The Unit Plan

Big Ideas: “Where does food come from? The transfer of energy in our ecosystem.” OVERARCHING PURPOSE/CONNECTION TO ENVIRONMENTAL JUSTICE The overarching purpose is that students comprehend that living organisms depend on one another for survival, how this relates to the transfer of energy in the ecosystem and how recycling/composting can help the environment.

Lesson Topics

Standards:

1.Content 2.Investigation & Experiment

Measurable Learning

Objectives (Content,

Language & MC)

Making Curriculum Accessible

Assessments that match objectives (THINKING

TOOLS)

English Language

Learners/Special

Needs

Background/Prior

Knowledge

Considerations

Instructional

Strategies

1 Where does food come from? The transfer of energy between producers and consumers.

4LS2.0: All organisms need energy and matter to live and grow. 4LS3.0: Living organisms depend on one another and on their environment for survival ELA/ELD Std(s):Intermediate- Ask and answer instructional questions using simple sentences

Listen attentively to stories and information and

Content: BTEOTL, SWBAT identify what a consumer and producer is by completing an independent practice.

Language: BTEOTL, SWBAT identify what a consumer and producer is by completing an independent practice, which will consist of writing one sentence and an example for each of the two questions.

Multicultural: BTEOTL, SWBAT recognizes that different cultures abstain from meat consumption for a

CCD Charts that will include vocabulary words, definition and a picture. T will translate clarifying questions in Spanish as needed.

T will ask questions to trigger prior knowledge and give examples to struggling students.

T will give instructions, ask for clarifying questions and circulate to groups during the activity.

Scaffolding if Ss are struggling with the concept.

Pre-assessment worksheet

Observation checklists

CCD Chart

Summative assessment worksheet

identify important details and concepts by using both verbal and nonverbal responses.

variety of different reasons by participating in a TPS. Critical Thinking Objective: BTEOTL, SWBAT compare and contrast between a producer and consumer by participating in TPS.

2 Decomposers and their multifaceted functions

4LS2.0: All organisms need energy and matter to live and grow. As a basis for understanding this concept:

4LS2.0.a: Students know plants are the primary source of matter and energy entering most food chains.

4LS2.0.b: Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.

Content: BTEOTL, SWBAT identify three types of decomposers and explain why decomposers are important. Language: BTEOTL, SWBAT identify three types of decomposers and explain why decomposers are important by using TPS to answer Jeopardy game questions. Multicultural: BTEOTL, SWBAT identify one reason why recycling is important by participating in TPS.

Critical Thinking Objective: BTEOTL, SWBAT defend the importance of decomposers by participating in TPS.

CCD Charts that will include vocabulary words, definition and a picture. T will translate clarifying questions in Spanish as needed.

Student should answer that they saw decomposing but if not then teacher will tell the students and begin lesson on decomposers. If students have trouble coming up with a way to recycle organic material tell them another way to recycle.

Show picture of what dirt looks like without nutrients – harder for plants to grow in. Rephrase question if needed. Powerpoint/time lapse video of plants growing will be shown. T will show image of landfill for understanding

Summative assessment worksheet

Observation checklist

Jeopardy game

CCD Chart

4LS2.0.c: Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

Health Education Stds: 1.4.N Identify

how to keep food safe through proper

food preparation and storage. 1.5.N Explain

how food can contain germs that cause illness.

3 Food chains and food webs. How does matter flow?

4LS2.0: All organisms need energy and matter to live and grow. 4LS2.b: Students know producers and consumers (herbivores, carnivores,

Content: BTEOTL, SWBAT classify a list of living things by arranging them in 3 categories Language: BTEOTL, SWBAT discuss food chains and food webs by participating in

CCD Charts that will include vocabulary words, definition and a picture. T will translate clarifying questions in Spanish as needed.

T will ask questions to trigger prior knowledge and give examples to struggling students. Refer students to the CCD chart from lesson 1 and 2.

T will use a poster that labels the transfer of energy from sun to plant to primary consumer to secondary consumer to assist in the

Summative assessment rubric

CCD Chart

Observation checklist

omnivores, and decomposer are related in food chains and food webs and may compete with each other for resources in an ecosystem. 4LS2.c: Students know decomposers; including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. ELA/ELD Std(s) #:Intermediate- Ask and answer instructional questions using simple sentences Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

small group activity. Multicultural: BTEOTL, SWBAT recognize the effects endangered/extinct living things have on an ecosystem by participating in TPS. Critical Thinking Objective: BTEOTL, SWBAT recognize that humans are consumers by completing summative assessment.

Give more examples of endangered animals/plants

understanding of these links. Power Point presentation will be used to deliver content. If Ss struggle to grasp this, T will point out that each branch is displayed in different color

T will model what the finished product will look like

4

5

BMED Lesson Plan Template1

Candidate’s Name: Leticia Gonzalez Date: Subject Area: Science Grade Level: 4/5th Cooperating Teacher: Mr. Martinez Classroom makeup: There are a total of 18 fourth graders.

8 boys and 10 girls. CELDT scores : 9 Early Intermediate, 2 Intermediate and 7 Early Advanced. 13 fifth graders. 4 boys and 9 girls. CELDT scores 1 Early Intermediate, 8 Intermediate, and 6 Early Advanced.

University Supervisor: Dr. Porter Estimated overall teaching time: 70

Overview Lesson Plan Title: Day #1: Where does food come from? The transfer of energy between Producers and Consumers Content Purpose: Life Science Multicultural/Social Justice Purpose and/or Social/Affective Purpose, including what model or approach of Multicultural Education this lesson attempts to meet (Sleeter and Grant; James Banks; etc.): This lesson will incorporate a multicultural education model in which multiple perspectives are considered. This lesson addresses the idea that different cultures abstain from meat consumption for a variety of different reasons out in the community. The students need to be able to learn and understand that not every culture eats the same as other cultures. This is part of being diverse and how cultures are different in certain ways for various religious and personal reasons. Key Concepts: Where does food come from? The transfer of energy between producers and consumers Relevancy to students’ lives, needs and interests: This topic is relevant to the students in their daily lives because they all consume food. This lesson will provide students with the knowledge that all organisms need energy to live and grow. Students will begin to analyze where their food comes from. Cohesiveness/Continuity: This is the first of 3 lessons. It will serve as introduction to the topic of energy transfer, eventually leading up to food webs. Vocabulary: producer, consumer, carnivore, omnivore, herbivore, energy transfer

1 Revised Fall 2009 Note: BMED students should maintain a copy of each completed lesson plan (with a post-reflection) in a binder throughout the semester.

