content grade standard(s) gdoe standard 2: life science€¦ · identify how living things...

Guam District Level Lesson Plan

Second Quarter: Week 1 (October 26-November 4)

Quarter 2

Content: Science Grade/Course: 5th Timeline:7 Days (45 minutes each)

Standard(s):

GDOE Standard 2: Life Science

5.2.4 Explain that in any particular environment, some kinds of plants and animals survive well, some do not

survive as well, and some cannot survive at all and how changes in those environments can sometimes be

beneficial or harmful

5.2.5 Explain that most microorganisms do not cause disease and how many serve beneficial purposes. 5.2.6 Explain that living things, such as plants and animals, differ in their characteristics and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing. 5.2.7 Explain that living things, such as plants and animals, differ in their characteristics and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing.

LessonOverview:

The focus of this lesson is to describe, analyze and

identify how living things interact.

Lesson Objective(s): I CAN STATEMENTS

In this lesson, students will be able to

Describe interactions that occurwithin an

ecosystem;

Analyze adaptive characteristics that result in

an organism’s unique niche in an ecosystem;

Identify factors that limit the number and type

of organism in an ecosystems

Vocabulary:individual, population, community,

ecosystem, habitat, niche, producer, consumer, food

chain, decomposer, food web, energy pyramid,

competition,symbiosis, instinct, learned behavior,

exotic, extinct, endangered, and threatened

Focus Question(s):What may help or destroy the

ecosystem? How may we as consumers help the

ecosystem?

Description of Lesson (Including Instructional Strategies):

Anticipatory Set:

Day 1

The teacher will inform the students that they will be learning about how living things interact. Explain to the

student what interact means: act in such a way as to have an effect on another and vice versa.

Teacher willpost up a KWL Chart Sheet on the board and divide students into pairs and will be given 3 post its

to list what they know (K), what they want to know (W) and what they learned (L). Teacher will ask, “What is

an ecosystem?”Students will “Think, Pair, Share” for at least 5 to 7 minutes to answer to answer the (K)now

and (W)ant portion of the chart.

Play Youtube: Introduction to Ecosystems – PowerPoint – Tangstar Science or

Components of the Ecosystems Iken Edu

Students will write their reflections of the clip in their notebook. Remind students that notetaking will be

required as part of their final grade.

For Music and Art: (Optional)

Play Youtube: Making Your Own Ocean Scene annakuebler1 (You may modify this to be a 3D model of an

ocean scene. Use a shoe box, paint the background to reflect an underwater environment. Then, have the

students create the various biotic and abiotic factors iinhabiting the environment. Take some strings and

using a hole puncher, make some holes on top so that you may hang some of the underwater creatures

instead of pasting them as background.

Play Youtube: Song about ecosystem.wmv lazielanne…lyrics may be found in Youtube: Ecosystems Song

Parr Mr.

DAY 2

- Teacher will ask the class, show on the board: The Levels of Organization (See attachment). Given all four

(4) vocabulary words: Individual, population, community, and ecosystem and their definitions. Have the

students look up the definitions of the four vocabulary words in the Harcourt Science Student Edition on page

B28. After which, write the words on its appropriate place in the triangle and their respective definition.

Explain how the triangle works top being the smallest to the largest.

Let the students know that this sheet will be counted as part of the final grade as notetaking. Then, have the

students read (paired or read aloud) pages B24 – B31.Define in their notebook: habitat and niche. Homework:

Complete Review page B31.

Day 3:

- The teacher will inform the class that they will learn how energy is transferred in an ecosystem. Display the

Energy Pyramid (Food Chain, see attachment. Explain that nature (People, plants, and other found in the five

kingdoms) depends on each other to live. Define Food Chain: It show how eaters (consumers) in the

ecosystem are connected to one another according to what they eat. Give an example and write answers in the

Food Chain sheet.

Have the students define the following vocabulary words: Producer, consumer, food chain, decomposers, food

web, and energy pyramid. Discuss.

Read pages B34 – B39 (paired or read aloud). Complete Review page B39.

Day 4:

Introduce the lesson on Ways in Which Organisms Compete. The reasons are for food and survival (for their

population to exist in nature).Play Youtube: Mr. Lee’s – Symbiosis rap or Symbiosis Mark Drollinger.

Read pages B42 – B47 (paired or read aloud). Present the two objectives: How do organisms compete for or

share resources? And how instincts and learned behaviors help animals survive? Answers are to be written in

their notebook. Homework: Complete Review page B47.

Day 5:

Informed the students that they will be learning how changes in the environment may lead to the decline or

extinction of populations. Define the following terms on the board: Threatened, endangered, and extinct. Call

on students to read out the terms.

Dinosaurs are one of the species extinct because of the change in temperature. There is one specie which is a

direct descendent of the dinosaur …the Tuaturas. Independent Reading, the “Tuarturas”.

Pass out, “The Stages of Extinction”. Complete this sheet once the students have read pages B50 – B53 (paired

or read aloud). Define in notebook: exotic, extinct, endangered, and threatened. Homework: Complete

Review page B53.

Day 6

Inform the students that they will soon be taking a test on what they learned on How Living Things Interact.

Pages B58 – B59, Review and Test Preparation will help you be ready to take this test.. Students work in pairs

and opened book.

Day 7

Test

Closure

Students will list what they learned on the last post it and put it up on the KWL Chart.

Guided Practice:

Teacher will ask students oral questions pertaining to the readings.

