Integrating Technology in Education K-12, Level 2

Group Project

Kimberly Razo
Julie Doyle
Audrey Estoque

Option 1
5-day Lesson Plan
Ecosystems

Lesson Plan
Descriptive Data
Subject:
Science- Ecosystems

Learning Goals
Learning Objectives
(What do we want the students to know, understand, or be able to do by the end of this lesson?)

Students will be able to identify and describe ecosystems. What are the parts, (living and
nonliving), places in the world, and identify animals and plants that make up specifically
a tropical rainforest.

Rationale
(Why are these goals suitable for this group of students?)

Students will gain an understanding of Ecosystems, specifically rainforests and be able to

identify plants, animals and places where they can find ecosystems. According to the
California State Standards students should be able to learning and understand each
concept.

Content Standard Alignment

(To which CA State Standard does this lesson correlate?)

4LS3.0
*Living organisms depend on one another and on their environment for survival.
4LS3.a
*Students know ecosystems can be characterized by their living and nonliving
components.
4LS3.b
*Students know that in any particular environment, some kinds of plants and animals
survive well, some survive less well, and some cannot survive at all.

Assessment
Procedures
(What procedures will you use to assess student attainment of the Learning Objective?)

*Discussions
*Worksheets (KWL chart)
*Observation
*Final Project

Integration
(How will the assessment results be used?)
To help identify if objectives were reached. To move forward with the next topic in
Science.

Learning Activities
Procedures

Day 1: 1Hour

*Talk/Discussion about different ecosystems

*Talk/Discussion about “systems”
*Talk/Discussion Living and Nonliving Things
*Create List Living and Nonliving Things with students on the board
*Show pictures and maps of Rainforest and their locations
*Create a KWL chart with students based on the Rainforest
*Final for day, show brief video of Rainforest

Day 2: 1Hour

*Talk/Discussion on the components of the Rainforest and how they work together,
discuss plants and animals, Canopy, Understory, Forest Floor
*Talk/Discussion in detail the way an ecosystem works, plants depend on animals, and
animals depend on plants
*Have students create a list of the different plants, animals and weather components that
all bring this ecosystem together

Day 3:

* Students will choose either an animal or a plant to research

*Teacher will provide students with resources to research the rainforest
*Teacher will conduct a computer lab session to allow students to explore a variety of
websites
*Whole group discussion will take place to compile a list of topics including interesting
facts about animals or plants of the rainforest
*Teacher will explain to students that a final project is due. Students will create a two
page report on the topic they chose; final project must include graphics

Day 4:

Objective: Students will be able to explain and discuss as a whole group the following:
a. Living organisms depend on one another
b. Characteristic of ecosystems by living and non-living components
c. Some kinds of plants and animals survive well, survive less, and some can’t
survive at all
*Teacher will conduct a whole group discussion to review with the students the concepts
of living organisms depend on one another, the characteristics of ecosystems by living
and non-living components, and explain that plants and animals survive well, less, or not
at all in a particular environment
*After review, students will have to time work on and complete their final project

Day 5:
Objective: Students will present their final project to the class and be able to explain why
their animal or plant is able to survive in the rainforest.

*Students will present their final project to the class

*Teacher and students will create a wall display of final projects (decorate with rainforest
pictures)

Extension of lesson:
Teacher will ask students:
Will your animal or plant survive in other types of ecosystems such as grasslands, tundra,
or ocean? Why or why not?