Ecosystems

ELD Lesson Plan

Materials: Pencils, paper, a photo that shows each of the vocabulary words (one packet for each pair of students), scissors, glue sticks, National Geographic magazines (or any other nature orient magazine that you don’t mind cutting up), a packet of advanced organizers for each student (each organizer should have the name of one ecosystem in the center – kids can make these themselves if you wish), art supplies (markers, crayons, colored pencils)

Key Vocabulary: ocean, desert, tundra, forest, grassland, wetland, jungle.

Objectives: TSWBAT:
1.) demonstrate understanding of the key vocabulary words.
2.) Identify plants and animals that live in these ecosystems
3.) Show why and how the plants and animals are suited for their environments
4.) Show why the plants and animals are not suited to live in other environments

Anticipatory Set Activity One: (5 minutes)
-Write the vocabulary words on the chalkboard. Make sure each child has a piece of paper and a pencil.
-Say: Fold your paper down the middle (demonstrate as well)
-Say: on the left side write the word “know.” On the right side, write the words “don’t know” (demonstrate).
-Say: look at the words on the board. If you know what the word is, write it on the left under know. This means that you know what the word is. For example, who knows what an ocean is? (have kids respond by raising hand)
-Call on a child that you know will be able to respond. Ask student: What is an ocean? Can you describe it? What does it look like? What do you see in the ocean?
-Say: good, since you know the word ocean, put it on the left. Now put any other words you know on the left.
-Say: Which words are unfamiliar? Which words do you not know? Put those words on the right (walk through the room while speaking, checking to make sure the students are doing this right.)

Anticipatory Set Activity Two: (5 minutes)
-Assign each child a partner.
-Give them each a packet of photos.
-Say: together try to match each photo to the words on your paper. For example, which picture shows an ocean? Hold up the picture of an ocean?
-Choose a pair that has held up the correct picture. Say to pair: that’s right, please show your picture to the rest of the class.
-Say: good, now match the other pictures to the other words.
-Walk around the room while the students do this.
-When to groups are done, tape the pictures to separate pieces of poster paper and label them accordingly.

Anticipatory Set Activity Three: (20 minutes)
-Go to the poster labeled ocean. Say: What do you see in this picture?
-Say: do you see water? I see water. (point to water)
-Write the word water under the photo
-Go to the poster labeled forest. Say: What do you see in this picture?
-Say: Do you see trees? I see trees? (point to trees)
-Write the words tress under the photo.
-Go to the poster labeled desert. Say: What do you see in this picture?
-Say: Do you see sand? I see sand? (point to sand)
-Write the words tress under the photo.
-Go to the poster labeled tundra. Say: What do you see in this picture?
-Say: Do you see shrubs? I see shrubs? (point to shrubs)
-Write the words tress under the photo.
-Go to the poster labeled grasslands. Say: What do you see in this picture?
-Say: Do you see grass? I see grass? (point to grass)
-Write the words tress under the photo.
-Go to the poster labeled jungle. Say: What do you see in this picture?
-Say: Do you see vines? I see vines? (point to vines)
-Write the words tress under the photo.
-Go to the poster labeled wetlands. Say: What do you see in this picture?
-Say: Do you see water? I see water? (point to water)
-Write the words tress under the photo.
-Say: Now I want you to go to each poster and write one thing that you see.
-put into seven groups and have each group stand at a station.
-Say: as a group think of one thing you see in the picture. Have someone write it.
-Say: Now go to next poster (direct them to next poster)
-repeat until each group has visited each station

Anticipatory Set Activity Four: (30 minutes)
-Using different partners than before, give each pair a set of magazines, and a piece of poster paper.
-Say: look through the magazines and find pictures of these places. Then cut them out and paste it to your poster paper (demonstrate this process while doing it).
-Hold up an open magazine with a picture of an ocean (or another ecosystem).
-Say: What is this a picture of? What is this? What do you see?
-Say: That’s right it’s a picture of the ocean.
-Say: What should I do with this picture?
-Say: that’s right, I will cut it out (cut out picture), and paste it to my poster (paste to poster). Finally I will label it (write the word ocean clearly below the picture).
-Say: now you find a picture of each of these places and paste them to you poster. Don’t forget to label.
-Walk around room to check on students. If time permits, make a poster of your own. Have pictures pre-chosen, this way you just cut, paste, and label. The kids who are still confused will see you model the process for a third time.

Presentation Activity One: (30 minutes)
-pass out organizers (or have kids make them)
-Draw large version on chalkboard.
-Have students copy down what you write
-Say: What kind of things live in the oceans? Get student responses. Write down responses on chalkboard. Say: please copy this on your paper.
-Include things like seaweed, dolphins, whales, fish. Draw or show a picture of each item as you write it. Students don’t need to copy pictures unless they want to.
-After each response, ask: why would this live here? Why couldn’t his live elsewhere (like the ocean), What does this need to survive?
-For first few responses, walk around room to make sure students are correctly copying what’s on the board. After a while, you will no longer need to do so because the students will have caught on.
-Say: Now what kind of things live in the forest? Get student responses. Write down responses on chalkboard. Say: please copy this on your paper.
-Include things like tress, squirrels, wolves, deer, bears, bushes. Draw a picture of each when you write it.
-After each response, ask: why would this live here? Why couldn’t his live elsewhere (like the ocean), What does this need to survive?
-Say: Now what kind of things live in the desert? Get student responses. Write down responses on chalkboard. Say: please copy this on your paper.
-Include things like cacti, snakes, lizards, shrubs. Draw a picture of each when you write it.
-After each response, ask: why would this live here? Why couldn’t his live elsewhere (like the ocean), What does this need to survive?
-Say: Now what kind of things live in the jungle? Get student responses. Write down responses on chalkboard. Say: please copy this on your paper.
-Include things like tress, vines, tall bushes, insects, tigers, birds. Draw a picture of each when you write it.
-After each response, ask: why would this live here? Why couldn’t his live elsewhere (like the ocean), What does this need to survive?
-Say: Now what kind of things live in the tundra? Get student responses. Write down responses on chalkboard. Say: please copy this on your paper.
-Include things like grass, owls, goose, dear, moose. Draw a picture of each when you write it.
-After each response, ask: why would this live here? Why couldn’t his live elsewhere (like the ocean), What does this need to survive?
-Say: Now what kind of things live in the grasslands? Get student responses. Write down responses on chalkboard. Say: please copy this on your paper.
-Include things like ground hogs, grass, cows. Draw a picture of each when you write it.
-After each response, ask: why would this live here? Why couldn’t his live elsewhere (like the ocean), What does this need to survive?
-Say: Now what kind of things live in the wetlands? Get student responses. Write down responses on chalkboard. Say: please copy this on your paper.
-Include things like tall grasses, reeds, alligators. Draw a picture of each when you write it.
-After each response, ask: why would this live here? Why couldn’t his live elsewhere (like the ocean), What does this need to survive?

Closure Activity One: (20 minutes)
-Say: I want each of you to decide which area is most like the area that you were born in.
-Say: I was born here, so I might choose the ocean.
-Ask: Who would like to share with the class your response?
-Call on student. Ask: Which area is most like where you were born? Let student share.
-Let a few student respond
-Say: Everyone decide which area is most like where you were born. Now I want you to draw a picture of the area where you were born. Make sure you have some plants and animals that were in that area.
-Show an example of own drawing.
-Say: See I have fish, dolphins, and seaweed in my drawing.
-Ask: What kind of animals and plants lived in your area?
-Call on a students, let several respond.
-Say: Okay, now you may begin your drawing.
-During the draw time, walk around the room and talk to each child individually. Ask them to share with you what they are drawing. Ask them what kind of plants and animals they remember. If students have problems remember where they were born, ask them to draw a picture of where they grew up, where they lived for a while, where they have visited, where they would like to visit, or where they live now. Whatever excites them most.

Closure Activity Two: (35 minutes)
-Say: You have all drawn some wonderful pictures. I now want you to write about your picture. Tell me about the area. Write about what kind of plants and animals you remember. You don’t need to write much, just a few sentences. If you want to write more, that’s okay too. Write as much as you want.
-Share your own example: “I grew up near the ocean. In the ocean are lots of fish, dolphins, whales and seaweed. I’ve seen many dolphins and whales. I like to eat fish, but I don’t like to eat seaweed.”
-Once kids have written their paragraphs, have them paste to the back of their drawings.
-Split the class into groups of four or five.
-Say: I want each of you to hold up your picture and read what you wrote. Take turns and go one at a time. Each person needs to listen. Ask questions if you want.
-Visit the groups while they are sharing to make sure they are sharing correctly.