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5-E Integrated Subject Unit Plan
Title of Unit: Living Systems
Unit Planners (names): Trey Loker and Lisa-Marie Hill
School(s) & School Division (if applicable): Ashby Lee ES and Sandy Hook
ES/ Shenandoah County
Grade Level: 4th
Unit learning focus: Food webs
Unit learning goal(s): What are the relationships between organisms within an ecosystem?
Science & Math SOL
Standards (list)
Knowledge (Know)
write a fraction
Mathematics
4.2a compare and
order fractions
Order fractions
4.2b represent
equivalent fractions Compare fractions
4.7a estimate and
measure length in
Find equivalent fractions
metric units
4.14 collect,
Measure and estimate in
organize, and
metric units
interpret data from
bar graphs and line
Make a bar graph
graphs
3.3a name and write Make a line graph
fractions
plant and animal
Science
adaptations
4.5 a-f
Identify/compare and
constrast population,
community, and ecosystem
Flow of energy in a food
web
Identify niches in a habitat
compare and contrast life
cycles
differentiate among positive
and negative influences of
human activity
Skills (Do)
Order
Represent
Collect
Organize
Construct
Measure
Estimate
Identify
Define
Values (Be)
accuracy
compare
Contrast
Identify
define
Explain
Infer
Represent
conscious of actions
Type of Integration Process Integration
Level or Extent of Integration Science Focus
Living Systems Unit
Essential Question: What are the relationships between organisms within an ecosystem?
SOL: 4.5 Students will investigate and understand how plants and animals, including humans, in an ecosystem
interact with one another and with the nonliving components in the ecosystem.
Lesson 1
Objective
Students will investigate
and infer physical
adaptations.
SOL
Activities
4.5 a.) plant and
animal adaptations
1. Engage- Show a shark eating a seal and have students
make observations
2. Explore- Gallery walk- show several pictures of animals
and have students note specific body parts that let them do
certain jobs
3. Explore- Bird beak and tool matching activity
4. Explain- Classification of adaptations- use gallery walk
observations to group adaptations (use for defending, use
for getting food)
5. Evaluate- Create your own animal and show and
explain physical adaptations
Lesson 2
Objective
Students will investigate and
infer behavioral adaptations.
SOL
4.5 a.) plant and
animal adaptations
Activities
1. Engage- Show video about peacock (behavior) and
discuss
2. Explain- Show United Streaming video about
behavioral adaptations
3. Evaluate- Students will act our various skits as
animals in various situations that require a behavioral
adaptation
Lesson 3
Objective
Students will explain how
organisms use adaptations to
meet needs
SOL
4.5 a.) plant and
animal adaptations
Activities
1. Engage- Ask: What do we need in order to
survive?
2. Elaborate- Complete a sort on basic needs, tying in
adaptations
3. Evaluate- Journal: Choose an animal and describe
how it uses physical and behavioral adaptations to
meet its needs
Lesson 4
Objective
Students will define and
understand a population
SOL
Activities
4.5 b.) organization of populations,
communities, and ecosystems and how
they interrelate
1. Explore- Outdoor grid space sampling
2. Explore- Ask: What is a population?
(based from grid sampling)
3. Explain- Give examples of a
population- real world
4. Elaborate- Savannah picture: Students
wills find and describe populations in
the picture
Lesson 5
Objective
Students will define and
understand a community.
SOL
Activities
4.5 b.) organization of populations,
communities, and ecosystems and how
they interrelate
1. Explore- 2 habitat sort
2. Explain- give real world examples
3. Elaborate- foldable with population
and community
4. Evaluate- 3 scenarios and students
will determine if it is a population or
community.
Lesson 6
Objective
Students will define and
understand an ecosystem.
SOL
Activities
4.5 b.) organization of populations,
communities, and ecosystems and how they
interrelate
1. Engage- Review habitat
sort
2. Explore- Find what the
two sorts have in common
3. Explain- Complete Venn
diagram on 2 habitats
4. Elaborate- Extend
foldable from previous lesson
5. Evaluate- 3 scenarios
Lesson 7 (Integrated lesson)
Objective
Students will illustrate the flow of
energy in a food web in a given habitat
SOL
4.5 c.) flow of energy
through food webs
Activities
1. Engage- Gallery Walk to review vocab
2. Explore- Turn 3 food chains into a food
web
3. Explain- Show how the 3 food chains
make a food web.
