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    Science - ECOSYSTEMS Unit Plan Year 6 - Part 2

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    mbed2010
    This lesson plan involves a class discussion to identify the differences and similarities between habitats, environments, and ecosystems. Students will then describe the components of an ecosystem and how they work together. The teacher will engage students by asking questions to prompt thinking and discussion. Students will share their prior knowledge and the teacher will clarify definitions by referring to a textbook. Butcher's paper will be used to record student responses. The goal is for students to understand that ecosystems are made up of interconnected systems.

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    Science - ECOSYSTEMS Unit Plan Year 6 - Part 2

    Uploaded by

    mbed2010
    1K views8 pages
    This lesson plan involves a class discussion to identify the differences and similarities between habitats, environments, and ecosystems. Students will then describe the components of an ecosystem and how they work together. The teacher will engage students by asking questions to prompt thinking and discussion. Students will share their prior knowledge and the teacher will clarify definitions by referring to a textbook. Butcher's paper will be used to record student responses. The goal is for students to understand that ecosystems are made up of interconnected systems.

    Original Description:

    This is part 2 of the unit plan

    Original Title

    Science - ECOSYSTEMS Unit plan year 6 - part 2

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    This lesson plan involves a class discussion to identify the differences and similarities between habitats, environments, and ecosystems. Students will then describe the components of an ecosystem and how they work together. The teacher will engage students by asking questions to prompt thinking and discussion. Students will share their prior knowledge and the teacher will clarify definitions by referring to a textbook. Butcher's paper will be used to record student responses. The goal is for students to understand that ecosystems are made up of interconnected systems.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    1K views8 pages

    Science - ECOSYSTEMS Unit Plan Year 6 - Part 2

    Uploaded by

    mbed2010
    This lesson plan involves a class discussion to identify the differences and similarities between habitats, environments, and ecosystems. Students will then describe the components of an ecosystem and how they work together. The teacher will engage students by asking questions to prompt thinking and discussion. Students will share their prior knowledge and the teacher will clarify definitions by referring to a textbook. Butcher's paper will be used to record student responses. The goal is for students to understand that ecosystems are made up of interconnected systems.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 8
    At a glance
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    The key takeaways are that the lesson plan outlines a unit on ecosystems that involves classroom learning, a field trip to the river, and research into threats to ecosystems.

    The purpose of the lesson plan is for students to identify interrelationships at the river and explain the interrelationships between living things in ecological systems.

    During the lesson, students will learn about interrelationships within ecosystems and between living things. They will identify components of ecosystems and how they work together.

    Appendix 2

    LESSON PLAN 2

    CONTEXTUAL DETAILS

    Name: Brooke Parsons School: Lockleys North PS


    Year Level : 6 Date: Term 1, Week 7 (Lessons 6 & 7
    No. of Students: 26 of unit)
    Location: River Torrens Estimated Duration of Activity:
    120 mins

    AREA OF LEARNING Science

    TOPIC Ecosystems

    BROAD OUTCOME During this lesson students will identify interrelationships


    at the river by using the knowledge they have gained
    earlier in the unit of work. They will collect and/or observe
    samples for further discussion and investigation when
    they return to the classroom.

    SPECIFIC LEARNING Life Systems


    OUTCOME / S 3.5 - Explains the interrelationships between systems
    within living things, and between living things in
    ecological systems. They relate these ideas to the health
    of individuals and to threats to the sustainability of
    ecological systems.

    PREPARATION / ORGANISATION
    Gain school approval for excursion
    Gain parent consent for students to attend excursion
    Organise parent volunteers to attend the excursion
    Collect information from the council/s about the River Torrens
    Go to river to map out/ survey plant and animal life
    Determine best route to walk to river
    Create worksheets
    Determine groups to work together at river
    Allocate groups to areas of the river
    Write task list for students

    RESOURCES
    Clipboard & Worksheets
    Task list
    Petri dishes/plastic containers
    Handheld microscopes/magnifying glasses
    Digital Camera
    CONTENT PROCESS RESOURCES
    What do I want the students What will I do? What will the students do? What materials
    to learn? What skills and strategies will we use? will be used?
    Knowledge? Skills? What behaviour management strategies will I use?
    Attitudes
    Engagement / Introduction :
    (to occur in classroom before leaving)
    Remind students of the purpose of the
    excursion;
    -to put into practice what they have been
    learning about ecosystems
    -to identify interrelationships
    -to observe animals and plant life
    -to collect soil samples for investigation

