ECOLOGY

Grade Level:
Presented by:
Length of Unit:

Third Grade
Beth Lewis and Lili Mueh, Cheyenne Mountain Charter Academy
Five Lessons (2-3 weeks; lessons may take more than one day each)

I.

ABSTRACT
This unit focuses on teaching third grade students many basic elements of ecology, which will be
taught sequentially and culminate in the study of ecosystems and the impact humans may have
upon them. In order to understand the interconnected nature of the organisms within an
ecosystem, students must first understand the different roles the organisms play within that
ecosystem. Students will therefore be taught that 1) animals can be classified by what they
consume, and 2) animals play various roles in a food chain. Food chains will be examined as part
of a larger ecosystem, and the impact of removing an element from the food chain will also be
studied. Students will also learn how humans have impacted the environment and how these
impacts can be rectified. The ultimate goal of this unit is to enable students to study the
ecosystem in which they reside, recognize the relationships of living things in the world around
them, and recognize their own role in ecology.

II.

OVERVIEW
A.
Concept Objectives for this unit:
1.
Understand that living things are interconnected and play different roles in
the environment.
2.
Develop an awareness of human impact on the environment.
3.
Develop an awareness of their local environment.
B.
Content covered from Third Grade Core Knowledge Sequence
1.
Roles of living things in the environment (food chains, producer, consumer,
decomposer, carnivore, herbivore, omnivore)
2.
Definition of ecosystem
3.
What happens when a link of a food chain is removed and how this problem is
resolved.
4.
Environmental issues (air pollution, water pollution, endangerment of animals)
5.
Environmental Solutions (Solutions to issues presented in Lesson 4)
C.
Skills
1.
Students will be able to distinguish where producers, consumers, and
decomposers get their food.
2.
Students will be able to classify living things as producers, consumers, and
decomposers.
3.
Students will be able to define omnivore, carnivore, and herbivore.
4.
Students will be able to name different components of a specific ecosystem.
5.
Students will be able to describe the impact a missing link of a food chain will
have on the rest of the food chain.
6.
Students will be able to analyze the human role in the Colorado Springs/Front
Range ecosystem.
7.
Students will be able to analyze the causes and effects of air, water, and land
pollution.
8.
Students will be able to identify the endangerment of animals as an
environmental problem.
9.
Students will be able to define ecology and ecologist.
10.
Students will be able to list three ways we can help the environment.

11.
12.

Students will be able to define recycle and conserve.

Students will be able to define a national park and identify John Muir as one of
their founders.

III.

BACKGROUND KNOWLEDGE
A.
The majority of the ideas in this unit came from two sources:
1.
What Your Third Grader Needs to Know by E.D. Hirsch, and
2.
The Baltimore Curriculum Project

IV.

RESOURCES
A.
Amos, J. Animals in Danger. (No City):Raintree Steck-Vaughn Publishing, 1993. (No
ISBN#).
B.
Baltimore Curriculum Project.
C.
Hirsch, E.D. What Your 3rd Grader Needs To Know. New York:Doubleday, 1992.
ISBN#0-385-31257-1.
D.
Jeffers, S. Brother Eagle, Sister Sky. New York:Dial, 1991. ISBN#0-80370-969-2.

V.

LESSONS
Lesson One: Where Animals Get Their Food (Duration of Lesson: approximately 2 days)
A.
Daily Objectives
1.
Lesson Content
a.
Roles of living things
2.
Concept Objectives
a.
Understand that living things are interconnected and play different roles
in the environment.
3.
Skill Objectives
a.
Students will be able to distinguish where producers, consumers, and
decomposers get their food.
b.
Students will be able to classify living things as producers, consumers,
and decomposers.
c.
Students will be able to define herbivore, carnivore, and omnivore.
B.
Materials
1.
Energy Game (Appendix A)
2.
1 copy per student of food chain diagram (Appendix B)
3.
1 copy of food chain diagram, copied onto transparency
4.
overhead projector
5.
1 red pepper, cut in half
6.
1 ziplock bag
7.
1 fill-in-the-blanks sheet per student (Appendix C)
8.
1 Label the food chain sheet per student (Appendix D)
C.
Background Notes
1.
Note: before beginning lesson, review basic needs of animals (food, water, and
shelter) from What Your First Grader Needs to Know, p. 277.
2.
Taken from What Your Third Grader Needs to Know, pages 271 273 Living
things that create their own food are producers. Living things that eat other
living things are consumers. Living things that break down the dead bodies of
other living things that have died are decomposers.

3.
D.

E.

Adapted from Baltimore Curriculum Project Living things that eat only plants
are herbivores. Living things that eat only meat are carnivores. Living things that
eat both plants and meat are herbivores.
Key Vocabulary
1.
Producer a living thing that makes its own food
2.
Consumer a living thing that eats other living things
3.
Decomposer a living thing that breaks down the bodies of other living things
after they have died
4.
Herbivore a living thing that eats only plants
5.
Carnivore a living thing that eats only the bodies of other animals
6.
Omnivore - a living thing that eats both plants and the bodies of other animals
7.
Nutrients vitamins (clarify that these are not the vitamins that we buy at the
store. They are invisible and are used to make food andmake the plant
healthier.)
8.
Cycle like a circle
Procedures/Activities
1.
Vocabulary
a.
Write vocabulary words on the board and review as a class.
2.
Brainstorm as a class
a.
How are animals connected? Write answers on board.
b.
What do animals eat? Write answers on board.
c.
We have been learning about the different groups and types of animals.
d.
Today we are going to talk about where they get their food.
3.
Review roles in food chain
a.
Write producer on board.
b.
A producer is a living thing that makes its own food inside its body. All
plants are producers.
c.
Give several examples non-examples (tell what is not a producer)
d.
Who can name a producer?
e.
Write acceptable answers on board under producer.
f.
Write consumer on board.
g.
A consumer is a living thing that eats other living things.
h.
Give examples and non-examples (tell what is not a consumer).
i.
Who can name a consumer?
j.
Write acceptable answers on board under consumer.
k.
Write decomposer on the board.
l.
A decomposer is a living thing that eats the bodies of other living things
after they have died.
m.
Give examples and non-examples (tell what is not a decomposer.)
n.
Can anyone name a decomposer?
o.
Write acceptable answers under decomposer.
4.
Label food chain diagram (Appendix A)
a.
Pass out food chain diagram; show transparency on overhead.
b.
Work together as a class to label line next to each picture with
producer, consumer, or decomposer.
5.
Discuss exchange of energy in a food chain.
a.
When you are tired and you eat, what do you get from your food?
b.
Write energy in large letters on board.

c.

F.
G.

Animals also eat to get energy. When one animal eats a plant, what does
it get from the plant?
d.
Label the arrow between plant and first animal on food chain diagram
energy.
e.
When one animal eats another, what does it get from the first animal?
f.
Label the arrow between animals.
g.
When a decomposer eats a dead body, what does it get?
h.
Label the arrow between animal and decomposer.
i.
Decomposers create nutrients or vitamins in the soil.
j.
Label the arrow between decomposer and plant nutrients.
k.
The plants use these nutrients to grow. So what are the plants getting?
l.
Label other side of arrow energy.
m.
We call this a food chain, because each piece is connected to the pieces
before and after it. We say that energy moves through the food chain in
a cycle, because it goes in a never-ending circle.
6.
Play Energy Game (Appendix B).
7.
Discuss herbivore, carnivore, and omnivore.
a.
What kinds of things do consumers eat?
b.
List on board.
c.
We can put consumers into three groups by what they eat.
d.
Write herbivore, carnivore, and omnivore on board next to each
other.
e.
Herbivores eat plants.
f.
Write plants under herbivore and circle.
g.
Which animals are herbivores?
h.
List correct answers under herbivore.
i.
Carnivores eat the bodies of other animals. We call this meat.
j.
Write meat under carnivore and circle.
k.
Which animals are carnivores?
l.
List correct answers under carnivore.
m.
Omnivores eat both plants and meat.
n.
Write plants and meat under omnivore and circle.
o.
Which animals are carnivores?
p.
List correct answers under omnivore.
q.
What do humans eat?
r.
Discuss which category humans would fit into.
s.
That means that we are omnivorous consumers!
8.
Review producer, consumer, decomposer, herbivore, carnivore, and omnivore.
Evaluation/Assessment
1.
Fill in the blanks sheet and Label the food chain sheet (Appendix C & D)
Standardized Test/State Test Connections
1.
Colorado Science Standards 3.1c, 3.1d, 3.2a, 3.2b, 5.1, 6.4

Lesson Two: What is an Ecosystem? (Duration: 1 2 days)

A.
Daily Objectives
1.
Lesson Content
a.
Roles of living things in the environment (food chains, producer,
consumer, decomposer, carnivore, herbivore, omnivore)

b.
c.

B.

C.

D.

E.

Definition of ecosystem.
What happens when a link of a food chain is removed and how this
problem is resolved.
2.
Concept Objectives
a.
Understand that living things are connected and play different roles in
the environment.
b.
Develop an awareness of human impact on the environment.
3.
Skill Objectives
a.
Students will be able to classify living things as producers, consumers,
and decomposers.
b.
Students will be able to name different components of a specific
ecosystem.
c.
Students will be able to describe the impact a missing link of a food
chain will have on the rest of the food chain.
Materials
1.
Overhead project, screen, overhead markers or-flipchart and markers
2.
U.S. map (large classroom size)
3.
10 laminated wolf cut-outs, 10 laminated deer cut-outs, 10 laminated plant cutouts (see Appendix E)
4.
Masking tape or sticky tack
5.
1 Ecosystem list worksheet per student (Appendix F)
6.
1 Ecosystem web sheet per student (Appendix G)
7.
1 Food chain diagram sheet per student (Appendix I)
8.
Rubric for assessment of ecosystem sheets (Appendix H)
9.
Rubric for assessment of food chain diagram (Appendix J)
Background Notes
1.
Students will already have knowledge from Lesson 1 of the different roles
producers, consumers and decomposers play in a food chain.
2.
This knowledge will be applied to an Arizona ecosystem.
3.
The activity in this lesson has been adapted from Baltimore Curriculum Project.
Key Vocabulary
1.
Ecosystem a specific community of living creatures and their environment.
2.
Ecologist a scientist who studies the connections between plants and animals in
an ecosystem.
3.
Ecology the study of the environment and ecosystems
4.
Population explosion when one group in a food chain increases very quickly.
5.
Web an activity used to draw the connections between the different groups in
an ecosystem.
Procedures/Activities
1.
Explain to students that an ecosystem is a specific community of creatures and
their environment.
2.
With students, list some ecosystems on flip chart, overhead or chalkboard. Start
by naming some ecosystems and writing them. Ask students to name other
ecosystems. Forest, ocean, underground, prairie, mountains, desert, pond
3.
Tell students that scientists who study ecosystems are called ecologists. Theyre
going to pretend theyre ecologists studying an ecosystem in Northern Arizona.
4.
Have student identify Arizona on U.S. map.
5.
Explain to students that as a class youre going to draw a web to describe the
ecosystem. (Appendix G)

a.

