edTPA Lesson Plan Template*

Carlynn Richter
Central Focus: Compare the structures of the Earths surface

Subject: 3rd Grade

Science

using models or three-dimensional diagrams.

Essential Standard/Common Core Objective:

3.E.2.1 Compare Earths saltwater and

freshwater features (including oceans, seas,
rivers, lakes, ponds, streams, and glaciers).

Date submitted: Dec. 7

Date taught:

Daily Lesson Objective: Students will compare the features of both saltwater and freshwater environments.
21st Century Skills: Compare and Contrasting

Academic Language Demand (Language Function and

Vocabulary):

Prior Knowledge: Ecosystems, Environmental aspects to science

Activity

1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

Description of Activities and Setting

Did you know that water covers more than 70% of the world? What
kinds of things do you do that use water? As students answer, write
their answers on the white board. Then ask, Does anyone remember
what an ecosystem is? (CFU) An ecosystem is a community of living
things.
Today we are going to talk about the differences and similarities of
fresh water and salt water ecosystems.
Can anyone tell me the difference between salt water and fresh
water? Give students the chance to answer and then say, Is the water
that comes out of the shower salt water? Let students answer then say,
Raise your hand if you have ever gone to the beach Call on a student
with their hand raised and ask, When you swim in the ocean and you
get water in your mouth what does it taste like? Does it taste the same
as the water you drink? (CFU)

Time
5 minutes
or less

1 minute
20
minutes

After students answer explain that oceans are saltwater and the water
we drink is freshwater. Ask, Do you think Lake Norman is fresh water
or salt water? Why? (CFU)
On the white board have pictures of each ecosystem (Lake, river, ocean,
sea, pond stream and glaciers). On one side of the board write: Fresh
Water and on the other write: Salt water. Then ask students to volunteer
to place one picture under the category in which they think it goes. If
they get it right ask the class why it is correct, if it is incorrect talk
about why it is incorrect and what makes it the other one.
(CFU)
5 minutes

4. Guided Practice

Students will work with their tables and discuss what they believe the
differences between freshwater and saltwater ecosystems are. Each
person will write two suspected differences and two suspected

similarities in their notebook. While tables are discussing this I will

walk around and ask questions such as, So why doesnt the water from
the water fountain taste salty?
(CFU)

5. Independent Practice

20
Each of you will be given a passage about the
minutes
similarities and differences of fresh water and
saltwater environments and a Venn diagram. I am going
to put you into groups of two and I want you to read
the passage and fill out the Venn Diagram together. I
want one of you to read half of the passage and the
other to read the rest.
Students will be provided with this passage:
Water covers more than 70 percent of the Earth's
surface. Oceans and seas contain salt water and are
called salt water ecosystems. The oceans are the
Earth's largest ecosystems. Fresh water is water that
has very little salt in it. Lakes, rivers, ponds, streams
and marshes are freshwater ecosystems.
There are many different saltwater ecosystems
because the saltwater is not the same everywhere.
Ocean water that is near the shore or at the surface
is often warmer than deep water in the ocean. Many
plants and animals live in this warm shallow water. In
the deeper parts of the ocean, the water is much
colder and there is very little sunlight. This part of
the ocean has very little plant life and very few fish.
Like the saltwater ecosystem, not all freshwater
ecosystems are the same. Rivers and streams have
moving water. How fast the water moves determines
what can survive in the water. Many plants and animals
live in rivers and streams. The water in lakes and
ponds is still. Lakes are usually deeper and the water
temperature depends on how deep the lake is.
Like the ocean most animals and plants live in
the shallow water. Fewer plants and animals live near
the bottom of a lake because it is too deep for
sunlight to reach the bottom.

6. Assessment Methods of
all objectives/skills:

7. Closure

8. Assessment Results of
all objectives/skills:

As the students are finishing reading the prompt and creating their Venn diagram I will go
around to each group and look at their Venn Diagram. Each student should have at least
two things in each section. If the students have less than two items in each part of the Venn
diagram I will ask them to re-read the passage and come up with (how ever many) more of
each. After students have at least 2 answers in each area I will ask provide them with a
small piece of paper and ask them to write 2 examples of fresh water ecosystems and two
examples of salt water ecosystems. As we move on to a different subject I will have them
bring their papers to the carpet with them where I will collect them.
Can you tell me what you learned about Salt water ecosystems today?
5 minutes
(CFU) After a student has answered, ask another student, Can you tell me
what you learned about fresh water ecosystems? (CFU) Then call on another
student and ask, What is an example of fresh water? After they answer ask,
What is an example of salt water? (CFU)
Then say: So today we learned that there are several similarities and
differences between fresh water and salt water ecosystems! Some of the
similarities include that both are water and that animals live in both, while
some differences include that salt water is not for drinking and the majority of
earths ecosystems are salt water!
Each student should have at least 3 out of 4 environments that are fresh water and salt water
ecosystems correct.

Targeted Students Modifications/Accommodations:

Students with a high or low reading level (PID)

Student/Small Group Modifications/Accommodations:

I will pair students who are performing below grade level in
reading with someone performing above grade level in reading.
By having both students read a portion of the passage it will
encourage both students reading even though they are
performing at different levels. (PID)
Materials/Technology: Passage from http://www.studyzone.org/testprep/ela4/h/comparecontrastl.cfm, Venn Diagram
worksheet, white board, pictures of different ecosystems.
Reflection on lesson:
*Modified slightly for use in ELED 3111, Smith, Fall 2015.