Do Now: On a sticky note, students write down one thing what they want to know about an ecosystem. Students place note under W column on KWL chart.
Mini Lesson: Start the mini-lesson by watching the interactive on “note taking” using non-fiction text at - http://www.readwritethink.org/files/resources/interactives/factfrenzy/opening.html. After watching the interactive, put “ecosystem” text on the smartboard and practice gathering information from a non-fiction text together reading the first page of the text. Students will use highlighters and their science notebooks to gather information from the text.
Activity: Students will work in groups to jigsaw the remaining sections from the text and create learning posters with JUST THE FACTS as practiced in the mini-lesson.
Project: Students will do the “reading” section of Suitable Habitats and answer question Set B – practicing gathering and applying information from non-fiction texts.
Assessment:
Classwork - Jigsaw, Classroom Discussion, group Learning Poster content
Concept - Can students use the skills of gathering information as practiced in class
Homework - Completion of Ecology Activity 83AQ - Section B
Standards:
MST Learning Standards
Standard 4—Science - Intermediate 3. Individual organisms and species change over time. 5. Organisms maintain a dynamic equilibrium that sustains life. 7. Human decisions and activities have had a profound impact on the physical and living environment.
Standard 5 – Technology - Intermediate 2. Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms. 3. Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
NYS - The Living Environment Core Curriculum Grades 5-8
General Skills 4. recognize and analyze patterns and trends 5. classify objects according to an established scheme and a student-generated scheme 7. sequence events 8. identify cause-and-effect relationships 9. use indicators and interpret results
Living Environment Skills 6. classify living things according to a student-generated scheme and an established scheme 9. identify structure and function relationships in organisms
Key Idea 3: Individual organisms and species change over time. 3.1b Changes in environmental conditions can affect the survival of individual organisms with a particular trait. Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. Individual organisms with certain traits are more likely to survive and have offspring than individuals without those traits. 3.2a In all environments, organisms with similar needs may compete with one another for resources.
Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment. 7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem. 7.1c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither could survive without the other. 7.1d Some microorganisms are essential to the survival of other living things.
Describe the effects of environmental changes on humans and other populations 7.2a In ecosystems, balance is the result of interactions between community members and their environment.
ELA Common Core Standards
Key Ideas and Details
RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Craft and Structure
RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Integration of Knowledge and Ideas
RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Blooms:
Knowledge:
Selecting important information from nonfiction text to include in science journal.
Recalling facts and using them in group discussions and writing
Defining what an ecosystem is.
Comprehension:
Explains what an ecosystem is.
Rewrites what is learned from texts and lessons in class to support his or her learning
Predicts what type of species they will be barcoding
Summarizes their finding about various subjects covered in unit
Lesson Two - Using Non-Fiction Text
Essential Question: How can we get information from a non-fiction text?
Objective: SWBAT gather and apply information from a non-fiction text.
Materials:
Class Poster (KWL)
Sticky Notes
Science Journals
ReadWriteThink - Fact Fragment Frenzy
Do Now: On a sticky note, students write down one thing what they want to know about an ecosystem. Students place note under W column on KWL chart.
Mini Lesson: Start the mini-lesson by watching the interactive on “note taking” using non-fiction text at - http://www.readwritethink.org/files/resources/interactives/factfrenzy/opening.html. After watching the interactive, put “ecosystem” text on the smartboard and practice gathering information from a non-fiction text together reading the first page of the text. Students will use highlighters and their science notebooks to gather information from the text.
Activity: Students will work in groups to jigsaw the remaining sections from the text and create learning posters with JUST THE FACTS as practiced in the mini-lesson.
Project: Students will do the “reading” section of Suitable Habitats and answer question Set B – practicing gathering and applying information from non-fiction texts.
Assessment:
Standards:
MST Learning Standards
Standard 4—Science - Intermediate
3. Individual organisms and species change over time.
5. Organisms maintain a dynamic equilibrium that sustains life.
7. Human decisions and activities have had a profound impact on the physical and living environment.
Standard 5 – Technology - Intermediate
2. Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.
3. Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
NYS - The Living Environment Core Curriculum
Grades 5-8
General Skills
4. recognize and analyze patterns and trends
5. classify objects according to an established scheme and a student-generated scheme
7. sequence events
8. identify cause-and-effect relationships
9. use indicators and interpret results
Living Environment Skills
6. classify living things according to a student-generated scheme and an established scheme
9. identify structure and function relationships in organisms
Key Idea 3:
Individual organisms and species change over time.
3.1b Changes in environmental conditions can affect the survival of individual organisms with a particular trait. Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. Individual organisms with certain traits are more likely to survive and have offspring than individuals without those traits.
3.2a In all environments, organisms with similar needs may compete with one another for resources.
Key Idea 7:
Human decisions and activities have had a profound impact on the physical and living environment.
7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem.
7.1c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither could survive without the other.
7.1d Some microorganisms are essential to the survival of other living things.
Describe the effects of environmental changes on humans and other populations
7.2a In ecosystems, balance is the result of interactions between community members and their environment.
ELA Common Core Standards
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Blooms:
Knowledge:
Comprehension:
Analysis