EDCI 36500 Lesson Plan Template

Title: A Home for Rudolf.

Grade Level: 5th
Total Time Required: three 45 minute sessions
Prepared by: Gianna Mesarina

Lesson Objectives: (List any 3 to 5 that directly apply to the lesson)

Students will be able to:
● Identify requirements for a reindeer habitat.
● Justify decisions on the habitat such as the amount and location of water sources.
● Provide a working definition of producer, consumer, and decomposer, and provide examples.
● Create a blueprint for the zoo of their habitat by using the Engineering Design Process
● Identify the problem, goal, constraints, as well criteria as defined in the Engineering Design
Process

Indiana Standards: (Identify 2 or 3 content/subject-specific standards and 2 or 3 science or

engineering process skills standards)
Content specific:
5.LS.2 Observe and classify common Indiana organisms as producers, consumers, decomposers, or
predator and prey based on their relationships and interactions with other organisms in their ecosystem.
Science or Engineering Process Skills:
SEPS.1 Posing questions (for science) and defining problems (for engineering)
SEPS.2 Developing and using models and tools
3-5.E.1 Identify a simple problem with the design of an object that reflects a need or a want. Include
criteria for success and constraints on materials, time, or cost.

Science Concepts / Vocabulary: (List and define relevant science/engineering/mathematical terms

will use or need to know)

Term Defined by a scientist or engineer Defined by a 5th or 6th grade student

Producer is an organism, either a green plant or Someone who makes something.
bacterium, which is part of the first
level of a food chain.
Consumer An organism that generally obtains Someone who gets a product from a
food by feeding on other organisms or consumer
organic matter due to lack of the ability
to manufacture own food from
inorganic sources
Decomposer an organism, usually a bacterium or Something that eats something else for
fungus, that breaks down the cells of energy
dead plants and animals into simpler
substances.
Habitat is the area (environment) inhabited by a Where organisms live
particular organism or community
within which an organism usually lives.
Ecosystem a community of animals and plants *Same definition as habitat*
interacting with each other and their
environment.
List the quantities of all materials and equipment needed:
● Crayons/Markers (enough for 20-25 students)
● Prepared list of producers, consumers, and decomposers for reference
● Index cards for exit tickets (enough for 3 days for 20-25 students)
● Copy paper/Notebook Paper (enough for 20-25 students)
● Large Paper for construction (grid preferred) (4)
● Problem Solving worksheet (enough for 20-25 students)
● Pencils (enough for 20-25 students)
EDCI 36500 Lesson Plan Template
cont.

DAY ONE: INTRODUCTION

Guiding question: What makes an ecosystem, an ecosystem?

● Start powerpoint with the discussion of an ecosystem (Powerpoint attached)

○ Q: What do you think is an ecosystem?
○ Q: Who lives in an ecosystem?
○ Q: How do I know I am looking at an ecosystem?
■ Write answers and characteristics on the board or project, where applicable
● Continue Powerpoint where you include key points of an ecosystem, and talk about them
○ Q: Are there some answers on this slide that are on the board?
● Next slide: Discussion of a habitat
○ Q: What do you think a habitat is?
○ Q: Who lives in a habitat?
○ Q: How do I know I am looking at a habitat?
● Continue powerpoint where you include key points of a habitat, and talk about them
○ Q: How do I know the difference of a habitat and an ecosystem?
● Next Slide: Producer, Consumer, Decomposer
○ Q: What is a producer?
○ Q: What is a consumer?
○ Q: What is a decomposer?
● Continue Powerpoint where you include key points of the organisms (producer, consumer, and
decomposer)
○ How are these organisms a part of the ecosystem?
○ Could an ecosystem survive without one of these components?
● Next Slide: Identifying producers, consumers, and decomposers in an ecosystem
○ Q: Point out a Producer
○ Q: Point out a Consumer
○ Q: Point out a Decomposer
● Next Slide: IPads up Students will be given an animal, and they have to write on their Ipads what
category the animal falls into. When I say Ipads up, they will all show their Ipads
○ Q: Why did you classify ___ as a producer?
○ Q: Why did you classify ___ as a consumer?
○ Q: Why did you classify ___ as a decomposer?
● Next Slide: Application/Exit Ticket, Students will be given a printout of different habitats. (talk
about them (their names ie tundra) beforehand) Have the students identify producer, consumer,
decomposer, and how they know.
○ Q: Is the “Tundra” an Ecosystem?
 ■ Students should be able to come to the conclusion that the inclusion of all
habitats are the ecosystem.

Assessment:
Summative Assessment: Ipads up will be my summative assessment. The students will have practice
classifying the different types of animals, and based on their responses, I will see if they need further
scaffolding or assistance.
Formative Assessment: Students will complete an exit ticket each day to determine the following:
Provide the definition for either a producer, consumer, or decomposer, and provide an example of that
organism in your given habitat. (Rubric attached)

DAY TWO: INTRODUCTION TO PROBLEM AND INDIVIDUAL DESIGN

Guiding question:What kinds of things would the reindeer need if we put it in captivity?

● Start powerpoint with the discussion of a reindeer. This slide will include description of what the
reindeer will eat and all of its habitat needs. Also show pictures of their environment.
(Powerpoint attached)
○ Q: What kind of habitat is the reindeer used to?
● Introduce the idea of the students designing their own zoo enclosure for a reindeer that is being
moved from its natural habitat in northern Europe and Siberia to the Columbian Park Zoo here in
Lafayette, Indiana. Remind the students that their model should include the components of the
reindeer’s natural habitat. Compare and contrast the two environments.
○ Q: What kinds of things would the reindeer need if we put it in captivity?
○ Q: What would we need in Lafayette Indiana to accommodate the reindeer?
○ Q: Do you have any other questions?
● 3. Provide each student with a design brief document and a problem scoping worksheet. Read
over the design prompt and discuss the following as a class: (*Students will record these answers
on the problem scoping worksheet since they do not have science workbooks*)
○ Q: What is the problem?
○ Q: Who is the client?
○ Q: Who is the end user?
○ Q: What is the criteria?
○ Q: What are the constraints?
● Have the students brainstorm what they would put in their habitat, what different aspects will be
present.
○ Q: Do you have any last minute questions?
● Students will be given approximately 10 minutes to draft an individual design. For this portion of
the design they will only need to use paper and pencil which they will already have. *Provide
paper if not available due to paperless classroom*

Assessment:
Summative Assessment: The student will be assessed on their problem solving worksheet to see if they
were able to correctly identify the problem and all the other questions that the sheet asked for. (Rubric
attached at end)
Formative Assessment: Students will complete an exit ticket each day to determine the following: What
kinds of needs would a reindeer need if we put it in captivity, or what problems would arise if we move
the reindeer from its natural habitat? (Rubric attached)

*MOVE ON TO DAY THREE IF TIME ALLOWS. DAY THREE CAN BE SPLIT*

DAY THREE: GROUP DESIGN AND CONSTRUCTION

Guiding question: How did we, as a class, come up with different solutions to the reindeer habitat
task?

● Have students take out the design that they were working on the previous time.
● Then split the children in your room into their design teams. These groups should be 4-5 people.
Have different spaces in the room for them to work. (Group 1: Work at desks by front door.
Group 2: Work on table near record player. Group 3: Work at desks near Mr. Culbreth’s desk.
Group 4: Work at ameba table)
● Each student will be given a two minute window to present their individual design to their group
members. During this time, none of the other students should be allowed to talk so that the
speaker is not interrupted while presenting their individual plans and ideas to the group.
● Once each group member has been given a chance to present their idea to the group, students will
collaborate in teams to come up with a final group design.
● Students will construct a detailed illustration as to what their reindeer enclosure will look like, as
well as, include a description of all of the different elements that are included. Students are
expected to develop a blueprint of their exhibit that contains labels. Students will be given
approximately 15 minutes to draft a group design. Each student will draw their group design on
the backside of their individual design sheet. *Provide a multitude of colors if needed*
● When the students 15 minutes are up, instruct that it is now time for them to construct their group
design. Explain that each design team must stay in their designated work areas. (See above for
assigned spots)
● Provide students with a larger piece of paper to construct their model. Explain to them that each
aspect of the design should be to scale. The zoo needs an exact blueprint so that they can build the
exhibit the right way. They can use a multitude of colors if they would like.
● Allow the students to begin working on their design production. Remind them to include all of
the necessary elements for the reindeer’s survival. *Have powerpoint projected of the reindeers
habitat and other key features in case the students have forgotten* Also, be sure the the students
are including labels and descriptions to help identify the features that they chose to include.
Students will be given approximately 20 minutes to construct their group design.
● After groups have finished their drawings, display them around the room. Have the groups take
turns presenting and explaining their final design. Have a class discussion of what parts of some
designs that they liked, or what were some problems that would arise if they included certain
aspects.
● 5. As a class discuss some of the problems that reindeers might have in captivity.
○ Q: What do zookeepers have to do to make sure the animals are safe and happy?
○ Q: Do all exhibits at the zoo look the same? Why not?

