Unit Overview

Summary of Lesson Plans with Corresponding Objectives

Lesson Plan Objectives Lesson Grade 4 Student Use of

Summary & Standards & Technology
Assessments Interdisciplinary
Connections

1. ​What are the 1. SWBAT define Show pictures of an LS1.D: Information Watching a live
environmental the environmental aquatic and processing How do aquarium and
factors in an Aquatic factors in an aquatic terrestrial organisms detect, observing the
System?
system environment -- process, and use environmental
2. SWBAT discuss discuss differences. information about factors. Observing
the difference Students record the environment? images online to
between aquatic their observations, compare/contrast.
and terrestrial list non-living &
environments living factors, how
3. SWBAT record could we make this
their observations of more a more natural
an aquatic environment.
environment
4. SWBAT answer Assessments:
the Focus Question 1. Turn & talk
in complete discussions
sentences 2. Record answers
& observations in
journal
3. Sticky note
activity - write
answers on sticky
note and post it on
board.

2. ​What is an 1. SWBAT compare Discuss examples, Common Core

example of a and contrast lake break down word Writing:
Freshwater and river ecosystem, students 1. Refer to details
Environment? environments read about and examples in a
2. SWBAT define Freshwater text when explaining
the word Environments, what the text says
“ecosystem” and compare and explicitly and when
describe how one is contrast with drawing inferences
formed partners. from the text.
3. SWBAT
contribute their Assessments: 4. Read with
thoughts and 1. Students share sufficient accuracy
opinions to our examples & then and fluency to
discussion about write their own down support
their assigned 2. Questions during comprehension. a.
reading reading. Read grade-level
Compare and text with purpose
contrast activity and understanding.
 3. Definitions b. Read grade-level
recorded in vocab prose and poetry
book. orally with accuracy,
appropriate rate,
and expression on
successive
readings. c. Use
context to confirm or
self-correct word
recognition and
understanding,
rereading as
necessary

3. ​What are the 1. SWBAT identify Discuss Common Core

roles of Organisms feeding interactions interactions, review Writing:
in a Food Chain? within a food chain ecosystem with 4. Determine the
2. SWBAT create a sticky note activity. meaning of general
food chain using at Use organism cards academic and
least 3 animals to allow students to domain-specific
3. SWBAT define find feeding words or phrases in
what a food chain is interactions, explain a text relevant to a
4. SWBAT answer vocabulary, find grade 4 topic or
focus question and more feeding subject area.
provide examples interactions, explain
competition.
Introduce roles, then
draw their own food
chains in book.

Assessments:
1. Sticky note
activity with
ecosystem definition
2. Observing
students as they
create their pairs
and food chains
3. Recording
definitions in vocab
book
4. Answering
questions in journal
and creating their
own food chains.

4. ​Introduce 1. SWBAT define Students play Common Core

Vocabulary & given vocabulary review game with Writing:
answer Day 3 FQ words vocab and then take 4. Determine the
2. SWBAT expand the vocab check in. meaning of general
on their answer from Students observe academic and
previous FQ using organism cards and domain-specific
their new vocab look for animals that words or phrases in
words compete for the a text relevant to a
3. SWBAT discuss same resources. grade 4 topic or
the effects of Create Venn subject area.
competition for Diagram. Watch
resources video about
decomposers,
answer why we
 need them on sticky
notes.

Aessements:
1. Vocab check-in
and game
2. Answer focus
question
3. Venn Diagram
3. Sticky note
activity.

5. ​Read: “What is an 1. SWBAT create a Students create 4. Determine the Watch video about
Ecosystem?” & brochure using the brochure about the meaning of general decomposers
Review Roles of knowledge they roles of organisms academic and
Organisms in Food have about in a food chain. domain-specific
Chains ecosystems Students make words or phrases in
2. SWBAT predict predictions before a text relevant to a
(split into two days) what will happen watching video. grade 4 topic or
when a new species Students complete subject area.
is introduced to an reading and create
ecosystem. informational poster. 4-PS3-2. ​Make
observations to
1. SWBAT explain Assessments: provide evidence
how plants and 1. Brochure and FQ that energy can be
animals get their 2. Questions in transferred from
food and energy journal and place to place by
3. SWBAT informational poster sound, light, heat,
contribute to and electric
classroom currents.
discussion, pulling
their information
from the assigned
reading.

6. ​Read: “Food 1. SWBAT Students will decide Common Core

Chains and Food determine the whether they agree Writing
Webs” difference between with the statements. 1. Write opinion
a food chain and a Show image of food pieces on topics or
food web. chain and food web, texts, supporting a
2. SWBAT respond talk about point of view with
to questions about differences. Read reasons and
Food Chains and article, discuss how information.
Food Webs their thoughts
3. SWBAT describe changed. Answer
how animals get questions
their energy.
Assessments:
1. Agree/disagree
activity
2. Chart after
reading activity.
3. Discussions
about food chain
and food web
pictures.

7. ​Vocabulary Sheet 1. SWBAT define Students take Common Core

our vocabulary vocabulary quiz -- Writing
words play vocab game 4. Determine the
 2. SWBAT fill in the before. meaning of general
blanks with the academic and
correct vocab word Assessments: domain-specific
3. SWBAT use the 1. Vocabulary quiz words or phrases in
vocab words in 2. Heads-up vocab a text relevant to a
classroom game. grade 4 topic or
discussions and subject area.
conversations

8. ​How does food 1. SWBAT Students participate Common Core Outdoor Education
affect a population participate in the in a simulation in Writing Simulation
in its home range? population Outdoor Education. 1. Write opinion
simulation Make prediction pieces on topics or
2. SWBAT make about how many texts, supporting a
survival predictions deer will survive and point of view with
3. SWBAT record what affects reasons and
their observations of population. information.
the simulation
4. SWBAT provide Assessments: 3-5-ETS1-3. ​Plan
evidence for the 1. Prediction chart and carry out fair
increase or 2. Answer to focus tests in which
decrease of question with variables are
population evidence. controlled and
5. SWBAT answer failure points are
FQ considered to
identify aspects of a
model or prototype
that can be
improved.