Students will work with teacher guided, pairs or groups in readings and answering practice sheets for better

understanding.

FormativeAssessment: Commercial Test

Evaluation:

Note taking

Participation

Review

Practice Sheets

Accommodations/Modifications

Cooperative Learning Environment

Visual Aids

Modify assignments and test

Resources

Harcourt Science Teacher Edition, student edition, Assessment Guide; practice sheets; notebook, chart paper,

markers,pencils, and

Youtube:

Introduction to Ecosystems – PowerPoint – Tangstar Science or


Song about ecosystem.wmv lazielanne…lyrics may be found in Youtube: Ecosystems Song Parr Mr.

Mr. Lee’s – Symbiosis rap or Symbiosis Mark Drollinger.

ENERGY PYRAMID

(Food Chain)

Directions: Name organisms depending on each other for food to live. Label and draw the

organisms.

Then, summarize how they depend on each other.

Summary:

STAGES TO EXTINCTION

STAGE NAME OF ANIMAL PICTURE OF THE ANIMAL WHAT HAPPENED TO THEIR

POPOLATION?

1st: Threatened

2nd

: Endangered

3rd

: Extinct

LEVELS OF ORGANIZATION OF AN ECOSYSTEM

Examples of the hierarchy of Organism


Guam District Level Lesson Plan

Second Quarter: Week 1 (October 26-November 4)

Quarter 2

Content: Science Grade/Course: 5th Timeline:7 Days (45 minutes each)

Standard(s):

GDOE Standard 2: Life Science

5.2.4 Explain that in any particular environment, some kinds of plants and animals survive well, some do not

survive as well, and some cannot survive at all and how changes in those environments can sometimes be

beneficial or harmful

5.2.5 Explain that most microorganisms do not cause disease and how many serve beneficial purposes. 5.2.6 Explain that living things, such as plants and animals, differ in their characteristics and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing. 5.2.7 Explain that living things, such as plants and animals, differ in their characteristics and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing.

LessonOverview:

The focus of this lesson is to describe, analyze and

identify how living things interact.

Lesson Objective(s): I CAN STATEMENTS

In this lesson, students will be able to

Describe interactions that occurwithin an

ecosystem;

Analyze adaptive characteristics that result in

an organism’s unique niche in an ecosystem;

Identify factors that limit the number and type

of organism in an ecosystems

Vocabulary:individual, population, community,

ecosystem, habitat, niche, producer, consumer, food

chain, decomposer, food web, energy pyramid,

competition,symbiosis, instinct, learned behavior,

exotic, extinct, endangered, and threatened

Focus Question(s):What may help or destroy the

ecosystem? How may we as consumers help the

ecosystem?

Description of Lesson (Including Instructional Strategies):

Anticipatory Set:

Day 1

The teacher will inform the students that they will be learning about how living things interact. Explain to the

student what interact means: act in such a way as to have an effect on another and vice versa.

Teacher willpost up a KWL Chart Sheet on the board and divide students into pairs and will be given 3 post its

to list what they know (K), what they want to know (W) and what they learned (L). Teacher will ask, “What is

an ecosystem?”Students will “Think, Pair, Share” for at least 5 to 7 minutes to answer to answer the (K)now

and (W)ant portion of the chart.

Play Youtube: Introduction to Ecosystems – PowerPoint – Tangstar Science or


Students will write their reflections of the clip in their notebook. Remind students that notetaking will be

required as part of their final grade.


Play Youtube: Making Your Own Ocean Scene annakuebler1 (You may modify this to be a 3D model of an

ocean scene. Use a shoe box, paint the background to reflect an underwater environment. Then, have the

students create the various biotic and abiotic factors iinhabiting the environment. Take some strings and

using a hole puncher, make some holes on top so that you may hang some of the underwater creatures

instead of pasting them as background.

Play Youtube: Song about ecosystem.wmv lazielanne…lyrics may be found in Youtube: Ecosystems Song

Parr Mr.

DAY 2

- Teacher will ask the class, show on the board: The Levels of Organization (See attachment). Given all four

(4) vocabulary words: Individual, population, community, and ecosystem and their definitions. Have the

students look up the definitions of the four vocabulary words in the Harcourt Science Student Edition on page

B28. After which, write the words on its appropriate place in the triangle and their respective definition.

Explain how the triangle works top being the smallest to the largest.

Let the students know that this sheet will be counted as part of the final grade as notetaking. Then, have the

students read (paired or read aloud) pages B24 – B31.Define in their notebook: habitat and niche. Homework:

Complete Review page B31.

Day 3:

- The teacher will inform the class that they will learn how energy is transferred in an ecosystem. Display the

Energy Pyramid (Food Chain, see attachment. Explain that nature (People, plants, and other found in the five

kingdoms) depends on each other to live. Define Food Chain: It show how eaters (consumers) in the

ecosystem are connected to one another according to what they eat. Give an example and write answers in the

Food Chain sheet.

Have the students define the following vocabulary words: Producer, consumer, food chain, decomposers, food

web, and energy pyramid. Discuss.


Day 4:

Introduce the lesson on Ways in Which Organisms Compete. The reasons are for food and survival (for their

population to exist in nature).Play Youtube: Mr. Lee’s – Symbiosis rap or Symbiosis Mark Drollinger.

Read pages B42 – B47 (paired or read aloud). Present the two objectives: How do organisms compete for or

share resources? And how instincts and learned behaviors help animals survive? Answers are to be written in

their notebook. Homework: Complete Review page B47.

