UNIVERSITY OF ALASKA SOUTHEAST
INTEGRATED AQUATIC ECOSYSTEMS UNIT
SUBMITTED TO ALBERTA JONES
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
INTEGRATED CURRICULUM AND INSTRUCTION
ED 460
SCHOOL OF EDUCATION
BY
MELISSA MURPHY
APRIL 3, 2011
The following unit on aquatic ecosystems is by Seeds of Science, Roots of
Reading® written by Delta Education. The entire unit was taught in class and consists of
ten lessons and one homework project but I have included only four of the most
comprehensive lessons within this paper.
Alaska State Standards
Language Arts A1: Students will apply elements of effective writing and speaking;
these elements include ideas, organization, vocabulary, sentence structure, and personal
style.
Language Arts A5: Students will revise, edit, and publish the student’s own writing as
appropriate.
Language Arts B1: Students will comprehend meaning from written text and oral and
visual information by applying a variety of reading, listening, and viewing strategies;
these strategies include phonic, context, and vocabulary cues in reading, critical viewing,
and active listening.
Language Arts B2: Students will reflect on, analyze, and evaluate a variety of oral,
written, and visual information and experiences, including discussions, lectures, art,
movies, television, technical materials, and literature.
Language Arts C5: Students will when working on a collaborative project,
a. take responsibility for individual contributions to the project;
b. share ideas and workloads;
c. incorporate individual talents and perspectives;
d. work effectively with others as an active participant and as a
responsive audience; and
e. evaluate the processes and work of self and others.
Mathematics A2: Students will select and use appropriate systems, units, and tools of
measurement, including estimation.
Mathematics A3: Students will perform basic arithmetic functions, make reasoned
estimates, and select and use appropriate methods or tools for computation or estimation
including mental arithmetic, paper and pencil, a calculator, and a computer.
Mathematics A6: Students will collect, organize, analyze, interpret, represent, and
formulate questions about data and make reasonable and useful predictions about the
certainty, uncertainty, or impossibility of an event.
Science A1: Students will develop an understanding of the processes of science used to
investigate problems, design and conduct repeatable scientific investigations, and defend
scientific arguments.
Science C3: Students will develop an understanding that all organisms are linked to each
other and their physical environments through the transfer and transformation of matter
and energy.
Science G3: Students will develop an understanding that scientific knowledge is
ongoing and subject to change as new evidence becomes available through experimental
and/or observational confirmation(s).
Science G4: Students will develop an understanding that advancements in science
depend on curiosity, creativity, imagination, and a broad knowledge base.
Technology A1: Students will use a computer to enter and retrieve information.
Technology A2: Students will use technological tools for learning, communications, and
productivity.
Technology B1: Students will identify and locate information sources using technology.
Alaska Cultural Standards
E2: Students will understand the ecology and geography of the bioregion they inhabit.
Pre and Formative Assessment Given
Read each question carefully. Then circle the letter beside the answer you choose.
1. Why do algae grow well in bright, sunlit parts of ponds?
A. They need sunlight to grow.
B. All organisms were meant to have a lot of sunlight.
C. They probably do not feel as happy when they do not have sunlight.
D. So snails can see where they are and can have a dependable source of food.
2. Would a scientist studying a lake’s ecosystem study the water temperature?
A. Yes, because organisms can only live in warm temperatures.
B. Yes, because even thing that are nonliving can be part of an ecosystem.
C. No, because learning about the water will not help you understand the animals
that live in it.
D. No, because water is not part of an ecosystem.
3. When dragonfly nymphs are small, they mostly eat worms and insects. When they are
older, dragonfly nymphs may start to eat fish. Which statement is true about
dragonfly nymphs?
A. They are decomposers.
B. They are carnivores.
C. They are herbivores.
D. They are producers.
4. Which living thing in a pond eats mostly waste from the other plants and animals?
A. Carnivores
B. Herbivores
C. Decomposers
D. Producers
5. What does a place need to have in order to be an ecosystem?
A. Good weather and a lot of sunshine.
B. Many good sources of nutrients.
C. Humans that can take care of animals and other living things.
D. Living things interacting with one another and with their environment.
6. Animals in an ecosystem interact with ______.
A. Plants and animals only.
B. Sources of water and food only.
C. Living and nonliving things.
D. Living things only.
Summative Assessment
Unit One Science Test
Name_______________
Read each question carefully. Then circle the letter beside the answer
you choose.
1. Why do algae grow well in bright, sunlit parts of ponds?
A. They need sunlight to grow.
B. All organisms were meant to have a lot of sunshine.
C. They probably do not feel as happy when they do not
have sunlight.
D. So snails can see where they are and can have a
dependable source of food.
2. Would a scientist studying a lake’s ecosystem study the water
temperature?
A. Yes, because lake organisms can only live in warm
temperatures.
B. Yes, because even things that are nonliving can be part
of an ecosystem.
C. No, because learning about the water will not help you
understand the animals that live in it.
D. No, because water is not part of an ecosystem.
3. When dragonfly nymphs are small, they mostly eat worms and
insects. When they are older, dragonfly nymphs may start to
eat fish. Which statement is true about dragonfly nymphs?
