Ohio Standards Connections:

Ohio Standards Connections:

Grade Level: 5^th Grade

Standard:

Life Sciences

Benchmark:C

Indicator: 4

Lesson Summary:

Students will be introduced to ecosystems and will show what they already know and hope to learn from this study through the use of a KWL chart.

Estimated Duration: 1 class period

Commentary:

Students thought they knew a lot about ecosystems until

they started writing down information.

Pre-Assessment:

Students will be asked to fill in a KWL chart with information they already know about ecosystems. They will then be asked to write down things they would like to learn. KWL charts will be collected for later use and reference.

Scoring Guidelines:

Scoring will be informally based on teacher observation done while observing students as they write and reading the information each child lists. Information will be used it to decide how much instruction will be necessary.

Post-Assessment:

At the end of our unit, students will be given their KWL charts to check accuracy of information previously listed and add information learned.

Scoring Guidelines:

Each child will be able to add at least 5 things learned about ecosystems during the course of our study. They will also self- check their previously listed information (what they thought they knew) with members of their research group for accuracy. KWL charts will be turned in for teacher perusal.

Instructional Procedures:

Ecosystem will be written on the board and students will be asked to fill in a KWL chart with things they know about the topic.
Students will look through the textbook chapter, McGraw – Hill Science chapter 11, with the guidance of the teacher. They will look at photos, chapter headings, etc.
Students will list things on their KWL charts that they would like to learn during the study.

Differentiated Instructional Support

Materials will be read aloud by teacher and capable students so all students receive the important information. Students who require scribing will have their charts filled in with their ideas.

Extension

Books and magazines from the classroom library will be on display and for checkout.

Homework Options and Home Connections

Assess area in which they live for animals, plants, etc.Watch for stories about ecosystems on TV and in newspapers.

Interdisciplinary Connections

As this unit progresses, students will be reading related books in their reading groups. We will read There’s an Owl in the Shower by Jean Craighead George and Owls in the Family by Farley Mowat. Hoot by Carl Hiaasen will be used as a read aloud.

Materials and Resources:

For teachers

Teacher’s Edition McGraw-Hill Science

Overhead of KWL chart

Classroom sets of literature books: There’s an Owl in the Shower (Jean Craighead George), Owls in the Family (Farley Mowat)

Hoot (Carl Hiaasen)

For students

Students Editions McGraw-Hill Science

Individual copies of KWL charts

Pencils

Key Vocabulary

Ecosystems

Technology Connections

Overhead projector

General Tips

Make sure a variety of ability levels are in each group to facilitate discussions and provide scribing help as needed.

Attachments

KWL chart

Ohio Standards Connections:

Grade Level: 5^th Grade

Standard: Life Sciences

Benchmark: C

Indicator: 4

Lesson Summary:

Students will learn that the world has different and distinct ecosystems and that organisms can survive only in ecosystems that meet their needs. Information will be gathered from class work in the textbook and work in the media center. Student groups will present information to the class in a project sharing day.

Estimated Duration:

7 to 10 days.

Commentary:

Students will be doing part of their learning in the school media center under the direction of the media specialist as they gather information for a group project to culminate our study See her lessons for more info on research lessons.

Pre-Assessment:

Students will be reminded about the KWL charts made previously and asked to share any news stories they might have seen or heard since the last class discussion. See previous lesson. Students will also be filling out study guides as our readings progress and they will have checklists to keep their research topics in focus as they gather information.

Scoring Guidelines:

Teacher observation and class participation will be used to check on student progress. Students will have to show their checklists and study guides to the teacher at the beginning of each class period.

Post-Assessment:

Study guides will be collected and graded using the school grading scale at the end of our readings. Students will turn in checklists showing what information they have collected during their research.

Scoring Guidelines:

Study guides will be graded using the school grading system (93 – 100, A; 85 – 92, B; 77 – 84, C; 70 – 76, D; below 70, F). Student checklists will be used to evaluate the content of student projects.

Instructional Procedures:

1. Students will read and discuss chapter 11 in science book under the direction of the teacher.

2. Students will fill in information gained in study guides that go along with the textbook.

3. Students will be divided into study groups to research a specific ecosystem under the direction of the media specialist.

4. Students will work on their projects during class and study period sessions.

Differentiated Instructional Support

Students will be in mixed ability groups. Materials will be provided/available on all reading levels. Special education teacher will be available to help all students as needed.

Homework Options and Home Connections

Students will be asked to continue their readings at home as well as to keep looking and listening for information on TV and in newspapers. Students will be encouraged to use the town library and their own on-line sources.

Interdisciplinary Connections

Report writing will be worked on during language arts time; posters can be worked on during art time. Research findings can be discussed as they relate to their group reading books and during our read aloud time.

