wbiecosystemunit.weebly.com€¦ · Web viewTeacher’s Guide. a) Welcome. Teachers! This website looks at ecosystems and how animals adapt to their environment. The challenge that

Julie ShapiroWBI Ecosystem

Teacher’s Guide

a) Welcome

Teachers! This website looks at ecosystems and how animals adapt to their environment. The

challenge that students have been given is, they have recently moved to a rainforest and know

nothing about the environment. Throughout, the website they will explore rainforests and learn

about the animals that live there. In addition, they will be comparing the characteristics of a

rainforest to their current ecosystem.

b) Standards:

Common Core ELA:

CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by

key details; summarize the text

CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to

write or speak about the subject knowledgeably

CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively

(e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)

and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the

same event or topic; describe the differences in focus and the information provided.

CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of

discipline-specific tasks, purposes, and audiences

Next Generation Science Standards:


LS4.A: Evidence of Common Ancestry and Diversity

1. Some kinds of plants and animals that once lived on Earth are no longer found anywhere.

(Note: moved from K-2) (3-LS4-1)

2. Fossils provide evidence about the types of organisms that lived long ago and also about the

nature of their environments. (3-LS4-1)

LS4.B: Natural Selection

• Sometimes the differences in characteristics between individuals of the same species provide

advantages in surviving, finding mates, and reproducing. (3-LS4-2)

LS4.C: Adaptation

• For any particular environment, some kinds of organisms survive well, some survive less well,

and some cannot survive at all. (3-LS4-3)

LS4.D: Biodiversity and Humans

• Populations live in a variety of habitats, and change in those habitats affects the organisms

living there. (3-LS4-4)

3-LS4-2

Use evidence to construct an explanation for how the variations in characteristics among

individuals of the same species may provide advantages in surviving, finding mates, and

reproducing.

3-LS4-3

Construct an argument with evidence that in a particular habitat some organisms can survive

well, some survive less well, and some cannot survive at all.

3-LS4-4

Make a claim about the merit of solution to a problem caused when the environment of plants


and animals that there may change.

c) Learning Objectives for the Unit:

Students will be able to see how different animals interact with each other within an

ecosystem by exploring a rainforest.

Students will understand how animals adapt in their environment for survival by studying

animals in different ecosytems.

Students will use graphic organizers to compare and contrast different animals’

characteristics.

Students will make connections between certain animals and their influence on others and

within the ecosystem

Students will gather evidence from literary or informational texts to support analysis,

reflection and research.

d) WIDA Standard(s):

1. Reading (Language of Language Arts): Match main ideas with their details from

paragraphs using visual support and graphic organizers

2. Writing (Language of Language Arts): Depict a series of illustrated events using related

sentences in narrative form based on models

3. Speaking (Language of Language Arts): Summarize story lines, issues, or conflicts in


various genres, supported by illustrations

e) Teacher background

In this unit, students will be exploring the Rainforest ecosystem. They will be mainly

looking at the animals that habitat in the rainforest, but it is important for them to note the

environment as well.

Graphic organizers and websites will be implemented throughout this unit. All of these

resources are linked on the website in the appropriate places. Below, I have provided you with

the actual links to the sources to trouble shoot any issues you may have. Students will be using

the information gained about their the Rainforest ecosystem and create a survival guide pamphlet

as their final assessment.

I chose to provide students with a variety of activities that are creative and interactive for

all students to participate in. For the final assessment, I chose an activity that tied together all of

the previous activities and could allow students to work together to create a fun final product.

Teachers should have a strong understanding of what ecosystems are and how they differ

from one and other. In addition, the teacher should be familiar with the graphic organizers,

rubrics, simulations and apps that are used throughout the unit. The simulations are easy to

follow, but there will likely still be some confusion. Keep in mind that some students have more

experience with technology than others.

f) Assessment

The students will be assessed throughout the unit both informally and with a final present

findings assessment. It is essential that the students are being held accountable throughout the


unit because they are working individually or in groups. The students should see this as a

privilege that they are given the opportunity to work so independently throughout the entirety of

the unit. Throughout the lesson, the students will be using their Action Plan as a guide. The

teacher will evaluate this component at the end of the unit. The teacher will sign each activity

immediately after it is completed.

In addition, the students will be assessed on their effort and behavior throughout the

process. They will use the following guidelines to stay on task.

