Fourth Grade Habitats, Biomes, and Ecosystems Digital
Kit
Written By Rachael Freed
“For every house is built by someone, but God is the
builder of everything.”
(Hebrews 3:4 NIV)
RV 6/27/16 SW
Goals of the British Columbia Education Plan
Our curriculum team is excited to bring you a summarized version of the new BCEd
plan core goals (competencies), strategies and content. As we develop the kits we will
be personalizing the content to suit your students’ need and interests. Big ideas and
concepts will be the focus as well as curricular threads, inquiry learning (discovering
how to ask the right questions based on who, how and why things occur, as opposed to
what things occur), technology integration, and collaboration. First Peoples content will
include the natural history/culture of our province and encourage our God given
diversity. The kits are designed to help you gain a greater understanding of the
following:
Biblical Worldview:
We believe that every child in our school needs to hear the voice of God interwoven into
their entire curriculum. Therefore we will be striving to make sure that this goal is an
overarching strategy.
Communication Competency:
Involves imparting and exchanging information, experiences and ideas, to explore the
world around them, and to understand and effectively engage in the use of digital
media.
Thinking Competency:
Encompasses the knowledge, skills and processes we associate with intellectual
development. It is through their competency as thinkers that students take subjectspecific concepts (ideas that interest them) and content, (topics that need to be covered
to increase knowledge, and transform them into a new understanding to increase
knowledge), and transform them into a new understanding. This includes specific
thinking skills as well as how students are allowed to learn, make mistakes and grow
from failure. Encompassed in this thinking is the ability to feel safe and comfortable so
that students can explore their surroundings.
RV 6/27/16 SW
Creative Thinking Competency:
Involves the ability to generate new ideas and concepts that have value to the individual
or others, and then develop these ideas and concepts from thought to reality. It requires
a curiosity and a wondering reflection about God’s creation, with a desire to make
something new and different from what they have read, seen or observed.
Critical Thinking Competency:
Encompasses a set of abilities that students use to examine their own thinking and that
of others, and process information they receive through observation, experience, and
various forms of communication.
Social Responsibility:
Involves the ability and disposition to consider the interdependence of people with each
other and the natural environment; to contribute positively to one’s family, community,
society, and the environment; to resolve problems peacefully; to empathize with others
and appreciate their perspectives; and to create and maintain healthy relationships.
Personal and Social Competency:
Is the set of abilities that relate to students' identity in the world, both as individuals and
as members of their community and society.
RV 6/27/16 SW
Learning Strategies
In response to the goals set out by the BC Ministry of Education, HCOS has made it a
priority to make use of the following learning strategies throughout our unit studies and
courses.
Biblical Worldview: Biblical worldview refers to the framework of ideas and beliefs
through which a Christian individual, group or culture interprets the world and interacts
with it. Individuals with a biblical worldview believe their primary reason for existence is
to love and serve God. A Biblical worldview is based on the infallible Word of God.
When you believe the Bible is true, then you allow it to be the foundation of your life. We
believe that every student at HCOS needs to develop a worldview based on their
Biblical thinking and beliefs.
Inquiry-Based Learning/Mindset: Students with an inquiry mindset have a God-given
curiosity; a desire to dream big, constantly challenge themselves, and a desire to
research more for increased understanding and clarity. Students who actively inquire
will scan their environments, generate good questions, try new approaches, observe
and collect evidence, synthesize the information, draw conclusions, and generate new
questions from their research.
Maker Education: The Maker Education Initiative’s mission is to create more
opportunities for all young people to develop confidence, creativity, and interest in
science, technology, engineering, math, art, and learning as a whole through making.
This may be through STEAM – science, technology, engineering, art and mathematics.
The “maker mindset” includes learning to use your imagination to make connections,
use intuition, persist through difficult circumstances in learning, collaborate with other
team members and community, and become disciplined learners. Maker education
often involves an interdisciplinary approach, teaching science, math and art together.
Here is an example. To learn more go to this page.
First Peoples Content: First Peoples content has been interwoven into every grade in
the new BCEd plan. Aboriginal content is for all learners of all ages, and includes a
healthy diversity of approaches. From learning about cultural traditions and schooling
injustice, creative ways of storytelling, and good stewardship of land and resources, we
can gather rich learning from the traditions of the people groups indigenous to BC. As
Christians we can draw many similarities from their holistic thinking, and share how our
beliefs and traditions might be similar or different.
RV 6/27/16 SW
HCOS Subscriptions
HCOS families have access to a wide variety of wonderful subscriptions which can be
used to enhance student learning. Several of these subscriptions are used throughout
the unit. Each year, a document containing the usernames and passwords for each
subscription is sent to families. If you have not received this document please contact
your child’s teacher.
RV 6/27/16 SW
Big Ideas
“Big ideas are statements that are central to one’s understanding in an area of learning.
A big idea is broad and abstract.” (CT) Big ideas represent the overarching theme of
each unit. They contain references to the content and key questions students will be
investigating throughout the unit. Big ideas are often cross-curricular in nature. Similar
themes can be found in many different subject areas within each grade-level.
Science
All living things and their environment are interdependent.
