5E discussion Lesson week 8 PDF

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MGT 325 research and reading required....

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GCU College of Education

5E LESSON PLAN 5E Unit Lesson Plan for Science and Health For this Benchmark Science/Health 3-day lesson plan for Science and Health, I choose to create a unit plan for 5th grade Life science: Ecosystems- Interactions, Energy, and Dynamics. The first day we will discuss Let’s Learn Food Chains, and we will see from where plants get their energy source and how animals and microorganisms benefit from plants getting their food source from the sun. On the second day we will begin with Interdependent relationships in Ecosystems in where we will see where main energy starts from then how the food cycle continues. Our activity will be called Food Webs. The third day we will be seeing Decomposers, in this section we will see how we are able to begin the food web again and how the cycle starts again. The main goal is to be able to identify producers, consumers and decomposers. Teacher Candidate:

Melissa Ontiveros

Grade Level:

5th Grade

Date:

02/18/2020

Unit/Subject:

Life Science: Ecosystems- Interactions, Energy and Dynamics

Instructional Plan Title

Let’s Learn Food Chains!

I. PLANNING Lesson Summary and Focus: Instructional Materials, Equipment, and Technology:

This Lesson will focus on students learning on the importance of how plants obtain their energy as each organism depends on the plants since they are the only producers. We will also learn on the necessities of plants obtaining sunlight, water and carbon dioxide. TLW Ecosystem Vocabulary Introduction BrainPOP JR. Guided Discovery: Food Chains for Kids Food Chain- Fill in the Arrows Worksheet Creating a Food Chains Link (Cutouts for students to color and create food chain, Yarn, Scissors, glue, colors, color pencils)

Classroom and Student Factors: National / State Learning Standards:

This classroom is composed of 20 students that includes various levels of science academic knowledge. I have students 2 ELL students, 1 EIP/504 student, 1 Emotionally disabled.

Common Core 

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SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2) W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1) W.2.8 - Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-1)

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Science Core LS2.A: Interdependent Relationships in Ecosystems All Food webs will begin with the sun being the source of all energy. Animals will either be carnivore, herbivore or omnivore and we will recognize them as we align the in the food webs as well as their habitats. We will identify healthy ecosystems and learn their needs and characteristics. Finally, we will learn what damages an ecosystem. Specific Learning Targets/Objectives:  Students are to be able to create a food chain with 4-5 organism  Students are to be able to recognize how food chains affects us as human beings.  Students are to be able to think of ways to help the ecosystem. Lesson Focus Question: How are plants and Animals depend on one another? Key Vocabulary: Instruction and Development: Academic Language:  Consumer We will review the vocabulary as a class from flash cards. I will provide examples of each to students and if necessary,  Herbivore have a short discussion. Vocabulary will be used as well  Omnivore throughout the lesson.  Carnivore  Decomposer  Consumer  Producer  Food web  Food chain  Habitat  Predator Summative assessment would be attained informally by measuring student's Summative Assessment: understanding in the course of the discussion after video, and student overall performance

and comprehension is measured during activity that will be done as a group.

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Instruction See Vocabulary Words for the first time, provide with definition and provide examples. Class discussion Watch BrainPOP JR. Guided Discovery: Food Chains for Kids Work on Food Chain- Fill in the arrows Worksheet as a class Group activity

Differentiation Strategies Activities  I want to begin by introducing my students with new vocabulary words for the week.  I will provide with examples as to what each word means. I want to give my students the opportunity to be able to also input on examples from vocabulary words.  We will watch Video and stop so often so I can describe and explain what video is talking about.  As a class and on the Digital camera we will complete worksheet together. I will be calling in on every student to give me examples as I will be measuring their knowledge.

Assessment During Food Web Worksheet I will allow IEP/504 students and ELL to complete test with my assistance on a computer program. For the rest of the class, I Will be providing assessment from discussion after video and I will measure knowledge of each student.

© 2016. Grand Canyon University. All Rights Reserved.

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I will let them create their own food chain link in a group.

II. INSTRUCTION The 5Es Engage

Explore

Explain

Elaborate

Evaluate

Probing Questions

Who can tell me what a Food chain is? The Lesson will begin with the introduction of the words. I will explain to the class what Food Chains are and how we as human beings also form a part of it since we are animal consumers. I will also provide with examples and as a class discussion I want to hear input form students on topic. After the sun, what other organism is in every As students are giving me examples, I will look more food chain? into the topic and provide with images of organisms that are included in the food chain. I will teach students that the sun is a very important role as it is the source of all energy followed by the producers which are the plants that start on each food chain. How do organisms depend on each other? Activity: We will continue by watching the video, BrainPOP Jr. Guided Discovery: Food Chains for Kids. This will assist students to further understand the topic. We will pause the video eventually to be able to have short discussions as to what is going on in the video. Activity: As a class I will be providing students with Think of everything we have learned and tell extra support and complete worksheet on the digital me are food chains important to the camera. I want to keep on providing more examples of ecosystem? food chains and for students to be able to understand that each food chain is created amongst one habitat at a time. After we works as a class and keep the discussion students will work in group to create a food chain link and explain it to the class. Each student in the group will have to explain each role on the food chain link. Formative Assessment: After group activity, I want to take the opportunity for students to summarize on food chains and vocabulary words. As a Formative assessment I want students to get a blank sheet of paper and describe 5 things they learned on Food Chains,

Food Chain Link

© 2016. Grand Canyon University. All Rights Reserved.

