L6+Blouin,+Cameron

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr. Blouin ** **__Lesson #6:__ __Facet: Self-Knowledge__**
 * __ Grade Level __**** : 7-8 ** **__Numbers of Days: 4__**
 * __ Topic: __**__ Biomes and Ecosystems __


 * __ PART I: __**

Students will understand that each organism plays a key role in their ecosystem.
 * __ Objectives __**

Students will know terminology like biomes, ecosystems, trophic systems, and food-webs.

Students will be able to synthesize the big picture of how each ecosystem works


 * Product: ** iMovie

Maine Learning Results Content Area: Science and Technology Standard Label: E. The Living Environment Standard: E2 Ecosystems, Grade Level Span: Grade 6-8 Students examine how the characteristics of the physical,non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part. Performance Indicators: b and c..
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Students will be covering the content in this unit in their final paper which will talk about biomes and ecosystems components.
 * Rationale: **


 * __ Assessments __**

The students will be writing in journals each day at the end of class to review the days contents and this is their chance to write down questions they may have. I will read these journals and we will review the common questions that the class had.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

I will be providing written feedback to students who may have had a particular question or has a concern about the content. This will be private between myself and the student and will be done by the next class.
 * Section II – timely feedback for products (self, peer, teacher) **

The students are going to be making a movie using the iMovie software from Apple. They will be able to work in small groups for this project and in their video they will need to explain clearly what a biome and ecosystem are with examples of each. They then must talk about what makes each biome so unique as far as climates and plant and animal diversity.
 * __ Summative (Assessment of Learning): iMovie __**

The students will be using a program called iMovie which allows the students to make their own video recordings and compile them into a video. This program has great video editing and picture effects that the students can use to enhance their videos. Plus the videos can be easily shared with anyone the students wish too.
 * __ Integration __**
 * Technology: **

English-Students will be writing out their scripts and making sure they are speaking with proper diction during their video
 * Content Areas: **

A cluster word web is going to be used during this lesson. This is being used because the students will be able to sort out the information they need to cover in their iMovie. They will be able to split up concepts like biomes, ecosystems, and climate and explain them separately.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will be placed in groups of three by counting off numbers around the class. Each student will be assigned a role in the group for them to complete their iMovie. Roles can be a researcher, a video editor, and a script writer. This way every student is involved as they finalize their product.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * **Verbal/Linguistic**- Students will be writing journals with questions or comments about the content.
 * **Logical/Mathematical**- Students will be analyzing the ecosystems to find key points and details.
 * **Visual/Spatial**- Students will be creating their Cluster Word Web.
 * **Bodily/Kinesthetic-** Students will be making videos using iMovie.
 * **Interpersonal-** Students will be working in groups as they make their iMovie on ecosystems.
 * **Naturalist-** Students will be doing studies on ecosystems and will be doing outdoor observations.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

If a student is absent they will be assigned to a group of either two or three depending on the group sizes available. They will be required to fill out their cluster word web upon arrival with their work and then the group will assign a role to the student to help them complete their movie.
 * Plan for accommodating absent students: **


 * __ Extensions __**

The students will be using a program called iMovie which allows the students to make their own video recordings and compile them into a video. This program has great video editing and picture effects that the students can use to enhance their videos. Plus the videos can be easily shared with anyone the students wish too.This a type II technology because it allows the students create and edit a movie by using only their computer.
 * Type II technology: **


 * Gifted Students: ** Gifted students will have add to their movie descriptions of plants and animals from the different biomes and why they are able to survive in the conditions that the biomes present. This will require them to do some more research and to do some comparisons.

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * Laptops
 * Internet
 * Textbook
 * Projector
 * Handouts
 * iMovie

// List all URL and describe. // []- Quite possibly the only resource the students will need. This is one of the richest resources I have ever found. Information on plants and animals from around the world are covered here and a description of all of them are provided! [] This website has a large collection of resources available for both students and teachers about ecosystems and biomes. Graphic organizers and quizzes are also included. [|http://www.geography.learnontheinternet.co.uk/topics/whatecosystem.html#ecosystem] This website breaks down various biomes and ecosystems and clearly explains them all.
 * __ Source for Lesson Plan and Research __**

[]- An excellent resource that clearly outlines a food-web and its contents and breaks down vocabulary clearly. Diagrams are also provided and has various resources provided.

[]- This is a incredibly valuable resource for students where they are able to study plants and animals throughout the world. Plus this site is full of rich links where students can research even further.


