Living Systems
Third Grade
By: Ashley Legg, Samantha Parker, & Ana Moran
Teaching Time Frame: 7 days
Living Systems:
This strand begins in second grade and builds from basic to more complex understandings of a system, both at the ecosystem level
and at the level of the cell. The concept of kingdoms of living organisms and a general classifying of them are also presented. The
other major topics developed in the strand include the types of relationships among organisms in a food chain, different types of
environments and the organisms they support, and the relationship between organisms and their nonliving environment. This strand
includes science standards 2.5, 3.5, 3.6, 4.5, 5.5, and 6.7.
Standard 3.5 Strand: Living Systems
3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts
include
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
Overview
This standard focuses on student understanding of the food chain in water and land environments. It focuses on the types of
relationships among living organisms and their dependence on each other for survival. The strand focuses on the life processes of
plants and animals and the specific needs of each. The major topics developed in the strand include the basic needs and life
processes of organisms, their physical characteristics, orderly changes in life cycles, behavioral and physical adaptations, and
survival and perpetuation of species. This strand includes science standards K.7, 1.4, 1.5, 2.4, 3.4, 4.4, and 6.7. It is int ended that
students will actively develop and utilize scientific investigation, reasoning, and logic skills (3.1) in the context of the key concepts
presented in this standard.
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· A food chain shows a food relationship among plants and animals in a specific area or environment.
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· Terrestrial organisms are found on land habitats such as deserts, grasslands, and forests. Aquatic organisms are found
in water habitats such as ponds, marshes, swamps, rivers, and oceans.
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· A green plant makes its own food using sunlight, air, and water. Green plants are producers.
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· A consumer is an animal that eats living organisms (plant or animal).
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· Certain organisms break down decayed plants and animals into smaller pieces that can be used again by other living
organisms. These organisms are decomposers.
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· A food chain, which shows part of a food web, can have an animal that eats only plants (herbivore). It can have an
animal that eats only other animals (carnivore). It can also have an animal that eats both plants and animals (omnivore).
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· An animal can hunt other animals to get its food (predator).
Our unit plan includes all section of the SOL to teach in seven days. Our decision in
how to teach the information was formed on teaching the easier concepts to
students first and then building upon these concepts and connecting them to new
concepts throughout the lesson. First, predator and prey is taught. Then,
herbivore, carnivore, and omnivore is taught. This is then followed with teaching
the food chain and what a terrestrial habitat is. Following is teaching about aquatic
habitats. Finally, producer, consumer, and decomposer along with what a food web
is.
Unit Lesson Plan
You Are What You Eat!
Ashley, Ana, Sam
Purpose:
Today is the introduction lesson of our unit; it is about herbivores, carnivores and omnivores. This is a
great way to begin vocabulary study for the unit. This will be important in the understanding of the
science standards for living systems and its components.
Science 3.5
The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key Concept s include
a.
producer, consumer, decomposer
b.
herbivore, carnivore, omnivore; and
c.
predator and prey
Technology 3-5.8
Practice reasoning skills when gathering and evaluating data.
a.
Determine when technology tools are appropriate to solve a problem and make a decision.
· Identify technology resources and tools that can help with decision making.
b. Demonstrate organization and persistence when completing personal and group assignments, activities, and projects.
c. Use various productivity tools that help with planning, time management, project goal setting, etc.
Objectives:
● The students will record a complete a K-W to the K-W-L chart to access their prior knowledge.
● Students will discover the wonders of terrestrial life on the Smart Board. Student will classify what
they have knowledge of, what they wonder and what they wish to learn about herbivore, carnivore
and omnivore. Students will need to participate in discussions and activities 90% of the time.
Procedure: Includes three components
Modifications:
Strugglers: Will be given their own copy of anchor charts and sorts for their desks. Cutouts will be
available for sorting activity.
Advanced: Students will assist others with their sort until they have each completed the activity.
Accommodations:
Printouts will be available for students as well as cutouts for sorts available for the students at their desks.
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Introduction part 1:
Ask students to name the animals present in their surroundings. (v)
o Make a list of these animals on board. Conduct a questioning & answering session.
Are these all animals alike?
(Students’ response: Explain in what ways they are similar.)
How they are different?
(Students’ response may be including the size, color and living habitat of animals)
Do they eat the same kind of food?
(Students’ response: Students will explain what foods are better for each animal group.)
Are the animals also different with reference to their feeding habits?
(Students’ response: Yes, how?)
Animals can be classified into three groups, according to the kinds of food they eat
Introduction
● Read Aloud: “What Does an Animal Eat?” By: Lawrence F. Lowery
● This book gives clues to what animals eat by explaining how their teeth and beaks are
used for how they eat and also the food chain’s role in helping to make sure there’s
enough food for all animals.
Unit Lesson Plan
You Are What You Eat!
Ashley, Ana, Sam
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Use the book as a way for students to identify some identifying features about animals
and how to classify what they eat.
i.
What kind of teeth to animals need to eat only meat?
ii.
How are animal’s teeth often clues to their diet?
iii.
What roles do the food chain help in making food for all?
iv.
What are some animals that only eat plants? What are they called?
v.
