Objective:
- The student will be able to see how energy and resources travel through ecosystems within the Everglades.
- The student will be able to recognize, spell, understand and define the words as they are applied to the world.
Introduction: What have you learned about the Everglades and what can your infer about its existence based on the animals and plants that call it home?
Model: I will put the vocabulary words on the board. I will ask the students to guess what the words mean, and then tell them that many times words may sound like something, but mean something completely different. (Ex: Hammock)
Guided Practice: Students will get into groups in their tables (3-4 people), and work together to match the vocabulary words with the correct definitions using sounding out the words and using them in sentences.
Independent Practice: At home, you will respond to this writing prompt (1 page): What might happen if the government did not turn the Everglades into protected areas? Use the essay help graphic organizer to help you get ready. Note: You must use at least 5 vocabulary words and information you know about the flow of energy to support your statements.
