Engaged Learning Lesson Plan Template

 

The Coral Reef Ecosystem

 

South Loop School

 

A miniquest developed for K-3 by Renee Fortier.

 

 

Task: The National Geographic society has chosen our gifted second grade class to investigate the Coral Reef ecosystem.  Learners will investigate marine creatures in the coral reef habitat to study how different sea life interacts and works together, how sea life adapts to its environment and lastly how important it is for us to protect the sea life in our oceans.  Learners will synthesize their research by creating a picture book to summarize the information they found.  These books will be sent to the National Geographic Society.  Learners will also create a brochure on ways kids can help save this endangered ecosystem. A power point presentation will be used to summarize their research and inform the school community of their findings.

 

Project Goals:

 

Essential Question:

What is the importance of the Coral Reef Ecosystem to the World Community?

 

Specific Questions:

·         What is an ecosystem and how does a coral reef qualify as an ecosystem?

·         Illustrate a coral reef food web.

·         Why is it necessary to protect sea live?

·         What changes to the ocean life habitat have endangered it?

The Process:

Learners will work in 5 cooperative groups to research specific aspects of life in a coral reef ecosystem.    Learners will keep all information gathered in a journal.  At the end of the project they will select which pages will become part of the National Geographic Book.    Find  useful information in Cyberhunt

 

                               

Group(s)

Student Activities

Product

1-5

Session 1

Research to describe how the Coral Reef is a working Ecosystem

Journal Entry - Capture Pictures

Session 2

Research Food Webs

Capture Pictures

1

Category One of the Food Web: Producers

Journal Entry - Concept Map

2

Category Two: Plant Eaters

Journal Entry - Concept Map

3

Category Three: Meat Eaters

Journal Entry - Concept Map

4

Category Four: Filter Feeders

Journal Entry - Concept Map

5

Category Five: Scavengers

Journal Entry - Concept Map

Session 3

One member from each group will compile their group's findings, create the product and explain it to the class.

Illustrated concept map of the Coral Reef food web.

Session 4

1-5

Research the consequences to humans if the coral reef did not exist.

Power Point Presentation

Session 5

1-5

Research the dangers facing coral reefs and how children can help in the solutions.

Brochure

Session 6

Learners will create a story board and decide which research items, maps, pictures and other information will be included in the NGB.

Compile the Book.

 

               

                                               

 

 

Resources:

 http://www.geocities.com/RainForest/2298/

 

http://www.seaworld.org/vinfobooks/Coral/home.html

 

http://mbgnet.mobot.org/salt/index.htm

 

http://www.yoto98.noaa.gov/kids.htm

 

http://www.yoto98.noaa.gov/books/paccoral/reefcb2.htm

 

http://www.enchantedlearning.com/subjects/ocean/Coralreef.shtml

 

http://mbgnet.mobot.org/salt/oceans/animals/index.htm

 

http://www.yoto98.noaa.gov/books/reefs/reef1.htm

 

http://www.enchantedlearning.com/biomes/coralreef/coverpage.shtml

 

http://www.kidport.com/RefLib/Science/SeaAnimals/SeaPlants.htm

 

http://ology.amnh.org/marinebiology/?src=k_p

 

http://ology.amnh.org/marinebiology/stufftodo/help_main.html

 

http://ology.amnh.org/marinebiology/stufftodo/coral_main.html

 

http://library.thinkquest.org/J0112361/

 

http://www.coralreefnetwork.com/educate/shows/foodwebs/slide2.htm

 

 

Assessment:

 

 

Name:                                                          

                     Room:

 Teacher: Ms. Fortier                                                  Date:

 

The Coral Reef Ecosystem

Product (Project)

Below Avg.

Satisfactory

Excellent

1

      Format

1, 2, 3

4, 5, 6

7, 8, 9, 10

2

      Mechanics of speaking

1, 2, 3

4, 5, 6

7, 8, 9, 10

3

     Mechanics of writing

1, 2, 3

4, 5, 6

7, 8, 9, 10

4

     Organization and structure

1, 2, 3

4, 5, 6

7, 8, 9, 10

5

     Creativity

1, 2, 3

4, 5, 6

7, 8, 9, 10

6

     Demonstrates knowledge of

     the ecosystem

1, 2, 3

4, 5, 6

7, 8, 9, 10

7   Concept Maps

        1, 2, 3            4, 5, 6       7, 8, 9, 10

8     Maps

          1, 2, 3             4, 5, 6      

9     Logical conclusions

 

 

 

10   Journaling

 

 

 

 

 

Total Score:____________________________
 

Teacher(s) Comments:

 

 

 

 

 

 

 

 

    

 

Illinois and CPS Learning Standards

State Goal #12:

CAS letter:  B

CSF #

HAVE A WORKING KNOWLEDGE OF THE FUNDAMENTAL CONCEPTS AND PRINCIPLES OF THE LIFE, PHYSICAL, AND EARTH/SPACE SCIENCES AND THEIR CONNECTIONS.

 

Understand effects of organisms on the environment and some features that help them survive and reproduce after a change in their environment.

 

 

 3.Identify factors that affect animals and plant growth and   reproduction.  

 4.Describe relationships among       various organisms in their environment (e.g., predator/prey, parasite/host, food

5.Describe ways in which chains and webs). organisms cause changes in their environments.

 6.Describe characteristics of plants and animals that allow them to live in specific environments (e.g., blubber in seals and whales, taproots in dry environments).

7.Describe food webs in selected ecosystems.

 

 

 

 

State Goal #13

CAS letter: B

CSF

HAVE A WORKING KNOWLEDGE OF THE RELATIONSHIPS AMONG SCIENCE, TECHNOLOGY, AND SOCIETY IN HISTORICAL AND CONTEMPORARY CONTEXTS.

 

 Demonstrate understanding of conservation and the need to protect renewable and non-renewable natural resources.

 

1.List causes of pollution and how it affects plant and animal life.

2.Investigate, develop, and demonstrate conservation practices for renewable resources (e.g., reducing, reusing, recycling, replanting trees).