GUIDING QUESTION:

What does balance look like in our local forest?

THINKING OBJECTIVE:
CONTENT OBJECTIVE (understandings):
STANDARDS (optional):
Systems and System Models
A system can be described in terms of its components and their interactions. (5-ESS2-1)
Energy and Matter
Matter is transported into, out of, and within systems. (5-LS1-1)
Ecosystems, Interactions, Energy, and Dynamics
-The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food
and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants
parts and animals) and therefore operate as decomposers. Decomposition eventually restores (recycles) some materials back to the soil.
Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of
different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an
ecosystem. (5-LS2-1)

TYPE OF THINKING:

Observing and Describing

Reasoning and Drawing conclusions
Exploring Viewpoints
Questioning and Predicting

Comparing and Connecting

Finding Complexities
Communicating Ideas

THINKING ROUTINE (if used):

Connect, Extend, Challenge
MATERIALS:
Clipboards
Deciduous forest recording sheet
Articles about deciduous forests
Two teachers- 1 hike, 1 facilitate in the classroom

PROCEDURE:
Connection: Yesterday we Today we will...
Yesterday we today we will go on a hike to explore the different layers of forest in Frick Park. We will be
focusing on the question what does balance look like in our local forest. We will do this in order to get a better
understanding of the balance in the forest and the different stages of growth and death. Does anyone know
what kind of biome we live in? Or what kind of forest? (Take responses)
We live in a deciduous forest biome. We will explore this biome by splitting into two groups. One group will stay
in here and read about the deciduous forest while the others hike, then we will switch.

Discovery: Hike & Article

Back to seats
Go over hike rules and expectations
Split students based on needs and to avoid bad pairings
Go over the record sheet and expectations while on the hike
Take about 10 -15 minutes in turtle park to explore and write down things from each layer. Switch.
Thinking Huddle: Why did you do this? How does it connect? (students share)

Differentiated Opportunities
- Modified record sheet with sentence starters.
- Word bank to use in order to add trees/shurbs etc things to each layer
ASSESSMENT OF THINKING: record sheet and connect, extend, challenge
ASSESSMENT OF CONTENT: record sheet
REFLECTION: