Ecosystems and Habitats!

Ecosystems and habitats is a cross-curricular unit that

will teach a 4
th
grade classroom all about food chains,
ecosystems and habitats, while incorporating the
expressive arts in a fun and engaging way!
Elizabeth Reinaker
Drexel University
S4.A.1.3.1: Observe and record change by using time and
measurement.
S4.A.1.3.4: Explain what happens to a living organism when its
food supply, access to water, shelter, or space is changed (e.g., it
might die, migrate, change behavior, eat something else).
S4.A.1.3.5: Provide examples, predict, or describe how everyday
human activities (e.g., solid waste production, food production
and consumption, transportation, water consumption, energy
production and use) may change the environment.
S4.A.2.1.1: Generate questions about objects, organisms, or
events that can be answered through scientific investigations.
S4.A.2.1.4: State a conclusion that is consistent with the
information/data.
Pennsylvania Learning Standards
S4.A.3.1.2: Explain a relationship between the living and
nonliving components in a system (e.g., food web,
terrarium).
S4.A.3.1.3: Categorize the parts of an ecosystem as either
living or nonliving and describe their roles in the system.
S4.B.1.1.3: Describe basic needs of plants and animals (e.g.,
air, water, food).
S4.B.3.1.1: Describe the living and nonliving components of
a local ecosystem (e.g., lentic and lotic systems, forest,
cornfield, grasslands, city park, playground).
S4.B.3.1.2: Describe interactions between living and
nonliving components (e.g. plants water, soil, sunlight,
carbon dioxide, temperature; animals food, water,
shelter, oxygen, temperature) of a local ecosystem.
Pennsylvania Learning
Standards
S4.B.3.2.1: Describe what happens to a living thing when its
habitat is changed.
S4.B.3.2.2: Describe and predict how changes in the
environment (e.g., fire, pollution, flood, building dams) can
affect systems.
S4.B.3.2.3: Explain and predict how changes in seasons affect
plants, animals, or daily human life (e.g., food availability,
shelter, mobility).
S4.B.3.3.1: Identify everyday human activities (e.g., driving,
washing, eating, manufacturing, farming) within a community
that depend on the natural environment.
S4.B.3.3.5: Describe the effects of pollution (e.g., litter) in the
community.
Pennsylvania Learning
Standards
observe changes within the aquatic habitat over several
days.
explain what happens when living organisms face changes
to food supply, shelter, water, habitat or space.
describe how humans and their behavior affect the
environment and ecosystem.
describe how changes in the environment itself affects the
ecosystem
create questions about organisms that can be scientifically
observed.
distinguish between living and non-living organisms in an
ecosystem and explain their roles.
model an ecosystem or habitat using visual art or drama.
describe basic needs of plants and animals.
appropriately model or label a food chain.


Students will be able to
The students will all work together to create a
classroom mural! The mural will consist of an aquatic
habitat and all parts will be labeled by the students!
Visual Art
The students artwork will be proudly displayed in
the classroom !

Food Chain Song by Heath!

Click on the link above to view the Food Chain
Song the students will be singing and dancing
to! Students will also have the opportunity to
earn extra credit by creating their own song
about the food chain!


Music & Dance


The students will be separated into
small groups. In their groups, they
will be required to perform a puppet
show! They will create puppets of
animals out of paper and popsicle
sticks or socks and yarn. Students
will create and perform a puppet
show about predators and prey in an
ecosystem. Students will also be
encouraged to explain how the
death of an animal can affect other
living things in the ecosystem.
Theater

Students will write a persuasive essay to
provide examples of how pollution
negatively affects our environment and
ecosystem! The students will persuade the
local community to volunteer their time to
help keep a clean and thriving environment!
Creative Writing
Brain Break: Swim with the fishes!
Students will be prompted by the teacher to
move like aquatic elements! (move like a
goldfish, shark, whale, stingray, puffer fish,
starfish, seahorse, coral, anemone, newt, eel,
etc.)
Brain Break: Finding Nemo!
Students will go on a scavenger hunt with a
peer! They will answer questions about
habitats and ecosystems to find clues! They
will continue working together until they find
Nemo at the end!
Engaging the Students!
Instructional Strategies
The students will create various
ecosystem pyramids and these will
be placed around the classroom.
This thematic unit will be present all around the
classroom! I will also apply teaching to the
students everyday lives and local communities!
Supplies & Resources
I was able to find
an excellent
resource of
aquarium habitat
kits for the
classroom setting!
Students will be
able to observe
and learn first
hand about
ecosystems!
Aquarium Habitats by Houghton Mifflin
Houghton Mifflin Aquarium Habitats
Markers, Paint, Crayons, Colored pencils, etc.
Large Posters and construction paper
Scissors, tape, glue, popsicle sticks
Old socks and fabric, yarn, google eyes
Computers, iPad, projector, whiteboard
Paper, pencils, and journals
Science Book
Student Worksheets
Supplies & Resources
Formative Assessments
Teacher Observations
Teacher checklists
Exit Slips to check for understanding
Journal checks regarding aquarium habitat
Student portfolio
Class discussions
Peer reviews
Summative Assessments
End of Unit test
Rubrics will be used to assess students after project
completion




Student Assessments
Rubric
Click here Rubric URL
I had so much fun creating this thematic unit. I had so
many ideas and got excited to incorporate the
expressive arts into a unit about ecosystems and
habitats! I definitely noticed something I need to
work extensively on are my time management skills. I
have lots of ideas and plans but none of that will
matter if I dont get my lesson plans and units
completed in time. I need to work on flexibility and
structure at the same time. I want to have a smoothly
run classroom that still allows each child to express
themselves in their own unique ways. I loved this
project and learned so much and I hope to use this in
my own classroom one day!
Self- Reflection