4. Explain- Show flow of energy with yarn
activity
5. Elaborate- Making a food web activity:
incorporate fractions and graphing
6. Evaluate- Writing prompt and food web
fill-in
Lesson 8
Objective
SOL
Students will compare and contrast niches of
different organisms within a community
Activities
4.5 d.) habitats
and niches
1. Engage- Brainstorm: Jobs of people in
our community
2. Explain- Show a video and discuss
definition of niche
3. Elaborate- Complete niches with
several organisms- beaver, trout, algae
4. Evaluate- Go outside, find an organism,
and describe its niche
Lesson 9
Objective
Students will compare and contrast
the different ways an organism
interacts with its surroundings at
various stages in the life cycle
SOL
Activities
4.5 e.) changes in an
organism’s niche at
various stage in it life
cycle
1. Explore, Explain, and Evaluate- Gallery walk
with life cycles: divide class into 2 groups.
Divide each group into 4 smaller groups. Each
small group will create a food web with one
stage of the life cycle
Lesson 10 (Integrated)
Objective
Students will differentiate among the
positive and negative influences of
human activity.
SOL
4.5 f.) influence of
human activity on
ecosystems
Activities
1. Engage/Explore- Gallery walk with
ecosystems: Students will identify positive
and negative influences
2. Explain- Have discussions of observations
3. Elaborate- Concentric circle with inside
being positive and outside being negative
4. Elaborate- Tag Activity
4. Evaluate- Exit ticket: is scenario a positive
or negative influence
5-E Integrated Subject Lesson Plan
Title of Lesson: Food Webs
Lesson Planners (names): Trey Loker and Lisa-Marie Hill
School(s) & School Division (if applicable): Ashby Lee ES and Sandy Hook ES/ Shenandoah County
Grade Level: 4th
Lesson specific Science & Math SOL (or other standards covered). Describe desired gains in
Knowledge/Skills/Behaviors for each, where applicable). These are your specific Learning Objectives for the
lesson.
Standards (list)
Knowledge (Know)
Skills (Do)
Values (Be)
write a fraction
Order
accuracy
Mathematics
4.2a compare and
Represent
order fractions
Order fractions
Collect
4.2b represent
Organize
equivalent fractions Compare fractions
Construct
4.14 collect,
organize, and
Find equivalent fractions
interpret data from
bar graphs
Make a bar graph
3.3a name and write
fractions
flow of energy through
create
conscious of actions
Science
food webs
show
4.5 c
Level or Extent of Integration for this lesson Science Focus
Instructional time: 60 minutes
Materials needed: Food chain worksheet, food web diagram, large sheets of chart paper, markers, yarn, 3 sets
of organism cards, bar graph template, food web exit ticket, food web data sheet
Web resources used (if any; Give urls):
Advance preparation needed: Hang chart paper with vocab word listed, copies of food chain worksheet, food
web diagram, and food web exit ticket
Formative assessment(s): Students will demonstrate understanding by completing the food web
exit ticket. We will judge understanding by evaluating their written performance and the
accurate completion of the food web. We will also be observing students as they complete the
various activities in the lesson.
Lesson Description (step-by-step teaching procedure):
Gallery Walk with Vocabulary Words
1. Hang 8 pieces of chart paper around the room, each one labeled with one vocabulary word: consumer,
producer, decomposer, herbivore, omnivore, carnivore, predator, and prey.
2. Divide students into 8 groups and give each student a different colored marker, if possible.
3. Have one group at each piece of poster paper and give them 1 minute to write or illustrate anything that
comes to mind regarding the vocabulary word at their assigned poster.
4. After each minute is over, have each group rotate to the next poster.
5. Continue rotation until all groups have visited all posters.
6. Discuss posters to help review vocabulary words.
Food chain to food web
1. Partner students and give each partnership a food chain worksheet.
2. Have students match relationships that they see in the food chain and draw lines to connect these
relationships. For example, the kingfisher eats both the trout and the frog. The student will draw a line
from the kingfisher to the frog and another one to the trout.
3. When students have completed the matching, discuss relationships.
4. Hand out food web diagram to each student and have them compare it to their food chain worksheet.
5. Discuss with the class how this food web is easier to look at than a series of food chains. Point out how
the food web shows multiple food chains in a more concise way.
6. While discussing how the food web is made up of food chains, have students trace or circle the food
chains in the web.
