Science Unit Plan
Teachers: Cara Baldree, Cristina Shrum, JoAnn Bussell, Shannon Mabey
Core Content: Standard 5, Objective 1: Describe the physical characteristics of
Utah’s wetlands, forests, and deserts.
Science Questions to be answered:
 What physical features or land features exist in Utah?
 How does the land change as you move farther out from the city?
 How would you describe Utah’s forests, wetlands, and deserts along with
plants and animal life?
Performance Expectations:
 List physical characteristics of Utah’s major habitats
 Identify plants and animals within each ecosystem
 Take notes and knowledgably discuss their learning about Utah habitats
Final Project/Assessment of Learning:
 Diorama
 Formal Assessment
Content Analysis:
 Maps
 Use Grade 4 OER Science book as a reference source and identify key
information
 Take annotations in their science books
Lesson Plan:
Science Question(s): What physical features or land features exist in Utah?
How does the land change as you move further away from the city?
Day
1
Objective(s)
Students will use the
skills of observation to
compare and contrast
the physical
characteristics or land
features that exist in
Utah.
Teacher Work
Use Google. Earth to show the
students’ school and the
teacher will pull back showing
the distinct regions of Utah
Student Work
Open group (sm/whole)
discussion
Chart paper/science journals
to write 3-5 things you
noticed.
2
Students will create a
map of Utah that
represents Utah’s diverse
land features.
Teacher will instruct students
on how to trace Utah’s
mountains, key lakes, and
rivers.
3
Students will observe
and predict where Utah’s
forest, wetlands, and
deserts are located using
salt dough maps.
Students will use maps to
validate their predictions
or revise using their
findings
Students will classify
Utah animals and plants
based on their
ecosystems and justify or
explain their reasoning.
Students will read the
passages on Utah
wetlands and take notes
on wetland
characteristics.
Questioning and listening to
observations
Hand out maps and instruct
students on how to read them
KWL discussion time
Hand out Utah elevation,
precipitations, and
temperature map, as well as
an evidence sheet
Teacher will hand out
ecosystem picture sort card
4
5
6
7
8
Students will
demonstrate their
knowledge of the wetland
ecosystem by building a
diorama model.
Students will take notes
to demonstrate their
comprehension of the
forest ecosystem.
9
Students will take notes
to demonstrate their
comprehension of the
desert ecosystem.
10
Students will
demonstrate knowledge
of Utah’s 3 major
ecosystems through
formal assessment
Questions for open discussion
Teacher will instruct students
on how to construct an
ecosystem wheel
TBR – Grade 4 Science book –
read aloud and highlight key
information
Teacher will activate and
review previous days lesson
and instruct students on how
to fold diorama and provide art
supplies
Teacher will review and
facilitate discussion and
present open ended questions.
TBR – Grade 4 Science book –
read aloud and highlight key
information
Teacher will activate and
review previous lessons
TBR – Grade 4 Science book –
read aloud and highlight key
information
Teacher will administer TRB
formal assessment for
Standard 5 Objective 1
Students will create a salt
dough map of Utah and trace
Utah’s mountains, major
water ways, and rivers on
their maps.
Prediction of environmental
locations: forests, deserts,
and wetlands
KWL- student fill out what
they know and want to know
In groups, students will use
the maps to evaluate and
prove their claim or revise
their claims
Students will sort and place
their picture on the
worksheet and glue into their
journals
Open discussion
Students will construct an
ecosystem wheel
Students will read, discuss,
and take notes on Grade 4
Science book
Open discussion
Build diorama based on
rubric
Continue to work on forest
diorama if needed
Students will discuss and
take notes from reading
Continue to work on desert
diorama if needed
Students will discuss and
take notes from reading
Students will take a test and
finish filling out the KWL with
what they learned.