Materials and Resources:

For teachers

Teacher’s Edition McGraw-Hill Science Classroom sets of literature books: There’s an Owl in the Shower (Jean Craighead George), Owls in the Family (Farley Mowat)

Hoot (Carl Hiaasen).

For students

Students Editions McGraw-Hill Science

Study guides for chapter 11

Checklists for student information gathering

Library computers for research

Print materials for info gathering

Key Vocabulary

Ecosystem, ecology, abiotic, biotic, population, community, habitat, food chains, food webs, herbivore, carnivore, omnivore, predator, prey, scavenger

Technology Connections

Students will be using library computers and doing on-line research. Students will use overhead and Xerox machines to prepare materials for use in projects.

General Tips

Make sure all ability groups are doing equal amounts of work.

Attachments

Study Guide, checklist

Ohio Standards Connections:
Grade Level: 5^th

Standard: Life Sciences

Benchmark: C

Indicator: #4

Information Literacy: #5

Benchmark: D

Indicators: #2,3,4

Lesson Summary: In collaboration with the classroom teacher, Grade 5 students will be introduced to, will discuss the merits of, and develop appropriate research strategies for the gathering of information about their individual groups’ ecosystem. This information will be organized into a multi-faceted presentation, which will be performed for their classmates about their ecosystem. Each class session will culminate in the continued reading of the classroom read-aloud – Hoot, by Carl Hiaasen.
Estimated Duration: 2-3 class sessions – Each lesson will be 40 min. long.

Lesson 1: An introduction of research techniques and sources: a. Books

b. Print Encyclopedia c. Online Encyclopedias d. Other Online Sources.

Commentary: The lessons went well. The time spent explaining the differences between research using a well-researched data base such as INFOHIO and a search engine such as GOOGLE were beneficial to honing in on “just right” information for their projects.

Pre-Assessment: An introduction of the book, Hoot, by Carl Hiaasen, which is the classroom read-aloud, was used as a “lead-in” to the study of ecosystems, and the habitat of animals within the ecosystems. The book Hoot, discusses the ecosystem and habit of burrowing owls. Previously, pre-assessment was also conducted by the classroom teacher, using KWL charts, class discussion, and a preliminary written choice of their ecosystem.

Scoring Guidelines: Class discussion and participation was used as an assessment of whether the student could locate books and encyclopedias about their ecosystem. Each group was assigned a computer for group research of the comparison of GOOGLE sources V.S. INFOHIO. With the INFOHIO source-Searchasaurus, each student needed to demonstrate the ability to navigate a predetermined path to this source.

Post-Assessment: Class discussion of steps to navigate to the INFOHIO and GOOGLE sites. Hands-on manipulation and collection of information from print sources was discussed.

Scoring Guidelines: LMS checklist of presentation of sources, with an area for notes concerning further instruction needed was used. (See attachment). A student checklist was used for self and group evaluation of items needed for the poster and presentation. This list was mentioned and referred to, by the classroom teacher, and the LMS throughout the project.

Instructional Procedures:

Introduction of Ecosystems: Read Ch. 1 or Classroom Read-aloud – Hoot. Discuss ecosystems, and the ecosystem and habitat of Hoot.
Introduction of the different research sources to be used:

Books – (already pulled from both libraries (EMS, HS) for each

Ecosystem group). Brief discussion of the index, and table of contents for those books, which are ecology texts.

Encyclopedias – (print and online).
Online Sources – (Search Engines, such as GOOGLE, compared to Online Sources such as INFOHIO, with an emphasis on Searchasaurus.

Discussion of printing/copying of materials for use in note-taking, as

Props for posters, dioramas, etc., from books/online sources.

2 page limit from any one source – but no limit on the number of

Sources as long as it is necessary to the project.

Hands-on instruction about the differences between searching for online

Materials using the search engine-GOOGLE, and the online database-INFOHIO: Searchasaurus Link, emphasizing the differences in amount and content of the searches from each source. Specific steps were presented to connect to the sources, which is the same procedure for all computers in the building, whether in the library, computer lab, or the classroom.

Continued reading of read-aloud Hoot.

Differentiated Instructional Support: Help and guidance was provided to each groups’ needs. Additional sources and suggestions of alternate ways to get the information were provided when needed. Continued monitoring of the key components of the research techniques taught as well as their access in the classroom was used.

Extension: Each group was encouraged to read, evaluate sources, and complete parts of their projects both at school and home. After each session in the library/media center they were asked to bring questions, new insights, materials, etc. that they had learned about in the interim to the next session.

Homework Options and Home Connections: The students were encouraged to share information learned at school with home, and vice versa. They were expected to obtain ideas, research, and materials from home if it enhanced their poster and presentation.

