5-E Integrated Subject Unit Plan
Title of Unit: Organisms in Their Ecosystems
Unit Planners (names): Tanisha Green, Alyssa Hussey, Fay Wymer
School(s) & School Division (if applicable):
Clarke County and Shenandoah County
Grade Level: 3rd Grade
Unit learning focus Living Systems
Unit learning goal(s): Students will understand the relationships between organisms within
ecosystems.
Science & Math SOL
Standards (list)
Science
3.4 The student will
investigate and
understand that
adaptations allow
animals to satisfy life
needs and respond to
the environment. Key
concepts include
Knowledge (Know)

behavioral
adaptations

physical
adaptations
3.5 The student will
investigate and
understand
relationships among
organisms in aquatic
and terrestrial food
chains.

3.6 Student will
investigate and
understand that
ecosystems support a
diversity of plants and
animals that share
limited resources
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producer,
consumer,
decomposer
herbivore,
carnivore, omnivore
predator and prey
food chains and
food webs
aquatic ecosystems
terrestrial
ecosystems
populations and
communities
the human role on
conserving limited
resources
Skills (Do)
 investigate
 understand
 describe
 explain
 compare
 contrast
 classify





investigate
understand
determine
apply
compare




investigate
understand
determine
infer
Values (Be)

be responsible
and respect
the
environment


3.10 (a,b,d)The
student will
investigate and
understand that
natural events and
human influences can
affect the survival of
species
Standards (list)
Mathematics
3.1 (b, c)
Counting/
Cardinality/Place
Value
3.3 (c) Modeling/
Comparing/
Ordering
3.4 Estimation
and Solving
Practical
Problems
3.6 Modeling/
Comparing/
Ordering
3.9 (a)
Measurement and
Application
3.10
Measurement and
Application
3.17 (a,b,c)
Collect/ Represent
Data
3.18 Probability


Knowledge (Know)
Skills (Do)
whole numbers


modify
compare

fractions with
like/unlike
denominators
single-step and
multi-step
problems
sum and
difference
whole numbers
multiplication


identify
compare








estimate
solve
sequence
apply
determine
investigate
represent
apply
U.S. Customary
units
Metric units
measurement
area
perimeter
purpose of data
line plot, picture
graph, bar graph
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












estimate
classify
investigate
estimate
measure
determine
collect
organize
record
construct
read
interpret
analyze
investigate
describe
understand
apply
list
recognize
describe
extend

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
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


probability as
chance
possible results
numbers, tables,
and pictures

investigate
understand
determine
infer


3.19 Patterns and
Sequences




interdependency
effects of human
activity
conservation
resource renewal
be responsible
and respect
the
environment
Values (Be)

Accurate

Accurate

Accurate

Accurate
Concept Map: See Attached
Type of Integration: Process Integration
Level or Extent of Integration: Science Focus
Systems concept(s): What happens if we remove an organism from an ecosystem?
 Producers, Consumers, and Decomposers
 Aquatic and Terrestrial Ecosystems
 Populations and Communities
 Limited Resources
5E Learning Cycle Instructional Strategies for our Unit
Phase 1: Engage
Capture student attention, activate student prior knowledge, stimulate thinking, raise key questions, etc.
1
Lesson 3 “Predator and Prey Dramatization”- Students will role-play to represent the
interactions between predators and prey.


We will capture their interests by allowing them to engage in focused play.
The students should ask the following questions after the dramatization: What are distinct characteristics of predators and prey? How do their
interactions affect food chains and food webs?
Lesson “Human Activity Tag”- Students will role-play to represent the human impact on an
aquatic ecosystem.
Phase 2: Explore
Allow students to observe, record data, isolate variables, design and plan investigations, create graphs, interpret
results, develop hypotheses, and organize their findings.
Lesson 3 “Predator and Prey Dramatization”- Students will role-play to represent the
interactions between predators and prey.


The students are physically acting out and interpreting the concepts.
Can a predator eat more than one thing? Can you be both a predator and a prey?
Lesson 4 “Exploring Adaptations”- Students will read index cards with various descriptions of
behaviors. Then, they will determine if the behaviors are instincts or learned. After
determining the type of behavior, they will place the cards into the correct location on a hulahoop Venn diagram.


The students are analyzing the given information and determining whether it is a learned behavior or an instinct. Then, the students will
evaluate their choices.
Can a behavior be both an instinct and a learned behavior? What are the effects of these behaviors on an organism’s survival?
Lesson 6 “Community Walk”- The students will explore the community around their school.
They will record information about the animals and plants within a community. Then, they will
graph their data and discuss the results.


