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Critical thinking question, What are some ways grizzly bears change their ecosystem? What are some ways that you can change the ecosytem?

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o Critical Thinking Question: “Can anyone raise their hand and mention something new that they learned about? That can be from doing the graphic organizers or when playing the KAHOOT (CU)

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Students prior knowlege of content/skill for each goal 

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Students prior knowlege of content/skill for each goal 

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Many studetns were able to identify the main idea of a passage or paragraph. Some were able to identify the supporting details that led to the main idea. Very few were able to identify what a consumer, producer or decomposer is.

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Instuctional Activity Lesson 3 Mackenzie 

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Instuctional Activity Lesson 3 Mackenzie 

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ELA: Most students understood main idea and supporting details
SC/SS: Most students seemed to struggle with what function a living thing has in a certain type of ecosystem. For example in the grass land what is a rabbit? Many students answered producer but the correct answer was consumer.

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• https://www.natureworkseverywhere.org/resources/nature-works-in-coastal-peru/
• This is to let them see an ecosystem in action through a virtual field trip video stopping it to ask them questions that go along with the video

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What is an example that you found from researching your topic? Can you tell the class something new that you learned?

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Does anyone know of other relationships in a community that cause a population to develop in an ecosystem?” (Student response) This could be things like, “Birds, bats, and other insects benefit from flowers, and flowers benefit from the bird, bats, and other insects.”

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Can you give me some examples of a producer?”(Students tell some examples by raising their hand to be called on).  “Can someone give me some examples of consumers?” (Students respond by raising their hands to be called on. “Can anyone give me some examples of a decomposer? (Students raise hands in order to be called on)

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• Introduce the unit by saying that you will be teaching the students about ecosystems and integrating main idea and supporting details with in the lesson by them getting to explore websites that talk about the roles of things in the ecosystem as well as reading to find what they do in certain types of ecosystems.
• Ask the students if they know what the different parts of an ecosystem are
• Then after that show the YouTube video song about ecosystems.
• https://youtu.be/GUY_-LK_lOc
• Gave the pre-assessment to the students after this

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Pre Assessment Analysis (need of students)

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Pre Assessment Analysis (need of students)

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The needs of the students are to understand where a paragraph ends and starts and knowing how to number them as well as finding supporting details. For science they first need the definitions of what a consumer, decomposer and a producer are as well as how they work in ecosystems

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ELA:  Most understood the main idea but struggled with the supporting details.
SC/SS: Sciece- Very few understood the meaning of consumer, producer, and decomposer.

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Contextual Factors impacting each lesson

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Contextual Factors impacting each lesson

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-Lesson 1: It would impact students who are English Language Learners. We can assist them one-on-one if needed while others are continuing to work.
-Lesson 2: Behavior can impact listening to the other groups present and describe their role of a Producer, Consumer, and Decomposer.
-Lesson 3: Behavior and staying on task while collaborating with group members to read the passage chorally.

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ELA:  Main Idea and supporting details
SC/SS: Ecosystems

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Potential biases affecting instruction or assessment and plans for countering biases

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Potential biases affecting instruction or assessment and plans for countering biases

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Thinking that they have not seen different ecosytems in function or having the materials to know or experience this before. Thinking that when something is hard they just give up and act dumb so that they can get out of it.  My previous experiences with impoverished individuals could change the way I treat impoverished students.

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Probable Obstacles for students' for objectives and why?

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Probable Obstacles for students' for objectives and why?

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ELA- Reading the passages and knowing what paragraph we are talking about when we say in a certain paragraph what is the main idea in a passage.
Sc/SS- Science understanding what a composer, producer, and decomposer does in an ecosystem. The reason is because the class simply gives up when they don’t know something

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Successfully use the concetp of main idea and supporting details in a passage

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Know the definition of main idea and supporting details

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Identify Main idea and supporting details using passages from science about ecosystems

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Needs of Students for Franklin and Jefferson 

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Needs of Students for Franklin and Jefferson 

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ELL
IEP
Low reading levels

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ELA 3rd Grade:
R3A3b-Identify the details or facts that support the main idea
National- 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Science
Ecosystems (not found in Missouri Learning Standars)
5.LS2.B- Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Examples of systems could include organisms, ecosystems and the earth
National -3-LS2-1. | Construct an argument that some animals form groups that helpmembers survive.

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ELA Reading- 3rd grade studetns will read, infer, and draw conclusions to identify details or facts that support the main idea by asking and answering relevant questions.
Science- 3rd grade students will develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Examples of systems could include organisms, ecosystems and the earth