Bridgewater College Teacher Education Program Lesson Plan

Name: Amanda Giauque

Subject/Grade Lesson Title: Unit: Date or

Level: 3rd Lesson #:
grade Science Freshwater Habitats and Ecosystems
Wetlands November
10, 2016
Virginia SOL/National Standard:

Science SOL 3.6:

The student will investigate and understand that ecosystems support a diversity
of
plants and animals that share limited resources. Key concepts include
a) aquatic ecosystems
Measurable Lesson Objective(s):

The students will be able to identify the types of freshwater biomes learned today:
lakes, streams, ponds, rivers, swamps, and marshes.
The students will be able to list at least one animal that lives in freshwater
biomes.
The students will be able to identify one feature of freshwater biomes.
Materials/Technologies/Resources Needed:

Freshwater Habitats Presentation

https://drive.google.com/open?id=1CDFy8-D52gWi0Znh-
Z8OhE3G3EM_uhsxBm-URsNXZLY
Life In A Freshwater Biome Tab Booklet
iPads Station
6 iPads
Ecosystems HD app
Soda Bottle ecosystem (already made by students)
Play-Doh Freshwater Habitats Station
Brown, blue, and green Play-Doh
Different animal/insects that live in freshwater
Toothpicks
Pictures of Freshwater Habitats
iPod (to take pictures)
What I Made Worksheet
Exit Slip

Assessment (Formative and/or Summative):

Exit Slip

Anticipatory Set (Hook & Agenda)

Teacher will: Students will: Accommo Anticipate
dations/Di d Time:
fferentiati
on:

Access /Review Prior Knowledge

Teacher will: Students will: Accommoda Anticipa
tions/Differe ted
The teacher will say: The students will raise ntiation: Time:
Today we are going to their hands and give
continue working on our answers to any questions 7
ecosystems unit. Can
that the teacher asks. minutes
someone please raise their
hand remind me what an
ecosystem is?
Thank you for all of your
well-thought out answers.
Today, the ecosystem we
are going to learn about is
all of the freshwater
biomes. Can anyone raise
their hand and give me an
example of a freshwater
biome?
Thank you class, for
having good participation.
The freshwater biomes we
are going to be learning
about today are lakes,
streams, ponds, rivers,
marshes, and swamps.

The teacher will show the

Freshwater Habitats
Slideshow and interact with
the students, asking them
to point out features of
each freshwater habitat
that they can see.

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
Teacher will: Students will: Accommoda Anticipa
tions/Differe ted
During this class period, The students will be ntiation: Time:
there will be 3 stations set rotating through each
up. The students will be station throughout the I will ensure
class period, and filling out
split up into 2 groups, so that the 27-30
their Life in a Freshwater
groups of 8. Then, within Biome Tab Book as they students minutes
one half, they will split and move through the stations. who distract of the
go 4 to the iPads and 4 to each other stations
the Ecosystems. The iPad and do not
station and the Ecosystem work well
station will each last about with one
9 minutes, and the Play- another are
Doh station will last about as much
18 minutes. split up as
possible to
In Station #1, students will allow for
be using an app on the smoother
iPads called Ecosystems flow of the
HD. stations.
In Station #2, students will
be with one of the teachers
to do some observation of
their ecosystems, and
discuss changes and what
type of freshwater biome it
could be considered.

In Station #3, students will

be with one of the teachers
and will create a Play-Doh Teaching Process &
model of one of the Modeling (Content is Teachin
freshwater biomes, and presented, accessed, or g
built): Process
write a summary about it
&
and take a picture of it Station #1 (iPads): The Modelin
using the iPod. students will get their Teaching
Process & g
iPads open and follow the (Conten
Teaching Process & instructions to get to the Modeling
(Content is t is
Modeling (Content is Ecosystems HD app, and present
presented, accessed, or explore around in the presented,
accessed, or ed,
built): designated areas of the accesse
app, attempting to look for built):
Station #1 (iPads): The d, or
information to help them built):
teacher will display
fill out some of their tab
instructions for students on 2
booklet.
the screen about how to

