Taylor Burger

Module 14
Thematic Unit

THEME: Ecosystems- Where and How Organisms Get Along

Kindergarten Classroom2 weeks
STANDARDS FOR UNIT:
K-LS1-1. Use observations to describe patterns of what plants and animals
(including humans) need to survive.
K-ESS2-2. Construct an argument supported by evidence for how plants and
animals (including humans) can change the environment to meet their needs.
K-ESS3-1. Use a model to represent the relationship between the needs of
different plants or animals (including humans) and the places they live.
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the
land, water, air, and/or other living things in the local environment.*
K-PS3-1. Make observations to determine the effect of sunlight on Earths
surface.
Sources of information for teacher:
Video 1: What is an Ecosystem : Definition, Meaning (Video for Kids)
http://www.youtube.com/watch?v=gVPbGaurcvI ---probably a little advanced to
show to Kindergarteners; could be shown towards end of unit; good source for
teachers
Website with videos, puzzles, quizzes, and more.
http://www.neok12.com/Ecosystems.htm
Website: http://eschooltoday.com/ecosystems/what-is-an-ecosystem.html
Literature:
Wonderful Worms by Linda Glaser
My River by Shari Halpern (Big Book Unit)
Life in the Rainforests : Animals People Plants by Lucy Baker
Oceans: Underwater Worlds (Amazing Science) by Laura Purdie Salas

Hands-on Activities:
Food Chain Mobilesthe students will create a mobile that demonstrates the
order of a food chain.
o K-ESS3-1. Use a model to represent the relationship between the needs of
different plants or animals (including humans) and the places they live.
o K-LS1-1. Use observations to describe patterns of what plants and animals
(including humans) need to survive.

Environment Building Centerthe students will demonstrate their understanding

of ecosystems by forming an example of an ecosystem with the materials
provided. They will include water, food, and shelter.
o K-ESS3-1. Use a model to represent the relationship between the needs of
different plants or animals (including humans) and the places they live.
o K-LS1-1. Use observations to describe patterns of what plants and animals
(including humans) need to survive.

Animal Memory Gamethe students will match the organism to its

corresponding match. Matches may include matching the organism to its habitat,
older/younger form, what the organism eats or is eaten by. Teacher creates this
game by printing and laminating pictures; they will choose which kind of
matching is appropriate.
o K-LS1-1. Use observations to describe patterns of what plants and animals
(including humans) need to survive.
Sorting Animalsthe students will sort animals into categories according to their
habitat. (can be adjusted according to the depth of the unit)
o K-LS1-1. Use observations to describe patterns of what plants and animals
(including humans) need to survive.
Feeling the Sunthe students will, on a warm and sunny day, go outside to
observe objects in the sunlight and in the shade. Discuss with the children how the
objects in the sun feel compared to the ones in the shade. Ask them why they feel
different. Talk about the sun; challenge the children to make an object, that is
warm from the sun, cool. Also, discuss what the sun does for our planet.
o K-PS3-1. Make observations to determine the effect of sunlight on Earths
surface.
Plants!give each student their own mini planter pot to plant seeds of a small
plant in. Talk about what plants and animals need to live: water, food, shelter, and
sunlight. Take time to observe the plants and the progress every day.
o K-LS1-1. Use observations to describe patterns of what plants and animals
(including humans) need to survive.
o K-ESS2-2. Construct an argument supported by evidence for how plants
and animals (including humans) can change the environment to meet their
needs.
o K-PS3-1. Make observations to determine the effect of sunlight on Earths
surface.
Forms of differentiated instruction:
Allow for more or less of a hands-on approach. This unit may require more discussion in
the beginning for the students to grasp the concept. It may help to discuss the topic every
day before the selected activities, even if the topic and activities are the same.

Assessing Their Skills:

Pre: Teacher Observationwatch the students as they work as a group,
individually, and at centers. Assess them as a whole group and individually.

Post: Teacher Observation and Discussionobserve the students; take note of

how they have improved and added detail to their work from the time you
assessed them at the beginning of the unit. Discuss the topic or topics to assess
what the children know.

Extra Videos, Songs, Fingerplays, Etc,:

Bill Nye: The Science Guy- Biodiversity (Full Episode)
http://www.youtube.com/watch?v=iFeRFmqFChQ
Sid the Seed http://www.youtube.com/watch?v=jm12JKhNnWY
Plant and Animal Needs by Musically Aligned (song) (could add finger play
and motions)