Supplementary Materials: Felt in a variety of colors (pizza toppings), assessment worksheet, expectations chart, vocabulary chart, producer & consumer poster,

Standard(s): Life Science: 4LS2.0: All organisms need energy and matter to live and grow. 4LS3.0: Living organisms depend on one another and on their environment for survival ELA/ELD Std(s) #:Intermediate- Ask and answer instructional questions using simple sentences Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

List Measurable Objectives in this column. Make sure to use action verbs from Bloom’s Taxonomy domains in each objective (e.g, BTEOTL, SWBAT analyze two …. by …).

Describe Formative Assessment and Criteria (e.g., what indicators – student behavior, student work, etc. – demonstrate Ss are making progress toward objectives?)

Describe Summative Assessment and Criteria (e.g., what products will you collect and assess to determine whether all students achieved objectives?)

Assessment Tool (attach a tool, e.g., a rubric, T-chart, Venn diagram, organizer, observation checklist, etc.)

Content Objective/s: BTEOTL, SWBAT identify what a consumer and producer is by completing an independent practice.

T will circulate the room to check Ss answers.

T will collect worksheet at the end of class.

Summative assessment attached

Language Objective/s: BTEOTL, SWBAT identify what a consumer and producer is by completing an independent practice, which will consist of writing one sentence and an example for each of the two questions.

T will circulate the room to check Ss answers.

T will collect worksheet at the end of class.

Worksheet attached

Multicultural/Social Justice Objective/s: BTEOTL, SWBAT discuss that different cultures abstain from meat consumption for a variety of different reasons by participating in a TPS.

T will circulate the room and look for participation and ideas the Ss will share about different cultures abstaining from meat consumption.

Mental checklist

Critical Thinking Objective/s: BTEOTL, SWBAT compare and contrast between a producer and consumer by

T will circulate room and listen for compare and contrasting discussion.

Observation checklist Observation checklist

participating in TPS.

Rationale for emphasis on certain objective/s: The focus will be content objective because Ss must be able to fully comprehend that living organisms depend on one another for survival and how this relates to the transfer of energy. Lesson Outline Timing

(Break down by minutes)

Description [include description of what Teacher (T) and Students (Ss) will do].

Special considerations (include differentiation, grouping, adaptations for EL and special needs students, how skills will be introduced, emphasized, and reviewed, etc.)

Introduction: 5 min 5 min 5 min

T will review class rules and expectations:

• Make good choice • Be respectful to everyone • Active participation • Follow rules

Hook T will ask “What is your favorite food? T will pick five name sticks (each Science teacher will pick a Ss name from their group,) if no one responds T will pick pizza as a common favorite food. T will state “Now we are going to have a chance to make our own pizza.” T will say “I’ll pass out materials to make a pizza and you will work as a group and create your own pizza. Working as a group means that each person gets to participate, not just one person does the work.”

Chart with expectations T will pick pizza as a common favorite food in case no Ss mention it.

10 min 5 min 3 min 10 min

T will model each ingredient in the zip bags.

1. Crust 2. Sauce 3. Cheese 4. Pepperoni 5. Ham 6. Sausage 7. Mushroom 8. Onions 9. Bell peppers 10. Pineapple 11. Olives

T will number off each Ss in each group. T will call on #2’s to come up for their materials. T will tell #4’s they are in charge of writing. T- sets timer for 5 min. When time is up T calls “freeze.” T waits until all Ss freeze. T sets timer for 5 min When time is up- T calls “freeze” and states “pencils down and eyes on me” T will state “#6’s you will share what ingredients your group put on your pizza.” T calls on 6’s from each group to share. T writes master list of ingredients on the white board. T will state “Groups you have 2 min to put ingredients back in the bags.” T will state “#3’s please collecting your group’s materials.” T will go back to list of ingredients and decide where each item comes from – a plant or an animal. (T will make a note by each item

During activity T’s will circulate groups. Scaffolding if Ss are struggling with the concept.

based on P or A) T will model the first three examples for the Ss.

Practice/Application: 10- 15 min T will introduce ecosystems- is all the living and nonliving (death things) things in an environment and the many ways they interact. T introduces Produces and Consumers

• Producers- plants are producers because they make their own food and energy with the help of the sun and water. When plants do this we call this photosynthesis, which is the process of making their own food. Without sun or water plants can’t survive.

• Consumers- they are organisms that can’t produce their own food and energy. They rely on the producers for this. Consumers are living things that eat other living things.

T will ask Ss to compare and contrast producers and consumers by TPS. T will introduce the concepts of: Consumers are classified in three types:

1. Herbivore- animals that eat plants.

2. Carnivores – animals that get food by eating other animals.

3. Omnivore – eat plants and other animals.

T will discuss how different cultures and religions don’t eat meat. Let’s

CCD- for Ss to have a visual connection. CCD chart TPS CCD chart

start with vegetarian- they choose not to eat meats. Reasons may vary Catholic- during Lent. There are other cultures around the world don’t eat meat because of various reasons.

Review: 8 min T will review the content objective by using the CCD chart. Can I carnivore be a producer? Can a producer be a consumer? T will pass out a final assessment to check for understanding on Producers and Consumers. T will review final assessment with students by using a word map of producers and consumers.

T’s will circulate room to check for understanding. Word map is a great tool for visual Ss and EL Ss to connect and understand the concept.

