Ecosystems
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This document describes an ecosystem lesson plan for students. It defines an ecosystem as a system formed by living things interacting with their physical environment. The lesson introduces students to the components of an ecosystem - climate, vegetation, and animal life - and how they work together. It then focuses on the local temperate deciduous forest ecosystem. Students are divided into groups to make a puzzle about the climate, vegetation, and animal life of the forest ecosystem using images from magazines. Finally, the document discusses extending the lesson by having students research other ecosystems in groups.
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Standard Inquiry #1 Science Grade 4 Standard
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and procedures for activities having students form a food web using yarn, discuss how the web is affected by removing organisms, study seed dispersal through a chart and video, and construct an ecosystem in a shoebox. The lesson aims to teach students about the relationships between different organisms and how they depend on one another.
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Big idea 6 week 13 14
This document provides a lesson plan about habitats on Earth's surface. The lesson begins with an engagement activity called "Habitat Slap" where students guess which habitat animal pictures belong to. Students then explore plants and animals around their school and discuss where different animals live. They create posters showing habitats and animals around the school. The lesson explains habitats through online resources and books. Students can choose to make a triorama or list of animals from a assigned habitat. The lesson concludes by revisiting the engagement activity and assessing student learning.
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This document provides information for teaching a lesson on life cycles to second grade students. It begins with links to curation tools and notes that the lessons were adapted from the Georgia Department of Education.
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Grade 3 School Garden Lesson Plan - Leaf Lesson; Who’s Eating my Leaves ~ Mas...
Grade 3 School Garden Lesson Plan - Leaf Lesson; Who’s Eating my Leaves ~ Mas...School Vegetable Gardening - Victory Gardens
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|=> In this activity students will look closely at the leaves of many different plants to observe signs that show that leaves are a food source for other living things such as insects and animals.
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases School Garden Food Production by 250 Percent
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City Chickens for your Organic School Garden
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110Educ373 Week Long Lesson Plan
1) Students will learn about adaptations by researching different plant adaptations to biomes and presenting their findings.
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The document provides instructions for a multi-day lesson plan where students will research different habitats of the world and the organisms living within them. Students will be split into groups, with each group researching one of five habitats: Arctic, desert, freshwater, ocean, or rainforest. The groups will produce reports on the physical description of their habitat, geographical locations, and examples of plants and animals adapted to that habitat. Over several days, the groups will research different habitats. Finally, the students will create online posters and present their findings to the class.
lesson_plan.docx
This lesson plan introduces 4th grade students to different animal and plant habitats. It includes activities for students to identify and compare habitats, observe local habitats and adaptations, and create habitat dioramas. Assessment includes questions about habitat definitions and adaptations. The lesson aims to teach students how habitats affect biodiversity and the importance of habitat preservation through exploration, experimentation, research and discussion.
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This document outlines a biology unit plan for year 7 students focusing on classification of living things. It includes 3 assessment tasks: 1) observing slaters to form and test a hypothesis, 2) classifying animals and creating a dichotomous key, and 3) researching a feral species' impact. The unit aims to engage diverse learners through hands-on activities while meeting science curriculum outcomes. Assessment tasks incorporate different learning styles and abilities.
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Planet earth rainforests_layout
Students will study rainforests over two weeks through individual and group work, researching different rainforests online and creating an essay about one. They will present their essays to classmates and participate in a running dictation activity. As a class, they will make an informative poster about rainforests using recycled materials. To conclude, students will watch the film Avatar with subtitles to learn more while practicing English skills.
Science lesson plan clil
This document outlines a lesson plan about habitats around the world. The lesson has three main parts: 1) A warmup activity reviewing characteristics of ecosystems like rainforests, deserts, oceans, and tundras. 2) An activity where students analyze animal characteristics needed to survive in different ecosystems. 3) Students create an imaginary animal adapted to a particular habitat and present its characteristics. The goal is for students to understand relationships between animal traits and habitats.
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The document provides information on several lesson plans related to ecology and the boreal forest. The first lesson plan involves succession in the boreal forest and includes a three day plan involving an introduction, field trip, and follow up. The second plan involves having students collect living organism samples over multiple days to create a display. The third plan focuses on fire safety and having students evaluate home properties in the village for fire risk. The final plan describes having students sample and compare microbes from different environments under microscopes.
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This 3-day lesson plan introduces 7th grade life science students to how organisms and ecosystems change over time by using the example of the Key Deer in Florida. On day 1, students learn how the Florida Keys formed geologically and how climate has impacted the region. Day 2 focuses on how the Key Deer adapted to changes in the Keys by developing differences from other white-tailed deer. On day 3, students predict how organisms might respond to various environmental changes and discuss human and natural impacts to ecosystems. Assessment includes a quiz and a project displaying adaptations found in nature.
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Ecosystems
- 1. Ecosystems By Alyssa Lambert EDUC 357.002 11/27/2009
- 2. Social Studies Standard 3: Geography Indicator 3.3.7: Describe how climate and the physical characteristics of a region affect the vegetation and animal life living there. Taken from: http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx Link to activity: http://www.indianastandardsresources.org/files/soc/ss_3_3_5.pdf
- 3. What is an ecosystem? Definition: a system formed by living things interacting with their physical environment. Talk about the ecosystem with students. What is in the ecosystems around the school? What about the ecosystems around their homes? What about ecosystems in Florida or Alaska? Make a list on the board of all the things the students name. Direct students to categorize the items they named into groups.
- 4. The parts of an ecosystem Talk about the parts of an ecosystem: climate, vegetation, animal life. Climate—the average weather in a region over a long period of time. Vegetation—plants growing in a particular place. Animal life—all the animals living in a particular place. Talk about how all three parts work together to make up the ecosystem. We need all parts for the ecosystem to exist the way it does.
- 5. Our ecosystem Introduce the name of the ecosystem we live in: temperate deciduous forest. Deciduous—trees and shrubs that shed their leaves in the fall. Temperate—a climate that has a range of temperatures from cold to hot, but not too extreme. Read the handout Temperate Deciduous forest on the overhead as a class. Discuss the items we wrote on the board as a class and decide which items fit the characteristics to live in our ecosystem.
- 6. Class Activity A poster board would be cut into three pieces that fit together like a jigsaw puzzle. The pieces would be labeled climate, vegetation, and animal life. The class would be divided into three groups and each group will receive a piece of the puzzle. Students will have a variety of magazines, calendars, brochures, etc. to give images from. During the activity the teach should be walking around the groups and asking questions about the ecosystem we live in to help reinforce the information they learned from the information sheet read.
- 7. Climate Group The climate group’s job is to make a collage on their puzzle piece of all the different seasons we experience in the temperate deciduous forest ecosystem. Images need to reflect how the seasons truly look here. Students can use a variety of magazines.
- 8. Vegetation Group The vegetation group’s job is to make a collage on their puzzle piece of all the vegetation they see in the temperate deciduous forest ecosystem. Encourage students to show different images of how the vegetation looks throughout the year. Example: summer trees verses winter trees.
- 9. Animal Life Group The animal life group’s job is to make a collage of all the different animal life found in the temperate deciduous forest ecosystem. Remind students of the characteristics the animals need to live here. Animal have to be able to adapt and live through all the seasons.
- 10. Wrapping up the activity After all puzzle pieces have been completed, the group will present their piece to the rest of the class. Explain the images they used. Why did they use the images that they did? After all groups have presented their piece, hang the pieces up so they fit together. Explain again how all pieces of the ecosystem fit together. All pieces are needed for the ecosystem to work the way it does.
- 11. Lesson Extension We will address the other ecosystems in science and social studies. Students will be put into groups and given an ecosystem to study. Books will be provided and the internet. Students can research in the books or on the internet during allotted computer lab time. Students will make a poster size picture of their ecosystem that are studying. They can use magazines, markers, crayons, rocks, string, etc. to make their pictures. They will also present their findings and information to the class about their ecosystem while they present their picture.
- 12. Books for researching These are a few examples of books I would have in the classroom for the students to use while researching. 1000 Facts on Planet Earth by John Farndon Ecosystems by Stephen Currie Rain Forests by Mary and Will Osborne I Wonder Why the Sea is Salty by Anita Ganeri
- 13. Resources Websites: http://www.indianastandardsresources.org/files/soc/ss_3_3_5.pdf http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx Books: Farndon, John. (2003). 1000 Facts on Planet Earth. Barnes and Nobles. Currie, Stephen. (2009). Ecosystems. Cherry Lake. Osborne, Mary and Will. (2001). Rain Forests: A Nonfiction Companion to Afternoon on the Amazon. Random House. Ganeri, Anita. (2003.) I Wonder Why the Sea is Salty. Kingfisher.