animal relationships in
Pond and Lake ecosystems,
students will be able to
create a collage showing
these relationships using
magazines and construction
paper.
Using various websites,
students will write four
sentences about abiotic and
biotic factors and how they
pertain to ecosystems.
After the PowerPoint
presentation, students
will answer two
questions about over and
under population in a
community, and how it
affects the other animals
within that community in
three to five sentences.
After the lesson, students
will create a visual
representation of what an
interconnected
relationship looks like
between organisms in a
community, by drawing
at least three different
symbiotic relationships
(between the organisms)
and explaining the
relationship in one or two
complete sentences.
After the instruction and
these ecosystems, and what plants
and animals live in these
ecosystems”).
This lesson reviews two ecosystems
that students will have learned before.
They also work more with producer,
consumer, and decomposer also
learned in the previous lesson.
X
Students will still learn about
ecosystems in general and how abiotic
and biotic factors help and are
important to these ecosystems.
X
X
Students should have an
understanding of biotic vs abiotic
factors in a community- This will be
the focus and review (of lesson 6)
Students should understand that
organisms are interconnected and
share a relationship. Teacher will build
on how organisms in a community
need one another to survive.
X
This lesson begins with a focus and
10
the completion of group
posters, students will
write a letter informing a
friend of how their
human activity can affect
ecosystems. For mastery,
the letter should include
3 human activities, 2
negative effects of those
activities and 3 things
they can do to positively
affect ecosystems.
After reviewing
newsletter samples, in
groups of 5, students will
create a newsletter
informing peers of how
our human activity
affects ecosystems and
what we can do to keep
those ecosystems clean
and safe.
X
X
review having students’ think- pair
and share what they know about
organisms and their ecosystems.
Will explain the relationship of
human activities on those ecosystems
and that we can affect the organisms
living in those environments.
Students will think-pair-share ways
we can affect the ecosystem.
Teacher will complete a bubble map
using the whiteboard with the student
responses from the previous days
lesson.
Unit Plan Annotated Resource List
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100 Facts: Oceans- would be used as a resource for students when creating their newsletters. There are
examples of animals that live in the ocean as well as where oceans are located around the world and
other fun facts about oceans. (3rd grade and higher)
Recycle!: A Handbook for Kids by Gail Gibbons-this would be a great resource for the newsletter. This
book gives many different ways of how you can recycle, which helps the environment will pollution.
Around the Pond: Who’s Been Here?: This book is more of a story about the pond, but it still talks about
the animals in this environment. (2nd grade, lower level)
Pond Life: This book is much more informative on the Pond ecosystem and goes into more depth to give
students more valuable information. It could be used as a read aloud.
African Grasslands: Shows animals in their habitats and can connect this book globally. (3rd grade and
higher)- This book can be used as a read aloud for a mini lesson.
A Day in the Salt Marsh: Talks about what animals are in the saltmarsh, and the animals in the this
ecosystem. It can be used as a read aloud. (3rd grade and higher)
http://www.psd1.org/Page/3672 - site includes games and activities for students in order to reinforce
their learning about ecosystems. Students can use this to test their knowledge as well as a resource for
their newsletters.
https://www.youtube.com/watch?v=dTaWsFct32g - this is a YouTube video that can be used to
introduce ecosystems and biomes. It goes over the major world ecosystems.
scholastic.com has a video and other information on different ecosystems
Brain pop has some videos on ecosystems as well.
http://www.vedinkids.com/plants.html- this site talks about plant and animal relationship and the
different types of plants and animals within an ecosystem.
Daily Lesson Plans
Student Teaching edTPA Lesson Plan Template
Everett Lederer
Lesson 1
Subject: 5th grade Science Ecosystems
Central Focus: N/A
Essential Standard/Common Core Objective:
5.L.2 Understand the interdependence
of plants and animals with their
ecosystem.
5.L.2.1 Compare the characteristics of several
common ecosystems,
including estuaries and salt marshes, oceans, lakes
and ponds,
forests, and grasslands.
Date submitted:
Date taught:
5.TT.1 Use technology tools and skills
to reinforce and extend
classroom concepts and
activities.
5.TT.1.1 Use a variety of technology tools to gather
data and
information (e.g., Web-based resources, e-books,
online
Communication tools, etc.).
Daily Lesson Objective: After taking brain pop quizzes, watching trueflix, and Mr. Parr videos, and then going through a
Discovery Ed Board Builder, each group will write one paragraph describing what an ecosystem is, which one they live in,
and what some characteristics of your ecosystem are.
21st Century Skills: MEDIA LITERACY- • Understand
and utilize the most appropriate media creation
Academic Language Demand (Language Function and
tools,
Vocabulary):
characteristics and conventions
Language Function:
• Use technology as a tool to research, organize,
evaluate and communicate
Key Vocabulary:
Information
Biome
Desert
Tropical Rainforest
Tundra
Temperate Forest
Grassland
Wetland
Taiga
Prior Knowledge: Understand that organisms live in certain environments and that changes to that environment can
hurt organisms. Understand how organisms can survive change in their environment.
Activity
1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
Description of Activities and Setting
For the Focus and Review, the teacher will play on the projector screen from
You Tube, “Mr. Parr: My Biome Song”.
After the song is over, the teacher will say “At the end of this lesson, you will
be able to say I can identify major land and water biomes and explain the
characteristics of each”.
The teacher will have the students take out their computers and pull up
Trueflix, and have them look at all of the ecosystems. On Trueflix, it is a
descriptive video that the teacher picked out, and there are individual videos
for all of the ecosystems, and one about what an ecosystem is. The students
will work through those videos with the worksheets that go with them. After
the students are done, the teacher will bring the students together as a
whole group. On the board, they will set up a chart naming all of the
ecosystems that they learned about. The teacher will have the students
name characteristics for each biome or ecosystem, while trying to call on
every student. The focus will be to get them to understand that every
ecosystem is different and has different characteristics, but still works for
Time
everything living in it.
4. Guided Practice
After the discussion of all of the ecosystems, the teacher will tell the students
to get back out their computers. They will each go on to the website Brain
Pop, and take the quizzes that they have been assigned on ecosystems.
These are just 10 question quizzes that follow a video or article that students
will watch/read. Students may work with a partner or by themselves. The
teacher gets the results of each quiz taken by each student, and they will use
that information to see how the students are getting it, and where they need
to be taught a little more.
5. Independent Practice
For independent practice, the teacher will break the students up into the
groups that they will be in for the entire final project. The final project will
be a news letter, and today they will be working on part 1. First, the students
will go to Discovery Ed, and complete the board builder on ecosystems. This
board builder is just a way for them to practice their vocabulary words, and
once again involve the characteristics of each ecosystem. Then the groups
will be told to start part 1 of the news letter. Each group will have to write
their introduction paragraph describing what an ecosystem is. The specifics
of this assignment can be found in the Assessment.
Students will break into groups of 5 and will write one paragraph describing what an
ecosystem is. (to be a part of their News Letter Final Project) Must include:
6. Assessment Methods of
all objectives/skills:
7. Closure



What an ecosystem is
What kind of ecosystem they live in
What are two characteristics of their ecosystem
After each group finishes their paragraph, each group will present theirs to
the class. After everyone has gone, the teacher will tell the students to turn
to a partner and tell them one characteristic about an ecosystem.
8. Assessment Results of
Following the lesson- evaluate assessment criteria to determine how many mastered
intended lesson objective.
all objectives/skills:
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
Materials/Technology: Brain Pop, Trueflix, Discovery Ed, Mr. Parr(YouTube)
Reflection on lesson:
Student TeachingedTPA Lesson Plan Template
Everett Lederer
Lesson 2
Subject: 5th grade ecosystems
Central Focus:
Essential Standard/Common Core Objective: 5.L.2
Understand the interdependence
of plants and animals with their
ecosystem.
5.L.2.1 Compare the characteristics of several
common ecosystems,
including estuaries and salt marshes, oceans, lakes
and ponds,
forests, and grasslands
5.TT.1.3 Use technology tools to present data and
information (e.g.,
multimedia, audio and visual recording, online
Date submitted:
Date taught:
collaboration
tools, etc.).
Daily Lesson Objective: The students will create a Board Builder on Discovery Education that has each of their week’s
vocabulary word, a definition, and a picture or video.
21st Century Skills: ICT Literacy- Students will be
using their laptops to complete worksheets and
activities during the lesson as well as collaborating
with a group.
Initiative and Self Direction- Working on their own
students must get through their activities and
assignments within in the time limit.
Academic Language Demand (Language Function and
Vocabulary):








Biome
Desert
Tropical Rainforest
Tundra
Temperate Forest
Grassland
Wetland
Taiga
Prior Knowledge:
Activity
1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
Description of Activities and Setting
The teacher will ask the students to remember what they had done in their
last lesson. The teacher will ask students to name some things they learned
about ecosystems or about vocabulary words.
The teacher will tell the students that today they will be working on their
vocabulary words and creating a board builder on discovery ed.
The teacher will pull up You Tube on the projector and play Mr. Parr
freshwater biome song and marine biome song. After the song is over, the
teacher will have the students bring up their vocabulary words on their
computer. The teacher will ask them to look at their vocabulary words and
see if they recognize them from anything they have done in this unit to this
point. The teacher will ask them to turn to a partner and tell them about at
least one vocabulary word. Then the teacher will have them watch a trueflix
movie that has been uploaded to their computer. They can watch with a
partner or by themselves. After everyone finishes with the video, they can
Time
move on to BrainPop, where all of their words are in a writing passage. At
the end of the writing passage they have mini quiz that has most of the
vocabulary words on it. The teacher will be monitoring the student’s
progress by looking at the brain pop quiz scores and walking around the
room and listening to the conversations.
4. Guided Practice
Once everyone has finished the BrainPop Quiz, the teacher will put the
students into groups. All of their vocabulary words have been loaded into
Quizzlet, on their computers, and the teacher will ask them to bring that up.
The students will go through and do all of the activities in Quizzlet. These
activities include matching games, crossword puzzles, fill in the blank, and
other games to help students use their vocabulary words in different ways.
5. Independent Practice
The teacher will call everyone back together and get students in their
assigned seats. The teacher has already written on the board the
requirements of the board builder. The teacher will tell the class that they
will be creating their own board builder on Discovery Ed, and that it must
include all of the following: Have all vocabulary words, the definition, and a
picture or video describing or showing the word in real life. On Discovery Ed,
it makes it simple for students to just search the word and get great
resources at grade appropriate levels. The teacher will tell the students to be
as creative as possible and to look into many options of how they want to
build their board because some will present to the class.
6. Assessment Methods of
all objectives/skills:
7. Closure
8. Assessment Results of
The students will create a board builder on Discovery Ed. The board builder must contain
the following to master the criteria:



Have all vocabulary words
Each word has a definition
Each word has a picture or video
The teacher will pick 3or 4 students to present their board to the class. The
students will show their board on the projector screen and go over a few of
their vocabulary words and show their picture/video.
all objectives/skills:
Following the lesson- evaluate assessment criteria to determine how many mastered
intended lesson objective.
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations



Students who finish early- Extra activity on Discovery
Ed that they will do to enhance knowledge.
Three ESL students- work in group for guided
practice to assist each other. For independent
practice they will use the joint room with a
teacher to help them with their journal entries.
One student with severe learning disability- For
independent practice only has to list one way
the sun affects the water cycle.
Materials/Technology: Brain Pop, Trueflix, Discovery Ed, Mr. Parr(YouTube)
Reflection on lesson:
Lesson 3
Student Teaching edTPA Lesson Plan Template
Subject: 5th Grade Topic: Name the organisms
in each ecosystem (ponds, lakes, oceans).
Central Focus: N/A
Essential Standard/Common Core Objective:
5.L.2.2: Classify the organisms within an ecosystem
according to the function they serve: producers,
Date submitted:
Date taught:
consumers, or decomposers.
5.V.2.2: Use ideas and imagery from the global
environment as sources for creating art.
Daily behavioral Objective: After watching a review video of what an ecosystem is, students will be placed in groups of
four and complete five centers. In these centers, students will take notes on what organisms are in each ecosystem. When
finished with the centers, students will come back to their seats and create a poster on an imaginary ecosystem. Each
poster must contain at least two plants, two animals, and the environment in which they live.
21st Century Skills:
Academic Language Demand (Language Function and
Environmental Literacy
Vocabulary):
• Demonstrate knowledge and understanding of the
Language Function: identify
environment and the
Key Vocabulary
circumstances and conditions affecting it,
 Organisms
particularly as relates to air,
 Ecosystems
climate, land, food, energy, water and ecosystems
Work Independently
• Monitor, define, prioritize and complete tasks
without direct oversight
Prior Knowledge: Students should know what an ecosystem is, the types of ecosystems, and the characteristics of certain
ecosystems (ponds, lakes, oceans, etc).
Activity
1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
4. Guided Practice
5. Independent Practice
Description of Activities and Setting
Watch the review video
(https://www.youtube.com/watch?v=aYmdrJWLQ4Y) and after, have a
discussion with the class; ask “Who can tell me what an ecosystem is?”,
“What ecosystems have we been learning about?”, “What are some
similarities between those ecosystems?”, “What are some differences between
those ecosystems?”
Say: “Today we will be learning about the different plants and animals, or
organisms, in each ecosystem. We will be moving through five centers,
taking notes on each ecosystem. These notes need to contain what plants and
animals make up this ecosystem and what kind of environment they live in
(cold, hot, wet, dry, etc.). After the centers, we will come back to our seats
and create a poster on an imaginary ecosystem. The imaginary ecosystem is
whatever you want it to be but it must have two animals, two plants, and an
environment”.
Say: “Human beings rely on a lot of services that ecosystems provide. For
example: they provide foods, medicines, and energy; they regulate nutrient
recycling and waste; they maintain clean air and water, they supply crop
pollination, seed dispersal, pest and disease control; they preserve genetic
diversity and provide recreation for us all. The concept of an ecosystem is
important because everything is related to everything else; trees, rocks,
animals, buildings, etc. are in fact part of one system; they are interrelated,
and this interrelation is essential for life. Since no piece exists independently
of another, none can be modified without affecting the others”.
Put the Desert Ecosystem up on the Doc Cam with a blank piece of lined
paper next to it. Label the paper with your name and date at the top. Then,
fold the paper in half and on one side put “Ecosystem” and on the other put
“Environment, Animals, Plants”. On the left side, under “Ecosystem”, write
the word “Desert”. Say “This is how I would like you to set up your notes.
So let’s take a look at this desert ecosystem. I want to first look at kind of
environment is depicted in this picture. It looks sort of dry, do you all agree?
What else can we tell about the environment from this picture? (Wait for a
response and add it to your list). Okay, now let’s look at the animals in the
desert. I see a snake and a fox, what other animals are there? (Wait for a
response and add it to your list). And lastly, the plants. I see a cactus, what
other plants are found in the desert? (Wait for a response and add it to your
list). That’s the part for the centers, now for the poster you all are going to
make. This poster is of a made up ecosystem. You can have whatever
environment you want, but the plants and animals have to be able to survive in
the environment you choose. Be really creative; you can even make up your
own plants and animals, but remember, they have to be able to survive in your
environment. Would I put a dragon in an underwater environment? (No), but
I could put a mermaid in an underwater environment”.
Put students in groups of four and assign them to their first center. After three
minutes, students should move on to the next center (total of fifteen minutes).
After centers, students will work on their posters.
Time
7 min.
1 min.
2 min.
5 min.
30 min.
6. Assessment Methods of
all objectives/skills:
7. Closure
Formative: Teacher questioning throughout the lesson.
Summative : Collect student posters and determine mastery with the following criteria
 Depicted an environment
 Drew two animals that would be able to survive in the environment chosen
 Drew two plants that would be able to survive in the environment chosen
Ask: “Why are learning about ecosystems important?”
5 min.
Have a couple of students who are finished with their posters share.
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
 Two ELL students – partner them with each
other to allow them to assist one another with
translation needs.
 Student with visual impairment – sit close
during Teacher Input and Guided Practice so
they can see the board
Student/Small Group Modifications/Accommodations
 For those who are struggling with the centers: have
them pair with someone who has all the information,
and have them discuss what they are missing in their
notes.
 For those who finish early: have them write why each
plant and animal is able to survive in the environment
they drew. Make sure there is a lot of detail in the
picture and everything has a label.
Materials/Technology:
 Producers, Consumers, Decomposers Online Game:
http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.swf
 Centers Activity “Posters”
- Pond: http://image.tutorvista.com/content/feed/tvcs/Screen20shot202010-09-2120at2010.37.4020AM.png
- Arctic Tundra: http://0.static.wix.com/media/7e6a0d_a3cae950d133ba899bcce19f812e0da2.jpg_512
- Forrest: http://www.exploringnature.org/graphics/foodwebs/forest_food_web72.jpg
- Ocean: http://www.sciencelearn.org.nz/var/sciencelearn/storage/images/contexts/life-in-the-sea/scimedia/animations-and-interactives/marine-ecosystem/170240-3-eng-NZ/Marine-ecosystem_full_size.jpg
- Lake: http://king.portlandschools.org/files/houses/y2/animalmaineia/files/species/nblemmingah/ecology/LakeEcosystem_Poster.jpg
-Desert: http://www.buzzle.com/img/articleImages/373915-59624-56.jpg
 SMART Board/Doc Cam
 Poster making supplies:
-Crayons, markers, pencils, etc.
-Paper for their poster
Reflection on lesson:
CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______
Lesson 4
Student Teaching edTPA Lesson Plan Template
Subject: 5th Grade Topic: Producers,