Teacher Candidate:

Melissa Ontiveros

Grade Level:

5th Grade

Date:

02/18/2020

Unit/Subject:

Life Science: Ecosystems- Interactions, Energy and Dynamics

Instructional Plan Title

Food Webs

I. PLANNING Lesson Summary and Focus: Instructional Materials, Equipment, and Technology: Classroom and Student Factors: National / State Learning Standards:

This Lesson will focus on students learning on Interdependent relationships on Ecosystems. We will see where different types of organisms obtain their energy as well as learn vocabulary for the 3-day lesson plans to be able to interlock information together and they can have fluency in the 3 different days. TLW: Ecosystem Vocabulary Review A Food Web Worksheet Food Webs: Crash Course Kids Video Food Chains & Food Webs Video Food Webs Poster ( Poster Paper, Markers, Chromebook for research, Pencils) This classroom is composed of 20 students that includes various levels of science academic knowledge. I have students 2 ELL students, 1 EIP/504 student, 1 Emotionally disabled. Common Core  SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)  W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1)  W.2.8 - Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-1)

Science Core LS2.B: Cycles of Matter and Energy Transfer in Ecosystem Relationships between air and cycles that benefit plants, animals and microbes as these organisms live and die. Organism acquire gases, and water from the environment, and launch waste count (gas, liquid, or solid) lower back into the environment. Specific Learning Targets/Objectives:  Students will understand habitats of different kind of species and their habitats.  Students will be introduced to Ecosystem vocabulary that will be used in the 3-day lesson plan.  Students will be able to create a food web that consists of various food chains. Lesson Focus Question: How does studying cycles aids is to recognize natural process of Food chains? What role do we play in Food Webs? Key Vocabulary: Instruction and Development: Academic Language:  Consumer We will again start by reviewing the vocabulary as a class from flash cards. I will provide examples if students require it  Herbivore and I want them to try to guess at what food webs are and  Omnivore what is the difference.  Carnivore  Decomposer  Consumer  Producer  Food web  Food chain

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  Summative Assessment:

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Habitat Predator

Summative assessment will be completed in the final activity for the poster board that will be done as a group.

Instruction Vocabulary Words Review Class Discussion Food Webs: Crash Course Kids Video A Food Web Worksheet Watch video Food Chains vs. Food Webs Food Webs Poster

Differentiation Strategies Activities  During vocabulary word review I will provide students with examples of each word.  I will open discussion if students had any questions and engage students by letting them give me examples, they can think of.  Fun video time and students will be exposed to technology by watching video.  During this independent time, student will demonstrate if they understood concept.  Group time to work together and gather ideas.

Assessment During Food Web Worksheet I will allow IEP/504 students and ELL to complete test with my assistance on a computer program. For the rest of the class, the Food Web worksheet will be considered the assessment since it is individual work.

II. INSTRUCTION The 5Es Engage

Explore

Explain

Elaborate

To begin the lesson, I want to have images on a smart screen of a habitat full of animals within a food web. I will explain to my students the importance of organisms diet of animals, plants and even us. I also want to make them aware of the importance each organism has on the food web. As we review vocabulary, I want to provide with examples of each word. For example, the word predator, I can give the example of the Lion and the habitat for the lion and what it eats. I want students to be able to tell me where it lives and what it eats. I want them to also give me examples as well and think as a class what other vocabulary word examples they can give me. Activity: We will be going to watch a video in where students are able to stop lecture and discussion to have more of an animated lecture. I will be stopping video eventually to describe topics that they are describing in video. Activity: Students will work as a group on designing a

Probing Questions Who can tell me what a food web is ?

Why is it important for Predators for plants to be healthy?

Why is it important for an ecosystem to be in balance? Who is affected when it is not in balance?

How can we Humans affect an Ecosystem?

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Evaluate

food web and explaining to class what the role of each organism is in their food web. Students will need to get elaborate on their drawing and make it their own by thinking of a specific habitat and the animals that live in that habitat. Closure: After all students present, I will close lesson by making a recaption of what we have talked and show a video in where we can see more clearly the difference of food chains vs. food webs. Formative Assessment: For the Formal Assessment I will take the grade of the Food Web Worksheet.