A. They are decomposers.
B. They are carnivores.
C. They are herbivores.
D. They are producers.
4. What does a place need to have in order to be an ecosystem?
A. good weather and a lot of sunshine
B. many good sources of nutrients
C. humans that can take care of animals and other living
things
D. living things interacting with one another and with their
environment
5. Animals in an ecosystem interact with ______.
A. plants and animals only
B. sources of water and food only
C. living and nonliving things
D. living things only
6. An example of an observation would be
A. Snails are cute and cuddly.
B. The fish in our ecosystems are all good friends.
C. The snail is eating the pond plant.
D. Science is fun!
7. Scientists use sketches to
A. find out who is a better artist
B. test out which crayons are better
C. to avoid writing scientific reports
D. make and record careful observations of organisms
8. The purpose of descriptive writing in science is to
A. explain and inform
B. give scientists practice writing topic sentences
C. entertain readers
D. provide a way tell herbivores and carnivores apart
Circle the letter next to the word that matches the definition
9. Organisms, such as plants, that create their own food are
called
A. producers
B. carnivores
C. herbivores
D. omnivores
10. What an animal does or how it acts
A. pattern
B. behavior
C. interaction
D. observation
11. An animal that eats plants and almost nothing else is called
A. a herbivore
B. a carnivore
C. an omnivore
D. a decomposer
12. A living thing, such as a plant or animal, is called
A. an organism
B. a producer
C. an omnivore
D. an ecosystem
13. An attempt to find out something
A. pattern
B. hypothesis
C. explanation
D. investigation
14. Clues that help explain something or answer a question
A. patterns
B. evidence
C. behaviors
D. explanations
Choose a word from the list below each sentence to fill in the blank.
Then circle the letter next to the word you choose.
15. Ponds are rich _____ filled with rocks, plants, fish, and other
organisms.
A. food webs
B. producers
C. ecosystems
D. decomposers
16. Aquatic _____, such as fish, crayfish, and young insects, need
oxygen to stay alive.
A. patterns
B. behaviors
C. organisms
D. ecosystems
17. A _____ is an organism.
A. slug
B. rock
C. pond
D. water
18. A herbivore would most likely eat ______.
A. fish
B. fruit
C. birds
D. insects
19. A ______ is an example of a carnivore.
A. tiger
B. worm
C. giraffe
D. snail
20. A ____ is an example of an interaction.
A. bird
B. fish eating a worm
C. tree
D. peach
Bonus Question: What does the root word “aqua” in aquatic mean?
_________________________________________
Science Writing
There are many different types of interactions happening in the pond
ecosystem shown above. What different types of interactions do you
see evidence for in these ecosystem? Write one or more paragraphs
describing the different types of interactions. Make SURE to begin
with a topic sentence.
Please turn the page to start your plan for writing.
Begin by listing as many interactions as you can below.
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Next, look at the notes you have written above and create a topic
sentence that will introduce your topic to the reader so that they will
know what the paragraph will be about.
_________________________________________________________
_________________________________________________________
_________________________________
Now use your observations to write AT LEAST one paragraph about the
interactions in the picture of the pond ecosystem. DON’T FORGET to
begin your paragraph with the topic sentence you wrote above. This
paragraph should be AT LEAST 5 sentences long.
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Continue your paragraphs on the back side of this paper
Lesson Plans
Session 1.1
Summary:
Students are introduced to ecosystems by considering the factors—animal, plant, and
nonliving—that make up an ecosystem. They observe posters of different ecosystems
and share their ideas and observations with the class. Students read Visit to a Pond,
focusing specifically on the factors that make up an aquatic pond ecosystem. After
reading, they make connections between the ecosystem posters and the pond ecosystem
they just read about. The session ends with an introduction to the concept wall and
addition of words to the Ecosystems Concept Map.
Students learn:
• A place where organisms live together and interact with nonliving parts is called
an ecosystem.
• There are different kinds of ecosystems in the world.
• Making connections can help you understand what you read and do in science.
• When things interact, they affect one another in some way.
Materials:
• 22 copies of Visit to a Pond
• 2 Desert Ecosystem posters
• 2 Mangrove Swamp Ecosystem posters
• 2 Rainforest Ecosystem posters
• 2 River Ecosystem posters
• sentence strips
• markers
• masking tape
• chart paper
• 22 copies Investigation Notebooks
Before Reading
1. Introduce unit. Tell students that they are beginning a new unit called Aquatic
Ecosystems. Like scientists, they will read, do investigations, discuss, and write about
their ideas. In class, they’ll even get to make their own model ecosystems so they can
observe and investigate a few animals and plants firsthand.
2. Introduce ecosystem. Tell students that they will learn a great deal about ecosystems
over the next few weeks. For now, let them know that an ecosystem includes plants and
animals, as well as the place in which they live.
3. Introduce poster activity. Explain to students that you’ll begin by having them think
about a few different ecosystems. Arrange students in groups of four and pass one
ecosystem poster to each group.
4. Explain procedure. Have students carefully observe the group’s poster and discuss
what they see. Explain that when scientists observe, they use their senses to find out
more about something. Students should use the sense of sight to carefully observe their
group’s poster, then discuss their observations with group members. Suggest that they
begin their sharing by saying, “I observe…” when they discuss.
5. Model observation. Hold up a copy of the River Ecosystem poster and say, “In this
ecosystem, I observe a bear eating a fish. I also observe a tree leaning over the river.”
Give students two or three minutes to make observations and discuss. Let them know
that they will be sharing their observations with the class.
6. Share ideas from poster activity. Have each group take about one minute to share
their observations with the class. One group member should hold the poster so the class
can see it. As each group shares, note the observations on the board in four separate
columns that will be for “plants,” “animals,” “nonliving parts,” and “interactions.” If one
column is blank, offer an example and guide students to come up with several more.
Don’t label the columns yet.
7. Introduce guiding questions. Write the following guiding questions on sentence strips
and read them aloud:
• How do the parts of an ecosystem interact?
• How do scientists observe and describe ecosystems?
a. Discuss purpose. Explain that students will focus on learning and thinking about these
questions during the next sessions.
b. Define interact. Say, “When things interact, they affect one another in some way.
Students interact with one another when they play a game, and dogs interact with the
grass when they run on it.” Offer examples, and have students suggest others.
8. Analyze poster categories. Tell students that they’ve already made some observations
that will help them with the first guiding question: How do the parts of an ecosystem
interact? Point out the columns on the board where you organized their observations.
Ask, “Why did I organize the information this way, and what do the things in each
category have in common?” Discuss their ideas and label the categories “Plants,”
“Animals,” “Nonliving parts,” and “Interactions.” Say, “All ecosystems have plants,
animals, and nonliving parts, and these things interact with one another—this is what
makes an ecosystem an ecosystem.”
9. Introduce Investigation Notebooks. Show students the cover of an Investigation
Notebook and explain that scientists often record their ideas in notebooks. Students will
get their own Investigation Notebooks—they’ll use them to record their ideas during the
Aquatic Ecosystems unit. Distribute the notebooks and have students write their names
on the covers.
During Reading
1. Introduce book. Tell students that they will be reading a book about one type of
ecosystem—a pond ecosystem. Distribute a copy of Visit to a Pond to each pair of
students.
2. Discuss reading expectations. Explain that you’d like students to observe and think
about the four categories they just identified in the posters: animals, plants, nonliving
parts, and interactions. Point to these on the board.
3. Read in pairs. As students read, circulate to offer assistance. Remind them to think
about the plants, animals, nonliving parts, and interactions in the pond ecosystem as they
read.
4. Early finishers. If students finish early during partner reading, have them complete
the optional Reading Reflections on pg 3-4 in their Investigation Notebooks.
After Reading
1. Introduce making connections. Tell students that they will be learning strategies to
help them better understand what they read. One of these strategies is called making
connections. Making connections means noticing how an idea in a book is similar to, or
connected to, something else you know.
2. Give example. Explain that you are going to describe a connection you made when
you read the book. Hold up a copy of Visit to a Pond, open to page 10.
a. Focus on interaction from book. Say, “When I was reading, I observed this
photograph, and I read that the kingfisher might be waiting to dive down and grab a fish.”
b. Recall similar interaction on poster. Tell students that this made you think of what
you saw on the River Ecosystem poster. Say, “on the poster, I observed an eagle that
caught a fish.”
c. Explain connection. Tell students that this connection between the book and the
poster helped you see one way these two ecosystems—the pond and the river—are
similar. Say, “Both have birds that interact with fish by hunting them.” (You could
choose any other connection between the book and an ecosystem poster to model how to
make connections.)
3. Practice making connections to book. Make sure students are seated together with the
same ecosystem poster they used earlier in the session. Students will work with their
reading partners to search through the book and examine the photographs. Each student
should find at least one connection between the book and what they observed on the
ecosystem poster. Give students a few minutes to find connections.
4. Present connections. When students are ready, write the following sentence starters
on the board and read them aloud:
•
•
In the book we observed _____.
This is like _______ on our poster.
Explain that these sentence starters will help students share their connections using
scientific language. Have each student pair share a connection with the other pair who
worked with the same poster. Make sure all students in a group get a turn to point out
what they saw or read in the book and what part of the poster it made them think of as a
connection.
Summarizing Key Ideas
1. Present concept wall. Point out the word Ecosystems written at the top of the area
where you will create the Ecosystems Concept Map. Explain that this is the place where
important ideas and words from the unit will be written. The most important words will
be enclosed in a box so students can find them easily. As more words are added during
the unit, students will be able to see how different words and ideas are connected.
2. Add organisms to Ecosystems Concept Map. Direct students’ attention to the
categories used in the poster activity. Ask, “What were some things that all ecosystems
have?” As students offer suggestions such as “plants” or “animals,” suggest that the
word organisms is a good science word for all of these living things. Write “organisms”
underneath and to the right of Ecosystems and put a box around it. Connect the two
words with an arrow. Write “have” along the arrow and show students that you’ve
created a sentence: Ecosystems have organisms. Explain that you’ve put a box around
the word to help them find it easily and remember it.
3. Add nonliving parts to concept map. Ask, “Are organisms the only things in an
ecosystem?” [No, there are also nonliving parts.] Write “nonliving parts” below and to
the left of Ecosystems and connect these two terms with another arrow. Write “have”
along the arrow and show students that you’ve created another sentence: Ecosystems
have nonliving parts.
4. Look ahead. Tell students that during the next session, they will think about nonliving
parts and organisms in an ecosystem as they start building their own model aquatic
ecosystems—their own tabletop model ponds.
Diversity Strand
English Language Learners
Recognizing cognates. Cognates are words that have similar spellings, pronunciations,
and/or meanings across two or more languages. Many science words are EnglishSpanish cognates because the words share a common Latin origin. When Spanishspeaking students recognize words as cognates, they can access unfamiliar English words
and better understand what they read. If your class has many ELLs whose native
language is Spanish, tell students that recognizing English science words that are similar
to words in Spanish can help them understand science books, instructions, and
discussions in English. Review the following cognates with students: insect/insecto,
float/flota, and evidence/evidencia. Have students practice forming sentences using these
words in English and in Spanish. Read page 3 of Visit to a Pond with students and ask
them to identify cognates in the text: minutes/minutos, interesting/interesante,
organisms/organismos, plants/plantas, animals/animales, aquatic/aquatic or aqua. As a
strategy for understanding the book, encourage students to identify more cognates as they
read the rest of the book.
Session 1.2
Summary:
First, students are introduced to the role of models in science, then they learn that class
groups will set up their own model ponds. Tabletop Pond Guide is introduced as a
reference book. Students use the table of contents and headings to locate information.
The class reads a short section about setting up a model pond, then groups begin by
adding the nonliving parts of their model aquatic ecosystems. Next, students add plants
to their models. Students discuss what types of organisms live in real ponds and what
other organisms might be good to add to their model ponds. The class participates in
their first Think-Pair-Share routine of the unit to discuss ideas about the model ponds.
Students learn:
• Pond ecosystems are made up of living and nonliving parts.
• Aquatic ecosystems are located in and around bodies of water.
• Substrate is the nonliving material an animal lives on.
• A model is an object or diagram that helps scientists understand something by
making it simpler or easier to see.
Materials:
• 22 copies of Tabletop Pond Guide
• sentence strips
• markers
• permanent marker
• masking tape
• dechlorinator/chloramine remover
• Copymaster Booklet (from science kit)
• 1 overhead transparency
• overhead projector
• scissors or paper cutter
For each group of students:
• 1 aquarium (with base and lid)
• gravel
• 2 clear plastic cups
• 2 pieces of Elodea (pond plant)
• 1 clay pot
• 1 pitcher or container that can hold 1 gallon of water
•
•
1 sticky note
Investigation Notebooks
Introducing the Session
1. Review previous session. Remind students about the previous session. Point out the
concept wall, particularly the Ecosystems Concept Map. Explain that the concept wall
will show the most important ideas students are learning. With a partner, have students
discuss for a minute what they learned in the first session. Then, have several students
share their responses with the group.
2. Post key concept. Summarize students’ responses by reading aloud the key concept.
Post it on the concept wall An ecosystem is a place where organisms live together
along with nonliving parts. Tell students that today they will start building their model
pond ecosystems to learn more about how the parts of an ecosystem interact.
3. Introduce the word model. Say, “A model is an object or diagram that helps us
understand something by making it simpler or easier to see.” Tell students that models
are useful for investigating a lot of things—things that are very large (such as a planet),
very small (such as a cell), or very complicated (such as an ecosystem).
4. Introduce Scientists Concept Map. Point out the Scientists heading you wrote on the
concept wall. Tell students that this part of the concept wall will help them keep track of
important words and ideas about scientists. Write “models” below the heading, draw a
box around it, and add a connecting line. Write “use” along the line. Have a student read
aloud the sentence you’ve created: Scientists use models.
5. Introduce model ponds. Display one of the aquariums. Say, “Just like scientists, you
are going to use models. Each group will use one of these aquariums to set up its own
model pond.” Explain that the model will include some organisms and some nonliving
parts found in ponds, but it will be much simpler than a real aquatic ecosystem.
6. Brainstorm nonliving parts in pond ecosystems. Tell students that each model pond
will need some of the nonliving parts found in a pond. Hold a class brainstorm about
these and record students’ ideas on the board. [Water, rocks, mud, air, dead branches,
leaves.] Ask, “Which of these nonliving parts would be very important to add to our
model ponds so that organisms can survive there?” Call on a few students to make
suggestions and explain their choices.
7. Add water and aquatic to Ecosystems Concept Map. Say, “Many ecosystems are
aquatic. We looked at three of them yesterday—the river, the mangrove swamp, and the
pond ecosystems.” Ask, “What do you think makes an ecosystem aquatic?” As students
respond, you could point out that the root word is aqua, meaning water. Tell students that
the word aquatic can refer to anything having to do with water. An aquatic ecosystem is
one that is located in and around a body of water, such as a pond, a river, or part of an
ocean. Write ”water” below and to the right of nonliving parts and connect the two
words with a line. Write “(aquatic)” underneath water.
Discuss headings. Have students turn to page 4. Point out the headings on page 4
Introducing Tabletop Pond Guide
1.Introduce Tabletop Pond Guide. Hold up a copy of Tabletop Pond Guide and ask
students to think about the title and the cover and consider what it might be about.
[Ponds. Ponds in a classroom. Animals and plants in a pond.] Accept several responses.
Explain that this is a type of book that scientists often use called a guide. Say, “A guide
gives a lot of information about one topic. This guide will tell us about what is needed to
make a tabletop pond.”
2. Discuss reference books. Tell students that a guide is a kind of reference book.
discuss other reference books they know about—dictionary, encyclopedia, atlas,
cookbook—and remind them that reference books are usually not read from beginning to
end. Usually, you read only the parts of the book that are important to you.
3. Use table of contents. Distribute copies of the book and have students turn to page 3,
the table of contents. Remind students that today they want to learn about how to set up
their ponds. Ask, “On which page could you learn how to start a model pond?” [Page 4.]
4. Discuss headings. Have students turn to page 4. Point out the headings on page 4,
“Setting Up a Model Pond” and page 5, “What You Need.” Explain that the headings in
science books can help you figure out what information will be on a page.
5. Read pages 4-6. Read pages 4-6 as a class, using whatever routine you normal use to
read together.
Setting Up Model Ponds
1. Introduce procedure for setting up pond. Tell students that each student will receive a
task card describing what they will do to make their group’s tabletop model pond.
explain that students won’t be adding all the nonliving parts that they listed during their
brainstorms, but they will think about adding some of the things later. Students will add
one living organism today.
2. Display transparency and distribute task cards. Before students start to set up their
model ponds, distribute one of the four task cards to each student in a group. Using
Transparency 1-1, Task Cards, describe and model each task. Have students with that
task card raise their hands. For each task, have students explain why the item is being
added to their model ponds.
Task 1) Pick up two plastic cups of gravel and carefully sprinkle the gravel in the
aquarium. Ask, “Why do you think we are adding this gravel to the model pond?”
[Gravel provides a surface for organisms to move around on and, perhaps, to dig in or
camouflage themselves.]
Task 2) Pick up a clay pot and place it carefully in a spot of your choice in the
aquarium. Ask, “Why do you think we are adding this to the model pond?” [The clay
pot can serve as a shelter or hiding place for organisms.]
Task 3) Add water to the aquarium. Pour it slowly down the side so it doesn’t move
the gravel around. Add enough water so it is even with the mark on the side of the
aquarium. Ask, “Why do you think we are adding this to the model pond?” [Many pond
organisms need water to survive.]
Task 4) Pick up two pieces of Elodea (pond plant) and carefully place them on top
of the water. Don’t touch the water with your hands. Ask, “Why do you think we are
adding this to the model pond?” [Elodea produces oxygen, which pond animals need.
Elodea might also be food for some pond animals.]
3. Students complete tasks. Have each student complete the task on the task card, going
in turn from Task 1 to Task 4. As students work, circulate and assist as needed.
4. Complete setup and discuss pond health. Distribute one sticky note to each group,
then have students write their group member’s names to identify the aquariums. Have
groups put the aquarium lids in place. Say, “It’s very important for you to never put your
hands in the water; you might have something on your hands that could harm the
organism.” Explain that soap is especially harmful! Add that the lids will help keep out
dust. The ponds also need to stay out of direct sunlight so they don’t get too warm.
5. Discuss substrate. Point to the gravel in a model pond. Tell students that scientist use
the word substrate to talk about the nonliving material that animals live on. In an aquatic
ecosystem, the substrate is what is at the bottom, under the water. Write “substrate”
directly below nonliving parts on the Ecosystems Concept Map and draw a box around it.
Connect the two terms with a line. Say, “In your model ponds, the substrate is a
nonliving material.” Ask, “What other kinds of substrate might there be in an aquatic
ecosystem?” [Mud, sand, rock.] Add these examples to the concept map.
Discussing Organisms
1. Discuss using a model pond. Remind students that the reason they are making a
model pond is so they can understand a pond ecosystem. Throughout this unit, they will
add more organisms to the pond, make observations, and try to answer questions about
the organisms.
2. Introduce pond organisms brainstorm. Distribute Investigation Notebooks and have
students turn to page 6, Pond Organisms Brainstorm. Tell students that they will each
make a list of organisms that might live in and around a pond. Ask students to think of
organisms they read about in Visit to a Pond, organisms they have seen if they’ve ever
visited a pond, and any other pond organisms they’ve learned about.
3. Students brainstorm. Remind students that pond organisms could include plants,
birds, fish, tiny animals, and more. Give them two or three minutes to list all the
organisms they can think of that live in a pond ecosystem.
4. Discuss which organisms could live in a model pond. Ask, “Which of the organisms
on your list might be able to live in our model pond?” Give students a few moments to
circle one or two organisms on their brainstorm lists. Call on several students to suggest
organisms. for each suggestion, have students tell why that would be a good organism to
include.
5. Introduce Think-Pair-Share routine. Make sure students are seated so they can talk to
a partner. Tell students that many times during this unit, they’ll use a routine called
Think-Pair-Share for discussing questions and then sharing ideas with one another like
scientists do. Lead them through the three-step routine.
a. Think. After you ask the question, you will say, “Think,” and they will think silently
about the question.
b. Pair. When you say, “Pair,” they will discuss their ideas with their partners .
c. Share. When you say, “Share,” they will stop talking and raise their hands to share an
idea—their own or their partner’s—with the class.
6. Pose first questions. Ask,” What is already in your model pond that could help a pond
animal survive? How would it help the animal stay alive?” Have students Think-PairShare.
7. Pose second question. Ask, “How might the model ponds change when we add
animals?” Say, “Think.” Then say, “Pair,” and, after pairs finish their discussions, say,
“Share.” Call on several students to share their ideas with the class. Tell students that
over the next couple of weeks, they will add more organisms to their model ponds.
Diversity Strand
English Language Learners
Adjust Teacher Talk. Adjusting your speech according to ELLs’ proficiency levels will
help students understand oral instructions and discussions of concepts. This session
requires students to follow several oral directions. To help them understand the
expectations, indicate visual references, such as materials students will use, as you
explain procedures. Other helpful considerations to keep in mind include speaking
somewhat slowly; paraphrasing instructions often or having students paraphrase them;
and, if possible, having more advanced ELLs translate instructions for any beginning
ELLs.
Session 1.3
Summary:
In this session, students are introduced to the genre of descriptive writing in science.
Students are guided through a series of exercises set up to highlight how important it is to
use specific details in descriptive writing. They are also introduced to the idea of
considering audience when writing and the importance of rereading and rewriting for
clarity, which they will do throughout the unit. At the end of the session, students begin
the first of several group observations of their model ponds.
Students learn:
• Good descriptions have enough details for the reader to visualize what’s being
described.
• Scientists write descriptions in order to communicate with other scientists.
• To write detailed descriptions, scientists must observe very carefully.
Materials:
• 2 Desert Ecosystem posters
• 2 Mangrove Swamp Ecosystem posters
• 2 Rainforest Ecosystem posters
• 2 River Ecosystem posters
• chart paper
• markers
• masking tape
• 2 overhead transparencies
• overhead projector
• Copymaster Booklet
• stapler
• sentence strips
• overhead pens
• 1 sheet of paper
• class model ponds
• Investigation Notebooks
Introducing the Session.
1. Explain today’s expectations. Tell students that one of the important goals of this unit
is for students to learn how to write descriptions. Today they will do three activities to
help them think about what a good description is and how they can write one themselves.
2. Discuss descriptive writing. Have students share a few ideas about what descriptive
writing is, using the following prompts. Ask, What does description mean to you?” Can
you think of a description that you have recently read? Why would scientists need to
write descriptions?” After a brief discussion, conclude by saying, “A description uses
words to create a picture for the people who are reading it.”
3. Discuss importance of descriptive writing in science. Explain that a scientist often
needs to carefully describe his observations in writing so other scientist can read them
and know what that scientist saw or did. In this class, students will write descriptions of
their pond ecosystems and the animals and plants in it so other people will be able to
picture what they are describing.
Importance of Details in Descriptions.
1. Explain procedure. Tell students that you are going to distribute a student sheet, but
they may not turn it over until you tell them to do so. Pas out the Description of a Girl
student sheets, face down, to each student. Tell students that it might surprise them, but a
person is an organism, too. The first description activity will be about a girl, because this
is an organism that they are all familiar with and picture.
2. Begin your description. Say, “I will describe something that I am thinking of. I want
you to concentrate on the picture that comes into your mind. Think about it carefully,
because you will be writing about it.” When students are ready, say, “Here is my first
description: I am thinking of a girl.” Pause for a few seconds, then ask students to turn
over the page and fill in Box #1.
3. Give instructions. When students finish filling in Box #1, explain that you are going
to give them more description, this time with specific details, rather than just general
information. Ask them to think back to the pictures in their minds of the girl they wrote
about in Box #1. Explain that when you continue with specific details, you want students
to pay careful attention to how the images in their minds change as you provide more
description.
4. Provide more description. Speaking slowly and pausing often so students can add to
their mental images, provide specific details for age, hair color, eye color, and dress.
Say, “She has short, red hair. She is 12 years old. She has brown eyes. She is wearing
bright blue sandals and a yellow dress with blue stars on it.” After you finish the
description, have students complete Box #2 on their student sheets.
5. Debrief activity. Have several students share their descriptions from Box #1.
Discuss with them the difference between your image and theirs. Ask, “Why were the
two descriptions so different?” [You didn’t give enough details for us to picture what you
were thinking, so we thought of our own details.] “After doing this exercise, why do you
think it might be important to give specific details when you write descriptions?” [So the
reader can really picture what you want them to see.]
6. Fill in chart. On the Less Detail/More Detail chart you made before class, write “A
girl” in the “Less detail” column. Emphasize again that, when describing, you want
someone else to picture what you are seeing. In the “More detail” column, have students
help you list specific details you used to describe the girl the second time.
Identifying Need for More Details
1. Introduce next exercise. Tell students that you have a piece of writing that needs a lot
of help. The person who wrote it was trying to describe an animal, but the descriptions
are so general that it’s difficult to imagine the animal very clearly.
2. Project transparency. Project Transparency 1-2, Description of a Rat. Read the
paragraph aloud. Ask, “Can you tell what color or how long the rat is?” Help students
conclude that the description is not specific enough, and that it needs more detail so
readers can picture this particular rat.
3. Introduce magnifying lens writing tool. Say, “I will show you a way to revise
descriptions so that they include more detail.” Draw a magnifying lens at the bottom of
the transparency and explain that a magnifying lens lets you see things in more detail.
Say, “When I draw a magnifying lens by a sentence, it will show that it needs more
detail.”
4. Use the magnifying lens writing tool. Begin reading over the Description of a Rat
transparency again.
a. Address topic sentence. Explain that the first sentence is simply introducing the topic
(use the typical language your class uses to describe this sentence, such as topic sentence
or introductory sentence), so it does not need additional description in it.
b. Second sentence. Model using the magnifying lens tool. Say, “It says ‘It is long,’ but
I can’t really tell how long it is. I am going to put a magnifying lens here to show that the
writer should go back and add more description. Maybe she could say ‘It is about 8
inches long.’ This would help me see the rat better.”
c. Continue reading description. After each sentence, ask if more description is needed;
if so, draw a magnifying lens next to the sentence and discuss what additional details
would be helpful.
5. Add to Less Detail/More Detail chart. Add one or two examples of a too general
description about the rat to the “Less detail” column. Have students offer specific details
that could be added to the general description and not these in the “More detail” column.
6. Post key concept. Read aloud the key concept you prepared before class and post it on
the concept wall To write detailed descriptions, scientists must observe very
carefully.
Describing Organisms on Posters
1. Introduce next activity. Tell students that they will now practice making oral
descriptions using as much detail as possible. Have students form groups of four and
distribute one ecosystem poster to each group.
2. Explain procedure. Explain that students will choose an organism on their posters and
describe it clearly to the group so that the other students can identify it. They should use
clear, specific details to help the group figure out which organism they are describing.
3. Offer example. Hold up a poster so students can see it. Choose an organism that’s
easy for them to see. Use specific details as you describe the organism aloud. Ask
students to raise their hands when they think they know which organism you’re
describing. Choose a student to tell which organism you were describing and which
details helped her figure this out. Point out that you did not use details about where the
organism is located on the poster, but you used details that helped identify the particular
organism and distinguish it from others.
4. Begin activity. Tell students that they have two minutes to silently choose an
organism and two specific details to share.
5. Explain sharing process. Explain that students will take turns sharing their details.
They need to state both details before others in the group can guess. If group members
can’t guess the organism, the student can reveal it. Then, the group should work together
to think of one more descriptive detail that would have been helpful in identifying the
organism.
6. Groups share. Have groups choose one student to go first, then continue around until
each member has a turn.
7. Debrief activity. When groups are finished, ask about their experiences. Have several
students share which descriptions or details were especially helpful for identifying
organisms on their posters.
Introducing Group Observation Journal
1. Explain purpose of journals. Distribute Group Observation Journals, one to each
group. Explain that scientists who study organisms keep records of what they notice. In
fact, before they set up an investigation, scientists often spend time observing what
interest them. Explain that the groups will be using the journals to record their
observations every day.
2. Add to Scientists Concept Map. Write “observe” below and to the left of Scientists on
the Scientists Concept Map. Connect the two words with a line and draw a box around
observe. Have a student read the sentence that the two words create: Scientists observe.
3. Explain expectations. Tell students that scientists need to work with other scientists.
The group observation activity will help them to practice doing this.
a. Explain first step. Students will observe their model ponds, quietly sharing their
observations within their groups.
b. Explain next steps. Group members will work together to choose one short
observation to record in their Group Observation Journal. Since there is only one journal,
each session a different student in the group will be the recorder. Have students quickly
choose an order for their turn as recorder, then write their names on the cover in that
order so they can keep track of turns.
4. Introduce Observation Guidelines. Display Observation Guidelines. Cover the
Sketching section with a sheet of paper for now, and go over the Behavior and Recording
sections. Say, “Some days we will use these guidelines differently. For example, the
recommendation that you work quietly will always apply, but sometimes, like today, it
will mean quietly whispering with the classmates in your group. On other days, it might
mean that you should work silently, so you can focus very carefully on what you want to
observe on your own.”
5. Begin observing. Tell students to begin observing and sharing their thoughts. As they
do, circulate and notice what they are saying.
6. Record observations. After a few minutes, tell students that it’s time to record.
Explain that the group should agree on which observation will be recorded. The recorder
with the first turn will be the one who writes today. Point out the drawing box for each
entry. Tell students that they may add a sketch. Have other group members continue to
quietly discuss their observations while the recorder is working.
7. Store journals near ponds. Find a place that is accessible and near to each group’s
model pond for storing the journals.
8. Conclude session. Tell students that, in the next few sessions, they will add animals to
their model ponds; later, they will write descriptions of some of these animals.
Diversity Strand
English Language Learners
Promoting Students’ Native Languages. Acknowledging ELLs’ native languages can
have positive affective and cognitive impact. Having students use their native languages
affirms their identities and cultures and helps them gain access to unfamiliar content in
English. During the poster activity and as students observe their model ponds, encourage
them to share their ideas in their native languages. If a student shares with the whole
class in her native language, have the student who responds, or another student, translate
the response into English to share with the class, if possible.
Session 1.9
Summary:
This session has students investigate nonliving parts in an ecosystem by learning about
and measuring two environmental factors of utmost importance to aquatic ecosystems—
water clarity and water temperature. Students explore the connection between
temperature and organisms using two data graphs showing temperatures in which
different types of fish can survive. As usual, the session ends with groups observing
model ponds, this time with a focus on the nonliving parts.
Students learn:
• The environment, which includes all the nonliving parts in an ecosystem, affects
the organisms in the ecosystem.
• Scientists measure nonliving parts, such as the clarity and temperature of water, in
aquatic ecosystems.
• The environments of different ecosystems are different.
• Scientists choose the data representation that will best help them answer their
questions.
Materials:
• 8 thermometers
• 8 metal washers
• 8 pencils
• string
• masking tape
• scissors
• 8 rulers with millimeter increments
• 24 large paper cups
• 3 overhead transparencies
• overhead projector
• markers
• water
• 16 ice cubes
• 1 small carton of chocolate milk
• 1 teaspoon
• Copymaster booklet
• Student model ponds
• Group Observation Journals
• Investigation Notebooks
Introducing Measuring Nonliving Parts
1. Introduce environment. Point to nonliving parts on the Ecosystems Concept Map.
Write “environment” to the left of nonliving parts, draw a box around it, and place an
equal sign (=) between the two words. Explain that environment means all the nonliving
parts of an ecosystem.
2. Discuss importance of learning about environment. Ask, “Why might it be important
for a scientist to learn about the environment in an ecosystem?” [Because it affects the
organisms there.] Call on a few students to share their ideas. This session will focus on
one extremely important part of the environment in all aquatic ecosystems—water!
3. Discuss how water in ecosystems may differ. Explain that scientists try to find out as
much as they can about the water in different aquatic ecosystems. Say, “Imagine
different types of aquatic ecosystems—lakes, muddy rivers, ponds, small streams,
oceans—in different parts of the world.” Ask, “What are some ways that the water in
these ecosystems could be different?” Have students discuss their ideas with a partner,
then call on a few volunteers to share. [Temperature. Clear or cloudy. Salty or fresh.
Speed it’s moving. Pollution level.]
4. Introduce water clarity. On the Ecosystems Concept Map, write “clarity” below and
to the left of (aquatic) and connect the two words with a line. Point out that water
clarity—how easy it is to see through the water—is one important way scientists measure
water in aquatic ecosystems. Water clarity affects which types of organisms live in an
aquatic ecosystem. Ask, “What do you think makes water in some aquatic ecosystems
clear, but in other aquatic ecosystems cloudy or difficult to see through?” [The amount of
dirt or algae in the water.]
5. Introduce water temperature. Write “temperature” below and to the right of (aquatic)
and connect the two words with a line. Tell students that scientists often measure water
temperature in aquatic ecosystems. Water temperature affects how organisms behave and
which organisms can survive. Ask, “Why might water be warmer in some ecosystems
than in others?” [Location of the ecosystem on Earth. Water source. Amount of sunlight
the ecosystem receives.]
6. Add to Scientists Concept Map. Focus attention on the Scientists Concept Map. To
the left of observe write “nonliving parts of an ecosystem” and connect it to Scientists
with an arrow. Along the arrow write “measure”. Have a student read aloud the
sentence: Scientists measure nonliving parts of an ecosystem.
7. Add data. Tell students that when scientists are trying to find out about something,
they gather information in investigations. The information gathered by measuring is
called data. Have students suggest where to place the word data on the Scientists
Concept Map and what to connect it to. Guide students to have you write “data” near
measure. Draw a box around data and connect the two words with a line. Add “to
collect” along the connecting line, creating another sentence for a student to read aloud:
Scientists measure to collect data.
Measuring Temperature and Clarity
1. Introduce activity. Explain that today students will measure the clarity and
temperature of water samples that represent water from different aquatic ecosystems: a
large, slow river; a mountain lake; and a midsized pond. Point out the two stations and
tell students that half the students will start with the clarity station, and the other half with
the temperature station. at each station, students will work with a partner. Tell students
that you’ll signal when to switch and go to the other station to complete their
measurements.
2. Introduce procedure for measuring clarity. Explain that one way to measure clarity is
with a tool called a Secchi disk. Display Transparency 1-9, Measuring Clarity. Have
students follow along on matching page 14 in their Investigation Notebooks as you
describe and model the procedure.
Step 1) Place the pencil across the top of the paper cup. Let the string hang into
the water so the Secchi disk rests on the bottom of the cup.
Step 2) Rotate the pencil slowly so the string winds around the pencil and raises
the Secchi disk. Stop when you can just barely see the Secchi disk
through the water.
Step 3) Pinch the string at the water line when you can just barely see the disk.
Pull the Secchi disk out of the water and measure the distance on the
string in millimeters from where you are pinching it to where it connects
to the disk.
Step 4) Record your data in the correct box on the table below. Emphasize that
this measuring activity will be done with a partner for three different
cups of water. Students should be careful to record their data in the
correct boxes.
Step 5) Repeat all steps to measure clarity for all three aquatic ecosystems.
3. Introduce procedure for measuring temperature. Display Transparency 1-10,
Measuring Temperature. Have students follow along on matching page 15 in their
Investigation Notebooks as you describe and model the procedure. Demonstrate how to
read the Celsius scale on the thermometer. Students will share a thermometer with a
partner.
4. Assign students to stations. Assign half the students to the clarity station and the other
half to the temperature station. As soon as students pair with a partner, they may begin
work.
5. First phase. As students work, circulate to answer questions and encourage everyone
to participate. After about seven minutes, regain attention and have students neaten
materials, returning stations to the way they looked when they began.
6. Second phase. Have pairs move to the other station by trading places with another
pair of students. Remind students not to move the materials, but move themselves to the
other station. As students work, circulate, assisting as needed.
Using Data About Fish and Temperature
1. Discuss temperature and organisms. Ask, “How might measuring water temperature
help a scientist understand an aquatic ecosystem?” [To keep track of ecosystem changes.
To notice which organisms behave differently at different temperatures.] Call on several
students to share ideas. If no one mentions it, explain that different organisms can
survive in different temperatures.
2. Introduce graph. Tell students that scientists have gathered data about many different
types of fish. They’ve discovered which temperatures would be too hot and too cold for
each type of fish. Project Transparency 1-11, Temperature and Types of Fish. Explain
that this graph shows one way a scientist could organize some of the data.
a. Horizontal axis. Types of fish that live in lakes and streams in the United
States are listed across the bottom of the graph. Add that this part of the graph
is called the x-axis.
b. Vertical axis. Point out the temperatures along the left side of the graph. Tell
students that this part of the graph is called the y-axis. Relate 0˚C to the
temperature when water freezes to ice and 40˚C to the temperature of a hot
bath.
c. Bars. Tell students that the bar for each type of fish shows all the
temperatures at which that type of fish can survive. Point to the bar for
mosquitofish—they can survive in water temperature between 0˚C and 30˚C.
If the water gets colder than 0˚C or hotter than 30˚C, mosquitofish won’t
survive.
3. Ask questions about the graph. Ask the following questions as students look at the
graph and then discuss with a partner or in a small group. Call on a volunteer to answer
each question: “What is the warmest water in which a brook trout can survive?” [25˚C.]
“What is the coldest water in which a largemouth bass can survive?” [10˚C.] “Which of
these types of fish can survive in the warmest water?” [Brown bullhead.]
4. Introduce activity. Tell students that groups will measure the temperature in their
model ponds, then use the graph to predict which types of fish could live in water that
temperature.
5. Give an example. Say, “For example, imagine that my group’s pond had a
temperature of 31˚ Celsius.” Show how to locate that temperature on the y-axis of the
transparency, then trace your finger horizontally across the graph to see which types of
fish can survive at that temperature. Have students help you decide “yes” or “no” for
each type of fish as your finger moves across.
6. Introduce notebook page. Have students turn to page 16, Temperature and Types of
Fish, in their Investigation Notebooks. Point out that the graph on the top of the page is
the same as the graph you projected. Also point out the space to record the temperature
of their model ponds and the table for recording which types of fish could live at that
temperature.
7. Students measure. Pass each group a thermometer and designate one group ember to
measure the temperature of their model pond. Have students measure and record the
temperature on their notebook page, then use the graph to determine which types of fish
could survive at that temperature. Circulate and assist as needed.
8. Relate to clarity and other factors. Ask, “Besides temperature, what other differences
in the environment could affect what lives in an ecosystem?” [Clarity. Amount of
sunlight. How fast water is moving, if at all. Salt water or freshwater. Amount of
pollution.]
Observing Model Ponds
1. Focus on nonliving parts. Suggest that students think about the nonliving parts of
their model pond ecosystems as they observe. Have them notice water clarity and the
substrate. Ask them to observe any interactions between organisms and nonliving parts
of the ecosystem.
2. Groups observe, discuss, and record. Write “clarity,” “substrate,” “organism,” and
“interact” on the board for students to refer to during their observation discussions. Give
them about five minutes to observe and discuss. Remind today’s recorders to write down
one observation that their group makes in their Group Observation Journals.
Diversity Strand
English Language Learners
Adjust Teacher Talk. Adjusting your speech according to ELLs’ proficiency levels will
help them better understand oral instructions and class discussions. This session includes
extended discussions. To help ELLs engage fully, provide at least six to eight seconds of
wait time after asking a question. ELLs may need this extra time to process the language
of the question and to formulate their own responses. Other helpful ideas to keep in mind
include having students summarize central ideas during the discussion, in both English
and in students’ native languages, if possible; pointing out visual references during the
discussions; and limiting the use of idiomatic expressions, or, if used, explaining their
meaning.
Reflection
This unit came from a completely scripted science program supplied by Auke Bay
Elementary. While the curriculum is not mandated, it is strongly suggested that you use
the science kits the school owns. This was a brand new program that our class was lucky
enough to “test drive” for the school. This unit was a complete success for my class with
significant learning gains for most students (this is clearly detailed in my teacher work
sample.) While following the scripted program was not always the best course of action
with my particular students, I was able to quickly spot potential problems and adapt the
lesson where appropriate. Students enjoyed the integrated nature of the program as we
included science content into nearly every subject. The frequent use of hands on
activities was also a very positive aspect within my class because of the high number of
active students we have.