Teacher: Starr Phillips

Date: Spring
2016

Subject Area: Life Science

Grade Level:
Third

District:
CarrolltonFarmers
Branch ISD
Unit Title:
Ecosystems

School: Country Place

Elementary School
Lesson Title: Build your
own ecosystem!

TEKS:
Life Science - 3.9(A) observe and describe the physical characteristics of environments and how they support populations and
communities within an ecosystem.
Fine Arts - 117.111(b)(2)(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as
ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of
materials.
Big Ideas (Science Content: Definitions, Facts, Process/Integrated Skills, Explanations, etc.)
Plants and animals depend on each other and their physical environment and can be affected by changes in the ecosystem.

Population a group of one or more species living in a certain habitat.

Community a group of living things that interact in an ecosystem.
Environment the air, water, minerals, organisms, and all other external factors surrounding and affecting a given organism
at any time.
Habitat a place or natural conditions in which a plant or animal lives.
Ecosystem a collection of living and nonliving parts that work together and depend on each other. Ecosystems have no
particular size. An ecosystem can be as large as a desert or a lake or as small as a tree or a puddle. If you have a terrarium,
that is an artificial ecosystem. The water, water temperature, plants, animals, air, light and soil all work together. If there isn't
enough light or water or if the soil doesn't have the right nutrients, the plants will die. If the plants die, animals that depend
on them will die. If the animals that depend on the plants die, any animals that depend on those animals will die.
Ecosystems in nature work the same way. All the parts work together to make a balanced system.
Producers the green plants that make their own food.
Consumers animals that get their energy from the producers or from organisms that eat producers. Three types:
herbivores (animals that eat plants), carnivores (animals that eat herbivores and sometimes other carnivores), omnivores
(animals that eat plants and other animals).
Decomposer Plants and animals that break down dead plants and animals into organic materials that go back into the soil.
Abiotic nonliving (rain, sun, temperature, minerals in the soil)
Biotic living

Learning Objective(s):
1) The student will be given the chance to observe different ecosystems and write three facts or findings about a specific one.
2) Given a variety of art materials, the student will be able to create a model of a specific ecosystem.
3) The student will be able to describe, in detail, the specific characteristics of one particular ecosystem.
Language Objective(s):
74.4
Listening 2(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or
summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate
with content and grade-level needs.
Speaking 3(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating
in extended discussions on a variety of social and grade-appropriate academic topics;
Reading - 4(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as
demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing
main ideas from details commensurate with content area needs;
Writing 5(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases,
clauses, and sentences in increasingly accurate ways as more English is acquired;
Assessments:
Diagnostic Assessment/s: The diagnostic assessment will be done by giving each student a paper with six numbered boxes on
it. These boxes will correspond with a picture that is shown on a smartboard. Each student will fill in that specific box by
describing the environment and listing the type of animals, plants, and climates they might find if they were to visit this place. This
assessment will allow the teacher to gauge each students understanding about these particular environments.
Formative Assessments: The first formative assessment will be the findings from the students stations. This will be three facts
or observations found individually on a specific ecosystem and an unformal written paper where the student writes from the
perspective of a plant or an animal. The second formative assessment will be a concept map created in groups about a specific
ecosystem using the findings from the stations activities. The last formative assessment will be a plan for the students ecosystem
model.
Summative Assessment (Rubric attached): The summative assessment will be a student-created model of an ecosystem. This
will be done using a variety of art materials and a shoebox. The students will compile all the information and research into this final
product.
5 E Teaching Model:
Engage
The focus of the engage will be on finding out what the students know about different biomes. They
will be introduced to six in this section (forest, desert, freshwater, saltwater, grassland, tundra). All
of the students will start out in a group gathered in front of a smartboard. The class will talk about
Safety Rules

the word environment, having the students think-pair-share their understanding of this word. They
will share their ideas of the word and then the teacher will give them a clear definition of it, written
out on chart paper. The teacher will then explain their diagnostic assessment assignment. The
students will be given a paper with six numbered boxes on it (attached below). To correspond with
each box, the students will be shown six pictures, one at a time, of a different environment. In each
box, they will have to describe each environment and then talk about what animals, plants, and
climate they might find if they were to visit this place. This assignment will allow the teacher to
gauge each students understanding about these six major biomes. After the teacher has gone
through all six pictures, the students will flip the paper over and on the back they will write any
questions they have about these biomes or about environments in general. This will give the
teacher extra ideas about what to explore during the rest of the lesson.
The teacher will guide their thinking by asking questions such as: why is there only one tree in this
picture? What could that say about the climate? Think about what kind of animals could be found
in the water and on the land. Do you think many humans would be able to live in this environment?
Why or why not? The student responses will be found in their boxes and might look something
along the lines of the climate is too hot for trees and people to live. There are a lot of different fish
found in the water.

