Ecosystems and habitats is a cross-curricular unit that
will teach a 4 th grade classroom all about food chains, ecosystems and habitats, while incorporating the expressive arts in a fun and engaging way! Elizabeth Reinaker Drexel University S4.A.1.3.1: Observe and record change by using time and measurement. S4.A.1.3.4: Explain what happens to a living organism when its food supply, access to water, shelter, or space is changed (e.g., it might die, migrate, change behavior, eat something else). S4.A.1.3.5: Provide examples, predict, or describe how everyday human activities (e.g., solid waste production, food production and consumption, transportation, water consumption, energy production and use) may change the environment. S4.A.2.1.1: Generate questions about objects, organisms, or events that can be answered through scientific investigations. S4.A.2.1.4: State a conclusion that is consistent with the information/data. Pennsylvania Learning Standards S4.A.3.1.2: Explain a relationship between the living and nonliving components in a system (e.g., food web, terrarium). S4.A.3.1.3: Categorize the parts of an ecosystem as either living or nonliving and describe their roles in the system. S4.B.1.1.3: Describe basic needs of plants and animals (e.g., air, water, food). S4.B.3.1.1: Describe the living and nonliving components of a local ecosystem (e.g., lentic and lotic systems, forest, cornfield, grasslands, city park, playground). S4.B.3.1.2: Describe interactions between living and nonliving components (e.g. plants water, soil, sunlight, carbon dioxide, temperature; animals food, water, shelter, oxygen, temperature) of a local ecosystem. Pennsylvania Learning Standards S4.B.3.2.1: Describe what happens to a living thing when its habitat is changed. S4.B.3.2.2: Describe and predict how changes in the environment (e.g., fire, pollution, flood, building dams) can affect systems. S4.B.3.2.3: Explain and predict how changes in seasons affect plants, animals, or daily human life (e.g., food availability, shelter, mobility). S4.B.3.3.1: Identify everyday human activities (e.g., driving, washing, eating, manufacturing, farming) within a community that depend on the natural environment. S4.B.3.3.5: Describe the effects of pollution (e.g., litter) in the community. Pennsylvania Learning Standards observe changes within the aquatic habitat over several days. explain what happens when living organisms face changes to food supply, shelter, water, habitat or space. describe how humans and their behavior affect the environment and ecosystem. describe how changes in the environment itself affects the ecosystem create questions about organisms that can be scientifically observed. distinguish between living and non-living organisms in an ecosystem and explain their roles. model an ecosystem or habitat using visual art or drama. describe basic needs of plants and animals. appropriately model or label a food chain.
Students will be able to The students will all work together to create a classroom mural! The mural will consist of an aquatic habitat and all parts will be labeled by the students! Visual Art The students artwork will be proudly displayed in the classroom !
Food Chain Song by Heath!
Click on the link above to view the Food Chain Song the students will be singing and dancing to! Students will also have the opportunity to earn extra credit by creating their own song about the food chain!
Music & Dance
The students will be separated into small groups. In their groups, they will be required to perform a puppet show! They will create puppets of animals out of paper and popsicle sticks or socks and yarn. Students will create and perform a puppet show about predators and prey in an ecosystem. Students will also be encouraged to explain how the death of an animal can affect other living things in the ecosystem. Theater
Students will write a persuasive essay to provide examples of how pollution negatively affects our environment and ecosystem! The students will persuade the local community to volunteer their time to help keep a clean and thriving environment! Creative Writing Brain Break: Swim with the fishes! Students will be prompted by the teacher to move like aquatic elements! (move like a goldfish, shark, whale, stingray, puffer fish, starfish, seahorse, coral, anemone, newt, eel, etc.) Brain Break: Finding Nemo! Students will go on a scavenger hunt with a peer! They will answer questions about habitats and ecosystems to find clues! They will continue working together until they find Nemo at the end! Engaging the Students! Instructional Strategies The students will create various ecosystem pyramids and these will be placed around the classroom. This thematic unit will be present all around the classroom! I will also apply teaching to the students everyday lives and local communities! Supplies & Resources I was able to find an excellent resource of aquarium habitat kits for the classroom setting! Students will be able to observe and learn first hand about ecosystems! Aquarium Habitats by Houghton Mifflin Houghton Mifflin Aquarium Habitats Markers, Paint, Crayons, Colored pencils, etc. Large Posters and construction paper Scissors, tape, glue, popsicle sticks Old socks and fabric, yarn, google eyes Computers, iPad, projector, whiteboard Paper, pencils, and journals Science Book Student Worksheets Supplies & Resources Formative Assessments Teacher Observations Teacher checklists Exit Slips to check for understanding Journal checks regarding aquarium habitat Student portfolio Class discussions Peer reviews Summative Assessments End of Unit test Rubrics will be used to assess students after project completion
Student Assessments Rubric Click here Rubric URL I had so much fun creating this thematic unit. I had so many ideas and got excited to incorporate the expressive arts into a unit about ecosystems and habitats! I definitely noticed something I need to work extensively on are my time management skills. I have lots of ideas and plans but none of that will matter if I dont get my lesson plans and units completed in time. I need to work on flexibility and structure at the same time. I want to have a smoothly run classroom that still allows each child to express themselves in their own unique ways. I loved this project and learned so much and I hope to use this in my own classroom one day! Self- Reflection