Flow of Energy Yarn Activity
1. Have students form a circle in the room.
2. Give one student a ball of yarn, having them hold the end of the string.
3. That student, while holding onto the strong, will pass the ball of yarn to the next person in the circle.
4. The next person will grab a portion of the string and pass the ball to the next person.
5. Students should pass the ball and hold the string until the ball of yarn runs out or reaches the end of the
circle.
6. Lead a discussion on what happened with the ball of yarn as it was passed around the circle. Compare
this to how energy is reduced as it pass through the organisms of a food web/chain.
Food Web Activity (Integrated)
1. Divide students into 3 groups.
2. Hand each group a set of organism cards.
3. Each group will then use their cards and construct a food web to the best of their knowledge. They may
arrange the cards on chart paper and draw lines with pencil.
4. Once each group has finished, check over their web and make corrections as necessary. Once you have
done this, instruct students to glue cards down and to give an appropriate habitat title.
5. Pass out food web data sheet to each student and students may work in their groups to complete data
sheet.
6. Have students take their data and graph it on the bar graph template.
7. Share and discuss findings.
Exit Ticket
1. Pass out exit ticket and have students complete it individually.
Differentiation Strategies to meet diverse learner needs:
All activities that require small groups will be predetermined by the teacher to enable a mixed group of all
abilities. We incorporated kinesthetic and visual portions in our activities. There will be formative assessments
throughout each activity, as well as the unit, to ensure that students’ needs are being met.
Attach Worksheets &/or Hand-outs, Food Web Exit Ticket, Pond Food Chains, Organisms Cards (PDF files)
Homework Assigned (and applicable worksheets): None
5-E Integrated Subject Lesson Plan
Title of Lesson: Human Activity
Lesson Planners (names): Lisa-Marie Hill, Trey Loker, Fay Wymer, Tanisha Green, Sandra Jenny, Alyssa
Hussey
School(s) & School Division: Clarke County and Shenandoah County
Grade Level: 4th Grade (adapted to 3rd and 5th)
Lesson specific Science & Math SOL
Standards (list)
Knowledge (Know)
Skills (Do)
Science
3.5 The student will investigate and
understand relationships among organisms
in aquatic and terrestrial food chains.
producer, consumer,
decomposer
herbivore, carnivore,
omnivore
predator
prey
food chains
food webs
investigate
understand
determine
apply
compare
aquatic ecosystems
terrestrial ecosystems
populations
communities
the human role
investigate
understand
determine
infer
responsible
respectful
interdependency
effects of humans
conservation
resource renewal
interdependency
effects of human
activity
conservation
resource renewal
responsible
respectful
differentiate among
positive and negative
influences of human
activity
differentiate
explain
Conscious of
actions
3.6 Student will investigate and
understand that ecosystems support a
diversity of plants and animals that share
limited resources
3.10 (a,b,d)The student will investigate
and understand that natural events and
human influences can affect the survival
of species
Values (Be)
4.5f) influences of human activity on
ecosystems
4.9a
The student will investigate and
understand important Virginia natural
resources, including watersheds and water
resources
“We all live downstream.”
5.7g investigate and understand how
Earth’s surface is
constantly changing. Key
concepts include human impact.
4.9a watersheds
runoff
sedimentation
agricultural (farm)
runoff
sewage
litter
oil pollution
air pollution
industrial waste
5.7g human activity on
land has a significant
impact on ocean
organisms
phytoplankton
(producer)
herbivores and 1st level
consumers
2nd-5th level
consumers
Math
3.9 (a) Measurement and Application
3.17 (a,b,c)
Collect/ Represent Data
U.S. Customary units
Metric units
purpose of data
line plot, picture graph,
bar graph
3.10 Measurement and Application
4.7a estimate and measure length in
metric units
4.14 collect,
organize, and interpret data from bar
graphs
5.8a find perimeter, area, and volume in
standard units of measure
5.8d estimate and then measure to solve
problems, using metric units
5.14 make predictions and determine the
probability of an outcome
5.15 collect, organize, and interpret data
in a variety of forms, using bar graphs
measurement
area
perimeter
Estimate and measure
in metric units
5.7g inquiry
investigation
explanation
accurate
estimate
classify
accurate
collect
organize
record
construct
interpret
analyze
estimate
measure
determine
accurate
estimate
measure
define
Make bar graphs
collect
organize
interpret
5.8a
defining a space using
perimeter
area
5.8d estimate and
measure
5.7g humans are
custodians of the
earth’s resources
environmental
consciousness
5.8d
estimate
measure
define
collect
organize
interpret
5.14
prediction
probability
outcome
5.14
compare prediction
to actual outcome
5.15
collect, organize data
create bar graph
Level or Extent of Integration for this lesson: Science Focus
Instructional time: 60 Minutes/1 day activity
Materials needed: Cones, Pinnies (optional), stop watch, tape measures, popcorn, sandwich baggies, container
for popcorn, trash bag, bar graph data sheets
Advance preparation needed: Popcorn needs to be made and ready for activity.