Interdisciplinary Connections: These lessons were correlated with the Science standards for the grade level, as well as a literature connection with the classroom texts – The Owl in the Shower and The Owl Family, and the class read-aloud – Hoot.

Materials and Resources:

For teachers	Copies of Checklists, Books about each ecosystem group, White board for steps to reach online sources, scrap paper for note-taking, pencils, computers, encyclopedias. Hoot by Carl Hiaasen.
For students	Classroom checklist, paper for note taking, pencils, books and encyclopedia for their ecosystem.

Key Vocabulary: Ecosystem, print or online sources, databases or search engines, INFOHIO or GOOGLE,

Technology Connection: The basic lesson has technology in connection with print materials at its core. Technology is used to provide students with a step-by-step approach to find research tools, such as INFOHIO, as well as other sources to be used with other projects throughout the students’ school career.

Research Connections: The lessons support Dr. Ross Todd’s study about how and why school libraries are an integral part of a students’ information retrieval and usage for continued life-long research and reading success.

General Tips: According to the needs of each group and/or class the pace of the lessons might need to be adjusted. More time was needed in instruction about note taking, especially from online sources.

Attachments: LMS checklist of areas of instruction, Classroom Project Checklist for referral to specific areas that can be found in what sources, etc.

Ohio Standards Connections:
Grade Level: 5^th

Standard: Life Sciences

Benchmark: C

Indicator: #4

Information Literacy: #5

Benchmark: D

Indicators: #2,3,4

Lesson Summary: Each of the ecosystem groups will have a 15 minute time to conduct research using the 2 forms of sources available; books and print encyclopedias; or online encyclopedias and online databases or search engines. The groups will switch modalities after a 15 min. time period. These lessons will provide a further look at the INFOHIO database, with an emphasis on the Searchasaurus link, with the components of Funk and Wagnall’s General Encyclopedia, Animal Encyclopedia, Magazine File, and Picture File. This information will be organized into a multi-faceted presentation, which will be performed for their classmates, about their ecosystem. Each class session will culminate in the continued reading of the classroom read-aloud – Hoot, by Carl Hiaasen.
Estimated Duration: 1-2 class sessions – Each lesson will be 40 min. long.

Lessons 2 & 3: Group work using both types of sources-print, and online, with individual group instruction concerning research questions, and classroom checklist components.

Commentary: The lessons went well. More time could be spent on individual group instruction about note taking from both print and online sources. Some ecosystem groups needed additional time and instruction, while other groups were “finished” with the research part of the project, and ready to move on to the actual compilation of the materials.

Pre-Assessment: Review discussions of the book, Hoot, by Carl Hiaasen, which is the classroom read-aloud was used to keep the groups and the LMS updated on the plot, and story details. Referral to the Classroom Checklist and each group’s self-evaluation of it was necessary at each lesson. No further pre-assessment needed.

Scoring Guidelines: Class discussion and participation, as well as each groups’ evaluation of the classroom checklist was used as an assessment about their ecosystem project. Each student needed to once again demonstrate the ability to navigate a predetermined path to the INFOHIO source.

Post-Assessment: Class discussion of steps to navigate to the INFOHIO. Hands-on manipulation and collection of information from print and online sources was discussed.

Instructional Procedures:

1. Review procedures of step-by-step approach to get to the INFOHIO link of

Searchasaurus.

2. Discussion of components of the Classroom Checklist that can be obtained

From which sources, i.e.: maps from encyclopedias or Searchasaurus picture file, animals in their habitats from Searchasaurus animal encyclopedia or books, etc.

3. Looking specifically at the different components in the Searchasaurus

Link in the INFOHIO database.

a. Funk and Wagnall’s General Encyclopedia

b. Animal Encyclopedia

c. Magazine File

d. Picture File – maps in particular

4. Continued reading of read-aloud Hoot.

Differentiated Instructional Support: Help and guidance was provided to each groups’ needs. Use of print/online sources, and hands-on activities help to meet the needs of each student’s learning modality.

Extension: Each group was encouraged to read, evaluate sources, and complete parts of their projects both at school and home. It was presented that INFOHIO sources were available in the classroom, as well as at home, so they could extend their research using this source.

Materials and Resources:

For teachers	Copies of Checklists, Books about each ecosystem group, White board for steps to reach online sources, scrap paper for note-taking, pencils, computers, encyclopedias. Hoot by Carl Hiaasen.
For students	Classroom checklist, paper for note taking, pencils.

Key Vocabulary: Ecosystem, print or online sources, INFOHIO with the link Searchasaurus, types of files within a database – picture, magazine, etc.

Attachments: LMS checklist of areas of instruction, Classroom Project Checklist for referral to specific areas that can be found in what sources, etc.

