Unit Introduction
This week the students will be learning about aquatic ecosystems. Two weeks ago
they began learning about living systems—ecosystems, populations and
communities that live within the different ecosystems, and the role that humans
have on the conservation of Earth’s natural resources. It is important to learn about
the characteristics of the different ecosystems as well as the plants and animals that
live within them in order for students to understand the general processes of life.
This week we are transitioning from terrestrial to aquatic ecosystems. On the first
day, the students will review basic vocabulary about ecosystems to refresh their
prior knowledge on the subject. Then, I will introduce aquatic ecosystems;
narrowing my focus to fresh water ecosystems, including: streams, ponds, marshes,
rivers, and swamps. We will also learn about the different animals and plants that
live within each of these ecosystems. Then we will dive deep into river research and
explore the James River to establish a meaningful real world connection with our
students, since they live in the general Richmond area. Throughout the unit, the
students are provided with a wide variety of activities, assignments, and materials
that vigorously accommodate all learning modalities.
Purpose
This week the students will be learning about aquatic ecosystems. Two weeks ago they
began learning about living systems—ecosystems, populations and communities that live
within the different ecosystems, and the role that humans have on the conservation of
Earth’s natural resources. It is important to learn about the characteristics of the different
ecosystems as well as the plants and animals that live within them in order for students to
understand the general processes of life. This week we are transitioning from terrestrial to
aquatic ecosystems. On the first day, the students will review basic vocabulary about
ecosystems to refresh their prior knowledge on the subject. Then, I will introduce aquatic
ecosystems; narrowing my focus to fresh water ecosystems, including: streams, ponds,
marshes, rivers, and swamps. We will also learn about the different animals and plants that
live within each of these ecosystems. Then we will dive deep into river research and
explore the James River to establish a meaningful real world connection with our students,
since they live in the general Richmond area. Throughout the unit, the students are
provided with a wide variety of activities, assignments, and materials that vigorously
accommodate all learning modalities.
Objectives
a.) General Unit Objectives
The students will know the characteristics of the different types of aquatic ecosystems,
including: swamps, marshes, ponds, rivers, oceans, and lakes. They will be able to list a
variety of animals and plants that live in each of the aquatic ecosystems. They will have an
understanding of the roles humans play in fresh water ecosystems and be able to give
examples of how to conserve our world’s limited fresh water supply.
The students will learn a variety of skills based on their participation throughout the unit.
The skills include, taking pictures with an iPad app, constructing and reading maps,
creating an interpretive dance, and making a shoebox diorama.
The students will demonstrate appreciation for all aquatic ecosystems by actively
participating in the conservation of our rivers. The students will understand the three R’s
(reduce, reuse, recycle) and apply them to real world situations.
b.) Specific Objectives
TSWBAT verbally recall similarities and differences between the following fresh water
ecosystems: streams, ponds, marshes, swamps, and rivers—including the animals and
plants that live within them—given the notes and worksheets completed throughout the
lesson with 80% accuracy.
Given a worksheet and pencil TSWBAT correctly answer all 20 questions using the cue
cards that are strategically placed around the classroom.
Given a worksheet TSWBAT correctly identify the similarities and differences of lakes,
rivers, and ponds.
Given a large map, TSWBAT orally state the directions of their pictures along the James
River using words like north, south, east, west, northeast, southeast, northwest, and
southwest with 95% accuracy.
Given an iPad, TSWBAT properly document photographs of their trip to the river.
Given a variety of props, TSWBAT to visually represent the human role on rivers, through a
creative movement, with no error.
Given a variety of art supplies the student will accurately create a shoebox diorama of the
James River ecosystem recalling the information we have covered throughout the unit.
TSWBAT orally describe their creations including numerous animals and plants that live in
the river ecosystem, as well as an element that represents the role humans play on rivers
with no error.
c.) Standards of Learning (SOLs)
Main SOL: Science 3.6
The student will investigate and understand that ecosystems support a diversity of plants
and animals that share limited resources. Key concepts include
a) aquatic ecosystems;
b) terrestrial ecosystems;
c) populations and communities; and
d) the human role in conserving limited resources.
Supporting SOLs:
Physical Education 3.1
The student will apply locomotor, non-locomotor, and manipulative skills in increasingly
complex movement activities.
a) Demonstrate most of the critical elements (small,isolated parts of the whole skill
or movement) for manipulative skills (e.g., throw and catch a variety of objects, kick
to stationary and moving partners/objects, dribble with dominant hand/foot, pass a
ball to a moving partner).
b) Use manipulative skills in movement combinations (e.g., perform manipulative
tasks while dodging and moving in different pathways; catch a rolled ball while
moving, and throw it back to a partner).
c) Demonstrate moving to a rhythm (e.g., perform simple dances in various
formations, develop and refine a creative educational dance sequence).
d) Refine individual gymnastics skills, and perform educational gymnastic
sequences with balance, transfer of weight, travel, and change of direction.
English 3.5
The student will read and demonstrate comprehension of fictional text and poetry.
a) Set a purpose for reading.
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions.
d) Compare and contrast settings, characters, and events.
e) Identify the author’s purpose.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.
h) Identify the problem and solution.
i) Identify the main idea.
j) Identify supporting details.
k) Use reading strategies to monitor comprehension throughout the reading process.
l) Differentiate between fiction and nonfiction.
m) Read with fluency and accuracy.
Social Studies 3.6
The student will read and construct maps, tables, graphs, and/or charts.
Computers and Technology 3-5.2
Identify and use available technologies to complete specific tasks.
a.) Identify the specific uses for various types of technology and digital resources.
■
Identify the differences among local, network, and Internet resources
and tools.
■
Create, edit, and format a document with text and graphics.
■
Create and present a multimedia presentation.
■
Create and populate a spreadsheet with data.
■
Capture and edit a digital image.
■
Demonstrate the ability to choose appropriate resources when
completing assignments in various content areas.
b.) Use content specific tools, software, and simulations to complete projects.
■
Use tools in various content areas as directed by the teacher.
Visual Arts 3.4
The student will use imaginative and expressive strategies to create works of art.
Resources:

pencils

glue

scissors

dry erase markers

Notebooks

Interactive PowerPoint

Projector to display PPT

supplemental worksheet
●
Scavenger hunt—worksheets and cards, as well as answer key
●
Journals
●
Pencils
●
National Geographic River Animals webpage:
●
Ipads- iNaturalist app

Smartboard

Transportation (bus)

iNaturalist.org

The James River map and example of final product

Classroom made James River map

Paper

Pencils

Journals

Advanced students: trash bags, gloves, paper and pencil for tally marks

http://www.jamesriverpark.org

Lesson is modified from
1. www.jamesriverpark.org/science-in-thepark/docs/JRP_Guide_AQUATICS.pdf
2. http://www.jamesriverpark.org/science-in-the-park/geology/RiverTrash.pdf
3. http://www.jamesriverpark.org/science-in-thepark/geology/SouthGeoTour.pdf

A few recyclable materials that the students will be familiar with (water bottle, soda
can, newspaper, milk jug, cereal box) to use as props

Blue ribbon with handles/stick

Aluminum foil

Supplemental worksheet

Markers

Different colors of construction paper

Glue

Scissors

Tape

YouTube Video: https://www.youtube.com/watch?v=wtoeZ9Nkeqk

All the Way to the Ocean by: Joel Harper

PPT and scavenger hunt are from http://www.teacherspayteachers.com

Worksheets are from http://www.education.com

Shoeboxes (and tops)

Glue

Scissors

Construction paper

Glitter

Pompoms

Pipe cleaners

Clay—variety of colors

Paint and Paint brushes

Markers

Little plastic animals

Ribbon

Blue wax paper for water
The Basics:
Aquatic
Ecosystems
Science SOL 3.6
Purpose:
This week we will be learning about freshwater aquatic ecosystems. Two weeks ago we
began learning about living systems—ecosystems, populations and communities that live
within the different ecosystems, and the role that humans have on the conservation of
Earth’s natural resources. Today, we are transitioning from terrestrial to aquatic
ecosystems. First, the students will review basic vocabulary about ecosystems to refresh
their knowledge on the subject. Then, I will introduce aquatic ecosystems; gradually
narrowing my focus to fresh water ecosystems, including: streams, ponds, marshes, rivers,
and swamps. We will also discuss the different animals and plants that live within each of
these ecosystems.
Science 3.6
The student will investigate and understand that ecosystems support a diversity of plants
and animals that share limited resources. Key concepts include:
a) aquatic ecosystems;
b) terrestrial ecosystems;
c) populations and communities; and
d) the human role in conserving limited resources.
Objective:

TSWBAT verbally recall similarities and differences between the following fresh
water ecosystems: streams, ponds, marshes, swamps, and rivers—including the
animals and plants that live within them—given the notes and worksheets
completed throughout the lesson with 80% accuracy.
Procedure
Introduction

Review terrestrial ecosystems
o Last week we learned about terrestrial ecosystems, which include:

Desert, grassland, rain forest, and forest

Animal and plant populations that live within the different terrestrial
ecosystems
o
Today, students will learn basic vocabulary related to aquatic ecosystems as
well as their diverse populations and communities of, which include:

Salt water—ocean

Fresh water—Streams, ponds, marshes, and swamps

Students will learn about the differences between salt and
fresh water ecosystems; as well as the differences between the
different types of fresh water ecosystems.

Explore the animal and plant populations that live within the aquatic
ecosystems.

To review the difference between terrestrial and aquatic ecosystems, make a
collaborative Venn diagram on the whiteboard to compare/contrast the
two.(Auditory) Examples-

o
Terrestrial—land, animals have feet or wings
o
Aquatic—water, animals have fins and gills
o
Both—both ecosystems support a variety of animal and plant life
Tomorrow, students will learn more about fresh water ecosystems, specifically
rivers.
Development

Have the students sit on the carpet. (K)

Display PowerPoint on the board. (V)
o PowerPoint is highly interactive and includes a variety visual and auditory
modalities.

Key ideas from PPT:
o Aquatic = water

Introduction to Aquatic Ecosystems video (link in PPT)—father and son
walking on beach talking about aquatic ecosystems and the amazing
amount of plants and animals that are a part of them (V, A)

Ecosystem—community of living and non-living things living
together

Oceans: seagulls, boats, sunrise, crabs, starfish (5 arms)

Pond—frog, duckweed, minnows

Most of the earth covered with water—Lakes, coral reefs, wetlands,
rivers
o Each supports a variety of animals and plants
o River Ecosystem—flowing water, river bed and shoreline

Various forms of life benefit from and contribute to the ecosystem’s wellbeing

Animals—deer, snakes, skunk, insects, fish, beaver, bear, birds,
raccoon, turtles
o Ocean—salt water; ¾ of Earth’s surface and contain ~97% of water supply

5 oceans, a bunch of seas (smaller branches of an ocean, partly enclosed by
land)

Animals—whale, octopus, dolphins, sharks, stingray, lobster, seaweed,
clams, squid, fish, jellyfish, sea turtles

Video (link in PPT)—clip from Finding Nemo where the teacher is giving
the students a tour of the coral reef

Most students have seen Finding Nemo: familiar, easy to relate to,
appealing
o Streams—channels of flowing water, smaller than rivers

Include various communities of plants and animal species—Bullfrog,
Stonefly, Rock Bass, Water Willow, Flathead Catfish, Snapping Turtle

Can be formed from rainfall, snowmelt or natural spring.

Some originate from wetlands
o Pond—body of water shallow enough to support rooted plants; minimal wave
action, bottom usually covered with mud

Plants grow along pond edge

Includes 20 different animals and plants that live in pond ecosystems
o Marsh—freshwater, usually in low-lying, open areas located near creeks, streams,
rivers, and lakes, where water flows into the marsh

Crowded with plants and animals

In water—shrimp, crab, tadpoles, fish

At surface—frogs, turtles, beavers

Above water—birds and insects
o Swamp—warm, wet areas

A lot of plant and animal life

Usually heavily forested, with trees

Low-oxygen water—some fish, crayfish, shrimp, tadpoles, insect
larvae

At surface—alligators, caiman, nutria

Above water—birds, insects, frogs

Spongy areas surrounding swamp—raccoons, deer, earthworms

Complete interactive ecosystem quiz with the class! (questions and answers are
included in PPT) (V, A)

Note where students are in their own development- got it, developing, and struggling.
Got it 

Working on it :?
Struggling 
For advanced students:
o Have advanced students write a journal entry about how they interact with
aquatic ecosystems in their daily life.

Experiences at the beach, river, pond, etc.

Note any animals or plants they have observed in different aquatic
ecosystems

For strugglers:
o Provide strugglers with a supplemental worksheet to complete for
homework.
Summary

Review what we have learned by creating a collaborative list of characteristics of
each type of aquatic ecosystem including a few plants and animals that live there
and a little sketch on the whiteboard (V, A)
Materials

pencils

glue

scissors

dry erase markers

Notebooks

Interactive PowerPoint

Projector to display PPT

supplemental worksheet
Evaluation A
Assess the students based on how many vocabulary words they matched correctly on the
worksheet. Observe the students input from the Q & A, the collaborative graphic organizer,
and the sorts. When the teacher is moving around the room, assess from the observations
made based on their development using got it, working on it, and struggling checklist.
Evaluation B
Did the students meet your objective?
How do you know?
What were the strengths of the lesson?
What were the weaknesses?
What would you do differently next time?
Freshwater Habitats
English SOL 3.5
Purpose
Today’s focus is to expand the student’s knowledge about the freshwater ecosystems,
which were introduced yesterday. When we first started learning about living systems, we
learned that there are many types of ecosystems around the world. Each one supports a
variety of plants and animals that share limited resources. Today, we will be focusing on
the plants and animals that live in the different freshwater ecosystems. We will do this
through direct instruction, class discussion, and a scavenger hunt. As the lesson progresses,
we will narrow our focus to rivers to prepare for the class field trip to the James River
tomorrow.
Science 3.6
The student will investigate and understand that ecosystems support a diversity of plants
and animals that share limited resources. Key concepts include
a) aquatic ecosystems;
b) terrestrial ecosystems;
c) populations and communities; and
d) the human role in conserving limited resources.
English 3.5
The student will read and demonstrate comprehension of fictional text and poetry.
a) Set a purpose for reading.
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions.
d) Compare and contrast settings, characters, and events.
e) Identify the author’s purpose.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.
h) Identify the problem and solution.
i) Identify the main idea.
j) Identify supporting details.
k) Use reading strategies to monitor comprehension throughout the reading
process.
l) Differentiate between fiction and nonfiction.
m) Read with fluency and accuracy.
Objective
●
Given a worksheet and pencil TSWBAT correctly answer all 20 questions using the
cue cards that are strategically placed around the classroom.
●
Given a worksheet TSWBAT correctly identify the similarities and differences of
lakes, rivers, and ponds.
Procedure
Introduction

Have the class come to the carpet (K)

Class discussion (A)—Yesterday we started learning about aquatic ecosystems.
o Can anyone tell me the difference between aquatic and terrestrial ecosystems?

Aquatic—water ; Terrestrial—land
o What kinds of aquatic ecosystems are there?

Salt water—ocean

Fresh water—ponds, streams, rivers, marshes, lakes

Review the animals and plants that live in each of these
ecosystems

Today we are going to learn more about the different types of freshwater ecosystems by
completing a scavenger hunt.
Development

Hand out worksheets
o As you can see, this worksheet has a list of questions for you to answer. The
answers are written on cards that I have placed throughout the room. You all
are to go around the room and find the answers to all 20 of the questions, write
them down, and turn them into me for a special surprise!

Answers are written in paragraph form, so the students must truly find
the answers—in the room, and on the card. This encourages students to
effectively set a purpose for reading, and assess their own
comprehension.

Students are free to answer the questions in any order, as long as they answer all of
them. (Given ~30 minutes)

Walk around the room and listen for use of vocabulary words, as well as other
discussion about characteristics of the different types of freshwater ecosystems.

When students turn in their completed worksheet, “certify” them as a “Master of
Freshwater Habitats” by awarding them with a fish sticker.

Then, have students go back to their desks and use the information they learned from
the scavenger hunt to fill out a second worksheet where they describe the similarities
and differences between lakes, rivers, and ponds.

Based on completion note where students are in their own development- got it!,
developing, and struggling
Got it!