6.

7.

Using overhead or flipchart, write Northern Arizona Ecosystem in the

center of the page and draw a circle around the words.
b.
Draw a line from the circle and write Weather. Draw a line around the
word. Ask students what the weather conditions are like in Arizona. For
each description, draw a line from the Weather circle and write it.
Even if students have inaccurate responses (cold, snowy, rainy, etc.)
write them.
c.
Ideally students should come up with some of the following: hot, dry,
little rain, sunny, cool nights, no snow.
d.
Review all of the weather conditions with the class and remove/cross out
any conditions that dont apply.
e.
Draw a line from the middle circle, write Plants, and draw a circle
around it. Ask students what kinds of plants live in an ecosystem with
the weather conditions described. Students may need help coming up
with some of the following: cactus, grass, bushes. As a plant is named,
draw a line for Plants and write the word plant. Review all plants with
class and remove any that would be inappropriate.
f.
Draw a line from the middle circle, write Animals, and draw a circle
around it. Ask students based on the weather and plants what kind of
animals might live in the ecosystem. (What kinds of wild animals eat
grass deer, what kind of wild animals eat deer wolves). Animals may
include: snakes, mice, rabbits, coyotes, birds, deer, wolves, scorpions,
ants, etc. Review animals with class and remove any that would be
inappropriate.
Tell students youre going to look at a food chain from your ecosystem.
a.
On wall, chalkboard or flipchart, tape or stick a cut-out of a plant. What
kind of animal would eat plants in our ecosystem? deer. Tape or stick
cut-out of deer next to the plant. What animal would eat deer? wolves.
Tape or stick a wolf cut-out next to the deer.
b.
Have students name each part of the food chain. (plants producer, deer
consumer, wolves consumer)
Explain to students youre going to look at what happens to our ecosystem when
the food chain is off balance.
a.
Remove cut-outs. In a pyramid shape, put up five plant shapes on the
bottom, three deer cut-outs on top of the plants, and one wolf cut-out on
top of the deer.
b.
Explain to students that people also live in Northern Arizona. Some of
these people were ranchers who raised sheep and cows. Wolves began
killing cows and sheep. This angered the ranchers. Other people were
unhappy that the wolves killed the deer since the people also hunted the
deer. People began hunting, poisoning and killing the wolves. Soon all
of the wolves were gone. (Remove the wolf cut-out). What happened to
the number of deer since the wolves were no longer there? the number
of deer increased.
c.
Add three more deer to the row of deer. Explain to students that without
any predators, the deer population grew quickly and there was a
population explosion.
d.
What do you think happened to the plants once the deer population
grew? there werent as many plants. Remove three plant cut-outs. In
the ecosystem there were more deer and fewer plants. What do you think

F.

G.

happened to the deer? some of them starved. Tell students this is an

example of what can happen when a food chain is thrown off balance
and how closely linked the living things in an ecosystem are.
e.
The people who killed the wolves didnt know it would effect other
members of the ecosystem.
8.
How might the balance be restored to the ecosystem? return the wolves
a.
Explain to students that the wolves are Mexican gray wolves. There is
currently a wolf recovery program working to raise wolves and release
them back into Arizona. The Cheyenne Mountain Zoo in Colorado
Springs is part of the program. Some of the wolves from the zoo have
already been released into the wild. Hopefully the wolves will have pups
and eventually become part of the ecosystem again.
9.
Closure
a.
Tomorrow, we are going to use what we have learned about Northern
Arizona today to talk about what the ecosystem of Colorado Springs is
like.
Evaluation/Assessment
1.
Have students create an ecosystem (Appendix G)
2.
Have students create a food chain from their ecosystem and describe what could
happen to their food chain if a link were to be removed. (Appendix I)
3.
Assess using rubrics (Appendices H and J)
Standardized Test/State Test Connections
1.
Colorado Science Standards 3.1, 3.2

Lesson Three: Our Colorado Springs Ecosystem (Duration of Lesson: 1 day)

A.
Daily Objectives
1.
Lesson Content
a.
Roles of living things in the environment (food chains, producer,
consumer, decomposer, carnivore, herbivore, omnivore)
b.
Definition of ecosystem.
c.
What happens when a link of a food chain is removed and how this
problem is resolved.
2.
Concept Objectives
a.
Understand that living things are interconnected and play different roles
in the environment.
b.
Develop an awareness of their local ecosystem.
3.
Skill Objectives
a.
Students will be able to name different components of a specific
ecosystem.
b.
Students will be able to describe the impact a missing link of a food
chain will have on the rest of the food chain.
c.
Students will be able to analyze the human role in the Colorado Springs/
Front Range ecosystem.
B.
Materials
1.
Overhead projector, screen, overhead markers
2.
Overhead transparency of blank KWL chart (Appendix K)
3.
One blank copy per student of KWL chart (Appendix K)
4.
State map of Colorado
5.
Overhead transparency of blank ecosystem web (Appendix G)
6.
One blank copy per student of blank ecosystem web (Appendix G)

7.
8.
9.