Extensions:

Pre- Assessment: Name: _________________________________ Date:

Which is the Odd One? Why is it the Odd One? a. bean plant

b. housefly

c. human

d. hummingbird

Summative Assessment Name: ______________________________ Date:___________

Consumers and Producers

Answer the following questions with a complete sentence and give an example of each.

a. What is a producer?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

b. What is a consumer?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

BMED Lesson Plan Template2 Candidate’s Name: Leticia Gonzalez Date: 10/27/2010 Subject Area: Science Grade Level:4/5 Cooperating Teacher: Mr. Martinez Classroom makeup: attached University Supervisor: Dr. Porter Estimated overall teaching time: 70 minutes

Overview Lesson Plan Title: Day 2: Decomposers and their multifaceted functions. Content Purpose: Life Science: Multicultural/Social Justice Purpose and/or Social/Affective Purpose, including what model or approach of Multicultural Education this lesson attempts to meet (Sleeter and Grant; James Banks; etc.): Social Justice- Ss will discuss the importance of recycling while participating in TPS and come up with ways to recycle organic matter. Key Concepts: Transfer of energy Relevancy to students’ lives, needs and interests: This topic is relevant to the Ss daily lives because Ss will be observing foods they are familiar with, as it progresses through the decomposition process. Ss will also identify ways they can recycle.

2 Revised Spring 2010 Note: BMED students should maintain a copy of each completed lesson plan (with a post-reflection) in a binder throughout

the semester.

Cohesiveness/Continuity: This is the second of three lessons. Ss will share with T findings from observations of decomposition they noted on their worksheets received on the first day of lesson. T will review producers and consumers and continue on the topic of energy transfer; eventually leading up to food webs. Vocabulary: Decomposers, fungi, bacteria, mold, compost, recycling, organic, decaying matter Integration with Other Content Areas: This lesson integrates VAPA through the use of visuals representing key terms. Supplementary Materials (include a description of how these materials reflect content, input, and or the values that support/reinforce your MCE/Social Justice Purpose; also include integration of technology and resources): Containers, Worms, Soil, Fruits, paper, and other objects for composting, Observation worksheet, Key terms poster, Jeopardy game Standard(s):

Life Sciences

2. All organisms need energy and matter to live and grow. As a basis for understanding this concept: a. Students know plants are the primary source of matter and energy entering most food chains. b. Students know producers and consumers (herbivores, carnivores, omnivores, and

decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.

c. Students know decomposers; including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

Health Education 1. 1.4.N Identify how to keep food safe through proper food preparation and storage. 2. 1.5.N Explain how food can contain germs that cause illness.

List Measurable Objectives in this column. Make sure to use action verbs from Bloom’s Taxonomy domains in each objective (e.g, BTEOTL, SWBAT analyze two …. by …).

Describe Formative Assessment & Criteria (e.g., what indicators – student behavior, student work, etc. – demonstrate Ss are making progress toward objectives?)

Describe Summative Assessment & Criteria (e.g., what products will you collect and assess to determine whether all students achieved objectives?)

Assessment Tool (attach a tool, e.g., a rubric, T-chart, Venn diagram, organizer, observation checklist, etc.)

Content Objective/s: BTEOTL, SWBAT identify three types of decomposers and explain why decomposers are important by participatingin a jeopardy game as a large group.

T will assess Ss knowledge of content objective through a game of jeopardy at the end of the lesson.

TPS

- Observation Worksheet - Jeopardy Game

Language Objective/s: BTEOTL, SWBAT identify three types of decomposers and explain why decomposers are important by using TPS to answer Jeopardy game questions.

T will assess language objectives through a game of jeopardy.

TPS CCD Chart

Multicultural/Social Justice Objective/s: BTEOTL, SWBAT identify one reason why recycling is important by participating in TPS.

TPS TPS Jeopardy game

Critical Thinking Objective/s: BTEOTL,SWBAT identify the importance of decomposers in a food web by participating in small group TPS.

TPS Ss will need to explain to T at the beginning of the lesson what they observed during their observations and why. Ss will also think of effective ways to recycle and what things need to be recycled in certain ways.

Jeopardy game Jeopardy game

Rationale for emphasis on certain objective/s: The focus will be content objective because Ss must be able to fully comprehend how decomposers play a role in the food web and how this relates to the transfer of energy.

Lesson Outline Timing

(Break down by minutes)

Description [include description of what Teacher (T) and Students (Ss) will do].

Special considerations (include differentiation, grouping, adaptations for EL and special needs students, how skills will be introduced, emphasized, and reviewed, etc.)

Introduction: 15 min T will review - what are consumer/producers? T will have Ss do a TPS about their observations of the decomposing assignment. Ss will share with the class their

Ss should answer that they saw decomposing but if not then T will tell the Ss they observed decomposing in action over the last three weeks and begin lesson

observations and at the end Ss will use critical thinking to discuss why they observed this over the last three weeks.

on decomposers.

Practice/Application: 5 min 4 min 3 min 4 min 4 min 3 min 4 min

T makes connection of what Ss observed to decomposers and introduces different types of decomposers : Fungi ( eg. Mushrooms) Bacteria ( eg mold) Bugs ( eg worms, flys) T explains why each type of decomposer is important (E.g. worms feed off dead things and leave nutrients in soil and help mix nutrients in soil by turning soil over. Flies break down dead things and feed off it. Mushrooms and bacteria also break down and feed off dead things.) T explains that job of all decomposers is to break down waste into nutrients that are left in the soil. T mentions how people eat food but also take vitamins to grow healthy (Flintstones vitamins). Nutrients are like vitamins for the plants. Plants need water and sunlight to grow but they also need nutrients from the soil to help them grow and stay healthy. Plants get energy from the nutrients in soil. Have Ss TPS why they think decomposers are important and predict what would happen if there were not decomposers. T explains that decomposers are

CCD chart will be used. Powerpoint/Time lapse video of plants growing will be shown. T will use popsicle sticks to ask for volunteers. Rephrase question if needed - Ask what they think would happen with all the garbage or wasted food or decaying matter…? T will show image of landfill for understanding

4 min 3 min

nature’s natural recyclers. T briefly explains what happens to garbage… (E.g. it’s taken by garbage trucks to landfills.) What happens to garbage in landfill? It decomposes. Briefly explain that the process of decomposing takes time, some things fully decompose in a few days while others like plastic take years. T briefly explains that it is important to recycle because some things take longer to decompose so they are going to be around a long time so its better to recycle and find a new use for these items. Ss will TPS a way they can recycle organic matter or decaying matter in their homes instead of just throwing it away.

