Lesson Plan

Name: Lindsey Baker

Grade Level: 3rd grade
Date: 3/9/16
Group Size: Learning Centers
Subject/Lesson Topic: Science/ Terrarium
Objectives: (TLW:)
TLW be able to identify biotic and abiotic factors
TLW understand how small ecosystems work and function
TLW see the relationship between living and nonliving things
Standards/GLEs:
SE-E-A1 Describe the interrelationships of living (biotic) and nonliving (abiotic)
components within various ecosystems (e.g., terrarium, swamp, backyard)
Contextual Factors:
The classroom is composed of various needs. The classrooms spoken language is
English, however, some students are Spanish speaking. There is a range of developmental
ability. Tests must be read orally to the entire class, and extra time should be given, if
necessary.
The teacher had already made four small terrariums
The students are currently learning about ecosystems.
Teacher Materials/Resources:
Four premade terrariums: Crickets, frog, fish, lizard
Handout for each terrarium
Textbook
Student Materials/Resources:
Textbook
Handout
Pencil
Technology Integration:
No technology was used for this lesson.
Family/Community Connection or Extension:
Send a note home saying that there are small ecosystems everywhere. Go on a brief
nature walk (even in the backyard) and find a small ecosystem. Ask what are some of the
biotic and abiotic factors within that ecosystem? Have the parents also connect with their
child about what they discovered in the four terrariums in class.

If possible, have the students and parents take pictures and send them to the teacher for
her to display in class.

Pre-Assessment:
The teacher had the idea to make small terrariums containing different animals to bring to
the class.
This week, the students are learning about ecosystems and the different types of them.
Lesson Procedure and Activities:
Introduction:
Start off by doing a quick review from what the students learned the previous day
about ecosystems and different types of environments. Explain that today they are
going to be breaking off into small groups to go around the room looking at one of
the four terrariums.
Activities:
Before splitting the class off into groups, I will read pages 330-335 from the students
textbook. We will discuss key words including terrarium and the different biomes.
I will then pass out the handouts to each student. I will explain the directions to them,
I have this handout for everyone to fill out as they observe the different terrariums.
Please only fill out one section per terrarium. If you have time before we switch, you
may draw a picture of what the terrarium contained.
I will place the four biomes at different areas in the room.
The groups will be determined by where the students are sitting, breaking them up
into four equal groups.
Allow each group to observe the different biomes, noting the biotic and abiotic
factors and how they depend on one another, and how the small ecosystems work and
function as a whole.
Each group should have enough time to stay at each center for 10 minutes.
Rotate clockwise after each 10 minute interval.
Closure:
Once all groups have seen each terrarium, go over one terrarium to talk about as a
whole. Have the class pick which terrarium they are most interested in, and discuss
that one.
Explain the key biotic and abiotic factors and how the ecosystem as a whole works
and functions together.
I will do my post-assessment game. Each student will put their head down on the
desk; I will say a function and the students will raise their hand if they think its either
a biotic or abiotic factor.
Once the assessment is complete, I will challenge the students to see if a student can
create their own terrarium at home, either real or drawn.

Differentiation:
To meet the needs to lower developmental learners, I will allow more time for them to
respond to the questions. I will also pair them with a group that are at a higher
developmental level.
For the students who are not fluent in English, I will pair them up with another student
who can help translate unknown words.
Formative Assessment/Evaluation:
I will do a quick check to see if the students understand the difference between what
biotic and abiotic factors are. I will have them put their heads down and I will say either a
biotic or abiotic factor in which they will then raise their hand if they think it is biotic or
abiotic. This can go as long as needed.
Learning Centers Reflection:
Learning centers are well-defined interest areas that provide children with a wide range
of materials and opportunities to engage in hands-on learning across the curriculum (Kostelnik,
Soderman, Whiren, & Rupiper, 2015, p. 141). During this time, the learning is done mailing from
the students. They get to explore, create meaning, and be self-taught from the lesson rather than
from the teacher. Learning centers are often done once the main lessons focus has been taught as
a whole. To make a learning center be developmentally appropriate, the use of many materials
and manipulates must be present. The children should be allowed to make choices and be given
different opportunities to be a part of a specific learning center. Each center needs to have clear
expectations and be organized in a way the children can find objects, but also be engaged in the
activity. Learning centers are more geared towards preschool and kindergarten classrooms,
therefore, most third grade classrooms do not have learning centers. The teachers often
compromise those for a small group time and activity. That is what happened during this lesson
on terrariums.
When doing my lesson on the different types of terrariums focusing on abiotic and biotic
factors, I used the teaching strategies of questioning, giving a sensory engagement and

environmental cues, and informing. Some of the questions that I used was when I went around
to each group I asked, what types of biotic factors do you see in your terrarium, how do you
know if it is a biotic or abiotic factor, and lastly, why do you think organisms need both biotic
and abiotic factors in their ecosystem? Asking open ended questions helps children think of
extended answers rather than a yes or no response. The sensory engagement and environmental
cues were the terrariums itself. The children got to see and have a better understanding of what is
composed of a small ecosystem like a terrarium. I was very informative as well during this
lesson. When I was walking around each group, they were asking me questions that I would
inform them about once we discussed it as a small group. When children have questions, it often
shows that they are engaged with the lesson or topic.
When I was doing my lesson there were some things I felt should have been done
differently. One thing was to add more time to each group observing the biome. The 10 minutes
given was too fast for the lower developmental learners. If they had an extra 5 minutes they
could have more group conversations about each terrarium that they were looking at. This would
then lower the amount of whole group conversation we would have. Sometimes, it is important
to allow the children to lead the conversations rather than the teacher. Therefore, adding more
time is something that should be changed in the future lesson. I felt this lesson was thoroughly
enjoyed by the students. It was something different that they got to experience. The teacher was
able to make each of the four terrariums and she left two of them in the classroom for the whole
week.
The goal and standard for this lesson was to ensure that the students could describe the
relationship between biotic and abiotic factors in a given ecosystem. Basing that from their

worksheet, each student was able to correctly identity what a biotic and abiotic factor was in the
given terrarium. This standard has been met and therefore does not need to be retaught.