Day 5:

Informed the students that they will be learning how changes in the environment may lead to the decline or

extinction of populations. Define the following terms on the board: Threatened, endangered, and extinct. Call

on students to read out the terms.

Dinosaurs are one of the species extinct because of the change in temperature. There is one specie which is a

direct descendent of the dinosaur …the Tuaturas. Independent Reading, the “Tuarturas”.

Pass out, “The Stages of Extinction”. Complete this sheet once the students have read pages B50 – B53 (paired

or read aloud). Define in notebook: exotic, extinct, endangered, and threatened. Homework: Complete

Review page B53.

Day 6

Inform the students that they will soon be taking a test on what they learned on How Living Things Interact.

Pages B58 – B59, Review and Test Preparation will help you be ready to take this test.. Students work in pairs

and opened book.

Day 7

Test

Closure


Guided Practice:

Teacher will ask students oral questions pertaining to the readings.

Students will work with teacher guided, pairs or groups in readings and answering practice sheets for better

understanding.

FormativeAssessment: Commercial Test

Evaluation:

Note taking

Participation

Review

Practice Sheets

Accommodations/Modifications

Cooperative Learning Environment

Visual Aids

Modify assignments and test

Resources

Harcourt Science Teacher Edition, student edition, Assessment Guide; practice sheets; notebook, chart paper,

markers,pencils, and

Youtube:

Introduction to Ecosystems – PowerPoint – Tangstar Science or


Song about ecosystem.wmv lazielanne…lyrics may be found in Youtube: Ecosystems Song Parr Mr.

Mr. Lee’s – Symbiosis rap or Symbiosis Mark Drollinger.

ENERGY PYRAMID

(Food Chain)

Directions: Name organisms depending on each other for food to live. Label and draw the

organisms.

Then, summarize how they depend on each other.

Summary:


STAGE NAME OF ANIMAL PICTURE OF THE ANIMAL WHAT HAPPENED TO THEIR

POPOLATION?

1st: Threatened

2nd

: Endangered

3rd

: Extinct

Guam District Level Lesson PlanSecond Quarter: Week 1 (October 26-November 4)

Quarter 1

Content: Science Grade/Course: 5th Timeline:7 Days (45 minutes each)Standard(s):GDOE Standard 2: Life Science5.2.4 Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all and how changes in those environments can sometimes be beneficial or harmful5.2.5 Explain that most microorganisms do not cause disease and how many serve beneficial purposes.

5.2.6 Explain that living things, such as plants and animals, differ in their characteristics and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing.


LessonOverview:The focus of this lesson is to describe, analyze and identify how living things interact.

Lesson Objective(s): I CAN STATEMENTSIn this lesson, students will be able to

Describe interactions that occurwithin an ecosystem; Analyze adaptive characteristics that result in an organism’s unique niche in an ecosystem; Identify factors that limit the number and type of organism in an ecosystems

Vocabulary:individual, population, community, ecosystem, habitat, niche, producer, consumer, food chain, decomposer, food web, energy pyramid, competition,symbiosis, instinct, learned behavior, exotic, extinct, endangered, and threatened

Focus Question(s):What may help or destroy the ecosystem? How may we as consumers help the ecosystem?

Description of Lesson (Including Instructional Strategies):Anticipatory Set:Day 1The teacher will inform the students that they will be learning about how living things interact. Explain to the student what interact means: act in such a way as to have an effect on another and vice versa.

Teacher willpost up a KWL Chart Sheet on the board and divide students into pairs and will be given 3 post its to list what they know (K), what they want to know (W) and what they learned (L). Teacher will ask, “What is an ecosystem?”Students will “Think, Pair, Share” for at least 5 to 7 minutes to answer to answer the (K)now and (W)ant portion of the chart.

Play Youtube: Introduction to Ecosystems – PowerPoint – Tangstar Science orComponents of the Ecosystems Iken Edu

Students will write their reflections of the clip in their notebook. Remind students that notetaking will be required as part of their final grade.


Play Youtube: Making Your Own Ocean Scene annakuebler1 (You may modify this to be a 3D model of an ocean scene. Use a shoe box, paint the background to reflect an underwater environment. Then, have the students create the various biotic and abiotic factors iinhabiting the environment. Take some strings and using a hole puncher, make some holes on top so that you may hang some of the underwater creatures instead of pasting them as background.

Play Youtube: Song about ecosystem.wmv lazielanne…lyrics may be found in Youtube: Ecosystems Song Parr Mr. DAY 2- Teacher will ask the class, show on the board: The Levels of Organization (See attachment). Given all four (4) vocabulary words: Individual, population, community, and ecosystem and their definitions. Have the students look upthe definitions of the four vocabulary words in the Harcourt Science Student Edition on page B28. After which, write the words on its appropriate place in the triangle and their respective definition. Explain how the triangle works top being the smallest to the largest.

Let the students know that this sheet will be counted as part of the final grade as notetaking. Then, have the students read (paired or read aloud) pages B24 – B31.Define in their notebook: habitat and niche. Homework: Complete Review page B31.

Day 3:- The teacher will inform the class that they will learn how energy is transferred in an ecosystem. Display the Energy Pyramid (Food Chain, see attachment. Explain that nature (People, plants, and other found in the five kingdoms) depends on each other to live. Define Food Chain: It show how eaters (consumers) in the ecosystem are connected to one another according to what they eat. Give an example and write answers in the Food Chain sheet.

