Developed by: Amanda Braman

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.

*Check Youtube clip in advance to make sure it is still

available.

1.3Offeralternativesforvisualinformation:
VisualswillbeprovidedthroughtheYoutubeclip,as
wellaswiththecutoutforeachstudentduringthe
TeaPartystrategy.
2.5Illustratethroughmultiplemedia:Theusageof
aninformationcliponYoutubewillbeusefulforthis
lesson.
3.1Activateorsupplybackgroundknowledge:
Backgroundknowledgewillbeaccessedthroughthe
APK.

Because there are no known exceptionalities in

the class, the main focus will be on the multiple
intelligences and different learning styles that could be
present.

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.

Interpersonal: Students will work in groups during

the APK, and will work in pairs during the Tea Party
strategy.
Verbal- Linguistic: Linguistic students will love the
Tea Party as it challenges them to re-explain a new
thought to other students.
Intrapersonal: This learning style will be met as
students record in their journals at the end of the
lesson.

Engagement
8.2Varydemandsandresourcestooptimize
challenge:Thislessonisconstantlybeingswitched
up.Becauseofthis,itwillconstantlychallenge
studentstoswitchthethinkingcaptheyalreadyhave
on.

Visual-Spatial: Visual students will appreciate the

Youtube clip as we begin this lesson.
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.
Cross-curricular Connections

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

2. Did anything stand out to you about this video? [Discussion]

3. An ecosystem is a community of living and non-living things that work together. They come in a
variety of sizes and most ecosystems are different from one another. Ecosystems run smoothly,
naturally, but sometimes something can throw off the entire balance. In the video we just watched, we
had seen how this plays out amongst animals but what other things might throw an ecosystem out of
balance? [Discussion]
4. The major parts of an ecosystem include: water, soil, sunlight, living organisms, and atmosphere. Im
going to give you each a cut out that we will use during our tea party [See Appendix A: After reviewing
what a Tea Party Activity is, print and cut out the information needed to partake in the activity. The
general idea is to give each student a slip of paper with information, have them read it individually, and
then have them find a person with a slip not like theirs, teach each other, and switch to a new person
every two minutes or so until they have learned about all five terms we are discussing here]. 2 minutes
for individualized reading, 2 minutes for each of the four switches. [Discussion]
5.

Have students go back to their small groups.

a. Assign each person within a small group a role of something within an ecosystem (air, soil, sunlight,
plants, flowers, bees, deer, rabbits, coyotes, etc.).
b. Announce to the class that you need all plants to come to the front of the class.
c. Ask the groups how they will survive now that the plants have been removed from the group.
d. Continue to remove things from the group (place the plants back and now remove soil) until each
thing has been removed from the group once.

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.

Developed by: Amanda Braman

Grade level: 4
Lesson Topic: Habitats
Outcomes

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.

Required Materials, Tools and

Technology
Dry erase markers
Stickers
Chart paper
Scissors
Glue Sticks
Construction paper
Pipe Cleaners
Pom-Poms
Googly eyes
Foam animals/ animal stickers
Play Doh/ modeling clay
Feathers
Shoe Boxes (1 per group)
Q-cards
Special Concerns
Because there are no known exceptionalities
in the class, the main focus will be on the
multiple intelligences and different learning
styles that could be present.

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.

Interpersonal: Students will work together

to complete their diorama.
Naturalistic: Students will be hands on as
they dive into research.
Intrapersonal:
Visual-Spatial: Visual students will love
the end product of their diorama.

Engagement

In-Class Support

7.2Optimizerelevance,value,andauthenticity:Bybuilding
thediorama,studentswillbeabletovisuallyseewhyeachpart
ofahabitatisimportant.
8.3Fostercollaborationandcommunity:Smallgroupswill
needtoworktogetherinordertosuccessfullycompletetheir
dioramas.

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.
This is especially useful for vocabulary in
Appendix B.
Cross-curricular Connections
Art: Skills 4 Paper sculpture/ dioramas
I will be able to create a diorama using
various materials that demonstrates my
understanding of habitats

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.