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Day 1: Day 2: Day 3: Day 4:
 * Students will discuss the idea of a world without Internet or cell phones (15 Minutes)
 * We will go outside to observe the local ecosystem and have a class discussion of what we see (45 Minutes)
 * Explain the iMovie and the groups (10 Minutes)
 * Students will write in their journals (10 Minutes)
 * Short discussion over questions students had from journals (10 Minutes)
 * Cover information students need to know for their movies (40 Minutes)
 * Explain roles the students will have (5 Minutes)
 * Handout is given to students and have them begin to fill it out (25 Minutes)
 * The students will resume working on their handout in their group (20 Minutes)
 * Students will be able to work on their iMovie (50 Minutes)
 * Journal entries and students can leave (10 Minutes)
 * Brief review of journals if relevant to the iMovie or help needed in their research (10 Minutes)
 * Remainder of class designated to students finishing their iMovies (70 Minutes)

The classroom will be setup with the desks in groups of four. These groups are who the students will be working with during the iMovie project. Students will understand that each organism plays a key role in their ecosystem. They will also be able to explain the content covered in the previous lessons. They will need to know this because understanding the way our planet works may be crucial in the future with so much changes in our climate that are occurring. To get students interested I will start the class asking the students how they think the world would be if suddenly there was no more internet or cell phones. The students will write down their theories on paper and then we will disuss this as a class. This will relate to students thinking about what happens if organisms suddenly are removed and the effects that would cause.
 * Where, Why, What, Hook Tailors: **Logical, Interpersonal, Linguistic

Students will know terminology like biomes, ecosystems, trophic systems, and food-webs. They will know the critical details to how plants and animals survive and interact. The students will already have most of the knowledge from the previous lessons. What I will do to make sure everyone has the proper information is do a quick review of the content and if students have questions then we will clarify that way. We will also go outside for a class discussion to look at our local ecosystem to make observations and discuss what we see. To check for understanding I am going to have the students write in their journal of information they learned. what they want to know more about, or information they simply have questions on for clarification. These journals will be read and feedback will be given to the students.
 * Equip, Explore, Rethink, Tailors: **Interpersonal, Naturalist, Bodily/Kinesthetic, Verbal, Visual

In groups the students will be working together to come up with an iMovie presentation which will cover the content we went over in the previous lessons. They will have full access to the notes and handouts from the previous lessons if needed. They will organize all of their information in their graphic organizer which will help them as they make their movies. Students will be able to synthesize the big picture of how each ecosystem works. The students will come into the class and find that the desks are arranged into groups of four. Each desk will have a name on it and the groups will become their peers to work it. The students will be holding each other accountable throughout the project to make sure that everyone is contributing to the movie whether it be by writing the script, or doing the movie editing etc. The students will have been told what it is expected to be covered in their movies and that information is needed to be presented accurately in their videos. Being in groups of four the students will be able to do self-assessments of their work as a whole and work to improve their product before it is turned in.
 * Explore, Experience, Revise, Refine, Tailors: **Interpersonal, Logical, Bodily/Kinsthetic, Visual, Linguistic

The students will be doing a self-assessment with other members from their group. They will have copies of the same rubric I will use to do their final grade and should be able to make the proper edits to ensure they earn the most points possible. I will be doing surveys of the students as they are working to help them if needed whether it be content related or about the iMovie software itself. This will help to make sure students don't get to far behind and that each student has the same chance to use some of the features that iMovie has to offer. This lesson will be the wrap up of the unit. All of the previous information the students learned will be shown in their iMovies'.
 * Evaluate, Tailors: **Interpersonal, Visual, Logical, Linguistic,

Students will know….. Biomes are the world’s major communities. They are the largest descriptors for an area on Earth. Examples of biomes are aquatic, deserts, forests, grasslands, and the tundra. In a biome there is specific biotic and abiotic elements. Biotic stands for living. This would be any plants, animals, insects, aquatic species, and even cells. Abiotic stands for the non-living. This can be a large variety of things such as ponds, lakes, deserts, mountains, rain, snow, etc. There are many types of abiotic factors. Ecosystems are similar to biomes except they are on a much smaller scale. For example, a desert is a descriptor for a biome, whereas Death Valley would be an ecosystem. The area is much smaller and is more specific to the factors that affect what lives there. In order for ecosystems to remain healthy, the biotic and abiotic components need to interact. If these components do not interact then it can lead to massive problems in that area. Since ecosystems are small, there is a large variety of them out there. A puddle can even be considered an ecosystem. Each ecosystems possesses unique plants and animals that have adapted to thrive to the conditions. Great examples of adapting to the ecosystem can be shown through birds. Their beaks can clearly explain what types of foods are available. The Galapagos islands are great examples of an ecosystem with unique characteristics. Comparisons of animals from various ecosystems around the world will need to be done. Great examples to compare are mammals from deserts to those that live in the tundra. Notice how their fur may be different or how they have to stay close to water resources. An arctic fox and a coyote are a great comparison tool. Both are small mammals that rely on predation, yet what makes them different is key. Or for plants, a comparison of the arctic willow found in the tundra and the creosote of the desert can clearly define how the two plants are similar but different at the same time. Vocabulary the students will need to know are biomes, ecosystems, climate, photosynthesis, and metabolism.
 * __ Content Notes __**
 * Biome-A large naturally occurring community of flora and fauna occupying a major habitat.
 * Ecosystem- A biological community of interacting organisms and their physical environment.
 * Climate- A region with particular prevailing weather conditions.
 * Photosynthesis- The process by which plants and some organisms use sunlight to generate energy.
 * Metabolism- The chemical processes that occur with a living organism in order to maintain life.


