REVISION: Micro-Teach #2

Rebecca Lee Ann Robelia

***​TPR, ​SIOP, ​CALLA

Lesson Title/Topic: 3rd Grade Science

Concept: Relationships Within Environments

Standards/Rationale:
3.9(A) observe and describe the physical characteristics of environments and how they
support populations and communities of plants and animals within an ecosystem

3.9(B) identify and describe the flow of energy in a food chain and predict how changes in a
food chain affect the ecosystem such as removal of frogs from a pond or bees from a field

3.2(D) analyze and interpret patterns in data to construct explanations

3.3(B) represent the natural world using models

​
Learning Target: Assessment:
The student will complete a simple food Completed Group Food Web activity
chain and, as a group, merge food chains
together with 80% accuracy.

Materials:
Projector & Screen, Lion King Ecosystem cards, Biome Books (including Audio),
Computers with game queued, Copies of Graphic Organizer, Yarn,

Lesson Cycle:​ ​(Direct instruction)​ This lesson will require 2 lesson blocks.
​
The teacher will: The student will:
Focus/Mental Set:
(3-5 Minutes)

Play the video “Lion King- Circle of Life Watch- “How Wolves Change Rivers”
Video” https://www.youtube.com/watch?v=ysa5
https://www.youtube.com/watch?v=4fY OBhXz-Q
LEhqYGIU

- What are some of the animals in Respond to questions.

the Lion King? (Write them on
the board)
- How are they connected?
- What is a food chain, ----?
Teacher Input:

Before Class write on the board: ● Recall review information from

- Content Objective: I will ​merge ​food
chains together to form a food web.
-Language Objective:
● I will listen and look for vocab
words as I work through the
stations.
● I will discuss and decide with my
group how to merge your food
chains into a food web.
-Vocab Words* (See list at end of lesson)
_______________________________
previous TEKS.
● Participate in discussion by
answering questions when asked.
● Follow along with examples.
● Take notes in their science journal.
● Copy new vocabulary words from
board. (Words only- not the
definitions.)
● Discuss the difference between food
chain and food web.
● Discuss the difference between
producer, consumer, and
decomposer.

Introduce Content Objective

● Concept Link: The Circle of Life
● Learning Link: This is just another
word for an ​ecosystem.
● Vocabulary Link: Mix new vocab in
with words they already know. Use
Lion King as the example:

Vocab Review:
o ECOSYSTEM: The living and nonliving ● When called on, TSW match Lion
things that share an ​environment King ecosystem cards to the words
and interact. on the board.
o FOOD CHAIN: A series of ​organisms
that depend on one another for
food.
o PRODUCER: An ​organism​, such as a
plant, that makes its own food. They
get their ​energy f​ rom the sun. Green
Plants, Algea are examples.
o CONSUMER: An animal that eats
plants or other animals. Eagles eat
fish, snakes, and other small animals.

Introduce New Vocab:

o *DECOMPOSER: An organism that
breaks down dead plant and animal
material.
o *POPULATION: a group of living
things (organisms) that belong to the
 same ​species ​(they are alike) and live
in the same area or place together
o *COMMUNITY: all of the populations
that live together in the same place
or environment (area where they
live)
o *FOOD WEB: Several food chains
that are connected.

● Food Chains are small and Food

Webs are large.
o Food Webs are about
CONNECTION &
BALANCE. (repeat after me
and make the motions.)
o Connection: pulling apart
taffy
o Balance: Extend arms out
from taffy to a tight-rope
walker.
o Just like a spider web it is
delicately held together if
balance is off, the connection ● TSW pair up and discuss
is lost. examples of food chains in The
Lion King. (Students will share
● Check for understanding by with the class and we will make a
including entire class. They should yarn food web.)
all be familiar with The Lion King

● In pairs or small groups, have the

● children explain to each other the
main concepts.

