ED 305 Lesson 5

Names: Jess Locke and Yvonne Boeskool

Big Idea: Me and the Sleeping Bear: The Exploration of Sleeping Bear Dunes National Park
Thread/Crossover: Geography

I. Objectives
What is the main focus of this lesson?
In this lesson we will be discussing and learning about the ecosystem of the Sleeping Bear Dunes. The students will have the
opportunity to discover the type of plants and animals that live and also the greater context of the area (i.e. rivers, lakes, etc.). We
decided to again, make this lesson follow a very constructivist framework. Students are divided into three groups: Animals, plants,
and abiotic factors. In these groups, students explore, using various websites, the different organisms and elements in the area of
Sleeping Bear Dunes. They then create a visual representation of their findings and put them together with the whole class to
demonstrate the entire ecosystem.

How does this lesson tie in to your unit’s Big Idea?

This lesson is a continuation of the previous two geography lessons. It takes a look at Sleeping Bear Dunes from an ecosystem
studies perspective. This lesson is a way for students to explore and teach each other.

What are your objectives for this lesson?

GLCEs:
3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
3 – G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.
3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.

Michigan Science Standards:

3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well,
and some cannot survive at all.
3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.

II. Before you start

We expect that students have a basic understanding of where Sleeping Bear Dunes is located
and the physical characteristics of the area. We also expect that students know how the
Prerequisite knowledge and skills.
dunes are formed including what they’re made out of (what is sand, etc.) This all should have
been attained from the previous two lessons.

- The discussion with the class at the beginning of the lesson serves as the assessment
for learning and gives the teacher an idea of what students already know about
ecosystems and the types of plants, animals, and abiotic factors there are in the area
of Sleeping Bear Dunes.
Assessment - The group work time serves as an assessment as learning and allows students to
(formative and summative) monitor their understanding as well as the teacher to see where they’re at. The
teacher should also walk through while students are working on the project to
assess their progress as learning.
- The final questions that students hand in serve as an assessment of learning in that
students are able to show the teacher and themselves what they have learned.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
The video offers visual and auditory Students are creating a visual
perception. representation of the ecosystem.
Options for Language/Symbols Options for Expression and
Communication
Students work in partners and must
communicate effectively and present their
findings.
Options for Sustaining Effort & Persistence
Students must work together and
participate.

Options for Comprehension Options for Executive Function Options for Self Regulation
Students are given multiple opportunities Planning and organization is needed for Planning and organization is needed for
to show what they’ve learned. the group work. the group work. All students must
participate.

- Ecosystem Video: https://www.youtube.com/watch?v=sKJoXdrOT70

Materials-what materials (books, - Lots of blank paper for each of the three groups
handouts, etc) do you need for this - Coloring supplies
lesson and do you have them? - One very large piece of paper (from a roll in the teacher workroom)

Classroom can be set up however as long as it facilitates large group work and presentations
Do you need to set up your to the whole class.
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities (indicate in parenthesis where you are addressing standards and themes)
- Begin class by showing the ECOSYSTEM video.
- Once video is finished, have students turn to their group and discuss what they just learned.
- Have them:
10 - Come up with their own definition of an ecosystem.
min Motivation - Identify what biotic and abiotic is and give an example of both.
(Opening/ - Give an example of two different types of ecosystems.
Introduction/ - One other fun fact they learned from the video.
Engagement) - Once everyone has finished go around and have each group share what they came up with.
- Come up with a class definition for the word ecosystem and write it on the board.

Development - Today we are going to specifically talk about the ecosystem of the sleeping bear dunes! But
instead of me teaching you guys, I want you to all to teach each other!
- Sleeping Bear Dunes class ecosystem:
- Encourage teamwork, creativity, color, and kindness!
- Split the class up into three equal groups and explain the following:
- Group 1: Animals
- Group 2: Plants
- Group 3: Abiotic/Non-living Elements
- Each group is in charge of a specific component of an ecosystem.
- Websites in use: https://www.nps.gov/slbe/index.htm ,
http://www.ohranger.com/sleeping-bear-dunes/plants
- Group 1: Animals
- Find at least 4 animals to include in our Sleeping Bear Dunes class ecosystem.
30
- 1 fish
min
- 1 bird
- 1 mammal
- 1 reptile
 - Include one of your choice if time allows.
- You are to draw, cut out, color, name and give one fun fact about each
animal.
- Group 2: Plants
- FInd at least 4 plant types to include in our Sleeping Bear Dunes class
ecosystem.
- At least one must be aquatic.
- If time allows, include another plant.
- You are to draw, cut out, color, name and give one fun fact about each plant.
- Group 3: Abiotic (Advanced)
- Find at least 6-9 abiotic factors that help our Sleeping Bear Dunes class
ecosystem to thrive. They must explain why these factors are important for
survival.
- You may need to collaborate with the other groups so you know
what you need to provide as an ecosystem. i.e. You’ll find you need
water, because one of the animals being chosen is a fish.
- Once all 6-9 factors have been determined sketch them out on a
smaller piece of construction paper. (Be sure they show you their
sketch as there is only one large piece of poster paper for the final
project!) You may need to find a way to represent some things
creatively. i.e. if temperature is one of your 6-9 factors, draw a
thermometer.
- Students from group three will be the first to use the large poster paper, as they have
to directly draw the abiotic features before anyone else can add the plants or animals.
They will be doing this while the other two groups are drawing/cutting out their
plants/animals on seperate pieces of paper.
- Once all 3 groups have finished their parts, return together as a whole class.
- It is now time for each group to share their creations and build the ecosystem.
- Group 3 will be the first to go, as they must explain certain physical features before the
other two groups can place their plants/animals.
15 - Either Group 1 or 2 may follow. For groups 1/2 students must present each animal,
min give its name, and state the fun act they found. The animal then must be placed
accurately where it belongs. I.e. Don’t put the fish in the sand.
- While one group is presenting, the rest of the students should be writing down interesting
things they have learned.

- Have students take out a piece of paper and answer the following questions:
- What is an ecosystem?
- What is Biotic/Abiotic?
5 min - Give an example of a animal that lives at Sleeping Bear Dunes.
- Give an example of a plant that lives at Sleeping Bear Dunes.
Closure
- This piece of paper will be collected as a form of summative assessment for the geography
portion of the unit.

Explain how this lesson supports your Big Idea. What is the “takeaway”?
In this lesson we will be discussing and learning about the ecosystem of the Sleeping Bear Dunes. The students will have the
opportunity to discover the type of plants and animals that live and also the greater context of the area (i.e. rivers, lakes, etc.). This
lesson is a continuation of the previous two geography lessons. It takes a look at Sleeping Bear Dunes from an ecosystem studies
perspective. This lesson is a way for students to explore and teach each other.