Unit 6 – Plant and Animal Environments
Big Idea(S):
Lesson
#
1
T
10/11
How do organisms interact with their environment? How do changes affect organisms in an environment?
Learning
Target/ I Can
Statement:
I can explain
the affect the
sun’s heat and
light has on the
earth.
Vocabulary
sun
energy
heat
light
survival
I can use data
to show that
the Sun’s light
and heat are
necessary for
the survival of
living things on
Earth.
4.6.2 DOK 3
2
W
10/12
I can describe
how plants
make their own
food using the
sun’s energy.
I can explain
why plants
need the sun
for
photosynthesis
producer
Teacher Facilitated
Learning Strategies:
* Probe students for
initial understanding
with SQPL
Statement: The sun’s
light only affects
plants on the Earth.
* Direct Instruction:
Mini-lesson at the
end of class to
discuss the sun’s
affect on the Earth.
* SQPL Statement:
Plants get their food
from other plants.
* Facilitate
* Direct Instruction:
Mini-lesson at the
end of class to
discuss sun’s role in
photosynthesis.
Student Engagement Strategies (including
Reading, Writing, Oral Communication,
Thinking and/or Technology):
Students will be given a chart with data
on the average # of hours of sunlight per
month and # of living plants in an area.
Students will be required to answer
questions based on that data.
Brainpop: Students will watch the
Brainpop video called “Sun” then write
one question they have, and answer 4
questions on their sheet.
Making Sense of Data – Students will be
given data regarding the amount of
sunlight, producers, and consumers in an
environment. Students will be required
to put the data in a data display and then
draw conclusions based on the data.
STEM Activity: Milk Carton HabitatsSt. will get in groups of 2-3 to begin
research on habitats. Using the I-pad,
students will go to Brainpop.com to
research. ST. will choose one ecosystem,
watch the video, and then complete the
quiz. St. must record at least 3
characteristics of that ecosystem in
their science notebook.
–Students will use the example at their
space as a guide to drawing their own
illustration for how photosynthesis
occurs.
– Brainpop: Students will watch the
Brainpop video called “Photosynthesis”
then write one question they have, and
answer 4 questions on their sheet.
Formative/
Summative
Assessment:
Unit Pre-assessment attached:
Summative
Assessment
Question(s)
Covered
Materials/Resources Needed:
* Explain
how the sun
provides
heat and
light to the
earth.
4, 6, 12
* SQPL Statement
* Formative Assessment
PowerPoint
* KCCT Coach Book: Lesson 26:
Sunlight and Life (pgs 152-155)
* Describe
how plants
make their
own food
using the
sun’s energy.
(Use specific
vocabulary.)
1, 9, 11,
SA, 4, 6,
12
* SQPL Statement
* Formative Assessment
PowerPoint
photosynthesis.
4.6.1 DOK 2
4.6.2 DOK 3
3 – 4
M
10/17
T
10/18
5
W
10/19
I can describe
how energy
flows through
a food chain.
I can explain
the
relationship
between
organisms in a
food chain.
4.6.1 DOK 2
I can analyze
patterns to
make
generalizations
about the basic
relationship
between plants
and animals in
an ecosystem.
4.6.1 DOK2
food chain
ecosystem
goes into
relationship
producer
primary &
secondary
consumers
decomposer
energy
pyramid
pattern
generalization
relationship
ecosystem
energy
transfer
food chain
producers
consumers
decomposers
* SQPL Statement:
The arrows in a food
chain show how the
organisms are eaten.
* Facilitating –
Anticipation Guide
* SQPL Statement: The
consumers in the food
chain have no effect on
the producers.
* Direct Instruction:
Mini-lesson at the
beginning of class to
discuss patterns and
how to make
generalizations about
the basic relationships
between plants and
animals in an ecosystem.
STEM Activity: St. will continue
research on habitats using the ap
EcosystemsHD students will continue
research by exploration of different
ecosystems, beginning to narrow down
their choice of a habitat and animal for
the Milk Carton project.
Day 3: Thinking/Reading/Writing –
Anticipation Guide
STEM Activity- In groups of 4-5;
students will follow the Design process by
brainstorm ideas for their habitats. St.
will record their ideas in science journals.
The group will determine which idea is
the best for their group project.
Day 4: Students will watch the
Brainpop video called Food chains and
answers the questions on the worksheet.
STEM Activity- Continuation of the
Design Process, each individual student
will sketch their own idea of the habitat
they have chosen. As a group, they will
choose the best sketch to build from.
Each individual is required to color their
design in order to determine which
sketch would be most useful and creative.
Data Determinations – Using the data in
the chart students will answer questions
about the relationship between the
producers and consumers in the
ecosystem.
Gizmos – Food Chains – log in to the
Gizmos website, complete one of the two
Gizmos that have been added to the
class, and complete the worksheet.
– Playing with Patterns – Students will
analyze data from a pond ecosystem to
determine patterns and generalizations.
* Describe
how energy
flows
through a
food chain.
* Explain the
relationship
between the
organisms in
the following
food chain.
* Research
Guide
1, 9, 11,
SA
* SQPL Statement
* Formative Assessment
PowerPoint
* KCCT Coach Book: Lesson 27:
Producers, Consumers, and
Decomposers (pgs 156-159)
* Homework – Pond Environment
ORQ
* Anticipation Guide
1, 9, 11,
SA
* SQPL Statement
* Formative Assessment
PowerPoint
* Homework – Pond Environment
ORQ
6
R
10/20
I can use food
webs to draw
conclusions
about the
relationship
between the
sun and
organisms on
Earth.
SC-4-ET-S-1, 2
food web
organisms
relationship
energy
transfer
* SQPL Statement: A
food web shows how
organisms all come from
the sun.
* Direct Instruction:
Mini-lesson at the
beginning of class to
discuss food webs.
STEM Activity- Once group members
have chosen a final sketch to use,
students will draw/build a “mock-up” with
poster board which will be a scale model
on which to build from.
Create a Food Web – students will go to
the scholastic site:
http://teacher.scholastic.com/
activities/explorer/ecosystems/
be_an_explorer/map/foodweb_play.htm
Students will draw the food web they
create, explain how they connected the
organisms, and what affect the sun has
on their food web.
Coach Book: Lesson 28: Food Chains and
Food Webs (pgs 160-163) – Answer the
questions on a piece of notebook paper
* Formative Assessment
PowerPoint
* KCCT Coach Book: Lesson 28:
Food Chains and Food Webs (pgs
160-163)
* Homework – Pond Environment
ORQ
STEM Activity-Begin build of project.
7
F
10/21
8
M
10/24
9
I can use data
to draw
conclusions
about
relationships
between
organisms and
their
environment.
4.7.1 DOK 3
I can explore
and discover
patterns to
determine
cause and
effect
relationships
between
organisms and
their
environments.
4.7.1 DOK 3
organisms
environment
cause/effect
* Direct Instruction:
Mini-lesson at the
beginning of class using
data to discuss
relationships between
organisms and their
environment.
STEM Activity- Continue build of milk
carton habitat project.
organisms
environment
cause/effect
* Direct Instruction:
Mini-lesson at the
beginning of class to
discuss patterns and
cause/effect
relationships between
organisms and their
environments.
Technology – Students will be using a
very detailed research guide to complete
research on plant and animal
environments. After completing the
research, the students will write an
informational piece on the topic. At the
end of the unit the students will create
their own ecosystem.
STEM Activity- Continue build of milk
carton habitat project.
I can describe
how
environmental
environmental
change
organism
* SQPL Statement:
Changes to the
environment have no
Technology – Students will be using a
very detailed research guide to complete
2, 5, 7, 8
* Formative Assessment
PowerPoint
* Homework – Pond Environment
ORQ
* Research
Guide
2, 5, 7, 8
* Formative Assessment
PowerPoint
* Computer Lab
* Research Guide
* Homework – Pond Environment
ORQ
* Research
Guide
2, 5, 7, 8
* Formative Assessment
PowerPoint
T
10/25
10
W
10/26
11
R
10/27
12
F
10/28
changes result
in either an
increase or
decrease of
organisms in a
food chain.
4.7.1 DOK 3
food chain
effect on the food
chains.
* Direct Instruction:
Mini-lesson at the
beginning of class to
discuss how patterns
and how to make
generalizations about
the basic relationships
between plants and
animals in an ecosystem.
(Note- organisms like
beavers here)
* Direct Instruction:
Mini-lesson at the
beginning of class to
discuss how patterns
and how to make
generalizations about
the basic relationships
between plants and
animals in an ecosystem.
I can make
predictions and
inferences
about
organisms in an
environment
based on
patterns of
survival and
reproductive
success.
4.7.1 DOK 3
prediction
inference
organism
patterns of
survival
reproductive
success
I can identify
and classify
human
interactions in
an environment
as beneficial or
harmful.
4.7.2 DOK 3
human
interactions
beneficial
harmful
* SQPL Statement:
Humans only make
changes to the
environments that are
beneficial (helpful).
* Direct Instruction:
Mini-lesson at the
beginning of class to
discuss beneficial and
harmful human
interactions.
I can use
data/evidence
to draw
conclusions on
how human
interactions
affect the
environment.
4.7.2 DOK 3
human
interactions
beneficial
harmful
* Direct Instruction:
Mini-lesson at the
beginning of class using
data to discuss how
human interactions
affect the environment.
research on plant and animal
environments. After completing the
research, the students will write an
informational piece on the topic. At the
end of the unit the students will create
their own ecosystem.
* Computer Lab
* Research Guide
* KCCT Coach Book: Lesson 29:
Natural Changes in the
environment (pgs 164-167)
* Homework – Pond Environment
ORQ
STEM Activity- Continue build of milk
carton habitat project.
Technology – Students will be using a
very detailed research guide to complete
research on plant and animal
environments. After completing the
research, the students will write an
informational piece on the topic. At the
end of the unit the students will create
their own ecosystem.
STEM Activity- Continue build of milk
carton habitat project.
Technology – Students will be using a
very detailed research guide to complete
research on plant and animal
environments. After completing the
research, the students will write an
informational piece on the topic. At the
end of the unit the students will create
their own ecosystem.
STEM Activity- Begin decoration of
habitat.
Technology – Students will be using a
very detailed research guide to complete
research on plant and animal
environments. After completing the
research, the students will write an
informational piece on the topic. At the
end of the unit the students will create
their own ecosystem.
STEM Activity- Continue decoration of
habitats.
* Research
Guide
2, 5, 7, 8
* Formative Assessment
PowerPoint
* Computer Lab
* Research Guide
* Homework – Pond Environment
ORQ
* Research
Guide
3, 10,
ORQ
* Formative Assessment
PowerPoint
* Computer Lab
* Research Guide
* KCCT Coach Book: Lesson 30:
Human Changes in the
Environment (pgs 168-171)
* Research
Guide
3, 10,
ORQ
* Formative Assessment
PowerPoint
* Flashbacks
* Computer Lab
* Research Guide
13
10/31
14
M
11/1
15
T
11/2
I can apply
what I have
learned about
plant and
animal
environments
to a review.
I can apply
what I have
learned about
plant and
animal
environments
to an
assessment.
All
Facilitating Review
Technology – CPS review for assessment
STEM Activity- Continue decoration of
habitats.
* Review
All
* Formative Assessment
PowerPoint
All
Facilitating
Assessment
* Summative
* Student
ecosystem
All
* Formative Assessment
PowerPoint
I can correct
and learn from
my mistakes on
my assessment.
All
Facilitating
Reflection of review
Thinking and Writing – completing
formative assessment
STEM Activity- Continue decoration of
habitats. For reflection, have each
student write an essay about why it is
important to recycle, reuse and
repurpose milk cartons. Teacher will
determine best essay.
Thinking and Writing – correcting and
reflecting on assessment performance.
* Reworking
Summative
All
* Formative Assessment
PowerPoint
STEM Activity- Presentation of Milk
Carton projects. Students will present
their habitat to fellow students and
classmates. They will explain their
Design Process along with why they chose
this habitat and animal.
FOR WHOLE UNIT:
Modifications/Adaptation (as noted in IEP, 504 Plans, ILP’s and/or ESL Plans):
Differentiation:
Re-teaching Processes and/or Strategies:
Pre-assessment and Summative Assessment Attached:
Resources:
http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/map/foodweb_play.htm