L1+Blouin,+Cameron

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Blouin **__Lesson # 1:__ __Facet:__** Explain
 * __ Grade Level __**** : 7-8 ** **__Numbers of Days:__** 4
 * __ Topic: __** Ecosystems unique properties


 * __ PART I: __**

Student will understand that each ecosystem has unique properties such as plants and animals Student will know terminology like biomes, ecosystems, climate, photosynthesis, and metabolism. Student will be able to do show examples of ecosystems in the world
 * __ Objectives __**


 * Product: ** Glogster

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 **

__**Rationale**__: Students will be learning key details on plants and animals from various ecosystems to understand how they are essential to their ecosystem.


 * __ Assessments __**

A KWL chart will be used to assess the students at the beginning of the unit. The chart will allow students to write down what they already know, what they want to know, and what they learned throughout the unit. This will be turned in and returned to the students at the end of the unit.
 * __ Pre-Assessment: (Lesson 1 only) __**

Class questions will be done during this lesson for students who may need clarification on certain information or if they want to know in more detail about the ecosystems. The amount of time for questions will be based on the students needs.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

As the students are making their Glogster's, their will be a peer review where students will be assigned time to grade other classmates using a rubric. Students need to review three or more classmates Glogster's during the class period. The students will then have time to edit their Glogster before turning it in for a final grade. The same rubric will be used by the teacher to grade the students.
 * Section II – timely feedback for products (self, peer, teacher) **

The students will make a poster on Glogster that will show the details of various ecosystems. The students will show the animals and plants and compare them from the various ecosystems and present this to the class. At least three ecosystems need to be incorporated into the Glogster for comparison. The students will need to be able to explain in detail the organisms and be able to show pictures and links to outside resources. The presentation should be roughly three to four minutes and multiple ecosystems should be addressed. A textbook and a website must be used for resources while developing the Glogster. (50 Points)
 * __ Summative (Assessment of Learning): __****__ Glogster __**


 * __ Integration __**
 * Technology: ** The technology being used in this lesson is an interactive poster called Glogster. This is a type II technology because the posters are interactive for students where they can use photos and videos in their posters. They can be used from any computer and shared with the world.

**English**: This is a presentation so public speaking and using proper diction will be necessary while presenting the Glogster.
 * Art ** : Glogster can tie into an art class simply because it allows students to get creative and personalize a poster that expresses themselves while still displaying that they understand the information.

The cluster word web is going to be used during this lesson that will help students display key information. This can be anywhere from vocabulary or large concepts that have fine details. Each student will be filling out their graphic organizer individually as the teacher is presenting the information. The students will also be placed into groups where they will be able to compare ecosystems which will help for the development of their Glogster's.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will be able to discuss ecosystems with other classmates as they prepare to design their Glogster. But, each students individually will be designing their own Glogster. While they are working on them they will be able to talk with other students to bounce ideas off of one another. This can be ideas of animals to consider comparing or maybe good resources that students have found. Each student is responsible for his or her own work.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal/Linguistic ** - There will be readings and notes over the ecosystems in class.
 * Logical/Mathematical ** - Students will be able to compare and contrast the various ecosystems.
 * Visual/Spatial ** - Posters and videos will be presented in the class with details on the ecosystems.
 * Bodily/Kinesthetic ** - Walking into the woods by the school to study the local ecosystem.
 * Musical/Rhythmic ** - Playing background music or recordings of sounds from various ecosystems around the world.
 * Intrapersonal ** - Students will be making a Glogster online by themselves.
 * Interpersonal ** - They will be working in small groups comparing ecosystems.
 * Naturalist ** - Seeing pictures of nature and going outside into the local ecosystem.


 * __ 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. //

Students who are absent during this lesson will be given the cluster word web and find a classmate to get the necessary information. The graphic organizer will be available on the class wiki as a pdf. file for the student to download from home. If the student is absent during the class time designated for the class to work on their Glogster than the student may have to stay after school to work on the assignment or if another student was absent, have them work together as they are designing their Glogster.
 * Plan for accommodating absent students: **


 * __ Extensions __**

The technology being used in this lesson is an interactive poster called Glogster. This is a type II technology because the posters are interactive for students where they can use photos and videos in their posters. Outside resources can be shared through the Glogster which can lead others to valuable resources. They can be used from any computer and shared with the world which allows for an endless audience for the students. Glogster also allows students to search for other users Glogsters relating to any topic they wish. This allows them to share interests with many people.
 * Type II technology: **

Gifted students will make their Glogster just as the rest of the class, but they will incorporate resources like a video, an educational website, and a book. Then they will present these details to the class explaining why each is beneficial to explaining the unique aspects of their ecosystems that they presented.
 * Gifted Students: **

