What Is An Ecosystem

Topic: What is an Ecosystem?

Objectives:

1. Students will be able to define the term "ecosystem" and identify the components of an ecosystem.

2. Students will be able to distinguish between different types of ecosystems and explain how they are identified.

National Standards:

• Next Generation Science Standards: 5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Materials:

• Whiteboard and markers
• Pictures or diagrams of different ecosystems
• Chart paper and markers
• Project materials for independent practice

Warm-up:

Ask the students: What do you think makes up an ecosystem? Encourage them to think about different plants, animals, and their environment. Allow for a brief discussion before moving on to the lesson.

Direct Instruction:

Explain to students that an ecosystem is a community of living organisms (plants, animals, and microorganisms) in conjunction with the nonliving components of their environment (air, water, soil, etc.) They work together as a system. Show pictures or diagrams of different ecosystems and have students identify the living and nonliving components.

Guided Practice:

For guided practice, have students participate in an active learning strategy such as a scavenger hunt around the school grounds to identify different components of an ecosystem. Instruct them to take notes and observations of what they see and then come back to discuss as a class.

Independent Practice:

For independent practice, have students work on a project where they create their own mini-ecosystem in a jar. They can include plants, soil, water, and small animals like snails or worms. Have them observe and document the interactions within their mini-ecosystem over a week.

Closure:

For closure, have students share their observations from their mini-ecosystem projects. Discuss as a class and review key points about what makes up an ecosystem. As a closure activity, have students draw a diagram of an ecosystem and label the living and nonliving components.

Assessment:

Assess students based on their participation in class discussions, completion of the guided practice activity, and the quality of their mini-ecosystem project.

Differentiation for Students with Special Needs:

• Provide visual aids or manipulatives for students who may need extra support in understanding the concept of ecosystems.
• Offer simplified instructions and demonstrations for students who struggle with processing information quickly.
• Pair students with special needs with a peer buddy to provide assistance during the scavenger hunt or project activities.
• Allow for extra time for completion of independent practice tasks for students who may need additional support.