Science Curriculum 

Grade Four Unit Four:

FOSS Environments

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Course Description In Unit One, students engage in an engineering challenge to develop habits of mind and classroom practices that will be reinforced throughout the school year.

Unit Two provides students with firsthand experiences with soils and rocks and modeling experiences using tools such as topographic maps and stream tables to

study changes to rocks and landforms at Earth’s surface. Students interpret data from diagrams and visual representations to build explanations from evidence

and make predictions of future events. In Unit Three, students engage in first-hand experiences in physical science dealing with energy and change. Students

investigate electricity and magnetism as related effects and engage in engineering design while learning useful applications of electromagnetism in everyday life.

They explore energy transfer through waves, repeating patterns of motion, that result in sound and motion. In Unit Four, students will analyze ecosystems as

they investigate food chains and food webs. Gradual ecosystem changes are compared and contrasted with rapid ecosystem changes. Students are asked to

assess human impact on ecosystems from positive and a negative standpoint. Students will formulate solutions to real world environmental problems. Across all

units, students gain experiences that will contribute to the understanding of crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity;

systems and system models; structure and function; and stability and change.

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Teachers may choose from a variety of instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include:

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ESL Framework This ESL framework was designed to be used by bilingual, dual language, ESL and general education teachers. Bilingual and dual language programs use the home language and a second language for instruction. ESL teachers and general education or bilingual teachers may use this document to collaborate on unit and lesson planning to decide who will address certain components of the SLO and language objective. ESL teachers may use the appropriate leveled language objective to build lessons for ELLs which reflects what is covered in the general education program. In this way, whether it is a pull-out or push-in model, all teachers are working on the same Student Learning Objective connected to the Common Core standard. The design of language objectives are based on the alignment of the World-Class Instructional Design Assessment (WIDA) Consortium’s English Language Development (ELD) standards with the Common Core State Standards (CCSS). WIDA’s ELD standards advance academic language development across content areas ultimately leading to academic achievement for English learners. As English learners are progressing through the six developmental linguistic stages, this framework will assist all teachers who work with English learners to appropriately identify the language needed to meet the requirements of the content standard. At the same time, the language objectives recognize the cognitive demand required to complete educational tasks. Even though listening and reading (receptive) skills differ from speaking and writing (expressive) skills across proficiency levels the cognitive function should not be diminished. For example, an Entering Level One student only has the linguistic ability to respond in single words in English with significant support from their home language. However, they could complete a Venn diagram with single words which demonstrates that they understand how the elements compare and contrast with each other or they could respond with the support of their home language (L1) with assistance from a teacher, para-professional, peer or a technology program.

http://www.state.nj.us/education/modelcurriculum/ela/ELLOverview.pdf

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Pacing Chart

Unit 1

Engineering and Design

10 days

Unit 2

FOSS Soil, Rocks & Landforms

40 days

Unit 3

FOSS Energy

30 days

Unit 4

FOSS Environments

40 days

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Effective Pedagogical Routines/Instructional Strategies ● Collaborative Problem Solving ● Connect Previous Knowledge to New Learning ● Making Thinking Visible ● Develop and Demonstrate Mathematical Practices ● Inquiry-Oriented and Exploratory Approach ● Multiple Solution Paths and Strategies ● Use of Multiple Representations ● Explain the Rationale of your Math Work ● Quick Writes ● Pair/Trio Sharing ● Turn and Talk ● Charting ● Gallery Walks ● Small Group and Whole Class Discussions ● Student Modeling

● Analyze Student Work ● Identify Student’s Mathematical Understanding ● Identify Student’s Mathematical Misunderstandings ● Interviews ● Role Playing ● Diagrams, Charts, Tables, and Graphs ● Anticipate Likely and Possible Student Responses ● Collect Different Student Approaches ● Multiple Response Strategies ● Asking Assessing and Advancing Questions ● Revoicing ● Marking ● Recapping ● Challenging ● Pressing for Accuracy and Reasoning ● Maintain the Cognitive Demand

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Educational Technology Standards

8.1.8.A.1, 8.1.8.A.5, 8.1.8.D.1, 8.1.8.E.1, 8.2.8.B.1

Technology Operations and Concepts 

● Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

● Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. 

Digital Citizenship 

● Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Research and Information Literacy

● Gather and analyze findings to produce a possible solution for a content-related or real world problem using data collection technology.

Design: Critical Thinking, Problem Solving, and Decision Making 

● Design and create a product using the design process that addresses a real world problem with specific criteria and constraints. 

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Career Ready Practices Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP1, CRP2, CRP3, CRP4, CRP5, CRP6, CRP7, CRP8, CRP9, CRP10, CRP11, CRP12 ● CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Example(s): ❏ Seek regularity, punctuality, attendance. ❏ Follow rules, regulations, policies, procedures. ❏ Awareness of one’s action impacts others. ❏ Participate as an active and ethical member of class discussions and projects. ❏ Apply knowledge and skills to enhance productivity.

● CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. Example(s): ❏ Time management ❏ Understanding academic text ❏ Communicating effectively in discussions and academic writing ❏ Critical thinking, analytical thinking, problem solving research skills

● CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

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personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute morefully to their own career success. Example(s): ❏ Suggested ways of handling stress are breathing exercises, journaling ideas/thoughts ❏ Seek ways to become financially independent

● CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Example(s): ❏ Communicating effectively in discussions, debates and presentations ❏ Communicating effectively in academic writing with supporting evidence/facts and sound reasoning ❏ Effective listening skills such as have an open mind, do not interrupt, be attentive, look at the speaker

● CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. Example(s): ❏ Employ environmentally friendly and positive practices holistically. ❏ Students can explore how decision making and behaviors can impact the broader community in specific science related examples, such

as limiting littering, choosing to recycle, etc. ❏ Utilize technology towards the benefit of society. ● CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources 9 | Page

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. Example(s): ❏ Think “out of the box”. ❏ Take risks on trying new ideas. ❏ Create a model or plan for your new idea.

● CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use a reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. Example(s): ❏ Use the hierarchy of credibility of sources (peer-reviewed, editorially reviewed, unreviewed) ❏ Stay away from blogs

● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. Example(s): ❏ Get to the root cause of problems; observe the cause of the problem. ❏ Think multiple solutions for the problem/issue. ❏ Apply relevant scientific study to situations. ❏ Propose solutions to problems. ● CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

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Example(s): ❏ Demonstrate honesty, good character and respect for others while working independently and collaboratively. ❏ Recognize the skills of individual team members and share the learning experience with everyone.

● CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. Example(s): ❏ Seek opportunities for personal development and academic growth (enrichment camps, courses, workshops, industrial visits). ❏ Evaluate new technologies and their capabilities to better living standards ❏ Visit a location that allows you to observe a career-interest you have for the future.

● CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. Example(s): ❏ Utilize Google Apps for Education suite to access and complete assignments. The teacher can use Google Classroom to identify age and

subject appropriate resource materials that can be linked directly. A variety of apps or web based platforms (Tellagami, PowToons, Glogster, Padlet) can be used to generate multimedia content.

● CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings. Example(s): ❏ Students must be given regular opportunities to work with groups in a variety of settings for discussion, projects, etc.

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❏ Encourage teamwork to create collegial relationships for increased productivity. ❏ Lead and model good work ethics with discipline, tolerance and productivity.  

http://www.state.nj.us/education/aps/cccs/career/CareerReadyPractices.pdf

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WIDA Proficiency Levels At the given level of English language proficiency, English language learners will process, understand, produce or use

6- Reaching

● Specialized or technical language reflective of the content areas at grade level ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified

grade level ● Oral or written communication in English comparable to proficient English peers

5- Bridging

● Specialized or technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or

reports ● Oral or written language approaching comparability to that of proficient English peers when presented with grade level

material.