Consumers, Decomposers
Essential Standard/Common Core Objective:
5.L.2.2: Classify the organisms within an
ecosystem according to the function they serve:
producers, consumers, or decomposers.
CCSS.ELA-LITERACY.RI.5.4
Central Focus: N/A
Date submitted:
Date taught:
Determine the meaning of general academic and
domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
Daily behavioral Objective: During a video, students will complete specific notes (described in guided
practice). After this, students will play an online game as a class.
21st Century Skills:
Work Independently
• Monitor, define, prioritize and complete tasks Academic Language Demand (Language Function and
Vocabulary):
without direct oversight
Language Function: identify, classify, function
Environmental Literacy
• Demonstrate knowledge and understanding of Key Vocabulary
 Producers
the environment and the
circumstances and conditions affecting it,
 Consumers
particularly as relates to air,
 Decomposers
climate, land, food, energy, water and
ecosystems
Prior Knowledge: Students should know what an ecosystem is, the types of ecosystems, and the characteristics
of certain ecosystems (ponds, lakes, oceans, etc). They should also know what plants and animals live in these
ecosystems.
Activity
1. Focus and Review
2. Statement of
Objective for Student
3. Teacher Input
4. Guided Practice
Description of Activities and Setting
Time
1 min.
Say “We have been learning about different ecosystems. We have
learned what an ecosystem is, the characteristics of these ecosystems,
and what plants and animals live in these ecosystems. Today we are
going to learn more about the plants and animals that live in the
ecosystems. They are classified into three different categories that
serve important functions within these ecosystems.”
Say “By the end of this lesson, you all will be able to classify the plants 1 min.
and animals that live in the ecosystems that we have been learning
about into three important categories: Producers, Consumers, and
Decomposers. We will first be working to define these words and then
we will be going back to the posters we made the other day and labeling
our plants and animals as producers, consumers, and decomposers.”
Say “Learning about the classification of plants and animals is
1 min.
important so we understand about where both get their food from, how
they contribute to the ecosystem and our environment in general.”
Say “We will be watching a Bill Nye video on ecosystems. This is a
5 min.
really great video because it gives a lot of awesome information and
helpful definitions to the words we want to learn about. During this
video, I want you all to take notes. (Model this part, students should
follow along and copy what you are doing as you do it) I want you to
take out a sheet of paper and fold it in half hamburger style, then,
without opening it, fold it into thirds hot dog style, so you end up with
six sections to your paper. On the top half, I want you to write in the
first column, Producers, in the second column, Consumers, and in the
third column, Decomposers. On the bottom half of your paper, I want
to write Fact 1 in the first column, Fact 2 in the second column, and
Fact 3 in the third column (wait for students to finish this). In the fact
columns, I want you to pick out three different facts about ecosystems
or these types of plants and animals, and write it in each of the columns.
You should have three relevant facts at the end of the video. Under the
5. Independent Practice
6. Assessment Methods
of all objectives/skills:
7. Closure
top columns, there should be a definition for each and I want at least
two different examples of each classification. I am going to play the
first couple minutes of the video and demonstrate this.” Play the first
two minutes of the video and when it talks about worms as
decomposers say, “ok, so I just found out that worms are decomposers
and Bill gave me a great definition. So under my Decomposer column,
I am going to write the definition and the example that he gave me.”
Show this on the Doc Cam.
Show students the Bill Nye video
20 min.
(https://www.youtube.com/watch?v=sVB82laAJl0) from the beginning.
They should be filling out their papers as they watch the episode.
Formative: Teacher questioning throughout the lesson and mentally assessing
which students had trouble with the game during closure
Summative : Collect student notes and determine mastery with the following
criteria:
 Clear definition of each of the words
 Had two examples of each classification
 Had three different, relevant facts
Play the Producers, Consumers, Decomposers Online Game (link found 7 min.
in Materials/Technology section). As you go through each type of
organism, ask students to explain why their answer. This can be done
with the whole class calling out which type of organism is which and
having one person explain why they think that is (before students call
out, give them a second to think, then say “tell me” and have everyone
answer at the same time, then show the answer, and ask one student to
explain).
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
 Student with visual impairment – sit close
during Teacher Input and Guided Practice
so they can see the board
Student/Small Group Modifications/Accommodations
 Have the students who struggled with filling out
their notes come together and go over the notes
again as a group, with the teacher (they can start
over and the teacher can fill in the notes with the
group’s help).
Materials/Technology:
 Review video: https://www.youtube.com/watch?v=aYmdrJWLQ4Y
 Bill Nye video: https://www.youtube.com/watch?v=sVB82laAJl0
 Doc Cam
 SMART Board
 Paper
 Pencil
Reflection on lesson:
CT signature: ________________________ Date: ______ US signature: __________________Date: ______
Student Teaching edTPA Lesson Plan Template
Amanda Cole Lesson 5
Subject: Science/ Art
Central Focus: N/A
Essential Standard/Common Core Objective: 5.L.2.2
Classify the organisms within an ecosystem
according to the function they serve: Producers,
Consumers, or Decomposers.
Date submitted:
Date taught:
5.V.2.2 Use ideas and imagery from the global
environment as sources for creating art.
Daily Lesson Objective: After learning about plant and animal relationships in Pond and Lake ecosystems, students will
be able to create a collage showing these relationships using magazines and construction paper.
21st Century Skills: Global Awareness: students will
develop global awareness by learning about
ecosystems around them.
Environmental Literacy: Students will develop this
by learning about the specific ecosystems in the
area and how they can help protect those
ecosystems.
Academic Language Demand (Language Function and
Vocabulary): Pond, Lake, Ecosystem, Producer, Consumer, and
Decomposer.
Prior Knowledge: Knowledge about the other ecosystems (Oceans, Grasslands, Forests, etc.)
Activity
1. Focus and Review
2. Statement of Objective
for Student
Description of Activities and Setting
Time
Yesterday you learned about some of the ecosystems that there are,
and you created your own ecosystem. Today we are going to learn more
about ponds and lakes. Then play the “My Pond- Ecosystem Song” for
students to help them remember part of what they learned the day
before.
5 Min.
Today after learning more about ponds and lakes you will create a
collage to show the relationships of plants and animals in those
ecosystems.
2 Min.
After playing the “My Pond- Ecosystem Song” talk with students about
what they learned yesterday. Ask them what a producer, consumer, and
decomposer is. If they are struggling go over it with them again.
10 Min

3. Teacher Input
Plants are called producers. This is because they produce their
own food! They do this by using light energy from the Sun,
carbon dioxide from the air and water from the soil to produce
food - in the form of glucose/sugar.
 Animals are called consumers. This is because they cannot make
their own food, so they need to consume (eat) plants and/or
animals.
 Bacteria and fungi are decomposers. They eat decaying matter dead plants and animals and in the process they break them
down and decompose them. When that happens, they release
nutrients and mineral salts back into the soil, which then will be
used by plants.
Before going over the pond PowerPoint/pdf with the students, ask them
what kind of animals or plants they think live near/ in ponds. Say a pond
is a body of water shallow enough to support rooted plants. Then show
them the presentation about the plants and animals and if they are
producer, consumer, or decomposer. Also ask the students if they see
any of the examples they said or if they have any to add. Next move on
to lakes my saying the definition of lakes, which is a lake is a bigger than
a pond, and is too deep to support rooted plants except near the shore.
Then again ask the students what they know already about lakes (like
what kind of plants and animals live there), Then go over and show the
students two examples of the food chain in the great lakes.
5 Min
4. Guided Practice
5. Independent Practice
6. Assessment Methods of
all objectives/skills:
After learning about the plants and animals in ponds and lakes, all
together we will then brainstorm plants and animals in these
ecosystems. Using a t-chart on the board and writing ponds on one side
and lakes on the other, and together we will come up with a list of
plants and animals for each ecosystem.
After completing the t-chart, students will then look for these plants
and animals in magazines to create a collage/ picture of the ecosystems.
If not enough resources or times students can complete just one of the
two ecosystems.
10- 15 Min
To gain mastery students must create at least one of the ecosystems (Pond or lake)
and have at least one of producer, consumer, and decomposer to complete the
ecosystem, but having more examples would be better to show their understanding.
2 Min
7. Closure
Would someone tell me something they learned about ponds and lakes
today?
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
Student will IEP will either be pulled out or given extra
help/ support when needed.
Materials/Technology: Promethean Board, YouTube,
https://www.youtube.com/watch?v=GTYkgxGU520&list=LL2lNT3tx9PQm-OEm8pGtH9Q&index=4
http://www.doe.virginia.gov/instruction/gifted_ed/project_promise/science_curriculum/grade_one/handouts/life_scie
nce/pond_life_pictures.pdf
http://www.glerl.noaa.gov/pubs/brochures/foodweb/LMfoodweb.pdf
http://www.glerl.noaa.gov/pubs/brochures/foodweb/LSfoodweb.pdf
Reflection on lesson:
Student Teaching edTPA Lesson Plan Template
Amanda Cole Lesson 6
Subject: Science/ Technology
Central Focus: N/A
Essential Standard/Common Core Objective:
5.l.2.2 Classify the organisms within an ecosystem
according to the function they serve: Producers,
Consumers, or Decomposers (biotic).
5.TT.1 Use technology tools and skills to reinforce
and extend classroom concepts and activities.
Date submitted:
Date taught:
Daily Lesson Objective: Using various websites, students will write four sentences about abiotic and biotic factors and
how they pertain to ecosystems.
21st Century Skills: Apply technology effectively in
that students will use websites to research and
learn about biotic and abiotic factors.
Students will work independently on finding out
what they can using the internet about biotic and
abiotic factors.
Academic Language Demand (Language Function and
Vocabulary): Abiotic, Biotic, Decomposer, Producer, Consumer,
ecosystem.
Prior Knowledge: Know about different types of ecosystems and have an idea of relationships between plants and
animals in the ecosystems.
Activity
1. Focus and Review
Description of Activities and Setting
Yesterday we learned about ponds and lakes and the relationships of plants
and animals. Today we are going to learn about the living and nonliving
things that help make up an ecosystem.
Time
2 Min.
2. Statement of Objective
for Student
3. Teacher Input
Today after talking about abiotic and biotic factors, you will use the
computer to find more information about them. Then you will write four
sentences about those factors and what you learned.
1 Min.
Today we are going to learn about abiotic and biotic factors in ecosystems.
Abiotic factor is any non-living factor in an ecosystem, and a biotic factor is
any living factor in an ecosystem. (Then show students the first video just
about the factors on YouTube). After the video ask students “ Can anyone tell
me something they learned from the video?” “What more did you learn
about abiotic factors?” What about biotic factors?” those are all good
answers. (Then play the study jams video, this is a really good video and will
give students good information) After that video have another discussion
with questions like “What did you learn in this video that you didn’t in the
other?” “Was this one more helpful” Then go through the study jams quiz
with them to have a guided discussion and see what information they got
from the two videos. Now that we have learned some good information
about abiotic and biotic factors, I want you to see what other information
you can find then write four or more sentences about abiotic and biotic
factors and how they are important to ecosystems. After you are done with
that get into your groups and start working on What Organisms Need for the
newsletter. Use the information you have previously learned as well as what
you learned today to help you. I will also be available for any questions you
have.
5- 10 Min.
Before setting the students lose to do their research go through a one or two
good websites with them so they get a feel for what to look for.
5 Min
Students will use the internet to find other websites and information about
abiotic and biotic factors and write four or more sentences about the factors
and how they are important in ecosystems.
10 Min
4. Guided Practice
5. Independent Practice
To gain mastery students will have written four or more complete and informative
sentences about abiotic and biotic factors in ecosystems.
6. Assessment Methods of
all objectives/skills:
For partial mastery students will have written two to three complete sentences about
abiotic and biotic factors in ecosystems.
For non-mastery students will have written two or less partially complete sentences about
abiotic and biotic factors.
2 Min
7. Closure
Since we learned all about abiotic and biotic factors, who can tell me how
they are important in an ecosystem?
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
Student with IEP will only have to write two sentences,
and if they are having trouble doing that they may
state what they know/learned orally.
Materials/Technology: Promethean board, computer
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm
https://www.youtube.com/watch?v=E1pp_7-yTN4
http://kids.nceas.ucsb.edu/ecology/faq.html
http://regentsprep.org/regents/biology/units/ecology/biotic.cfm
Student Teaching edTPA Lesson Plan Template
Ashley Harrison Lesson 7
Central Focus:Inferring- Helping students understand the
interrelated relationships that plants and animals have in an
ecosystem.
Subject:Science and Reading
Essential Standard/Common Core Objective:
5.L.2.3 Infer the effects that may result from the
interconnected relationship of plants and animals
to their ecosystem
Date submitted: 9/10/2014
Date taught: 9/10/2014
CCSS.ELA-Literacy.RI.5.3 Explain the relationships or
interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific,
or technical text based on specific information in
the text.
Daily Lesson Objective:After the PowerPoint presentation, students will answer two questions about over and under
population in a community, and how it affects the other animals within that community in three to five sentences.
21st Century Skills:
Communication and Collaboration Skills, Learning
and Innovation Skills
Academic Language Demand (Language Function and
Vocabulary): ecosystem, photosynthesis, mammals, invertebrates
vs. vertebrates, symbiotic relationships, mutualism
Prior Knowledge: Understand what an ecosystem is and the organisms within an ecosystem.
Activity
1. Focus and Review
Description of Activities and Setting
Teacher will begin the lesson by reviewing what an ecosystem is (a
community of biotic and abiotic organisms living together.) She will explain
Time
5 minutes
that there are different types of ecosystems on earth. The teacher will ask
students to name a few (refer back to notes if necessary,) explaining some of
these types of ecosystems. For example, students will say an estuary- where
fresh and salt water mix. The teacher will then transition to the lesson.
2. Statement of Objective
for Student
3. Teacher Input
4. Guided Practice
The teacher will explain that animals and plants within an ecosystem depend
on one another.
The teacher will explain, “Today we are going to be talking about how the
plants and animals in these ecosystems all have an interconnected
relationship.” The teacher will refer to the website
http://www.vedinkids.com/plants.html where she will call upon students to
read the text about plant/animal relationship and different types of plants
and animals within an ecosystem. Once teacher and students have discussed
the website she will then ask students, “How do plants make food?” (Process
of photosynthesis) “What do plants give us that is essential to life?” (Oxygen)
The teacher will relate this to students lives by asking, “If we didn’t have
plants could we survive? Are they an important part of our existence? What
do we give plants in exchange for Oxygen?” Once the teacher has discussed
and read over the text, she will then transition into the type of relationship
that is among plants and animals. She will explain that plants and animals
have a symbiotic relationship, meaning that plants and animals depend on
one another to survive. More specifically they have a mutualism relationshipmeaning they both benefit from the relationship. Another example would be
bees and plants. Both organisms rely on one another. The teacher will ask
students to think of a time when they depended on someone in their life. She
will explain that these organisms have a symbiotic relationship. She will then
ask students to turn and talk to their neighbor and share this time. Why were
you so dependent on this person? What happened? Tell your partner all
about this experience.
15
minutes
The teacher will have a PowerPoint with a short quiz, reviewing material
from the day. Asking questions such as, 1. What is photosynthesis? 2. Name a
symbiotic relationship. 3. How are plants and animals interconnected? 4.
Name an ecosystem. 5. Plants give us oxygen, while we give them carbon
dioxide
5-7
minutes
Once students have answered these questions on the PowerPoint, she will
then have students do an independent activity.
5. Independent Practice
At their desks, students will answer these questions on a loose leaf sheet of
paper, 1. What are the effects that may result from deer overpopulation in a
community? What might happen to the other animals in the community? 2.
What are the effects that may result from deer under population in a
community? What might happen to the other animals in the community?
10-12
minutes
Teacher will be checking for understanding through the quality of their work
and explanation of the questions. She will explain that she expects students
to have three to five complete sentences written down.
Summative Assessment: Teacher will summatively assess students with a written
assessment. Students will answer two questions independently about over and under
population in a community and how it affects other animals in the community, inferring
what the possible result(s) may be.
6. Assessment Methods of
all objectives/skills:
Formative Assessment: Teacher will formally assess students by asking prompting
questions/doing a quiz during guided instruction/practice. Students are expected to be
able to explain the relationships between two or more things and why they depend on
one another. (ie. Plants/animals, animals/animals)
*Students will continue to work on Newsletter Project(s).
7. Closure
8. Assessment Results of
The teacher will end the lesson with Oh, Deer! This is a game of shelter food
and water. Students will line up (like the game “Red Rover”) and there will be
coyotes in the middle of the class between the two groups. One side will be
the deer the other resources (food, shelter, and water) the deer must run to
the other side and all along students must try to not getting tagged by the
coyotes.
10-15
minutes
Teacher will grade students based off of their independent work. Teacher expects
students to earn an 8/10 on this assignment.
all objectives/skills:
Targeted Students Modifications/Accommodations:
Student/Small Group Modifications/Accommodations:
Teacher will modify instruction for learners by having
those who have need to see the board closer to her.
She will also modify instruction by asking specific
questions to students who do not participate as much
during the lesson. For students who are easily
distracted she will engage their attention by keeping
eye contact, physical proximity. She will engage
student(s) by having an interactive activity at the end
of the lesson. She will make accommodations to
students who have an IEP/504- Read aloud.
For struggling learners, the teacher will check for
understanding during independent practice. Walking
student(s) through the questions, asking prompting questions.
The teacher will allow these students to come to the back
table and work.
Materials/Technology: PowerPoint, website (listed above), Promethium Board
Student Teaching edTPA Lesson Plan Template
Ashley Harrison Lesson 8
Central Focus:Inferring- helping student understand the
interrelated (symbiotic) relationships that plants and animals
have in an ecosystem.
Subject:Science and Art
Essential Standard/Common Core Objective:
5.L.2.3 Infer the effects that may result from the
interconnected relationship of plants and animals in
their ecosystem.
Date submitted: 10/6/14
Date taught: 10/6/14
5.V.2 Apply creative and critical thinking skills to
artistic expression.
Daily Lesson Objective:After the lesson, students will create a visual representation of what the interconnected
relationships look like between organisms in a community, by drawing at least three different symbiotic relationships
(between the organisms) and explaining the relationship in one or two complete sentences.
21st Century Skills:
Learning and Innovation Skills: creativity and
innovation
Academic Language Demand (Language Function and
Vocabulary): ecosystem, symbiotic relationships
Prior Knowledge: Students should have an understanding of what an ecosystem is and the organisms within an
ecosystem.
Activity
Description of Activities and Setting
Time
1. Focus and Review
Teacher will begin the lesson by asking students to name and explain the
organisms of an ecosystem.
1 minute
2. Statement of Objective
Teacher will say, “Today we are going to learn how animals depend on one
another. Like yesterday, when we talked about how plants and animals
5 minutes
for Student
3. Teacher Input
depend on one another. Today we are going to talk about symbiotic
relationships.”
The teacher will begin the lesson by introducing symbiotic relationships. She
will ask students to recall yesterday’s lesson when we talked about how bees
need flowers and flowers need bees. She will say, “This is called a symbiotic
relationship because they both need each other to survive. It is a mutualism.
Both organisms are benefiting from this relationship. Parasitism is when one
organism is harmed and the other benefits. Commensalism is when one
organism enjoys/benefits but the other is neither harmed nor benefiting. The
teacher will give lots of examples! She will show a video that explains this
relationship.http://education-portal.com/academy/lesson/symbioticrelationships-mutualism-commensalism-amensalism.html#lesson
20
minutes
Students will then do a stop and jot during the video (half way through) of
what they have observed so far.
15
minutes
4. Guided Practice
The teacher will use the Anchor Chart to show students exactly what is
expected. She will begin by picking a relationship that they can draw and
show an example of. She will say, “what is an example of a commensalism
relationship that we could use?” She will then draw this on the board and
write a complete sentence explaining the relationship. She will tell students
that this is how their drawings should have color and express what each
relationship is/ means. She will also tell students to explain what ecosystem
that the organisms can be found in.
5. Independent Practice
Students will work independently at their desks to draw a visual
representation of the interconnected symbiotic relationships between
organisms in a community. Students are to have one picture for each type of
relationship and at least one or two sentences explaining that relationship.
20-25
minutes
6. Assessment Methods of
all objectives/skills:
Summative Assessment: Students will draw a visual representation of the interconnected
symbiotic relationships between organisms in a community, having at minimum of three
relationships and at least one to two complete sentences explaining that relationship. (For
example, bees and flowers)
5-10
minutes
7. Closure
Students will share their drawings with the classmates.
8. Assessment Results of
Teacher will expect student to earn 8/10 on this assignment. Giving three examples (one
for each type of relationship) and then explaining it in one to two sentences.
all objectives/skills:
Targeted Students Modifications/Accommodations:
Teacher will accommodate for student with 504/IEP by
having them come to the back table to ensure
understanding.
Student/Small Group Modifications/Accommodations: For
struggling learners, the teacher will check for understanding
during independent practice. Walking students through the
questions, asking prompting questions. The teacher will allow
these students to come to the back table to work as well.
Materials/Technology: Promethium Board, PowerPoint
Lesson 9: How Human Activity Affects Ecosystems-Lace Ferebee
Subject: Social Studies/Language Arts
Central Focus: n/a
Essential Standard/Common Core Objective:
5.G.1.2 Explain the positive and negative
effects of human activity on the physical
environment of the, United States past and
present.
Date submitted:
Date taught:
CCSS.ELA-Literacy.W.5.2.D Use precise
language and domain-specific vocabulary to
inform about or explain the topic.
Daily Lesson Objective: After instruction and the completion of group posters, students will write a letter
informing a friend of how their human activity can affect ecosystems. For mastery, the letter should include 3
human activities, 2 negative effects of those activities and 3 things they can do to positively affect ecosystems.
21st Century Skills:
Communication- students will work together
and communicate with their classmates in order
to create their posters
Collaboration- students will be working
together in groups for their posters
Academic Language Demand (Language Function and
Vocabulary):
Positive
Negative
Effects
Human activity
Inform
Prior Knowledge: Students should be familiar with using precise language and vocabulary to inform about and
explain a topic. Students should know how to compare and contrast ecosystems and the organisms living in
ecosystems.
Activity
Description of Activities and Setting
Will review previous day’s lesson. Will ask students what can they tell
me about organisms and their ecosystems? Students will think pair
share about anything they remember about the previous day’s lesson.
Will discuss student responses.
1. Focus and Review
Will explain to students that human activity can modify that physical
environment in which those organisms thrive. Humans can improve or
exploit (harm) those environments.
Examples include industrialization, oil spills, nuclear meltdown, dams
and national parks.
2. Statement of
Objective
for Student
After instruction, you will write a letter informing a friend of how their
human activity can affect ecosystems. The letter should include 3
human activities, 2 negative effects of those activities and 3 things they
can do to positively affect ecosystems.
Will present a PowerPoint to the class.
“Today we will discuss human activities that can affect the ecosystems.
We will then discuss how those activities can affect the ecosystems
(positively and negatively) and what we can do to positively affect
them. During the PowerPoint, you will complete a graphic organizer
using the information from the PowerPoint. ”
3. Teacher Input
How human activity can affect water
Surface water (freshwater lakes and rivers, etc.)
Examples of negative activities:






