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    Science Lesson Plan Grade 6 PDF

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    jennifer medina
    This lesson plan introduces students to ecosystems by having them identify organisms as producers, consumers, or decomposers. Students will analyze an ecosystem by arranging organisms into a food chain and food web. The plan includes reading non-fiction texts, completing a vocabulary sheet, labeling organisms, and creating a food chain and food web using provided resources. The goal is for students to understand the movement of matter among plants, animals, and decomposers in an ecosystem.

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    Science Lesson Plan Grade 6 PDF

    Uploaded by

    jennifer medina
    643 views7 pages
    This lesson plan introduces students to ecosystems by having them identify organisms as producers, consumers, or decomposers. Students will analyze an ecosystem by arranging organisms into a food chain and food web. The plan includes reading non-fiction texts, completing a vocabulary sheet, labeling organisms, and creating a food chain and food web using provided resources. The goal is for students to understand the movement of matter among plants, animals, and decomposers in an ecosystem.

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    This lesson plan introduces students to ecosystems by having them identify organisms as producers, consumers, or decomposers. Students will analyze an ecosystem by arranging organisms into a food chain and food web. The plan includes reading non-fiction texts, completing a vocabulary sheet, labeling organisms, and creating a food chain and food web using provided resources. The goal is for students to understand the movement of matter among plants, animals, and decomposers in an ecosystem.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    643 views7 pages

    Science Lesson Plan Grade 6 PDF

    Uploaded by

    jennifer medina
    This lesson plan introduces students to ecosystems by having them identify organisms as producers, consumers, or decomposers. Students will analyze an ecosystem by arranging organisms into a food chain and food web. The plan includes reading non-fiction texts, completing a vocabulary sheet, labeling organisms, and creating a food chain and food web using provided resources. The goal is for students to understand the movement of matter among plants, animals, and decomposers in an ecosystem.

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    of 7

    IXL Science

    Ecosystem Lesson Plan


    Grade 6

    Objective Students will identify organisms as producers, consumers, and decomposers,


    define and analyze an ecosystem, and arrange these organisms into a food chain
    and food web.

    Standards NGSS:
    MS-LS2-1. Analyze and interpret data to provide evidence for the effects of
    resource availability on organisms and populations of organisms in an ecosystem.
    Emphasis is on cause and effect relationships between resources and growth
    of individual organisms in ecosystems during periods of abundant and scarce
    resources.

    5-LS2-1. Develop a model to describe the movement of matter among plants,


    animals, decomposers, and the environment. 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.

    Suggested Resources
    IXL skills

    Skill Name 6th Grade 5th Grade

    Identify Ecosystems K.1 Q.1

    Recognize Ecosystems K.2 Q.2

    How Do Plants Make Food? M.3

    Understanding Food Chains Q.3

    Movement of Matter in Food Chains K.3

    Interpret Food Webs I K.4 Q.5


    Videos • Food Chain: https://www.turtlediary.com/video/food-chain.html
    • Bill Nye Food Chain video: https://www.schooltube.com/video/
    caa25da3b12a4e669b6d/Bill%20Nye-Food%20Web

    Texts • What are Food Chains and Webs? (Science of Living Things) by
    Bobbie Kalman
    • Who Eats What? Food Chains and Food Webs by Patricia Lauber &
    Holly Keller
    • What If There Were No Bees? A Book About The Grassland Ecosystem
    by Suzanne Slade and Carol Schwartzz

    What you’ll need • Access to laptops, tablets, and/or desktops for students’ use
    • Lake Ecosystem Picture (PDF)
    • Ecosystem Vocabulary Sheet
    • Ecosystem Activity Sheet
    • Ecosystem Graphic Organizer
    Instructional Plan

    ANTICIPATORY SET CLOSING/SUMMARY

    1. Project the Lake Ecosystem Picture for lesson Option #1: Students can practice the sixth grade
    introduction. Have students discuss what they IXL skill K.3, Movement of Matter in Food Chains,
    believe is shown in the picture with a partner or with a practice goal of completing stage 1. For
    small group. Then, allow students the chance to remediation, direct students to the fifth grade skill
    share their thoughts with the entire class. Q.3, Understanding Food Chains. Review students’
    SmartScores in the Score Grid within IXL’s Analytics.
    2. Brainstorm with students the meanings of the
    words on the Ecosystem Vocabulary Sheet. Option #2: Students can complete the bottom portion
    Write their ideas on the board. To check for of the Ecosystem Activity Sheet, creating their own
    understanding, have students describe the food chain using five different organisms. Collect
    producers, consumers, and decomposers they students’ Ecosystem Activity Sheets and review their
    see in the picture or identify in their school responses.
    environment.

    3. Draw or project the Ecosystem Vocabulary Sheet


    on the board. Have students give vocabulary OPTIONAL HOMEWORK
    definitions in their own words and draw an
    illustration for each one in the appropriate Option #1: Using the Ecosystem Graphic Organizer,
    columns. students can create their own food webs by drawing
    illustrations in each of the boxes and connecting the
    boxes with arrows.

    TEACHING STRATEGY Option #2: Students can practice the sixth grade IXL
    skill K.3, Movement of Matter in Food Chains, with a
    • Whole-group instruction: Read the suggested practice goal of completing the skill. For remediation,
    text to students or provide individual or shared direct students to the fifth grade skill, Q.3,
    copies for students to read independently. Understanding Food Chains, or to M.3, How Do Plants
    Make Food? For those needing enrichment, students
    • Small group, differentiated instruction: Based on may practice the sixth grade IXL skill K.4, Interpret
    students’ reading levels, create small groups and Food Webs I.
    assign an appropriate text to each group.

    1. With particular emphasis on how ecosystems are


    different in various parts of the globe, students
    will read the non-fiction text, while making any
    needed adjustments to their Ecosystem Vocabulary
    Sheets.

    2. After reading, students will use their Ecosystem


    Vocabulary Sheets as a reference to complete
    the top portion of the Ecosystem Activity Sheet.
    There, they will label producers, consumers, and
    decomposers accordingly.
    Name: _______________________
    Date: _______________________

    Ecosystem Vocabulary

    Word Definition in Your Own Illustration
    Words


    Producer




    Consumer




    Decomposer




    Organism




    Herbivore




    Carnivore




    Omnivore



    Name: ___________________
    Date: ___________________

    Ecosystem Activity – Create a Food Chain

    Three major organisms that make up a food chain are producers, consumers,
    and decomposers. Classify the organisms as producers, consumers, or
    decomposers.

    Bilberry
    Brown Lemming
    Short-Tailed Weasel
    Arctic Fox
    Great Cormorant
    Brown Trout
    Midge Larva
    Great Horned Owl
    Common Shrew
    Slender Wheatgrass
    Western Diamondback Rattlesnake
    Bald Eagle
    Pallid-Winged Grasshopper


    Make a food chain using the following organisms: katydid, bald eagle, grass,
    frog, and snake.



    _______________ à______________ à_________________ à__________________ à __________________


    Name:______________
    Date:______________
    Ecosystem Graphic Organizer
    Create a Food Web

    Draw an organism from your environment in each box. Next, draw an arrow from one box
    to another to create a food web.

    Producers Primary Consumers Secondary Consumers

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