Interdependent Relationships in Ecosystems Unit

VITAL INFORMATION
Total Number of Students: 20 - 12 Female 8 Male
Areas Students Live In: Suburban Marin County
Free/Reduced Lunch: 25% of Classroom
Ethnicity of Students:
● African American/Black - 2
● American Indian/Alaskan Native - 1
● Asian/Pacific Islander - 3
● White - 9
● Hispanic/Latino - 5
● Other - 0
English Language Learners
● 3 Hispanic/Latino
● 1 Asian/Pacific Islander
Students with Special Needs
● 1 - ADHD
● 1 - Student at risk of failing
Subject: Science and Mathematics
Topic or Unit of Study: Interdependent Relationships In Ecosystems
Grade/Level: 2

ECOSYSTEMS AND POLLINATION

Name: Haley Mattei Grade level for this lesson: 2nd Grade

I. Standards
a. Academic Content Standards.
Language Arts Standards:
1. W.2.7 Participate in shared research and writing projects (e.g., read a number of books on
a single topic to produce a report; record science observations).
2. W.2.8 Recall information from experiences or gather information from provided sources
to answer a question
Science Standards:
1) 2- LS2 - 2 Ecosystems: Interactions, Energy, and Dynamics
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating
plants.
 I. Prior Learning

This lesson will be an introduction to the topic. The students should have learned about
ecosystems and how plants and animals use external parts to survive in 1st grade or last year.
The students should know the basics of what an ecosystem consists of, but will be provided with
review if they do not.

II. Unit of Study.

The main question for this lesson is: How and why do organisms interact with their environment
and what are the effects of these interactions? This lesson is part of a unit that will consist of this
Language Arts lesson, a Physical Education lesson, and a Mathematics lesson; all integrated with
science.

I. Academic Learning Outcomes.

“By the end of grade 2 students will know. Animals depend on their surroundings to get what
they need, including food, water, shelter, and a favorable temperature. Animals depend on plants
or other animals for food. They use their senses to find food and water, and they use their body
parts to gather, catch, eat, and chew the food. Plants depend on air, water, minerals (in the soil),
and light to grow. Animals can move around, but plants cannot, and they often depend on
animals for pollination or to move their seeds around. Different plants survive better in different
settings because they have varied needs for water, minerals, and sunlight.” (nap.edu)

IV. Implementation.
A) Introduction to the lesson
I will be focusing very hard on getting the students engaged. I will start by reading a book titled
What if There Were No Bees? This is a book that specifically focuses on food chains and
ecosystems. The book talks about the interdependence of a grassland community. It mostly talks
about how bees help pollinate flowers and crops and what we wouldn't have if bees were absent
from the chain.

B. Sequence of Activities
1. TTW read the book titled What if There Were No Bees?
2. TTW start a conversation, talk will center around the specific points the author was
trying to make.
3. TSW recall information from the book by making a list by themselves of why we need
bees. (Critical Thinking)
 4. TSW will create a bee food chain and determine what would happen if bees were absent
from the food chain. (Creativity)
5. TTW provide pieces of construction paper, coloring utensils, and staplers to create the
chain.
6. The chain will provide a visual for the students. They will see that when the bee is
removed from the chain, everything else falls apart.
7. TTW tell students to turn and talk partners and classmates who are sitting in close
proximity to each other and can share their ideas without a lot of movement in the
classroom. (Collaboration)
8. TTW say: “I would like each of you to look at your paper and reflect on why we need
bees. I am going to keep a list on the board of all of the ideas that we come up with. You
should be listening to each other so we do not have any repeated ideas.”
9. TTW call on students who do not usually speak up, hoping they have talked with a
partner and feel comfortable enough to speak up. (Communication)
10. Once the list in created, TTW introduce an activity.
11. Each table group will receive a “flower” that has been printed out and has a cupcake liner
glued to the center.
12. Each student will receive a worksheet to record their findings. (Critical Thinking)
13. TTW give each student a bee puppet that fits on the students fingers.
14. TTW hand out Cheetos to go in the flower /cupcake liner.
15. TTW say “Students will use their bee finger puppets to fly over to the flower that
contains "pollen" (Cheetos).
16. When the students touch the Cheetos, the dust clings to their fingers (the bees' legs) and
then they fly to the next flower to pollinate it.
17. When they land their bee puppets on the next flower, the "pollen" comes off. This is a
GREAT visual for young students.
18. TSW record their findings.
19. After the students finish the activity, they will get to enjoy some Cheetos.
20. TSW then complete an informal assessment the following day which consists of a
worksheet to show what they have learned. (Critical Thinking)

C. Closure.
I will close this lesson by doing an informal assessment that wraps up the Language Arts portion
of the lesson. The informal assessment will include a worksheet that the students have to
complete. The worksheet will show how much the students have learned during this lesson.

V. Grouping Strategies
Table Groups: The table groups are put together as learning cycle groups; meaning Students
with similar learning needs are brought together for a short time. This helps the students
feel like they are not alone. This also helps the teacher focus on certain students without
having to go from group to group.
Project Groups: The students are placed in separate groups for their project / educational game.
These groups are cooperative groups. Cooperative groups require students with diverse
ability and characteristics to work together and learn from one another to accomplish
assigned learning goals or tasks.

VI. Assessment.

The assessment will be very informal. The teacher will monitor discussion. The teacher will also
watch how the students are performing during class time.The students will be provided with a
worksheet that shows how pollination can be affected by other animals / the food chain. I am
looking for answers where the child acknowledges the idea that the other animals will be
affected, and some on them gravely, if the bee were not in the food chain. The worksheet is
attached.

VII. Materials.
1. What if There Were No Bees? By Suzanne Slade
2. Construction Paper
3. Staples
4. Coloring supplies
5. Scissors
6. Worksheets / printouts for activity
7. Cupcake liners
8. Cheeto puffs
9. Worksheets for assessment
Desirae Barboza
LS 4000
Grade Level: 2nd

Pollination Relay Race

1. Standards
1. Science Standards
1. 2- LS2 - 2 Ecosystems: Interactions, Energy, and Dynamics
1. Develop a simple model that mimics the function of an animal in
dispersing seeds or pollinating plants.
2. Physical Education Standards
1. 1.1 Move to open spaces within boundaries while traveling at increasing
rates of speed.
2. 5.1 Participate in a variety of group settings (e.g., partners, small groups,
large groups) without interfering with others.
3. 5.7 Participate positively in physical activities that rely on cooperation.
2. Prior Learning:
1. From a previous lesson students learned how and why bees pollinate flowers
using their bodies to gather pollen and disperse it other places through reading a
book and doing an activity using Cheeto dust to represent pollen.
3. Unit of Study:
1. The big idea of this lesson are that students are using their knowledge of bees
pollinating plants by developing a model that mimics the function of bees
pollinating plants.
4. Academic Learning Outcomes:
1. Students will be able to actively model the process of Bees pollinating flowers
2. Students will be able to move in open spaces within the boundaries of the game at
increasing speeds.
3. Students will positively participate in this activity using cooperation.
5. Implementation:
1. Introduction to the lesson
1. To introduce the lesson, TTW remind the students about the lesson they
had just received from Ms. Hailey, but TTW say that “Instead of just
learning about how Bees pollinate flowers, today we are going to use our
whole bodies to become the busy bees and pollinate our own flower
meadow.”
2. Sequence of Activities:
1. TTW begin by introducing the lesson (see above)
2. TTW have students line up in their stretching lines (pre determined)
3. TTW ask 3 students to come to the front and lead stretches (collaboration)
4. TSW stretch for 5 minutes
5. TTW begin by explaining the lesson
6. TTW say “Who remembers what you learned today about bees pollinating
plants? Can anyone re state what you learned today just in case any of
your classmates need a reminder? turn and talk to a neighbor and tell them
what you remember.” (TRU - agency, ownership, and identity)
(communication)
7. TTW pick on 3 students to restate their learning
8. TTW then explain the game by saying “The way you little busy bees will
pollinate these flowers, is in teams doing a relay race” (Students are
familiar and have participated in a relay race before)
9. TTW break the students up into groups of 5 (4 groups) of all physical
ability (collaboration)
10. TTW then demonstrate while explaining how to play the game
11. TTW say “The first player runs to the flower with the bee and puts 2
pollen grains (TTW hold up the pollen grains) into the bee’s envelope”
TTW will demonstrate that
12. TTW explain the next step, “After the student puts 2 (holds up 2 fingers
to help the ELL students see a visual of how much) pollen grains into the
bee’s envelope, the student will run back and pollinate their flower in the
meadow by placing the 2 pollen grains on top of it, each group will have
their own flower to pollinate in the meadow”
13. TTW point to the meadow to show all the students each of the groups
flowers, “Group 1 will pollinate the purple flower, group 2 will pollinate
the red flower, group 3 will pollinate the blue flower and group 4 will
pollinate the yellow flower”
14. TTW say, “Once you have pollinated your flower you will pass the bee to
the next player and repeat, the first team to completely pollinates their
flower in the meadow wins! (to get all 10 pollen grains to their meadow
flower)
15. TTW have students line up in their teams and really quickly go over how
to play the game, by both talking out loud and demonstrating asking the
students to restate the directions step by step.
16. TSW play the game 2 times
17. TTW will bring the students back to the classroom to have a lead a closure
discussion
18. TTW will ask students comprehending questions as well as asking
questions to continue student thought on this topic. (Critical Thinking)
19. TTW ask students, “How did you all feel being busy bees?”
20. TTW will call on 4 students
 21. TTW ask if the students enjoyed playing the game and why?
22. TTW will ask thinking on questions such as “Why do you think it's
important that bees pollinate flowers?, tell the person sitting next to you.”
(creativity / critical thinking/ communication)
23. TTW call on a few students to answer the question out loud to the whole
group.
24. After the teacher asks questions she will have the students work on a
worksheet as a type of formal assessment that summarizes what the
students just did in the game.
25. The teacher will go over the worksheet with the class reminding the
students what they bees looked like while carrying the pollen.
26. TTW have students work on the worksheet individually and turn it in.
(Using creativity on the worksheet)
3. Closure:
1. To close the lesson, the teacher will lead a check in about the game, the
teacher will ask students how they felt being busy bees? The teacher will
ask if students enjoyed playing the game? The teacher will ask students
comprehending questions such as why do you think it's important that bees
pollinate flower? (Critical Thinking/ Thinking creatively)
6. Grouping Strategies:
1. Whole Group: Students will be in whole group during pre activity discussion and
review as well as closure discussion.
2. Small Group: Students will be in small groups for “think, pair, share.” Students
will also be in small groups when playing in the relay race. For the relay race,
students will be placed in predetermined groups based on physically ability. Each
group will have a high ability student placed with a low ability students mixed in
with in the middle students.
3. Individual: Students will work individually on their worksheet, however can talk
to neighbors if need some support.
7. Differentiated instruction:
1. ELL: For ELL students the teacher will use hand signals such as putting 2 fingers
up when explaining the directions to the group. The teacher will also activity
demonstrate how the game is played while speaking the directions.
2. ADHD: For the student with ADHD, the teacher will provide opportunities for
transition and change of scenery from being outside doing an activity, to moving
back inside and doing a different activity.
3. At Risk of Failing: For the at risk of failing student, the teacher will encourage the
student to work with others and provide opportunity for student discussion during
independent work.
8. Assessment:
 1. Formal assessment:
1. The teacher will know if students learned by having students complete a
worksheet that mimics the game they just played to check for
understanding of the process in which bees pollinate flowers.
2. Informal assessment:
1. The teacher will know if students learned by asking guided questions after
the relay race to determine if students understand the process of bees
pollinating flowers.
2. The teacher will also ask thinking on questions at the end of the relay race
to encourage students to think critically of the importance of bees
pollinating flowers (critical thinking/ creativity)
3. The teacher will know if students were able to move in open spaces within
boundaries by observing students playing the relay race.
4. The teacher will know if students could positively participate in this
activity using cooperation by observing students working within their
teams respectively.
9. Materials:
1. Bee envelope
2. Pollen grains
3. Flowers in the meadow
4. Worksheets
5. Colored pencils
6. Cones
Amanda Brown
 Flowers Looking For Pollination

