Dimon Elementary Year One
Sutherland – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to identify parts of an ecosystem.
- Students will be able to label those parts as producers, consumers, and decomposers.
- Students will practice writing clearly and coherently.
- Students will use appropriate discussion techniques of speaking clearly and listening to their peers.
S4L1: Students will describe the roles of organisms and the flow of energy within an ecosystem.
- Identify the roles of producers, producers, consumers, and decomposers in a community.
- Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
ELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
ELAGSE5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Science & ELA
- Large poster sheets
The teacher had the student’s play Ecosystem Snowball, having students write down examples of parts of an ecosystem and throw them into a bucket.
Then, the teacher provided three blank poster sheets on the wall for the Poster Dialogue portion. Students would come up to the bucket at the front of the class and pull out a Snowball to read what was on it. The students then had a chance to identify what role the example on the snowball has in the ecosystem. For example, a wolf would be a consumer. The student who arrived at the correct answer wrote the title “Consumer” on one of the posters and as students pulled Snowballs and identified the examples as consumers, they would write the examples on the poster labeled “Consumers.”
The same process was followed to figure out what titles the other two posters should have (“Producers” and “Decomposers”), as Snowballs were drawn out of the bucket. The posters were eventually filled with examples of each part of an ecosystem created by the students Snowball ideas!
- A great question arose when doing this lesson plan, as students were able to see a variety of answers created on the poster sheets. A student posed the question “are all decomposers also living organisms?” Encouraging this critical thinking, the teacher offered the student the opportunity to search online for an answer while the rest of the class continued to work through the snowballs. The answer is a cliffhanger as the class period ended before the student found the answer!