Teacher Candidate:

Melissa Ontiveros

Grade Level:

5th Grade

Date:

02/18/2020

Unit/Subject:

Life Science: Ecosystems- Interactions, Energy and Dynamics

Instructional Plan Title

Decomposers

I. PLANNING Lesson Summary and Focus: Instructional Materials, Equipment, and Technology: Classroom and Student Factors: National / State Learning Standards:

This Lesson will focus on students learning on how decomposers helps us human beings and the ecosystem. We will see how plants obtain their nutrients and how the cycle begins again with the help of decomposers. TLW Ecosystem Vocabulary Review The Dirt on Decomposers: Crash Course Kids #7.2 Soil and Decomposers: A Perfect Pair Worksheet Definition/Picture centers group activity Producers, Consumers and Decomposers Test This classroom is composed of 20 students that includes various levels of science academic knowledge. I have students 2 ELL students, 1 EIP/504 student, 1 Emotionally disabled. Common Core  SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)  W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1)  W.2.8 - Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-1) Science Core LS2.B: Cycles of Matter and Energy Transfer in Ecosystem

© 2016. Grand Canyon University. All Rights Reserved.

Relationships between air and cycles that benefit plants, animals and microbes as these organisms live and die. Organism acquire gases, and water from the environment, and launch waste count (gas, liquid, or solid) lower back into the environment. Specific Learning Targets/Objectives:  Students are to learn role of decomposers in the Ecosystem and its benefits.  Students are to be able to recognize all the organisms and functions that take a role on the food chains/food webs.  Students are to be able to identify how we benefit from the food chains and food webs and what role we play in it. Lesson Focus Question: What Role play the Decomposers on the Ecosystem? Instruction and Development: Key Vocabulary: Academic Language: We will again start by reviewing the vocabulary as a class  Consumer from flash cards. I will provide examples if students require it  Herbivore and I want them to try to guess at what food webs are and  Omnivore what is the difference.  Carnivore  Decomposer  Consumer  Producer  Food web  Food chain  Habitat  Predator Summative Assessment:

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Summative assessment will be obtained formally from the Soil and Decomposers: A Perfect Pair worksheet as it will be completed individually and I will be able to obtain precise information as to what the students comprehension is.

Instruction Vocabulary Review Class Discussion The Dirt on Decomposers video. Independently work on Soil and Decomposers: A Perfect Pair Worksheet Definition/Picture centers group activity Producers, Consumers and Decomposers Test

Differentiation Strategies Activities  We will begin by reviewing vocabulary to engage students.  To explore the topic, we will watch The Dirt on Decomposers. We will be eventually stopping video to discuss topic.  During explaining phase, I will give them a 10 minutes worksheet to be completed on their own as it will be taken as a summative assessment.  For the group activity, I will have Ziploc bags with pictures and definition and students as a group are to put them together and we will compete as to what group finishes first.  To end lesson, we will have

Assessment During Food Web Worksheet I will allow IEP/504 students and ELL to complete test with my assistance on a computer program. For the rest of the class, the Food Web worksheet will be considered the assessment since it is individual work.

© 2016. Grand Canyon University. All Rights Reserved.

our Producers, consumers and Decomposers Test.

II. INSTRUCTION The 5Es Engage

Explore Explain

Elaborate

Evaluate

Lesson will begin by reviewing vocabulary words as this we will need it for the assessment that will be completed by today We will complete the video, pausing it eventually to be able to answer any questions and clarify information. Activity: Students will complete worksheet on their own to be able to test their knowledge and further grasp the concept of decomposers. Activity: Group activity: this will reinforce the information learned the past 3 days. This will assist student to be able to further understand the concept and important of organism depending on each that forms the ecosystems.

Probing Questions What is the role of the food chain?

How do decomposers help the ecosystem? How can decomposer help human being? What are the benefits of having a healthy ecosystem for human beings?

Formative Assessment: Formative assessment will be the Producers consumers and Decomposers test.

Rational I selected this topic because I feel students need to know the importance of our Ecosystem and how the earth itself is importance four our survival. This lesson helps students in the understanding of our surroundings and the way our planet works. It is very important for our survival. Using the 5E Model requires for students to be able to interact and brainstorm together as a class. I have elected to use media as a source of technology so it can be more interactive and appealing to their interest on the topic. Also, technology and the interaction of the videos I choose are very descriptive and along with the lecture they implement the topic into further detail. The group projects are an good idea because it makes the students implement what they have learned and gives them the experience as to what they will need to know for upcoming grades and the way the ecosystems work. This lesson influences the students to be more aware of their surroundings and © 2016. Grand Canyon University. All Rights Reserved.

answers a lot of questions of nature and the importance of taking care of our habitats, our animals and our plants. Also, it is very important for students for students to see that having a healthy ecosystem is for the benefit to us human beings as we also depend on the well being of our surroundings, animals and plants. It is important for students to...