C.

D.

E.

Overhead transparency of blank food chain (Appendix I)

One blank copy per student of blank food chain (Appendix I)
Enough white poster board for each group of three to four students to have a
piece.
10.
Drawing and coloring materials for students (pencils, crayons, markers)
11.
Rubric for assessing KWL chart and group project (Appendix L)
Background Notes
1.
This lesson is directly tied to Lesson 2. Students will take knowledge gained
from the Arizona ecosystem web and food chain and apply it to a study of the
local Colorado Springs ecosystem.
2.
Since the ecosystem of this area includes both prairies and mountains, this lesson
can be used to examine similar front range regions.
3.
The lesson will organize student ideas and knowledge into a KWL chart.
(Appendix K)
Key Vocabulary
1.
KWL chart a chart used to group student knowledge into three categories. The
K in the chart stands for the knowledge students already know and bring into the
class about the subject. The W stands for what students would like to learn about
the subject. The L stands for what new knowledge the students learned about the
subject.
2.
Prairie an area of relatively flat grassland with few trees or bushes.
3.
Ecotone an area where two different ecosystems meet. Example: The front
range is where the prairie and mountains meet.
Procedures/Activities
1.
Explain to students that Colorado Springs actually includes elements from two
different ecosystems.
a.
Have student come to the front of the room and locate Colorado Springs
on classroom map of Colorado.
b.
Have student point to the east and west parts of the state.
c.
Ask students what kind of ecosystem is to the West of Colorado Springs.
Mountain ecosystem
d.
Ask students what kind of ecosystem is to the East of Colorado Springs.
Prairie ecosystem
e.
Colorado Springs is in an ecotone. The mountain and prairie ecosystems
meet around where Colorado Springs is.
2.
Put blank KWL chart on overhead projector. Pass out KWL worksheets to
students.
a.
Write Prairie and Mountain Ecosystems on the top of the chart.
b.
Brainstorm with kids about what they know about the two ecosystems.
c.
On their own, or in groups give students a few minutes to fill in the K
section of the chart.
d.
As a class, go over what students know. Write ideas on overhead.
e.
Give the students a few minutes to fill in what they would like to learn.
Review with the class and write in ideas on the overhead.
3.
Pass out blank web worksheets from Lesson 2. Have students use KWL charts to
complete webs. Using a blank web transparency, fill in as a class. Make sure
deer and mountain lions are included in animals group.
4.
Pass out blank food chain worksheets and have students complete. Use blank
transparency of web and fill in with the class. Accept ideas, but fill in food chain
that includes deer and mountain lions.

5.

F.

G.

Give students scenario that Colorado Springs is a popular city, so a lot of people
move to the city. The number of buildings increases and soon there is hardly any
open prairie or grass left. Discuss how the food chain would be affected.
a.
Ask if the grassland is gone but there are plants in the mountains, what
might the deer do? Move to the mountains What would the mountain
lions do? Follow the deer further into the mountains
6.
Give a new scenario that there is a really hard winter. Its so cold and snowy that
there are hardly any plants or grass in the mountains.
a.
What might the deer do? Move out into the prairie, starve. What would
the mountain lions do? follow the deer out of the mountains, starve
b.
People live in the area the deer move into, so theres a chance they could
see mountain lions. What might happen to pets that are left outside? The
mountain lions might eat them. Mountain lions dont usually attack
people, but there have been cases where they did.
7.
Discuss what might happen as more and more people move into Colorado
Springs.
a.
ecosystem destroyed due to development
b.
animals might leave
c.
as more roads are built and more cars use them, more deer get him
d.
people might come into contact with dangerous animals
Evaluation/Assessment
1.
Have students complete the L section of the KWL chart. Tell them to think about
the impact humans have had on the ecosystem. (Appendix K)
Assessment is based on whether or not students have mastered four concepts.
Use rubric to assess. (Appendix L)
2.
Have students illustrate the ecosystem in the Colorado Springs area. Have
groups of three to four students draw and color elements of the prairie and
mountain ecosystems.
Standardized Test/State Test Connections
1.
Colorado Science Standards 3.1, 3.2

Lesson Four: When Things Go Wrong with the Environment (Duration of Lesson: 2 days)
A.
Daily Objectives
1.
Lesson Content
a.
Environmental Issues
2.
Concept Objectives
a.
Understand that living things are interconnected and play different roles
in the environment.
b.
Develop an awareness of human impact on the environment.
3.
Skill Objectives
a.
Students will analyze the causes and effects of air, water, and land
pollution.
b.
Students will be able to identify the endangerment of animals as an
environmental problem.
c.
Students will be able to define ecology and ecologist
B.
Materials
1.
Candle in holder
2.
Pie pan
3.
Matches
4.
1 piece chalk

C.

D.

E.

5.
vinegar
6.
Water Pollution Activity (See Appendix M)
7.
Animals in Danger by Janine Amos (NY: Raintree, Steck-Vaughn, 1993)
8.
1 Problems Chart Rubric per student (teacher use, Appendix N)
Background Notes
1.
Taken from What Your Third Grader Needs to Know pages 276 - 280
Three main environmental problems caused by humans are air pollution, water
and land pollution, and the endangerment of animals.
2.
Air pollution is caused by cars, factories, etc. and also causes acid rain when the
pollution gathers in the clouds and falls back to earth with the
rain.
3.
Water pollution is caused by the dumping of trash, chemicals, etc. into the water.
Land pollution is caused when these things are dumped onto land. It affects all
links of its local food chain.
4.
Endangerment of animals is caused by the killing of animals.
Key Vocabulary
1.
Pollute to make dirty
2.
Smog dirty, cloudy air
3.
Acid a chemical that eats away at something
4.
Extinct When all of one kind of living thing have died and there will
never
be any more
5.
Endangered close to being extinct
6.
Ecology The study of the environment and ecosystems
7.
Ecologist A person who studies the environment and ecosystems
Procedures/Activities
1.
Vocabulary
a.
Write vocabulary words on the board and review as a class
2.
Review
a.
We have already talked about what happens when people disrupt a food
chain.
b.
Review Arizona habitat and Mexican Gray Wolf.
3.
Introduce concept of pollution
a.
People can also be disruptive when they do things to the environment.
b.
Write pollute on the board
c.
This word is pollute. It means to make dirty.
d.
Two things that humans have polluted are the air and water & land.
e.
Write next to each other under Pollute and underline.
4.
Air pollution (activities adapted from Baltimore Curriculum Project)
a.
What might cause air pollution?
b.
List under air.
c.
Can we see air pollution?
d.
Sometimes we cant. Lets look at a candle.
e.
Light the candle. Hold pie pan over flame for about 30 seconds.
f.
Show students the black carbon residue from the flame.
g.
Even though we really couldnt see the black coming from the candle, it
is still there and goes into the air. The same thing happens with air
pollution. Sometimes the gases that are let off by factories and cars cant
be seen, but they are still being let off into the air.
h.
We have a name for dirty, cloudy air. It is called smog.
i.
Write under air.

j.
k.
l.

F.
G.

Something else that is caused by air pollution is acid rain.

Write under air.
Acid rain is caused when air pollution mixes in clouds, and then it rains.
This rain can hurt plants, animals, and buildings.
m.
Note: this activity is adapted from the Baltimore Curriculum Project
n.
Using the same pie pan as the candle demonstration, wipe out the carbon
and put the chalk in the pie pan.
o.
Lets pretend that this chalk is the outside of a building.
p.
Hold up vinegar.
q.
Vinegar is an acid, like acid rain.
r.
Pour vinegar over chalk.
s.
Remove what is left of the chalk and show to students.
t.
Acid eats away things! If vinegar, which is a very mild acid, can do this
to a piece of chalk, imagine how acid rain can hurt things!
u.
Discuss.
5.
Water and land pollution
a.
We know that not just air gets dirty; so do water and land. What might
cause water and land pollution?
b.
List under water & land on board.
c.
Water also gets polluted. This usually happens when things get dumped
into water, either accidentally or on purpose.
6.
Water Pollution Activity (Appendix M)
a.
(after activity) Land gets polluted when these same things end up on the
land instead of the water. It can have the same effect on the food chain
as water pollution.
7.
Endangered Animals
a.
Another problem that humans cause in the environment is with animals.
Weve already talked about what happened in Arizona when they killed
the wolves. One link in the food chain was gone, so things went wrong.
When all of one kind of animal have died and there will never be any
more, we say that the animal is extinct. If an animal is close to being
extinct, it is called endangered.
b.
Read Animals in Danger by Janice Amos aloud to class.
c.
Discuss the animals from the book.
8.
Review
a.
Review air pollution, water and land pollution, and animal extinction
b.
Tomorrow were going to discuss some things that we can do to help
solve these problems.
Evaluation/Assessment
1.
Problems Chart (Appendix N)
2.
Assess using rubric (Appendix O)
Standardized Test/State Test Connections
1.
Colorado Science Standard 2.3b

Lesson Five: How We Can Help the Environment (Duration: 2 3 days)

A.
Daily Objectives
1.
Lesson Content
a.
Environmental Solutions
2.
Concept Obje ctives

a.
Develop an awareness of human impact on the environment.
Skill Objectives
a.
Students will be able to list three ways we can help the environment
b.
Students will be able to define recycle and conserve.
c.
Students will be able to define a national park and identify John Muir as
their founder
Materials
1.
Brother Eagle, Sister Sky by Susan Jeffers
2.
What Your Third Grader Needs to Know E.D. Hirsch, Jr.
3.
Roots and Shoots application
4.
1 flip book per student (See Appendix P)
5.
Crayons, markers, colored pencils
Background Notes
1.
Taken from What Your Third Grader Needs to Know
Three major environmental problems are water and land pollution, air pollution,
and animal endangerment.
2
We can help by conserving energy (use non-pollutive transportation, turn off
lights), recycling (make new things out of old things), and support zoos
(breeding, animal reintroduction)
Key Vocabulary
1.
Conserve to use resources carefully
2.
Recycle use resources again
3.
Muir
4.
Yosemite
5.
Sierra
Procedures/Activities
1.
Vocabulary
a.
Write words on board. Review words and meanings with students.
2.
Review
a.
In the last lesson, we talked about water pollution, air pollution, and
animal extinction as major environmental problems. Today we are going
to talk about solutions to these problems.
3.
Air pollution
a.
First lets talk about some of the things we know cause air pollution.
b.
Who can name something?
c.
List ideas on board.
d.
One by one, talk about each cause and how we can lessen the problem
(ideas: use less electricity, ride bike, walk), making sure that conserve is
used and defined.
4.
Water and land pollution
a.
What things have we talked about that cause water and land pollution?
b.
List ideas on board.
c.
One by one, talk about each cause and come up with possible solutions
(ideas: dont litter, dont dump things, use safe fertilizers like compost),
making sure that concept of recycling is used and defined.
5.
Animal endangerment
a.
We know that animal endangerment is caused by the killing of animals.
The most obvious way to fix this problem is not to kill them.
b.
Is it ever OK to kill an animal?
3.