Working on it
Struggling
For advanced students:
○
Provide with extra worksheet on marshes. (included in unit materials)
○
Have students visit the National Geographic River Animals webpage
■
○
http://kids.nationalgeographic.com/kids/animals/creaturefeature/
Students will first select habitats (freshwater) on the left hand column, and
then they choose from several animals (river otter, alligator, beaver, duck,
and toad). Expectations for the computer center will be clearly posted;
students are to read about river animals and their habitats, and are not to
exit the National Geographic site.
●
For struggling students:
○
Discuss and help students one on one
○
Provide with supplemental worksheet to complete for homework.
Summary
●
Have the students come to the carpet
○
Review the characteristics and qualities of rivers; the animals and plants
that live there
●
Remind the students about the field trip tomorrow.
○
Talk about the James River
○
Ask students to share their experiences at the river, Belle Isle in particular
■
●
Remind the students of animals and plants to be on a lookout for
Have student write in their journals:
○
Write 2 complete sentences using at least 2 out of 5 vocabulary words of
what they think they’ll see going down the James River on their field trip
Materials:
●
Scavenger hunt—worksheets and cards, as well as answer key
●
Journals
●
Pencils
●
National Geographic River Animals webpage:
●
http://kids.nationalgeographic.com/kids/animals/creaturefeature/
Evaluation Part A:
Have students complete a journal entry listing three things that happened while Nicky was
on the raft. Have student write two sentences using at least 2 out 5 vocabulary words
predicting what they’ll see on their field trip to the James River. Students will use complete
sentences including correct punctuation and capitalization.
Evaluation Part B:
Did your lesson address the needs of all your learners?
Did the students resonate with the reading?
How would you change the lesson if you could teach it again?
River Research
Science SOL 3.6
Purpose
Yesterday, the students focused on using reading material to help build on information
about freshwater ecosystems, specifically rivers. Today, the students will be taking a field
trip to the James River! (Belle Isle, specifically). The fieldtrip will take roughly two hours
and we will be going first thing in the morning in hopes of being back in the classroom by
lunchtime to complete the activities. We will be exploring Belle Isle and observing the
different plants and animals that live at the river in their natural habitat. The students will
be documenting what we see along the way using iNaturalist.org’s app that shows the
specific location of their pictures and creates a map. When we’re back in the class, I will
print out the picture maps for the students.
Science 3.6
The student will investigate and understand that ecosystems support a diversity of plants
and animals that share limited resources. Key concepts include
a) aquatic ecosystems;
b) terrestrial ecosystems;
c) populations and communities; and
d) the human role in conserving limited resources.
Social Studies 3.6
The student will read and construct maps, tables, graphs, and/or charts.
C/T 3-5.2
Identify and use available technologies to complete specific tasks.
a.) Identify the specific uses for various types of technology and digital resources.
■
Identify the differences among local, network, and Internet resources
and tools.
■
Create, edit, and format a document with text and graphics.
■
Create and present a multimedia presentation.
■
Create and populate a spreadsheet with data.
■
Capture and edit a digital image.
■
Demonstrate the ability to choose appropriate resources when
completing assignments in various content areas.
b.) Use content specific tools, software, and simulations to complete projects.
■
Use tools in various content areas as directed by the teacher.
Objective:
Given a large map, TSWBAT orally state the directions of their pictures along the James
River using words like north, south, east, west, northeast, southeast, northwest, and
southwest with 95% accuracy.
Given an iPad, TSWBAT properly document photographs of their trip to the river.
Procedure:
Introduction
Early Morning
●
Students will be shown a large map of the James River on smartboard. (V)
○
Ask students if anyone has been to any of the areas shown and discuss
■
Have students locate the title and compass on map
■
Use words like north, south, east, west, northeast, southeast,
northwest, and southwest
○
Show the area where they will be visiting
■
22nd Street parking lot and continuing along the southern bank of the
James River adjacent to Belle Isle.
■
●
The walk is less than 1.5 miles long including about 10 stops.
Students will be put into groups of 3 to 4 to share ipads.
○
Show students how to take pictures with iNaturalist app
○
Discuss how will show the
location of where you took the
picture and all the picture will make a map. Show this example:
●
Show students some of the animals and plants to keep an eye out for.
○
●
Via google search on the Smartboard
Go over some rules/safety issues with students
○
They are to stay with the group, teacher, and/or chaperons
○
There will be no running or climbing of rocks
○
Share ipads
Development
At Belle Isle
●
Students will be put into their groups, but we will all be walking together spread out
(K)
●
Plan stopping points where students will be able to take pictures along the vicinity
●
Generate discussion about some of the animals and plants they have seen
●
Generate discussion about some of the animals and plants that the James River has
in other locations if not seen here
○
Aquatic plants- Arrowhead, Marsh Dewflower, Duckweed, Hydrilla, Grassy
Mud Plantain, Roundleaf Mud Plantain, Pickerelweed, Water-willow, and
Water-celery
○
Animals- River Otter, Deer, Rabbits, Foxes, Beaver, Squirrels, Dragonflies,
Butterflies, Birds, Fish
●
Monitor students level of engagement
●
Check on groups during stopping points and see if their pictures are of animals and
plants
●
For struggling students: Have students use their walk back to take more pictures
●
For advanced students: Have students conduct a survey and collect data by
collecting trash during the walk around the River
■
Use tally marks under the various categories to record the number of
items they collect
■
Have student present their findings, and explain to the class how their
community and actions can affect the James River
*make VERY clear to the students not to pick up
any broken glass or other hazardous materials. “You are
to include anything you find in your chart, but NOT pick
up anything that could hurt you or anyone else.”
Summary
Back in the classroom
●
The teacher will print out the pictures and maps of the groups
●
The teacher will have a large map of a river on the board using large blue paper
(template attached)
●
Students will organize their pictures in order, and they will be able to reference
their map
○
Groups will come up to the board and put on the larger map
■
Students will use words for directions like north, south, east, west,
northeast, southeast, northwest, and southwest
●
Students will share what part of the field trip was their favorite and why
●
Have advanced students present their findings
Materials:
●
Ipads- iNaturalist app
●
Smartboard
●
Transportation (bus)
●
iNaturalist.org
●
The James River map and example of final product
●
Classroom made James River map
●
Paper
●
Pencils
●
Journals
●
Advanced students: trash bags, gloves, paper and pencil for tally marks
●
http://www.jamesriverpark.org
●
Lesson is modified from
○
www.jamesriverpark.org/science-in-thepark/docs/JRP_Guide_AQUATICS.pdf
○
http://www.jamesriverpark.org/science-in-the-park/geology/RiverTrash.pdf
○
http://www.jamesriverpark.org/science-in-thepark/geology/SouthGeoTour.pdf
Evaluation A:
Assess students geographical knowledge from their oral statements making sure they use
some specific words of direction -north, south, east, west, northeast, southeast, northwest,
and southwest-in their presentation. Check to see if it aligns with their smaller map that
was printed out by the teacher.
Assess students’ comprehension of the science-based material via one on one teacherstudent conversations throughout the fieldtrip, as well as class discussions at stopping
points, their journal entries, and discussion you hear while monitoring the class.
Evaluation B:
Did the field trip enhance student learning?
Did the students enjoy the field trip?
Were the students well behaved?
Was time managed well?
How would you change the field trip if you could go again?
River Dance
Science Sol 3.6
Purpose
Today, the students will create a dance that serves as a visual representation of the human
role on river ecosystems, which we learned about on our field trip yesterday—some
students even collected trash and reported their findings to the class! Today, we will
mainly be focusing on pollution and the negative effects it has on rivers and other aquatic
ecosystems. In groups, the students will use movement and props to come up with their
own demonstration of the different aspects that humans play on rivers.
Science 3.6
The student will investigate and understand that ecosystems support a diversity of plants
and animals that share limited resources. Key concepts include
a) aquatic ecosystems;
b) terrestrial ecosystems;
c) populations and communities; and
d) the human role in conserving limited resources.
Physical Education 3.1
The student will apply locomotor, non-locomotor, and manipulative skills in increasingly
complex movement activities.
a) Demonstrate most of the critical elements (small,isolated parts of the whole skill
or movement) for manipulative skills (e.g., throw and catch a variety of objects, kick
to stationary and moving partners/objects, dribble with dominant hand/foot, pass a
ball to a moving partner).
b) Use manipulative skills in movement combinations (e.g., perform manipulative
tasks while dodging and moving in different pathways; catch a rolled ball while
moving, and throw it back to a partner).
c) Demonstrate moving to a rhythm (e.g., perform simple dances in various
formations, develop and refine a creative educational dance sequence).
d) Refine individual gymnastics skills, and perform educational gymnastic
sequences with balance, transfer of weight, travel, and change of direction.
Objective
Given a variety of props, TSWBAT to visually represent the human role on rivers, through a
creative movement, with no error.
Procedure
Introduction