4- Expanding

● Specific and some technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs ● Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but

retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support

3- Developing

● General and some specific language of the content areas ● Expanded sentences in oral interaction or written paragraphs ● Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much

of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2- Beginning

● General language related to the content area ● Phrases or short sentences ● Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when

presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support

1- Entering

● Pictorial or graphic representation of the language of the content areas ● Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions,

or statements with sensory, graphic or interactive support

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Culturally Relevant Pedagogy Examples Building Relationships ❏ Learn about your students’ individual cultures. ❏ Adapt your teaching to the way your students learn. ❏ Develop a connection with challenging students. ❏ Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls,

notes, meetings, etc.) ❏ Everyone has a voice: Create a classroom environment where students know that their contributions are expected

and valued. ❏ Norms for sharing are established that communicate a growth mindset. ❏ All students are capable of expressing scientific thinking and contributing to the classroom community. ❏ Students learn new ways of looking at problem solving by working with and listening to each other. ❏ Encourage student leadership.

Curriculum ❏ Incorporate student-centered stories, vocabulary and examples. ❏ Incorporate aspects of students’ lives they can relate to. ❏ Create lessons that connect the content to your students’ culture and daily lives. ❏ Incorporate instructional materials that relate to a variety of cultures.

Instructional Delivery ❏ Establish an interactive dialogue to engage all students. ❏ Continuously interact with students and provide frequent feedback. ❏ Use frequent questioning as a means to keep students involved. ❏ Intentionally address visual, tactile and auditory learners. ❏ Present real world problems students can relate to. ❏ Incorporate a place-based education model this allows for productive discourse among students about issues

that are relevant to their school and or community.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General ● Extra time for assigned tasks ● Adjust length of assignment ● Timeline with due dates for

reports and projects ● Communication system

between home and school ● Provide lecture notes/outline

Processing ● Extra Response time ● Have students verbalize steps ● Repeat, clarify or reword

directions ● Mini-breaks between tasks ● Provide a warning for

transitions ● Partnering

Comprehension ● Precise processes for

conceptual model ● Short manageable tasks ● Brief and concrete directions ● Provide immediate feedback ● Small group instruction ● Emphasize multi-sensory

learning

Recall ● Teacher-made checklist ● Use visual graphic organizers ● Reference resources to

promote independence ● Visual and verbal reminders ● Graphic organizers

Assistive Technology ● Computer/whiteboard ● Tape recorder ● Video Tape

Tests/Quizzes/Grading ● Extended time ● Study guides ● Shortened tests ● Read directions aloud

Behavior/Attention ● Consistent daily structured

routine ● Simple and clear classroom

rules ● Frequent feedback

Organization ● Individual daily planner ● Display a written agenda ● Note-taking assistance ● Color code materials

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Interdisciplinary Connections Model interdisciplinary thinking to expose students to other disciplines.

ELA Connection:

➔ Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-LS1-2), (4-LS4-2, (SL.4.5)

➔ Use visual displays to enhance observations and explanations of the concepts in this unit of study.

➔ Use text and online media resources when appropriate to help with understanding how animals receive and process information received from the environment

Examples: ● Following the procedures on the notebook sheets. ● Reading complex text in the FOSS student resource books. ● Completing graphic organizers while reading to organize information, thoughts and questions. ● Responding to the focus question using evidence from the data collection, notebook recordings and informational text. ● FOSS multimedia videos ● Word walls ● Discussion Circles ● Classroom Notebook

Math Connection:

➔ Draw points, line, line segments, rays , angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two- dimensional figures. (4-PS4-2), ( 4.G.A.1)

Examples: ● Recording, calculating, analyzing and interpreting data on the notebook sheets. ● Using mathematical and computational thinking with models ● Math Extensions (if available)

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Enrichment

What is the purpose of Enrichment?

❏ The purpose of enrichment is to provide extended learning opportunities and challenges to students who have already mastered, or can quickly master, the basic curriculum. Enrichment gives the student more time to study concepts with greater depth, breadth, and complexity.

❏ Enrichment also provides opportunities for students to pursue learning in their own areas of interest and strengths. ❏ Enrichment keeps advanced students engaged and supports their accelerated academic needs. ❏ Enrichment provides the most appropriate answer to the question, “What do you do when the student already knows it?”

Enrichment is... ● Planned and purposeful ● Different, or differentiated, work – not just more work ● Responsive to students’ needs and situations ● A promotion of high-level thinking skills and making connections within

content ● The ability to apply different or multiple strategies to the content ● The ability to synthesize concepts and make real world and

cross-curricular connections. ● Elevated contextual complexity ● Sometimes independent activities, sometimes direct instruction ● Inquiry based or open ended assignments and projects ● Using supplementary materials in addition to the normal range of

resources. ● Choices for students ● Tiered/Multi-level activities with ● Flexible groups (may change daily or

weekly)

Enrichment is not… ● Just for gifted students (some gifted students may

need intervention in some areas just as some other students may need frequent enrichment)

● Worksheets that are more of the same (busywork) ● Random assignments, games, or puzzles not connected

to the content areas or areas of student interest ● Extra homework ● A package that is the same for

everyone ● Thinking skills taught in

isolation ● Unstructured free time

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Assessments Suggested Formative/Summative Classroom Assessments

Describe Learning Vertically Identify Key Building Blocks

Make Connections (between and among key building blocks) Short/Extended Constructed Response Items

Multiple-Choice Items (where multiple answer choices may be correct) Drag and Drop Items

Use of Equation Editor Quizzes

Journal Entries/Reflections/Quick-Writes Accountable talk

Projects Portfolio

Observation Graphic Organizers/ Concept Mapping

Presentations Role Playing

Teacher-Student and Student-Student Conferencing Homework

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Standards for the Course

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Course: Life Science

Unit: 4 Topic: Environments

Storyline: Fourth graders develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. How do internal and external structures support the survival, growth, behavior, and reproduction of plants and animals? Standards NJSLS:

4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival growth , behavior, and reproduction.

4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

4-ESS3-1 Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do 3-LS2-D Construct an argument that some animals form groups that help members survive.

3-LS4-4 Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. A solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

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*Student Learning Objective:

Essential Questions

Skills, Strategies & Concepts Sample Activities Resources

Investigation 1, Part 1 Observing Mealworms Students will conclude that a mealworm will develop the adaption skills to be able to thrive in different environments. 4-LS-1 , 4-LS1-2

How do mealworm structure and behaviors help them grow and survive ?

● An environment is everything living and nonliving that surrounds and influences an organism.

● A relationship exists between environmental factors and how well organisms grow.

● Animals have structures and behaviors that function to support survival , growth , and reproduction . These include sensory system structures

*Students observe mealworms and describe their structures and behaviors. *They will ask questions to determine what they need to do to provide a proper environment for the mealworms to thrive. *Embedded Assessment Science notebook entry Performance assessment Response sheet Benchmark Assessment Survey Investigation 1 I-Check

Resource Folder

Investigation 1, Part 2 Designing an Isopod Environment

I will design an investigation that will allow me to discover what factors enable an organism to survive in different environments

4-LS-1 , 4-LS1-2

What moisture conditions do isopods prefer? What light conditions do isopods prefer?

● Designing an investigation involves controlling the factors so that the effect of one factor can be observed.

● Every organism has a set of preferred environmental conditions.

● Isopods prefer moist environments;isopods prefer dark environments

The class conducts two different investigations to find out how isopods respond to the environmental factors of water and light. Based on their findings , students design an isopod environment in a terrarium Science Notebook Entry Isopod investigation Isopod Environmental Map Embedded Assessment Performance assessment Response sheet

“Setting up a Terrarium” “Isopods”

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Investigation 1, Part 3 Leaf-Litter Critters

I will become more aware of the environment around me by studying the animals and other organisms that are found in my surrounding area.

4-LS-1 , 4-LS1-2

What are the characteristics of animals living in the leaf-litter environment?

● An environment is everything living and nonliving that surrounds and influences an organism.

● A relationship exists between environmental factors and how well organisms grow.

● Animals have structures and behaviors that function to support survival, growth, and reproduction.

● Every organism has a set of preferred environmental conditions.

Students go to the schoolyard to collect, observe , and sort small animals living in natural ground litter. They use a Critter replicator to become familiar with the anatomical parts of the animals they find in the leaf litter. Students consider adding found organisms to their group’s isopod environment. Science Notebook Entry Critter Record Critter Body Parts Benchmark Assessment Investigation 1 I-Check

Amazon Rain Forest Journal

Investigation 2 Part 1 Designing an Aquarium I will identify and describe the ecosystems of aquatic and terrestrial (land) environments and analyze the

What are the environmental factors in an aquatic system ?

● Aquatic environment includes living and nonliving factors(water and temperature )

● An aquatic environment can contain many different kinds of organisms that interact

● The interactions of organism with one another and with the nonliving environment is an ecosystem

Students review environmental factors in a terrestrial environment and compare them to environmental factors in aquatic environments. They observe guppies and goldfish and add them separately to two class aquariums and monitor the living and nonliving factors in each environment over them. Embedded Assessment : Science Notebook Entry: Living and nonliving factors

Science Resource Book “Freshwater Environments”

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relationship that all of the factors have on one another. LS1:A LS1:D LS2:C LS4 LS4:D

Aquarium Observation Log

Investigation 2 Part 2 Food Chains and Food Webs I will construct a food web of an ecosystem and examine how each part of the ecosystem plays a role in it.

LS1:A LS1:D LS2:C LS4LS4:D

What are the role of organisms in a food chain ?

● Organism interact in feeding relationships in ecosystem

● Producers (plants , algae, phytoplankton) make their own food, which is also used by animals (consumers)

● Organisms may compete for resources in an ecosystem.

● Decomposers eat dead plant and animal materials and recycle the nutrients in the system .

*Students work with organism cards to create food chains and food webs in a woodland ecosystem that includes terrestrial and aquatic environments *Students learn that by using the Sun’s energy , plants and algae are the primary source of matter and energy entering most food chains and food webs. *Students are introduced to the terms for different functional roles that organisms play in food chains Embedded Assessments Response Sheet

Science Resource Book: “What Is an Ecosystem ?” “Food Chains and the Food Web”

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Investigation 2 Part 3 Population Simulation I will dramatize how the behaviors of organism looking for food and distinguish how many organism can successfully be supported by an ecosystem. LS1:A LS1:D LS2:C LS4 LS4:D

How does food affect a population in its home range ?

● Organism interact in feeding relationships in ecosystem

● When the environment changes , some plants and animals survive and reproduce ; others move to new locations, and some die.

*Students go to the school yard to simulate a population of deer foraging for food in its home range. *Students are introduced to the concept of carrying capacity , the greatest number of organisms that can be supported (carried) by an area without damaging it. Embedded Assessments: Science Notebook Entry

Science Resource Book: “Human Activities and Aquatic Ecosystems” Comparing Aquatic and Terrestrial Ecosystems” Online Activities: Virtual Terrarium Virtual Aquarium

Investigation 2 Part 4 Sound Off I will model the behaviors of organisms and discover how organisms use different traits and characteristics to survive in different environments. LS1:A

How do animals use their sense of hearing ?

● Animals communicate to warn others of danger, scare predators away , or locate others of their kind including family members.

● Organism have sensory systems to gather information about their environment and act on it.

*Students go to the schoolyard and pretend to be animals who have poor eyesight or are active at night. *The animals communicate with one unique sound and try to find others of their kind before being “captured” by a predator. *After three rounds of this activity, students sit silently to listen to the animals in the school yard. Embedded assessment: Response sheet Benchmark Assessment:

Video: Animals language and communication Science Resource Book: “Animal Sensory Systems” “Saving Murrelets through Mimicry”

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LS1:D LS2:C LS4 LS4:D

Investigation 2 I-check Science Notebook Entry: Answering of the Focus Question

Investigation 3 Part 1 Setting up the Experiment Brine Shrimp Hatching Setting up the experiment I will be able to predict how salinity will affect the hatching of brine shrimp by creating and carrying out an experiment to determine which salt concentration allows brine shrimp to hatch. 4-LS-1 3-LS4-2 3-LS4-3 3-LS4-4 4-ESS3-1

How can we find out if salinity affect brine shrimp hatching ?

● Brine shrimp are crustaceans that live in marine or salt-pond environments

● An environment factor is one part of an environment . It can be living or nonliving

● Organisms have ranges of tolerance for environmental factors

Students investigate the environmental factors of salinity in hatching brine shrimp eggs. They conduct a controlled experiment to determine which of four salt concentration allows brine shrimp eggs to hatch. Embedded Assessment Performance

Science Resource Book “Brine Shrimp”

Investigation 3 Part 2-Determining Range of Tolerance

How does salinity affect the hatching of brine shrimp eggs ?

● Within a range of tolerance, there are optimum conditions that produce maximum reproduction and growth

● Brine shrimp eggs can hatch in a range of

Students monitor saltwater environments are conducive to hatch brine shrimp eggs. Students analyze the results of a

Science Resource Book: “The Mono Lake Story” “What Happens when

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I will be able to analyze the hatching behavior of the brine shrimp and theorize on which environment is most conducive to successful hatching. 4-LS-1 3-LS4-2 3-LS4-3 3-LS4-4 4-ESS3-1

salt concentration, but more hatch in environments with optimum salt concentration

● When environments change, some plants and animals survive and reproduce : other move to new locations: and some die

multiple-trial experiment conducted by the class and draw conclusions .They will read about the Mono Lake ecosystem and create food webs using the organism cards and information in the article Embedded Assessment: Science notebook entry

Ecosystems Change ?” Online Activity “Food Webs”

Investigation 3 Part 3-Determining Viability I will design an experiment to predict how an organism will adapt to a changing environment. 4-LS-1 3-LS4-2 3-LS4-3 3-LS4-4 4-ESS3-1

Does Changing the environment allow the brine shrimp egg to hatch?

● Brine shrimp eggs can hatch in a range of salt concentrations, but more hatch in environments with optimum salt concentration.

● When environment change, some plants and animals survive and reproduce : other move to new locations ; and some die

Students are challenged to manipulate the environment to see if they can get the dormant eggs to hatch and grow. They formulate and justify predictions and design an investigation to test their predictions. Embedded Assessment: Response Sheet

Science Resources Book “The Shrimp Club” Online Activity “Trout Range of Tolerance”

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Investigation 3 Part 4 - Variation in a Population I will be able to identify the variations that organisms develop so they are able to survive an environment. 4-LS-1 3-LS4-2 3-LS4-3 3-LS4-4 4-ESS3-1

What are some benefits of having variation within a population?

● Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.

Students go to the schoolyard in two teams, to place a population of imaginary animals in a suitable habitat based on a description of population’s natural history. Through a predator-prey simulation, students find out how variations in color and size within a population affect survival of the population.

Science Resource Book: “Variation and Selection”

Investigation 4 Part 1- Water or Salt Tolerance and Plants I will design and carry out and experiment in which I will compare and contrast Plant growth in different environments. I will then infer what requirements for successful growth , development and

How much water is needed for early growth of different kinds of plants ? What is the salt tolerance of several common farm crops?

● every organism has a range of tolerance for each factor in its environment.

● Organisms have specific requirements for successful growth , development and reproduction. A relationship exist between environmental factors and how well organism grow

● Optimum conditions are those most favorable to an organism.

Water on Salt Tolerance and Plants : Half the class sets up an experiment to determine the range of water tolerance for the early growth of four different plants (barley, corn, pea and radish). Students make observations after 5, 8 , and 13 days of growth. They disassemble their planters and compare the growth of each plant in the different environments. The other half of the class sets up a controlled experiment to test the effects of salinity on the same four

Science Resources: “Environmental Scientist” “Range of Tolerance” “How Organisms Depend on One Another” Online Activity “Analyzing Environmental Experiments”

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reproduction for an organism in an environment. 4-LS1-1 3-LS4-1 3-LS4-3 3-LS4-4

plants. They water each container with different concentration of salt water. Students monitor growth of their plants at 5, 8 , and 13 days after planting. They disassemble their planters and compare the growth of each plant in the different environments to determine the salt tolerance of the four plants. Science Notebook Entry: Plant Experiment – Water Tolerance Plant Experiment- Salt Tolerance Plant Experiment Setup Plant Experiment Setup Plant Observation A and B Plant Profile Embedded Assessment : Performance assessment