If Ss have trouble coming up with a way to recycle organic material tell them another way to recycle is to sort out organic waste like foods, and put them into a special compost box and let decomposers recycle it naturally and use nutrient-soil mix to plant something.

Review: 3 min 10 min 2 min 2 min

T will introduce and review jeopardy game rules. Ss will be play a jeopardy game to review decomposers. Ss will be able to TPS within their groups to answer the questions. T will restate objective. T will hand out prizes.

Jeopardy game chart. Winners and rest of class will be given a worm pudding prize for participating.

Extensions: This is the second of three lessons, summary and closing will be done next week.

Pre-activity for day 2 (Ss to complete in the 3 weeks leading up to lesson 2) Name__________________________________________________ Group number__________________________________________ Item name_____________________________________________ Observations: Draw a detailed picture of what you see in the container.

Friday, November 5

Tuesday, November 9

Friday, November12 Tuesday November 16

Friday, November 19 Monday , November 29

BMED Lesson Plan Template3 Candidate’s Name: Date: Subject Area: Science Grade Level:4/5 Cooperating Teacher: Mr. Martinez Classroom makeup: attach classroom profile University Supervisor: Dr. Porter Estimated overall teaching time: 70 minutes

Overview Lesson Plan Title: Day #3: How does matter flow? Content Purpose: Life Science Multicultural/Social Justice Purpose and/or Social/Affective Purpose, including what model or approach of Multicultural Education this lesson attempts to meet (Sleeter and Grant; James Banks; etc.): Social Justice: Engandgered and extinct living things can be devastating to the flow of energy and matter in an ecosystem. Ss will learn of endangered species that exist today. Discuss is there anything they can do to help endangered species. Key Concepts: Transfer of energy. All organisms need more than energy to survive. They also need matter in the form of nutrients and oxygen or carbon dioxide. Energy and matter are passed from one organism to another. Relevancy to students’ lives, needs and interests: This topic is relevant to the students’ lives because the flow of energy and matter are crucial to all life. Cohesiveness/Continuity: This is the last of three lessons. It will serve as a culmination to the previous two lessons on energy flow and decomposers. Students will comprehend how producers, consumers, and decomposers are all linked together. Vocabulary Food chain, food web, predator, prey, primary consumer, secondary consumer, extinct, endangered Integration with Other Content Areas VAPA- GLAD strategies and movement, Language Arts Supplementary Materials (include a description of how these materials reflect content, input, and or the values that support/reinforce your MCE/Social Justice Purpose; also include integration of technology and resources): Vocabulary chart, power point on food chains & food webs, Food Web Activity, summative assessment.

Standard(s): Life Science: 4LS2.0: All organisms need energy and matter to live and grow. 4LS2.b: Students know producers and consumers (herbivores, carnivores, omnivores, and decomposer are related in food chains and food webs and may compete with each other for resources in an ecosystem. 4LS2.c: Students know decomposers; including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. ELA/ELD Std(s) #:Intermediate- Ask and answer instructional questions using simple sentences Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.

3 Revised Spring 2010 Note: BMED students should maintain a copy of each completed lesson plan (with a post-reflection) in a binder throughout

the semester.

List Measurable Objectives in this column. Make sure to use action verbs from Bloom’s Taxonomy domains in each objective (e.g, BTEOTL, SWBAT analyze two …. by …).

Describe Formative Assessment & Criteria (e.g., what indicators – student behavior, student work, etc. – demonstrate Ss are making progress toward objectives?)

Describe Summative Assessment & Criteria (e.g., what products will you collect and assess to determine whether all students achieved objectives?)

Assessment Tool (attach a tool, e.g., a rubric, T-chart, Venn diagram, organizer, observation checklist, etc.)

Content Objective/s: BTEOTL, SWBAT classify a list of living things by arranging them in 3 categories

Ss will classify a list of 12 irtems into 3 categories. During this assessment T will circulate to check for understanding

Summative Assessment

Summative Assessment worksheet

Language Objective/s: BTEOTL, SWBAT discuss food chains and food webs by participating in small group activity.

Ss will work in small groups to create a food web. They will explain the elements and order of the transfer of energy and matter to T.

N/A

N/A

Multicultural/Social Justice Objective/s: BTEOTL, SWBAT recognize the effects endangered/extinct living things have on an ecosystem by participating in TPS.

Ss will participate in TPS (in small groups) to identify adverse effects endangered/extinct living things have on ecosystems

N/A

N/A

Critical Thinking Objective/s: BTEOTL, SWBAT recognize that humans are consumers by completing summative assessment.

N/A

Summative Assessment

Rubric

Rationale for emphasis on certain objective/s: The emphasis is on the transfer of energy and matter that occurs within food chains and food webs. Ss must comprehend the link that exists between producers, consumers, and decomposers in an ecosystem.

Lesson Outline Timing (Break down by minutes)

Description [include description of what Teacher (T) and Students (Ss) will do].

Special considerations (include differentiation, grouping, adaptations for EL and special needs students, how skills will be introduced, emphasized, and reviewed, etc.)

Introduction: 7 T: Let’s review what we’ve been working on the past few weeks in science. *during this activity Ss will be selected to participate using name sticks. T: So how do all of these things we’ve been working on fit together? How are they connected? We know that plants use energy from sunlight to change carbon dioxide and water into food and oxygen. Some of that energy is stored in parts of the plant. What do we call something that can make its own food? Ss: producer T: When an animal comes along and eats the plant, the energy and matter stored in the plant’s parts is passed on to the animal. An animal that eats plants is called what? Ss: herbivore T: If an herbivore depends on plants for energy and matter that must mean it can’t make its own food. So that makes it a….. Ss: consumer T: What about an animal that eats another animal. What do we call it? Ss: carnivore

CCD chart will be referenced as a visual during review.

Practice/Application: 20

T: Right. This carnivore is also a consumer because it cannot make its own food. There are different kinds of consumers. The mouse that eats the plant is called a first or primary consumer. It gets its energy and matter from the plants- the grass The eagle that eats the mouse is a predator and mouse is its prey. A predator is a consumer that hunts other animals for food. The animal that is hunted is called prey. The predator gets its energy and matter from eating prey. Let’s take a closer look at how all these things fit together The sun, the producers and consumers are all linked together in a Food Chain. A food chain shows the transfer of energy and matter that happens when organisms are eaten and eat. In a food chain there can be many different levels of consumers. The higher up in a food chain you are, the fewer predators you have. This is what the food chain with the mouse

T will use a poster that labels the transfer of energy from sun to plant to primary consumer to secondary consumer to assist in the understanding of these links. T will refer to CCD chart- Day 3 Power Point presentation will be used to deliver content.

and eagle would look like. Forests just like all other ecosystems have lots of different plants and animals that make up different food webs. Sometimes these food webs can cross or overlap because animals usually eat more than just one thing. An animal can also have more than one predator. If we look at the big picture of what this would look like, we would call this a Food Web. This is an example of a forest food web. In a food web energy and matter flows through different branches. Each one of the different colored lines shows a different. How many different branches do you see in this food web? Ss: 4 T: Notice that in this food web we also see decomposers. Decomposers are very important in food webs because they recycle matter from dead plants and animals. Without the decomposers plants would use all the nutrients in the soil. Without nutrients from the soil, plants would die. And if there weren’t plants what would the herbivores eat? What about the carnivores, what would they eat if there weren’t any herbivores? Living things cannot exist without energy and matter. If there is not anything for the living thing to eat, it would die, and eventually become extinct. If something is extinct, that means it does not exist anymore. Can someone give me an example of an extinct animal? Think back to many, many years ago, before humans existed on Earth, what type of animals roamed the Earth???? Ss: dinosaurs. T: right. Just like dinosaurs, other living things can die out and become extinct because they aren’t able to get the energy they need to survive. If a living thing starts to die, and the species slowly start to disappear they are called endangered species, because they are in danger of becoming extinct. Examples of endangered animals would be a wolves and sea turtles. Plants can also be endangered and extinct. These endangered animals are part of

Remind Ss what an ecosystem is by referring to Day 1 CCD chart Reference CCD Chart-Day 3 If Ss struggle to grasp this, T will point out that each branch is displayed in different color T will reference CCD chart for day 3 Give more examples of endangered animals/plants

15 10

different food webs. Food webs exist in all ecosystems. So if we understand the importance of producers, consumers and decomposers in a forest ecosystem, I know you could figure out how they connect in any other ecosystem. We are going to go outside and do an activity in our groups. Each group is going to get yarn and organism cards. You will be responsible for working together as a group to decide how the organisms are linked to create a food web. The yarn will pass from one organism to another showing the transfer of energy. When you are finished creating your food web, each organism should be attached to another with a piece of yarn. While you are doing this activity I want you to think about what would happen if one of the organisms in your ecosystem became extinct or endangered. T will dismiss Ss in their groups to go outside to black top area where the activity will take place. During this time Ts will supervise groups to see if they are able to successfully complete activity. Upon completion of activity, Ss will return to classroom for debriefing. T: How did that go? Were you able to figure out the food web links? I would like each group to share with us 1 thing that went well or that you had trouble with during the activity. Ss will share out for approximately 1 min each. T: Now I will give each group 2 minutes to discuss how they think the ecosystem would be affected by the extinction or endangering of an organism When time is up T will ring bell. Then each group will be called on to share their ideas and discuss the adverse affects that would result.

T will model what the finished product will look like

Review: 15 T: I am so happy to see that you all were able to figure out the food webs. I knew that would be easy for you. Let’s review what we learned today. Who can tell me what the difference is between prey and predator? Ss will explain that predators hunt other animals for food and prey is the animal that is hunted. T: What about consumers. Are there different types of consumers? What kind did we see today? Ss will point out primary and secondary and give an example of each. T: Good. Now can someone tell me what a food chain shows? Ss: a food chain shows the transfer of energy between organisms T: Right. How about a Food Web? What is that? Ss: a food web is a system of overlapping food chains. T: Wow. Great work everyone. Since I know we all are experts on the food webs now, I know that this next activity will be easy for you. You will each get this worksheet. You will have 5 minutes to sort out the list of organisms and decide where they fit under each of the categories and write it in. T- will have Ss take summative assessment. After 5 minutes T will collect from students.

Use CCD Chart- Day 4 for review

Extensions: How can this lesson be linked and extended to other lessons? Learning experiences? Homework?

This is the culminating lesson in a 3 part series. Ss will continue to apply the knowledge learned in this lesson in future life science lessons.

Day 3 Summative Assessment

Transfer of Energy 1. Use the attached handout to categorize 3 organisms in each column.

Producers Consumers Decomposers 1. _________________________ 2. _________________________ 3. _________________________

1. _________________________ 2. _________________________ 3. _________________________

1. _________________________ 2. _________________________ 3. _________________________

2. Draw a food chain below that shows the transfer of energy using the organisms you listed in question #1. Make sure to use arrows to show the transfer of energy.