Have the students come to the carpet. (K)

Yesterday, we went on a field trip to Belle Isle. While we were there, a few of the
students picked up trash and reported to us what they found.
o Show the chart the students made with tallies of how many pieces of trash
they found in each of the categories

Paper, yard, plastics, other, metal, wood, food, glass

We can avoid having all of this trash in our river ecosystems just by
recycling, and disposing of our non-recyclable trash properly.

Read All the Way to the Ocean by: Joel Harper (A,V)
o What is the cause and effect relationship that humans have on rivers?
o What can we do to help protect our rivers from pollution?
o What are some things we can do to recycle?

Call on the students to share their ideas on the role humans have with our rivers
and what we need to do to keep our rivers clean. (A)

Write examples of pollution on the board and describe to the students that the trash
on land will eventually end up in the rivers, which goes into the ocean—the end
place for all pollution.

Today, we are going to work in groups to create a dance that represents the negative
impact humans have on rivers.
Development

Discuss with the students different ways that they can visually represent
themselves, through a dance, which would depict the human impact on rivers. (A)
Exampleso One student act as trash, while the other students act as the flowing river.
o Have someone through trash on land, and then show the process it takes to
get to the rivers.
o Have several students act as oil, while the other students act as the flowing
river.

Break the students up into groups of 3-4 and give them 10 minutes to brainstorm
ideas for their dance.

Provide the students with props, including: blue ribbon attached to stick, aluminum
foil, recyclable items, non-recyclable items, etc.
o Also provide students with construction paper, markers, tape, scissors, glue,
and other supplies to make their own props.

Once each group has an idea, give them 30 minutes to practice their dance using
props.

Walk around the room and listen for examples of pollution, while checking the
student’s comprehension of the task.

When the time is up, have all of the students come to the carpet.

Have each group present their dance to the class. (K)

Note where students are in their own development- got it, working on it, and
struggling.

For advanced students:
o Have the student write a journal entry about why it is important to protect our
earth from pollution, and how they can make sure that the role that they have on
the earth is positive rather than negative.

For struggling students:
o Provide a supplemental worksheet to the students that do not understand the
concept.
o Provide more examples that would they could incorporate into their river dance.
o Partner strugglers with stronger students to model and support.
Summary

After the students perform their river dances, generate a class discussion in which
we review the impact humans have on rivers and what we learned through each of
the group’s presentations.
o Humans pollute the earth in many ways; including: littering, oil spills, etc.
Pollution has a very negative impact on rivers and other freshwater
ecosystems. It kills the animals and plants that live there and destroys their
habitats. This is very bad and needs to be addressed by humans. We have to
take care of our freshwater habitats, like the James River. We can help by not
littering, picking up trash, recycling, etc.

Talk about the benefits of recycling and the positive impact it has on our aquatic
ecosystems.
o Benefits of recycling:


Conserves natural resources

Prevents pollution

Saves energy
Call on students to share ways that they can recycle to prevent further damage
to our rivers.
o Examples:

Separating recyclable items from trash.


Recycle used water bottles.
End with a video about recycling: The Three R’s- Reduce, Reuse, Recycle
o https://www.youtube.com/watch?v=wtoeZ9Nkeqk
Materials:

A few recyclable materials that the students will be familiar with (water bottle, soda
can, newspaper, milk jug, cereal box) to use as props

Blue ribbon with handles/stick

Aluminum foil

Supplemental worksheet

Markers

Different colors of construction paper

Glue

Scissors

Tape

YouTube Video: https://www.youtube.com/watch?v=wtoeZ9Nkeqk

All the Way to the Ocean by: Joel Harper
Evaluation Part A:
Assess the students’ comprehension of the material via Q&A and class discussions,
including the following:

What is the cause and effect relationship that humans have on rivers?
o Humans do not recycle which contribute to our rivers getting polluted.

What can we do to help protect our rivers from pollution?
o Reduce, Reuse, Recycle

What are some things we can do to recycle?
o Separate the recyclables from the non-recyclables
o Recycle our used water bottles.
Got it 
Working on it :/
Struggling 
Evaluation Part B
1. Did your lesson accommodate/address the needs of all your learners?
2. What were the strengths of the lesson?
3. What were the weaknesses?
4. How would you change the lesson if you could teach it again?
5. How did you manage the classroom while the students were coming up with their
river dance?
Name: _________________________ Date: ___________________
Cause
Effect
What made it happen?
What Happened?
River Project
Science SOL 3.6
Purpose
Today is the last day of the fresh water ecosystems unit. Today we will be creating shoebox
dioramas of the James River ecosystem to demonstrate our understanding of the material
we have learned about fresh water ecosystems this week.
Science 3.6
The student will investigate and understand that ecosystems support a diversity of plants
and animals that share limited resources. Key concepts include
a) aquatic ecosystems;
b) terrestrial ecosystems;
c) populations and communities; and
d) the human role in conserving limited resources.
Visual Arts 3.4
The student will use imaginative and expressive strategies to create works of art.
Objectives
Given a variety of art supplies the student will accurately create a shoebox diorama of the
James River ecosystem recalling the information we have covered throughout the unit.
TSWBAT orally describe their creations including numerous animals and plants that live in
the river ecosystem, as well as an element that represents the role humans play on rivers
with no error.
Procedure
Introduction

While the students are out of the room:
o Move tables into clusters.
o Distribute supplies to each cluster.