B.

C.

D.

E.

c.
d.

F.

G.
H.

Discuss meat, hunting.

How can we help animals that are near extinction? Zoos are one of the
best organizations in existence to help same animals. We have already
talked a little bit about how the Cheyenne Mountain Zoo is working to
help save the Mexican Grey Wolves. They are helping to give the
wolves a safe place to raise babies so that they dont become extinct, and
are also helping to fix the problems with the food chain in Northern
Arizona by reintroducing the wolves to the wild.
6.
National Parks and John Muir
a.
Another way that many countries of the world are helping to save
animals is by setting up national parks. These are areas of land where
animals, plants, and habitats are protected. People may visit, but they
have to be careful not to disturb nature too much. The United States was
the first nation in the world to start national parks. These were started
with the help of a man named John Muir.
b.
Read John Muir section of What Your Third Grader Needs to Know,
pages 326 327.
c.
Discuss; have students write paragraph about John Muir.
7.
Review and Activities
a.
We have talked about a lot of ideas about how to solve environmental
problems. Lets talk about some of the ways that we have talked about a
lot of ideas about how to solve environmental problems. Lets talk about
some of the ways that you can help.
b.
Give each student a flip book and have them take out their markers,
crayons, and colored pencils.
c.
Have students title the front Ways I Can Help the Environment.
d.
Have students label the bottom of each flap, making sure that the words
are below to page above it, (see Appendix O for details) using the words
Conserve, Recycle, Support the Zoo.
e.
Discuss each idea, coming up with a simple definition for each and 2 3
ways to apply each.
f.
Have students transfer information onto each flap above the title, then
draw a picture for each on the page above the words.
g.
While they are working, read aloud Brother Eagle, Sister Sky by Susan
Jeffers.
Evaluation/Assessment
1.
On the back of their flip book, have them create a glossary, defining conserve,
national parks (also naming founder), and recycle. Assess using the following
scale: 4 (all 4 are correct and complete), 3 (3 are correct and complete), 2 (2 are
correct and complete), and 1 (only 1 is correct and complete)
Standardized Test/State Test Connections
1.
Colorado Science Standards: 5.3
Extension Activity
Join Roots and Shoots. (It is a program sponsored internationally by the Jane Goodall
Institute. They help schools set up programs to help their local environment.
Membership is $25 per class. For application or more information, contact the Jane
Goodall Institute at P.O. Box 14890, Silver Spring, MD 20911-4890 Fax: 301-565-3188
E-mail: jgiinformation@janegoodall.org)

VI.

CULMINATING ACTIVITY
Take a field trip to Cheyenne Mountain Zoo, making sure to stop at exhibits of animals discussed
in Lesson 3. Spend lots of time at the Wolf Woods exhibit, discussing the Mexican Grey Wolf
and the Zoos role in its reintroduction. If possible, have a zookeeper or curate talk about the
wolves and/or the animals from our Colorado Springs ecosystem. Assess unit by grading Zoo
Clues worksheet (Appendix Q). Use a 100 percent grading scale to give a percentage.

VII.

HANDOUTS/WORKSHEETS
A.
Appendix A Energy Game (Lesson 1)
B.
Appendix B Food Chain Diagram (Lesson 1)
C.
Appendix C Fill in the Blanks! (Lesson 1)
D.
Appendix D - Food Chain Labeling (Lesson 1)
E.
Appendix E Plant, Deer, and Wolf cut-out patterns (Lesson 2)
F.
Appendix F Ecosystem Worksheet page 1(Lesson 2)
G.
Appendix G Ecosystem Worksheet page 2 (Lesson 2 and 3)
H.
Appendix H Rubric for Ecosystem Worksheet (Lesson 2)
I.
Appendix I Food Chain Worksheet (Lesson 2 and 3)
J.
Appendix J - Rubric for Food Chain Worksheet (Lesson 2)
K.
Appendix K KWL Chart (Lesson 3)
L.
Appendix L Rubric for KWL Chart and Group Project (Lesson 3)
M.
Appendix M Water Pollution Activity (Lesson 4)
N.
Appendix N Problems Chart (Lesson 4)
O.
Appendix O Rubric for Problems Chart (Lesson 4)
P.
Appendix P Directions for Creating a Flip Book (Lesson 5)
Q.
Appendix Q Zoo Clues worksheet unit assessment (Culminating Activity)

VIII.

BIBLIOGRAPHY
A.
Amos, J. Animals in Danger. (No City):Raintree Steck-Vaughn Publishing, 1993. (No
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.

