Ecosystems


 * 5.9A: The student knows that there are relationships, systems, and cycles within environments. The student is expected to observe the way organisms live and survive in their ecosystems by interacting with the living and nonliving elements. **

** Content Objective: We will observe the way organisms live and survive in their ecosystems by interacting with the living and nonliving elements. (5.9A) ** ** Language Obejctive: We will internalize new basic and academic language by using it and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. (ELP.1E) **

ENGAGE: 10 minutes BUILDING BACKGROUND Divide class into six groups. Give each group a piece of large manila paper with a T-Chart on it, dividing the paper into Living and Nonliving. A different heading should be on each manila paper: Rainforest, Deciduous Forest, Desert, Tundra, Grassland, and Savanna. Students will have 30 seconds to list as many living and/or nonliving things as they can on the paper they have. Students will rotate after 30 seconds and continue to write living/nonliving examples in each ecosystem. Students will rotate through all stations until they come back to their own.

After I have done this in all three classes, I will make a composite of all the t-charts and hang them in the back of the room.

EXPLORE: 15 minutes BUILDING BACKGROND Students will engage in the following QuickWrite Prompts:
 * I know that living things….
 * A habitat is important to living things because….
 * If there were no living things on Earth….
 * Nonliving things are important to living things because…

After students have had time to write, allow them to share in groups or whole class.

EXPLAIN: 15 minutes POWER TEACH · organism -- a living or once living thing · ecosystem -- all living and nonliving factors that interact together in an environment · habitat -- area in an ecosystem where an organism lives

EXPLORE: 50 minutes TERRARIUMS Pass out terrarium maps. Have the class label the top of the rectangle representing the terrarium FRONT and the bottom of the rectangle BACK. Instruct students to use the following symbols in the key at the bottom: In groups of four, students will decide where they want to plant the differents seeds in their terrariums. After the group has decided and everyone has completed their terrarium map (all maps within the same group should look the same), then groups will get five of each kind of seed to plant in their terrariums. After seeds are planted, groups must determine how much water to put in their terrariums. After the water has been added, groups will seal their terrariums with saran wrap and place them in the windows.
 *  -- corn
 * %-- barley
 * x -- radish
 * ♥ -- pea
 * ○ -- clover

QUICKWRITE:
 * I liked….
 * I predict….
 * I don’t know if….
 * I wonder….

ENGAGEMENT METER FOR PLANTING TERRARIUMS

Every three or four days after the terrariums have been built, have students take them down to make observations. Students will always view all classroom terrariums and make connections about what they see.

QUICKWRITE:
 * I liked….
 * I predict….
 * I don’t know if….
 * I wonder….
 * The soil is important because….
 * The air is important because…
 * The water is important because…