Explore

After the students have been given time to write about the pictures, the teacher will have a few
volunteers to share what they wrote in their box. The paper will be collected and looked over by the
teacher so she will know what points to hit on when explaining each biome.
This section of the lesson will have the students participating in different stations to explore the
different biomes found on Earth. The class will be split into half and all students will spend equal
amount of time at both stations. While the students visit each station, they will take their
Environment Stations packet with them to fill out. Each station will be labeled and will include an
I can statement, a description about how to interact with that station, and an area on the packet to
take notes.
Station 1: This station will be done using laptops or iPads. The students will explore
http://switchzoo.com/games/buildabiome.htm, where they can build their own biome by picking the
animals and plant life that lives there. From this website, students will pick their favorite
environment and write 3 facts or observations they learned while creating it.
Station 2: This station will have the student write about themselves from the perspective of any
animal or plant. They will choose an animal or a plant and they will describe where they live, what

and
Regulations
Computer
safety should
be reviewed
before
accessing the
computers.
No live animals
included in
ecosystem
models.
Art materials
should be
treated with
respect and put
away properly
after each use.

kind of things they would need in their new home, what type of weather they enjoy as if the plant or
animal were writing the paper. The stations handout will have a list of questions for the students to
answer, but the actual free-write will be done on notebook paper. They will have access to different
literature to explore before and during their writing. This is not a formal paper, but they should
answer at least 4 questions with complete sentences and detailed descriptions.
All students should interact with both stations. They will be given 25 minutes at each station to
explore and create their final product. After the students have completed both stations, they will
turn in their stations packet and their piece of completed writing; both will act as formative
assessments for this section of the lesson.
The teacher will act as a guide during these two stations as she walks around the room. She will
ask questions such as:
Why are you picking this biome as your favorite?
Why did you choose that plant/animal to be during your writing?
What type of climate does your ecosystem have?
Use your five senses to help your writing be really descriptive.
The students will answer with their reasoning for picking a particular plant/animal to write about.
Their responses might be that they chose that animal because they wanted to learn more about it
or they picked that plant because they had never seen it before. Reminding students to use their
five senses will help them focus in on the specific things they need to write about.
Explain

During this part of the lesson, all students should have completed their two stations activities. This
part of the lesson will focus on the 3 facts or observations the students found when building their
own biome on the laptop. The teacher will have seven labeled spots around the room six of them
will be specific biomes and the seventh one will be for students who picked a biome that was not
labeled on the wall. In each of their newly formed groups, the students will build a concept map
based on the information they learned from the website. They will then share this concept map with
their classmates to introduce each of the biomes a little more. After each biome is introduced, the
teacher will add any more important pieces of information that the students may have missed.
After they have shared their concept maps, the class will watch a StudyJams video (
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm) to further
their learning of environments and ecosystems. The class will then take the test that follows the
video so the teacher can gauge what the students learned. She will follow up the test by starting a

class discussion. The questions she would ask would be:

Why is knowing about ecosystems important?
Do you think all ecosystems have abiotic and biotic factors? What are some examples?
What would happen without one part of the ecosystem?