Developed by: Amanda Braman

Grade level: 4
Timeframe: 45 minutes
Lesson Topic: The Food Chain
Outcomes
Required Materials, Tools and Technology
GCO:
Youtube video:
302-3 classify organisms according to their role in a food
https://www.youtube.com/watch?
chain
v=Vtb3I8Vzlfg
Ball of yarn
301-1 predict how the removal of a plant or animal
Pictures of various things found within an
population affects the rest of the community
ecosystem (one per student)
SCO: (in student friendly terms):
301-1 I will be able to think about the world around me
and consider what would happen to a specific species if
one of the things it likes to eat most were eliminated
from its diet.
Objective(s) for this lesson: Students will be able to
Construct a food chain
Use prior knowledge to explain how everything
within an ecosystem (and habitat) depends on
climate for food
Universal Design for Learning
Representation
1.1Offerwaysofcustomizingthedisplayof
information:Studentswillpartakeinanactivitythat
willhelpthemvisualizeafoodchain.

Special Concerns

1.2Offeralternativesforauditoryinformation:
Studentswillbeworkingwithintheirowncommunity
andwillalsobenefitfromtheYoutubevideoatthe
beginningofclass.

Because there are no known exceptionalities in the

class, the main focus will be on the multiple
intelligences and different learning styles that could
be present.

1.3Offeralternativesforvisualinformation:Notonly
willstudentshavetheYoutubevideo,andtheirown
humanbodyfoodchainsbutstudentswillalsobe
assessedonfoodchainstheywilldrawintheirjournals
attheendofclass.

* This activity might be more difficult for students

in a wheelchair. If there is a student in a wheel
chair, be intentional about getting them to feel
involved while considering the safety risks
surrounding them and other students (tripping).

3.1Activateorsupplybackgroundknowledge:
Backgroundknowledgewillbeactivatedduringthe
APKactivity.
3.2.Highlightpatterns,criticalfeatures,bigideas,
andrelationships:Studentswillunderstand
relationshipsastheyphysicallydemonstratethefood

Watch Youtube clip in advance to make sure it has

not been removed.

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.

Developed by: Amanda Braman

Grade level: 4
Lesson Topic: Biodiversity
Outcomes

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.

Required Materials, Tools and

Technology
Hula Hoops (1 per group)
Clipboards
Blank Paper
Pencils
Erasers

Objective(s) for this lesson: Students will be able to

Explain how plants and animals support each other
Make connections between biodiversity and areas close
to them.
Apply knowledge from the previous three classes to what
they are learning about biodiversity
Universal Design for Learning
Representation
1.2Offeralternativesforauditoryinformation:Studentswill
notonlylearnfromtheteacherbutalsofromoneanother.
1.3Offeralternativesforvisualinformation:Studentswillbe
abletolearnvisuallyfromtheareatheyareexploring,the
picturetheydraw,andfrompicturesotherstudentsalsodraw.

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.

Interpersonal: Students will be discussing

their area together, as well as participating
in an
Verbal- Linguistic: The Socratic Seminar
will satisfy verbal-Linguistic students.
Naturalistic: Students will be learning in a
hands-on atmosphere.

Visual-Spatial: Visual students will be

satisfied by the activity itself along with
recording what they see.
Engagement
In-Class Support
Any extra help within the classroom may be
7.1Optimizeindividualchoiceandautonomy:Studentswill
used to help monitor activities as well as
havealittlebitofchoiceastheyexplore.
tend to students who may be experiencing
7.2Optimizerelevance,value,andauthenticity:Studentswill difficulties with the content or behaviour.
placemorevalueonwhattheyhavelearnedastheyexaminethe Cross-curricular Connections
worldaroundthem.
8.3Fostercollaborationandcommunity:Smallgroupswill
needtoworktogether.
Introduction
APK: Sitting outside, ask students how humans have changed the area around them. Some possible things they
might mention are buildings, roads, pollution, garbage, mowing the lawn etc.
Focus Question: What is biodiversity? How do we as humans impact the world around us?
During/Learning Activities
1. Take the class outside to a safe area where they are able to explore (within limits, of course). Students
should bring the following materials with them: a clipboard, blank paper, a pencil, and an eraser.
2. Have students draw three circles (about the size of an apple) on their page.
3. After students gather together in their small group, have them throw the hula-hoop into an area they
feel might have a noticeable biodiversity.
4. Students are to document what they see within the area the hula-hoop is encircling. Be sure to
consistently check in with students to make sure they are observing the biodiversity within the area.
Things that should be recorded are: is this area sunny or shady? Warm or cold? Does it have short or tall
plants? Have any bugs visited you in the area?
5. After giving the students an ample amount of time to draw/ list all they see in the area, have them come
back to one spot where a Socratic Seminar will be held [Appendix D.] Have the class compare what they
found. What area had more plants? More bugs? More growth? Why?
6. Ask students how the things we brainstormed during the APK have changed the areas we are looking at.
An example might be mowing the lawn. Perhaps as a result there were less flowers and no bees were