Have the students define the following vocabulary words: Producer, consumer, food chain, decomposers, food web, and energy pyramid. Discuss.


Day 4: Introduce the lesson on Ways in Which Organisms Compete. The reasons are for food and survival (for their population to exist in nature).Play Youtube: Mr. Lee’s – Symbiosis rap or Symbiosis Mark Drollinger.

Read pages B42 – B47 (paired or read aloud). Present the two objectives: How do organisms compete for or share resources? And how instincts and learned behaviors help animals survive? Answers are to be written in their notebook Homework: Complete Review page B47.

Day 5:Informed the students that they will be learning how changes in the environment may lead to the decline or extinction of populations. Define the following terms on the board: Threatened, endangered, and extinct. Call on students to read out the terms.

Dinosaurs are one of the species extinct because of the change in temperature. There is one specie which is a direct descendent of the dinosaur …the Tuaturas. Independent Reading, the “Tuarturas”.

Pass out, “The Stages of Extinction”. Complete this sheet once the students have read pages B50 – B53 (paired or read aloud). Define in notebook: exotic, extinct, endangered, and threatened. Homework: Complete Review page B53.

Day 6

Inform the students that they will soon be taking a test on what they learned on How Living Things Interact.Pages B58 – B59, Review and Test Preparation will help you be ready to take this test.. Students work in pairs and opened book.

Day 7Test Closure


Guided Practice: Teacher will ask students oral questions pertaining to the readings.Students will work with teacher guided, pairs or groups in readings and answering practice sheets for better understanding.

FormativeAssessment:Commercial Test

Evaluation:Note takingParticipationReviewPractice Sheets

Accommodations/ModificationsCooperative Learning EnvironmentVisual AidsModify assignments and test

ResourcesHarcourt Science Teacher Edition, student edition, Assessment Guide; practice sheets; notebook, chart paper, markerspencils, and

Youtube:Introduction to Ecosystems – PowerPoint – Tangstar Science orComponents of the Ecosystems Iken EduSong about ecosystem.wmv lazielanne…lyrics may be found in Youtube: Ecosystems Song Parr Mr. Mr. Lee’s – Symbiosis rap or Symbiosis Mark Drollinger.

ENERGY PYRAMID(Food Chain)

Directions: Name organisms depending on each other for food to live. Label and draw the organisms.Then, summarize how they depend on each other.

Summary:


STAGE NAME OF ANIMAL PICTURE OF THE ANIMAL

WHAT HAPPENED TO THEIR POPOLATION?

1st: Threatened

2nd: Endangered

3rd: Extinct

Guam District Level Lesson PlanSecond Quarter: Week 2 (November 4-6, 2015)

Quarter 2

Content: Science Grade/Course: 5th Timeline: 7 Days (45 minutes each)Standard(s):GDOE Standard 2: Life Science5.2.4 Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all and how changes in those environments can sometimes be beneficial or harmful5.2.5 Explain that most microorganisms do not cause disease and how many serve beneficial purposes.


5.2.7 Explain that living things, such as plants and animals, differ in their characteristics and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing. Lesson Overview:The focus of this lesson is to describe, analyze and identify how living things interact.


Describe interactions that occur within an ecosystem; Analyze adaptive characteristics that result in an organism’s unique niche in an ecosystem; Identify factors that limit the number and type of organism in an ecosystems

Vocabulary: individual, population, community, ecosystem, habitat, niche, producer, consumer, food chain, decomposer, food web, energy pyramid, competition ,symbiosis, instinct, learned behavior, exotic, extinct, endangered, and threatened

Focus Question(s): What may help or destroy the ecosystem? How may we as consumers help the ecosystem?


Teacher will post up a KWL Chart Sheet on the board and divide students into pairs and will be given 3 post its to list what they know (K), what they want to know (W) and what they learned (L). Teacher will ask, “What is an ecosystem?” Students will “Think, Pair, Share” for at least 5 to 7 minutes to answer to answer the (K)now and (W)ant portion of the chart.





Play Youtube: Song about ecosystem.wmv lazielanne…lyrics may be found in Youtube: Ecosystems Song Parr Mr. DAY 2 - Teacher will ask the class, show on the board: The Levels of Organization (See attachment). Given all four (4) vocabulary words: Individual, population, community, and ecosystem and their definitions. Have the students look upthe definitions of the four vocabulary words in the Harcourt Science Student Edition on page B28. After which, write the words on its appropriate place in the triangle and their respective definition. Explain how the triangle works top being the smallest to the largest.

Let the students know that this sheet will be counted as part of the final grade as notetaking. Then, have the students read (paired or read aloud) pages B24 – B31. Define in their notebook: habitat and niche. Homework: Complete Review page B31.

Day 3: - The teacher will inform the class that they will learn how energy is transferred in an ecosystem. Display the Energy Pyramid (Food Chain, see attachment. Explain that nature (People, plants, and other found in the five kingdoms) depends on each other to live. Define Food Chain: It show how eaters (consumers) in the ecosystem are connected to one another according to what they eat. Give an example and write answers in the Food Chain sheet.



Day 4: Introduce the lesson on Ways in Which Organisms Compete. The reasons are for food and survival (for their population to exist in nature). Play Youtube: Mr. Lee’s – Symbiosis rap or Symbiosis Mark Drollinger.


