Lesson Planning Waynesburg University Ecosystem Flier Lesson Plan _____________________________________________

Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

BIO.B.4.1.2: Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems. BIO.B.4.2.1: Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids).

Lesson Objective(s) (Stated in observable and measurable terms) The Student will be able to: Identify the abiotic components of an ecosystem Identify the biotic factors of an ecosystem Create an energy pyramid for an ecosystem

Assessment Plan (What will be done to determine if lesson objectives have been met?) The students will create a flier about a specific ecosystem. The flier will be assessed according to the given rubric to make sure it has all of the required elements of the ecosystem and that the energy pyramid is correct.

Materials: Computer and printer access Scratch paper Worksheet describing flier with rubric attached Inclusion Techniques for Students with Special Needs: Students with special needs will be paired with a student that compliments their needs and is good at assisting others. If needed students with special needs may be given simpler ecosystems. Enrichment Techniques: For enrichment students may add extra facts about their ecosystems and they will be given more complicated ecosystems.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Students will be given ecosystems to research based on their ability and the complexity of the ecosystem. They may also be given an ecosystem if they have an interest in a specific ecosystem.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: I will show the class a short video about different ecosystems of the world. Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) 1. 2. 3. 4. Students will split into pairs Each pair will be assigned an ecosystem (dessert, rainforest, grassland, savannah, tundra, mountains, temperate forest, tropical dry forest, cold climate forest, marine, lake) Each group will get a handout describing the assignment I will go over the assignment with the students. a. b. Research the environment (abiotic factors) of your ecosystem and list them on the worksheet Research the biotic factors of your ecosystem i. ii. iii. 5. 6. 7. Make sure you have biotic factors for all four trophic levels List the biotic factors all your worksheet according to their trophic level Save pictures of at least 2 biotic factors for each trophic level

Sketch a flier that you will give to each member of the class about your ecosystem, make sure all the required factors are included because students will use these fliers as study guides for the test The sketch must be approved by the teacher before students can access computers to start creating their flier The teacher will demonstrate how to use open office on the white board a. b. c. Open it by clicking on the icon Demonstrate how to insert pictures, word art, shapes, and how to change the background and text. A guide will be available for students who have difficulty

Guided Practice/Independent Practice/Assessment Activities 1. Closure: The teacher will collect the fliers and print a packet that includes each flier for each student. Each pair will teach the information in their flier to the class. Students will use the open office software on the computers to create their fliers