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:

For Ecosystems lesson plan: (All from NatureWorks)

Continuation of Appendix A
Living Organisms: Ecosystems have lots of different living organisms that interact with each other. The living
organisms in an ecosystem can be divided into three categories: producers, consumers and decomposers. They
are all important parts of an ecosystem.
Producers are the green plants. They make their own food. Consumers are animals and they get their
energy from the producers or from organisms that eat producers. There are three types of consumers: herbivores
are animals that eat plants, carnivores are animals that eat herbivores and sometimes other carnivores and
omnivores are animals that eat plants and other animals. The third type of living organism in an ecosystem is
the decomposer. Decomposers are plants and animals that break down dead plants and animals into organic
materials that go back into the soil.
Soil: Soil is a critical part of an ecosystem. It provides important nutrients for the plants in an ecosystem. It
helps anchor the plants to keep them in place. Soil absorbs and holds water for plants and animals to use and
provides a home for lots of living organisms.
Atmosphere: The atmosphere provides oxygen and carbon dioxide for the plants and animals in an ecosystem.
The atmosphere is also part of the water cycle. Without the complex interactions and elements in the
atmosphere, there would be no life at all!
Sun: The heat and light from the sun are critical parts of an ecosystem. The sun's heat helps water evaporate and
return to the atmosphere where it is cycled back into water. The heat also keeps plants and animals warm.
Without light from the sun there would be no photosynthesis and plants wouldn't have the energy they need to
make food.
Water: Without water there would be no life. Water is a large percentage of the cells that make up all living
organisms. In fact, you may have heard that humans can go longer without food than they can without water. It's
true! Without water all life would die. In addition to being an important part of cells, water is also used by
plants to carry and distribute the nutrients they need to survive.

Appendix B (Happenin Habitats)

Give information on one habitat to each group.
Forests

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.

Rainforests contain the most plants and animals within a habitat

More than 25% of medicines we use originate from rainforest plants
Forests are the lungs of our planet

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.

Grasslands surround every desert in Asia

25% of the earth is covered by a grassland biome

Grasslands are perfect for pasturing because the soil is fertile
Animals you might find: zebras, lions, wolves, prairie dogs, and foxes

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.

Animals: birds, rodents, invertebrates

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).

Animals: invertebrates, amphibians, reptiles, mammals

Plants: cattails, arrowroots, sundews

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.

Animals get their nutrients from organic material

400 varieties of flowers but only 48 different types of animals
Summer is 24 hours of daylight
Appendix C
Graffiti Wall:
Graffiti is a cooperative brainstorming process used at anytime during instruction. Students work in
groups with assigned roles to answer previously assigned questions or topics on large sheets of paper. As the
time period ends for each question, either the groups rotate to the other groups until all groups have answered
each question. Once a group returns to their original questions, they summarize and generalize the information
answered and present it to the class (Estes, Mintz & Gunter 2015, 263-265).

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).

Bibliography:
Brain Pop Educators. Food Chains and Food Webs. Accessed March 29th 2016.
https://educators.brainpop.com/lesson-plan/food-chains-and-food-webs-lesson-plan/.
Discovery Education. Habitats of the World. Accessed March 28th, 2016.
http://www.discoveryeducation.com/teachers/free-lesson-plans/habitats-of-the-world.cfm.
Estes, Thomas H., and Susan L. Mintz. Instruction: a Models Approach, Enhanced Pearson Etext with Loose
Leaf Version -- Access Card Package (7th Edition). 7 ed. New York: Pearson, 2015.
Happenin' Habitats. What Is a Habitat?. Accessed March 28th, 2016.
http://happeninhabitats.pwnet.org/what_is_habitat/habitat_types.php.
Investing in Nature. Biodiversity. Accessed March 30th, 2016.
https://www.bgci.org/files/Canada/english_docs/hula_hoop.pdf.
Israel, Elfie. Examining Multiple Perspectives in Literature. In Inquiry and the Literary Text: Constructing
Discussions n the English Classroom. James Holden and John S. Schmit, eds. Urbana, IL: NCTE,
2002.
National Geographic. Elementary Ecosystems. Accessed March 26th, 2016.
http://education.nationalgeographic.org/archive/xpeditions/lessons/08/gk2/ecosystem.html.
NatureWorks. Ecosystems. Accessed March 26th, 2016.
http://www.nhptv.org/natureworks/nwepecosystems.htm.
Tompkins, Gail (2014). Literacy for the 21st Century A Balanced Approach, Merrill Prentice-Hall