Grade 4 Lesson 7: Web of Life Reference to English Interconnections Lesson

Science Standard(s): Standard 5 Objective 2Content Objective(s): Language Objective(s):Students will identify common plants and animals in a given environment and describe some the interactions between them by participating in a large group activity and applying their learned knowledge on their exit tickets.

Je peux décrire les interactions entre les plantes et les animaux dans un environnement donné en participant à une activité en grand groupe et en utilisant ce que j’ai appris pour rédiger ma carte de sortie.

Students will be able to explain how two animals are connected in the web of life by participating in a circle activity with a group of students.

Je peux expliquer la relation entre deux animaux dans la toile de la vie en participant à une activité dans un cercle avec mes camarades.

Essential Questions:

How do plants and animals interact in any given environment?

Required Academic Vocabulary for Word Wall:Listen: carnivore, herbivore, omnivore, une plante, un organisme, une toile, interdépendants, en relation, la lumière du soleil, l’air, l’eauSpeak: carnivore, herbivore, omnivore, une plante, un organisme, une toile, interdépendants, en relation, la lumière du soleil, l’air, l’eauRead: carnivore, herbivore, omnivore, une plante, un organisme, la toile de la vieWrite: carnivore, herbivore, omnivore, une plante, un organisme, une toile, interdépendants, en relation, la lumière du soleil, l’air, l’eau

Sentence Frames:Je suis un(e) _____.Un __________ est dépendant de ____________ car____________.

Materials: Vocabulary Cards for Carnivore, Herbivore, Omnivore Plant and Animal Name Tags String or Yarn Web of Life exit ticket

Additional Lesson Vocabulary:La nourriture, les plantes, végétarien,

Lesson: Instructional Time: 30 minOpening: (3 minutes)Have the students read the objective to their partners and discuss what they think they will learn today. As partners, have them discuss what they already know about the topic. Have each partnership come up with at least one thing that they would like to know more about the topic.Hook/Introduce the Topic:“Nous allons organiser un dîner pour les plantes et les animaux d’Utah que nous avons étudiés. D’abord, nous devons prévoir le menu. Je me demande ce qu’ils aiment manger. Nous avons invité des plantes, des herbivores, des carnivores et des omnivores. ”Question:“Que mangent-ils tous ?”Have students talk with their partners or in small groups: Les plantes – fabriquent leur propre nourriture en utilisant la lumière du soleil, elles ont besoin d’eau et de

nutriments Les herbivores – ce sont des animaux qui mangent des plantes (végétation) Les carnivores – ce sont animaux qui mangent de la viande (autres animaux) Les omnivores - ce sont des animaux qui mangent des plantes et de la viandeGo over the vocabulary until they know it well.

Introduction to New Material: (10 minutes)The Web of Life:“Chaque chose dans l’environnement dépend d’autres choses de cet environnement pour vivre. Nous sommes tous interdépendants. Nous allons voir comment….” Gather a small group of students into a circle. (One student per forest card) Pass out the Forest Plant and Animal Name Tags. Have the students identify what plant or animal they are and read the

information on the card.Explain that all things depend on sunlight, air, and water to live. All students/organisms are connected to these elements. Place these nametags in the center of the circle on the ground. The activity can begin with any student. Give one end of the ball of string to a student. Have them say the name of their organism for the whole group to hear. Ask them to look around the circle and find another student that either depends on or can be connected to them. Help

them tell what the connection is, then they will toss the ball to that student or the teacher can pass it to them. This student holds on to a point on the string and continues the connection or influence by identifying another student. Continue passing the ball of string around until all the students are connected at least once. You will have built a

connective web between all the students. Step into the center of the web. Pick a single string and pluck it.Question:“Qui a senti les vibrations dans le fil?”All do.Question:“Que se passerait-il si une chose disparaissait de l’environnement? Par exemple, si tous les moustiques mourraient à cause de pesticides ou si un arbre mort était enlevé.”Have students discuss with someone sitting next to them, and the share their responses with the class. Ask students to pick one organism in the system that seems less important than the others, and have him drop his string. Ask if anyone else was connected to that organism, and have them drop their string. After one or more have dropped out,

ask the students again to identify an organism that seems less important and repeat the procedure. If anyone was connected to any of those students, they drop their string.

Continue until everyone has either dropped their string or they were not connected in a way that they were affected.