Mushrooms

Grass

Rabbit

Squirrel

Worms

Corn

Fly

Tree

Deer

Berries

Rat

Mold

1. What is the central focus of the learning segment? Apart from being present in the school curriculum, student

academic content standards, or ELD standards, why is the content of the learning segment important for these particular students to learn? (TPE 1). The central focus of this learning segment is the transfer of energy. It is important that students comprehend this concept because the transfer of energy affects all living things around them, including humans. Students will learn that all living organisms need matter and energy to live and grow. Through the series of three lessons students will learn where this food and energy comes from. In addition, they will learn how the energy is transferred through a food pyramids and food webs. As well as the important roles producers, consumers and decomposers play in the transfer of energy.

2. Briefly describe the theoretical framework and/or research that inform your instructional design for developing your

students’ knowledge and abilities in both science and academic language during the learning segment. My instructional design for developing this unit is based on Piaget’s theory of Constructivism. The theory of Constructivism is based on the belief that students will learn new concepts by building on prior knowledge and through firsthand knowledge that is acquired through exploration. It is crucial to incorporate the 5 E’s in lesson planning. They are engage, explore, explain, elaborate, evaluate. In order to ensure students’ comprehension and mastery of the unit to be presented, I will employ the use of each in my lessons. In engaging my students I plan to open each lesson with a hook that will grab their attention and interest them in what is to come. Exploring can be achieved in different ways. It may be mental exploration of a new idea, or can mean allowing my students the opportunity to physically explore new concepts through hands on experiences. It is crucial that my explanations of new concepts be accompanied with visuals so that I may appeal to multiple intelligences. In addition, many of the students are English Learners and will benefit greatly from visual aids. Modeling and guiding my students through the practice of concepts, is another way that I can ensure that I reach all my students. Elaboration of the concepts is another important factor. I can achieve this by expanding on ideas and providing different examples. This can also serve as a form of extension for students who are ready to continue to build on the concepts. Last, evaluation is a crucial step in my lessons. If I do not evaluate my students’ comprehension, I will not know if they comprehended the lesson. Evaluation can be done through formative and summative assessments. Throughout my lesson I will perform informal and formal assessments. While circulating the classroom, I will watch for verbal and non verbal clues that will tell me if what my students understand and what they are still struggling with. In addition to the theory of constructivism, my lessons will also be based on the multicultural model. My students will actively participate in Think Pair Share activities throughout the lesson. These TPS exercises will allow students the opportunity to learn from one another. They will have the opportunity to practice vocabulary and express ideas and questions with peers in small groups. The multicultural model teaches students how to interact with others and engage in active listening. Through TPS students learn to appreciate others and their different ideas.

3. How do key learning tasks in your plans build on each other to develop students’ scientific knowledge by helping them use scientific concepts and inquiry skills to make sense of a real world phenomenon in developmentally appropriate ways? How do the learning tasks develop students’ mastery of related academic language? Describe specific strategies that you will use to build student learning across the learning segment. Reference the instructional materials you have included, as needed. (TPEs 1, 4, 9) In lesson one; students will be introduced to the concept of the transfer of energy between producers and consumers. By the end of the lesson all students will be able to define a producer and consumer, and provide an example of each. This is extremely important because the future lessons in this unit will be based on the assumption that all students have mastered this concept. I matched this objective to a summative assessment, in order to check for comprehension. The student will be asked to complete a written summative assessment in which they will identify what a producer and consumer are by writing one sentence for each. Lesson two will continue to build on the concept of energy transfer with the introduction of decomposers. Students will learn to identify at least three types of decomposers. All students will learn the important role decomposers play in the transfer of energy and how they interact with producers and consumers. Over the period of three weeks, student will observe how decomposers work through the monitoring of decomposing food in containers. They will record their observations on a worksheet that will be handed out at the end of the first lesson. These hands on experience will provide them with the opportunity to witness how decomposition transfers energy from non-living to living. Before beginning the second lesson we will discuss what the students witnessed. Students will also discuss why they think these things occurred. At the end of the second lesson, students will participate in a large group formative assessment. They will work in small groups to answer jeopardy questions on decomposers. In the last lesson students will learn how producers, consumers, and decomposers coexist in ecosystems to continue the flow of energy and matter in a continuous cycle. During this lesson students will work together to create food webs. They will learn to identify the path that the energy and matter take as they flow through a food web. In addition, students will recognize the drastic effect that the elimination of a decomposer, producer, or consumer would have on an ecosystem. At the end of the lesson students will demonstrate mastery of this concept by completing a summative assessment. This summative assessment will require students to recall what a producer, consumer, and decomposer is. They will need to categorize a list of living things accordingly. Students will also be asked to critically assess where humans fit into the food webs. I chose to present the material to the students in this order because they are already learned about herbivores, carnivores, and omnivores, when they studied dinosaurs. I will tap their prior knowledge of this concept and build on it by making the connection that all animals are herbivores, carnivores, or omnivores. From here I will move to introduce Producers and Consumers. Since they have already studied photosynthesis, I will again be tapping prior knowledge and building on it to teach students the characteristics of a producer, and how producers differ from consumers. Once students have developed an understanding for this new information, I can proceed with my lessons and make the connections to decomposers, food chains, and food webs.

