Running head: STEP STANDARDS 1

STEP Standards 3-5

Lynnette Johnson

Grand Canyon University: ELM 590

March 11, 2020

STEP STANDARDS 2

STEP Standards 3-5

STEP Standard 3 – Assessment and Data Literacy

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to
determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.

Ecosystem Preassessment
Name:
Results: Class:
Date:

Carefully read each question and circle the best response. While a preassessment is important, remember the goal is to
help the teacher and students tell what they know about ecosystems.

1. Which of the following depends on the other for shelter to survive?

a. Cat - Dog
b. Wolf - Rabbit
c. Squirrel – Tree
d. Rabbit - Carrot

2. What is an ecosystem?

a. Where an animal lives

b. Role that plants and animals have
c. Climate and other nonliving things in a certain area
d. Relationship of living and nonliving things

3. Which show a path of food energy?

a. Bear>Fish>Plant>Sun
b. Sun>Fish>Plant>Bear
c. Plant>Fish>Bear>Sun
d. Sun>Plant>Fish>Bear

4. Which one of the following do decomposers provide for plants?

STEP STANDARDS 3

a. Nutrients
b. Protection
c. Shade
d. Shelter

5. A non-living part of an ecosystem might be

a. Antlers on a deer
b. Shade on a person
c. A dead leaf
d. A nut on a tree

6. What is a nonliving thing in freshwater ecosystems?

a. Fish
b. Frog
c. Dead plants
d. Water

7. Which of the following describes consumers?

a. Organisms which are able to make sugars for energy

b. Organisms that must eat other animals for energy
c. Organisms that must eat other plants or animals for energy
d. Organisms that break down dead bodies and waste

8. Bacteria, fungi, and earth worms are all

a. Scavengers
b. Decomposers
c. Consumers
d. Producers

9. Which of these is an example of camouflage?

a. A moth that looks and acts like a hummingbird

b. A bear that sleeps in a cave all winter long
c. A colorful fish that lives in brightly colored coral
d. An elephant that uses its large ears to fan itself
STEP STANDARDS 4

10. Which organisms would survive well in a desert?

a. An animal that eats fish

b. A plant with many thin leaves
c. A plant with a waxy coating on its leaves
d. An animal with a thick layer of fur and fat

11. Why can this animal survive in a polar ecosystem?

a. The animal adapts to survive in the cold

b. The animal adapts to survive in the dark
c. The animal adapts to survive in high temperatures
d. The animal adapts to survive
Explain the reasoning for your answer to the above question.

12. The food web below will help you answer questions in the table below. If you know the meaning of the word in
STEP STANDARDS 5

the box, check yes, if not, check no.

fox
Black bear
owl

rabbit deer

berries

Word Yes No Identify an organism in the food web that has

this role
Producer

Consumer

Herbivore

Carnivore

13. In the above food web, what would happen to the rabbit if the black bear were taken out of the food web?

a. The number of rabbits would decrease

b. The number of rabbits would increase
c. The number of owls would increase
d. The number of deer would increase

14. Some rain forest plants live high up in trees and have long roots that grow into the soil. Which word below
describes this?

a. Extinction
STEP STANDARDS 6

b. Adaptation
c. Abiotic
d. Producer

15. Complete the following chart. If you know the definition, check yes and write the definition in the correct box. If
not, check no.

Word Yes No Definition

Food Chain

Abiotic

Omnivore

Balanced Ecosystem

Energy

Students took a preassessment that consisted of twenty-two total points. Students will be assessed
on how many questions they can answer out of twenty-two. Students who get twenty – twenty-
two questions correct will be highly proficient on the preassessment. Students who answer
eighteen or nineteen questions correctly will be proficient, students who answer sixteen to
seventeen questions correctly will be partially proficient, and students who answer fifteen
questions or less correctly will be minimally proficient in their prior knowledge about
ecosystems.

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.
STEP STANDARDS 7

Number of Students

Highly Proficient (90%-100%) 0

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 4

Minimally Proficient
(69% and below) 22

Pre-Assessment Analysis: Whole Class

Looking at the data from the preassessment provided above, I will make minimal changes to the
instructional strategies within the planning my unit, delivery of the material to students, and the
final assessment of the unit. Scaffolding of any prerequisites students to need to know to prepare
for concepts and standards being taught within the unit will be implemented. Within the planning
stage of the unit, I will implement more strategies to assist students on new concepts, including a
variety of activities to provide different methods of exploring new and misunderstood concepts
throughout the unit. Activities that integrate technology will be implemented into the planning
and delivery of the unit, exposing students to another way of learning. Videos allow visual
learners to be engaged within the lesson. With the data I have been given based off the
preassessment, it will be beneficial for students to take guided notes. Throughout the
implementation and delivery of the Science unit plan, I will be assessing students with formal
assessments to ensure students are mastering the standards being taught.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’
knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as
the pre-assessment, a modified version, or something comparable that measures the same concepts.
Include the scoring criteria used to determine whether students are Highly Proficient, Proficient,
Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and
measurable objectives.

Ecosystem Assessment
Name:
Results: Class:
Date:

Carefully read each question and circle the best response. While a preassessment is important, remember the goal is to
help the teacher and students tell what they know about ecosystems.
STEP STANDARDS 8

1. Which of the following depends on the other for shelter to survive?

a. Cat - Dog
b. Wolf - Rabbit
c. Squirrel – Tree
d. Rabbit - Carrot

16. What is an ecosystem?

a. Where an animal lives

b. Role that plants and animals have
c. Climate and other nonliving things in a certain area
d. Relationship of living and nonliving things

17. Which show a path of food energy?

a. Bear>Fish>Plant>Sun
b. Sun>Fish>Plant>Bear
c. Plant>Fish>Bear>Sun
d. Sun>Plant>Fish>Bear

18. Which one of the following do decomposers provide for plants?

a. Nutrients
b. Protection
c. Shade
d. Shelter

19. A non-living part of an ecosystem might be

a. Antlers on a deer
b. Shade on a person
c. A dead leaf
d. A nut on a tree

20. What is a nonliving thing in freshwater ecosystems?

a. Fish
b. Frog
c. Dead plants
STEP STANDARDS 9

d. Water

21. Which of the following describes consumers?

a. Organisms which are able to make sugars for energy

b. Organisms that must eat other animals for energy
c. Organisms that must eat other plants or animals for energy
d. Organisms that break down dead bodies and waste

22. Bacteria, fungi, and earth worms are all

a. Scavengers
b. Decomposers
c. Consumers
d. Producers

23. Which of these is an example of camouflage?

a. A moth that looks and acts like a hummingbird

b. A bear that sleeps in a cave all winter long
c. A colorful fish that lives in brightly colored coral
d. An elephant that uses its large ears to fan itself

24. Which organisms would survive well in a desert?

a. An animal that eats fish

b. A plant with many thin leaves
c. A plant with a waxy coating on its leaves
d. An animal with a thick layer of fur and fat
STEP STANDARDS 10

25. Why can this animal survive in a polar ecosystem?

a. The animal adapts to survive in the cold

b. The animal adapts to survive in the dark
c. The animal adapts to survive in high temperatures
d. The animal adapts to survive
Explain the reasoning for your answer to the above question.

26. The food web below will help you answer questions in the table below. If you know the meaning of the word in the
box, check yes, if not, check no.

fox
Black bear
owl

rabbit deer

berries

Word Yes No Identify an organism in the food web that has

this role
Producer
STEP STANDARDS 11

Consumer

Herbivore

Carnivore

27. In the above food web, what would happen to the rabbit if the black bear were taken out of the food web?

a. The number of rabbits would decrease

b. The number of rabbits would increase
c. The number of owls would increase
d. The number of deer would increase

28. Some rain forest plants live high up in trees and have long roots that grow into the soil. Which word below
describes this?

a. Extinction
b. Adaptation
c. Abiotic
d. Producer

29. Complete the following chart. If you know the definition, check yes and write the definition in the correct box. If
not, check no.

Word Yes No Definition

Food Chain

Abiotic

Omnivore

Balanced Ecosystem

Energy
STEP STANDARDS 12

The students will be scored and assessed the same way they were on the pre-assessment. By using
the same post-assessment and pre-assessment, this allows me to understand the concepts my
students understood and gained during the delivery of the unit. Students who score twenty and
twenty-two questions correct will be highly proficient, scoring between eighteen and nineteen
correctly will be proficient, scoring between sixteen and seventeen students will be partially
proficient, and scoring fifteen or below will be minimally proficient of the concepts taught
during the unit.
 Running head: STEP STANDARDS 13

STEP Standard 4 – Unit and Lesson Planning.

Grade Level: 4th Grade

Unit/Subject: Ecosystems/Science

Day 1 Day 2 Day 3 Day 4 Day 5

National/State Learning 5-PS3-1: “Use models to 5-PS3-1: “Use models to 5-PS3-1: “Use models to 5-PS3-1: “Use models to 5-PS3-1: “Use models to
Standards describe how energy describe how energy describe how energy from describe how energy describe how energy from
from the sun is from the sun is converted the sun is converted into from the sun is converted the sun is converted into
converted into food into food (used for body food (used for body into food (used for body food (used for body repair,
(used for body repair, repair, growth, motion, repair, growth, motion, repair, growth, motion, growth, motion, and to
growth, motion, and to and to maintain body and to maintain body and to maintain body maintain body warmth)”
maintain body warmth)” warmth)” (North Dakota warmth)” (North Dakota warmth)” (North Dakota (North Dakota Science
(North Dakota Science Science Content Science Content Science Content Content Standards, 2019,
Content Standards, 2019,Standards, 2019, p. 96). Standards, 2019, p. 96). Standards, 2019, p. 96). p. 96).
p. 96).
5-LS1-1: “Support an 5-LS1-1: “Support an 5-LS1-1: “Support an 5-LS1-1: “Support an
5-LS1-1: “Support an argument that plants get argument that plants get argument that plants get argument that plants get
argument that plants get the materials they need the materials they need the materials they need the materials they need for
the materials they need for growth chiefly from for growth chiefly from for growth chiefly from growth chiefly from air
for growth chiefly from air and water” (North air and water” (North air and water” (North and water” (North Dakota
air and water” (North Dakota Science Content Dakota Science Content Dakota Science Content Science Content
Dakota Science Content Standards, 2019, p. 97). Standards, 2019, p. 97). Standards, 2019, p. 97). Standards, 2019, p. 97).
Standards, 2019, p. 97).
5-LS1-2: “Develop a 5-LS1-2: “Develop a 5-LS1-2: “Develop a 5-LS1-2: “Develop a
5-LS1-2: “Develop a model to describe the model to describe the model to describe the model to describe the
model to describe the movement of matter movement of matter movement of matter movement of matter
movement of matter among plants, animals, among plants, animals, among plants, animals, among plants, animals,
among plants, animals, decomposers, and the decomposers, and the decomposers, and the decomposers, and the
decomposers, and the environment” (North environment” (North environment” (North environment” (North
environment” (North Dakota Science Content Dakota Science Content Dakota Science Content Dakota Science Content
Dakota Science Content Standards, 2019, p. 98). Standards, 2019, p. 98). Standards, 2019, p. 98). Standards, 2019, p. 98).
Standards, 2019, p. 98).
4-LS1-1: “Support an 4-LS1-1: “Support an 4-LS1-1: “Support an 4-LS1-1: “Support an
 STEP STANDARDS 14

4-LS1-1: “Support an argument that plants and argument that plants and argument that plants and argument that plants and
argument that plants and animals have internal animals have internal and animals have internal animals have internal and
animals have internal and external structures external structures that and external structures external structures that
and external structures that function to support function to support that function to support function to support
that function to support survival, growth, survival, growth, survival, growth, survival, growth, behavior,
survival, growth, behavior, and behavior, and behavior, and and reproduction” (North
behavior, and reproduction” (North reproduction” (North reproduction” (North Dakota Science Content
reproduction” (North Dakota Science Content Dakota Science Content Dakota Science Content Standards, 2019, p. 81).
Dakota Science Content Standards, 2019, p. 81). Standards, 2019, p. 81). Standards, 2019, p. 81).
Standards, 2019, p. 81).
Specific Learning Students will be able to Students will be able to Students will be able to Students will be able to Students will be able to
Target(s)/Objectives. compare and contrast the describe the challenges explain the difference research a habitat and research animal life cycles
vocabulary terms presented to organisms between a food chain and describe the relationships and explain how an
population, community, in different ecosystems a food web by creating between the organisms animal’s niche may
and ecosystem by and investigate how examples of food chains that live there. change at different times
organizing groups of animals adapt to their and food webs. during its life cycle.
people and objects into ecosystem.
these terms.

Academic Language Community Habitat Producer Community Ecosystem

Population Ecosystem Ecosystem Population Niche
Habitat Carnivore Niche Dichotomous Key
Ecosystem Herbivore Habitat
Decomposer Ecosystem
Consumer
Herbivore
Carnivore
Food Web
Food Chain
Unit Resources, Materials, Prior Knowledge Student observation Activity instruction cards Habitat research project Books about a Frog’s Life
Equipment, and Worksheet worksheets Producer, consumer, sheet Cycle
Technology Ecosystem Sort Center instruction cards decomposer foldable Habitat sort Entry ticket
Worksheet Promethean Board Animal pictures Student Chromebooks Frog Life Cycle worksheet
Ecosystem Exit Ticket Laptop Food Web worksheet Construction paper Animal Bio Cards
Trail Mix YouTube Video Small white boards Crayons/markers/colored Crayons/markers/colored
Construction Paper Penguin Cards Dry erase markers pencils pencils
 STEP STANDARDS 15

Scissors Crayons Construction paper Scissors Classifying organisms

Glue Spray bottle filled with Scissors Glue worksheet
Ecosystem in a bottle water Glue Promethean Board
worksheet Paper towels Crayons/markers/colored Laptop
Ecosystem in a bottle Two small bowls pencils YouTube for videos
assessment cards Water Promethean Board
18 clear, empty 2 Liter Ice Laptop
bottles Shortening YouTube for videos
Clear packing tape Saran Wrap
Aquarium gravel Thermometers
Rubber bands Different sized seeds
Soil Disposable Pan
Grass seed Tongs, chopsticks,
Panty hose cut into 4” tweezers. spoon, clothes
squares pin, ladle
Small fish, snails, and/or Sand
other aquatic life Green leaves
Aquatic plant Cotton balls
Crickets, worms, and/or Pictures of animals
other bugs
Leaves or sticks
Crayons/Makers/Colored
Pencils
Depth of Knowledge What is an ecosystem? How big is an What is a food chain? Define what a habitat is. Define what a niche is.
Lesson Questions ecosystem?
How does a plant or What is a food web? Relate the importance of Relate the importance of
animal survive in a How do the components a habitat to an an animal’s niche to the
certain ecosystem? of Dr. Jeff’s ecosphere What are the differences ecosystem. communities they live in.
interact to help each and similarities between a
What evidence can you other survive? food chain and a food What evidence in the What evidence from the
find in an ecosystem that web? video did you find about book we read about a
makes it a healthy What evidence can you the importance of frog’s life cycle relates to
ecosystem? find in the video that the How do scientists use habitats to different the animal’s niche?
shrimp in the ecosphere food chains and food animals within certain
Analyze what might would die if there was no webs to represent the ecosystems? Analyze the niche of the
happen if a new sunlight? feeding patterns within an four animals provided to
 STEP STANDARDS 16

organism is introduced ecosystem? Analyze a habitat and your group. Explain each
to an ecosystem. Analyze the components find three animals that animal’s niche during each
of a rainforest ecosystem What is the importance of live there, at least two stage of its life.
and how those a food chain and a food plants that live there,
components interact. web to the survival of what the habitat is like,
plants and animals on this what plants and animals
Analyze the importance earth? must do to survive in the
of rainforest ecosystems habitat, and a food web
compared with within the habitat.
freshwater ecosystems.