// List all the items you need for the lesson. //
 * __ Materials, Resources and Technology __**
 * textbook
 * projector
 * laptops
 * graphic organizer
 * markers
 * internet access
 * posters
 * rubrics

// List all URL and describe. // [] 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. [] This is another website that shows key details on biomes and ecosystems of the world. [] This is the graphic organizer that will be used during the class. [] A nice short instructional video on how to use Glogster. [] A lesson that can be used to help students analyze ecosystems. []- This website will be used for students to design their project for this lesson. [] - This video is a great intro to ecosystems that will be used in the hook. []- This is a MI test that will be used on the first day of class.
 * __ Source for Lesson Plan and Research __**
 * __ PART II: __**

Day 1: Day 2: Day 3: Day 4:
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **
 * Class will start with a quick game to begin to learn students names (5 minutes)
 * A Multiple Intelligence test will be taken by the students (20 minutes)
 * KWL Chart will be filled out with information regarding ecosystems (10 minutes)
 * Hook- Students will be watching a video and looking at posters with descriptions on ecosystems in the world (10 minutes)
 * Students will be given a cluster word-web and the vocabulary and information needed will be presented using a Powerpoint (35 Minutes)
 * Class will begin with finalizing the cluster word-webs from the previous class (10 minutes)
 * The product the students will be making will be explained by showing an example of a Glogster. At this time the product the students will be making will be clearly explained. (15 minutes)
 * Students will be making their accounts on Glogster (10 Minutes)
 * Students will have the rest of the class time to begin working on their Glogster's. They are able to work in small groups as they design their Glogster. (40 minutes)
 * Question and answer time for students if any information was unclear (5 minutes)
 * Students will be assigned to work on their Glogster at home.
 * Students will have some class time to finish up their Glogsters. (20 minutes)
 * Students will do peer reviews of other classmates Glogsters and will grade them with the same rubric I would be grading them with. (15 minutes)
 * Students will begin short presentations to the class of their Glogsters. Anywhere around three minutes per presentation is acceptable (45 minutes)
 * Finish up student presentations (30 Minutes)
 * Take class outside for the remainder of class to look at the local ecosystem around the school. We will be doing observations and discussing what we see (40 Minutes)
 * Return back to class and pack up for the students next class (10 Minutes)

For this lesson, the classroom will be arranged in a perimeter so that students are near their peers and everyone can easily see the board. Students will understand that each ecosystem has unique properties such as plants and animals //. 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. // It is important to know this because our world depends on the plants and animals to keep earth habitable //. // There will be computers set up with a video and posters of an ecosystem in stations that the students will see as they enter the class. The students will be able to explore the computers and posters and I will be asking some guidance questions to get the students to analyze the ecosystem they are looking at. Questions that will be asked are ,"What are some of the differences in the ecosystems being shown in the video?" "What are noticeable differences with the organisms shown in the different ecosystems?" Students will be able to explore the ecosystems for ten minutes and then we will transition into the beginning of the lesson. The video that each student will be watching is [] which is a brief overview of various ecosystems in the world.
 * Where, Why, What, Hook Tailors: Visual, Spatial, Linguistic, Interpersonal, Musical, Logical, Naturalist**

Students will know terminology like biomes, ecosystems, climate, photosynthesis, and metabolism. The students will learn these vocabulary words by using a Powerpoint. The cluster-word web will be used to show key concepts and vocabulary which will be recorded into the cluster-word web that the students can reference too. The graphic organizer is going to help students organize the terminology and examples of each term. Each student will be filling out their own graphic organizer []. In class the students will have the opportunity to ask questions if they need clarification on the ecosystems or the vocabulary that is going to be used in the class. Students will be making a template of what they want their [|Glogster.com] to look like and the content they want to share. Then using a rubric students will evaluate each others Glogster's using a rubric.
 * Equip, Explore, Rethink, Revise, Tailors: ****Interpersonal, Intrapersonal, Visual, Linguistic, Spatial, Logical, Naturalist**

Students will be able to show examples of ecosystems in the world. Knowing this, the students will be proving what they know by making a Glogster. But first, students will be placed into small groups by counting off. One's will be in one group and two's in another etc. As student's are in their groups they will be researching and discussing the ecosystems to prepare for their projects they will be making. A source that will be recommended for student use is []. While in the groups I will be walking around the class and driving the students to do critical thinking. This will be done with questions like, "What would happen if a polar bear was transported to a forest?" This will make students think how the ecosystem would effect the polar bear. I will be readily available as the students are working in their groups. While the groups are discussing the ecosystems, they will recording what they will be presenting and drawing out a diagram of how they wish their Glogster to look. As students are finishing their Glogster they will be reviewing them with their groups before they will receive a final grade. The Glogster is going to be worth 50 points.
 * Explore, Experience, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Visual, Linguistic, Logical, Naturalist, Spatial, Kinesthetic **

