Grade 5 Science Wetland Ecosystems

Title Of Unit: Wetland Ecosystems

Subject/Course/Grade: 5
Dates of Unit: February
23-April 12th

Designer: Ginny
Callaghan
Stage 1- Desired Results

Learning Outcomes:

1.Recognizeanddescribeoneormoreexamplesofwetlandecosystemsfoundinthelocalarea;e.g.,pond,slough,marsh,
bog,fen.
2.Understandthatawetlandecosysteminvolvesinteractionsbetweenlivingandnonlivingthings,bothinandaroundthe
water.
3.Identifysomeplantsandanimalsfoundatawetlandsite,bothinandaroundthewater;anddescribethelifecyclesofthese
plantsandanimals.
4.Identifyanddescribeadaptationsthatmakecertainplantsandanimalssuitedforlifeinawetland.
5.Understandandappreciatethatallanimalsandplants,notjustthelargeones,haveanimportantroleinawetland
community.
6.Identifytherolesofdifferentorganismsinthefoodwebofapond:
Producersgreenplantsthatmaketheirownfood,usingsunlight
Consumersanimalsthateatlivingplantsand/oranimals
Decomposersorganisms,suchasmolds,fungi,insectsandwormsthatreuseandrecyclematerialsthatwereformerly
living.
7.Drawdiagramsoffoodchainsandfoodwebs,andinterpretsuchdiagrams.
8.Recognizethatsomeaquaticanimalsuseoxygenfromairandothersfromwater,andidentifyexamplesandadaptationsof
each.
9.Identifyhumanactionsthatcanthreatentheabundanceorsurvivaloflivingthingsinwetlandecosystems;e.g.,adding
pollutants,changingtheflowofwater,trappingorhuntingpondwildlife.
10.Identifyindividualandgroupactionsthatcanbetakentopreserveandenhancewetlandhabitats.
11.Recognizethatchangesinpartofanenvironmenthaveeffectsonthewholeenvironment.

Big Idea or Concept:

Essential Questions:
Why are wetlands important to our
ecosystem and how do they impact it?
How to the different organisms living in a
wetland work together to create a functional
environment?
How do my actions affect wetlands, and
what can I do to preserve them?
What are the different organisms in a food
chain/food web in a wetland environment?
What adaptations do organisms make in
order to be able to thrive in a wetland
environment?

Students will
Be able to list what different organisms live
in a wetland and explain how they are able
to survive, thrive and exist cohesively.
Be able to reflect on and demonstrate how
their own actions affect wetland

Skills and Attitudes Developed

510Studentswillbeabletodescribethelivingandnonliving
componentsofawetlandecosystemandtheinteractionswithin
andamongthem.

Workindividuallyorcooperativelyinplanningand
carryingoutprocedures
Identifysourcesofinformationandideasandaccess
informationandideasfromthosesources.Sourcesmay
includelibrary,classroom,communityandcomputer
basedresources

environment
Be able to explain how different organisms
adapt to be able to thrive in a wetland.
Be able to illustrate a food chain/web
works, and what it looks like in a wetland
environment.
Be able to describe the life cycle of some
of the plants and animals in a wetland
environment.

Communicatewithgroupmemberstoshareandevaluate
ideas,andassessprogress
Showrespectforlivingthingsandenvironments,and
commitmentfortheircare
Willingnesstoworkwithothersinsharedactivitiesand
insharingofexperiences
Appreciationofthebenefitsgainedfromsharedeffort
andcooperation
Asenseofpersonalandsharedresponsibilityforactions
taken

Stage 2- Assessment Evidence

Monitoring and Feedback:
Students will demonstrate the desired
understandings throughout the unit by
creating presentations, completing formal
tests, and through various assignments,
daily white board questions, exit slips and
informal observations.
Feedback of progress will be given to
students to assist them in their learning.
They will range from informal
communication when discussing topics in
class, written comments on summative
homework and formal assignments.

Student Reflection:
Students will reflect upon and selfassess
their learning through reflection based
homework question, daily white board
questions and exit slips. I will design
questions that will require them to reflect on
things they have just learned and apply their
knowledge to relevant situations.

Stage 3- Learning Plan

Learning Activities:
Day 1-4: Students will begin researching a specific type of wetland
Day 5-9: Students will share information with other students who have researched the same type
of wetland, and create a presentation for the class based on the accumulation of their
knowledge.
Day 10: Students will present their projects to the class, and write down new information.
Day 11: Students and I will discuss the different wetlands, and what makes them different. We
will complete a Venn diagram to assist us. A test on the four research questions will be
discussed.
Day 12: Students will start discussing what living and non-living aspects they have seen in
wetlands around them, and the ones they have recently learned about.
Day 13: Students will be formally tested on the types of wetlands. Then we will continue
discussing how we think the different organisms are able to thrive in a wetland, and what
adaptations they may have gone through to be suited to this type of environment. Visit to online
wetland?
Day 14: Food chains/webs will be shown and discussed to help students understand how wetland
organisms work together to create a livable environment. (Producers, consumers and
decomposers)
Day 15: Students will work on creating a short skit with a group, showing how producers,

consumers and decomposers work together.

Day 16: Students will present their short skit to the class. This will reinforce their new knowledge
and provide them different ways to see how these organisms coexist.
Day 17: Students will work as a class to create a diagram of a food web for various organisms in
a wetland. An upcoming test on food webs will be discussed.
Day 18: Students will complete the food web test. Then, we will talk about the life cycle of some
of these plants and animals.
Day 19: Students will research to create a life cycle poster for an animal or plant of their choice
that is on our wetland mural. This information will be placed beside the animal/plan on our
wetland mural to enhance their learning.
Day 20: Students will finish their life cycle poster.
Day 21: Students will begin discussing actions they take that they think affect our wetlands.
Video to be shown.
Day 22: Students will brainstorm ideas to help our wetlands, and describe how their actions may
affect the wetland, and the environments around it. Video to be shown.
Day 23: Students will create posters to help increase awareness of their behavior to be placed in
the school.
Day 24: Students will finish posters, and then begin brainstorming a speech to give to the
communications club to raise awareness throughout the school.