Class period: _________________ Date: _______________________ Waynesburg University Lesson Planning Documents Part Two: Writing the lesson

plan Translating thoughts into a plan of action ______________________________________ Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 3.1.3. A1 Describe characteristics of living things that help to identify and classify them. 3.1.3. C2 Describe animal characteristics that is necessary for survival. Lesson Objective(s) (Stated in observable and measurable terms) Students will describe and identify living and nonliving things in an ecosystem and their interaction, describe what happens to an animal whose environment is changed, describe how human actions impact an ecosystem and describe adaptations. Assessment Plan (What will be done to determine if lesson objectives have been met?) Students will work through an advanced PowerPoint presentation and complete a quiz. I will also observe through one-on-one meetings. Materials: Ecosystem Pictures Computer with PowerPoint presentation Quiz Predator Prey Game Lost in the Woods: A Photographic Fantasy by Carl R. Sams II and Jean Stoick

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson) and Inclusion Techniques for Students with Special Needs:

To makes sure I am including all students I will follow any IEP modifications that are needed. Students will be grouped and allowed to use their books while filling in the worksheet. I will allow for extended time if needed and I will co-teach when appropriate. Enrichment Techniques: Students who are going beyond the standards can create an artificial habitat for pill bugs, silkworms, mealworms, earthworms, fish, ladybugs, caterpillars, ants, mice, etc. Each group could make its own habitat in a big glass jar. Have groups decide what their animal or insect needs in order to live. Collect materials and prepare an environment that is similar to the natural habitat. You most likely will have to feed an animal. Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: Detailed Teaching Sequence including teacher presentation, student practice, and assessment: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Write the word Ecosystems on the board. Does anyone know information about ecosystems? You might think about animals, and plants when thinking about ecosystems. Record students responses on the board or chart paper. Inform students that plants and animals that are found in a particular location are referred to as an ecosystem. These plants and animals depend on each other to survive. In a delicate balance, these life forms help to sustain one another in regular patterns. An ecosystem can be small as a puddle or as large as the Pacific Ocean. It is all the living (plants, animals) and nonliving things (water, soil, air) in an area. Can you name or describe different ecosystems? Show the picture of an ecosystem. Ask students questions in a large group or have students answer these questions in small groups. What animals and plants do you see? What nonliving things do you see? How do living and nonliving things interact? What if you took away the fish in the lakehow would this affect the ecosystem? What if you put a tiger in this ecosystemhow would this change the ecosystem? What if the lake flooded how would the ecosystem change? Read the story Lost in the Woods: A Photographic Fantasy by Carl R. Sams and Jean Stoick. After the story, discuss the book and the animals that appeared in the story. Why do you think the mother left the fawn alone? A newborn fawns spends its first weeks without its mother

because her scent will attract predators to her babe. She instinctively knows to stay only briefly to nurse and care for her fawn. The fawn will travel with her when older and stronger. Introduce the Predator Prey Game. Prior to the game, prepare predator cards and hide prey pictures throughout the room. Explain to students what a predator is and what prey are. A predator is someone or something that hunts something else. Prey is someone or something that is hunted. Today we are going to play the Predator Prey Game. All of you will be a predator, and it is your job to locate your prey. Your prey will be hiding in the classroom. In this game, the Predators include bobcat, marsh hawk, alligator, bullfrog, king snake, and the praying mantis. Prey species include snakes, frogs, mice, fish, insects, and rabbits. You will stalk and eat as many prey as you can in 5 minutes. To conduct this game, detailed instructions can be found at http://www.uga.edu/srel/kidsdoscience/kidsdoscience-predator-game.htm (S-3-2-2_Predator Prey Game Instructions.pdf). Predator species cards are printed and students can carry them around to help them locate the correct prey in the room. Predators must eat specific items for survival and record their kills on the Data Recording Sheet (S-3-2-2_Predator Prey Game-Data Recording Sheet.pdf). Prey species are cut out from the templates and distributed around the room (S-3-2-2_Predator Prey Game-Prey Species Template.pdf). After completion of the game, ask students what they learned from this game. Explain to students how important predators and prey are important to an ecosystem. Discuss the results from the games with students. Ask: What did you find out about your animal? What did you find out about other animals? Have students work through an advanced PowerPoint presentation and complete the quiz.

Closure: Tomorrow we are going to make our own mini-ecosystem so they can observe the interactions more closely. Decide ahead of time how many ecosystems you want to make (enough for

individuals, small groups or one for the entire class). We need to make a list of materials we might need for our ecosystem. Have students share ideas about what they think might be needed.