RV 6/27/16 SW
Curricular Competencies
“Competency represents the combined skills, processes, behaviours and habits of mind
that learners use to make sense of the world.” (CT)
Science
● Demonstrate curiosity about the natural world
● Observe objects and events in familiar contexts
● Identify questions about familiar objects and events that can be investigated
scientifically
● Make predictions based on prior knowledge
● Suggest ways to plan and conduct an inquiry to find answers to their questions
● Consider ethical responsibilities when deciding how to conduct an experiment
● Safely use appropriate tools to make observations and measurements, using
formal measurements and digital technology as appropriate
● Make observations about living and nonliving things in the local environment
● Collect simple data
● Experience and interpret the local environment
● Sort and classify data and information using drawings or provided tables
● Use tables, simple bar graphs, or other formats to represent data and show
simple patterns and trends
● Compare results with predictions, suggesting possible reasons for findings
● Make simple inferences based on their results and prior knowledge
● Reflect on whether an investigation was a fair test
● Demonstrate an understanding and appreciation of evidence
● Identify some simple environmental implications of their and others’ actions
● Transfer and apply learning to new situations
● Generate and introduce new or refined ideas when problem solving
● Represent and communicate ideas and findings in a variety of ways, such as
diagrams and simple reports, using digital technologies as appropriate
● Express and reflect on personal or shared experiences of place
RV 6/27/16 SW
Content and Key Questions
Content refers to the topics that will be investigated throughout the unit. The key
questions serve as a guide as you and your child explore the content. Throughout this
unit the key questions will be the starting point for learning.
Science
● the ways organisms in ecosystems sense and respond to their environment
● features of biomes
RV 6/27/16 SW
How to Use This Kit
The Ministry of Education is in the final stages of overhauling curriculum, learning
strategies, and learning goals for students in the Province of British Columbia. This kit is
designed with those goals in mind. On the next several pages you will discover the
content that serves as the “bulk” of this kit. Rather than being divided by day, the unit
plan uses the key questions detailed on page 8 to breakdown content, activities, and
experiences.
Each key question will have books to read from the HCS Overdrive E-Library, (if you do
not have your client code & pin, please contact Shandra Wiebe at
[email protected] ), videos to watch, and activities to share with your child. You
will not be required to complete all activities listed under each key question, instead, you
will be able to choose activities which most appeal to you and your child. Each key
question featured in the unit will include recommendations on how many activities to
complete in order to fully address the curriculum content and competencies. Finally,
each activity will have icons (shown on pages 2 and 3) showing which goals of the
BCEd Plan the activity addresses.
***You are encouraged to choose varied activities to ensure all goals are being
addressed. In order to fully meet the goals of this kit, it is important to read 8 or
more of the recommended books, and watch 10-14 videos.***
Reading and discussing/watching and discussing the books and videos listed in this unit
will consistently address the following goals of the BCEd Plan:
It is our hope that our redesigned format will allow for flexibility, individual preference,
and student-centered learning. When selecting activities to complete with your child we
recommend selecting a variety of activities to ensure that you touch on each BCEd Plan
goal throughout the unit. Most activities are designed to address multiple goals.
RV 6/27/16 SW
Unit Guide
How do living things sense, respond and adapt to stimuli in their
environment?
Books to Read and Talk About, (The following books are from the HCS Overdrive
e-library, if the links do not open, login and type of the name of the book in the
search bar):
My Super Science Journal by Teaching the Stars
How to use this book: This mini-unit serves as an excellent introduction to the
scientific method, scientific processes, and safety when conducting science
experiments. This would be an excellent introduction to the processes and skills of
scientific inquiry for the fourth grade child. Consider using this book to supplement your
science study in fourth grade.
Scientific Method Lab Report Booklet by Engaging Lessons
How to use this book: This excellent resource is a perfect accompaniment to science
experiments you will be conducting throughout fourth grade. Students will have many
opportunities to document and elaborate on their learning. Use these lab reports with
any/all experiments you conduct this year to help establish a pattern of observing and
documenting. This will greatly benefit your child in later grades.
Cool Sensory Suspense by Esther Beck
How to use this book: What are the five senses? How do we use our five senses?
What is an example of using hearing? Using sight? Smell? Touch? Taste? This exciting
book contains a wide-variety of experiments to try, all of which use the five senses. This
is a terrific precursor to many of the concepts addressed in this unit. Throughout the unit
students will be exploring the ways in which animals use their senses to interact with
and adapt to their habitats. Having a good understanding of the five senses and how
they operate will help your child later on in the unit. Select three-four simple
RV 6/27/16 SW
experiments from this book, and explore the five senses through conversation and
observation.
Afternoon in the Amazon by Mary Pope Osborne
Things to think about: Where is the Amazon? Can you find it on a map? Which
countries does it run through? What do you think the weather is like in these areas? The
landscape? What sort of plants and animals live there? Read about the Amazon River
on World Book Kids. Would you like to visit the Amazon? Why or why not? What would
you do there? What happens to Annie and Jack in the story? What animals do they
encounter? What skills must they use to navigate the Amazon?
Rainforest Fact Tracker by Mary Pope Osborne
Things to think about: What is a rainforest? What kind of trees grow in the rainforest?
