Lesson Plan: 1

Teacher(s): Benini

Subject: Science

Unit: 6-8 Ecosystems

Grade band(s): 6-8

Number of students: 4

Setting: Self Contained AUT classroom

Lesson Objective(s):

Objective 1: Students will actively participate in supported reading of subject area and technical texts that have been adapted to the students ability level. Students will speak/select and answer in response to a question about a story about ecosystems.

Objective 2: Students will identify and label various ecosystems on a map.

Objective 3: Students will identify characteristics of given ecosystems.

Objective 4: Students will actively participate in supported reading of subject area and fictional texts that have been adapted to the students ability level. Students will speak/select and answer in response to a question about a story about a particular ecosystem.

Objective 5: Students will use prior knowledge gained in lessons to apply concepts during hands-on experience in exploring a real life ecosystem.

Connections to the GBEs:

Standard(s):

Nature and Application of Science and Technology 8.3

Essence: Collect, record, and compare data

E1: Collect, display, and compare data related to an investigation.

E2: Collect and display data from multiple sources.

E3: Record data in a given chart or table.

Nature and Application of Science and Technology 8.6

Essence: Integrate reading, writing, mathematics, and/or technology into scientific investigations.

No extensions available

Ecology 1- 8.1

Essence: Diversity of Ecosystems

E1: Collect data on the number of different organisms and species in an ecosystem.

E2: Given data, identify the number of specified species in an ecosystem.

E3: Identify different populations within an ecosystem.

Least support

Moderate support

Most support

Collect, display, and compare data related to an investigation

Identify different populations within an ecosystem.

Collect and display data from multiple sources

Identify different populations within an ecosystem.

Record data in a given chart or table.

Identify different populations within an ecosystem.

Materials:

Science Journal, ULS/N2Y An Ecosystem Article (October 2012 Intermediate- Unit 10, Life Science, Plants and Animals Around Us, Lesson 5, Article 1) and leveled comprehension sheets, vocabulary words/definitions strips, Explore Ecosystems PowerPoint, map reproducible, colored pencils, ecosystem category cards, The Busy Pond by Kate Page (Reading A-Z Leveled Book, Level D) and comprehension assessment with visual symbols, Scavenger Hunt list

Activities:

1. Reading/Comprehension: ULS/N2Y An Ecosystem (October 2012 Intermediate- Unit 10, Life Science, Plants and Animals Around Us, Lesson 5, Article 1)

Introduce the article with a discussion on what plants and animals we have in the area we live.

Students will read aloud/round robin/listen to An Ecosystem Article (differentiate levels for different groups). Discuss the plants and animals in the article. (Do they live near us?) After reading article, students will complete differentiated comprehension- fill in the blank worksheet to check for subject comprehension.

Errorless Learning Vocabulary Introduction: Students will use vocabulary pictures/word/definition strips to match the vocabulary word to its proper definition (higher level) or use just the vocabulary strips in discrete trial fashion to respond to show me give me commands (i.e. Give me Ecosystem). Teacher should provide high level of assistance/ full prompting if necessary to help model correct vocabulary/definition associations.

2. Ecosystem PowerPoint: Students will view the Explore Ecosystems PowerPoint lesson on the Smart Board. Students will engage in interactive quiz on SmartBoard when finished. After PowerPoint has concluded, teacher should use Elmo/Smart Doc technology to display map of the world and using different colored colored pencils in different patterns, model coloring and labeling map according to where ecosystems are located. Students should fill out their own map in their Science notebooks (copying map from teacher display).

Vocabulary Practice: Students will use vocabulary pictures/word/definition strips to match the vocabulary word to its proper definition (higher level) or use just the vocabulary strips in discrete trial fashion to respond to show me give me commands (i.e. Give me Ecosystem).

3. Ecosystem Matching: Students will be given cards- 6 main headings to represent the ecosystems (desert, rainforest, arctic, grassland, ocean, temperate), pictures of each habitat, descriptions of each climate, and pictures of animals and plants that you may find in each location. Students will then work to place each card in the correct column to make a complete ecosystem description.

Vocabulary Practice: Students will use vocabulary pictures/word/definition strips to match the vocabulary word to its proper definition (higher level) or use just the vocabulary strips in discrete trial fashion to respond to show me give me commands (i.e. Give me Ecosystem).

4. One Big Puzzle: Students will be presented with pictures of common/high interest characters (ex: Nemos ocean) in picture format (can be done in print/manipulative format or Smartboard format) and asked to sort them into their respective ecosystems (ex: Sully, Mike Wasowski = Monsters Inc.)

Vocabulary Practice: Students will use vocabulary pictures/word/definition strips to match the vocabulary word to its proper definition (higher level) or use just the vocabulary strips in discrete trial fashion to respond to show me give me commands (i.e. Give me Ecosystem).

Warm-up:

Unit Pre-Assessment

Ecosystems Picture-Only PowerPoint picture walk on SmartBoard- Ecosystems Introduction Worksheet (support with picture symbols choices where needed)- students will place worksheet in Science Journal

Key Vocabulary:

Ecosystem

Desert

Rainforest

Arctic

Grassland

Ocean

Temperate

Climate

Barriers:

Level of text

Verbal responses

Fine motor activity

Universal Design for Learning (UDL) brainstorm:

Representation

How will instructional content and materials be presented to the students (the what of learning)?

Actions/ Expression

How are the students able to interact with the materials and demonstrate knowledge (the how of learning)?

Engagement

What interests and engages students in the learning process

(the why of learning)?

text

Using picture prompt cards related to activites to respond and participate

Hands on activities

pictures

Interact with Smart board lesson

Interactive Smart board

ppt

Smart board

Teaching Strategies:

Modeling

Brainstorming

Graduated guidance

Scaffolding

Think aloud

Errorless learning strategies

Assessments:

Response mode:

Unit Pre assessment

Written- students can also indicate answers on assessment using assistive devices (bingo dot markers, crayons, bingo chips, touching picture options, etc.)

Teacher observations/checklists

Work samples (comprehension sheets,

Possible accommodations to use with this lesson:

Large print assessments/ worksheets

Picture symbol options/choices for: introduction worksheet,

Adaptive technology/ accommodations for choice selecting on written materials (bingo dot markers, large crayons, bingo chips, etc.)

Closing Activity:

Exit Ticket: Name one thig that you learned about an ecosystem today.

ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education