4. Given the description of students that you provided in Task 1.Context for Learning, how do your choices of instructional strategies, materials, technology, and the sequence of learning tasks reflect students’ backgrounds, developmental levels, interests, and needs? Be specific about how your knowledge of these students informed the lesson plans, such as the choice of text or materials used in lessons, how groups were formed or structured, using student learning or experiences (in or out of school) as a resource, or structuring new or deeper learning to take advantage of specific student strengths. (TPEs 4,6,7,8,9) In planning my unit lessons, I had to take several things into consideration. First and foremost, the level of language comprehension that my students have is a major variable in their ability to comprehend the content of the lesson. Most of the students in the class are English Learners. Their comprehension and abilities vary. For this reason I have decided to employ the use of many visual aids. All vocabulary words will be presented on Cognitive Content Dictionary (CCD) charts. These charts provide the vocabulary word, a simplified definition, and a picture definition of the word. This chart will be extremely beneficial to all students regardless of their level of comprehension. Since all these terms are new to the students they will benefit from having a visual aid they can refer back to throughout the lessons. Prior to beginning my first lesson, I will be administering a pre assessment. This pre-assessment will help me to gage my students’ current level of comprehension of the concept, prior to introducing any terms. I will be able to use the results of the pre-assessment to inform my instruction. If I know what, if any, prior knowledge my students have of the concept, I can build on this as I proceed through the lessons. I have also taken the time to observe the students on four different occasions. During these observations I have gained a great deal of knowledge on the abilities of the students, their attitudes, and their motivations. The students’ abilities vary greatly in reading, writing and speaking. Some struggle greatly with academic reading and writing. All the students show great interest and excitement in learning science. They are motivated by hands-on activities and verbal interaction. For these reasons, I have carefully selected the presentation of the content. All content will be presented in a critical matter and will provide scaffolding as needed. Support in the students’ primary language (Spanish) will be used as needed. Students will be given many opportunities to participate in TPS activities so that they may interact verbally with one another. In addition, each day will employ the use of hands on activities, during which, students will gain firsthand knowledge of the concepts. Since there is a lot of new information for the students to learn, I will be using power point presentations to deliver the content. By employing the use of all these different teaching strategies, I will ensure that I am able to appeal to all the students and their different learning abilities.

5. For this learning segment, identify students’ possible common sense understandings or misconceptions that contrast

with accepted scientific understandings. How will you detect and attempt to change these common sense understandings or misconceptions? The common sense understandings for this lesson are basic. All students know that living things need food and water to survive. They will learn to identify this food as energy. Students may struggle with the concept that consumers rely on

produces for this energy. I plan to address this by making slow transitions from one idea to another. First, students will learn to identify where their food comes from. Next, they will learn to identify herbivores, carnivores, and omnivores. From here I will proceed to introduce producers and consumers. The concept of energy transfer will be simplified so that students can comprehend how this works. An important common misunderstanding to address is that dead things just disappear. Throughout this lesson I will teach and reinforce that energy and matter do not just disappear. By the end of this unit students will fully comprehend that Producers, Consumers, and Decomposers all play a vital role in the they cycle of energy and matter transfer. Students will slowly build on each concept. I will look for understanding while monitoring and observing students as they participate in TPS, hand on activities. At the end of each lesson, all students will complete an assessment for the day. These assessments will be analyzed carefully to confirm understanding. If at any time students demonstrate difficulty with concepts, the pace of the lesson will be adjusted accordingly. Each new lesson will begin with a review of the previous lesson, so as to provide students with the opportunity to recall information and apply to new concepts.

6. Consider the language demands 1 of the oral and written tasks in which you plan to have students engage as well as the

various levels of English language proficiency related to classroom tasks as described in the Context Commentary. (TPE 7)

a. Identify words and phrases (if appropriate) that you will emphasize in this learning segment. Why are these important for students to understand and use in completing classroom tasks in the learning segment? Which students? What oral and/or written academic language (organizational, stylistic, and/or grammatical features) will you teach and/or reinforce? Explain how specific features of the learning and assessment tasks in your plan, including your own use of language, support students in learning to understand and use these words, phrases (if appropriate), and academic language. How does this build on what your students are currently able to do and increase their abilities to follow and/or use different types of text and oral formats?

Students will be taught proper use of academic language through teacher modeling and echo talk. They will be given the opportunity to practice using the language in TPS activities with their peers. This is a crucial step for all English Learners. In order for EL’s to feel safe and confident in their environment they must be given the opportunity to hear their peers use the language and express ideas. TPS activities also allow them the opportunity to practice in a small group with their peers, before being asked to share with the whole class. The written tasks that will be presented to the students will provide prompts in writing. These prompts are used as a tool to set students up for success in their writing tasks. Their written language abilities will be taken into consideration when reviewing the assignments. This lesson will introduce many new terms to the students. The following is a list of the main new words that the students will learn: producer, consumer, carnivore, omnivore, herbivore, energy transfer, Decomposers, fungi, bacteria, mold, compost, recycling, organic, decaying matter, Food chain, food web, predator, prey, primary consumer, secondary consumer, extinct, endangered. All terms will be introduced to students in a

1 Language demands can be related to vocabulary, features of text types such as lab reports, scientific and mathematical notation, or other language demands such as understanding oral presentations. For early readers/writers, this will include sound-symbol correspondence and a word as a text but might also involve the development of oral skills which are antecedents to reading and writing, such as oral narratives and explanations.

systematic approach. Students will slowly learn these terms throughout the three lessons. In addition, the terms will be presented on CCD vocabulary charts that will be clearly displayed in the classroom. The charts will provide students not only with a simplified definition of each word, but also a picture of the term. In order for all the students to be successful in mastering the concept of energy transfer they must understand what each of the terms means and how to successfully use the terms in written and spoken language. Each student will be given several opportunities to practice doing so throughout the lessons. These hands on experiences will build on their current language abilities and provide the opportunity to improve their language skills. The added exposure the students will have to written and verbal language will increase their abilities. Their language skills will be enhanced and improved through the continual practice and application.

