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Grade level: 4
Timeframe: 45 minutes
Lesson Topic: Ecosystems
Outcomes
Required Materials, Tools and Technology
GCO:
Chart Paper
204-1 propose questions to investigate and practical
Marker
questions to solve
Youtube clip: https://www.youtube.com/watch?
205-5 make observations and collect information
v=JPHqUxxyLsY
relevant to a given questions or problem
Tea Party Exerts (See Appendix A)
206- 6 suggest improvements to a design or
Student journals
constructed work
Sticky notes
SCO: Student friendly terms:
300-2 I will be able to think about an ecosystem and
the things within it and describe the relationship they
have.
Objective(s) for this lesson: Students will be able to
Examine natural habitats
Describe dependency within an ecosystem
Demonstrate interdependency within an
ecosystem
Universal Design for Learning
Representation
1.1Offerwaysofcustomizingthedisplayof
information:Informationwillbedisplayedonchart
paperduringpresentations,throughtheYoutubeclip,
andwritteninstudentjournals.
Special Concerns
1.2Offeralternativesforauditoryinformation:
Auditoryinformationwillbegiventhrough
presentations,theYoutubeclip,viateaching
instruction,andshareduponpairingduringtheTea
Partystrategy.
1.3Offeralternativesforvisualinformation:
VisualswillbeprovidedthroughtheYoutubeclip,as
wellaswiththecutoutforeachstudentduringthe
TeaPartystrategy.
2.5Illustratethroughmultiplemedia:Theusageof
aninformationcliponYoutubewillbeusefulforthis
lesson.
3.1Activateorsupplybackgroundknowledge:
Backgroundknowledgewillbeaccessedthroughthe
APK.
3.2.Highlightpatterns,criticalfeatures,bigideas,
andrelationships:Relationshipswillbenoticedas
studentsdotheAPK.Relationshipswillalsobe
discussedduringclassdiscussionandtheTeaParty
Strategy.
Action and Expression
4.1Varythemethodsforresponseandnavigation:
Studentswillgiveresponsethroughpresentation,
pairing,classdiscussion,andintheirjournals.
Differentiation
Bodily-Kinesthetic: Students will have the
opportunity to get up and move around as they partake
in the Tea Party strategy.
4.2Optimizeaccesstotoolsandassistive
technologies:TheTeaPartyteachingstrategyis
beingusedduringthislesson.TheAPKactivitywill
alsopresentstudentswithanopportunityto
brainstormwithotherstudents.TheYoutubeclipwill
serveasaformoftechnology.
Engagement
8.2Varydemandsandresourcestooptimize
challenge:Thislessonisconstantlybeingswitched
up.Becauseofthis,itwillconstantlychallenge
studentstoswitchthethinkingcaptheyalreadyhave
on.
8.3Fostercollaborationandcommunity:Students
willworktogetherduringtheAPKandwillhave
communitytimeduringtheTeaPartystrategy.
Introduction- 10 minutes
APK: Have students break into their small groups (approximately 5 students in each group) and ask them to
answer the following questions on the chart paper provided. Students will have five minutes for this activity and
will be given one minute per group to present at the end of the APK.
1. Think of one animal and record it somewhere on your paper.
2. What does this animal need to survive?
3. Does the area this animal resides in impact the animals survival?
4. If something were eliminated (perhaps a main food source) from this animals living area, how would it
impact the animal?
5. Have each small group give a one-minute summary of what was discussed within their group, by
presenting their chart paper.
Focus Question: What challenges do ecosystems face?
During/Learning Activities
1. Play the following Youtube clip: https://www.youtube.com/watch?v=JPHqUxxyLsY
Assessment
Have students journal about the following question: Describe what would happen if something from an
ecosystem was eliminated. Would this affect us as humans?
Closure
Have each student write something new they learned/ something they are still puzzled over on a sticky note.
All sticky notes are posted on the back wall and reviewed at the end of the day.
Timeframe: 45 minutes
GCO:
302-1 identify a variety of local and regional habitats and their
associated populations of plants and animals
205-10, 205-5 construct and/ or maintain a model of a natural
habitat, and use it to make observations and collect information
about organisms in the habitat
SCO: (in student friendly terms):
I will be able to work in a group to build one diorama of a
habitat and identify the main characteristics of the habitat.
Objective(s) for this lesson: Students will be able to
Identify 4 characteristics of a habitat studied today. This
will be facilitated by the creation of a diorama of a
habitat.
Universal Design for Learning
Representation
1.3Offeralternativesforvisualinformation:Studentsareable
tovisualizeahabitatafterbuildingonewiththeprovided
materials.