Day 5:Informed the students that they will be learning how changes in the environment may lead to the decline or extinction of populations. Define the following terms on the board: Threatened, endangered, and extinct. Call on students to read out the terms. Dinosaurs are one of the species extinct because of the change in temperature. There is one specie which is a direct descendent of the dinosaur …the Tuaturas. Independent Reading, the “Tuarturas”.


Day 6Inform the students that they will soon be taking a test on what they learned on How Living Things Interact.Pages B58 – B59, Review and Test Preparation will help you be ready to take this test.. Students work in pairs and opened book.

Day 7Test Closure



Formative Assessment:Commercial Test



ResourcesHarcourt Science Teacher Edition, student edition, Assessment Guide; practice sheets; notebook, chart paper, markers pencils, and




Summary:




1st: Threatened

2nd: Endangered

3rd: Extinct

Guam District Level Lesson PlanSecond Quarter: Week 2(November 4-6, 2015)

Quarter 2

Content: Science Grade/Course: 5th Timeline:7 Days (45 minutes each)Standard(s):GDOE Standard 2: Life Science5.2.4 Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all and how changes in those environments can sometimes be beneficial or harmful5.2.5 Explain that most microorganisms do not cause disease and how many serve beneficial purposes.



LessonOverview:The focus of this lesson is to describe, analyze and identify how living things interact.


Describe interactions that occurwithin an ecosystem; Analyze adaptive characteristics that result in an organism’s unique niche in an ecosystem; Identify factors that limit the number and type of organism in an ecosystems

Vocabulary:individual, population, community, ecosystem, habitat, niche, producer, consumer, food chain, decomposer, food web, energy pyramid, competition,symbiosis, instinct, learned behavior, exotic, extinct, endangered, and threatened

Focus Question(s):What may help or destroy the ecosystem? How may we as consumers help the ecosystem?


Teacher willpost up a KWL Chart Sheet on the board and divide students into pairs and will be given 3 post its to list what they know (K), what they want to know (W) and what they learned (L). Teacher will ask, “What is an ecosystem?”Students will “Think, Pair, Share” for at least 5 to 7 minutes to answer to answer the (K)now and (W)ant portion of the chart.





Play Youtube: Song about ecosystem.wmv lazielanne…lyrics may be found in Youtube: Ecosystems Song Parr Mr. DAY 2- Teacher will ask the class, show on the board: The Levels of Organization (See attachment). Given all four (4) vocabulary words: Individual, population, community, and ecosystem and their definitions. Have the students look upthe definitions of the four vocabulary words in the Harcourt Science Student Edition on page B28. After which, write the words on its appropriate place in the triangle and their respective definition. Explain how the triangle works top being the smallest to the largest.

Let the students know that this sheet will be counted as part of the final grade as notetaking. Then, have the students read (paired or read aloud) pages B24 – B31.Define in their notebook: habitat and niche. Homework: Complete Review page B31.

Day 3:- The teacher will inform the class that they will learn how energy is transferred in an ecosystem. Display the Energy Pyramid (Food Chain, see attachment. Explain that nature (People, plants, and other found in the five kingdoms) depends on each other to live. Define Food Chain: It show how eaters (consumers) in the ecosystem are connected to one another according to what they eat. Give an example and write answers in the Food Chain sheet.



Day 4: Introduce the lesson on Ways in Which Organisms Compete. The reasons are for food and survival (for their population to exist in nature).Play Youtube: Mr. Lee’s – Symbiosis rap or Symbiosis Mark Drollinger.


Day 5:Informed the students that they will be learning how changes in the environment may lead to the decline or extinction of populations. Define the following terms on the board: Threatened, endangered, and extinct. Call on students to read out the terms.

Dinosaurs are one of the species extinct because of the change in temperature. There is one specie which is a direct descendent of the dinosaur …the Tuaturas. Independent Reading, the “Tuarturas”.


Day 6

Inform the students that they will soon be taking a test on what they learned on How Living Things Interact.Pages B58 – B59, Review and Test Preparation will help you be ready to take this test.. Students work in pairs and opened book.

Day 7Test Closure



FormativeAssessment:Commercial Test



ResourcesHarcourt Science Teacher Edition, student edition, Assessment Guide; practice sheets; notebook, chart paper, markerspencils, and




Summary:




1st: Threatened

2nd: Endangered

3rd: Extinct

Guam District Level Lesson PlanSecond Quarter: Week 5(November 16 – 20 and 23 - 25, 2015)

Quarter 2

Content: Science Grade/Course: 5th Timeline: 8 Days (45 minutes each)Standard(s):GDOE Standard 2: Life Science5.2.4 Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all and how changes in those environments can sometimes be beneficial or harmful


5.2.7 Explain that living things, such as plants and animals, differ in their characteristics and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing. Lesson Overview:The focus of this lesson is to describe and identify the types of biomes and their impacts.


Recognize that the climate of an area determines which type of biome will develop there; Identify characteristics of each of the major biomes; and Compare the adaptive characteristics of species that improve their ability to survive in a particular biome.

Vocabulary: biome, climate zone, intertidal zone, nearshore zone, open-ocean zone, and estuary

Focus Question(s): How may we have an active role in the preserving and/ or improving the biome nearby?

Description of Lesson (Including Instructional Strategies):Anticipatory Set:Day 1The teacher will inform the students that they will be learning the earth’s biomes. Ask students if they know orcan guess what biomes means. Think-Pair-Share what biomes means: It is a large scale ecosystem. The climate, animals, and plants able to live in the area make up the different types of biomes.

Pass out the Types of Biomes worksheet. Go over worksheet. The students will be watching a short clip in YouTube called, “Biomes of the World for Children: Oceans, Mountains, Grassland, Rainforest, and Desert –Free School” (12:54 minutes). After, the students will recall and identify the animals and natural resources found in clip.

Students will also define in their Science notebook the following: biome and climate zone found in the readings in the Student Edition Harcourt Science Textbook pages B64 – B73.

Let the students know that all worksheets and assignments will be counted as part of the final grade as notetaking and/ or class/ homework assignments.

Final Project (optional: in lieu of a final test): Have the students prepare for the activity on Day 6 on Land Adaptations and water ecosystem interactions found on page B85. Students are to choose their partners for this project, if desired. Guppies, hermit crab, and spiders are the most popular.

Day 2They will choose a partner or read aloud to complete the reading assignment of Land Biomes in the Student Edition of the Harcourt Science textbook pages B64 – B73. Then, discuss. Answer the Review questions on page B73 in the Science notebook.

Also define the following vocabulary words: intertidal zone, near-shore zone, open-ocean zone, and estuary found in the readings of Water Ecosystems pages B76 – B81 of the Student Edition of Harcourt Science Textbook.

Call back the partners to write in additional information into the Types of Biomes worksheet based on the readings of Land Biomes.


Music: Play YouTube Mr. Parr’s Biome Song. The students would copy the lyrics and are assigned to memorize the words. Play the music a few times so the students can recognize the music.

Art: Divide a drawing paper into three parts: Land Biome, Marine Biome, and Mix Biome. Have students draw and color as many people and/ or things found in the three Biomes. After, have the students write a short caption describing each of the pictures.

DAY 3 Have the students read aloud or partner read and discuss, “Water Ecosystems” pages B76 – B81. Have them complete Review page B81.

Upon completion, self-check “Review” assignments found on pages B73 and B81, with a pen. Have students call out their answers.

Homework: “What is a Biome?”

Day 4Students will review all six vocabulary words found in the Land Biomes and Water Ecosystems. Play a game, called “What is it”? If you created cooperative groupings, you have groups compete with each other. Have the students assign one reporter who will read a definition from the list of six vocabulary words, and then call out a group to identify the vocabulary word. The key to the success is to allow the groups to review all six vocabulary words for about 15 minutes. Once the game is to be played all notebooks and textbook are to be closed. Homework: “Freshwater vs. Saltwater”

Day 5: - The teacher will inform the class that they will learn how energy is transferred in an ecosystem. Display the Energy Pyramid (Food Chain, see attachment. Explain that nature (People, plants, and other found in the five kingdoms) depends on each other to live. Define Food Chain: It show how eaters (consumers) in the ecosystem are connected to one another according to what they eat. Give an example and write answers in the Food Chain sheet.



Day 6: Read aloud. Discuss and provide expectations and guidance. Land Adaptations and water ecosystem interactions found on page B85.

Students will perform the project and are to chart their results. If students created a Land Biome, they are responsible for observing what adaptations were made by land and by the animals from day 1 to day 7. Answer the Draw Conclusion portion of page B85. Students with water ecosystems are to indicate what some of the interactions made in the ecosystems are. They too are responsible for answering the Draw Conclusion portion on page B84. This will be a 5 to 7 days of observation project.

Day 7Complete Chapter 3 Review and Test Preparation.

Day 8Self-check Chapter 3 Review and Test Preparation.

Chapter 3 Biome Test

Closure

Students will share their project (round robin style). Students will evaluate their classmates’ project, presentation, and answering questions by classmates.

Guided Practice: Teacher will ask students oral questions pertaining to the readings.Students will work with teacher guidance, pairs or groups in readings and answering practice sheet and Review question for better understanding.Students will be given homework for reinforcement.

Formative Assessment:Commercial Test/ Biome Project



ResourcesHarcourt Science Teacher Edition, student edition, Assessment Guide; practice sheets; notebook, chart paper, markers, pencils, and the website, Education.com

YouTube:Mr. Parr’s Biome Song;

,Biomes of the World for Children: Oceans, Mountains, Grassland, Rainforest, and Desert –Free School

TYPES OF BIOMES

A. Marine Biomes: (Name an example :__________________________________________________)

Air AnimalsCoalMineralsNatural gasOilPlantsSunlightWater

B. Fresh Water Biomes: (Identify the biome :______________________________________________)


C. Fresh and Saltwater: (Name an example: ______________________________________________)


Directions: After watching the clip, recall and identify the various animals and natural resources found in that biome. Then, choose and one of the biomes and write how they depend on each other to live.

Student’s Name A. Project (Was it completed?

Or was it missing something)

B. Presentation (Did each member

of the group present something

related to the project; did he/ she speak clearly,

slowly, and loudly)

C. Answering Questions (Did he/she answer

questions posed by the audience; was

the response understood -

clear?)

D. Comments TOTAL(Add A, B, and C. Then, divide the

total by 3)

1. 2. 3. 4. 5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.Audience Name: Date:

Directions: Have the students write the names of each of the presenters. Rate each presenter from 1 to 4:Scale: 4 = Always; 3 = Most of the time; 2 = Sometimes; and 1 = rarely based on the descriptions of each category (Project, Presentation,and answering questions).