What are some

components of a garden
ecosystem and how do
the interact?
Anticipatory Set Students will be placed We will review what We will begin by We will begin by We will review food webs
into groups of four. Each students have learned introducing food chains watching the video and food chains by having
group will be given a about ecosystems. They and food webs by ‘Habitats’ students complete the
bag of trail mix. will complete the watching two videos. https://www.youtube.co entry ticket. We will
Students will pour out ‘Ecosystem Acrostic’ https://www.youtube.com m/watch?v=15lrEuhYmo discuss student’s
the contents of their bag and then we will discuss /watch?v=Vtb318Vzlfg, We will then discuss the responses.
and sort the items into what they wrote. and video.
two categories of their https://www.youtube.com
choosing. We will then /watch?v=MuKs9o1s8h8
discuss how students We will then discuss the
organized the pieces. similarities and
differences between food
chains and food webs.
Presentation of Content
Multiple Means of Content will be We will do whole-group We will do whole-group We will do a whole We will have a whole
Representation delivered through whole-discussion, watch a discussion after watching group discussion about group discussion about
group instruction, group video, and then students the two videos about food the video we watched food webs and food
activities, graphic will be broken into chains and food webs. together in class. chains, reviewing what we
organizer, and a hands- groups of six to complete learned in our previous
on science experiment. four centers. Students will participate Students will complete a lessons.
in student managed research project about a
 STEP STANDARDS 17

stations. habitat, answering We will read a book

questions and then together about a Frog’s
creating a brochure about Life Cycle.
the habitat they did the
research on. Students will be placed
with a partner. They will
complete an activity
together.
Multiple Means of ELL Students will be ELL Students will be ELL Students will be ELL Students will be ELL Students will be
Representation given vocabulary cards given vocabulary cards given vocabulary cards given vocabulary cards given vocabulary cards
Differentiation with each of our with each of our with each of our with each of our with each of our
vocabulary words for vocabulary words for vocabulary words for this vocabulary words for vocabulary words for this
this lesson. The this lesson. The lesson. The definitions this lesson. The lesson. The definitions
definitions will be definitions will be will be written on one definitions will be will be written on one
written on one side, written on one side, side, along with an written on one side, side, along with an
along with an example along with an example example explaining what along with an example example explaining what
explaining what the explaining what the word the word means. explaining what the word the word means.
word means. means. means.
Students with special Students with special
Students with special Students with special needs and slow writers Students with special needs and slow writers
needs will be given a needs and slow writers will be given a graphic needs and slow writers will be given a graphic
graphic organizer that it will be given a graphic organizer that it partially will be given a graphic organizer that it partially
partially filled out. They organizer that it partially filled out. They will organizer that it partially filled out. They will follow
will follow along and fill filled out. They will follow along and fill in filled out. They will along and fill in the
in the missing blanks as follow along and fill in the missing blanks as we follow along and fill in missing blanks as we go
we go throughout the the missing blanks as we go throughout the lesson. the missing blanks as we throughout the lesson.
lesson. go throughout the lesson. go throughout the lesson.
Students with gifted Students with gifted
Students with gifted Students with gifted abilities will fill out a Students with gifted abilities will fill out a
abilities will fill out a abilities will fill out a graphic organizer without abilities will fill out a graphic organizer without
graphic organizer graphic organizer any information included graphic organizer any information included
without any information without any information on the graphic organizer. without any information on the graphic organizer.
included on the graphic included on the graphic included on the graphic
organizer. organizer. Early Finishers will play a organizer. We are completing these
food chain and food web activities in groups.
We are completing these We are completing these game on the computer Early Finishers will play Students should work
 STEP STANDARDS 18

activities in groups. activities in groups. allowing them to practice a food chain and food together to complete the
Students should work Students should work the skills they have just web game on the tasks at the same time,
together to complete the together to complete the learned during their computer allowing them working cooperatively in a
tasks at the same time, tasks at the same time, videos and stations to practice the skills they group.
working cooperatively in working cooperatively in have just learned during
a group. a group. their videos and stations