3.1Activateorsupplybackgroundknowledge:Background
knowledgewillbeactivatedaftercompletionoftheAPK.
Action and Expression
4.1Varythemethodsforresponseandnavigation:Students
willbeabletorespondinavarietyofways(presentations,group
discussion,andclassdiscussion).
Differentiation
Bodily-Kinesthetic: Students will be
moving around as they complete their
dioramas.
6.2Supportplanningandstrategydevelopment:After
studentsareassignedroles,theywillthenneedtostrategically
planhowtheywillbuildthediorama.
Engagement
In-Class Support
7.2Optimizerelevance,value,andauthenticity:Bybuilding
thediorama,studentswillbeabletovisuallyseewhyeachpart
ofahabitatisimportant.
8.3Fostercollaborationandcommunity:Smallgroupswill
needtoworktogetherinordertosuccessfullycompletetheir
dioramas.
Introduction
APK: Graffiti Wall Activity [Appendix B]
There will be a piece of chart paper on each of the four tables. On each piece of chart paper, one habitat name
will be written in the middle of the sheet (Forest, Grassland, Desert, Wetland, Tundra).
1. The teacher will explain to the students that they will be doing a graffiti wall activity to introduce todays
class. Each small group will be given a piece of chart paper with a habitat listed in the middle. Each group of
students will start out at one station but will switch to another. At each station, students will have one minute to
write down all the information they can think of on the chart paper. After one minute, the teacher will ring the
wind chime (which is the established attention getter) and the students will have 15 seconds to rotate to their
next station.
2. Students will circulate clockwise ensuring that they record something on each of the pieces of chart paper in
each of the stations.
3. After all groups have rotated to each station, they will return to their original habitat. Small groups will have
one minute to look over the chart paper to see if interesting information stands out to them.
4. One group member will then present the chart paper from their table, to the class, and describe recurring
characteristics of this specific habitat.
Focus Question: What characteristics make each habitat unique compared to others?
During/Learning Activities
1. Students will make a diorama of the original habitat they brainstormed about at their table. Ask the
students if they know what a diorama is, or if they have made them before. A diorama is a model
representing a scene with three-dimensional figures, either in miniature or as a large-scale museum
exhibit. Today we will be making a miniature diorama using a shoe box.
2. Each group will be given a piece of paper explaining their habitat a little bit further. See Appendix B.
The teacher should make sure that the piece of paper with the corresponding information has been given
to the right group.
3. Im going to pass out a shoebox and some supplies. I want you all to use your creativity to express
demonstrate what you know about the habitat. You will have 20 minutes to complete this assignment.
4. Explain to the children that each person in the group needs to take on one role: animals, landscape,
vegetation, climate, and unique characteristics. It is their job to bring their role to life within the
diorama.
5. Students will have twenty minutes to prepare their diorama. Because this is an exciting activity, let
students know you will give them a five minute warning before the activity is done, as well as a two
minute warning to tie up lose ends.
6. Have each habitat group present their diorama to the class while teaching the rest of the class about their
habitat.
Assessment
Students will be assessed based upon observations of group work as well as with their diorama and
information presentation. If students are struggling, ask questions and offer guidance as to which habitat they
are trying to recreate. Monitor the progress of each student throughout this activity.
Students will journal at the end of the lesson, which will provide opportunity to ask questions if too shy to
present them before the class.
Closure
Have students journal small steps they would take to ensure their habitat would stay healthy if they were
living in the area they presented about. Students are also encouraged to record any questions they might still
have.
Special Concerns
1.2Offeralternativesforauditoryinformation:
Studentswillbeworkingwithintheirowncommunity
andwillalsobenefitfromtheYoutubevideoatthe
beginningofclass.
1.3Offeralternativesforvisualinformation:Notonly
willstudentshavetheYoutubevideo,andtheirown
humanbodyfoodchainsbutstudentswillalsobe
assessedonfoodchainstheywilldrawintheirjournals
attheendofclass.
3.1Activateorsupplybackgroundknowledge:
Backgroundknowledgewillbeactivatedduringthe
APKactivity.
3.2.Highlightpatterns,criticalfeatures,bigideas,
andrelationships:Studentswillunderstand
relationshipsastheyphysicallydemonstratethefood
web.
3.3Guideinformationprocessing,visualization,and
manipulation:Teacherwillguidestudentsastheymake
thefoodwebincasetheyareoverlookingaconnection
thatmightbemade.
Action and Expression
6.3Facilitatemanaginginformationandresources:
Teacherwillguidestudentsastheymakeaphysicalfood
web.
