Design Topic: Ecosystems Subject Science Grade: 3rd Designer: Linda Rowan

Understanding by Design
Unit Cover Page

Unit Title: Ecosystems and Me

Grade Level: Third Grade

Topic/Subject Areas: Science

Key Words: Ecosystem, Aquatic, Terrestrial, Diversity, Resources, Conservation
Designed By: Linda Rowan

Time Frame: _4 Weeks_____

School District: Regent University

School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

In this science unit, students will learn about the diversity of different
ecosystems around the world by differentiating between aquatic and terrestrial
ecosystems and breaking ecosystems down into communities, populations, and
organisms. They will also learn about limited resources and the effects humans can
have on the environment, both positive and negative. Students will explore the makeup of different ecosystems and create a suitable habitat for different animals.
In the culminating performance task, students will create a museum display for
their chosen ecosystem. The display should discuss the various components that make
up the ecosystem and the effects humans may have on it. Upon conclusion, students
will explore the classroom museum and reflect upon what they have learned
throughout the unit.

Unit design status:

X Completed template pages stages 1, 2, 3

X Completed rubrics

Completed blueprint for each performance task

Directions to students and teacher

Materials and resources listed

x Suggested accommodations
Status:

x Suggested extensions

Initial draft (date: ___________)

Peer Reviewed

Content Reviewed

Revised draft (date: ____________)

Field Tested

Validated

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Anchored

Design Topic: Ecosystems Subject Science

Grade: 3rd

Designer: Linda Rowan

STAGE 1 DESIRED RESULTS

Unit Title: Ecosystems and Us
Established Goals: (VDOE Science SOL 3.6) The student will investigate and understand that
ecosystems support a diversity of plants and animals that must share limited resources,
differentiate between aquatic and terrestrial ecosystems and between populations and
communities, and explore the human role in conserving limited resources.
Understandings: Students will understand
that
Ecosystems are diverse and can be split into
two main groups, aquatic and terrestrial, and
smaller groups that meet the needs of
different organisms.
Because plants and animals all have
different needs, they require different types
of environments or ecosystems to survive.
Humans have a role in conserving the
limited resources that are on the earth.
Human actions can affect the environment
in ways that reach beyond their own
backyards.

Essential Questions:

Students will know:

Students will be able to:

vocabulary regarding ecosystems.,

including:
- Ecosystems
- Terrestrial
- Aquatic
- Resources
- Conservation
- Population
- Community
- Species
- Diversity
major distinctions between the main
types of ecosystems.
key facts about the breakdown of
ecosystems.
the different ways human actions can
affect the environment.
specific actions that can be taken to
promote conservation.

Why dont all animals live in the same place?

Why are some places/ecosystems better suited
for some plants and animals to survive than
others?
How do human beings affect the environment
around them?
To what extent are we responsible for the
resources in the world around us?
Should people be held responsible for what
happens to the environment?

differentiate between multiple types of

ecosystems.
o aquatic vs. terrestrial
o the plants and animals that inhabit
each
o the resulting diversity
explain why different animals require
different ecosystems for survival.
use information about an ecosystem to
define the communities, populations, and
organisms that inhabit it.
use in class discussions and researched
information to create their own
conservation models.
define their role in their own ecosystems.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Ecosystems Subject Science

Grade: 3rd

Designer: Linda Rowan

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks:
Other Evidence:
GRASPS Activity: Students will create a
museum display on a chosen ecosystem,
Students will take a 10 question multiple
including pictures and display plaques,
choice quiz on the important terms needed
that discusses the ecosystem, community,
to study ecosystems.
populations, and organisms, and the role
Students will create a Venn-diagram
of humans in the ecosystem (Rutherford,
showing the differences and similarities
2008).
between terrestrial and aquatic ecosystems
RAFT Activity: Students will write a
(Gunning, 2005).
letter to a pen-pal describing what the
Students will discuss how they can alter
ecosystem in which they live is like and
their behaviors to help conserve limited
asking pertinent questions about their new
resources.
friends ecosystem (Rutherford, 2008).
Students will act as journalists and write
an article about a fictional scientist who is
working to conserve some type of limited
resource. They must highlight the location
of the scientist, the resource he is working
to conserve, and the plan he is going to
use.
Student Self-Assessment and Reflection

Students will work on a KWL sheet or journal entry each week and add it to their unit journal
throughout the entire unit (Rutherford, 2008).
As an exit ticket, students will fill out a checklist reflecting on what they have learned and what
they feel they are still struggling with (Rutherford, 2008).
Students will review their completed unit journal and reflect on any questions they still have
about the material.
STAGE 3 LEARNING PLAN

Summary of Learning Activities:

1. Have the students begin a KWL to pre-assess their knowledge of ecosystems (Rutherford, 2008).
2. Hook students by showing them a globe and asking them if every part of the world looks the same.
Encourage them to discuss why some parts of the world are different than others.
3. Introduce the essential questions.
4. Introduce the term ecosystem and have students fill out a Frayer model and add it to their unit
journals (Rutherford, 2008).
5. RAFT Activity: Students will write a letter to a pen-pal describing what the ecosystem in which
they live is like and asking pertinent questions about their new friends ecosystem (Rutherford,
2008).
6. Introduce the final project and discuss the grading rubric with the students.
7. Introduce the terms terrestrial and aquatic.
8. Have the students create a Venn-diagram showing the differences and similarities between
terrestrial and aquatic ecosystems and add it to their unit journals (Gunning, 2005).
9. Engage students by asking them to try to name some different ecosystems.
10. Have the students select an ecosystem for their final project.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Ecosystems Subject Science

Grade: 3rd

Designer: Linda Rowan

11. Have students work in groups to place different types of ecosystems in a web concept map, using
ecosystem as the main point, aquatic and terrestrial as the key ideas, and specific ecosystems that
must be sorted.
12. Introduce the term diversity to the students, and have them discuss some of the things that might be
diverse in different ecosystems.
13. Have the students create a drawing that shows the diversity of an ecosystem and hang them in the
classroom.
14. Introduce students to the terms community, population, and species.
15. Have each student pick the name of an organism from a bucket. Have them stand up and organize
themselves by community, population, and species on the teachers command.
16. Working in ability groups, have the students separate out the organisms of a given ecosystem into
community, populations, and species using a hierarchy concept map.
17. Allow the students to discuss possible populations and species they might include in their final
project.
18. Have the students participate in a think-pair-share to reflect on the important terms theyve learned
about ecosystems (Gunning, 2005).
19. Have students take a quiz on the important terms concerning ecosystems.
20. Have students discuss the essential question Why dont all animals live in the same place?
21. Discuss the types of animals students might see in some of the previously discussed ecosystems.
22. Have the students search the room for hidden animals. Have the students place the animals by the
poster of what they think is of the right ecosystem.
23. Allow the students to pick groups based on which ecosystem interests them and discuss why the
animals by their poster should or shouldnt live there, discussing what benefits the animals gain in
that ecosystem.
24. Exit ticket: Students will produce a written response to the essential question Why are some
places/ ecosystems better suited for some plants and animals to survive than others? Place this in
their unit journals (Rutherford, 2008).
25. Have students work in teams to create a suitable habitat for zoo animals based on their natural
ecosystems. They must decide how many animals should live together (population), what types of
trees and other plants they might need (community), and other considerations using information
discussed in class and facts given to the team by the teacher. (Differentiation- students may
complete this by drawing a picture, making a graphic organizer, or writing an essay).
26. Students will reflect on their understanding by producing a written response to the essential
question Why dont all animals live in the same place? Add this to their unit journals.
27. Students will take a quiz on the facts about ecosystems and the diversity of plants and animals that
live in them.
28. Journal Prompt: Have the students write a response in their unit journal for the essential question
How do human beings affect the environment around them?
29. Introduce the term resources and have the students complete a Frayer model for the new word and
add it to their unit journal (Gunning, 2005).
30. Hook: Show students a picture of a rainforest with lots of plants and animals, followed by a picture
of a rainforest that has been cut down. Ask students to consider what may have happened.
31. Have students discuss the essential question Should people be held responsible for what happens
to the environment?
32. Have the students think-pair-share some of the ways humans affect the ecosystem that they chose
for their final project (Gunning, 2005).
33. Allow the students to reflect and discuss how they can alter their behaviors to help conserve limited
resources.
34. Have students share their reflections with a partner, then allow them to share their best ideas with
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
4

Design Topic: Ecosystems Subject Science

Grade: 3rd

Designer: Linda Rowan

the class.
35. RAFT: Students will act as journalists and write an article about a fictional scientist who is working
to conserve some type of limited resource. They must highlight the location of the scientist, the
resource he is working to conserve, and the plan he is going to use (Rutherford, 2008).
36. Authors Chair: have some volunteers read their articles to the class (Gunning, 2005).
37. Reflection: Have the students review all entries to their unit journal and complete the KWL they
began on the first day of the unit. Allow students to discuss anything that they still dont know
about ecosystems (Rutherford, 2008).
38. As an exit ticket, have the students fill out a checklist determining what they have learned and what
they feel they are still struggling with (Rutherford, 2008).
39. Discuss any of the ideas students indicated having trouble with on their checklists.
40. GRASPS Activity- Authentic Assessment: Students will create a museum display on a chosen
ecosystem, including pictures and display plaques that discusses the ecosystem, community,
populations, organisms, and the role of humans in the ecosystem (Rutherford, 2008).
41. GRASP CONTINUED: Have students continue to reflect on their learning throughout the unit and
research new material as they complete their museum displays.
42. Allow students who finish early to participate in a peer review of their displays.
43. Lets go to the Museum!- Have students explore each of the museum models and discuss the
diversity represented by each of them.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Tuesday

Wednesday

Thursday

Friday

Grade: 3rd

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Monday

Design Topic: Ecosystems Subject Science

Designer: Linda Rowan

Stage 3 Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 15 lessons. If you require more
instructional days, copy and paste the calendar template onto an additional page below. Do not exceed 6 weeks.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Tuesday

Wednesday

Thursday

Friday

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them.

Monday

Design Topic: Ecosystems Subject Science

Grade: 3rd
Designer: Linda Rowan

Design Topic: Ecosystems Subject Science

Grade: 3rd

Designer: Linda Rowan

Museum Model Rubric

Students Name ______________________________
Mastery (5)
Well Done (4)

Understandin
g and
Research
_____/5

Poster is missing
one or two of the
required
paragraphs or
lacks three or
more pictures.

Poster is missing
three or more of
the required
paragraphs.

Poster
demonstrates a
thorough
understanding of
the ecosystem and
demonstrates
effective research
strategies.

Poster
demonstrates a fair
understanding of
the ecosystem and
shows an effort to
include research.

Poster
demonstrates
some
understanding
of the ecosystem
and may be
lacking
researched
material.

Poster shows a
lack of
understanding of
the ecosystem
and fails to
incorporate
research.

Poster has no
errors.

Poster has 1- 2
grammatical or
punctuation
errors.

Poster has 3-4

grammatical or
punctuation
errors.

Poster has 5 or
more
grammatical or
punctuation
errors.

Project includes
a full paragraph
and picture for
all five
requirements.

Grammar and
Punctuation
_____/5

GRADE
______/15

Needs
Revision(1-2)

Poster includes a
paragraph for all
five
requirements,
but some
paragraphs may
be incomplete or
missing one or
two pictures.

Content
_____/5

Acceptable (3)

Notes:

Assignment: Students will use information discussed in class and researched independently
to create a museum display for an ecosystem, including (1) a description of the ecosystem,
(2) a description of its community, (3) populations, and (4) species, and (5) the impact
humans have on it. The display should be constructed on poster board and include a full
paragraph and a picture for each of the five topics.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Ecosystems Subject Science

Grade: 3rd

Designer: Linda Rowan

References
Gunning, T. G. (2005). Creating Literacy instruction for All Students. Upper Saddle River, NJ: Pearson
Education, Inc.
Rutherford, P. (2008). Instruction for All Students. Alexandria, VA: Just ASK Publications.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)