● Videos for reference:

https://www.youtube.com/watch?
v=CZhE2p46vJk

Guided Practice:

● Introduce the 4 stations. Work through each station.

o Computer Station
o Graphic Organizer Station
o Manipulatives Station
o Reading About Science
Station
● Arrange students into groups of 3-4.
● Encourage students to work
together.
● Look for students that seem to be
struggling and assist.

4 Stations: (2 Stations per Teaching

Block)
● Computer Station:
❏ Play Feed the Dingo: An
Ecosystem Game
https://pbskids.org/plumlanding/games/
ecosystem/feed_the_dingo.html
❏ Strive to create a balanced desert
ecosystem in which each animal
has enough food to survive over a
period of 12 days
❏ Notice how the different species of
plants and animals in a desert
depend on one another.
❏ Experiment with how changing the
amount of one resource affects the
whole ecosystem.
❏ The computer game takes a while.
You may want to double up
students on computers and have
them switch the “captain’s chair”
half-way through.

● Manipulatives Station:
❏ Food Web Activities: Energy Flow
❏ Play a matching game with the
Producers, Consumers, and
Decomposers Cards.
❏ Match pairs of animals and plants
that are connected on the food web.
*Remember they must be a part of
the same environment to be
connected.
❏ After you match a pair, you must
be able to explain how they are
connected.

● Reading About Science Station

 ❏ Choose a biome to learn more
about: forest, grassland, desert,
tundra, ocean, lake, etc. (Have both
audio books and native language
books available.)
❏ Read and then share what you
learned with your group. (ESL
learners can paraphrase their book
in their native language and then
paraphrase in English, with help as
needed.)

*​Graphic Organizer Station:

❏ Complete the Producers,
Consumers, and Decomposers
Worksheet.
https://images.app.goo.gl/4nSvY4D
m7yEYH4Bq6
❏ Work with a partner at your station
to label each part of the ecosystem.
❏ When finished, compare your
answers and discuss as a group.
❏ Use map pencils to color the
worksheet.
*Timing: These stations may take more
than one class. That is okay. If you have
less time, cut it to 3 stations and use the
Graphic Organizer only if students finish
a station early.

Independent Practice:

“Ecosystem Shuffle”
● Give each student ecosystem cards ● Build simple food chains
and have them build a simple food ● Understand how food chains overlap
chain. and create food webs.
● Then have each group shuffle their ● Work as a team with peers.
food chains together to create food
webs.
Closure:

Lead Review Activity: Participate and work as a group.

Numbered Heads Together Answer questions.
https://www.lauracandler.com/coop Show understanding of ecosystem
erative-learning-structures/ concepts and vocabulary.
Options:
Enrichment: ​Create a yarn food web Reteach: ​Explore the concept further
from the biome of your choice. with Ecosystem Cards with your
shoulder buddy.

Modifications/Correctives:
Use IEP as directed:
-Have audio books available on biomes.
-Some student will require only two
stations.
Accomodations:
504- Allow for student to have a partner
throughout the entire lesson, including the
reading station. Students will take turns
reading out loud.

ELL Foundational Vocab List:

- Environment
- Organism
- Energy
- Species
- Merge
Review Vocab List:
o (OLD) ECOSYSTEM: The living and nonliving things that share an environment and interact.
o (OLD) FOOD CHAIN: A series of organisms that depend on one another for food.
o (OLD) PRODUCER: An organism, such as a plant, that makes its own food. They get their energy
from the sun. Green Plants, Algea are examples.
o (OLD) CONSUMER: An animal that eats plants or other animals. Eagles eat fish, snakes, and other
small animals.
New Vocab List:
o *(NEW) DECOMPOSER: An organism that breaks down dead plant and animal material.
o *(NEW) POPULATION: a group of living things (organisms) that belong to the same species (they are
alike) and live in the same area or place together
o *(NEW) COMMUNITY: all of the populations that live together in the same place or environment
(area where they live)
o *(NEW) FOOD WEB: Several food chains that are connected.

____________________________________________________________________________
References: