grade 4/5 science unit for habitats and communities ... · for habitats and communities & human...

Grade 4/5 Science Unit

for Habitats and

Communities &

Human Organ Systems

Based on the Ontario Curriculum

This cross-curricular science unit allows teachers

to meet the Ontario Science

expectations when teaching a Grade 4/5 split.

Created by Teaching Rocks!

Lisa Papa, Loriana Romano, and Elita Saulle

© 2012

Table of Contents

Unit Overview 1

Assessment For and As Learning & Differentiated Instruction 2

Breakdown of Unit 5

Expectations Covered Grade 4 6

Expectations Covered Grade 5 10

Lesson Breakdown 14

Lesson 1: What do we need to survive? A General Class Introduction 17

Lesson 2: What do we need to survive? From General to Specific 21

Terms for Word Wall 30

Lesson 3: What is a Living System? First Round of Centres 38

Centres Task Cards and Handouts: General Overview of Habitats 43

Centres Task Cards and Handouts: General Overview of Organs 57

Lesson 4: Centres Continued and Assessments 70

Determining Important Ideas Homework 73

Lesson 5: Predation and Circulation: First Round of Centres 75

Centres Task Cards and Handouts: Predation and the Food Chain 82

Centres Task Cards and Handouts: The Circulatory System 98


Lesson 7: Building Terrariums 116

Lesson 8: The Human Body Fitness Circuit 119

Lesson 9: Looking at Food Webs and Digestion: First Round of Centres 132

Centres Task Cards and Handouts: Food Webs 135

Centres Task Cards and Handouts: The Digestive System 150


Cause and Effect Homework 167

Lesson 11: Real Life Predator Prey Game 169

Lesson 12: Muscle Action! 172

Lesson 13: Adapting to the Environment? First Round of Centres 176

Centres Task Cards and Handouts: Adaptations 179

Centres Task Cards and Handouts: The Respiratory System 193


Lesson 15: Raising Awareness through Public Service Announcements 208

PSA Choice Board, Rubric, Planning, Research and Assessment Sheets 212

Lesson 16: Public Service Announcement Presentations and Rubric 219

Culminating Task and Rubric 223

Graphics Information 226

Technological Aspects 228

© 2012 www.teachingrocks.ca

In order to gain a better understanding of Assessment For and As Learning

and Differentiated Instruction, the following resources are recommended:

eduGAINS. AER Gains. http://www.edugains.ca/newsite/aer2/index.html

Heacox, Diane. Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms. Minneapolis: Free Spirit Publishing

Inc, 2009.

Moss, Connie M. & Susan M. Brookhart. Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders. Alexandria:

ASCD, 2009.

Manitoba Ministry of Education. Rethinking Classroom Assessment with Purpose in Mind.

http://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf

Ontario Ministry of Education. Growing Success: Assessment, Evaluation,

and Reporting in Ontario Schools. http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

4

http://www.edugains.ca/newsite/aer2/index.html

http://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf

http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf


Breakdown of Unit

Timeline: 16 days (8 weeks with two classes per week; however, this

is very flexible and can be changed to adapt to your needs) Lessons include the following:

o Learning centres: students work in small groups or individually to rotate between three centres over the course of the activity

(five types of centre activities: iPad integration, technology, reading/writing activity, creative response, and a fun or hands-

on activity); o Whole class lesson/discussion followed by either small group

activities or whole class activity o Cross-curricular integration with other subject areas

Co-curricular integration with the following subjects:

o Language Arts (Reading, Writing, Oral Communication, Media Literacy)

o Drama o Physical Education

o Art o Health

Assessment: o Assessment For and As Learning: Student self-assessments and

group assessments, KWL, exit slips, anticipation guide, project planning sheet

o Formal Assessments: Journal writing, worksheets, cumulative group project, centres booklet

o Reading Strategies (Making Connections, Inferring, Determining Important Ideas, Drawing Conclusions)

Differentiated Instruction is achieved through:

o Learning Centres o Choice boards for end of unit project

o Co-Curricular integration to meet various learning styles (kinesthetic, visual, or auditory learners)

o A variety of hands-on activities/labs

5


Expectations Covered Grade 4

Expectation Week

1 2 3 4 5 6 7 8

Scie

nce

analyse the positive and

negative impacts of human

interactions with natural habitats

and communities, taking

different perspectives into

account and evaluate ways

X X X

identify reasons for the depletion

or extinction of a plant or animal

species, evaluate the impacts on

the rest of the natural

community, and propose

possible actions for preventing

such depletions or extinctions

from happening

X X X

follow established safety

procedures for working

with soils and natural materials

X X

build food chains consisting of

different plants and animals,

including humans

X X

use scientific inquiry/research

skills to investigate ways in

which plants and animals in a

community depend on features

of their habitat to meet

important needs

X X X X X

use scientific inquiry/research

skills to create a living habitat

containing a community, and

describe and record changes in

the community over time

X

use appropriate science and

technology vocabulary, including

habitat, population,

community, adaptation, and

food chain, in oral and written

communication

X X X X

use a variety of forms (e.g.,

oral, written, graphic,

multimedia) to communicate

with different audiences and for

a variety of purposes

X X X X X

demonstrate an understanding of

habitats as areas that provide

plants and animals with the

necessities of life

X X X X X X X

6


Expectation Week

1 2 3 4 5 6 7 8 S

cie

nce


food chains as systems in which

energy from the sun is

transferred to producers (plants)

and then to consumers (animals)

X X X

identify factors that affect the

ability of plants and animals to

survive in a specific habitat

X X X


a community as a group of

interacting species sharing

a common habitat

X X

classify organisms, including

humans, according to their role

in a food chain (e.g., producer,

consumer, decomposer)

X X X

identify animals that are

carnivores, herbivores,

or omnivores

X X X

describe structural adaptations

that allow plants and animals to

survive in specific habitats

X X

explain why changes in the

environment have a greater

impact on specialized species

than on generalized species

X X


why all habitats have limits to

the number of plants and

animals they can support

X X X

describe ways in which humans

are dependent on natural

habitats and communities

X X X X

Dram

a communicate thoughts, feelings,

and ideas to a specific audience,

using audio, visual, and/or

technological aids to enhance

their drama work

X

Vis

ual

Arts

engage actively in drama

exploration and role play, with a

focus on exploring drama

structures, key ideas, and pivotal

moments in their own stories

and stories from diverse

communities, times, and places

X

7


Expectation Week

1 2 3 4 5 6 7 8 V

isu

al

Arts

create two- and three-

dimensional works

of art that express feelings and

ideas inspired

by their interests and

experiences

X X

use elements of design in art

works to communicate

ideas, messages, and

understandings

X X

Oral

Co

mm

un

icati

on


appropriate listening behaviour

by adapting active listening

strategies to suit a variety of

situations, including

work in groups

X X X X X X

identify a variety of listening

comprehension strategies and

use them appropriately before,

during, and after listening in

order to understand and clarify

the meaning of oral texts

X X X X X


appropriate speaking behaviour

in a variety of situations,

including paired sharing and

small- and large-group

discussions

X X X X X

communicate in a clear, coherent

manner, presenting ideas,

opinions, and information in a

readily understandable

form

X X X X X

Read

ing

demonstrate understanding of a

variety of texts by summarizing

important ideas and citing

supporting details

X X X X

make inferences about texts

using stated and implied ideas

from the texts as evidence X X X X

extend understanding of texts by

connecting the ideas in them to

their own knowledge,

experience, and insights, to

other familiar texts, and to the

world around them

X X

express opinions about the ideas

and information in texts and cite

evidence from the text to

support their opinions

X X X X

8


Expectation Week

1 2 3 4 5 6 7 8 W

rit

ing

identify the topic, purpose, and

audience for a variety of writing

forms X X X

generate ideas about a potential

topic using a variety of strategies

and resources X X

gather information to support

ideas for writing using a variety

of strategies and oral, print, and

electronic sources

X X X

sort and classify ideas and

information for their writing in a

variety of ways X X X X

write more complex texts using a

variety of forms X X

produce revised, draft pieces of

writing to meet identified criteria

based on the expectations

related to content, organization,

style, and use of conventions

X

Med

ia L

iteracy

describe in detail the topic,

purpose, and audience for media

texts they plan to create X

identify conventions and

techniques appropriate to the

form chosen for a media text

they plan to create

X X

produce media texts for specific

purposes and audiences, using a

few simple media forms and

appropriate conventions and

techniques

X X X X

Healt

h &

Ph

ysic

al

Ed

ucati

on

identify how different physical

activities affect the body and

contribute to physical fitness

and good health

X

assess their level of exertion

during physical activity, using

simple self-assessment

techniques, and explain how

intrinsic and extrinsic factors

affect the exertion required to

perform physical activities

X

perform a variety of controlled

static balances and transitions

between balances, using a

variety of body parts and

shapes, at different levels,

individually, and with partners

and equipment

X

9


Expectations Covered Grade 5

Expectation Week

1 2 3 4 5 6 7 8

Scie

nce

Scie

nce

assess the effects of social and

environmental factors on human

health, and propose ways in

which individuals can reduce the

harmful effects of these factors

and take advantage of those that

are beneficial

X X X

evaluate the effects, both

beneficial and harmful, of various

technologies on human body

systems, taking different

perspectives into account

X

follow established safety

procedures for physical

activities X X

use scientific inquiry/

experimentation skills to

investigate changes in body

systems as a result of physical

activity

X X

design and build a model to

demonstrate how organs or

components of body systems in

the human body work and

interact with other components

X X

use appropriate science and

technology vocabulary, including

circulation, respiration,

digestion, organs, and

nutrients, in oral and written

communication

X X X X X X X

use a variety of forms (e.g.,

oral, written, graphic,

multimedia) to communicate

with different audiences

and for a variety of purposes

X X X X X X

identify major systems in the

human body and describe their

roles and interrelationships X X X X X X

describe the basic structure and

function of major organs in the

respiratory, circulatory,

and digestive systems

X X X X X X X

10


Expectation Week

1 2 3 4 5 6 7 8 S

cie

nce identify interrelationships

between body systems X X X X X X

identify common diseases and

the organs and/or body systems

that they affect X X X

Vis

ual

Arts

use a variety of materials, tools,

and techniques to determine

solutions to design challenges X X X X

use elements of design in art

works to communicate ideas,

messages, and understandings X X X X

Dram

a

engage actively in drama

exploration and role play, with a

focus on examining issues and

themes in fiction and non-fiction

sources from diverse

communities, times, and places

X X

Oral

Co

mm

un

icati

on


appropriate listening behaviour

by adapting active listening

strategies to suit a range of

situations, including work in

groups

X X X X X

identify a variety of listening

comprehension strategies and

use them appropriately before,

during, and after listening in

order to understand and clarify

the meaning of oral texts

X X X X X X


appropriate speaking behaviour

in a variety of situations,

including paired sharing,

dialogue, and small- and large

group discussions

X X X X X X

communicate orally in a clear,

coherent manner, presenting

ideas, opinions, and information

in a readily understandable form

X X X X X X

Read

ing

demonstrate understanding of a

variety of texts by summarizing

important ideas and citing

supporting details

X X X X

use stated and implied ideas in

texts to make inferences and

construct meaning X X X

11


Expectation Week

1 2 3 4 5 6 7 8 R

ead

ing

extend understanding of texts by

connecting the ideas in them to

their own knowledge,

experience, and insights, to

other familiar texts, and to the

world around them

X X X

make judgements and draw

conclusions about the ideas and

information in texts and cite

stated or implied evidence from

the text to support their views

X X X X

Writ

ing

identify the topic, purpose, and

audience for a variety of writing

forms X X

generate ideas about a potential

topic and identify those most

appropriate for the purpose X

gather information to support

ideas for writing, using a variety

of strategies and a range of print

and electronic resources

X X X

sort and classify ideas and

information for their writing in a

variety of ways X X X X X

identify and order main ideas

and supporting details and group

them into units that could be

used to develop several linked

paragraphs, using a variety of

strategies and organizational

patterns

X

write longer and more complex

texts using a variety of forms X X X

produce revised, draft pieces of

writing to meet identified criteria

based on the expectations

related to content, organization,

style, and use of conventions

X

Med

ia L

iteracy

describe in detail the topic,

purpose, and audience for media

texts they plan to create X

identify conventions and

techniques appropriate to the

form chosen for a media text

they plan to create, and

explain how they will use the

conventions and techniques to

help communicate their message

X

12


Expectation Week

1 2 3 4 5 6 7 8 M

ed

ia L

it produce a variety of media texts

for specific purposes and

audiences, using

appropriate forms, conventions,

and techniques

X X X

Healt

h &

Ph

ys E

d

identify the components of

health-related fitness and the

benefits associated with

developing and maintaining

each of them

X

assess a specific component of

their health-related fitness by

noting physical responses during

various physical activities, and

monitor changes over time

X

perform controlled transfers of

weight in a variety of situations

involving static and dynamic

balance, using changes in speed

and levels, with and without

equipment

X

describe how advertising and

media influences affect food

choices, and explain how these

influences can be evaluated to

make healthier choices

X

13


Topic: What do we need to survive?

Lesson 1: What do we need to survive? A General Class Introduction

Overview: Students will work in groups to develop a concept map that

depicts all the ideas that they have about survival and what is necessary for survival.

Objectives:

Students will: - Work in groups to develop a concept map that relates all the different

necessities for survival - Use effective communication skills to share their ideas and listen to the

ideas of other group members - Make connections between the various suggestions posed by group

members

- Discuss what it means to be able to live and survive

Learning Goal:

Grade 4: We are learning to describe and explain how humans depend on the environment around them in order to survive.

Grade 5: We are learning to describe and explain what is necessary for life.

Materials: - Chart paper and markers (one set per group)

- 3-2-1 Exit Slip handout - Post it notes

Activities:

1. Have a class discussion with students by posing the question, “What

do we need to stay alive?” There are many answers to this question, so try to help students think of general items (e.g. air) down to more

specifics (e.g. lungs to breathe). Inform students that they are going to focus on survival by making a concept map.