9. ​Watch video: 1. SWBAT record Students will be 4-LS1-1.​ Construct Watch video online
“Animal Needs” their observations watching the video an argument that -- through edpuzzle,
from video on a about Animal plants and animals have students
chart Needs. Fill out chart have internal and answering questions
about animal external structures online while
structures and how that function to watching
they help them support survival,
survive. Students growth, behavior,
create a poster of and reproduction.
an animal and label
a structure and what LS1.A: Structure
it does, and how it and function How do
helps them survive. the structures of
organisms enable
Assessments: life’s functions?
1. Chart about
animal structures.
2. Drawing of animal

10. ​Read: “Human 1. SWBAT respond Discuss what 4-ESS2-1. ​Make Online map,
Activities and to the discussion of pollution is --have observations and/or websites for
Aquatic how pollution and students create a measurements to students to explore
Ecosystems” climate change are list of possible provide evidence of on their ipads.
affecting freshwater pollution issues that the effects of
lakes. affect the Great weathering or the
2. SWBAT create a Lakes. Show map of rate of erosion by
list of possible pollution. Read the water, ice, wind, or
pollution issues in article and then add vegetation.
the Great Lakes to list and create
3. SWBAT read the ideas of how to ESS3.C: Human
 assigned reading help. Graphic impact on earth
with partners Organizer systems

Assessment: LS2.C: Ecosystem

1. Creating list dynamics,
2. Observations functioning, and
about map resilience
3. Graphic organizer

11.​ Compare 1. SWBAT Compare Students are doing 3-5-ETS1-3. ​Plan Virtual Aquarium
Aquatic and Aquatic and the virtual activities, and carry out fair and Virtual
Terrestrial Terrestrial then reading tests in which Terrarium.
Environments. environments comparing aquatic variables are
and terrestrial controlled and
2. SWBAT Describe environments.They failure points are
environmental are filling out the considered to
factors of aquatic hart in their groups identify aspects of a
and terrestrial and then adding model or prototype
environments. their answers to the that can be
chart displayed on improved.
the board.

Assessment:
1. Virtual
activities--creating a
livable environment
2. Chart in Science
notebook comparing
aquatic and
terrestrial.

12. ​“How do animals 1. SWBAT Answer Discussion about LS1.A: Structure Watching the video.
use their sense of the question: how how hearing helps and function How do
hearing?” do animals use their animals survive. We the structures of
sense of hearing? watch the video and organisms enable
students answer the life’s functions?
2. SWBAT Provide focus question. The
evidence and students are adding 4-LS1-1.​ Construct
examples from what their thoughts to our an argument that
we have learned poster. plants and animals
have internal and
Assessment: external structures
1. Discussion with that function to
whole class about support survival,
hearing. growth, behavior,
2. Answering focus and reproduction.
question.
3. Adding their
thoughts to the
poster.

13. ​“How do animals 1. SWBAT Describe 1. Students are LS1.A: Structure Watching video
use their sense of differences in completing and function How do
hearing?” external structures response sheet A & the structures of
used for hearing. B with partners. organisms enable
Then they are going life’s functions?
2. SWBAT Make around the gallery
observations of walk, making 4-LS1-1.​ Construct
several different observations about an argument that
animals's ears. each animals ears. plants and animals
 Then the students have internal and
3. SWBAT are writing answers external structures
Summarize how about how animals that function to
animals receive receive sound. support survival,
sounds from a Watch the video, growth, behavior,
sound source. discuss questions and reproduction.
again.

Assessments:
1. Response sheet
A and B
2. Gallery walk
observations
3. Answers to
questions and
discussion about
questions.

14. How do animals 1. SWBAT Describe Students are taking 4-LS1-1.​ Construct Watching nature
use their senses? how they use their 5 sounds quiz, then an argument that video
senses in nature. watching the nature plants and animals
video and reflecting have internal and
2. SWBAT Create on their senses. external structures
questions about our Then they are that function to
reading. reading the support survival,
assigned reading, growth, behavior,
3. SWBAT Explain answering the and reproduction.
how animals use questions, and
their senses in putting 1 question
nature. they have on a
sticky note.

Assessments:
1. Sound Quiz
2. Questions
3. Sticky note
question

15. Review 1. SWBAT organize Students will take a Quizizz:

the big ideas of our quiz through Quizizz https://quizizz.com/
unit. and then will fill out
the big idea outline
in partners.

Assessments:
1. Quizizz
2. Outline of big
ideas

16. Final Students are taking

Assessment the summative
assessment.

Engaging in Science and Engineering Practices (SEP)

● Developing and using models ​of ecosystems to investigate the interactions in natural
systems
● Planning and carrying out investigations ​with freshwater organisms in an aquarium to
make observations to serve as the basis for evidence of interactions of structures and
behaviors that serve the organism in survival.
● Analyzing and interpreting data ​collected from simulations and models on how
organisms sense their environment and the behaviors that allow them to respond and
survive.
● Constructing explanations ​about feeding relationships in terrestrial and aquatic
environments and the factors that contribute to change in populations in an area.
● Engaging in argument from evidence ​about the source of energy in an environment.
● Obtaining, evaluating, and communicating information ​from books and media and
integrating that with their firsthand experiences to construct explanations about survival
or organisms in specific environments.