Elaborate

Evaluate

The teacher will listen to the discussion being produced and will add to the thinking or correct
thinking. The students will then get back into their groups and build onto the concept map, adding
the abiotic and biotic factors they might have left off the first time. This final concept map will act as
a formative assessment.
This section of the lesson will have students creating their own model of an ecosystem. This will be
an individual assignment. Students will need to bring in a shoebox or a box of about the same size
(notice will be given to parents in advance) and they will create an ecosystem of their choosing.
Students will think back to the last part of their lesson when they created a concept map with a
couple of their peers. This concept map was based on the ecosystem that they picked during their
exploration, so this will be the one they will create unless they provide reason for picking another
one. The student will fill out an index card describing their plan for their ecosystem model. It will
have the name of the ecosystem and a drawing of what they are thinking about doing with their
shoebox. This will act as a formative assessment. There will be a checklist and a rubric (attached
below) that the students must follow to receive full points for their model and show understanding of
this new concept. Students must include: the climate, animals (at least two), plant life, and physical
characteristics of their specific ecosystem. After the students have created their ecosystem model,
they must provide a written explanation of it as well.
The students will be given a week to research their environment and work on their model and/or
their writing. The rest of the project can be worked on outside of class as well. The teacher will
provide some art materials. While the students are working on their ecosystems, the teacher will be
walking around asking questions to keep the students focused on the task. Her questions will be
along the lines of:
What type of animals/plants are going to be in your ecosystem?
How are you going to set this all up?
How are you going to portray the climate?
The students final model and writing piece will act as their summative assessment for this lesson. They will follow
the checklist and the rubric to display their understanding of this new concept. They will also present their
environment to their peers so all of the major biomes will be covered. The checklist and the rubric are attached
below. Students will have a copy of each to refer to when creating their ecosystem model.

Language Modification(s):
There will be a word wall hanging up for the students to refer to when making their model and writing their description. Dictionaries
will also be available.
Special Needs Modifications:
Special needs modifications will include giving the student all the necessary art materials they need to make their ecosystem. For
example, if the student is building a desert biome, they will be given the proper animals, climate material, and plants that belong in
their environment, but they will have the responsibility of setting them up.
GT students will be given the opportunity to write notes on all of the different biomes when they are presented. They can be as
detailed as the student would like but must include notes about all the different ones. These notes will be copied and given to all
the other students as an overview.
Materials and Resources:
Chart paper
Laptops/IPADs
Notebook paper
Shoeboxes
Variety of art supplies (colored construction paper, toy animals and plants, glitter, felt, etc.)
Technology:
Smartboard
Laptops/IPADs

Who lives here?

Describe what you see. Brainstorm what animals you may see, what the climate might be like, and
what plants you may find in each environment.
1.

2.

3.

4.

5.

6.

Pictures that the teacher will show:

1. Forest

2. Desert

3. Freshwater

4. Grassland

5. Tundra

6. Ocean (saltwater)

Environment Stations
Station 1:
I can build my own biome on a laptop.
Explore the website that is set up on the laptop. Choose your favorite biome, create it, and write three facts or
observations you learned about it.
1.

2.

3.

Station 2:
I can write about myself as if I were a plant or an animal.
Explore the books provided and choose a plant or an animal. Using a piece of notebook paper, write about this plant or
animal as if you were in its body. Write about where you live and what types of things you would need in your new home.
You must include your answers to at least 4 of the questions below. Use complete sentences and details.

Where do you live?

What do you see?

What do you do?

What do you eat?

What do you hear?

What do you touch?

How do you protect yourself?

Where do you sleep?

Who are your friends?

Rubric for individual ecosystem model:

Name:________________________
4 Points (A)

3 Points (B)

Ecosystem: ________________________________
2 Points (C)

1 Point (D)

0 Points (F)

Ecosystem is creative and

neatly presented. Mastery of
characteristics is clear.
Includes more than 2 types
of animals AND plant life.
Turned in on time. Proof of
student work is evident.
Written explanation is brief
AND correct.

Ecosystem is somewhat
neat. Mastery of concepts
or characteristics is
somewhat clear. Includes
more than 2 types of
animals OR plants. Proof of
student work is evident.
Turned in on time. Written
explanation is brief AND
correct.

Ecosystem is turned in 1
day late. At LEAST two
types of animals AND
plants included. Some
mastery of characteristics
evident. Little proof of
student work. Explanation
is somewhat brief and
correct.

Ecosystem is turned in two

to four days late. Little or
no effort put into the
project. One animal OR
plant.
Messy, not organized. No
written explanation or
explanation is incorrect.

No project turned in or
project turned in more than
4 days late.

Checklist for individual ecosystem model:

Choose an ecosystem
Find a shoebox
Include at least 2 animals specific to your ecosystem
Include plant life specific to your ecosystem
Include the climate specific to your ecosystem
Write an explanation of your ecosystem explain all of its characteristics

Concept map: