Ms. Pigeon
lesson plan
Unit Theme- Science and Animal
Biology Grade -4th Lesson Topic- symbiotic
relationships in the ocean, how ocean animals live
with each other- ecosystems and life cycles, how
do animals in the ocean live and get energy The students should be able to
have a basic understanding of symbiotic
relationships The students should be able to
have a basic understanding of an ecosystem and how
these relationships allow for a well working
ecosystem Instructional Materials 1.
Powerpoint or at least a board
to write down the definitions of the main terms of
the lesson 2.
Electronic device which can be
either a computer, Ipad, or cell phone. Need a
device that will connect to the internet 3.
Handout that correlates to the
lesson. This will be used to incorporate the
lesson on symbiosis and ecosystems and also this
will be used to evaluate the students progress
Introductory Activity 1.
Start off with discussion of
ecosystems and symbiotic relationships a.
Explain 2.
Pull up power point that has
all of the terms and examples below explained a.
Symbiotic- associating with another
organism, not always to the mutual benefit of
either species. b.
An ecosystem is a large community of
living organisms (plants, animals and microbes) in
a particular area. The living and physical
components are linked together through nutrient
cycles and energy flows. Ecosystems are of any size, but usually
they are in particular places c.
Mutualism- When two interacting
species benefit each other by mutually increasing
both species’ chances of survival and reproduction d.
Predation- an
interaction in which one animal typically kills
and consumes another animal e.
Commensalism- Species
interactions in which one species benefit, but the
other is neither harmed nor helped f.
Examples of these
relationships, show pictures of these on the
board- sea anemone and clown fish (M), snails and
wet leaves (C), lion and gazelle (P) Step by Step 3.
Grab
computers/Ipads, click on the bookmarked link
called Coral Reef Game- https://www.funbrain.com/games/tinybop-schools-coral-reef 4.
Hand out the
handout that correlates to the game and lesson,
explain the game and how the side panels have
information that should be read before they start
each section, every section needs to be played 5.
The handout will
be filled out completely by students a.
The handout
includes the definitions once again at the top.
Then there is a table to be filled out that has
every section of the game labelled out. The
students will be asked to write the names of the
animals involved in that section of the game, then
they will say the relationship type (as defined
above) and why its that relationship, and then
finally one fact from the side bar. Conclusion 6.
After the activity is done the
class will come back together and discuss their
answers and the facts that they have from the side
bar 7.
The students will then be split
into groups of 5 to figure out another example of
symbiosis in nature. It does not need to be sea
life, but it also cannot be a repeat from the
activity or power point. 8.
After the groups meet, their
examples as a group will be written on the board
by the teacher 9.
The handouts then will be
collected by the teacher to review and assess the
students understanding of the material Evaluation- The
handout will be used to evaluate the understanding
of the material. The handout has questions
targeting the objectives and what they have
learned from both the PowerPoint and the
interactive website. It has a table where the
students are asked what kind of symbiosis is seen
in the examples on the website and then a fact
that they found from the side bar. The fact from
the side bar will show participation during the
step by step lesson. The understanding of the type
of symbiosis is where the actual evaluation will
be. The students also have an overarching question
about ecosystems that should create thinking as
the lesson goes more in depth later on. |
Ms.
Frechette's lesson plan
Unit Topic or Theme: Math Grade: Third Lesson Topic or Theme: Multiplication Facts Lesson Objectives:
Instructional Materials:
Procedure:
Evaluation:
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Ms. Olearcek's lesson plan Unit Topic or Theme: Temperature Change Grade: 5th Grade Lesson Topic or Theme: Heating up of different volumes and liquids Lesson Objective: The student will be able to identify which volume of water will heat up faster under the same temperature The student will be able to identify how the water molecules will change when heat is added to the liquid Instructional Materials: https://games.legendsoflearning.com/games/WyJnYW1lcyIsMTY0XQ== “Heated Spoon” https://www.middleschoolchemistry.com/multimedia/chapter2/lesson1#heated_spoon1 “Temperature Change in Water” Worksheet 2 spoons 2 beakers Blank paper for prediction activity with website and closure activity Colored pencils Pencils Procedure: A. Introductory Activity The students will be asked to answer the introductory question listed on the handout “Temperature Change in Water.” They will have ten minutes to complete it. The teacher will ask the students to share their thoughts aloud with the class. B. Step-by-step The students will participate in a hands-on experiment to explore the movement of heat molecules in water called “Heated Spoon” The students will predict on the worksheet if a spoon placed in hot water will heat up more compared than the spoon that is in room temperature The teacher will heat up one beaker and leave the other beaker room temperature next to each other. The teacher will place one of the spoons into the room temperature beaker and the other student will place the other spoon into the beaker with hot water The students should begin to think about why the spoon becomes hotter based on their previous knowledge of the movement of molecules in solids, liquids, and gases The teacher will take out both spoons and measure the temperature of both spoons to see which spoon has a higher temperature Once the experiment is finished, the teacher will ask the students to click on the link for the website in the Heated Spoon Activity section of the worksheet. The students will read about the movement of molecules when heated as well see a visual animation from the website (https://www.middleschoolchemistry.com/multimedia/chapter2/lesson1#heated_spoon) The teacher will explain when water is increasing in temperature the molecules are moving faster (shown in the animation), so the molecules hit the spoon faster causing it to heat up The student will take this knowledge and continue to show what they have understood by doing activities one and three on the interactive website with a handout to help guide them through it (https://games.legendsoflearning.com/games/WyJnYW1lcyIsMTY0XQ==) The student will follow the directions on the handout and blank piece of paper given to them by the teacher Once completed, they will hand in the worksheet to the teacher and be given a blank piece of paper and colored pencils C. Closure The teacher will gather students together once they have completed the website activity. The students will hand the teacher the worksheet and receive a blank sheet of paper On the sheet of paper given to them, they will draw two beakers with two different volumes of water The students then will draw the molecules within each beaker as if they were getting heat around the same temperature They will draw arrows to show the molecules moving (each with a different colored pencil) The teacher will ask the following question: how many lines should be on the molecules of one beaker compared to the other with more water ie: The students will hand in the drawings to the teacher Evaluation: The student will be able to identify which volume of water will heat up faster under the same temperature Based on their predictions from the handout students, will guess what they believe is true about the objective Based on their answers on the handout, the quiz questions will evaluate this objective These are multiple-choice and open-ended questions based on the “Two Different Volumes of Water” If these questions can be answered correctly with a good explanation then the teacher will know the student has understood the concept The student will be able to identify how the water molecules will change when the heat is added to the liquid Based on the students’ explanation with the spoon lab, the students will explain what they know about this concept If the student’s answer is correct and makes sense they understand the objective Based on the students answers to the “Water Molecule Vibration” activity will show if they understand the concept If they get the multiple-choice correct then the objective makes sense to the students If the students draw an accurate picture that shows the correct particles in motion then they understand both of the objectives The beaker with more water should have fewer lines on the side of the molecule compared to the beaker with less water. If all of these questions are answer incorrectly then the students do not understand the handout |