Name Kallie Payson

Class ELED 3221

Date
edTPA Indirect Instruction Lesson Plan Template
Who Am I?
_____________________________________________________________________________
Central Focus/Big Idea: To what big idea/unifying science concept does your idea align?
Think about how you would teach this standard in multiple lessons- how would it build?
Subject of this lesson: Review on ecosystems and biotic factors.
Grade Level: 5th grade
NC Essential Standard(s):
5.L2.1 Compare the characteristic of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function
they serve: producers, consumers, or decomposers (biotic factors).
Next Generation Science Standard(s): MS-LS2-3.Develop a model to describe the cycling of
matter and flow of energy among living and nonliving parts of an ecosystem.
21st Century Skills:
Collaboration: Students will depend on each other for the Who Am I activity. They will have to
work together to guess their organism.
Creativity and Innovation: Students will have to create their own animal and take from all three
animals attributes of their diet and habitats.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this one.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Students will explain an organisms biotic factor and habitat by drawing a picture and
brainstorming.
Scientific vocabulary: Specie, producer, consumer, decomposer, community, biome,
habitat, herbivore, carnivore

Instructional Objective: Students will turn in their drawing of their morphed animal.
10 point scale
1 point for name of animal
3 points for three morphed animals
2 points for habitat
2 points for diet
1 point for each characteristic (4 Characteristics)
Prior Knowledge (student): This should be review for the biotic factors, biomes and ecosystems.
Students should be familiar with the biotic factor vocabulary and know habitats and ecosystem
vocabulary such as communities and species.
Content Knowledge (teacher): Teacher should know about biomes, biotic factors, ecosystems
and how to classify organism in each other these fields.
Accommodations for special needs (individual and/or small group): Students will be able to
turn and talk to their neighbor if they need help with thinking of an animal and its characteristics
such as their habitats. They can also look online for assistance in animals characteristics and
listen to videos or words about animals if needed.
Materials and Technology requirements: Chrome books, internet, paper, pencil, copies of
brainstorming paper, colored pencils.
Total Estimated Time: 45-50 minutes
Source of lesson: Cooperating teacher
Safety considerations: Students should not run around in the classroom when playing the Who
Am I game.

Content and Strategies (Procedure)

Engage:
Kahoot Quiz
How will students attention or interest be captured? How will you identify prior conceptions?
The students will use their personal chrome books and play a kahoot quiz about biomes and
ecosystems. The students have been learning about ecosystems and biomes and this will be an
effective review.
Kahoot Quiz: https://www.youtube.com/watch?
v=91XG5v1b2zQ&list=PLLN0YgOcynhHmqle_kN3FAsIuraVj0LZP&index=1

What do you remember about consumers?

What do you remember about what an herbivore means?
What characteristics are important about an animal? What makes them different from other
animals?

Explore:
Who Am I?
Have an assorted amount of organisms from different biomes, species and ecosystems: Producer,
Consumer or Decomposer. Each student is given a card to put on their back. They will walk
around the room and try to guess their card. On their turn to guess the organism, each student
asks one yes or no question such as am I a consumer? Am I a herbivore? When they think they
have the answer of the animal, they can say the name but if they are wrong, they have to sit back
down in their seats. If they get it right, they sit in their seats.

How can you narrow down your possibilities?

What biomes can you name to narrow down your search?
Can you think of the characteristics about the organisms you narrowed down?
Questions are:Are they a Producer? Are they a consumer? Are they a decomposer? Are they an
herbivore? Are they a carnivore? Are they slimy? Do they get their energy from the sun? Do they
live in the water? Do they live in the grass? Do they need sunlight to grow? Do they need water
to grow? Do I have fur? Do I have fins?

Explanation:
Organisms of the World
Teacher will ask the students what kind of organisms they had on their backs. How did you
know how to narrow down your organisms? How did you know what questions to ask? How did
you know to move on to another organism or specie? Teacher will ask what kind of organisms
the students accurately guessed. What organism did you have on your back? Students will
answer with their hands raised. What is this organism biotic factor? Where does it live? What
kind of biome? Teacher will write down the biotic factors and biomes. The teacher will go
through all of the different organisms on the cards. The list should include consumers, producers,
decomposers and biomes of the forest, savanna and aquatic. The teacher will state the definitions
of the biotic factors such as:
Consumer receives energy by consuming other organisms. These can be herbivores or
carnivores.
Herbivores consume plants and carnivores consume other animals.

Producers produce their own energy.

Decomposers receive energy by breaking down dead or decaying organisms.
A biome is a region of the earth which has unique characteristics where communities of
organisms inhabit. In our organism list, we have the biomes of the savannah, temperate
deciduous forest and aquatic.
All organisms within these biomes are connected by a food chain. Lets look at the lion. What is
it? A consumer or producer? It is a consumer. What kind of things does it eat? Other animals,
right? That means it is a carnivore. Does anything eat the lion? Humans may, but it mainly eats
other animals. What kind of animals does the lion eat? It eats gazelles and zebra. Now what do
those animals eat? They are herbivores, they eat grass. There is our food chain, the lion eats the
zebra and gazelle and they eat grass.

What characteristics from our definitions match the organism on your back?
Why do you think it is important these organisms have different qualities? Why are some
organisms producers and some consumers? Herbivores and carnivores?
Why is the food chain important?

Elaborate:
Morph your own animal
Students will create their own animal by morphing 3 animals. Students will begin by
brainstorming the characteristics about each original animal such as their diet, habitat, physical
characteristics and animal defenses. They will then brainstorm what characteristics they are
going to include in their animal. Finally, they will draw the animal and include a name and label
the characteristics and habitat about the animal they included.

What are the unique characteristics about the animals you picked?
Where does your animals inhabit? Could the other animals you morphed together live in that
habitat? Why or why not?
Why would your animal need the diet you created?

Evaluate: How will you assess each students progress toward the stated objective(s)? What
evidence will be collected? What type of assessment will be used (formal, informal, formative,
summative)? You are required to include both your formative and summative assessment here.
Formative: Teacher will walk around to conference with students to make sure they include what
is required. They will clarify any confusion or questions.
Summative:
Students will turn their drawings in for grading.
10 point scale
1 point for name of animal
3 points for three morphed animals
2 points for habitat
2 points for diet
1 point for each characteristic (4 Characteristics)
To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________