 * __ Handouts __**

Rubric Graphic Organizer


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //** This lesson will meet the clipboard learning style by allowing them to logically plan out their graphic organizer and making their iMovie that synthesizes what an ecosystem is.


 * // Microscope: //** Microscopes will be able to research and decide what information is important to write in their essay. The graphic organizer displays the information in a very logical way that will be appropriate for them.


 * // Puppy: //** Students will be able to work with classmates as they are researching their species. This is highly encouraged and will allow students to help one another of ideas.


 * // Beach Ball: //** For the beach balls this lesson will allow them to do various activities which is important to how they learn. They will be working both individually and in small groups for the graphic organizers and then transition into doing their iMovies with their peers.


 * // Rationale: //** Overall this lesson will allow each learning style an equal opportunity since the lesson incorporates main points that each learning style needs in order to succeed.


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //** The students will be assessed using journals. They will be writing down daily in their journals about what they learned about in that class and write down questions they may have about the content that needs clarification. The journals will be read and then if common questions were presented then we will go over them in class the next day. There will also be written feedback in their journal from myself.


 * // Summative: //** In groups the students will be making an iMovie that will explain everything they have learned about ecosystems over the course of the unit. It will be expected that they talk about concepts like climate, food-webs, and how each organism has a set role in order for their ecosystem to thrive. They will be evaluated using a rubric and the students will be doing peer evaluations on these rubrics to make sure that each student was contributing equally in the product.


 * // Rationale: //** The formative assessments will help the teacher monitor how the class is doing with the content being presented. The summative assessment will be the proof that students are understanding the content.


 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**

Students examine how the characteristics of the physical,non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part.
 * // Content Knowledge: //**
 * // MLR or CCSS: //**
 * Maine Learning Results **
 * Content Area ** : Science and Technology
 * Standard Label ** : E. The Living Environment
 * Standard ** : E2 Ecosystems,
 * Grade Level Span ** : Grade 6-8
 * Performance Indicators ** : b and c..


 * // Facet: //** Self-Knowledge


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**


 * // MI Strategies: //**


 * **Verbal/Linguistic**- Students will be writing journals with questions or comments about the content.
 * **Logical/Mathematical**- Students will be analyzing the ecosystems to find key points and details.
 * **Visual/Spatial**- Students will be creating their Cluster Word Web.
 * **Bodily/Kinesthetic-** Students will be making videos using iMovie.
 * **Interpersonal-** Students will be working in groups as they make their iMovie on ecosystems.
 * **Naturalist-** Students will be doing studies on ecosystems and will be doing outdoor observations.


 * // Type II Technology: //** The students will be using a program called iMovie which allows the students to make their own video recordings and compile them into a video. This program has great video editing and picture effects that the students can use to enhance their videos. Plus the videos can be easily shared with anyone the students wish too.This a type II technology because it allows the students create and edit a movie by using only their computer.


 * // Rationale: //** This lesson uses many different MI's which will help meet the needs of the students and not one MI is focused on which would only benefit a hand-full of students. The students will be moving around making their videos, we will be doing nature observations outside, working both individually and in groups, etc.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness Rationale: The students will be making an iMovie which will allow them to be as creative as they wish with the technology. The program allows them to customize their video with special effects and audio effects. This will allow the students to be as creative as they wish. b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes Rationale: The students will be planning out their entire video in both the content and the way it will be presented. They will be able to make the video anyway they want as long as it is appropriate and still presents the content needed. d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity Rationale: The students will be making their iMovie which will allow them to be creative and also shows what the students have been learning over the course of the unit. It will be expected that they are hitting the key points that we discussed in each lesson. b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources Rationale: This lesson addressed many different MI's which will help the students succeed during the activities. If students are not comfortable using the technology they will be paired up with a student who has used it in the past so that no one falls behind. d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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