The students will be outside observing, categorizing, and graphing the different organisms in the community.
How many populations were found in the community? What are the differences between a population and a community?
Phase 3: Explain
Introduce laws, models, theories, and vocabulary. Guide students toward coherent generalizations, and help
students understand and use scientific vocabulary to explain the results of their explorations
Lesson 1 “4-Square Activity”- The students will create a 4-Square foldable on a sheet of
paper. The squares will be labeled as such: Word, Real Definition, Student Definition, and
Picture. The student will work independently to complete the graphic organizer.


The students are developing vocabulary, through applications of concepts. In addition, they will communicate information and listen critically
to other students explanations.
What are the distinct differences between a producer, consumer, and decomposer?
Lesson 4 “Exploring Adaptations”- Students will read index cards with various descriptions of
behaviors. Then, they will determine if the behaviors are instincts or learned. After
determining the type of behavior, they will place the cards into the correct location on a hulahoop Venn diagram.


The students will demonstrate their conceptual understanding, by sorting the behaviors into the correct category.
Ask students to support their decisions for either category.
Phase 4: Elaborate/Extend
Provide students an opportunity to apply their knowledge to new domains, raise new questions, and explore new
hypotheses. May also include related problems for students to solve.
1
Phase descriptions adapted from Eisenkraft, Arthur. “Expanding the 5 E Model.” http://www.its-about-time.com/htmls/ap/eisenkrafttst.pdf
Lesson 2 “Venn Diagram Collage”- Students will use magazines, or other available resources,
to search for pictures of carnivores, herbivores, and omnivores. They will then place the
pictures into the correct classification.
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
The students are transferring their knowledge of carnivores, herbivores, and omnivores, by identifying examples of each consumer. They will
use the pictures, from the collages, to spark discussions.
This knowledge is applied to our daily lives, because each consumer is beneficial to our ecosystem.
Lesson 5 “I Have, Who Has”- Students will select a random card. Each card will have a
specific ecosystem name and a description of a different ecosystem (aquatic or terrestrial).
The students will then participate in a chain reaction game, which will address all ecosystems.


The students will use knowledge about the concepts and problem solving skills to find the solution to the questions.
If students understand the characteristics of different ecosystems, they will recognize them in real world situations.
Lesson 7 “Gallery Walk of Limited Resources”- Students will walk around a gallery of various
environmental problems. Each student will determine the cause of the problem, its impact on
the environment, and a reasonable solution. Students will record their information into a
student response journal.


The students are transferring their knowledge about limited resources, through observations and formulating conclusions about the pictures.
The students will learn how to be responsible and respectful of the environment.
Phase 5: Evaluate
Administer formative assessment (although checking for understanding should be done throughout the lesson)
Lesson 1 “4-Square Activity”- The students will create a 4-Square foldable on a sheet of
paper. The squares will be labeled as such: Word, Real Definition, Student Definition, and
Picture. The student will work independently to complete the graphic organizer.

The students will demonstrate their level of understanding, by putting the vocabulary into their own words.
Lesson 2 “Venn Diagram Collage”- Students will use magazines, or other available resources,
to search for pictures of carnivores, herbivores, and omnivores. They will then place the
pictures into the correct classification.

The students will demonstrate their understanding, by identifying carnivores, herbivores, and omnivores.
Lesson 3 “Predator and Prey Dramatization”- Students will role-play to represent the
interactions between predators and prey.

The students will demonstrate their understanding, through role-play.
Lesson 5 “I Have, Who Has”- Students will select a random card. Each card will have a
specific ecosystem name and a description of a different ecosystem (aquatic or terrestrial).
The students will then participate in a chain reaction game, which will address all ecosystems.

The students will demonstrate their understanding, by correctly matching the descriptions to the ecosystems.
Lesson 7 “Gallery Walk of Limited Resources”- Students will walk around a gallery of various
environmental problems. Each student will determine the cause of the problem, its impact on
the environment, and a reasonable solution. Students will record their information into a
student response journal.

The students will demonstrate their understanding, by determining the best way to conserve the resources.
Two Integrated Lessons: See Attached
5-E Integrated Subject Lesson Plan #1
Title of Lesson: “Acting Like an Animal”
Lesson Planners (names): Tanisha Green, Alyssa Hussey, and Fay Wymer
School(s) & School Division (if applicable): Clarke County and Shenandoah County
Grade Level: 3rd Grade
Lesson specific Science & Math SOL
Standards (list)
Knowledge (Know)
Science
3.4(a) The student
 adaptations
will investigate
 behavioral
and understand
adaptations
that adaptations
 Instinct vs.
allow animals to
learned
satisfy life needs
and respond to
the environment
Math
3.6 Modeling/
 multiplication
Comparing/
Ordering
3.9 (a)
 U.S. Customary
Measurement and
units
Application
 Metric units
3.17 (a,b,c)
 purpose of data
Collect/ Represent
 line plot, picture
Data
graph, bar graph
3.19 Patterns and
Sequences

numbers, tables,
and pictures
3.6 Modeling/
Comparing/
Ordering

multiplication
Skills (Do)
Values (Be)







investigate
understand
describe
explain
compare
contrast
classify


represent
apply


estimate
classify

Accurate

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









collect
organize
record
construct
read
interpret
analyze
recognize
describe
extend
represent
apply

Accurate
Level or Extent of Integration for this lesson: Science Focus
Instructional time: 2-3 days
Materials needed:
 Cards with various animal behaviors, 2 hula-hoops, migration sheet, rulers, hibernation bar
graph recording sheet, resources for animals that hibernate, and various tree pictures.
Advance preparation needed: Creating notecards and gathering hula-hoops.
Formative assessment(s): Students will demonstrate that they have achieved the lesson objectives by
correctly completing the recording sheets and by applying their concept knowledge during classroom
discussions. By informal observations, the teacher will be able to assess whether the teaching strategies
are effective. At the end of the lesson, the teacher will conduct a formal assessment on the content.
Lesson Description (step-by-step teaching procedure):
Anticipatory Set: Allowing the students to explore and learn about the concepts of learned
behavior and instinct, by participating in a life-size sort. The teacher will lay down 2 hula-hoops, which
create a large Venn diagram on the floor. The students will take turns reading various animal
behaviors and deciding whether they fit into the category of learned, instinct, or both. Then, the
students will place the notecards into the correct location.
After the activity, students will discuss with the teacher why they chose the locations for the
cards. The teachers will enforce the idea that instincts are natural behaviors that animals need in
order to survive in their environments, while learned behaviors are taught in order for an animal to
survive.
Migration Instruction: Generate discussion about the concept by asking the following
questions: What is migration? Why do animals migrate? What are examples of animals that migrate?
How far do animals migrate? Is migration a learned behavior or an instinct? —Allow students to
contribute their ideas and possible misconceptions.
Play a BrainPopJr video, which is focused on explaining Migration. (You may need to find
another outside resource, if you are not a BrainPopJr subscriber.)
http://www.brainpopjr.com/science/animals/migration/preview.weml
Next, students will observe a map of Humpback Whale migration routes. They will use a ruler
(centimeters) to estimate the distance that the whales travel. When the students decide on an
estimate, they will need to round and convert the centimeters to miles, by multiplying.
Hibernation Instruction: Generate discussion about the concept by asking the following
questions: What is hibernation? Why do animals hibernate? What are examples of animals that
hibernate? How long do animals hibernate? Is hibernation a learned behavior or an instinct? –Allow
students to contribute their ideas and possible misconceptions.
Explain to the students that hibernation is a condition of biological rest or inactivity, where
growth, development, and metabolic processes slow down. Use student-friendly vocabulary.
Allow students to use various resources, such as textbooks and internet sites, to research
various animals that hibernate. The students will then complete the hibernation bar graph. On the bar
graph they will record the approximate hibernation time (in months).
Dormancy Instruction: Generate discussion about the concept by asking the following
questions: What is dormancy? Why do plants and animals become dormant? What are examples of
animals that become dormant? How long can an animal or plant stay dormant? Is dormancy a
learned behavior or an instinct? –Allow students to contribute their ideas and possible
misconceptions.
Explain to the students that dormancy is a state of reduced metabolic activity adopted by many
organisms (both plants and animals) under conditions of environmental stress, or when such stressful
conditions are likely to appear, as in winter. Discuss various examples with the students.
Next, students will participate in a patterning activity, which involves dormancy. The students
will be given various pictures of trees, which become dormant, and various trees, which do not. The
students can use these pictures to create a unique pattern of their choice. (ex: AABB, ABAB,
ABCABC,)
Differentiation Strategies to meet diverse learner needs: This lesson provides opportunities for
collaboration and discovering, as well as independent work.
Worksheets &/or Handouts: See Attached
BEHAVIOR
ADAPTATIONS
NOTECARDS
Spider spinning a
web
Dog rolling over for
a treat
Beaver building a
dam
Babies crying
A bird building a
nest
Humans speaking
Using the bathroom
Bear cub watching
mother hunt, and the
practicing
Behavior
Behavior
Behavior
How Long Animals Hibernate
11
10
9
8
Length of
Hibernation
7
6
5
4
3
2
1
Bear
Groundhog
Bats
Box Turtle
Type of Animal
Skunk