ISBN#).
Baltimore Curriculum Project.
Bang, M. Common Ground: The Water, Earth, and Air We Share. New York: Blue Sky
Press. (No date). ISBN #0-590-10056-4.
Bright, M. Acid Rain. New York, NY: Gloucester Press, 1991. ISBN#0-531-17303-8.
Childs, L., Schwartz, L., and Swenerton, J. Endangered Animals Teaching Unit. San
Diego, CA:Zoo Books, (No date). (No ISBN#).
Cohen, D. The Modern Ark. New York, NY:Putnam, 1995. (No ISBN#).
Green, C. John Muir: Man of the Wild Places. New York:Blue Sky Press, (No date).
ISBN#0-590-10056-4.
Hirschi, R. Where are my Prairie Dogs and Black Footed Ferrets? New York,
NY:Bantam, 1992. (No ISBN#).
Hirsch, E.D. What Your First Grader Needs To Know. New York:Doubleday, 1998.
ISBN#0-385-31987-8.
Hirsch, E.D. What Your Third Grader Needs To Know. New York:Doubleday, 1992.
ISBN#0-385-31257-1.
Hughey, P. Scavengers and Decomposers: Natures Clean Up Crew. New
York:Athenium Publishing, 1984. (No ISBN#).
Jeffers, S. Brother Eagle, Sister Sky. New York:Dial, 1991. ISBN#0-80370-969-2.

M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
W.
X.
Y.
Z.
AA.

Kelly, K. and Zemen, A. Everything You Need to Know About Science Homework: A
Desk Reference for Students and Parents. New York:Scholastic Inc., 1997. ISBN#0590-49357-4.
Khanduri, K. Protecting Rivers and Seas. Tulsa, OK:EDC Publishing, 1991. ISBN#07460-0687-X.
Moore, J.E. Habitats Science Worksheets for Kids Series. (No City):Evan-Moor, (No
Date). ISBN#1-55799-688-.1
Muir, J. Our National Parks. San Francisco, CA:Sierra Club Books,1991. ISBN#087156-6265.
National Geographic Society. Yosemite:An American Treasure. Washington
D.C.:National Geographic Society,1990. ISBN#0-87044-794-1.
Nillson,G. Endangered Species Handbook. Washington, D.C.:Animal Welfare Institute,
(No Date). (No ISBN#).
Snow, T.P. Global Change. New York:Andrews and McNeel,1990. ISBN#0-83622301-2.
Stille, D.R. Air Pollution. Chicago:Childrens Press, (No Date). (No ISBN#).
Stille, D.R. Water Pollution. Chicago:Childrens Press, 1990. (No ISBN#).
Tahta, S. Where Does Rubbish Go? OK:EDC Publishing, 1991. ISBN#0-7460-0627-6.
Wilkes, A. My First Green Book: A Life-Size Guide to Caring for Our Environment.
New York:Alfred A. Knopf, 1991. ISBN#0-679-81780-8.
Williams, R.Z. Resource Guide:Learn to Read. CA:Creative Teaching Press, 1996.
ISBN#1-57471-144-X.
Wright, A. Will We Miss Them? Endangered Species. Massachusetts:Charlesbridge
Publishing, 1992. (NO ISBN#).
Williams, R.Z. Resource Guide: Learn to Read. CA:Creative Teaching Press, 1996.
ISBN#1-57471-144-X.
Wright, A. Will We Miss Them? Endangered Species. Massachusetts:Charlesbridge
Publishing, 1992. (NO ISBN#).

Appendix A
Energy Game - Lesson 1
Adapted from Baltimore Curriculum Project
Materials:

4 strips of heavy paper (9 inches)

1 strip of heavy paper (12 inches)
4 pieces yarn (1 yard each)
marker
hole punch
stapler or tape

Preparation:

With marker, label shorter strips

- producer
- consumer
- consumer
- decomposer
Label longer strip
- energy
Punch holes in both ends of shorter strips. Tie yarn to both holes, leaving it long
enough to put around a childs neck.
Staple both ends of energy strip together to make a hat.

Activity:

Call a child to the front and put producer tag around their neck. Ask them what
kind of producer they are. Discuss that they make their own food. Call up
another child and put a consumer tag on them. Ask them what kind of consumer
they are. Discuss how the consumer eats the producer. Ask the class what the
consumer gets from the producer. Place the energy hat on the consumers head.
Call up another child and put the other consumer tag on them. Ask them what
kind of consumer they are. Discuss some consumers that eat other consumers.
Ask the class what a consumer gets when it eats another consumer. Move the
energy hat to the second consumer. Explain that our second consumer has died.
Call up another child and put the decomposer tag on them. Ask them what kind
of decomposer they are. Discuss how the decomposer breaks down the dead body
of our second consumer. Ask the class what the decomposer gets from the second
consumer. Move the energy hat to the decomposer. Ask the class what
decomposers put into the soil that producers use. Ask the class what the
producers get from these nutrients. Move the energy hat to the producer. Discuss
where the energy might go next.
Remove tags and hat. Students return to seats.

Appendix C

Name
Fill in the Blanks!
A

makes its own food inside its body. A

Consumer eats

. A decomposer eats
.

An example of a producer is a (an)

example of a consumer is a (an)

. An
. An

example of a decomposer is a (an)

moves through a food chain in a cycle.

Herbivores eat
Omnivores eat

. Carnivores eat
.

Appendix F

Name _______________
Ecosystem Lists Worksheet
You are an ecologist. Use the following lists to create your own ecosystem and fill
in the ecosystem web. Choose an ecosystem and write it in the middle of the web.
Make sure the weather, plants, and animals for your ecosystem make sense. For
example, you probably would not have rainy weather, sharks, and algae in a desert
ecosystem.
Ecosystems
Pond
Desert

underground
ocean

forest
river

mountain
swamp

snowy
cold
cool nights
cloudy

dry
wet
humid
clear skies

cold days
arid
freezing
hot

cactus
bushes
plankton
weeds

grass
ivy
roots

palm trees
lily pads
sea weed

snakes
wolves
squirrels
mosquitoes
mice
bears
spiders
ants

rabbits
alligators
grasshoppers
mice
eagles
moles
snails
worms

foxes
prairie dogs
whales
trout
gophers
rats
humans
panthers

Weather
Rainy
Cool
Warm
Cold nights
windy
Plants
Trees
Moss
Algae
Flowers
Animals
Frogs
Mountain lions
Fish
Flies
Vultures
Sharks
Beavers
Lizards

Appendix H
Rubric for Ecosystem Web Worksheet

Filled in all blanks of

worksheet
Filled in most blanks of
worksheet
Filled in some blanks of
worksheet
Didnt fill in any blanks
of worksheet
All parts of ecosystem
make sense
Most parts of ecosystem
make sense
Some parts of ecosystem
make sense
No parts of the
ecosystem make sense

3
2
1
0
3
2
1
0

Appendix J
Rubric for Food Chain Web Worksheet

Correctly filled in all

three blanks of
worksheet.
Correctly filled in two
blanks of worksheet
Correctly filled in one blank
of worksheet
Didnt fill in any blanks
of worksheet

3
2
1
0

Appendix K

Appendix L
Rubric for KWL Chart

Student came up with

four correct ideas.
Student came up with
three correct ideas.
Student came up with two
correct ideas.
Student came up with
one correct idea.
Student did not come up
with any ideas.

4
3
2
1
0

Rubric for Group Project

All students participated

with the project.
Some students
participated with the
project.
One student did all of the
work on the project.
Both ecosystems were
correctly represented in
the illustration.
One of the ecosystems
was correctly
represented.
Attempt was made to
represent an ecosystem.

3
2
1
3
2
1

Appendix M
Water Pollution Activity (Adapted from Baltimore Curriculum Project)
Material:

large clear glass bowl, filled with water

9 paper cups labeled and filled with the following:
dirt few tablespoons soil
trash several wadded-up gum wrappers
paint water with red food coloring
gas and oil tablespoon vegetable oil
sewage teaspoon soy sauce
fertilizer water with blue food coloring
pesticide cup vinegar
ashes 2 teaspoons baking soda
cleaners 1/8 cup water with several drops liquid soap

Acitivity:

Explain that the bowl of water represents a clean, clear lake.

Call up one student at a time and have them slowly dump the contents of a cup
into the water. As each cup is dumped, talk about what the contents represent and
how these things might get into a lake.
Dirt caused by construction
Trash people
Paint building
Gas and oil boats and cars
Sewage toilet leaks
Fertilizers gardens and plants around buildings
Pesticide bug killer sprayed on plants around buildings
Ashes burned trash and campfires
Cleaners cleaning decks and boats
Discuss what the water looks like.
Discuss how the food chain of the lake might be affected by the pollution
Hold up celery stalk, explaining that it represents the natural plants and trees near
and around the lake. Put the celery into the water, leaving the leafy part sticking
out. Explain to the students that they are going to check the celery the next day to
see what happened. Check celery the next day. Discuss what happened, and
explain that what the celery absorbed can also get into the bodies of animals and
can make them get sick or die.

Appendix P
How to make a flip book (Adapted from Dinah Zikes Big Books of Books
and Activities)
Materials:
2 sheets 8 x 11 white or colored paper per student
Long-armed stapler
Directions:

1.

Stack two sheets of paper, placing the back sheet

approximately inches above the top sheet

2.

Bring the bottom of both sheets upward and align the edges
so that each sheet is inch below the sheet above it.

3.

Open the papers and staple them together at the crease

using a long-armed stapler. Re-fold.

Appendix Q

Zoo Clues!

Name

Look for animals at the zoo to help you fill in the blanks. It must be completed, so use your time
wisely!!!
1. Name a producer that you saw at the zoo. (Hint: it might not be in a cage!)

2. Where would this producer get its food?

3. What do herbivores eat?

4. Name one that you saw at the zoo.
5. What do carnivores eat?
6. Name one you saw at the zoo.
7. What do omnivores eat?
8. Name one you saw at the zoo.
9. Where do consumers get their food?

10. What kind of pollution would it be if someone dumped motor oil into the hippopotamus
tank?
11. What kind of pollution would it be if a lot of car exhaust got into the primate building?

12. If we saved our lunch trash so that it could be made into something that could be used again,
what would we be doing?

13. If the zookeepers turned all of the street lights off at night to use electricity carefully, what
would they be doing?
14. Name an animal from our Colorado Ecosystem that can be found at the zoo.

15. What animal is the zoo raising that is being released into the wilderness of Northern
Arizona?

16. Draw the symbol for and endangered species. (Hint: check the signs.)

17. What does it mean to be endangered?

18. What is an ecologist?

19. What is ecology?

20. What is an ecosystem?

21. List three ways you can help the environment.

a.
b.
c.
21. Where does a decomposer get its food?

Draw your favorite animal at the zoo.

Bonus question! Name a decomposer that you saw at the zoo.