Smith - Acosta Lesson Plan

The general lesson plan information is below

Grade Levels

3rd-5th

Subjects

Social Studies
Science

Keywords

Stone House, habitat, forest, non native plants, native plants, native and non native animal inhabitants,indigenous,introduced species,migration

Forest Locations

Download Trail Map

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Materials

paper, pencil, notebook, proper outdoor gear, sample permission slip. Guided reading booklet about invasive species.

Schedule

Mr Brady takes about 30 minutes for his historical background presentation and tour of the stone house. The field work demonstration will take approximately 30minutes.

Pre-Forest Activity

Invasive plant and animal species discussion. Small reader will be used.

Forest Activity

Stone house tour, field work looking for animal habitat construction.

Post-Forest Activity

Assessments

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Learning Standards

Students who demonstrate understanding can:

5-LS2-1.

[Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions.

Develop a model to describe phenomena.

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Connections to the Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Science explanations describe the mechanisms for natural events.

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.

Crosscutting Concepts

Systems and System Models

A system can be described in terms of its components and their interactions.

Connections to other DCIs in fifth grade:

5.ESS2.A ; 5.PS1.A

Articulation of DCIs across grade-levels:

2.PS1.A ; 2.LS4.D ; 4.ESS2.E ; MS.LS1.C ; MS.LS2.A ; MS.LS2.B

Common Core State Standards Connections:

ELA/Literacy -
RI.5.7	Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1)
SL.5.5	Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-LS2-1)
Mathematics -
MP.2	Reason abstractly and quantitatively. (5-LS2-1)
MP.4	Model with mathematics. (5-LS2-1)

Curriculum

Our class will visit the stone house and listen to Mr. Brady’s presentation. We will then take a tour of the stone house, paying attention to construction methods used and making application to forest habitats made by animals in the forest.

Objectives

Students will 1) identify some native and non native animal habitants of black rock forest. 2) give some examples of effects of introducing plant and animal species to an area where they were not originally found.

Background

Mr. Brady will provide a tour of the stone house, showing pictures and original documents regarding inhabitants of the old stone house. Vocubulary…..native, non native, indigenous, introduced species, migration. We will also have original photos of invasive plant species that have made the forest their home.