Ohio Standards

Connections:

Grade Level: 5^th Grade

Standard: Life Sciences

Benchmark: C

Indicator: 4

Lesson Summary:

Students will present projects based on research done on ecosystems.

Estimated Duration:

2 class periods

Commentary:

Pre-Assessment:

Students will have the checklists they have been keeping as they worked on their research topics. Class will review the checklists and be mindful of what they are looking for in the projects.

Scoring Guidelines:

Students will have to show their checklists at the beginning of the class period. Teacher will collected and mark in grade book if they had them or not.

Post-Assessment:

Student projects will be evaluated using a rubric. Presentations will also be video recorded and groups will meet with teacher to review and critique on work. Each student will get a chance to write 2 comments to other groups to tell of things learned from that group or to tell things they enjoyed in that group’s presentation.

Scoring Guidelines:

Students must score at least 3 points in each category on the rubric to be successfully completed. Students must discuss with teacher and rate their performance in presenting information.

Instructional Procedures:

Student groups will take turns presenting their projects to the class.
Other students will be allowed a question and answer time.
Students will display project posters in hallway for others to see.

Differentiated Instructional Support

Groups will divide information to present so everyone can be successful during the presentation. Lower ability students will receive help in practicing for their part in the presentation.

Extension

Students will be encouraged to do further research and reading on topics they hear that interest them.

Materials and Resources:

For teachers

Video camera

Rubrics to evaluate each group

For students

Final projects for presentation

Key Vocabulary

Technology Connections

Projects will be videotaped and digital pictures will be taken.

General Tips

More than 2 days might be necessary if some presentations get too long.

Attachments

Grading rubrics

Ohio Standards Connections:
Grade Level: 5^th

Standard: Life Sciences

Benchmark: C

Indicator: #4

Information Literacy: #5

Benchmark: D

Indicators: #2,3,4

Lesson Summary: Each group will complete the bibliography worksheets (works cited) for each of the books, encyclopedias – (print and online), or online source – (website) used for their project. Specific instruction will be given by the LMS about the completion of these worksheets. Each group will plan their class presentation, making sure that each member is involved in some way. They will refer to the classroom checklist to make sure that all components of the project are covered. Each class session will culminate in the continued reading of the classroom read-aloud – Hoot, by Carl Hiaasen.
Estimated Duration: 1-2 class sessions – Each lesson will be 40 min. long.

Lessons 4 &5: Each group will complete the bibliography worksheets. Each group will plan their class presentation. They will refer to the classroom checklist to make sure that all components of the project are covered.

Commentary: The lessons went well. The completion of the project and the actual presentation times seemed a “long time in coming”, because of snow days, and other interruptions. In another year, planning this project for late fall, would be a better idea.

Scoring Guidelines: Another checklist (see attachments) was used as a guide when grading the presentations and bibliography. The LMS and the classroom teacher were present at all presentations, and noted highlights, and things leaned by all throughout the projects.

Post-Assessment: Each class member wrote at least 2 “attaboys” to other groups. They wrote things they liked or learned about ecosystems from their peers. Each presentation was videotaped, intended to be used as a teaching tool about “stage presence”, and delivery for future projects.

Scoring Guidelines: A checklist was used for the final project, and both the LMS and the classroom teacher provided feedback to the students in written form. The classroom teacher conducted post project interviews and “viewing of the videotape” as well.

Instructional Procedures:

1. Instruction was given concerning the completion of all works cited forms.

Each group was previously told to keep all information and books, etc. to be able to complete the forms. Special attention was given to the online sources used. Each group completed their forms with supervision from either the LMS or classroom teacher.

2. Presentation expectations were discussed, with an emphasis on making sure

That all components from the Classroom Checklist were a part of their presentation, and/or props, posters, etc.

3. Continued reading of read-aloud Hoot.

Differentiated Instructional Support: Each group was encouraged to get all members involved in some way, and to discuss together what way each members strengths and/or weaknesses could be highlighted, or minimized.

Extension: Each group was encouraged to read, evaluate sources, and complete parts of their projects both at school and home. Each student brought “props” or aids used in their project from home or they were made in the classroom work times.

Materials and Resources:

For teachers	Multiple copies of bibliography worksheets – (works cited forms), Copies of grading checklist, video camera, digital camera.
For students	Classroom checklist, Presentation items – poster, diaorama, additional props, food chains, food webs, books, bibliography worksheets, etc.

Key Vocabulary: None

Technology Connection: The basic lesson has technology in connection with print materials at its core. Technology was used in their presentations, as well as tin the recording of each presentation.

General Tips: More time could have been spent on “presentation tips”, so that they would be aware of the “stage presence” needed for the presentation.

Attachments: LMS checklist of areas of instruction, Classroom Project Checklist for referral to specific areas that can be found in what sources, etc. Grade Sheet Checklist for the presentations.