logging/forestry and mining;
collection, storage and disposal of agricultural wastes;
application of pesticides;
industrial and other discharges (e.g., pulp and paper, mining,
chemical, food processing);
spills and accidental releases of pollutants;
boating/shipping (e.g., discharges of fuel, ballast water);
Time



waste disposal landfilling
draining and removal of wetlands; and
development of infrastructure (e.g., dams and bridges).
Potential negative effects of these activities:






reduction in quality of habitat for fish and other aquatic
organisms;
increased runoff (draining away of water and erosion
(graduation destruction of the water);
decrease in fish populations
impairment of water quality (pollutants, pathogens, bacteria,
nutrients);
need for increased water treatment in order to clean the water
decreased biodiversity (variety of life in ecosystems)
Opportunities to us to Avoid or Minimize Negative Environmental
Effects





reducing energy consumption and increasing use of renewable
energy sources through
o increased efficiency (e.g., enhanced fuel efficiency for
vehicles, reduced electricity consumption by household
appliances); and
reducing consumption of resources; (recycling)
increased reuse and recycling, thus decreasing resource
consumption, and waste production and disposal;
going green- purchasing more environmentally friendly goods
and services;
improved emergency response and preparation.
During the PowerPoint presentation, students will complete a graphic
organizer. The graphic organizer will list human activities that affect
negatively affect the ecosystems, the negative effects of those activities
and what we can do to positively affect the ecosystems.
4. Guided Practice
5. Independent Practice
Students will be placed in groups of 4 in order to complete a group
poster. Their posters should include 5 human activities that can
negatively affect the environment. 5 negative effects and 5 ways we
can positively affect the environment.
Using the information from their posters, students will write a letter
informing a friend how their activity can affect ecosystems around
them. They will also need to explain to the friend what they can do to
positively affect ecosystems.
Student letters should be informing a friend of the following information:
6. Assessment Methods
of
all objectives/skills:
Letters should include:



7. Closure
3 human activities that negatively affect ecosystems
3 negative effects of those activities on the ecosystems and organisms living
there.
3 things they can do to positively affect ecosystems.
Will review each section of the graphic organizers. Students will have
the opportunity to present their posters to the class if they wish to do so.
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
Opportunities for group discussion will be
For students who finish working early, they will get
provided in order to for students to learn from their together with their groups to start on their newsletter
peers.
section “What can we do?”
A PowerPoint visual aid will be provided for
visual learners as well as graphic organizers.
Materials/Technology:
PowerPoint
Smart Board
Graphic organizers (1 for each student)
Poster board (6, 1 for each group)
Reflection on lesson:
CT signature: ________________________ Date: ______ US signature:
____________________________Date: ______
How Human Activity can affect the Ecosystems
Human Activities
Negative Effects
What can we do to help?
Lesson10: How We Can Help Ecosystems and Inform Others- Lace Ferebee
Subject: Social Studies/Science/Language
Arts/Technology
Central Focus: N/A
Common Core/Essential Standard Objective:
5.G.1.2 Explain the positive and negative
effects of human activity on the physical
environment of the, United States past and
present.
5.L.2 Understand the interdependence of plants
and animals with their ecosystem.
CCSS.ELA-Literacy.W.5.2.D Use precise
language and domain-specific vocabulary to
inform about or explain the topic.
Date submitted:
Date taught:
5.T.T.1.1Use a variety of technology tools to gather data
and information (e.g., Web-based resources, ebooks, online communication tools, etc.).
Daily Lesson Objective: After reviewing newsletter samples, in groups of 5, students will create a newsletter
informing peers of how our human activity affects ecosystems and what we can do to keep those ecosystems
clean and safe.
21st Century Skills:
Communication – students will communicate
with each other and the class about the
information in their newsletters
Collaboration- students will work together in
their groups to determine the format of their
newsletters and completing them.
Creativity- students will be able to determine
what format as well as tool they wish to use in
order to create their newsletters.
Academic Language Demand (Language Function and
Vocabulary):
Positive
Negative
Effects
Human activity
Inform
Ecosystems
Newsletters
Prior Knowledge: Students should be familiar with using technology to gather information.
Students should also know the different types of ecosystems, what organisms live in those ecosystems and why
they need each other. Students should also understand the relationships between human activity and
ecosystems.
Activity
1. Engage
Description of Activities and Setting
Will review previous day’s lesson. Will ask students, “What are some
human activities that can negatively affect the ecosystems?” Will
think-pair-share and discuss student responses as a class. Will then ask,
“Name some of the negative effects of those activities? What can we
do to help keep the ecosystems safe and clean for the organisms living
in them?” Students will think-pair-share and we will discuss responses
as a class. Teacher will record student responses on a bubble map on
the board.
Teacher will present different newsletter samples to the students using
the document camera. Teacher will then hand out hard copies of
sample newsletters in order for students to pass around within their
groups.
Each student will work at their own computers in order to find
information that should be included in their newsletters.
2. Explore
Students will be given a checklist with the items needed. Newsletters
should include:




