Subject Area:_____Science___________ Grade Level_____3______________
Overall Daily Goal: ????
Status of this skill: (indicate one)
TEKS and English/Language Arts Objective:
TEKS:
(8) Science concepts. The students know that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student is expected to:
(A) observe and describe the habitats of organisms within an ecosystem;
(B) observe and identify organisms with similar needs that complete with one
another for resources such as oxygen, water, food, and space;
(C) describe environmental changes in which some organisms would thrive,
become ill, or perish; and
(D) describe how living organisms modify their physical environment to meet
their needs such as beavers building a dam or humans building alone
English/Language Arts Objective:
(9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to:
(F) make and explain inferences from texts such a determining important ideas,
causes and effects, making predictions, and drawing conclusions;
Time Constraints:
Time anticipated teaching each part of this lesson. Break it into parts, for example: Focus: ____minutes; Teaching/Modeling; ____ minutes; GP: _____ minutes; IP: ____minutes; Closing: _____minutes
Objectives:
Modifications: Student will sit next to helper.
Materials:
Ecosystems Chart Worksheets
Class set of Science books
Assessment Worksheets
Aquarium Activity Worksheets
Pencils
Instructional Steps:
Today we are going to talk about why it is important to learn about ecosystems. We are
also going to talk about how to help protect the ecosystems and how to recover from
disasters.
Previous Knowledge Necessary:
Teacher will ask students what they already know about ecosystems.
Touch on Community:
Teacher will ask the students if they have or know of anyone that has been involved in a natural disaster.
Culture: N/A
Rationale: It is important for students to know and comprehend ecosystems because we live in a place where there could be natural disasters, such as Hurricanes.
The teacher will read out loud pages B6-B9 from their Science text book. All students will follow along in their own book. The teacher will be asking question to check for understanding throughout the reading. The teacher will work on a short worksheet together as a class with the students to make sure that the students understand what they’ve read.
Teacher will hand out chart worksheets to the students entitled “What are Ecosystems.” Students will get into pairs and work on this worksheet together. Teacher will walk around and observe the students while being open to questions that are asked by the students.
The student will be given an assessment comprising a word bank with five words and definitions andfive open-ended questions concerning resources used for production, and the student will correctly answer 8 out of 10. The assessment will be graded at a later time.
For students who finish early and are waiting for the others to complete the assessment, they will be given a worksheet where they are to draw an ecosystem in an aquarium,
along with making a habitat of water, rocks, and plants for fish.
Teacher will ask students, “Why is it important to know about ecosystems?” We will end with a discussion about what they’ve learned throughout the lesson.