Students will be able to self-assessments of their Glogster using a rubric. This will be done while the students are at home. Then during class, the students are going to be using the same rubrics to grade other classmates Glogster's. This will allow the students to see what they need to revise or if they are ready to present their Glogster as their final product. Their will be class time given for the students to make revisions to their Glogster based on the feedback. I will be available if students are looking for further clarification if they are unsure if they are meeting the requirements. After the time in class that the students can revise their Glogster, they will be presented and a grade will be generated using a rubric.
 * Evaluate, Tailors: Visual, Logical, Linguistic, Kinesthetic, Intrapersonal, Interpersonal **

Lesson 1 Content Notes- 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. Each student during the lesson will be filling out their own graphic organizer about the ecosystems and afterwards will be getting into small groups to discuss their content as they prepare for their project. The graphic organizer is a cluster word web. The students will be making a Glogster where they will present various ecosystems in how they are similar and different.During the lesson students will need to make an account on the website glogster.com.
 * __ 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.

Graphic organizer, Glogster rubrics, KWL charts, Glogster instructions
 * __ Handouts __**


 * __ Maine 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 designing their Glogster in a way that clearly explains their ecosystems.


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


 * // Puppy: //** The students will have the chance to work in groups to help each other improve their Glogster's. This is something that is important to students who are puppies. They need positive interaction from their peers.


 * // 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 their Glogster's that it will keep their work exciting.


 * // 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: //** In this lesson the students will be assessed in two ways. The first will be a pre-assessment that will be given on the first day of class to help determine what the students knowledge is on ecosystems. This will be done by using a KWL chart. This will have the students write down what they know about ecoystems, what they want to know, and after the unit they will write down what they learned about ecosystems. During the lesson itself students will be able to ask questions during class and five minutes will be given at the end of class for students to ask anything they need clarification on.


 * // Summative: //** The students will make a poster on Glogster that will show the details of various ecosystems. The students will show the animals and plants and compare them from the various ecosystems and present this to the class. Then the Glogster will be graded using a rubric first by peers, and then by the teacher.


 * // 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.//**


 * // Content Knowledge: //** The students will learn the content by using the graphic organizer which will help clearly define the vocabulary needed during the unit and the students will show they have mastered the information during their Glogster presentations.

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.
 * // 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: //** Students will be able to show examples of ecosystems in the world( ** Explain ** )


 * // 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**- There will be readings and notes over the ecosystems in class.
 * **Logical/Mathematical**- Students will be able to compare and contrast the various ecosystems.
 * **Visual/Spatial**- Posters and videos will be presented in the class with details on the ecosystems.
 * **Bodily/Kinesthetic**- Walking into the woods by the school to study the local ecosystem.
 * **Musical/Rhythmic**- Playing background music or recordings of sounds from various ecosystems around the world.
 * **Intrapersonal**- Students will be making a Glogster online by themselves.
 * **Interpersonal**- They will be working in small groups comparing ecosystems.
 * **Naturalist**- Seeing pictures of nature and going outside into the local ecosystem.


 * // Type II Technology: //** The students will be making a Glogster which is an interactive poster on the Internet. This is a great resource which allows students to work on their poster from any computer that has access to the Internet. Plus, the Glogster can be shared with the world and not just the classroom. Glogster offers valuable resources to anyone with a Glogster account.


 * // Rationale: //** This lesson incorporates every MI in one way or another. This is crucial to help students learn the materials. Every student is given the equal opportunity to learn. Having students work both individually and in small groups, filling out graphic organizers, designing a Glogster, comparing ecosystems, it is all in this lesson and will be exactly what a class needs.

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness Rationale: Having students design their own Glogster's will help them be creative. The students will be able to express who they are in their work while still being able to explain the key elements to this lesson. No Glogster will be the same since there are so many possibilities the students can explore.
 * 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.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes Rationale: Students will be able to look at their work using rubrics from other students which will allow them to reflect on their work before the Glogster is presented for a final grade. By doing the revising of their Glogster students will do deeper thinking and more planning of how their Glogster should be presented.

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: Students will be using technology to explore the ecosystems of the world. This will allow them to do their own research and the amounts of creativity that can be expressed is endless in Glogster. There should be no Glogster's that look alike since every student can express themselves in it.
 * 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.**

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 Rationale: Students will be able to design their own Glogster and research any ecosystem them wish. The students will be able to follow the guidelines of the rubric which will allow them to track their own progress. Plus they will have peer feedback that will allow them to self revise their work again.

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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