During individual work time, students will be assessed onDuring individual work time, students will be assessed on

1. Ability to stay on task1. Ability to stay on task

2. Ability to fully complete tasks in a timely manner2. Ability to fully complete tasks in a timely manner

3. Ability to read and follow directions3. Ability to read and follow directions

4. Ability to communicate their ideas if they are stuck4. Ability to communicate their ideas if they are stuck

In addition, the students are assessed throughout the unit on their graphic organizers,

small projects and webs. For example, there is rubric provided for the activity where students

create their own animal. Not only is it an element of the Action Plan, but also a great way for the

teacher to assess their creativity, effort and knowledge of rainforests. There are many other

examples of formative assessments throughout the unit.

I strategically picked each activity for both the individual and group components to fit

with the summative assessment. For the summative assessment the class is creating a pamphlet

about the rainforest to help future habitants survive. Specific guidelines are provided in the

“Presenting Team Findings” section and on the website. I wanted to create a summative

assessment that could truly showcase all the information that the students learned. It tied together

the original learning challenge and brought a great closure to the entire unit. This also showcased


the students understanding of the differences between their current ecosystem to the

characteristics of rainforests.

g) Advanced Preparation

Be familiar with the activities, specifically the simulations that the students are instructed

to do. They are very self-explanatory and can not be done incorrectly. In addition, make sure the

students have access to i-pads to use Exzooberance as well as computers to do several of the

individual and group assignments.

Materials:

I-pads

Smart board

Computers

Schoolyard Ecology Teacher’s Guide

Classification Cards

Markers

Paper

h) Group Activity Descriptions

Required (Students do both)

1) Schoolyard Ecology


In page 33 of the book Schoolyard Ecology, students will look at the environment

surrounding the school. They will take samples of the soil, bugs and leaves to study the

environment. They will expand on the journal that many of them wrote for their optional

individual option.

Standards: LS4.C: Adaptation

For any particular environment, some kinds of organisms survive well, some survive less

well, and some cannot survive at all. (3-LS4-3)

LS4.D: Biodiversity and Humans

Populations live in a variety of habitats, and change in those habitats affects the

organisms living there. (3-LS4-4)

2) A-Z Book

For this assignment there are many components that you must keep in mind. First, start

off by assigning each student a different animal from the A-Z list posted on the WBI. Reinforce

that the students should be using the A-Z template that is attached on Weebly. Each student

should be handrawing their assigned animal on the template. They should respond to the

questions on the template and encourage them to add additional details as well. This should be an

opportunity for the students to be creative and create a group project.

Standards:

CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to

write or speak about the subject knowledgeably

3-LS4-2




reproducing.

Optional Activities (Students Choose 2)

1) Venn Diagram

As a class, students will create a giant venn diagram comparing their home ecosystem to

that of the rainforest. They should focus on the environment, animals, temperature and plants.

Using the smartboard they can create the venn diagram. They can then save that venn diagram

for future reference.

Standards:

3-LS4-2



reproducing.

2) Food Web

As large groups of 4-5, create a food web of which animals are predators looking at their

A-Z book and which are prey. The students should draw out a web similar to this example

below.

Standards:

3-LS4-2




reproducing.

LS4.B: Natural Selection

Sometimes the differences in characteristics between individuals of the same species

provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

3) Design an Animal

The students will work in small groups of 4-5 to create an animal that they believe will

survive well in the ecosystem that they studied. They will work together and be creative to find

an imaginary animal that could be successful and also survive.

Guide the students and put them in groups according to their strengths. It is important that

students can work well together for this activity. The students will be using the online website

Glogster to create a poster displaying their animal.

Standards:

3-LS4-2



reproducing.

LS4.C: Adaptation

For any particular environment, some kinds of organisms survive well, some

survive less well, and some cannot survive at all. (3-LS4-3)

4) Classification


You will provide the students with images of roughly 10 different animals that live in the

Rainforest. The students will be instructed to classify these animals into different categories such

as reptiles and mammals. The students should have worked on this previously in the individual

section and are familiar with the terms mammals and reptiles.

Standards:

3-LS4-3

Construct an argument with evidence that in a particular habitat some organisms can

survive well, some survive less well, and some cannot survive at all.

i) Individual Activities

Required (Students do both)

1) Compare/Contrast Venn Diagram

Students will pick two animals from the list provided on the WBI. They will then use the

venn diagram attached to compare and contrast them. They should be looking at comparing the

physical characteristics, as well as the life span, prey and other important facts.

Encourage the students to choose two very different animals. For example, the Toucan

and the Spider Monkey. Provide them with I-pads or I-pods, so they can use the app

Exzooberance. This app has all of these tropical animals, as well as many other animals from

around the word. Remind them to stick to the list provided.

Standards:

3-LS4-2



reproducing.


CCSS.ELA-Literacy.RI.4.9

Integrate information from two texts on the same topic in order to write or speak about the

subject knowledgeably

2) Journal

Students will be journaling during a five day period, using the journal sheet attachment.

They will be making observations during those five days of their present environment. Guide

them in their observations by telling them to look at the animal and plant life specifically. Ask

them “how does this environment differ from others?”.

Standards:

CCSS.ELA-Literacy.W.5.10

Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences

Optional Activities (Students Choose Two)

1) “I Spy an Ecosystem”

Students will individually complete this online simulation. The link above is to a great

sight called "I Spy an Ecosystem!". This website would be great for students in 3rd-5th grade.

This website provides a step by step process of how students and teachers can learn more about

ecosystems and in the end create a project showcasing their knowledge. There is a useful


teacher's page with additional links that could be used for further knowledge. The activity is very

interactive and requires students to think outside of the box and challenge themselves.

Standards:

3-LS4-2



reproducing.

2) Food Webs

This link leads to various online stimulations about ecosystems that students in grades 3-

5, and 6-8 can learn about. Through various interactive activities such as information videos,

and quizzes where students can test what they learn, students can learn about various aspects of

an ecosystem such as ecosystems themselves, changes in ecosystems, types of biomes, food

webs and food chains of ecosystems. I would definitely recommend this stimulation as it offers

many different learning opportunities for students of all different ages and interests.

Standards:

3-LS4-3

Construct an argument with evidence that in a particular habitat some organisms can

survive well, some survive less well, and some cannot survive at all.

3) PBS Games

This simulation classifies different animals into the following categories: reptile,

mammal, insect or bird. The animal walks across the computer screen and then the students are

expected to classify the animal into those 4 categories.

This activity looks at the difference between those four classifications because it is


important for the students to know the differences for the rest of the activities. The terms will

likely be familiar to the students, but this game allows students to classify both familiar and

unfamiliar species from around the world.

Standards:

3-LS4-2



reproducing.

3-LS4-3

Construct an argument with evidence that in a particular habitat some organisms can survive

well, some survive less well, and some cannot survive at all.

4) KWL Chart

In this last activity, students will create a KWL chart based on these activities. The

students with write down what they know, what they want to know and what they learned. The

actual KWL chart is linked to the website and is a great tool for science units. Encourage the

students to add onto to their KWL chart at the conclusion of working on the WBI.

Standards:

CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is

supported by key details; summarize the text

J) Present Findings


The main purpose of the final assessment is to see what the class has gained overall. The

students will be creating a pamphlet that people can use when they move to the rainforest. Direct

the students to work together to create a classroom pamphlet that could actually be useful. While

this activity is just a simulation, the students should be guided into working on their researching

skills and then combine all of their research into creating a pamphlet. The final assessment rubric

is attached. Instructions are below as well.

Survival GuideSurvival Guide

As a class, it is now your mission to create a survival guide that other explorers of the RainforestAs a class, it is now your mission to create a survival guide that other explorers of the Rainforest

can use to guide them.can use to guide them.

The survival guide must include:The survival guide must include:

1. What animals to avoid1. What animals to avoid

2. What animals to befriend2. What animals to befriend

3. What will you be eating?3. What will you be eating?

4. What is the average temperature?4. What is the average temperature?

5. What plants live here?5. What plants live here?

Follow these guidelines to create your pamphlet on Follow these guidelines to create your pamphlet on Word.Word.

Your pamphlet will have 6 folds. The front fold will be the title page and the back page will beYour pamphlet will have 6 folds. The front fold will be the title page and the back page will be

reserved for the bibliography. reserved for the bibliography. Then you will answer the above questions in the rest of the folds.Then you will answer the above questions in the rest of the folds.