Guided Practice: (10 minutes) Divide the class into two groups Give one group the Wetland Animal Cards. Post your Sentence frames Have the Wetland Animal group come sit down first in front of the other students. Show them how to pass the yarn or string so that it doesn’t tangle up.

Use the modeling cycle:Teacher And Group of Students Do:Sit down with the circle of students. Hold the end of the yarn and hold up your animal. Tell all students to hold up their animals so we can see which ones they have. Use the sentence frame to say your animal, “Je suis un(e) ___________.” Pick an animal in the circle that you are connected to. Toss your end of the string to the student holding that animal. Prompt that student to say, “Je suis un(e) __________” so the class knows which animal it is. Show the class the sentence frames they will all use to talk with a partner, or someone next to them. “Un __________ est dépendant de ____________ car ____________.” Model how the students are to use the sentence frames to talk about their organisms and those connected to it by using the sentence frame. After all students have the chance to talk with their partners, the original person who tossed the string (you, as the teacher) will state the sentence frame out loud with your reasoning, “Un __________ est dépendant de ____________ car ________ . ”

Group of Students Do:Repeat the process prompting the use of sentence frames and discussions in partners. As the teacher, facilitate the conversation in the group and in partnerships.

All Students Practice:Have students continue the pattern of tossing the string and using the sentence frames. The students NOT in the group observing are also talking with a partner using the sentence frames. After this group finishes, have the other group of students sit in a circle and pass out the Desert Animal Cards. Have them participate with tossing the string while the other students talk with partners at their seats. The teacher helps facilitate the practice and prompts students to use the sentence frames.

Discussion:Question:“Que se passe-t-il quand on supprime un maillon de l’écosystème?”Have students talk with their partners or in small groups: Les organismes qui en dépendent sont affectés.

Question:“Que se passe-t-il quand une partie de la toile est détruite?”Have students talk with their partners or in small groups: Beaucoup d’autres sont détruites ou affectées.Question:“Quelles sont les choses qui peuvent perturber la toile de la vie?”Have students talk with their partners or in small groups: L’impact de l’activité humaine, le drainage des zones humides, couper des arbres, les maladies, la sécheresse, etc.Independent Practice:(5 minutes)Use your document camera to help the students understand the directions for the exit tickets. They may have confusion with the portion about where they were connected in the web of life. When students finish, have them discuss their answers with someone sitting next to them, or with their assigned partner.

Closing: (2 minutes)Have the students reread the objective with you as a class. Have them turn to their partners and tell them one thing that they learned today that they wanted to learn. Give them a chance to share what part of the lesson they enjoyed the most.

Encourage students to look for animals around them, even those living in their homes, and think about what they depend on to survive. If they can, have them make a list of things that animal needs to survive and provide an opportunity in a future class period for the student to share with a partner or with the class.Assessment:Observe partner and class discussions during guided practice to assess mastery of content and language objectives.Collect Exit Tickets to assess mastery of content objectives.Observe conversations about Exit Tickets to assess mastery of language objectives.Extra Ideas:

La toile de la vieQue mangent les plantes et les animaux?

Plantes: _______________________________________________

Herbivores: ___________________________________________

Carnivores: ____________________________________________

Omnivores: ____________________________________________

De quel organisme étais-tu responsable? _________________________

Quelle était ta place dans la toile de la vie?

Avant: ______________________________________________

Après: _______________________________________________

Qu’as-tu appris au cours de cette activité?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Lumière Air Eau

FORÊT

Tremble

Pic flamboyant

Epinette bleue

Le gaufre gris

Grand polatouche

Belette à longue queue

Crécerelle d’Amérique

Sphinx

Gélinotte huppée

Cerf hémione

RoseSauvage

Musaraigne vagabonde

Moustique

Ours brun

Fourmi noire

forestière

Wapiti

DÉSERT

Rat kangourou du Great Basin

Chevêche des terriers

Scarabée tigre

Coyote

AntilopePronghorn

Armoise tridentée

Genévrier occidental

Grand iguane à petites cornes

Fourmi des moissons

Blaireau

Sarrasin amarante

Tyran de l’ouest

Chauve- souris blonde

Yucca

Phalène du yucca

Tortue

Cactus

Urubu à tête rouge

Lièvre

ZONES HUMIDES

Corise

Avocette d’Amériqu

e

Libellule

Roseau

Algue

Artémie

Castor américain

Salamandr

e tigre

Grenouille- taureau

d’Amérique

Truite tigre

Jonc de la Baltique