Assessment:
Summative Assessment: Students will be assessed on their group design for the task to ensure that the
group’s sketch contains the identified criteria and constraints, as well as, an explanation of how the sketch
will accommodate those. (Rubric attached)
Formative Assessment: Students will complete an exit ticket each day to determine the following: What
are three things that you learned from your design task? What worked well, what would you have
changed? (Rubric attached)

Lesson Extensions and Resources

Activity Extensions: Students can research the Columbian Park Zoo and what exhibits there and discuss
if the reindeer would fit in. The class can also take a trip to the physical zoo, and identify different
positives aspects of the habitats for the different animals at the zoo. They can also come to conclusions
about different ways that they can provide improvements to the already established habitats. They can
follow this up by virtually visiting other zoos and comparing the habitats of selected animals. It would be
really cool to find an actual reindeer exhibit and examine it. (The Minnesota Zoo, as well as the San
Diego Zoo have Caribou exhibits that you can see online)

Interdisciplinary Connections

Language Arts: Students are creating definitions of ecosystems, producers, consumers, and
decomposers. One way you could expand this, you could have the students write a letter to the zoo, to
discuss why their exhibit would be good for the reindeer.
Mathematics: The students make a final list of how many producers or consumers were found in each
habitat. They can make a list, and graph how many were found. When I did my science interview, they
had trouble with graphing, so this provides further practice.
Social Studies: When discussing where reindeer come from, the teacher can pull up a map and show
where exactly Siberia is. You can have a discussion about how far away Siberia is from Lafayette, and
what that looks like on a map.
iPad or Tablet Application: Students will use their Ipads during the summative assessment, they will
use the notes pad and have the Ipads act as a dry erase board.

Design Task Student Resource

A Home for Rudolf

A group of reindeer are being moved from their
home in Northern Europe and Siberia to our very
own Columbian Park Zoo in Lafayette, Indiana.
You have been asked to create a zoo exhibit for
the reindeer. The exhibit should include the
characteristics of the habitat that the reindeer is
used to. Columbian Park Zoo wants to make sure
 that the reindeer is happy and safe. Can you
help?

Criteria
· Survival needs: sleeping place, den, pool, drinking water source, food, and
exercise space.
· Look as unlike a cage as possible.
Constraints
· Only use materials provided.
· Space is limited to the area outlined on the paper due to the size of the zoo.
Attached Documents:
1: Powerpoint for Ecosystems
2: Exit Ticket Rubric
3: Powerpoint for Reindeer
4: Problem Solving Worksheet
5: Individual Design Rubric (Summative)
6: Exit Ticket Rubric
7: Group Design Rubric (Summative)
8: Exit Ticket Rubric

2. Exit Ticket Rubric DAY ONE

Provide the definition for either a producer, consumer, or decomposer, and provide an example
of that organism

Criteria 0pts 1pts 2pts

 Define one of the Does not contain The student has an basic The student has a
following terms: enough information understanding of the complete and detailed
producer, consumer, and/or incomplete. term or some understanding of the
or decomposer misconceptions about term.
the meaning of the term.

Identify an example of Does not contain an The student provided an The student provided an
the given term within example and/or example of an organism, accurate example of the
an ecosystem incomplete. though, it does not pair described term.
with the chosen
definition.

5. Individual Design Rubric

Students will be assessed on their personal design for the task to ensure that the student’s sketch
contains the identified criteria and constraints, as well as, an explanation of how the sketch will
accommodate those.

Criteria 0pts 1 pt 2pts 3pts

Identify the Student does Student Student identifies Student

problem not identify the incorrectly part of the problem identifies the
problem identifies the problem
problem completely

Brainstorm a Student does Student Student provides 2 Student

solution not brainstorm generates one solutions to the provides 3 or
(individual plan) possible solution to the problem more solutions
solutions problem to the problem
 Develop a Students does Student presents Student selects a Student selects
solution not select or a solution that is solution but does a solution and
(individual plan) present a incomplete not consider all considers all
solution and/or missing constraints constraints
details

Create an Student does The student’s The student’s The student’s

individual not contribute individual individual prototype individual
prototype draft directly to the prototype draft draft meets most prototype draft
creation of the does not meet problem meets all
individual problem requirements and problem
prototype draft requirements constraints requirements
and constraints and constraints

6: Exit Ticket DAY TWO

What kinds of needs would a reindeer need if we put it in captivity, or what problems would arise if we
move the reindeer from its natural habitat?