7. Explain how the collection of assessments from your plan allows you to evaluate the students’ learning of specific

student standards/objectives and provide feedback to students on their learning. (TPEs 2, 3) The various objectives throughout the lessons will be assessed in a variety of different ways. Each objective is directly matched to a corresponding assessment to check for understanding. The focus in lesson one will be for students to be able to identify what a producer and consumer are. This will be assessed throughout the lesson through a series of teacher observations. At the end of the lesson the students’ comprehension will be assessed using a summative written assessment that will be collected. For lesson two, informal assessments will be used to measure comprehension. Students will be able to identify three types of decomposers and their importance. All students will participate in a jeopardy activity that will evaluate their learning at the end of the second lesson. I will be watching to ensure all students participate during the jeopardy activity. Finally, for the third lesson students will be able discuss and create food webs in small groups. Mastery of the concepts will be displayed through successful creation of a food web. A summative assessment will be given to all the students, in which they will be required to classify a list of living things by separating them into three categories. The multiple assessments will be extremely beneficial in assessing the students’ learning because I will be able to determine which areas students struggled to comprehend. Areas that need to be re-taught will be clear. As a result, I will be able to modify the remaining lessons to address the areas of concern. It is also extremely important that I provide adequate and timely feedback to my students so that they can correct misconceptions and learn the information correctly. Feedback will vary depending on the students’ needs; however, most feedback will be verbal during class activities and discussions. Written feedback will be provided to all students on their written assessments.

8. Describe any teaching strategies you have planned for students who have identified educational needs (e.g., English

learners, GATE students, students with IEPs). Explain how these features of your learning and assessment tasks will provide students access to the curriculum and allow them to demonstrate their learning. (TPEs 9. 12) Through the use of a variety teaching strategies I will be able to reach each of my students throughout the three lessons. Since the majority of the students in the class are English Learners, all the lessons will be scaffolded to meet the needs of the class as

a whole. This will consist of modeling, repetition, clarifying, and providing ample wait time for responses. I will employ the use of GLAD strategies such as visual aids, realia, and hands on experience, to maximize the students learning and comprehension. Another vital aspect of my lessons is that I will provide support to my students in their native language as needed. Since I am a fluent Spanish speaker, this will not be a difficult task for me. I am aware of the need to simplify terms to make them easier for the students to learn; however, at the same time I want to provide the students with the opportunity to employ their critical thinking skills. Regardless of whether or not these students are English Learners, they are all extremely capable of mastering these concepts. Therefore, it is crucial that I use a variety of different teaching strategies to maximize learning and encourage critical thinking. These students have displayed a great interest in Science and are eager to learn. As a result, I must ensure that my lessons appeal to multiple intelligences and language abilities.

Video time lapse clips

http://www.youtube.com/watch?v=CbTU53yce5w

http://www.youtube.com/watch?v=c0En-_BVbGc

Fungi

Examples :

Mushrooms

Bacteria

Examples: Mold

BugsExamples

-flies

-worms

-ants

Decaying matter Example :

Dead producers or consumers

(plants) or (animals)

Nutrient - rich dirt/SOIL

Nutrient - poor dirt

Unhealthy plants

Plant that don’t get

enough nutrients

form soil become

unhealthy

Landfills

Landfills

Recycle

Compost

Consumers….

Primary Consumer

Secondary Consumer

Primary or Secondary Consumer???

Prey

Predator

Predator or Prey???

What is an Ecosystem?

• An ecosystem includes all of the living organisms in a specific area.

• It includes plants, trees, animals, fish, birds, water, soil and people.

• Everything in an ecosystem depends on each other to live

• Examples are forest, ocean and desert.

How do Producers, Consumers, and

Decomposers work together in an ecosystem?

Sun

producer consumer

decomposer

Forest Food Chain

Producers

c

o

n

s

u

m

e

r

s

decomposers

What is a web?

mold

Forest Food Web

Ocean Ecosystem

Desert Ecosystem

Extinct Species

Can animals still become extinct?

Recently extinct species

West African Black Rhino

(2006)Golden Toad or Monteverde

(Costa Rica 2007)

Endangered Species

Gray Wolf Pacific Gray

Whale

How do endangered animals affect

ecosystems?

Delta Smelt

It’s time to play…

Play Game

Identify Explain Analyze

$100 $100 $100

$200 $200 $200

$300 $300 $300

$400 $400 $400

$500 $500 $500

Category 1: $100: A

What are

decomposers?

Category 1: $100: Q

Organisms that break

down dead organisms,

and in doing so carry out

the natural process of

decomposition

Category 1: $500: A

What are the

three types of

decomposers?

Category 1: $500: Q

1) Fungi

2) Bacteria

3) bugs/insects

Category 1: $200: A

This is an example of

what kind of

decomposer?

Category 1: $200: Q

Mushrooms are an example of

Fungi

Category 1: $300: A

This is an example of

what kind of

decomposer?

Category 1: $300: Q

Mold is an example of

Bacteria

Category 1: $400: A

Besides fungi and bacteria,

what else is an

example of a

decomposer?

Category 1: $400: Q

Worms

Category 3: $300: A

Which is more important,

a worm or a fly?

Why?

Category 3: $300: Q

Neither!

They’re both

equally important.

Category 3: $400: A

What three things

do plants need to

grow?

Category 3: $400: Q

1)Water

2)Sunlight

3)Nutrients

Category 3: $200: A

How do

producers/plants

get energy?

Category 3: $200: Q

Producers/Plants

get their energy

from nutrients in

the soil.

Category 3: $100: A

How can we

recycle food?

Category 3: $100: Q

By composting.

Category 3: $500: A

What do

decomposers

like to eat?

Category 3: $500: Q

Decaying matter

such as waste

or dead things

Category 4: $300: A

What helps to

decompose garbage in

landfills?

Category 4: $300: Q

Decomposers!

Category 4: $200: A

What decomposes faster,

a fruit, dead animal, or

plastic bottle?

Category 4: $200: Q

1. Fruit2. Dead animal.

3. Plastic bottle.

Category 4: $400: A

What decomposes

slowest,

a fruit, dead animal, or

plastic bottle?

Category 4: $400: Q

1. Fruit.

2. Dead animal.

3. Plastic bottle.

Category 4: $500: A

Why are

decomposers

good?

Category 4: $500: Q

• They are natural recyclers

• They eat wastes

• Turn waste into nutrients

• And the nutrients are used

as food for producers

(plants)

Category 4: $100: Q

Category 4: $100: Q

What would

happen if there

were no

decomposers?

Category 4: $100: Q

The cycle would be

broken and waste

would not

decompose.