Differentiation
Bodily-Kinesthetic: Students will be physically
making the food webs with their bodies while
tossing string.
Interpersonal: Students will need to brainstorm
together as they consider which parts of the food
chain would affect them.
Naturalistic: Students will be hands on as they
make their own food webs.
Intrapersonal: Students will have time to journal
about food webs they noticed during the activity.
Visual-Spatial: Students will be visually satisfied
by the human food web, the Youtube video, as well
as their journaling at the end of the class.
Engagement
7.2Optimizerelevance,value,andauthenticity:
Studentswillgainagreaterunderstandingofhowthey
areimpactedbyfoodchainsandthehabitatsand
ecosystemthatsurroundsthem.
In-Class Support
Any extra help within the classroom may be
used to help monitor activities as well as tend to
students who may be experiencing difficulties with
the content or behaviour.
8.3Fostercollaborationandcommunity:Students
willneedtoworktogetherinordertodothefoodweb
activity.
Cross-curricular Connections
Introduction
APK: Do any of you catch frogs in the summer? It used to be my favourite thing to do every summer. What do
you think would happen if we caught all of the frogs in one pond? [Discussion]
Focus Question: How does an ecosystem impact the food chain?
During/Learning Activities
1. Watch Youtube clip.
2. [Discussion] Did anything stand out to you about this video?
3. Inform students they are about to create a food web using their body.
4. Have students stand in a large circle.
5. The student assigned to be the sun should be in a very clear spot in the circle.
6. Students should then be encouraged to look around and ask themselves: Who in this circle could I give
my energy to? (Who might eat me?) Who in the circle could give me energy? (Who might I eat?)
7. Explain to the students that the ball of yarn represents the energy in the environment. Ask the student
who represents the sun to hold the end of the yarn tightly and toss the ball to someone who can use that
energy. When that student catches the yarn, they should pass the yarn to someone else who could use the
energy. (Example: Sun-> green plant-> rabbit-> fox) The ball of yarn should then be returned to the sun
and repeated until every student is part of the food web.
Assessment (formative/summative)
In their journals, have students fill in three of the food chains they observed while "weaving" the web
today. Students will also be evaluated on their participation during the food chain exercise.
Closure
The food chain impacts us more than we realize. On a sticky note, record one thing you know would directly
impact you, and one thing that would indirectly, but then directly, impact you.
Timeframe: 45 minutes
GCO:
301-2 relate habitat loss to the endangerment or extinction of
plants and animals
SCO: (in student friendly terms):
301-2 I will think about things I do everyday that might have a
negative impact on the habitats that surround me.
Special Concerns
This is an outdoor class experience that is
dependant on weather. Special concerns to
consider would be allergies as well as
physical limitations. Depending on the time
of year, sunscreen and bug spray may also
be required.
3.1Activateorsupplybackgroundknowledge:Background
knowledgewillbeaccessedduringtheAPK.
3.2.Highlightpatterns,criticalfeatures,bigideas,and
relationships:Relationshipswillbeexploredonceagainas
studentsapproachlearningabouttheirenvironmentinanother
manner.
3.3Guideinformationprocessing,visualization,and
manipulation:Teacherwillguidestudentsastheyapplycritical
thinkingskillsastheyexplore.
Action and Expression
4.1Varythemethodsforresponseandnavigation:Students
willrespondtotheteacher,smallgroups,andwithintheSocratic
Differentiation
Bodily-Kinesthetic: Students will be
moving around as they explore their area.
Seminar.
6.3Facilitatemanaginginformationandresources:Teacher
willneedtobeintentionalaboutobservingsmallgroupssothat
theycanlearnatmaximumcapacity.
observed. Have them record their thought on the back of their observation sheet.
Assessment
Students will be assessed on their ability to stay on task and follow instructions. Students will also be
assessed by the drawings they hand in at the end of the class as their exit ticket.
Closure
Have students pass in their observation sheets as an exit ticket.
Appendix A:
Forests are fascinating ecosystems. How can you recognize a forest? The defining feature of a forest is
its dense growth of trees. But why do forests grow where they do? Generally speaking, two key variables dictate
the geographical distribution of Earth's different habitat types: precipitation and temperature. Forests grow
where there is enough water available to fulfill trees' needs. The extent of forest growth also depends on
temperature ranges, soil nutrients, adequate growing season and altitude.
