1. Topic-
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2. Content-
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Ecosystems-
KEY VOCABULARY
Individual
Population
Community
Ecosystem
Habitat
Niche |
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3. Goals: Aims/Outcomes-
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1.Students will be able to understand
2. Students to relate key vocabulary to science concepts and themes
learned.
3. Students to learn vocabulary words, associate them to everyday
occurrences, to life, themselves, and understand that they support
a main idea/theme. |
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4. Objectives-
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1. associate vocabulary to the interactions which occur within an
ecosystem.
2. Describe and compare several common ecosystems (communities of
organisms and their interaction with the environment)through use of
vocabulary words.
3.use the vocabulary of _____ (shapes, colors, etc.) to describe _____
(flowers, etc.)
4. explain the meaning of the word(s): _____. |
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5. Materials and Aids-
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Vocabulary Cards,
Blank Paper
Pencils
Quick Reads
Science a-z Leveled Books
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6. Procedures/Methods-
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A. Introduction-
1.Inform students why I am here and what we will be doing exactly.
2. Inform them that I am not here to judge them nor is anyone else
who is working in our group. That as of right now I will be working
with every Wednesday during this time for the next 6 to 9 weeks.
3. That today we will be reading some articles that deal with ecosystems
and working on the vocabulary that is highlighted yellow in their
science textbooks.
4. I will also be working to help them to understand and read nonfiction
text like their textbook. |
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B. Development-
1. Have students fill out the knowledge rating scale while I read
out loud the vocabulary words one-by-one that we will be focusing
on learning today.
2. Have students spend 10 minutes reading the quick reads associated
with Ecosystems.
3. As we read through the science text, we will fill out the Frayer
model with the vocabulary words that they will be required to learn. |
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C. Practice-
| I will model one Frayer model worksheet and then students are to
apply procedures to the rest of the vocabulary words. |
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D. Independent Practice-
1. Students apply modeling of how to read a nonfiction text to reading
their science textbook.
2. The completed Frayer model vocabulary worksheets. |
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E. Accommodations (Differentiated Instruction)-
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F. Checking for understanding-
1. Play game to see if students understand the vocabulary words.
2. Have students answer discussion questions during closure activity.
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G. Closure-
| Discussion questions closure activity. |
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