    Exploration / Development :
    Allocate students to an area

    Identify Provide students with their task list Task list


    interrelationships -to photograph the area they are
    observing Petri
    Observe samples -to look around and see what animal/plant dishes/plasti
    life there is c containers
    Collect samples -to predict any interrelationships
    -to observe animals and record their Handheld
    Record findings findings on the ‘Report Plan’ worksheet microscopes/
    (Appendices 3 & 4) magnifying
    -to collect a sample of soil and complete glasses
    their ‘Soil Sample’ worksheet (Appendix
    5) Camera

    Provoke thought by asking; Clipboard &


    Could an ant and a plant be interrelated? Worksheets
    Why/Why not?
    What about worms and plants?
    How are birds related to plants? Or aren’t
    they?

    Reflection / Review/ Sharing :


    (to occur in classroom) Journal
    Students to complete a journal entry (in
    dot point form) of their findings and any
    information they want to remember

    Remind students that the information


    they collected will be used during the
    next science lesson

    Assessment
    (See Appendix 8)
    Participates in observing, collecting samples and investigating during excursion to
    the river
    Students work samples
    Appendix 1
    LESSON PLAN 1

    CONTEXTUAL DETAILS

    Name: Brooke Parsons School: Lockleys North PS


    Year Level : 6 Date: Term 1, Week 2, (Lesson 2 of
    No. of Students: 26 unit)
    Location: Classroom Estimated Duration of Activity: 60
    mins

    AREA OF LEARNING Science

    TOPIC Ecosystems

    BROAD OUTCOME During this lesson students will be involved in a class


    discussion about similarities and differences between
    habitats, environment and ecosystems. Students will then
    be able to explain these difference and similarities. By the
    end of this lesson students will begin to describe the
    components of an ecosystem and how they work together.

    SPECIFIC LEARNING Life Systems


    OUTCOME / S 3.5 - Explains the interrelationships between systems
    within living things, and between living things in
    ecological systems. They relate these ideas to the health
    of individuals and to threats to the sustainability of
    ecological systems.

    PREPARATION / ORGANISATION
    Have a good understanding of the differences and similarities of habitats,
    environment and ecosystems.
    Prepare some questions to provoke the students thinking and maintain their
    discussion

    RESOURCES
    Blank butcher’s paper
    The butcher’s paper/interactive whiteboard notes of students ideas about what an
    ecosystem is and their questions (from previous lesson)
    Book - Ecology: A practical introduction with projects and activities
    CONTENT PROCESS RESOURCES
    What do I want the students What will I do? What will the students do? What materials
    to learn? What skills and strategies will we use? will be used?
    Knowledge? Skills? What behaviour management strategies will I use?
    Attitudes
    Engagement / Introduction :
    Recap on prior knowledge lesson
    Ask the students to remember what was
    shared with the class about habitat,
    environment and ecosystems, have them
    share this

    Determine Exploration / Development :


    differences and Ask students if a habitat and an ecosystem
    similarities are the same? Why/Why not?
    between habitats,
    environment and Ask students if the environment and an
    ecosystems ecosystem are the same? Why/Why not?
    Ecology: A
    May need to read p.5 titles ‘Habitats’ and p.6 practical
    ‘Environment’ in book introduction with
    projects and
    activities

    Prompt student discussion by asking;


    What is an ecosystem made up of?
    What is the environment made up of?

    For both of these questions record students


    responses on butcher’s paper/interactive Previous class
    whiteboard notes
    Butcher’s paper
    Read p.8 titled ‘Ecosystems’ in the book
    Ecology: A
    practical
    introduction with
    projects and
    activities
    Develop students understanding of systems,
    explain how they are made up of components
    that all work together. Use school as an
    example and ask students to think of all the
    components and how they work together.
    Discuss. School components include;
    Principal Teachers
    Students SSO’s
    Buildings Tables
    Chairs
    Appendix 1 cont’d

    CONTENT PROCESS RESOURCES


    What do I want the students What will I do? What will the students do? What materials
    to learn? What skills and strategies will we use? will be used?
    Knowledge? Skills? What behaviour management strategies will I use?
    Attitudes
    Identify and Once they’ve grasped this then move to an Ecology: A
    describe ecosystem. Think of all components and how practical
    components of they work, refer to book. Ecosystem introduction with
    ecosystems components include; projects and
    Animals Trees activities
    Plants Insects
    Soil Dead Matter
    Water

    Assessment
    (See Appendix 8)
    Participates in class discussion
    Appendix 6
    LESSON PLAN 3

    CONTEXTUAL DETAILS

    Name: Brooke Parsons School: Lockleys North PS


    Year Level: 6 Date: Term 2, Week 4 (Lesson 12 &
    No. of Students: 26 13 of unit)
    Location: Classroom/ Computer Room Estimated Duration of Activity: 90
    mins

    AREA OF LEARNING Science

    TOPIC Ecosystems

    BROAD OUTCOME By the end of this lesson students will understand human
    impacts and threats on ecosystems. In particular those
    caused by pollution, developments, introduced plant life
    and clearance of vegetation.

    SPECIFIC LEARNING Life Systems


    OUTCOME / S 3.5 - Explains the interrelationships between systems
    within living things, and between living things in
    ecological systems. They relate these ideas to the health
    of individuals and to threats to the sustainability of
    ecological systems.
    Earth & Space
    3.1 - Describes the characteristics that sustain life on the
    earth and changes to these characteristics and their
    impact over time.

    PREPARATION / ORGANISATION
    Become familiar with threats to ecosystems
    Design worksheet
    Book computer room
    Ensure websites used for lesson are still active

    RESOURCES
    Butcher’s paper
    Worksheet
    http://www.rivers.gov.au/ramblers/rivram_reasons.htm
    http://www.watercare.sa.gov.au/wll/himp-entry.html
    http://www.watercare.sa.gov.au/wll/tact-entry.html
    http://library.thinkquest.org/11353/text/ecosystems.htm?tqskip1=1&tqtime=0519
    http://www.rowa.org.au/pr_ttrs_pollution.php
    CONTENT PROCESS RESOURCES
    What do I want the students What will I do? What will the students do? What materials
    to learn? What skills and strategies will we use? will be used?
    Knowledge? Skills? What behaviour management strategies will I use?
    Attitudes
    Engagement / Introduction :
    Have students think back to their visit to the
    river and everything they have learned about
    ecosystem.

    Tell the students that ecosystems can be


    threatened, through human impact.

    Identifies threats Ask the students to brainstorm their Butcher’s paper


    to ecosystems understanding of how ecosystems could be
    threatened. Record this information on
    butcher’s paper/interactive whiteboard.

    Prompt students thinking by asking;


    If the plants aren’t there, who is threatened?
    How come the plants might not be there?
    What about the types of plants?

    Exploration / Development :
    Provide the students with some websites that http://www.rivers.
    provide information on ways that rivers can gov.au/ramblers/r
    become threatened. ivram_reasons.ht
    m

    http://www.water
    care.sa.gov.au/wl
    l/himp-entry.html

    http://www.water
    care.sa.gov.au/wl
    l/tact-entry.html

    http://library.thin
    kquest.org/11353
    /text/ecosystems.
    htm?tqskip1=1&t
    qtime=0519

    http://www.rowa
    .org.au/pr_ttrs_p
    ollution.php
    Appendix 6 cont’d

    CONTENT PROCESS RESOURCES


    What do I want the What will I do? What will the students do? What materials
    students to learn? What skills and strategies will we use? will be used?
    Knowledge? Skills? What behaviour management strategies will I use?
    Attitudes
    Provide students with the worksheet to Worksheet
    complete during their research (see Appendix
    7).

    Describes how to Interact with students during their research


    preserve an by asking;
    ecosystem What have you found that threatens rivers?
    How does that threaten rivers?
    What could you do so that isn’t a threat
    anymore? Is that realistic/possible?

    Reflection / Review/ Sharing :


    Class discussion where students can share
    their findings. Ensure students cover all
    aspects detailed on worksheet; threats,
    impacts and how to remove threats.
    Assessment
    (See Appendix 8)
    Names humans impacts and threats to ecosystems
    Describes how to preserve an ecosystem

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