Plants? What sort of animals live there? How does God create rainforest animals to
survive in their habitats? What makes rainforest animals unique? How did God equip all
animals to survive in different environments? What would happen if you took a
rainforest animal and put it in a different habitat? Would it survive? Why or why not?
Have you ever visited a zoo? What were the different habitats like for the animals that
live there? Which rainforest animal do you find the most interesting? What questions do
you have about that animal? How could you find out the answers to your questions?
(Use Explora and/or World Book Kids). If you were designing a habitat for that animal at
a zoo, what would it be like? What plants would be in it? What other features would
need to be in the habitat? Visit Design Squad by PBS, and watch the Design Thinking
video. Can you design an animal habitat to share with the design squad?
Ecosystems: Super Cool Science Experiments by Matt Mullins
How to use this book: What is an ecosystem? What are the different parts of an
ecosystem? How can we experiment with ecosystems? What kind of ecosystem do you
live in? This book contains many different ecosystem-related experiments that you can
try throughout the unit. Experiments cover diversity of life, pollution’s impact on
ecosystems, temperature, preventing erosion, and more.
Understanding Biomes by Jeanne Sturm
Things to think about: What is a biome? What different parts make up a biome? What
are the characteristics of a marine biome? A forest? Freshwater? Rainforest? Tundra?
Desert? How did God provide animals with unique adaptations to help them survive in
their biome? What sorts of animals live in each of the biomes in the book? What kind of
biome do you live in? What are some of the local animals that live in your biome? What
are some of the features that help local animals survive? What do they eat? Where do
they sleep? Do you see them often, or only once in a while? What are some dangers
RV 6/27/16 SW
faced by animals in your biome? Are any of the animals in your biome endangered
species? How can we protect animals living in our biomes? How can humans make a
difference and protect endangered animal species?
The Wind in the Willows by Kenneth Grahame
Things to think about: Which animals are featured in the story? What sort of homes
do they live in? What is their biome like? Where in the world does this story take place?
Can you find it on a map? What are willows? Use Advanced Google Images to find
photographs of willows. What season does the story take place in? What happens in
spring? How does the world change in spring? How do animals adapt to changing
seasons? Do you notice anything about the style of language that is different from our
use of the English language? See if you can find words that you don't understand and
look them up in a dictionary.
Many Biomes: One Earth by Sneed B. Collard III
Things to think about: What are the biomes you explore in the book? What is a
biome? What features make up a biome? What are the different biomes on earth? What
are some examples of biomes around the world? What sorts of animals live in each of
the biomes you learned about in the book? Why do you think God created so many
different biomes? Why do you think it is special to live on a planet with so many unique
places to explore? Do other planets in the solar system have many different biomes?
Do other planets in our solar system have life? How did God create earth to be perfectly
suited for life?
Tundra Experiments by Robert Gardner
How to use this book: Tundra Experiments is a wonderful book which outlines the
features of a tundra biome, and lists easy, quick, experiments which can be conducted
to gain a hands-on understanding of this unique biome. Select experiments from within
this book to complement your study. With this book you will “discover why a tundra
stays wet when it receives little rain, finding the energy (heat) is needed to melt one
gram of ice, build a model of the permafrost, and the science of solar heat and leaf
color.”
Temperate Forest Experiments by Robert Gardner
How to use this book: Temperate Forest Experiments is a wonderful book which
outlines the features of a temperate forest biome, and lists easy, quick, experiments
which can be conducted to gain a hands-on understanding of this unique biome. Select
experiments from within this book to complement your study. With this book you will
“explore leaf anatomy, use a tree's shadow to measure its height, and find out how old
that tree is.”
RV 6/27/16 SW
Polar Regions by Simon Rose
Things to think about: What are the Polar Regions? Where are they located? Can you
find them on a map? Which pole do you live closest to? What is the weather like at the
poles? The temperature? What kinds of animals live in Polar Regions? How has God
equipped them to survive in their unique habitat? Try the blubber glove experiment from
Steve Spangler Science.
Habitats and Communities by Natalie Regier
How to use this book: This unit looks at the different habitats that make up the world’s
ecosystems, and the components of those habitats that make them unique. The unit
also takes a look at the unique adaptations that animals have to help them survive in
their habitat. Time will also be spent on how we need to care for God’s planet by
protecting plants and animals. Consider using some of the activities and resources in
this unit to supplement your study of Biomes, Ecosystems and Habitats.
Videos to Watch and Talk About:
The Five Senses (Discovery Education)
Oceans Alive: Fish Senses (Discovery Education)
The Sensational Five: The Inside Story of Your Five Senses (Discovery Education)
Animal Features and Their Functions (Discovery Education)
Habitats: How Animals Adapt to Their Environments (Discovery Education)
Exploring Marine Biomes (Discovery Education)
Exploring Desert Biomes (Discovery Education)
Exploring Grassland Biomes (Discovery Education)
Exploring Forest Biomes (Discovery Education)
Exploring Freshwater Biomes (Discovery Education)
Exploring the Diversity of Life: Life in Layers (Discovery Education)
Concepts in Nature: Where Animals Live (Discovery Education)
A World of Wonders: Gorillas in Our Midst (Discovery Education)
RV 6/27/16 SW
A World of Wonders: Game Driving (Kenya) (Discovery Education)
TEAMS: Ecosystems Adaptations (Discovery Education)
The Magic School Bus Gets Swamped (Discovery Education)
The Magic School Bus Gets Eaten (Discovery Education)
Reading Rainbow: Is This a House for Hermit Crab? (Learn 360)
Activities (Select 5-7):
Kidblog: Read The Bay School Blogger by Nan Walker from the HCS Overdrive ELibrary together. Talk about blogging, what is blog? Who writes blogs? What sort of
information do you share on a blog? After reading the book together, visit Kidblog to
create a learning blog for your child. Kidblog allows students to publish writing, post
pictures of completed projects, and share information with family, friends, and teachers
in a protected environment. Using Kidblog can be a wonderful means of creating a
digital portfolio that your child can use throughout their grade-school years. Initially, your
child will need assistance with learning how to use the site and share information. In
time, your child will be able to post their work on Kidblog without assistance.
Animal Report: For this activity your child will be conducting basic research and
creating a presentation about an animal of their choice. Your child can present this
information in a variety of ways including a poster, a video presentation, an Edubuncee,
or using their KidBlog. Begin by having your child select a favourite animal. The
following questions are suggested, work together to come up with your own questions
as well:
● Where does your animal live?
● What is its home like?
● What is the environment of the ecosystem in which it lives like?
● How does it survive in its environment?
● What special features did God give this animal to help it survive in its
environment?
● Where on earth does it live?
● What is the animal’s food chain?
RV 6/27/16 SW
● How does this animal interact with other living things in its environment?
● Is this animal endangered? How can people help to protect this animal?
Use Explora and World Book Kids to conduct research. Use this template to organize
your research.
Lapbook Fun: God created many different animals. Each animal has its own unique
adaptations that make it perfectly suited for the environment in which it lives. Try making
one of these fun lapbooks to learn more about specific animals, their habitat,
ecosystem, adaptations, and more. As you complete a lapbook, be certain to consider
the ways in which the animal you have chosen interacts with its environment. Consider
also the impact the environment has on the animal. Look for videos about your chosen
animal(s) using Discovery Education or Learn 360. Options include: Bears, Cats, Cattle,
Chickens, Deer, Desert Animals, Dolphins, Elephants, Fox, Frogs, Giraffes, Honey
Bees, Hummingbirds, Jellyfish, Manatees, Monkeys, Rabbits, Tigers, Wolves, and
Zebras.
Biome Story: Read A Day on the Mountain by Kevin Kurtz. Write a story featuring the
day in the life of a biome of your choosing. Who are the main characters? What do they
do all day? What mischief can they get up to? What challenges do they face? Does your
story have a villain? Create your story using pencil and paper, or, try using Storybird.
Try to include as many scientific details as you can while still making your story fun to
read. Use Explora and World Book Kids to find more information about your biome.
Animal Adaptations Art: God has gifted animals with many different adaptations which
help them to survive in their habitats. Think about your favourite animals? How do they
look? How do they move? What are their predators? What do they eat? What other
threats do they face in their environment? Cut up old magazines (often available from
second hand stores) to create your own unique animals! What adaptations do they
have? What unique tasks can they perform? What habitat are they designed for? You
can also create a (free) Popplet mind-map showing the ecosystem of your animal.
RV 6/27/16 SW
Technology Time: Play a game to learn all about how animals meet their needs in their
environment.
Biome Diorama: You have read books about many different biomes. Each biome has
unique features. God created many different biomes and ecosystems on our beautiful
planet. He designed unique animals to leave in each of these. Which biome is your
favourite? Why? What makes it most interesting to you? What have you learned about
this biome? What kinds of plants are there? What kinds of animals live there? Use
Explora and World Book Kids to find more information about your biome. Use this
project template to organize the information you collect. Use materials from around your
house to design your biome, try to make it as detailed as possible. Think about the ways
in which the different elements of your biome interact with one another. Which animals
do you want to showcase in your biome? Are you able to show a complete food chain?
Does your biome have different layers (rainforest, ocean etc.), how can you show those
layers in your diorama? Are there videos on Discovery Education or Learn 360 that will
help you to gain a deeper understanding of your biome? Are there photos on Advanced
Google Images that show your biome? You can also use Advanced Google Images to
find examples of dioramas that other students have created. Use these images as
examples to help make your biome diorama as accurate as possible. Once you are
finished your diorama, write a mini-report sharing information about your biome, why it
is important, and what makes it unique. Share you report and pictures of your diorama
on your Kidblog.
Animal Adaptations: Bird Beaks Experiment: Different kinds of birds have differently
shaped beaks based on the food they eat. There are many different kinds of food
available to birds, and many different beak shapes. For this experiment you will need a
RV 6/27/16 SW
bucket of “bird food” (sand, oats, rice, marshmallows, gummy worms, cereal, pasta,
coconut, small candies etc.), and different kinds of beaks (pliers, tongs, chopsticks, eye
droppers, tweezers, toothpicks, clothespins etc.). Choose your first beak tool, set a
timer for one minute, and see how much food you can pick up in that minute! Which
foods were you able to pick up using your beak? Which foods were you unable to pick
up with your beak? Why is this? Test your other beaks accordingly. Which one was the
most effective? The least effective? Why? Why do you think God created different kinds
of beaks? What are the benefits to having birds that eat a variety of different foods?
What would happen if all birds at the same foods?
Technology Time--Build Your Wild Self: Use this fun interactive to build a whole new
you with different adaptations!
Camouflage Artwork: Many animals are able to blend-in with their surroundings. This
is known as camouflage. Camouflage is an important animal adaptation. Animals were
created to be a part of their specific environment. The way they look can help to keep
them safe from predators. Create camouflage artwork, for this project you will need a
printout of a gecko, and a sheet of paper with a pattern on it. Colour your gecko so that
he or she blends in with the paper!
RV 6/27/16 SW
M&M Survival Challenge: Follow these fun instructions from Science Buddies to learn
all about predators and prey! For this fun experiment you will need 2-4 participants, a
large bag of Skittles, and a large bag of M&M’s. Begin by preparing a mixed group of
prey. Count out 10 (of each colour) M&M’s and place them in a ziplock bag. Now, use
your Skittles to create different habitats. Count out 60 Skittles of a single colour and
place them in a bag. Repeat for each colour until you have 5 bags. Now you need to
gather your 2-4 predators. Here are the rules:
● The predators are M&M birds; they need to make a beak using their pointer
finger and thumb to collect M&M candies.
● Set a timer for 20 seconds. During those 20 seconds, the predators will attempt
to use their beak to pick up as many M&M’s as they can, and put them in their
hand. No cheating! Your volunteers may eat the M&M’s at the end of the
experiment.
● It is very important that the predators avoid picking up any Skittles. Skittles make
the M&M birds sick. The Skittle represents the habitat in which the M&M’s live.
Now, pour one bag of your counted Skittles into a pie pan or onto a plate. Mix in the bag
of M&M’s. Put the pie plate in between your predators, ensuring that everyone can
reach. Set your timer and say GO! When the timer beeps, all of the predators must stop
picking up M&M’s.
Count the number of M&M’s that everyone has received. Record your results in a table
(found here). Make certain that you record your results in the correct habitat column.
Once you are done counting, return the M&M’s to the bag you prepared them in. Take
away the Skittles by pouring them back into your bag. Repeat the activity using the next
colour of Skittles. Repeat the same steps. Continue testing each Skittles Habitat. Once
you have finished recording your data, you and your predators may eat some candy.
Add up the total number of each M&M’s colour that the predators picked up from each
of the Skittles habitats. Use this information to create a bar graph of how many of each
colour M&M’s was picked for each Skittles habitat. Create your graph by hand, or use
Create a Graph. Once you have created your graph (or graphs if you choose to make a
different graph for each colour of Skittles), what do you notice? Are there any patterns
that emerge? Does the colour of the Skittles habitat have an impact on the colour of
M&M’s that were picked? Do you notice anything different about the blue M&M’s? What
were the results of the brown M&M’s and the purple Skittles? Which colour was picked
up the most? Which colour was picked up the least? How do you think this would work
in nature?
RV 6/27/16 SW
Technology Time: Play the Mission Adaptation Game from Planet Science.
Origami Frog: What do you know about frogs? Have you ever seen a frog? Have you
ever held a frog? What are they like? How do they move? Where do they live? What
kind of habitat do they live in? What role do they play in their food chain? What special
adaptations has God given frogs to help them survive in their environment? Read about
frogs on World Book Kids. Then, create origami frogs! For this project you will need
origami paper (or other relatively thin, square paper), googly eyes, and a black marker.
Photo instructions can be found here.
Image Inquiry: View this image from Discovery Education. What do you notice about
this animal? What do you wonder? What questions do you have about the animal's
appearance? Do you know what kind of animal this is? What is the animal eating? What
kind of diet do you think this animal has? What evidence do you see that this animal is
uniquely adapted for life in its environment? What other questions do you have about
koala bears? Do you know how many different animal species there are on earth? What
evidence do we have that God created our world? Where in the Bible does it talk about
creation? Koala bears live in Australia. Find Australia on a map. Then, research koala
bears on Explora and World Book Kids. Were you able to find the answers to all of your
questions? If not, how could find information from another source?
RV 6/27/16 SW
What evidence is there of interdependence between living and non-living
things in ecosystems?
Books to Read and Talk About, (The following books are from the HCS Overdrive
e-library, if the links do not open, login and type of the name of the book in the
search bar):
Food Chains and Webs by Andrew Solway
Things to think about: What is a food chain? What is a food web? Can you list any
food chains? Why are food chains important to understand? How does each member of
the food chain play an important role, no matter how small? What would happen if one
part of the food chain became sick? What role do humans play in food chains and food
webs? What are predators? What are prey? Can you name some food chains in your
local area?
Forest Food Chains by Bobbie Kalman
Things to think about: What is a food chain? What is a food web? Can you list any
food chains? Why are food chains important to understand? How does each member of
the food chain play an important role, no matter how small? What would happen if one
part of the food chain became sick? What role do humans play in food chains and food
webs? What are predators? What are prey? Can you name some food chains in your
local area? What food chains exist in forest environments?
Inside Ecosystems and Biomes by Debra J. Housel
Things to think about: What is an ecosystem? What is a biome? What happens if
biome becomes sick? What are some of the causes of damage to biomes? How do
biomes influence the animals that live there? How do animals change their biome? How
has God equipped animals to survive in their unique biome? What would happen if you
took an arctic animal and put it in the jungle? What would happen if you put a rainforest
animal in the arctic? Why do you think God created so many different biomes and
ecosystems? Why do you think God created so many different kinds of animals? What
would the world be like if there were only ten or eleven different animals?
RV 6/27/16 SW
Secrets of Habitats by Sean Callery
Things to think about: What is a habitat? What are some of the secrets of habitats you
have learned? What kind of habitats can you see where you live? Which habitat is the
biggest? Where is it located? What sort of animals call it their home? Why are
rainforests important? What problems are being caused by rainforest destruction? Why
do some animals live in cities? How did they get there? Why do they stay? How can
people protect animals? How can people protect habitats and ecosystems? Do you
think God wants us to care for the planet He created? Why?
Wetland Food Chains by Bobbie Kalman
Things to think about: What is a food chain? What is a food web? Can you list any
food chains? Why are food chains important to understand? How does each member of
the food chain play an important role, no matter how small? What would happen if one
part of the food chain became sick? What role do humans play in food chains and food
webs? What are predators? What are prey? Can you name some food chains in your
local area? What food chains exist in wetland environments? Why are wetlands so
important? Do you have a wetland in your local area? If you do, consider taking a field
trip to see it. Remember, it is very important not to disrupt the wildlife in wetlands. Be
respectful of the environment, don’t take anything except photos, and don’t leave
anything (garbage). If you don’t have a true wetland, consider visiting a local pond or
small lake. What sort of animals do you see? What sort of plants do you see? How can
you learn more about wetlands? (Try researching on World Book Kids or Explora).
What are Food Chains and Webs? by Bobbie Kalman
Things to think about: What are food chains? What are food webs? How are animals
and plants linked together? What is the cycle by which plants and animals help one
another? What are some of the food chains you know about? What happens if one part
of a food chain gets sick or disappears? How can food chains be harmed? What
happens if there is not enough food for one part of the food chain? What are some of
the food chains in your local area?
How Ecosystems Work by Julie K. Lundgren
Things to think about: How do ecosystems work? What are the parts of an
ecosystem? What different kinds of ecosystems are there? How do the various
elements in an ecosystem depend on one another? Why do you think God created a
world in which every living thing depends on other living things? Why is it important to
be needed? How should we care for plants? How should we care for animals? What
happens if one part of an ecosystem becomes sick or damaged? How can harm come
to an ecosystem? What threats do ecosystems face? What role do humans play in
protecting ecosystems?
RV 6/27/16 SW
Videos to Watch and Talk About:
The Interdependence of Life (Learn 360)
The Biosphere (Learn 360)
Aquatic Biomes (Learn 360)
Tundra Biomes (Learn 360)
Desert Biomes (Learn 360)
Pollution of the Food Chains (Learn 360)
Real World Science: Ecosystems and Biomes (Discovery Education)
TEAMS: Ecosystems, Habitats, and Biomes (Discovery Education)
Mount Kilimanjaro Virtual Field Trip (Discovery Education)
The Waterhole (Discovery Education)
CG Kids: Wetlands, Evaporating Habitat (Discovery Education)
The Wolf Project and the Black Bear Project (Discovery Education)
Ocean Habitats: Shoreline and Reef (Discovery Education)
Ocean Habitats: Light and Dark Zones (Discovery Education)
The Tropical Rainforest Habitat (Discovery Education)
The Wetlands (Discovery Education)
Animal Communities (Discovery Education)
Elementary Video Adventures: Habitats of the World (Discovery Education)
Desert Habitats (Discovery Education)
Frozen Planet: Winter (Discovery Education)
RV 6/27/16 SW
TLC Elementary School: Earth’s Ecology (Discovery Education)
Fire: Helpful and Destructive (Discovery Education)
The Food Chain Mystery (Discovery Education)
You in the Food Web (Discovery Education)
Activities (Select 5-7):
Habitat Line Art: Choose a habitat in which you are most interested. What do you
know about it? What are the features of your habitat? What kind of animals live there?
Plants? Choose an animal that lives in your habitat. You can draw the animal yourself,
or print the outline of an animal that you have found using Advanced Google Images.
Fill the outline of your animal in with elements from its habitat, including other creatures.
See the picture below for example.
Technology Time: Discover Interactions Among Living Things in this fun interactive.
Build an Ecosystem: Follow the instructions here to build your own miniature
ecosystem. This is a truly functioning ecosystem which will take care of itself without
outside interference! This is also a fairly involved activity that will require significant
assistance from adults. However, the end results are well worth it. For this project you
will need 3 empty and clear 2-liter bottles, clear packing tape, aquarium gravel (or fine,
rinsed pea gravel), water, de-chlorinator (optional), rubber band, a 4-inch square piece
of netting, soil, mustard, rye or alfalfa seeds, fish, snails or other aquatic life, elodea or
other aquarium plants, duckweed, crickets, pill bugs or earthworms, a couple of dead
RV 6/27/16 SW
leaves or small sticks. What happens if one part of your ecosystem gets sick? What sort
of things could make an ecosystem sick? What sort of creatures could survive in your
ecosystem?
First Peoples Interconnectedness of Nature: Read Orca’s Family by Robert James
Challenger. Think about the nature stories. What animals are featured? Where are
these animals located? What makes them unique? Why are the animals in these stories
given human-like qualities? How does that help us to connect with them? In what ways
are these animals uniquely connected to their environment? How do they benefit their
biome/habitat? How has God uniquely equipped them to survive in their environment?
What would happen to these animals if one part of the environment in which they lived
became damaged?
Read Giving Thanks by Chief Jake Swamp. First Peoples place a great deal of value on
connection with the earth. They emphasize that human being are connected with the
land, plants, and animals. How is this true? What happens if your planet becomes sick?
Unable to produce food? Some animal species are already endangered due to humans,
some have gone extinct. How can we prevent more from becoming extinct or
endangered? How can we show care for God’s earth? Spend some time outside in
nature. What do you see? What do you hear? What do you smell? What do you feel?
Paint a picture showing what you experienced. Once your painting is dry, use a sharpie
to write: “For in him we live and move and have our being.' As some of your own poets
have said, 'We are his offspring.” Acts 17:28.
STEM Activity--Create a Biodome: This exciting lesson from Teach Engineering will
enable your child to experiment with biomes in a very real way. Students will explore,
RV 6/27/16 SW
research, discuss and create! This project will require support from a parent, or older
siblings. For this project you will need the following:
● The Biodomes Engineering Workbook
● 2 plastic containers (1- and 2-liter bottles with lids work well, or other inexpensive
clear plastic trays, bowls, covers and lids)
● Seeds (provide several types for different climates)
● Soil (3-4 cups or .7-.9 l)
● Sand (3-4 cups or .7-.9 l)
● Supply of miscellaneous materials, such as pebbles, rocks, wire, small paper
cups, plastic wrap, string, foil, popsicle sticks, chopsticks, etc.
● Insects. If insects are not available outside (due to the weather or other
limitations), consider purchasing a small supply of crickets from a pet store
● Masking tape
● Duct tape
● Glue (hot glue sticks with glue guns)
● Scissors
● Exacto knives
● Butterfly nets and/or jars and paper cups (to catch and hold insects and worms)
● Drill (to make a hole in plastic bottle lids)
● Water
What are some of the different environments you have read about in this unit? All of
these different ecosystems and biomes are part of the biosphere. Watch The Biosphere
from Learn 360. What is the biosphere? Who created the biosphere? How is the
biosphere uniquely created to support living and nonliving things? If you could design
your own environment, what would it look like? Would there be plants and animals?
Which plants and animals would you want in your environment? How many plants and
animals would there be in your environment? How would you ensure that they all had
enough to eat and drink?
Engineers sometimes design artificial environments known as biodomes. Find pictures
of biodomes using Advanced Google Images. A biodome is a smaller-scale model
designed by engineers and other scientists to represent or mimic an environment and
the organisms that live in that environment. When engineers create a biodome, there
goal is to create a place that has enough resources for every plant and animal that calls
it home. You will be creating a miniature version of a biodome using the following steps:
● Your biodome will be based on your local environment. Brainstorm a list of what
your biodome needs to contain to mimic your local environment.
● Next, draw a picture of what your biodome will look like. Base your biodome on
the materials you have available.
● Once you have your design, and have chosen your materials. Begin building your
biodome. It is very important that your biodome has a tight seal--it needs to
RV 6/27/16 SW
●
●
●
●
become a 100% contained mini-environment (you will probably want to access
your biodome from time to time to ensure its survival i.e. adding water). Fill your
biodome with soil, sand, seeds, mini-plants, worms, a water source etc.
Observe and monitor your biodome over time. Ensure that it has enough food
and water. Ensure that it has exposure to sunlight. How long do the organisms in
your biodome survive for?
How do the different elements of your biodome interact? How are they connected
to one another? What happens if/when one element in your biodome fails?
As you create your biodome, complete the activities in the The Biodomes
Engineering Workbook.
Share images of your biodome on your Kidblog.
Dynamic Paper Food Chain Art: Have you child select a simple, but interesting, food
chain. Use paper, scissors, googly eyes and other materials to create a dynamic paper
food chain as seen here. More specific instructions can be found here. What features
did God give the animals in your food chain to help them survive in their environment?
Rainforest in a Jar: Follow the instructions here to create a rainforest in a jar and
observe the effects of the water cycle. Your rainforest in a jar will function as its own
mini ecosystem. For this fun project you will need rocks, potting soil, plants (mosses,
ferns, African violets etc.), and a jar or container. Where are some of the rainforests on
earth? How much rain does a place need to get to be considered a rain forest? Have
you ever visited a rainforest? What questions do you have about rain forests? How
could you find the answers?
RV 6/27/16 SW
First Peoples Interconnectedness Group Game: First peoples recognize that
everything in nature is connected. Some people refer to this as ‘the circle of life.’ Can
you think of ways in which all of God’s creation is connected? Gather a group of friends
and siblings and experience this activity from The Learning Circle designed to illustrate
how the circle of life can be broken by the actions of humans. Begin by explaining that
an ecosystem maintains itself as energy is transferred through food chains. Think about
what a food chain is. See if anyone can describe a food chain. Examples include:
● herring to salmon to sea lion to orca whale
● beetle to shrew to snake to fox
● algae to tadpole to bass to otter
● bacteria to fungus to tree to squirrel.