Big Idea & Essential Questions

Students will be learning about interdependent relationships in ecosystems specifically

through the process of animal dispersing and pollination of plants.

This lesson is the evaluation lesson of the unit in which students will use their prior

knowledge of pollination and dispersing to create a picture/bar graph.

Learning Outcomes

1. Students will be analyzing and interpreting data about bee pollination.

2. Students will demonstrate ability to develop and use models to create a picture

and/or bar graph to represent the data.

3. Students will be able to obtain, evaluate, and communicate information using a

graph to and create conclusions.

Summary

Students will be gathered together to interpret the information that has been previously

learned through the engagement lesson about the overall dispersing and pollination

process. Teacher will overview the integrated Physical Education lesson that helped

students understand the number of times pollination occurs. Students will use their

understanding of the previous lessons to use the provided data to show a picture/bar

graph. Students will express understanding by their ability to accurately describe and

create a graph.

Standards
 2-LS2.2 Develop a simple model that mimics the function of an animal in dispersing

seeds or pollinating plans.

2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data

set with up to four categories. Solve simple put-together, take-apart, and compare

problems using information presented in a bar graph.

ASSESSMENTS

Assessment/Rubrics

1. TTW assess student ability to analyze and and interpret data using a bar/picture

graph by looking at the student developed graph.

2. TTW assess student understanding by walking around classroom and listening in

on conversations during assignments, asking open ended questions such as “How

did you get this?”

3. TTW informally assess student understanding by the pre and post conversations

that occur whole group and in pairs.

4. TTW will assess lesson ability to integrate the TRU Domain aspect of “Equitable

Access to Content” to ensure that all students regardless of ability or background

have equal access to support all student growth and learning.

MATERIALS AND RESOURCES

Instructional Materials (handouts, etc.)