All of the forests in the continental United States are temperate forests (located between the boreal and
sub-tropical zone). Eastern temperate forests tend to have cold winters and wet, hot summers. Deciduous trees
(those that lose their leaves in the fall) like oak and maple thrive in these conditions. In fact, most eastern forests
are defined by the mix of oak, maple, birch and other trees that grow there. These trees create a canopy that
shades the forest floor and provides a variety of habitats for many creatures, such as gray squirrels, white-footed
mice, white-tailed deer, blue jays and much more.
Grasslands
Grasslands are characterized as areas where grasses are the predominant vegetation and the subsoil is
dry with seasonal moisture in the upper soil layers. Their evolution was shaped by periodic fires and the
presence of grazing animals. These conditions resulted in the establishment of vast areas of grassland on all of
the continents except Antarctica. Today, a quarter of the earth's land surface remains covered by this rapidly
vanishing ecosystem.
All grasslands share several common traits. In general, the term grassland refers to land which:
1. is dominated by grasses;
2. occurs on flat or rolling terrain;
3. has similar soils (alkaline, lots of organic matter, very fertile, and fine-grained);
4. has soil that is almost completely covered by vegetation;
5. commonly has fires and high winds (which lead to high evaporation rates and the spread of fires);
6. is characterized by periods of rain followed by periods of drought.
Deserts
As different from one another as deserts of the world are, they all share one characteristic: they are very
dry. Scientists define deserts as areas that get less than 10 inches of rainfall a year and have a very high rate of
evaporation. If the annual evaporation rate of an area is higher than the annual amount of rainfall, the area is
considered a desert. Evaporation rates are high because deserts tend to have very little cloud cover and strong
winds.
Another characteristic of deserts is sporadic rainfall. If the limited rainfall in deserts fell a little at a time
throughout the year, many deserts probably would not look much like deserts. Instead, they'd have a lot more
vegetation. Rain doesn't fall evenly throughout the year in a desert, though. It usually comes in big bursts. In
some deserts, none at all may fall for more than a year. And then a huge thunderstorm may dump over 5 inches
all at once!
Deserts have some of the most variable temperatures of any places on earth. Because the desert skies are
nearly cloudless, the temperatures during the day may sizzle. But without cloud cover to hold in the heat, it
radiates into the atmosphere very quickly once the sun goes down. In some deserts, the temperature may drop as
much as 77 degrees Fahrenheit in 12 hours.
Wetlands
As the name implies, wetlands are areas where water is present at least part of the year, generally for at
least a portion of the plant-growing season. In addition, wetland soils differ considerably from nearby or
surrounding uplands. Hydric soils, found in wetlands, are wet, low in oxygen, and often black with muck.
Finally, wetlands support plants called hydrophytes that are adapted to living in wet, oxygen-poor soils.
Together, these water, soil and vegetation characteristics make up a broad definition for wetlands.
Though all wetlands contain water at least periodically, the volume of water and the amount of time a
wetland is "wet" varies greatly. They also vary in size, from wading-pool sized vernal pools to thousands of
acres along coastlines or rivers.
Wetlands are found all over North America, along coastlines, far inland, in rural areas, and even in the
middle of well-populated urban areas. There are generally five kinds of areas where we find wetlands:
1) rivers;
2) near coasts and inland lakes;
3) in depressions where land is low compared to surrounding landscapes;
4) areas where groundwater seeps out of the ground, and;
5) in broad, flat areas that receive significant rainfall (such as the Everglades).
Arctic Tundra
The arctic tundra is circumpolar, meaning that it is an ecosystem surrounding the polar region, above
roughly 60 degrees north latitude. The Arctic circle occurs at 66 degrees north latitude.
In the tundra, short days for much of the year and a harsh cold climate result in a brief growing season of 50-60
days. By contrast, the growing season in temperate forests is about six months long and in tropical forests lasts
the entire year.
Strong winter winds challenge the stability of any plants that grow more than an inch or two above
ground surface. Below a thin layer of soil that thaws every summer is ground that remains frozen year-round,
called permafrost. The permafrost may be very deep, reaching more than 1000 feet thick in some locations.
Although the tundra receives less than ten inches of precipitation each year (which is why it is sometimes
referred to as an arctic desert), there can be plenty of standing water when the upper layer of soil thaws each
summer.
Due to its high latitude and the tilt of the earth, the arctic experiences light and temperature extremes
throughout the calendar year. The plants and animals of the tundra must be adapted to face these challenges,
including not only extremes of day length and temperatures, but also harsh winter winds, long periods of belowfreezing temperatures, and permanently frozen ground.
Appendix D
The Socratic Seminar:
The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended
questions. Within the context of the discussion, students listen closely to the comments of others, thinking
critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They
learn to work cooperatively and to question intelligently and civilly (Israel 2002, 89).
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