Upon completing column 6, translate the final number to a level grade/ percentage grade:

4 = A or 100% to 95% (refer to the comments to determine the percentage)

3 = B or 85%

2 = C or 75%

1 = D or 65%

BIOMES TEST

Name:Date:

Part 1: VocabularyMatch each term in column A with column B.

Colum A Column B

_______1. Region where annual patterns of rainfall, temperature, A. Open-ocean zone and sunlight are similar throughout.

B. Biome_______2. Area of deep water where most animal and plant Organisms live at the surface. C. Estuary _______3. Area of calm water, constant temperature, and much D. Intertidal area algae growth E. Climate zone_______4. Place where a fresh water river empties into the ocean F. Near shore zone_______5. Large scale ecosystem defined by the plants and animals adapted to live in its climate.

_______6. Area where waves and tides reach the shore

Part II. Science concepts and Understanding

_______7. Desert biomes have all the following EXCEPT – A. hot and sunny days B. usually cold night temperatures C. very dry soil and air D. animals active in the daytime

_______8. The floor of the rain forest has little plant life because – A. the vines and ferns choke off the other plants B. the rain forest gets too much sunlight C. very little sunlight gets through the canopy D. toads and salamanders eat the plants on the forest floor

_______9. What is the correct order of the ocean zone from the shallowest to deepest? A. Intertaigatidal zone, near shore zone, open ocean zone B. Near shore zone, open ocean zone, intertidal zone C. Near shore zone, intertidal zone, open ocean zone D. Intertidal zone, open ocean zone, near shore zone

______10. Permafrost is found in the ___________biome. A. grassland B. taiga

C. tundra D. desert

______11. Which is FALSE of estuaries? A. Their waters are calm and still. B. They have the fewest number of species of any biome. C. They help prevent coastal flooding and erosion. D. They are the most productive ecosystems on Earth.

12. Denzel made a freshwater pond in his backyard and placed some goldfish. He might want to add some plants like water lilies and cattails to make the pond beautiful. Give some reasons why Denzel might add these plants?

13. At night, the temperature in the desert drops a lot, sometimes causing water dew to be found on some plants. Explain how dew helps keep life in the desert? (Dew is defined as water in the form of droplets that appear on life and nonlife forms due to heat warming up the coolness of the air.)

14. Fill in the chart below to compare the six biomes.

Biome Plant life Animal Life Rainfall (high, moderate, or low)

Tropical Rain Forest high

Deciduous Forest Rabbits, skunks, deer, and chipmunks

Grassland Grasses, grains

Cactus, mesquite, creosote

Low

Taiga Moderate to low

Mosses, lichens, dwarf willow

Low

Guam District Level Lesson Plan Second Quarter: Week 7

Quarter 2

Content: Science Grade/Course: 5th Timeline: 9 Days (45 minutes each)

Standard(s): GDOE Standard 4: Earth Science 5.4.1 Using existing theories, explain how the Earth has been shaped and changed over time. EXAMPLE(S): Construct a model of an island from sand and describe how the model can be changed, reshaped, or destroyed by moving wind, water, or other forces. 5.4.2 Explain the relationship between oceans, weather, and climate and how changes in these affect the Earth. 5.4.3 Demonstrate and explain the use of stratification of rocks as a record of change Lesson Overview: The focus of this lesson is to describe and identify how the earth’s surface has evolved through time.

Lesson Objective(s): I CAN STATEMENTS In this lesson, students will be able to

• What processes change landforms? • What causes mountains, volcanoes, and

earthquakes? • How has earth’s surface changed?

Vocabulary: landform, weathering, erosion, deposition, mass movement, crust, mantle, core, plate, magma, volcano, earthquake, fault, continental drift, Pangea, fossil

Focus Question(s): How may we use the information from this lesson to improve our living environment?

Description of Lesson (Including Instructional Strategies): Anticipatory Set: Recall the concepts of the previous lessons on protecting and preserving the ecosystems. Connect these ideas and explain to the students that they will be learning:

• Distinguish between erosion and deposition • Explain how Earth’s crust is broken down into soil • Describe how water, wind, and ice change landforms

Share the YouTube clip, “Changing Earth: Weathering and Erosion” (8:44 minutes) Discuss some key points such what are some of the forces that change landforms? Day 1 Have the students read aloud or partner read, “Changes to Earth’s Surfaces”, Harcourt Science pages C2 to C11. Discuss Define landforms, weathering, erosion, deposition, and mass movement in Science notebook. Let the students know that all worksheets and assignments will be counted as part of the final grade as notetaking and/ or class/ homework assignments. Final Project: Have the students prepare for the activity for Day 6 on the model of the Earth’s Layers and Landforms Change found on page C29. Students are to choose their partners for this project, if desired.

Day 2 Have students complete Review page C11. Self-check with pen. Connect these ideas and explain to the students that they will be learning:

• Describe the three layers of Earth. • Explain how mountains forms. • Describe what causes volcanoes and earthquakes

Have students read aloud or partner read, “Mountains, Volcanoes, and Earthquakes” pages C14 – C19. Define crust, mantle, core plate, magma, volcano, earthquake, and fault. For Music and Art: (Optional) Music: Google YouTube, “Changing Earth Song ParrMr” Day 3 Assign the students to complete Review, page C19. Then, have students self-check answers with pen . Connect these ideas and explain to the students that they will be learning:

• Explain the theory of continental drift. • Describe how features of Earth’s surface have changed over millions of years. • Explain how fossils help scientists learn about plants and animals of the past.