When the students are back:
o Bring the children to the carpet (K)

Class discussion: *Review* (A)
o This week we have been learning fresh water ecosystems.
o What are the types of fresh water ecosystems?
o Are all fresh water ecosystems the same?
o What’s different about them?
o We have been talking about Rivers specifically. Yesterday we made a dance
about the negative impact humans can have on rivers and other aquatic
ecosystems. What are some ways that humans can harm aquatic ecosystems?
o What kinds of animals and plants live in a river?
o We also created a map of a very special river, can anybody tell me which
river that was?
Development

Today we will be creating shoebox dioramas of the James River. (V, K)

Has anyone ever made a shoebox diorama before? Can you tell us about it?
o I used to love making shoebox dioramas when I was a kid.

What we are going to do is work with our groups and use the supplies to decorate
the box to look like the James River, including the animals, fish, etc. (V, K)
o Show example diorama (premade).
o Make sure you include numerous animals and plants
o Make sure to include an aspect of the human role on the ecosystem


Ex: no pollution sign, trash can, recycling can, etc.
I have moved your desks into groups and have put supplies out for each group. You
may use any of the supplies that are on your table.

Before you start decorating, talk with your group and make a plan of what you want
your finished diorama to look like. Then, split up the work between your group
members so that everyone gets to participate. (A)

After you are finished, I am going to come around and have you present your
dioramas to me as a group. So, once you have finished decorating, clean up your
tables, pull out your journals, and write about your creations. (A, K)

Send the students to their groups and get to work—45 min-1hr to create a final
product

Walk around and monitor groups, ensuring that everyone is participating.
o Listen for science language—ecosystems, animals, plants, human role,
pollution, etc.

Note where students are in their own development—got it!, developing, and
struggling

For advanced students:
o Ask them to write a more in depth journal entry.
o Have them write down the elements included in their diorama.
o Provide with additional worksheets and materials to read (included at end of
unit plan)

For struggling students:
o Provide with supplemental worksheet to fill out for homework. (Included at
end of unit plan)
o Send home a packet about freshwater ecosystems to reference when
completing homework.
Summary

Have the students come back to the carpet after cleaning their desks.

Have each group present their diorama to the class, explaining what each part
represents (using vocabulary learned throughout unit).
Materials

Shoeboxes (and tops)

Glue

Scissors

Construction paper

Glitter

Pompoms

Pipe cleaners

Clay—variety of colors

Paint and Paint brushes

Markers

Little plastic animals

Ribbon

Blue wax paper for water
Evaluation A
Class discussion about freshwater ecosystems:

What are the types of fresh water ecosystems?
o ponds, marshes, swamps, streams, rivers

Are all fresh water ecosystems the same? No.

What’s different about them?
o Different animals, locations, etc.

We have been talking about Rivers specifically. Yesterday we made a dance about
the negative impact humans can have on rivers and other aquatic ecosystems. What
are some ways that humans can harm aquatic ecosystems?
o Pollution, overfishing, etc.

What kinds of animals and plants live in a river?
o Fish, otters, beavers, frogs, turtles, etc.

We also created a map of a very special river, can anybody tell me which river that
was?
o James River