Formative assessment(s): We will use the Concentric Circle Activity to assess prior knowledge. In addition,
we will informally assess the students throughout the activity, by observing and initiating discussions. At the
end of the of the activity we will use the exit ticket to assess the students’ understanding of the concept.
Lesson Description (step-by-step teaching procedure):
Concentric Circle Activity
1. For this activity, students will need something to write down ideas. Divide class into 2 equal groups. Have
the students make 2 circles- one on the inside facing out and one on the outside facing in. Students should be
facing a partner.
2. The teacher will say an ecosystem. Use the following ecosystems in order: forest, swamp, desert, and river.
The students on the inside will write down something that humans do to help that ecosystem and the students on
the outside will write down something that humans do to hurt the ecosystem. Give students 10 seconds to write
down their ideas before they share.
3. Have the partnerships share their ideas.
4. Have the outer circle rotate one step to their left so that students have a new partner.
5. Repeat steps 2-4 with a new ecosystem.
6. Have students come together as a whole group. Review concentric circle discussions.
7. Make a t-chart on the board and label one column “Help” and the other “Hurt.” Label the t-chart “Ocean”.
8. As a whole class, generate ideas that humans do to help and hurt the ocean. Record these ideas on the t-chart.
9. Explain how vocabulary words “positive” and “negative” correlate to “help” and “hurt”.
Human Activity Tag Game
1. This activity requires a large space, preferably outdoors in a large field.
2. Teacher models how to measure out 20 meters. This will vary depending on available supplies- you can use a
roll up measure tape, meter sticks, or use the students to mark 20 meters.
3. Have the students construct a square with each side equaling 20 meters. Use the cones to help mark the
boundary lines.
4. Divide your class into four groups. The groups will consist of Zooplankton, Minnows, Tuna, and fishermen.
(Please note that there should be more Zooplankton than Minnows, more Minnows than Tuna, and more Tuna
than fishermen.
5. Scatter popcorn throughout the area, which will represent Algae.
6.The object of this activity is for the Zooplankton to consume as much “Algae” as possible and place it into
their “stomach” (plastic baggie). In addition, the carnivores’ job is to consume as much prey as possible, by
tagging a student and taking their “energy” (bag of popcorn). Once an organism has been eaten, students must
exit the square. The students should be given approximately 2-3 minutes to demonstrate these interactions.**
Please note that the minnows can only eat zooplankton, tuna can only eat minnows, and the fishermen can only
catch tuna.
7. At the closure of this activity, count how many of each population are remaining and record the information.
8. Before repeating this activity, the teacher will explain that ocean has just experienced an oil spill. We will
demonstrate this by having ¼ of the students discard their popcorn into a trash bag, ¼ of the students discard
their popcorn into a container. This will represent the algae that was killed by the spill. ** As a 5th grade
extension, instruct the students to predict the possible outcome of organisms remaining, as a result of the oil
spill.
9. Have the remaining students use the popcorn in their bags to set up the area as stated in Step 5 and repeat the
activity. Don’t forget to tally the results at the end.
10. Before repeating this activity for a third time, the teacher will state that a clean-up crew has cleaned up the
oil. As a result, more algae has begun to grow. Instruct the students to distribute the contents of the container
and the popcorn in their baggies according to Step 5. Don’t forget to tally the results at the end. ** As a 5th
grade extension, instruct the students to predict the possible outcome of organisms remaining, as a result of the
clean-up effort.
11. Repeat steps as desired (incorporate more human impacts as needed).
12. Upon returning to the classroom, pass out graphing sheets, and graph the data.
Closure
At the end of the lesson, distribute an exit ticket to each student. The exit ticket should ask the students to
describe the positive and negative impacts of human activity on the Ocean ecosystem.
**For a 3rd and 5th grade extension, provide students with the lengths of the square and ask them to find the
area and perimeter of our activity space.
Differentiation Strategies to meet diverse learner needs:
*Create three separate bar graphs for each organism, rather than the triple bar graph.
Worksheets: Bar Graph Activities (PDF file)