What do you call animals that only eat only meat, both plants and meat?
● Students should be able to observe different eating habits based on the story, because
Herbivore, Carnivore and Omnivore are the keywords for the lesson, make sure the
students complete a summary of the story to create a concrete background.
● Students need to listen to key terms to be able to identify the differences and
similarities.
Development
● Students will be instructed to conduct an anchor chart, identifying what they have
learned so far about herbivore, carnivore, omnivore and the key facts about each
category. Students will be asked to identify each of the key terms and to identify what
animal may be for what category. This activity will be conducted on the Smart Board,
students will be instructed to classify the animals (included) and have a classroom
discussion about their results.
Summary
●
Video should be presented to children as a way to review what we learned today;
students should look and listen to key terms such as Herbivore, Carnivore, Omnivore.
Unit Lesson Plan
You Are What You Eat!
Ashley, Ana, Sam
● https://www.youtube.com/watch?v=oCFU3tLdjRY&t=21s
● Conclude that there is a variety of food items available to animals. Different animals
have different eating habits.
● Some animals eat only plant materials (roots, stems, leaves, seeds, fruits etc.), are
called herbivores. Sheep, horse, goat, cow and rabbit are common examples of
herbivores.
● Some animals eat only animal materials (meat, fish etc.). They are called carnivores.
Lion, tiger, eagle, dog, cat, whale and dolphin are common examples of carnivores.
● Some animals eat both plant and animal material. They are called omnivores crow,
bear, chimpanzee and man are common examples of omnivores
● Students will take notes to capture these ideas and put in their interactive notebook for
science, this is great for review as well as assessments later. (v)
Materials:
Smartboard, KWL chart on smartboard, YouTube video, what does an Animal Eat? book, CarnivoreOmnivore-Herbivore smartboard sort
Resources:
https://www.nps.gov/npsa/learn/education/classrooms/carnivore-herbivore-omnivore.htm
https://aminghori.blogspot.com/2016/04/lesson-plan-of-classification-of.html
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Evaluation Part A:
The students will be asked to complete a worksheet that will consist of keywords and
animals that will be sorted into its corresponding (Carnivore, Omnivore and Herbivore)
spots on the worksheet.
This is a great quick assessment to evaluate understanding of the lesson, also something that can be added
to interactive notebook. Look for students to sort correctly 10/12 must be correct for total understanding
of this lesson.
Evaluation Part B:
● Did the students participate in the KWL chart?
Unit Lesson Plan
You Are What You Eat!
Ashley, Ana, Sam
● Did the students comprehend herbivore, carnivore, and omnivore as well as the differences
between the three?
● How do you know?
● Did your lesson accommodate/address the needs of all your learners?
● What were the strengths of the lesson?
● What were the weaknesses?
● How would you change the lesson if you could teach it again?
Lesson #2- What do we eat?
Purpose:
● Students will learn how a food chain works and how producers, consumers and
decomposers play a part in that food chain
● Students will learn what some living examples of producers, consumers and
decomposers are.
● Students will be able to work in a group to write a musical piece that incorporates
learned information.
● Students will compose a written piece of nonfiction work
● Students will present their written musical piece that they completed in their small
groups to the rest of their classroom
Science 3.5
The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key
Concepts include
a. producer, consumer, decomposer
b. herbivore, carnivore, omnivore; and
c. predator and prey
Musical Standards of Learning 3.10
The student will describe the relationships between music and other fields of knowledge
Oral Language 3.1
The student will use effective communication skills in group activities.
a. Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is
said
b. Ask and respond to questions from teachers and other group members
c. explain what has been learned
d. use language appropriate for context
e. Increase listening and speaking vocabularies
Writing 3.9
The student will write for a variety of purpose
a. Identify the intended audience
b. Use a variety of prewriting strategies
c. Write a clear topic sentence focusing on the main idea
d. write paragraph on the same topic
e. Use strategies for organization of information and elaboration according to the type of writing
f. include details that elaborate the main idea
g. revise writing for clarity of content using specific vocabulary and information
Objectives:
The students will be able to know what part consumers, producers and decomposers play on the food
chain by completing a group activity that will require full participation from each member of the group
Procedure:
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Modifications:
-Visually Impaired: allow for those students to use a recording device to record their write up
for their song
- Learning Disabilities: set up groups with varied academic levels
-Kinesthetic:
Introduction
● Have an open class discussion about what they learned the previous day ( the lesson of carnivores,
omnivores and herbivores)
--Some possible questions -“Do you guys remember what we talked about yesterday?”
“How are those animals related to each other?” “What is an example of each?”
● Introduce the new vocabulary we will be discussing today- Producers, Consumers and
Decomposers- “Does anyone know what those words mean if you don't it’s okay, we are all as a
class going to learn about them together?”
Development
● Begin the lesson by getting the computer set up on the Smartboard lesson that goes overProducers, Consumers and Decomposers. While you are doing this tell the students “can you guys
turn to your deskmates and discuss what you think are producers, consumers and decomposers
using our inside voices.”
● Get the class back together after they had some time to discuss with their deskmate and the
presentation is on the Smartboard. Ask some questions
○ “What are some things you guys talked about?”
○ “ Did you agree or disagree with each other?”
○ “ What did one of you know but not the other”
Created by Ashley, Sam, and Ana
Unit Lesson Plan Day 3: Guess what I am?
Purpose:
● The purpose of this lesson is to introduce what terrestrial organisms are and review the words
herbivore, carnivore, omnivore, predator, and prey and their meaning. Today, the students
will be participating in an outdoor interactive activity in which the students will use the
vocabulary discussed in class from the past two days in order to identify whether other students
are predators or prey. It is important to learn this today because it builds onto more information
about our environment and the world around us.
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Science 3.5: The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts
include:
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
Terrestrial organisms are found on land habitats such as deserts, grasslands, and forests.
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Mathematical 3.4: The student will estimate solutions to and solve single-step and multistep problems involving the sum or difference of
two whole numbers, each 9,999 or less, with or without regrouping.
Using Base-10 materials to model and stimulate discussion about a variety of problem situations helps students understand regrouping and enables
them to move from the concrete to the abstract. Regrouping is used in addition and subtraction algorithms.
Objectives:
● The students will be able to provide an example of a terrestrial organism and determine if the
animal is a prey, predator, or both with one hundred percent accuracy.
● The students will be able to conclude mathematically the relationship between prey and predator
based on the video shown with one hundred percent accuracy.
Procedure:
Accommodations: Kinesthetic, auditory, visual, and spatial
Introduction
● Show the students a youtube video on terrestrial animals
● Announce to the class that today we will be discussing what a terrestrial organism is and examples
of terrestrial organisms. And then we will review predator, prey, herbivore, carnivore, and
omnivore.
● Start a class discussion by asking the whole class what they remember/learned from the past two
days prey, predator, omnivore, carnivore, and herbivore are and write the answers given on the
whiteboard
Development
● The teacher will then continue the discussion with the class by asking what they know about
Terrestrial Organisms, What is an Organism?, and then explain what a terrestrial organism is: An
animal that is found on land habitats such as deserts, forests, and grasslands.
Created by Ashley, Sam, and Ana
● The teacher will then ask the students to name examples of terrestrial organisms and write them on
the board.
● The students will be writing down the definition of a terrestrial organism and illustrate an example in
their interactive notebook.
● To review predator, prey, omnivore, herbivore, and carnivore we will be playing a predator vs. prey
interactive game outside.
● Predator v. Prey Interactive Game
● The class will be advised that we will be playing the Predator versus Prey game outside, to push in
their chairs, line in number order, and we walk outside together
● Using the Terrestrial Animals below, the teacher will distribute a card face down to each individual
student and ask the students to stand in a large circle where they stand shoulder to shoulder.
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● Students are instructed to not look at their card with an animal until they are told to do so by the
teacher
● The teacher then will give the instructions: First: There are three hula hoops that are labeled Prey,
Predator, or both. Second: The card by your feet has an animal on it and it is your job to figure out if
the animal is a predator, prey, or both. Third: When I say go you will need to speak with three
different students and describe your animal by using the words we have talked about: herbivore,
carnivore, omnivore and describe your animal eats. Make sure you walk around and speak with
classmates you are not standing by. Finally: Once you have spoken with three classmates,decide if
your animal is a predator, prey, or both, and then stand by the labeled hula hoop. GO.
● The teacher will observe and listen to the students talking with their classmates, making sure they are
using the words and ideas that help identify their animal and redirect students if they are not.
● Once all the students are categorized to their hula hoops, the teacher will then ask for volunteers or
pick students of their own choosing to explain what makes their animal a predator, prey, or both. The
teacher should then ask, can anyone notice something all of these animals have in common? Correct
Answer: They are all terrestrial organisms. (After two answers given by students are not the answer
being looked for, then guide the students by advising they are something that we talked about in class
Created by Ashley, Sam, and Ana
right before we came out here.) Then collect all the animal cards, have the students line up, and walk
back to the classroom.
● This activity is outside and provides students that especially need movement during their day to be
able to do so: Students that have ADHD, Autism spectrum, etc. This also helps students that do not
get concepts as easily by speaking with classmates who will use the vocabulary they need to know to
help figure out where their animal belongs as well as the teacher will be circling around to help direct
conversations if students need help.
● For students that you will know will master the concepts-They not only have to explain using the
vocabulary and ideas to three different students but they will also have to discuss other students
animals and can help the students who have a harder time understanding the concept by explaining in
their own words.
Summary
● The lesson will be closed with a Youtube video that summarizes the ratio of predator and prey.
● The students are then given a pre made exit ticket as an evaluation that they will fill out and then
turn in
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Materials needed for the lesson
● Youtube video about terrestrial animals: https://youtu.be/PZ5l51MvJxg
● Three Hula Hoops
● Assortment of laminated cards that have terrestrial animals (as seen in the Procedure)
● Pre-made exit ticket
● Math Lesson/evaluation: http://indianapublicmedia.org/amomentofscience/the-math-of-predatorand-prey/
Evaluation Part A: Students are given an exit ticket:
● That will evaluate if they understand the concept of the 3 to 4 ratio of predator versus prey by creating
their own predator versus prey equation and provide their own conclusion of their equation.
Evaluation Part B:
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● Did the students meet the exit ticket with 100% accuracy?
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● Did any students circle that they do not understand the concepts?
● Did your lesson accommodate/address the needs of all your learners?
● What were the strengths of the lesson?
● What were the weaknesses?
Created by Ashley, Sam, and Ana
How would you change the lesson if you could teach it again?
Ashley, Ana, Sam
#4 lesson plan
Being Fishy!
Purpose:
This is day four of our unit lesson, today we will be discussing aquatic habitats, and predator vs prey.
Students will observe the similarities and differences of aquatic predators and prey. This is important
when looking at the overall value of the information the children have received this week. This is a fun
interactive environment where students can interact in their own ecosystem.
Science 3.5
the student will investigate and understand relationships among organisms in aquatic and terrestrial food chains: Key concepts will include:
a.
producer, consumer, decomposer
b.
herbivore, carnivore, omnivore; and
c.
predator vs prey
Objectives:
● Given picture cards, students will play the Predator-Prey game where the field will act as the body
of water and the children will be either a fish prey or predator, understanding the aquatic
ecosystem with 85% participation.
Procedure: Includes three components
Modifications:
Strugglers: Provide handheld cards with instructions of game for them to hold.
Advance: The advanced students will will added prey to the game, the longer the students play the more
prey can be added.
Accommodations: Wear bells on each child to be able to locate the fish. Students with physical
disabilities will guard hula hoops “shelter areas”. This activity can also take place on a blacktop, practice
personal space and different types of movement.
Introduction
1. Well today guys, we are going to tackle types of water, and you will become fish in a game of of
sorts. (k, a)
2. Discuss the two major types of water
a. Say: What are the two types of water? Can anyone give me an example of fresh water
environment? What about a saltwater environment?
3. Tell students we are going to learn about some fish that live in the type of water right around us
and that there will be a game to simulate the predator-prey relationship
Development
Predator-Prey Game (5-10 minutes)
1. Introduce the game:
a. The field will represent a waterbody near or around the location. b. There are two types of
fish, one the predator and one the prey
2. Participants will represent the prey species and the facilitator will be the predator. For example in
freshwater, the largemouth bass can take on the role of the predator while the bluegill sunfish can
take on the role of the prey species.
3. Explain that the object of the game is for each player to cross the water to the other side, pick up
ONE food card (show cards) and make it back to your nest or home and back to the food area. The
catch is that the predator is out there, lurking, trying to “eat” or tag its prey.
4.
5.
6.
7.
8.
Ashley, Ana, Sam
There are 3-5 hula-hoops out in the water that represent shelter areas where the fish likes to hide;
i.e. for freshwater: aquatic plants, stumps, and fallen trees. You can stop there to escape the
predator on your journey to obtain food. You are not allowed to stay there for more than 5
seconds. The predator won’t “babysit” the safe areas.
There is no running, only “swimming” where everyone’s feet must stay on the ground at all times.
Have students practice “swimming.” The predator must also “swim” this way.
Remind players they must swim to the other side and grab ONE piece of food and make it back to
their nests. Players will repeat the process until the food is gone. If a player goes out of bounds (as
marked by cones), starts running, or is tagged, then that player is out and must sit on the side until
another round of play.
Ask if there are any questions.
If there is extra time, ask a parent, teacher or other student to play the role as the predator or
predators. (Tip: There can be more than one predator).
Summary
Wrap up lesson:
Ask students to raise hands to indicate who collected one piece of food, two pieces of food, and so on.
Ask students what might happen to the fish that didn’t obtain any food.
a. Say: Was it easier to stay alive when you were swimming in a school? Rather than by yourself?
b. Say (if more than one predator): Was this round harder or easier than the last round? Why? What about
in nature?
Review
● Ask the students to identify 1-3 species of fish specific to fishing area
● Have students describe characteristics about the fish that inhabit their area ecosystems
● Ask the students to describe the predator-prey interaction that occurs in the ecosystem
● Students will learn an example of each a predator and prey species that they can catch in a local
water body.
● Students will be introduced to aquatic predator-prey relationships by playing a tag game. Predator
and prey defensive traits will also be introduced (camouflage, schooling, external anatomy).
Materials:
Lesson guide: http://www.dec.ny.gov/docs/administration_pdf/ifnypredpreylp.pdf
Large playing area
• Fish models or pictures (one predator and one prey species)
• Food tokens (laminated colored paper, game chips, or plastic bugs to represent food) for 4-6 tokens per
child
• 4-5 Hula-hoops or other structures to symbolize shelters
• 4 cones or natural structures to symbolize boundaries
Resources:
“Common Prey Fish of New York.” New York State Department of Environmental Conservation. 2013.
January 8 2013 . Project Wild. “Quick Frozen Critters”. Contact Region 1 Environmental Educator Ron
Gelardi at 631-444-0347 for Project Wild lesson plan information.
Evaluation Part A:
Assessment will be discussion based, every child must speak in order to get credit for this assignment by
Ashley, Ana, Sam
passing the speaking ball. Every student must give their own opinion on this subject matter.
Discussion:
Q: Define predator, define prey
A: A predator is an animal that obtains food by the killing of another animal, while a prey is an animal
that is taken for food by another.
Q: What are some characteristics of prey species that help them escape from predators?
A: schooling, fast moving, spiny dorsal fin, camouflage, countershading
Q: What are some characteristics of predator species that help them catch prey?
A: schooling, fast moving, camouflage, countershading, teeth
Q: What is structure and how do fish use it to escape predators?
A: shelter that fish use to hide from predators: rocks, plants, docks, etc.
Q: What is an ecosystem?
A: A community of organisms that interact together in a specific environment
Q: Name a prey species that you might catch today (site specific)
Q: Name a predator species that you might catch today (site specific)
Evaluation Part B:
● Did the students meet your objectives?
● How do you know?
● Did your lesson accommodate/address the needs of all your learners?
● What were the strengths of the lesson?
● What were the weaknesses?
● How would you change the lesson if you could teach it again?
● How did the students do with the different activities throughout the lesson?
Lesson #5- Is it Aquatic or Terrestrial?
Purpose:
Today is day five of our unit lesson plan, aquatic and terrestrial environments what makes them similar or
what makes them different. Students will be able to use library books to identify main features and
compare with help of the teacher. This lesson is important to allow the student to understand the
relationships of organisms in both aquatic and terrestrial habitats.
Science 3.5
The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains.
Key Concepts include
a.
producer, consumer, decomposer
b.
herbivore, carnivore, omnivore; and
c.
predator and prey
Primary Science 3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources.
Key concepts include a) aquatic ecosystems; b) terrestrial ecosystems.
Related Science 3.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting
investigations in which k) data are communicated.
3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include d)
the human role in conserving limited resources.
Objectives:
● Each student will be able to research an ecosystem topic, given to them by the teacher,
creating a visual that they will present to the class, students must include 8/11 topics.
Procedure:
Modifications
Strugglers: Will be given the foldable outline to be filled in.
Advanced: Will be placed in a smaller group for activity.
Introduction
● “Alright friends, today we are going to take some notes in our notebooks based on this awesome
powerpoint. Today is going to be a review day of water and land environments. We are going to
create a foldable where you will design and color; habitats, animals, similarities and differences
among the environments.”
● Vocabulary ecosystem, inhabitants, terrestrial, aquatic
● Students will take notes on Powerpoint and dictate in science interactive notebooks.
● Students will be able to observe the differences between aquatic and terrestrial organisms and what is
required for each habitat.
● Review with the students the three categories that all organisms in an ecosystem are in (producer,
consumer, decomposer), the three types of consumers (herbivores, carnivores, and omnivores), and
the two roles of a consumer (predator or prey).
Development
1. Read a book about an ecosystem or about ecosystems in general. Discuss with the class what an
ecosystem is and what would happen if the system became unbalanced.
a. Inside Ecosystems and Biomes Author:Debra J. Housel
2. Divide the students into ten groups or less if necessary.
3. Assign each group an ecosystem The ecosystems are: pond, marshland, swamp, stream, river, ocean,
desert, grassland, rainforest, and forest.
4. The task of each group is to research the ecosystem, its inhabitants and problems the ecosystem is
facing because of people. Specific information that each team needs to gather about the particular
ecosystem they have been assigned includes:
a. Information about at least three plants found in the ecosystem (may include more).
b. Information about at least five animals found in the ecosystem (may include more).
c. The category (producer, consumer, decomposer) that each organism that they have identified is
included in.
d. The type (herbivore, carnivore, omnivore) of each consumer.
e. The role (predator or prey) of each consumer.
f. Three food chains in their ecosystem.
g. Identify any specific plant or animal adaptations (e.g., webbed feet, the ability of a cactus to
store and conserve water, etc.).
h. A map that shows the approximate location of an example of their ecosystem. (The map can be
as small an area as the schoolyard to a full world map.)
i. Any problems or issues with their type of ecosystem discovered during their research.
j. If problems or issues were found, information about how they are being addressed or
information about how they are not being addressed.
k. Research will be completed on research sheet.
5. Have the student groups make a presentation with a visual.
6. The visual can include a poster, a presentation using software, a billboard, or a musical piece to
advertise the ecosystem, the animals that live there and what people should do or stop doing to help the
survival of the ecosystem.
7. Have the student groups present their projects to the class. (Be sure to review the expectations for the
presentations and the expectations for the student audience before the presentations are given.)
8. At the completion of the presentations, display the projects where students can use the resources for
comparing and contrasting terrestrial and aquatic ecosystems. 8. Have each student choose an aquatic and
a terrestrial ecosystem from the class display that they would like to compare.
9. Using a Venn diagram, have each student compare the two ecosystems they selected. The Venn
diagram should include pictures and words to show an understanding of how the ecosystems are alike and
different.
Summary
Class Discussion:
The word ecosystem is a combination of the words ecology and system. An ecosystem is a community of
living organisms (plants, animals and microbes), nonliving components, and a primary source of energy
interacting over time within a defined locale, all interacting as a system. Ecosystems have no particular
size. An ecosystem can be as large as a desert or a lake or as small as a tree or a puddle. All the parts in an
ecosystem work together to make a balanced system. If they don’t, the living organisms in the ecosystem
will die. The living organisms in an ecosystem are divided into three categories. Each is a producer, a
consumer, or a decomposer. All the consumers are a herbivore, a carnivore, or an omnivore. All the
consumers are also either a predator or are prey. Terrestrial ecosystems include deserts, grasslands,
rainforests, and forests. Aquatic ecosystems include ponds, marshes, swamps, streams, rivers, and
oceans. Animals and plants have adaptations to help them survive in each distinct ecosystem. Their needs,
food, air, water, shelter, and space, are limited and they must compete in order to survive.
Materials
● 8.5″ x 11″ white paper (one piece per student)
● colored pencils
● pencil
● Powerpoint
● https://www.pinterest.com/pin/550283648205153777/
● http://www.differencebetween.com/difference-between-aquatic-and-vs-terrestrial-animals/
● Research sheets
● Computer access
● Books about ecosystems
● http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade3/living_s
ys/sess_3-6ab.pdf
● Inside Ecosystems and Biomes
○ Author:Debra J. Housel
Strategies for Differentiation
● Create tiered expectations on rubrics depending on an individual student’s needs. (e.g., Have some
students research three animals and some research six animals.)
● Have students work in pairs to create the Venn Diagram activity.
● Provide various sounds associated with the different environments.
● Provide three‐ dimensional models of different environments.
● Take virtual field trips to terrestrial and/or aquatic environments.
● Use graphic organizers such as T‐ charts, and foldables for individual aquatic and terrestrial
ecosystems.
Evaluation Part A:
Assessment Questions
● What happens to an ecosystem if one species of producer dies? If one species of producer dies?
● Which ecosystem do you think is the most important? Justify your answer.
●
Journal/writing prompts
○ Have the students write a descriptive paragraph about each environment, including its
animals, plants, and any animal adaptations (e.g., webbed feet).
● Pretend you are an animal in an ecosystem. Write about a day in your life.
● Other: Have the students place animals and plants in the correct ecosystem when given pictures or
labels identifying parts of ecosystems.
Evaluation Part B:
● Did the students meet your objectives?
● How do you know?
● Did your lesson accommodate/address the needs of all your learners?
● What were the strengths of the lesson?
● What were the weaknesses?
● How would you change the lesson if you could teach it again?
Research Gathering Sheet Ecosystem
Team Member Names:
Date:
Please gather the following information for your ecosystem presentation.
1. Information about a least three plants found in your ecosystem:
2. Information about at least five animals found in your ecosystem:
3. The category (producer, consumer, decomposer) for each organism that you have identified:
4. The type (herbivore, carnivore, omnivore) of each consumer that you have identified:
5. The role (predator or prey) of each consumer:
6. Three food chains in your ecosystem:
7. Identify any specific plant or animal adaptations which help them live in the ecosystem:
Lesson # 6 - The Decomposers and Review
Purpose:
● Students will learn about the role that decomposers play in a food chain.
● Students will learn some living examples of decomposers that exist
Science 3.5
The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key
Concepts include
a. producer, consumer, decomposer
b. herbivore, carnivore, omnivore; and
c. predator and prey
Objectives:
● The students will be able to identify and name decomposers and their importance on
the food chain with an 8/10 accuracy
Procedure:
Accommodations:
● Learning Disability: pair with another student or work with them in a small group to complete
assessment. Have students become helper during Jeopardy game
● Hearing Impair: Make assessment that is in braille
● Kinesthetic:
Introduction
● Review past information (producer, consumer, decomposer, herbivore, etc) in a whole
class activity. Use Jeopardy game to review the material that has been learned so far
during the week.
● Set the students into 4 teams (choose teams that work well together) and review simple
rules ( for example take turns, work as a team, final jeopardy). Maybe do some
modeling for the first questions in order for the students to be sure of the rules
I. “we are going to play a Jeopardy game”
II. “do you guys know how to play?”
III. “ well I am going to model how to play the game if some of you do not
know”
IV. “ In each of your teams you will each have a turn to answer a question
depending on who raises their hand first”
V. “ remember the person at the front of the line is the only one that will answer
the question unless noone can answer the question in which each team will be
allowed to consult their team”
● Have the students play the game while you monitor. After the game tell students that
“they will be learning a past concept with more details today: Decomposers”
Development
Revised: September 2014
● Open the website to the decomposer page and use it to narrate the information to the
students. Use separate links and let the students view the pictures on the website to get
visual examples of what they are currently learning
● Let the students ask questions while going over the website and ask them some questions
during the taught lesson.
a. “ Do you guys know what are some decomposers before reading more about
them?”
b. “ What are some decomposers that we already have talked about in our other
class?”
c. “Can someone tell me why they think they are important in the food chain?”
Summary
● Once the lesson has been completed ask the students some closing questions and let
them share anything they they are having trouble with.
I. “Can someone tell me what a decomposer is?”
II. “Can you name other decomposers that were not in our reading?”
III. “ Did anyone have any questions about anything we talked about?”
IV. “Did everyone understand all the words that were discussed?”
● After everyone has asked their question. Let the students know that they will be
completing a short assessment on decomposers “to test their knowledge”.
● Advanced: Have this students write down some other questions and responses that
they might have to allow them to explore their own knowledge.
● Strugglers: Work in a small group to help the students that might need help with text
and reading in general.
Materials
● Website- http://citadel.sjfc.edu--- use the page on decomposers to teach the lesson.
● Technology (Smartboard game)- Food Chains Food Webs Predator Prey- Jeopardy review game
Revised: September 2014
age
Evaluation Part A:
● The students will be able to complete an assessment on decomposers (like shown below) that will
test what they have learned about what and who are decomposer and how they are important in a
food chain.
● This test will allow the teacher to see if the students understood the information that was covered
in the lesson.
Revised: September 2014
Evaluation Part B:
●
●
●
●
●
●
●
Did the students understand the lesson?
How do you know?
Did your lesson accommodate/address the needs of all your learners?
What do you think to you could do to reach all the need of your students?
What were the strengths of the lesson?
What were the weaknesses of the lesson?
How would you change the lesson if you could teach it again?
Revised: September 2014
Revised: September 2014
Revised: September 2014
Revised: September 2014
Ashley, Sam, & Ana
Lesson #7-Living Systems
Purpose:
● The purpose of this lesson is to review all concepts learned within the last six days.
The students will be given a study guide that we will review quickly and then we will
proceed to play a review ‘millionaire’ game. Reviewing previous learned content is
important because the teacher can assess what content the children understand or may
need extra time going over. Review days are also important because it starts to set
students up with the expectation of having an assessment of everything they learned.
● SOL 3.5 Science Living Systems: The student will investigate and understand
relationships among organisms in aquatic and terrestrial food chains. Key
concepts include
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
Objectives:
● The students will be able to understand the content taught over the past six days by
answering trivia questions as a group with one hundred percent accuracy.
Procedure:
Introduction
● Today you will be given a study guide of everything we have learned over the past
week and we will quickly go over it and then play a review game.
● The study guide is passed out to all the students
● The teacher will go over the study guide quickly with the students by:
-Choral reading with the class
-Play classic game show music to get the students prepared for answering questions and in a
game playing spirit
-Asking students questions such as:
Who can tell me what is a prey and predator? What is an omnivore? Herbivore? Carnivore?
Describe what a producer does? decomposer? consumer?
Development
Modalities:Auditory and Visual
● The students will be asked to put away their study guides
● The students will participate in a review game
● The students will then be given a number 1-4 and be put into groups
● Each group will then be entered into the trivia ‘Millionaire’ game
Ashley, Sam, & Ana
● The students are told that a different student has to answer the question each time it is
their group’s turn
● For the students that struggle, they are put into a group and can talk with their
group about the answer before giving it to the teacher
● For the students who master the skill easily, the questions in the game
increase in difficulty which will challenge them
Summary
● The winning group will be given candy
● The students are then given an exit ticket
Materials
Study Guide and Millionaire Game can be found at: http://mrsescutia.weebly.com/science.html
‘Classic Game Show music’ playlist can be found on Spotify
Evaluation Part A:
● Students will be given an exit ticket that has a smiley face, frowny face, and a slanted
face to represent how to the student feels and thinks that they understand the content
reviewed today.
● Also, during the review game, the teacher should be observing the students to see if
they are participating in the game and answering the questions or are they not
answering the questions
Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the
lesson has been taught)
● Did the students meet your objectives?
● How do you know?
● Did your lesson accommodate/address the needs of all your learners?
● What were the strengths of the lesson?
● What were the weaknesses?
● How would you change the lesson if you could teach it again?
Ashley, Sam, & Ana
Science 3.5
Living Systems Assessment:
The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains.
Key Concepts include
a. producer, consumer, decomposer
b. herbivore, carnivore, omnivore; and
c. predator and prey
Students will construct a diorama showing habitats, and animals acting as prey or predator. Children will be
encouraged to work creatively, this will be an in class assignment. Within diorama students will have to identify
vocabulary and relate science to the real world.
Once students have constructed diorama they will be given a paper assessment their proficiency in Science 3.5,
Living systems.
Found this example on pinterest. https://s-media-cacheak0.pinimg.com/originals/58/17/8e/58178e17a720e6d7957e44efd5cf67da.jpg
https://s-media-cache-ak0.pinimg.com/736x/b0/62/cc/b062cc22faba790a2de20048ee6ace15.jpg
Resources
1.
Projects : Getting Dirty: Five Fun Composting Projects for Kids
http://www.mykidsadventures.com/five-fun-compostingprojects-for-kids/
The website shows 5 ideas to teach children about composting.
The activity could be altered to fit more children that might be in a
classroom setting. The project can be used to teach the students about
decomposers and the role they play in their world. It's more of an
interactive experience that that students can keep up with through them
working on the SOL goal.
2. Field Trip: Three Lakes Park and Nature Center ( in Henrico)
http://henrico.us/rec/places/threelakes/- website for the park
A possible field trip choice could be
taking students to the Three Lakes
Park and Nature Center located in
Henrico, VA. The park has a nature
center in which students can explore
how and what animals in our area eat.
The also have a display of a small food
web.
3. Book: The Magic School Bus Gets Eaten
In this book the Miss Frizzle takes her student on a journey to see how a
food chain works in the water. The book would be a great introduction to
the food chain systems that exist below the surface. It goes with the
SOL standard that the students are learning about.
4. Video clip: Food Chains- Scholastics
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm
In this video the topic of food chains is introduced in a fun way to our students. The video gives
a lot of information and key vocabulary that can supplement the lesson. The videos are a fun
story with characters that the students can follow as well as getting a good starting point. An
idea of how to use this video with our student is while this video plays you can have the
students write down the vocabulary which can be reviewed after it has been completed.
5. Book: Who Eats What? Food Chains and Food Webs - Patricia
Lauber
In this book food chains and foods webs are described in detailed
depending on the habitant and it shows the importance of every
link of that chain or web. The book is a good starting point to
introducing how food webs work in aquatic habitats. This book
introduces the concept of food web and chains in water compared
to the terrestrial feeding structure that the students have been
mostly looking at during the unit.
6. Project: Habitat/ Food Chain Project
The students have to create a habitat diorama with animals and
plants that is present in our world. Then the students have to
write a little about each animal or plant in their habitat and how
they interact with each other. For example “rabbit eats the grass
in the grassland habitat”. This would be a physical project that
the students must create so they get to show some creativity
and teach some new information to others in their class.
7. Video Clip: The Magic School Bus Gets Eaten (Season 1
Episode 4)
○ Available on Youtube.
Miss Frizzle’s class goes on a field trip in order to see what eats a tuna sandwich. Though
beginning with something small the class goes even further and explores other things that eat
other smaller things. The video clip uses some vocabulary being reused around the unit and
could be helpful to watch before starting the lesson of aquatic food chains.
8. Worksheet: Accompanies The Magic School Bus Gets Eaten
episode
This is a worksheet that is an accompaniment to the Magic School
Bus episode Gets Eaten. The worksheet can be use for the students
to follow along during the episode or to fill after completing the
video. The worksheet is a good way for the student to review
beginning concepts and can use as a resource as they continue
with the unit.
9. Video Clip: Decomposers -NOVA (PBS)
https://www.pbslearningmedia.org/resource/tdc02.sci.life.oate.de
compose/decomposers/#.WP8-Ehi-L-Y
This is a video clip from NOVA that talked about decomposers
and gives some examples of decomposers that are around us
everyday. It also gives details of why they are important and how
they help other parts of the food web and food chain. The video
clip uses vocabulary key to the SOL like consumer and
producers. I think that this video could be helpful as a method of
beginning the discussion of decomposers with the students but it
could be used at any point during the unit as it provides a great
alternative resource of information.
10. Interactive Online game: Energy Flow ( PBS website)
https://www.pbslearningmedia.org/resource/tdc02.sci.life.oate.energyflow/energyflow/#.WP9AAhi-L-Y
The activity is an interactive way to teach children about the
energy flow that comes when something is eaten. In this
activity the students get to follow the flow of energy when it's
passed through eating. It shows the students an interactive
starting point of how eating (food web) works.
11.
Interactive
Online
Game:
Animal
Diet
game
http://www.sheppardsoftware.com/content/animals/kidscorner/games/animaldietgame.ht
m
In this game the students get a list of animals and will have
to match each animal with their eating habits like herbivore,
carnivore and omnivore. The students get to do this activity
on their own or as a whole class setting. It could be used to
start a lesson or review a learned concept.
12. Worksheet: Ecology- Food Chain: Cut and paste
In this worksheet and accompanying set of pictures can be used to
review producers, consumers and decomposers. The worksheet can
also be adapted to that individual students level so depending on their
academic level some students would have to write down animals or
plants and others would use pictures to fill in each space. It is a useful
review sheet that the students can do after completing their producer,
consumer and decomposers lesson.
13. Physical Activity: Food Chain Game- Outdoor Bio
http://www.outdoorbiology.com/files/resources/activities/
FoodChainGame.pdf
In this game the student are assigned an animal on the
food chain and have to “eat” the person that is next on
the food chain. This is a fun game to play once the
lesson has been completed and gets the students to
move around and have a different way to supplement a
learned concept.
14. Video Clip: Food Webs- Scholastic website
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm
In this clip from scholastic study
jams the concept of food webs is
explained to the students in a
creative method that emphasizes
vocabulary used to teach the
concept. The video is fun an
interactive and can be used to
start the discussion of food webs.
The clip is fun and entertaining for
the students. It reviews concepts
that they can get a preview in
before starting the lesson.
15. Book: Hey Diddle Diddle: A Food Chain Tale- Pam
Kapchinske
The book is set up as a riddle that goes through different animals
belong to different parts of the food chain. Its an interesting book to
begin the discussion of food chain as a fun poem and can be used
make other activities that could work with an english SOL. The
book includes some other activities that reviews what prey and
predator are and other ideas that teachers can use after reading
book to their students.
that
to
the
16. Video clip: Food Chains- Scholastics
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm
In this video by Scholastic discloses
food chains and how they work. The
video uses a lot of vocabulary
covered during the unit and can be
useful to use as a good starting point
for students. The video is very
engaging and pretty interesting for our
students. The clip is a good way to
inform as well as entertain.