This activity will demonstrate that the absence of any one component in a food chain
will affect the ecosystem as a whole.
● Go outside to a large grassy area. Choose a food chain to mimic (if you are
unable to decide on a food chain on your own, use the following “aphids feed on
the nutrients in the leaves of the trees; the aphids are eaten by sparrows and
other birds, which are then eaten by hawks and eagles”). Give each member of
your group a number from one to four. Put all the ones together, the twos
together etc. Then, assign each group to be a component of the food chain you
have chosen.
● Next, form the circle of life. Please feel free to modify these instructions based on
the number of children in your group. One child from each of the four groups
should stand in the grassy area. They should stand shoulder to shoulder facing
the centre of the circle. Keep adding to the circle in sets of four until everyone in
your group is in. Have everyone turn to their right and take one step toward the
centre. Everyone should place their hands on the shoulders of the person in front
of them. Have them count to three. Now, they must sit down, very slowly, on the
knees of the person behind them keeping their own knees together to support the
person in front of them. When they are all supporting each other, explain that this
represents the circle of life (it may take several tries to get this right!). Now, tell all
of our aphids that the trees in their area have been cut down--remove the aphids
from the circle. If the circle doesn’t collapse completely, continue removing
creatures until it does.
● Finish by sitting in a circle and discussing the ways in which human actions can
impact a food chain. How can we make wise choices to protect God’s creation?
How can we protect local food chains?
RV 6/27/16 SW
Technology Time: Have fun building an Online Habitat!
Lego Habitat: Use Lego to construct a habitat. Choose a habitat in which you are
interested, then, read about it on Explora and World Book Kids to find out more about it.
Use Advanced Google Images to find pictures of your habitat. Then, construct a habitat
using your Lego. Try to make it as detailed as possible. Post pictures of your amazing
Lego habitat on your Kidblog.
Biodiversity Scavenger Hunt: Use this chart to go on a biodiversity scavenger hunt
and experiment with simple food chains.
Ecosystems Studyjams: Scholastic has a wonderful series of informative videos all
about ecosystems! Spend some time viewing them, take the quiz if you would like. You
can select from: Ecosystems, Aquatic Ecosystems, Changes in Ecosystems, Biomes,
Food Chains, Food Webs, Symbiosis, and Population Growth.
Technology Time: Create a habitat in this exciting challenge from Discovery Education
Science Connection.
Minecraft Biome: Do you like Minecraft? For this project you will be building a biome
using Minecraft! Select a biome that interests you. Read about your biome on Explora
and World Book Kids. Then, create a detailed Biome in Minecraft. Try to make your
Biome as realistic as possible.
RV 6/27/16 SW
Image Inquiry: Take a good look at this photograph. What do you see? Where was the
photograph taken? What is happening in the photograph? Is the tree in the photograph
living or dead? How can you tell? What living things do you see in the photograph? How
do you think the log might be helping the plants and animals in the forest? How is the
log benefiting the ecosystem? Logs like this are known as nurse logs. They are dead,
but they benefit all of the living things in their habitat. God has created an amazing
world! This type of log is known as a nurse log. Use Explora and World Book Kids to
learn more about nurse logs.
RV 6/27/16 SW
Bibliography
"Art at East, Union and More..." : Spring Art Show 2012. N.p., n.d. Web. 13 June 2016.
<http://eesart.blogspot.ca/2012/04/spring-art-show-2012-we-love-art.html>.
"Biodomes Engineering Design Project: Lessons 2-6 - Activity."
Www.teachengineering.org. N.p., n.d. Web. 13 June 2016.
<https://www.teachengineering.org/activities/view/cub_bio_lesson02_activity1>.
"Learning about Biomes with Minecraft." Encouraging Moms at Home. N.p., 17 July
2015. Web. 13 June 2016. <http://encouragingmomsathome.com/learning-aboutbiomes-with-minecraft/>.
"Mrs. Henry's 4th Grade Class 2012-2013." Mrs. Henry's 4th Grade Class 2012-2013.
N.p., n.d. Web. 13 June 2016. <http://mrshenrysclassblog.blogspot.ca/>.
"Rainforest Activities and Printables." The Crafting Chicks. N.p., 22 June 2015. Web. 13
June 2016. <http://thecraftingchicks.com/rainforest-activities-andprintables/#_a5y_p=3948721>.
"Science Matters: Adaptations: Bird Beaks - Version 1." Science Matters: Adaptations:
Bird Beaks - Version 1. N.p., n.d. Web. 13 June 2016. <http://sciencemattersblog.blogspot.ca/2011/02/adaptations-bird-beaks-version-1.html>.
"The Third Grade Zoo: Animal Adaptations Art Lesson." The Third Grade Zoo: Animal
Adaptations Art Lesson. N.p., n.d. Web. 13 June 2016.
<http://thethirdgradezoo.blogspot.ca/2015/08/animal-adaptations-art-lesson.html>.
RV 6/27/16 SW