● Paper - Graph

● Pencils / Colored Pencils

 ● Handout on number of bee pollinated flowers/plants

IMPLEMENTATION

Sequence of Activities

1. Teacher will bring the students to the rug area for discussion of the upcoming activity.

2. TTW say something such as “Good morning everyone! This past week we’ve been

learning all about pollination and bees and we’ve been able to play some fun games like

our cheeto art project, and our outside races which we pretended to be the animals

pollinating, so today, I want us to show our knowledge and present it in a graph”.

3. TTW ask students to recall the prior learning of graphs and ask what types of graphs we

may use. Teacher will say “I want everyone to think of the type of graph they think will

be the most useful” (Critical Thinking)

4. Students will think silently alone, then teacher will have students, “think, pair, share”

(Collaboration).

5. TTW call on students who want to share, writing down all ideas on the board without

filter.

6. TTW then ask students to think again about the types we’ve written down, and then have

a whole class discussion about the types they could use. Teacher will try to influence

students towards bar/picture graphs. (Collaboration).

7. TSW participate in group conversation (Collaboration).

8. TTW close conversation, by showing students pictures of different bar graphs using iPad,

teacher may say, “We’ve all come up with such good ideas! Let’s look at these projected
 pictures, and can anyone give me a quiet hand and remind me of the parts we need to

include to make our bar graphs amazing!” (Media/Technology).

9. TSW raise quiet hands and wait for teacher to call on students.

10. TTW write down student responses (Critical Thinking).

11. TTW introduce the materials, showing all students the chart showing the number of bees

and the corresponding flower.

12. TTW ask students to use the chart to then graph the information

13. TTW transition students by saying, “When I say “Pollination”, let’s all get up and buzz to

our tables and get working!”.

14. TTW say “Pollination”.

15. TSW move from the rug area to their tables and take out their materials.

16. TTW encourage students who are stuck to ask a friend for help (Communication).

17. TSW return to their desks, gathering the materials they will need for the creation of the

graph (Creativity).

18. TTW walk around as students are completing their graph - answering questions - being

slightly open ended as to not give students direct answers.

19. TTW listen for students who are feeling stuck, and make observation of students who

seem to be asking for more understanding on how to do it.

20. TTW give students 5-3-1 minute warnings before transition back to the carpet.

21. TTW transition the students back together, for end of lesson debrief on the carpet with

their graphs by saying, “Bzzz, busy bees, you’ve been so busy, but now it’s time for us to

clean up our materials and buzz back to the rug area, please bring your graph with you!”

22. TSW clean up their work area and move to the rug area brining their bar graph with them.
 23. TTW ask students once at the rug area, “Everyone hold up your graph, and let’s look

around at our friends pictures, what can we learn from these?” (Creativity).

24. TTW give wait time for students and have another “think, pair, share” (Communication).

25. TSW share with their partners and then share out to the group about their findings

(Communication/Critical Thinking).

26. TTW ask students furthering questions such as “which flower was the most liked by the

bees?” (Critical Thinking).

27. TSW share out again (Critical Thinking/Communication).

28. TTW continue conversation - allowing for all students who are eager to share to do so.

29. TTW continue to ask furthering questions to reach more student participation.

30. TTW transition the students (for recess) by having students “buzz to turn in your bar

graph” if you are wearing (a specific color). Teacher will dismiss students by color of

article of clothing.

Grouping Strategies

Whole: Students will be in whole group during pre-lesson discussion and post lesson

discussion.

Small: Students will be in small groups for “think, pair, share”. Students will also be

grouped at their tables and have the opportunity to share with each other to further

understanding.

Individual: Students will work individually on their own graphs, with encouragement to

connect with others if in need of support.

Differentiated Instruction
 ELL: For English Language Learning students, the teacher will have the charts with

flower and bees available with pictures to make it visual. Teacher will provide numerous

opportunities for students to share with each other, and show pictures of the types of

graphs students develop during pre-lesson discussion.

ADHD: For the student with ADHD, teacher will have opportunities during transitions

for students to move, and dependent on student energy and even class energy, teacher

may add more complex movement for the students to perform during transitions.

At Risk of Failing: For the student at risk of failing, teacher will make sure to encourage

all students who are unsure to discuss with their table groups for further instruction. The

teacher will also give students opportunities to discuss strategies in small group prior to

assignment and during assignment. Teacher may give student hints/a pre constructed bar

graph to start.

REFLECTION

Prior to Lesson

Prior to the lesson students have been engaged in numerous activities learning about the

general topic of pollination and then moved into the specifics of bees and how/what they

pollinate.

Prior to the lesson students have been introduced to graph types, and have practiced the

basic elements that are involved in a bar graph.

Post-Lesson

Teacher will look at student graphs and assess.

 Teacher will also informally assess based on communication throughout the lesson if

more instruction is needed, or if the concept was grasped by the students.

Below is the Chart that students will be using to create their bar graphs, provided by the

“California Academy of Sciences” - Data Collection Sheet on Pollination