Where is the James River located? Here in Richmond.
Ask questions about their dioramas to assess individual development.
Evaluation Part B
Did the students meet your objectives?
How do you know?
Did your lesson accommodate/address the needs of all your learners?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?
Directions for the
Freshwater Habitats Scavenger Hunt
This scavenger hunt introduces students to information and fun facts
about Freshwater Habitats. Three graphic organizers are included with this product.
Print the Freshwater Habitats Scavenger Hunt cards on card stock or brightly-colored paper
and cut them apart along the dotted lines.
2.
Make copies of the Freshwater Habitats Scavenger Hunt questions worksheet (2-sided).
Each student needs a copy.
3.
Place the Freshwater Habitats Scavenger Hunt cards around your classroom where
students will be able to find them. You can put them on chairs, on the computer keyboard, on the
back of your classroom door, on the sides of student desks, on the chalkboard, or wherever you like.
4.
Students have to search the room and find all of the sentence cards to answer the questions.
You can differentiate by having students work alone or with a classmate.
1.
With the Scavenger Hunt game I have the students complete it as part of a rotation during science
or reading groups. I only have 4 or 5 students walking around with clipboards to locate the
sentence cards and write their answers. Students needing extra support can be paired with a
partner for this activity. I have also done similar activities with the whole class or as a filler for early
finishers, especially if you made the cards a little bit tricky to find. My students enjoy this activity.
Print this cover page to help organize your scavenger hunts.
The Freshwater Habitats
Scavenger Hunt student pages
are stored
_______________________
The answer key is stored
_______________________
© 2014 Ann Fausnight Devoted to Vocabulary Development
Your classroom use only
Card 1
Card 2
A lake is a body of
A lake has colder water
fresh water surrounded
on the bottom than
by land. It is larger than
a pond
at the top.
. The largest fresh
than a pond
water lake in the world is
A pond
Card 4
A pond’s
is a body of fresh
has about
water surrounded by land.
Water lilies, frogs, turtles,
and heron have adapted to
life in or near ponds.
in
North America.
3
It is smaller than a lake
. Lake Superior
is the largest lake
Lake Baikal in Russia.
Card
It is deeper
.
water
usually
the same
temperature throughout
Sunlight can reach the
bottom of the pond.
Ponds are shallower than,
or not as deep as, lakes.
.
Card 5
Card 6
A river is a large, flowing
A river is flowing
body of water that
fresh water
usually empties into a
sea or ocean
than
. The Nile in
Africa is the world’s
a stream
larger
. There are
165 major rivers in the
world and thousands of
longest river. It empties
into
that is
smaller rivers.
the Mediterranean
Sea.
Card
A stream
Card 8
7
is a fast flowing
body of water that usually
empties into a
lake
river. When streams join
together, they create rivers.
or
A stream
is fast, flowing
freshwater that is smaller
than a river
. Streams are
also known as brooks,
creeks (
cricks ) , branches,
washes, and bayous.
,
Card 10
Many
springs
on hillsides or cliffs
Springs flow together to
become streams
and rivers.
Card 9
are found
.
A spring
is any natural
location
where
water
flows to the surface of
earth from
underground
the
.
Card
Card 12
Wetlands are important freshwater habitats. Ther
are four kinds of wetlands; marshes, swamps, bogs
and fens. Wetlands help provide the
Earth with clean water and oxygen.
11
Thermal springs
contain
water that is warmer than
the area around it. Most
thermal springs are near
areas of volcanic activity.
Card 13
A marsh
Card 14
is a wetlands area
that is found where there
are mostly grasses and
plants. Marshes are found
near lakes and ponds.
A swamp
is a wetlands
that develops in an area
that has
many trees
growing in or near the
water. A marsh has only
grasses, plants, or short
bushes.
Card 15
A bog is a wetlands that has acidic
water caused by the build up of dead
plant materials.
Plants and
animals that live in a bog have to adapt to the
limited nutrients available.
Card
Insect
16
- eating plants, such
as sundew and pitcher
plants have adapted
living in
bogs
to
by capturing
insects for food.
Card 18
Card 17
Fens
Much of the Earth’s fresh
are similar to bogs.
water is found in glaciers.
They get water from
groundwater,
while b
ogs
are formed mainly by
precipitation.
Many fens
are found in North America.
Glaciers
are like frozen
rivers of ice flowing
downhill.
Glaciers cover
10 % of Earth’s land
at this time.
Card 19
Seventy percent of the fresh water
on Earth is frozen in the polar ice
caps. This means for
every 10 gallons of fresh
water on Earth, 7 of them are frozen at
the North or South Pole.
Card 20
Very few organisms can adapt to life on the
polar ice caps, but many
creatures live near the
cold edges. This includes large mammals, for
example the polar bear
and caribou.
Freshwater Habitats Scavenger Hunt
Card 1:
Name the largest freshwater lake.
____________________________________________
Card 2:
Describe the temperature of water in a lake.
____________________________________________
Card 3:
How does a pond differ from a lake?
____________________________________________
Card 4:
What is the meaning of the word shallow?
____________________________________________
Card 5: What is a river?
____________________________________________
Card 6:
How does a river differ from a stream?
____________________________________________
Card 7:
What is a stream?
____________________________________________
Card 8:
What is a synonym for stream?
____________________________________________
Card 9: What forms when underground water comes to the
surface of the
Earth?
____________________________________________
Card 10: How are rivers formed?
____________________________________________
Card 11: How is a thermal spring different from other springs?
____________________________________________
Card 12: Name 4 kinds of wetlands.
____________________________________________
Card 13: Where are marshes found?
____________________________________________
Card 14: How does a swamp differ from a marsh?
____________________________________________
Card 15: What must plants and animals in bogs adapt to?
____________________________________________
Card 16: What is unusual about a pitcher plant?
____________________________________________
Card 17: How does a fen differ from a bog?
____________________________________________
Card 18: What is a glacier?
____________________________________________
Card 19: How much of Earth’s fresh water is in the polar ice caps?
____________________________________________
Card 20: Name an animal that lives near the polar ice caps.
____________________________________________
Freshwater Habitats Scavenger Hunt
ANSWER KEY
Card 1:
Card 2:
Name the largest freshwater lake.
__Lake Baikal ________________________________
Describe the temperature of water in a lake.
___It is colder on the bottom.____________________
Card 3:
How does a pond differ from a lake?
__ It is smaller. _______________________________
Card 4:
What is the meaning of the word shallow?
___ not deep ________________________________
Card 5: What is a river?
___ a body of flowing water ____________________
Card 6:
How does a river differ from a stream?
___ It is larger. _______________________________
Card 7:
What is a stream?
___ A small body of fast, flowing water. ____________
Card 8:
What is a synonym for stream?
__brook, creek, branch, wash, bayou _____________
Card 9: What forms when underground water comes to the
surface of the
Earth?
__ springs __________________________________
Card 10: How are rivers formed?
__Springs and streams run together________________ ANSWER KEY
Card 11: How is a thermal spring different from other springs?
__the water is warmer _________________________
Card 12: Name 4 kinds of wetlands.
__marsh, swamp, bog, and fen __________________
Card 13: Where are marshes found?
__ near lakes and ponds ________________________
Card 14: How does a swamp differ from a marsh?
__ It has trees. ________________________________
Card 15: What must plants and animals in bogs adapt to?
___ limited nutrients __________________________
Card 16: What is unusual about a pitcher plant?
___ It eats insects! ____________________________
Card 17: How does a fen differ from a bog?
__ It forms from groundwater not precipitation. _____
Card 18: What is a glacier?
___ a river of ice______________________________
Card 19: How much of Earth’s fresh water is in the polar ice
caps?
___ 70% of all freshwater ______________________
Card 20: Name an animal that lives near the polar ice caps.
caribou, penguins, various others possible
polar bear,
Same:
Lake
River
Same:
________
________
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River Wildlife
f Next to each animal, write in one of the rivers that
are a part of their habitat. Use the pictures in the text
for help.
More worksheets at www.education.com/worksheets
black bear great blue heron goose
More worksheets at www.education.com/worksheets
pelican
bald eagle
manatee
Copyright © 2014 Education.com LLC All Rights Reserved
Columbia River
River Wildlife Answers
Sturgeon are a prehistoric kind of fish, dating back
to the dinosaurs, with bony plates around their
body rather than scales. They were plentiful in the
Hudson River until overfishing
Salmon are born in rivers, live in the ocean, and
then return to the river they were born in,
swimming upstream, to spawn. Salmon are an
important part of the ecosystem in the Pacific
Northwest, but damming of the Columbia River has
cut off their return to spawning grounds and
reduced their population.
Colorado River
Ohio River
Hudson River
The Humpback Chubfish is native only to the
Colorado River. It thrives in the fast moving
waters, but damming of the Colorado River has
destroyed much of its habitat and it is now an
endangered species.
The Fanshell Mussel is one of hundreds of native
mollusks in American rivers. Like many other
species, it is now endangered.
More worksheets at www.education.com/worksheets
Cuyahoga River
St Johns River
River Otters are a mammal, related to the Weasel,
Manatees are large water mammals, found in the
that spend most of their time in the water. They are warm waters
in many rivers throughout the United States and
Canada. They are excellent swimmers and their
their time grazing sea plants in shallow waters.
diet is mostly fish.
Rio Grande
The Ocelot is a small wild cat. They are unusual
among cat species for their excellent swimming
abilities. The Rio Grande watershed is the only
place they are found in the United States.
Connecticut River
Black Bears are primarily foragers, eating plants
and berries, but they are also excellent at fishing.
They make their homes in the watersheds of rivers
throughout much of the United States
Mississippi River
The Great Blue Heron is a large bird found in many
American rivers. It wades in shallow waters and
marshes, hunting for small fish. There are several
species of Heron, and the Great Blue Heron is one
of the largest.
Susquehanna River
The Goose is a common kind of waterfowl, a bird
that spends equal time on land and in water. They
are related to ducks and swans.
Missouri River
The Pelican is a kind of water bird, famous for the
pouch under its beak where it holds fish. Some
hunt by scanning the waters from the sky and then
diving down; others hunt just on the surface of the
water, scooping up fish into their beak.
Potomac River
The Bald Eagle is famous as the symbol of the
United States, but for many years it was an
endangered species. Populations have grown since,
but they are still a rare sight.
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Rivers of the U.S.
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River
Length
River
Length
River
Length
Alabama-Coosa
600 mi
Missouri
2,315 mi
Salmon
Altamaha-Ocmulgee
392 mi
Missouri-Red Rock
2,540 mi
San Joaquin
Apalachicola-Chattahoochee 524 mi
Mobile-Alabama-Coosa 645 mi
San Juan
Arkansas
1,459 mi
Neosho
460 mi
Santee-Wateree
Brazos
923 mi
Niobrara
431 mi
Smoky Hill
Canadian
906 mi
Noatak
350 mi
Snake
Cimarron
600 mi
800 mi
South Platte
Colorado
1,450 mi
North Platte
618 mi
Stikine
Colorado
862 mi
Ohio
981 mi
Susquehanna
Columbia
1,243 mi
1,306 mi
Tanana
Colville
350 mi
Osage
500 mi
Tennessee
Connecticut
407 mi
Ouachita
605 mi
Tennessee–Fren
Cumberland
720 mi
Pearl
411 mi
Tombigbee
Delaware
390 mi
Pecos
926 mi
Trinity
Gila
649 mi
Pee Dee-Yadkin
435 mi
Wabash
Green
360 mi
Pend Oreille–Clark Fork 531 mi
Green
730 mi
Platte
990 mi
White
Illinois
420 mi
Porcupine
569 mi
Wisconsin
James/Dakota
710 mi
Potomac
383 mi
Yellowstone
Kanawha-New
352 mi
Powder
375 mi
Yukon
Kansas
743 mi
Red
1,290 mi
Koyukuk
470 mi
Kuskokwim
724 mi
Republican
445 mi
Licking
350 mi
Rio Grande
1,900 mi
North Canadian
Ohio-Allegheny
Red River of the North
Washita
545 mi
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Little Missouri
560 mi
Roanoke
380 mi
Milk
625 mi
Sabine
380 mi
Mississippi
2,348 mi
Sacramento
377 mi
Saint Francis
425 mi
Mississippi-Missouri-Red Rock 3,710 mi
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Water Cycle:
From Fresh to Salt Water
Follow the path of the water. Read the paragraph and fill in the blanks in the image.
Just under the land surface is where the water table of a river meets with the sea. As
freshwater from rivers collides with the ocean, the water tries to mix. However, the ocean
is made up of saltwater -- which is much denser than fresh water -- so instead of mixing, it
will stratify, creating layers. The buoyant fresh water floats to the top while the denser
saltwater sinks to the bottom.However, a small portion of fresh water and salt water will
mix. This water is called dispersion. Tidal waves are often responsible for mixing waters
due to the massive turbulence they cause. Even wind can encourage mixing.
salt water
land surface
dispersion
stratify
fresh water
water table
More worksheets at www.education.com/worksheets
Where can you find fresh water and salt water
collide? Visit your nearest beach and try to identify
the water table, dispersion, and more!
Copyright © 2010-2011 by Education.com2012-2013
More worksheets at www.education.com/worksheets
Water Cycle:
From Fresh to Salt Water
Follow the path of the water. Read the paragraph and fill in the blanks in the image.
Just under the land surface is where the water table of a river meets with the sea. As
freshwater from rivers collides with the ocean, the water tries to mix. However, the ocean
is made up of saltwater -- which is much denser than fresh water -- so instead of mixing, it
will stratify, creating layers. The buoyant fresh water floats to the top while the denser
saltwater sinks to the bottom.However, a small portion of fresh water and salt water will
mix. This water is called dispersion. Tidal waves are often responsible for mixing waters
due to the massive turbulence they cause. Even wind can encourage mixing.
More worksheets at www.education.com/worksheets
salt water
land surface
dispersion
stratify
fresh water
water table
Where can you find fresh water and salt water
collide? Visit your nearest beach and try to identify
the water table, dispersion, and more!
Copyright © 2010-2011 by Education.com2012-2013
More worksheets at www.education.com/worksheets
More worksheets at www.education.com/worksheets