You must use at least three resources we have looked at over the unit's term, and provide thoseYou must use at least three resources we have looked at over the unit's term, and provide those

sources information in the bibliography on the back. You may work on each section together orsources information in the bibliography on the back. You may work on each section together or

divide the sections up among you. You will also be graded on the neatness, creativity, anddivide the sections up among you. You will also be graded on the neatness, creativity, and

organization. The rubric for this project is also under the assessment tab. We will be usingorganization. The rubric for this project is also under the assessment tab. We will be using

Microsoft publisher to create these pamphlets.Microsoft publisher to create these pamphlets.


k) SIOP instruction

When trying to incorporate SIOP into this lesson, begin by building the background

knowledge for the unit. I would spend a day prior to starting the WBI to teach key vocabulary

words such as ecosystem, classification and other essential words. The SIOP protocol suggests

that vocabulary be presented in written format to insure the success of ELL. Understanding the

vocabulary is an essential component for ELLs to find success in this WBI. On my WBI, I


included a link that will include all of the vocab words present on my WBI. This will be like a

mini dictionary for all of my students to reference, but will be specifically helpful for the ELLs.

That way they can reference back to the dictionaries if the encounter a science word that they are

unfamiliar with. This should eliminate confusion based on unfamiliar vocab words

Hands on materials are presented throughout the unit to help promote learning for ELL

students. A variety of graphic organizers and other handouts are attached to guide the students

through this process. Providing ELLs with the essential resources is important because you can

not assume that they are familiar with venn diagrams or KWLs.

Another SIOP protocol that I incorporated was repetition. ELLs need topics to be covered

more than once to truly master the material. For my WBI many of my individual activities were

similar because I wanted students to walk away with a greater understanding of this topic.

Finally, I would incorporate SIOP specific strategies through how I grouped my students

for the final performance assessment. While it is important that students work with a variety of

learners, I think for this unit the students should be grouped up depending on their native

language. Students should be allowed to work in groups with students speaking their native

language. This will encourage students to work together to research and eventually present on

their animal. They may speak in English or their native language throughout the lesson whatever

they feel comfortable with.


l) Literacy use and special education accommodations

I strived to incorporate literacy practices throughout the entire WBI. Whether it was

through note-taking, graphic organizers or the culminating brochure, students got the opportunity

to use their literacy skills. I strived to show the students how interconnected science and literacy

are as a whole.

Many of my activities had the students read various texts and pick out important details.

For example, the venn diagram comparing the two animals had the students find vital

information about the two animals and then compare and contrast them. The students are not

only learning scientific information, but also applying it in a literacy format. A few other

activities utilize note taking as a measure of literacy. This is important for literacy because the

note taking helps demonstrate students’ abilities to find main ideas and articulate them in

abbreviated fashion. This is also important for science because it is important that the students

grasp the main ideas in this unit to accomplish the activities in the most effective way.

The final assessment not only looked at the students scientific understanding of the rain

forest, but also had them present it in a literacy way. The students’ assignment was to create a

pamphlet that displayed important facts about the rain forest. This way, students were

demonstrating their science knowledge using their narrative skills.

It is equally as important to meet the needs of those students with special needs. The

activities that I have created can easily be scaffolded more with increased visuals and graphic

organizers. The students with special needs will benefit greatly from more individualized

attention as well. Guiding and critical questions will benefit the ELLs and the students with


special needs. Make sure that the objectives are clearly stated both verbally and in written

format.

Resources:

http://questgarden.com/116/94/5/110106183428http://questgarden.com/116/94/5/110106183428

http://www.scholastic.com/teachers/activity/ecosystems-11-studyjams-interactive-http://www.scholastic.com/teachers/activity/ecosystems-11-studyjams-interactive-

science-activitiesscience-activities

http://www.pbslearningmedia.org/asset/lsps07_int_animalclass/?http://www.pbslearningmedia.org/asset/lsps07_int_animalclass/?

utm_source=teachersdomain_redirect/asset/lsps07_int_animalclass/utm_source=teachersdomain_redirect/asset/lsps07_int_animalclass/

utm_medium=teachersdomain/asset/lsps07_int_animalclass/utm_campaign=td_redirectsutm_medium=teachersdomain/asset/lsps07_int_animalclass/utm_campaign=td_redirects

School Yard Ecology by Katherine Barnett and Carolyn Willard

Documents

wbiecosystemunit.weebly.com€¦ · Web viewTeacher’s Guide. a) Welcome. Teachers! This website looks at ecosystems and how animals adapt to their environment. The challenge that