get to the app and which
part(s) to do. The students
will then be self-taught
through the use and
exploration of the app.
Station #2 (Ecosystems):
The teacher will start a
discussion about their
ecosystems and talk about
how they are freshwater,
and what type of
freshwater biome it would
be considered.
Station #3 (Play-Doh): The
teacher will show students
a bunch of pictures of
different freshwater biomes
and ask students questions
about what types of
features they see,
differences between the
biomes, etc.
Guided Practice/Checking
for Understanding
Station #1 (iPads): The
teacher will keep tabs on
these students to ensure
they are on task, behaving,
and making progress while
still teaching at their
station.
Station #2 (Ecosystems):
The teacher will continue to
guide the discussion about
their ecosystems, posing
questions to the students
while also guiding them in
the direction of things to
look for.
Station #3 (Play-Doh): The
teacher will instruct the
students to use their
materials to create
minutes
Station #2 (Ecosystems):
The students will
participate in the
discussion with the
teacher while looking at
their ecosystem.
Station #3 (Play-Doh): The
students will look at the
pictures of different
freshwater biomes and
look for similarities,
differences, features, etc.
Guided
Practice
/Checki
Guided ng for
Practice/Che
Guided Practice/Checking Underst
cking for anding
for Understanding
Understandi 5
Station #1 (iPads): The
ng
students will explore minutes
throughout the designated
sections of the app and fill
out as much information
as they can in the amount
of time given in their tab
books.
Station #2 (Ecosystems):
The students will continue
to observe their
ecosystems and write
these observations down
in their packet for the
ecosystems.
Station #3 (Play-Doh): The
students will build their
freshwater biome with the
given materials and write
their summary about what Indepen
they did, and then take dent
the picture. Practice
:
2
whatever type of
freshwater biome that they
would like. When they
finish, they need to write a
short summary of what
they built, and then take a
picture of it on the iPod
with their summary next to
it in the picture so that the
teacher knows whose is
whose.
Independent Practice:
Throughout the stations,
the teachers will remind
the students that it is their
responsibility to be filling
out their tab book at each
station until they have filled
out every section.
minutes
Independent
Practice:
Independent Practice:
The students will use their
time wisely during the
stations so that they can
add at least a little
something to their tab
books on every station so
that it will be done by the
end of all three of the
rotations.

Closure

Teacher will: Students will: Accommodations/ Anticipated Time:

Differentiation:
The teacher will The students will 8 minutes
give the students complete their
the exit ticket to exit tickets
complete with the
independently.
time remaining.

Declarative Summary Statement:

Today, we learned about the different types of freshwater biomes, and the types
of animals, insects, climates, and features of them.

Activity If Extra Time Remains or Technology Fails

Teacher will: Students will: Accommodations/ Anticipated Time:
Differentiation:
If the iPads do not The students will 9 minutes
work, the teacher flip through books
will have the and find the
students use
information
books from the
library instead to necessary to fill
look for out some of their
information about tab booklet.
freshwater
biomes.

Note: Attach or provide hyperlink to all handouts, external documents, resources,

etc.

Forethought: What could go wrong with this lesson plan - if

this happens - what will you do?

In this lesson, I see the biggest risk being the station with the Play-
Doh. I can picture a problem that could occur being the students
being off task with the Play-Doh and just playing with it the way they
want to instead of following the directions. Because I will be the
teacher at this station, I will ensure that if this happens, I will give them one warning, but if they
persist, I will take away the materials and tell them they can just go sit by themselves and draw
it instead of using the Play-Doh.
Name: _____________________

Freshwater Habitats Exit Ticket

1.Name two freshwater habitats that you

learned about today.
 2.Name one feature of each of the habitats
you listed above.

3.Name two different organisms that live in

freshwater habitats.

Name: _________________

Play-Doh Freshwater Habitat

Directions: Now that youve created your Play-Doh freshwater habitat, write
about what you made in the space below. Be sure to write about the
organisms and any other features you included.

____________________________________________________________

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