3. Explain
4. Elaborate
About their ecosystem (lake, pond or ocean)
What organisms live in their ecosystem
Why that ecosystem is important to those organisms
How our human activity can affect that ecosystem and the
organisms living in it
 What we can do to keep the ecosystem safe and clean
Students will then get together in their groups of 5. In each group,
students will collaborate and discuss their findings. Students will
choose one person in the group to explain 3 key details of their findings
to the class.
Students will work in their groups of 5 in order to complete their
newsletters. Students will have the option to create a hard copy using
poster board, an online tool such as storyboard or software on their
computers. Students will use their checklist to make sure all items are
included.
Students will have the option to use any of the books in the class library
as well as any online resources.
5. Evaluate
Students will be formatively assessed during their group work. Teacher
Time
Assessment Methods
will check for understanding by asking students about their newsletters
and the information in their newsletters.
all objectives/skills
Newsletters should include each of the following sections:
of





About their ecosystem (lake, pond or ocean)
What organisms live in their ecosystem
Why that ecosystem is important to those organisms
How our human activity can affect that ecosystem and the
organisms living in it
What we can do to keep the ecosystem safe and clean
6. Assessment Results of
all objectives/skills
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
Newsletter sample will be provided for students
who need a finished product in order to understand
the assignment.
For groups that finish early, they will work on unfinished
morning work or start their reading work.
Bilingual students will be grouped with ESL and
ELL students.
Materials/Technology:
1 computer for each student
Document camera
Smart Board
Poster board
Internet Access
Classroom library with related reading materials
Reflection on lesson:
CT signature: ________________________ Date: ______ US signature:
____________________________Date: _____
Content Analysis
5a. Integration of Curriculum
Subject/
Lessons
Science
Social
Studies
Lang.
Arts
Math
Technology
Music
Drama
Healthy
Living
Vis/Art
Core Subjects
Lesson/Title
1
Lesson/Title
2
Lesson/Title
3
Lesson/Title
4
Lesson/Title
5
Lesson/Title
6
Lesson/Title
7
Lesson/Title
8
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Lesson 9/
How Human
Activity
Affects
Ecosystems
Lesson 10
/How We Can
Help
Ecosystems
and Inform
Others
X
X
X
X
5b. Meeting Learners’ Needs- Multiple Intelligences and Learning Styles
Gardner’s
Intelligences
Verbal
Linguistic
Visual
Spatial
Learning Style
Lesson 1/ Title
Auditory
Visual
Math
Logical
Teacher
Input- Read
aloud
Lesson 3/ Title
Guided
PracticeModeling
Music
Rhythm
IntraPersonal
Independent
Focus and ReviewPracticeSong to review
Group/collaborative
work
Guided
PracticeCross
Word
Puzzles
Focus and
ReviewReview Video
Teacher InputSong to review
Independent
Practice-Centers
Independent Independent
PracticePracticePosters
Centers, Posters
Closure-Whole class
game
Independent
PracticeFilling out
their notes
during video
Guided
PracticeModeling
Lesson 4/Title
Guided
PracticeModeling
Guided
PracticeModeling
Independent
Practice-Bill
Nye Video
Lesson 5/Title
Body
Kinesthetic
Tactile
Independent
PracticeEssay for
project
Lesson 2/Title
InterPersonal
Independent Independent
PracticePracticeCreatingillustrating-
Closure- Whole
class disscussion
Naturalist
Existential
collage
collage
Lesson 6/Title
Teacher InputWhole class
disscussion
Lesson 7/Title
Teacher
Input- video
about
ecosystems.
Closure- Oh Deer
game
Lesson 8/Title
Teacher
Input- video
about
symbiotic
relationships/
Closure- share visual
representation
Independent
PracticeJournaling/
Responding
Guided
PracticeAnchor Chart
Independent
Practicedrawing of
interconnected
relationships
Lesson 9/How
Human Activity
Affects
Ecosystems
Guided
Practicepresented
poster
Lesson 10/How
We Can Help
Ecosystems and
Exploreresearch
information
for
Teacher
InputComplete
Graphic
organizer
Guided Practicecreated posters in
groups
Engaged- worked in
groups to create
newsletter
Inform Others
newsletter
Unit Assessment
At the end of this unit, students will be completing and finalizing a newsletter. Students will be formatively
assessed using a checklist. Each group’s newsletter should include 4 components. For their collaborative
grade, each group’s newsletters should include:

About their ecosystem (lake, pond or ocean)

What organisms live in their ecosystem

Why that ecosystem is important to those organisms

How our human activity can affect that ecosystem and the organisms living in it.

What we can do to keep the ecosystems safe and clean.
This form of assessment was chosen because it allows students to show what they learned in a collaborative
effort from the entire unit. Each component of the newsletter is content the students were taught and assessed
on during the course of the unit.
Each student will also receive an independent grade for writing a letter to a friend informing that friend of the
following:

3 human activities that negatively affect ecosystems

3 negative effects of those activities on the ecosystems and organisms living there.

3 things they can do to positively to affect ecosystems.
The following rubric will be used to grade the students individually.
Categories
Content
Non Mastery
No description of an
ecosystem. Less than 2
human activities. Less
than 2 negative effects of
those activities and less
than 2 things we can do to
positively affect
ecosystems.
Partial Mastery
No description of a
particular ecosystem.
Student includes 2 human
activities that affect
ecosystems, 2 negative
effects of those activities
and 2 things we can do to
positively affect
ecosystems.
Grammar/Spelling
More than 3 misspelled
2-3 or more misspelled
words. 3 or more sentence words.
fragments.
Studentuses 2 fragments
of sentences or less.
Mastery
A description of their
chosen ecosystem and
some organisms living
there. Includes 3 human
activities that can
negatively affect
ecosystems; the effects of
those activities and 3
things we can do to
positively affect
ecosystems.
1 misspelled word or less.
Student uses complete
sentences and correct
punctuation.
Letter Format
No greeting is included.
No closing word is used.
Student uses incorrect
punctuation, less than 3
errors.
Student includes either a
greeting or closing word.
Student includes a
greeting and closing word
such as sincerely, love,
etc.
Formative assessments included throughout the unit are written student responses, board builder presentations,
structured guided notes, and posters.
Summative assessments given at the end of the unit include a unit test. The test will include a matching
portion for types of ecosystems. The test will also include a portion where student will label and identify what
animals may live in the each type of ecosystems. They will then have a written piece to submit comparing and
contrasting the ecosystems and the relationships between animals and plants. Quizzes will also be given for this
unit plan.