2. Hand out chart paper and different coloured markers to each group. All students are given a marker and begin to work on the concept

map. 3. If students are not familiar with a concept map, they can use the

worksheet provided as guidance. Remind students that a concept maps is just like brainstorming about a topic and they can include any

ideas that they would like. 4. Tell students that if they are unsure about a fact, idea, or connection,

they could place a little question mark or asterisk next to the point.

17


Terms for

Word Wall

30


Habitat

the natural home or environment of

an organism (plant or animal)

Population

a group of animals or plants of the

same kind living in the same habitat

31


Circulatory System

transports blood through the body

(includes heart, veins, arteries, blood)

Respiratory System

oxygen in and carbon dioxide out

(includes nose, lungs, trachea)

35

Centre task cards and rotation schedule

(laminate for increased durability)

43


Materials List: iPad (App: Educreations)

Computer with internet connection

Beta Fish, tank and mirror

44


iPad

Integration

Tech

Connection

Read All

About It

Get Into

Science

Creative

Creations

Rotation 1

Rotation 2

Rotation 3

Rotation 4

Rotation 5

45


Using the iPad App “Educreations”, begin to summarize all the

ideas you have about habitats so far. The “Educreations” app allows you to turn the iPad into a

recordable white board, so your group can record text, drawings,

and voices to create an interactive, multimedia summary of your

ideas so far. Try to include text, images, and voice explanations. Also, can

you make any connections between the parts of a habitat? How

does a change in one part of the habitat affect another part?

Why are plants and animals so dependent on their habitat? What role do humans play in all this?

46


Student worksheets for centres (photocopy and

make a booklet per student)

51


Centre Activities for

Adaptations Work with your group only!

Stay on topic!

Respect different opinions!

Contribute to the activities!

You are responsible for YOUR work!

Do not disrupt other groups!

Have fun!

Name: ___________________

52


Name: ________________________

Tech Connection: Habitats All Around!

Habitat Characteristics of the Habitat Example of an ŀnimal that

survives in this habitat

Forests

Grasslands

Deserts

Wetlands

Arctic Tundra

53


Visit the following website: http://www.mplsheart.org/kids/lets_learn.html

Read each section as a group and click next to go to the next

screen. Make sure you read all the information because you will need to

fill in your worksheet!

102


Name: _____________________________

Tech Connection: Let’s Learn About Your Heart!

Were you surprised by what the heart

actually looks like?

Your heart is the same size as your

__________________

And weighs the same as

__________________

What important job does your heart have

to do?

What do your ribs do? Take Care of Your Heart: Eat Healthy Foods

These foods will keep your heart healthy:

Take Care of Your Heart: Exercise Every Day

Why does the heart need daily exercise?

Take Care of Your Heart: Live Tobacco Free

Why is smoking bad for your heart?

What are two reasons not to smoke? What is heart disease?

109

© teachingrocks.ca Graphics http://teachersclipart.blogspot.ca/

Teacher Instructions:

Cut out the task cards and set them up around the gym or an outside space

Divide students into small groups, so that groups rotate between stations

Each student will need their own worksheet and a pencil

Each group will need a stopwatch or timer

Each station requires about 5 minutes of time, making this activity about 45

minutes long

Depending on the age and skill set of your class, provide them with the

number of sets and reps for the various activities. There is a spot on the

student worksheet to record this information.

Your upper arms are made up of different muscles that work in

combination: the triceps allow you to straighten your arm by

extending the elbow joint, while the biceps contract to bend your

arm at the elbow joint.

Try this! Lie face down with hands extended about

shoulder width apart. Keep your body straight,

slowly lower your body to the ground by

bending your arms at the elbow.

Raise yourself off the ground by

extending arms at the elbows.

Repeat.

121

http://teachersclipart.blogspot.ca/


Human Impact on Habitats: An Anticipation Guide For each statement, select “agree” or “disagree.” Once you are done, go

back and see if your feelings on the statements have changed as a result of your class discussion.

Before Discussion

Statement After

Discussion Points Mentioned During Class

Discussion

Agree

Disagree

It is easy for animals to move

from one habitat to another.

Agree

Disagree

Agree

Disagree

Human have no

impact on the environment.

Agree

Disagree

Agree

Disagree

Humans do not have a natural

habitat because we live in cities.

Agree

Disagree

Agree

Disagree

Humans do not play a role in the

food chain and they do not impact

other animals and plants.

Agree

Disagree

210


Name: _____________________________

Note-Taking Worksheet Use the following chart to record important points you learned from your

research.

Topic I am researching:

Interesting Points: My thoughts based on the information I read…

How this will help me with my project…

Resources I used (be specific):

216


Name: _______________________ Topic: __________________________

Rough Draft of Culminating Task

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

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223

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grade 4/5 science unit for habitats and communities ... · for habitats and communities & human...

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