Google: YouTube on the Continental Drift by Michael Sammartano (11:57). This clip will explain the theory of the Continental Drift. Discuss. Day 4 Students will read aloud or partner read pages C22 – C25. Discuss. Assign the students to define in their Science notebook the following: continental drift, Pangea, and fossil. Day 5 Have the students complete the Review section on page C25 in their Science notebook. Students will then self-check answers with pen. Art: Google: YouTube Continental Drift – Scotese Animation. Discuss and draw images of the Continental Drift and use those images to transform those images into other inkblot images. Many people have heard of the famous Rorschach inkblot test in which respondents are asked to look at ambiguous inkblot images and then describe what they see. The test often appears in popular culture and is frequently portrayed as a way of revealing a person’s unconscious thoughts, motives or desires. (What Is the Rorschach Inkblot Test? By Kendra Cherry, Psychology Expert) Day 6 Read aloud page C29. Discuss and provide expectations and guidance regarding the experiment on the model of the Earth’s Layers and Landforms Change. Students are to choose their partners for this project, if desired. Students will perform the project and are to chart their results. Answer the Draw Conclusion portion of page C29. This will be a one day observation project. Day 7 Complete Chapter 1 Review and Test Preparation, pages C30 – C31.

http://psychology.about.com/bio/Kendra-Cherry-17268.htm

Day 8 Self-check Chapter 1 Review and Test Preparation. Day 9 Chapter 1 Changes to Earth’s Surface Test Closure Students will share their project (round robin style). Students will evaluate their classmates’ project, presentation, and answering questions by classmates. Guided Practice: Teacher will ask students oral questions pertaining to the readings. Students will work with teacher guidance, pairs or groups in readings and answering practice sheet and Review question for better understanding. Students will be given homework for reinforcement. Formative Assessment: Commercial Test/ Earth’s Layers and Landforms Change Project Evaluation: Note taking Participation Review Practice Sheets Accommodations/Modifications Cooperative Learning Environment Visual Aids Modify assignments and test Resources Harcourt Science Teacher Edition, student edition, Assessment Guide; practice sheets; notebook, chart paper, markers, pencils, and the website, Education.com YouTube: Changing Earth Song ParrMr; Changing Earth: Weathering and Erosion Continental Drift by Michael Sammartano Continental Drift – Scotese Animation

Directions: Have the students write the names of each of the presenters. Rate each presenter from 1 to 4: Scale: 4 = Always; 3 = Most of the time; 2 = Sometimes; and 1 = rarely based on the descriptions of each category (Project, Presentation,and answering questions). Upon completing column 6, translate the final number to a level grade/ percentage grade: 4 = A or 100% to 95% (refer to the comments to determine the percentage) 3 = B or 85% 2 = C or 75% 1 = D or 65%

Audience Name: Date:

Student’s Name A. Project (Was it

completed? Or was it missing

something)

B. Presentation (Did each member of

the group present something related to

the project; did he/ she speak clearly, slowly,

and loudly)

C. Answering Questions

(Did he/she answer questions posed by the audience; was

the response understood - clear?)

D. Comments TOTAL (Add A, B,

and C. Then, divide the total by 3)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

CHANGES TO EARTH’S SURFACE TEST

Name: Date:

Part 1: Vocabulary Match each term in column A with column B. Colum A Column B _______1. Remains or traces of past life found in the crust A. continental drift _______2. Theory of how continents move over Earth’s surface B. mantle _______3. Shaking of ground from energy release in the crust C. fault _______4. Molten rock from the mantle D. fossils _______5. Physical feature on Earth’s surface E. erosion _______6. Place where pieces of the crust move F. magma _______7. “Supercontinent” on Earth millions of years ago G. mass movement _______8. Opening in the crust through which lava flows H. deposition _______9. Rigid block of crust and upper-mantle rock I. plate ______10. Downhill shifting of rock and soil because of gravity J. volcano ______11. Process in which soil, sand, and sediment are formed K. core ______12. Process of moving sediment from one place to another L. crust ______13. Process of dropping sediment in a new location M. Pangea ______14. Outer, very thin layer of Earth N. landform ______15. Center and hottest layer of Earth O. earthquake

______16. Middle layer of Earth Part II. Science concepts and

Understanding 17.

Write the letter of the best choice. ______18. Why would footprints made on the moon last for hundreds of years? A. There is no forecasting on the moon. B. There is no wind or water to erode the footprints. C. The footprints on the moon are very deep because of the Apollo astronauts’ shoes. D. The Apollo astronauts on the moon made shoe deposits with space-age materials. ______19. If the center of Earth is its hottest part, why is it solid? F. because the core is made of metal G. because that is where rocks come from, and rocks are solid H. because the hotter things are, the more solid they are I. because of the great pressure at the center of earth

______20. What does it mean that the Atlantic Ocean is getting wider, moving Europe and North America farther apart? F. The ocean is eroding more of the beaches on the coasts of North America and Europe. G. The ocean deposits heavy sediment on both coasts, pushing them apart. H. The North America and European plates are moving away from each other. J. The North American and European plates are moving closer to each other. 21. In 1963, a new island was formed off the coast of Iceland. This island, named Surtsey, is part of the Mid-Atlantic Ridge. Explain how this island was created?

22. Which would be a better model of the Earth’s layers – an orange or an apple? Why?

content grade standard(s) gdoe standard 2: life science€¦ · identify how living things...

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