Application of Content
Multiple Means of Students will be working Students will watch a Students will watch two Students will watch a Students will listen to a
Engagement in groups of four for the video from Generation videos about food webs video about habitats. book about a Frog’s life
first activity. They will Genius entitled and food chains allowing cycle. They will then
use trail mix to create Ecosystems. them to understand the Students will complete a complete a worksheet.
two main categories and similarities and research project about a Once complete, they will
then break each of those Students will then be differences between habitat of their choice. discuss their responses
two categories into placed into groups of six these two vocabulary They will use the with a partner and then
smaller subcategories. to complete four centers words. provided habitat research with our whole group.
about ecosystems. In the worksheet and then use
In the same groups, first center students will There will be three the information to Students will work with a
students will build an explore how birds stay activities set up around complete a brochure. partner to complete an
ecosystem that will dry. In the second center the room. These activity about animals
consist of three clear students will explore activities will be student and their niches.
plastic bottles, aquarium how arctic animals keep managed stations,
gravel, soil, grass seeds, warm. In the third center allowing students to take
small fish, snails, aquatic students will explore responsibility to manage
plants, crickets, worms, why birds have different their time and complete
leaves, and sticks. beaks. In the fourth the work in the given
center students will amount of time.
explore why some
animals blend into their
environments.

Multiple Means of While my classroom Students will be placed ELL students and ELL students and ELL students and
Engagement Differentiation consists of 1 ELL student in groups that will offer students with special students with special students with special
as stated in STEP 1 part support and needs will be placed with needs will work with the needs will work with the
2 of this STEP program, encouragement to each a gifted student allowing teacher as needed to help teacher as needed to help
she is an extremely high student within that them to help answer any research information research information
 STEP STANDARDS 19

ELL student. With that group. This will allow questions and explain about their habitat. about their habitat.
information in mind, for each student to be any misunderstanding
students will be broken successful. While during the stations they Gifted students will add Gifted students and early
into groups based on students are completing are partaking in. both a food chain and a finishers will select one
ability and personality. the centers, they will fill food web to their of the animals from the
While there will not be out their graphic Early Finishers will play research project and chart on the worksheet
any specific organizers they have a food chain and food brochure. they completed. They
differentiation for this been provided with. web game on the will answer the following
category, differentiating computer allowing them Early finishers will question: Why does the
in the form of groups ELL students and to practice the skills they explore a second habitat animal’s niche change as
will benefit each student students with special have just learned during and fill out the research it grows? They can
within the classroom as needs will be provided their videos and stations. project sheet. They can complete research on the
they participate in these with a graphic organizer then compare and computer to answer this
two activities. where most is complete. contrast the two habitats question.
They will need to fill in they researched.
the blank as they go
along.

Gifted students will fill

out the graphic organizer
based on the categories
provided to them and
instructions given.
Assessment of Content
Multiple Means of Students will complete Students will take a short Students will create a Students will complete a Students will complete
Expression an exit ticket that asks Ecosystems quiz over the food web by drawing brochure based on the two worksheets,
questions about the city information we have arrows between the information they answering questions
in which they live in. learned the last two days different parts on the researched on their based on the niche
What are examples of to show their worksheet. They will research project worksheet they
populations within your understanding of the then answer the worksheet. The brochure completed with their
city? What is an example concepts and differences questions at the bottom needs to be colorful and partners.
of a community within between population, of the worksheet. contain all requirements.
your city? How would ecosystem, and The brochure should be
you describe the community. completed in an
ecosystem where you organized way that is
live? easy to follow.
 STEP STANDARDS 20

Multiple Means of ELL students will work ELL students will be ELL students and There are no ELL and students with
Expression Differentiation with the teacher in a allowed to use their students with special accommodations needed special needs will work
small group, along with definition cards with the needs will work with the for ELL students or with a gifted student as
any other students who explanations of what teacher in a group, students with special needed to complete the
are struggling to each of our vocabulary allowing for clarification needs. In the research two worksheets.
differentiate between an words mean. of any misunderstanding portion of the project,
ecosystem, population, about food webs and students worked with the Early finishers will
and community to Students with special food chains. teacher while filling out review their information
complete parts of the exit needs will have a word the research project in preparation for their
ticket. bank and definitions they Gifted students will do worksheet. They will use Ecosystem test the next
need to match. research about a second this information to day.
Gifted students will be food chain and draw that complete their brochure.
asked to break down Gifted students will be food chain on the back of
populations and asked to write the their worksheet. Gifted students will need
communities in the city definition for each of the Early Finishers will play to add both the food
into smaller sub- vocabulary words. a food chain and food chain and food web to
categories. web game on the their brochures. They
Early finishers will computer allowing them will need to write a
Early finishers will complete a computer to practice the skills they paragraph within the
complete a computer game that reinforces the have just learned during brochure about the
game that reinforces the skills they are learning their videos and stations. differences and
skills they are learning about ecosystems and similarities in their
about ecosystems and how to place them in chosen food web and
how to place them in different categories. food chain.
different categories.
Early finishers can use
their second research
project worksheet to
complete a second
brochure. Within this
brochure, they must
include the comparing
and contrasting of
information they wrote
about in the previous
section about their two
STEP STANDARDS 21

habitats.
Extension Activity and/or Homework
Students will complete Students will complete There will not be an Students will complete a There will not be an
an ecosystem sort. They two worksheets that extension activity for this habitat sort. They will extension activity for this
will color and cut out the consists of questions day. also draw arrows day.
animals and then divide about the centers they between the different
them into two categories. completed. They will use organisms in each habitat
They will take a folded the information from to create a food web.
piece of construction their graphic organizers
paper and label the top of to complete the This activity allows
each half with the names questions. reinforcement of the
of their categories. They objective by allowing
will then create at least The assignment supports students to show their
two subcategories within our learning objective. understanding of the
each of the two main Students will explain and relationship between
categories. They will show knowledge of how organisms and the habitat
then answer the animals adapt to their in which they live. The
questions on the ecosystems based on assignment also
provided worksheet. their investigations. reinforces the previous
days objective of
This activity supports the identifying food webs
learning objective. When within a habitat.
complete, students will
have shown the
knowledge they gained
by comparing and
contrasting the terms
population, community,
and ecosystems.
Running head: STEP STANDARDS 22

STEP Standard 5 – Implementation of Instructional Unit

Video Recording Link: https://youtu.be/wOjOwKBgwOQ

Summary of Unit Implementation:

The lesson activities for this unit were implemented as planned. Due to North Dakota State
testing, the unit was implemented in a two-week period instead of one-week as originally
planned. With this information in mind, we did review information learned in previous lessons
before we began the next lesson in our unit. Other than this small hiccup, the lessons and
activities went as planned.

Summary of Student Learning:

Reflecting on the implementation of the unit and student learning, the overall perception of
student learning was high. Students were engaged within each lesson and showed knowledge of
the concepts being taught within each lesson. Students participated in discussions while asking
and answering several questions. The lessons built upon each other. Students were able to use the
previous day concepts taught and build on that information the next day. Each student was given
ample opportunity to practice and apply their skills through various activities. While observing
student collaboration, activities, worksheets, and measuring overall learning through exit and
entry tickets, students showed a growth in understanding of the content presented, meeting each
measurable objective throughout the unit.

Reflection of Video Recording:

While Science is not necessarily my strongest subject, the experience with this unit was
rewarding. Watching the video allowed me to witness all students being engaged within the
lesson and on task. The activity at the beginning of the video allowed students to show their prior
knowledge about Ecosystems based on the information they learned the previous day. The
ecosystem acrostic poem discussion was student led and many students had several ideas for
each letter. The center activities flowed flawlessly as each group worked together to complete
each center in a timely manner. Each center had clear directions allowing for groups to work
without much direction from the teacher.

After watching the video with my mentor teacher, we came up with some ideas that I could have
implemented at the beginning to grab my students’ attention. Anchor charts placed around the
room about our discussions the previous days would have allowed students to recollect certain
information when they were first trying to begin their acrostic poems. Also, having a discussion
at the beginning about our previous lessons would have helped students with the information
they needed as well. Overall, I believe the lesson went well and I will be looking for new ways to
make each lesson and unit I present stronger.
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References

North Dakota Science Content Standards. North Dakota State Government – ND Portal. (2019).

https://www.nd.gov/