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Investigation 4 Part 2- Plant Patterns I will diagram my environment and draw a conclusion on what environmental factors cause these environmental patterns. 4-LS1-1 3-LS4-1 3-LS4-3 3-LS4-4

How does mapping the plants in the schoolyard help us to investigate environmental factors

● Organisms have specific requirements for successful growth, development and reproduction. A relationship exists between environmental factors and how well organisms grow.

● Fossils are important evidence about extinct organisms and past environments.

Students observe and map plant-distribution patterns in the schoolyard. They discuss the environmental factors that might be responsible for these patterns. Embedded Assessments: Response sheet

Science Resource Book: “Animals from the Past”

Investigation 4 Part 3- Plant Adaptations I will be able to describe and explain the environmental factors that will allow plants and other organisms to survive and thrive. I will also be able to describe the relationships that organism have with

What are some examples of plant adaptations ?

● Adaptations are structures and behaviors of an organism that help it survive and reproduce.

● A relationship exists between environmental factors and how well organism grows.

Students review environmental factors that influence plant growth (water, light, nutrients) They are introduced to different adaptations of plants that allow some to thrive in dry environment and others to thrive in wet environments. Benchmark Assessment Post Test

Video: All about Plant Adaptations

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different environments.

Unit Project (Choose 1)

Project 1: Students are assigned an organism. They will have to create a 3-D shadow box and/or a drawing of the correct environment that organisms can survive in. They will have to describe why the organism would be best suited for the environment and identify the different characteristics that will enable the organism to be best suited for that particular environment. The students will then have to write a paragraph on what environment would not be suitable for their organism to live in and why.

Project 2: Students will create a storybook on an animal whose environment has changed. They will have to write about what the organism needed to change so that it would be able to survive in the environment and why. Students can be creative and make it fictional by allowing organisms to wear hats, bathing suits or even put an air conditioner on. Students will have to explain the reasons why the organism is chosen to wear these certain activities. For example, they can be assigned a polar bear who was moved to Hawaii and wants to put on the air conditioner and swim in a swimming pool full of ice cubes. Students will have to explain in their story that Polar bears normally enjoy cooler temperatures.

* In some cases, the student learning objective cannot be used as your daily lesson objective. The SLO may be so extensive that it will require unpacking into smaller parts. Based on the lesson, you will need to create an objective that is aligned to the content you will teach in a science period or in a block.

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Unit Vocabulary Investigation 1: Environmental Factors Adult Antennal Behavior Condition darkling beetle environment environmental factors function inference isopod larva life cycle living mealworm molting non-living observation organism pill bug preferred environment pupa pupate sow bug stage structure

Investigation 2: Ecosystems Algae aquarium aquatic environment carnivore carrying capacity competition consumer decomposer ecosystem elodea energy food chain food web freshwater environment herbivore home range interaction microorganism omnivore phytoplankton population predator prey producer zooplankton

Investigation 3: Brine Shrimp Hatching Brine brine shrimp concentration controlled experiment inherited trait migrate optimum range of tolerance reproduce salinity survive thrive tolerance variation viable

Investigation 4: Range of Tolerance dominant plant drought irrigate plant distribution salt sensitive salt tolerant

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References & Suggested Instructional Websites FOSSweb

www.fossweb.com

Defined (STEM) Learning (Project-based learning)

https://www.definedlearning.com/

Newsela www.newsela.com

Readworks.org

https://www.readworks.org/

PBS Learning Media http://pbslearningmedia.org

Education.com

https://www.education.com/

Natural Inventions Hall of Fame https://www.invent.org/at-home-learning-resources

Scholastic Watchandlearn

https://watchandlearn.scholastic.com/

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Field Trip Ideas

Liberty Science Center, Jersey City, NJ https://lsc.org/

Turtle Back Zoo, NJ

https://turtlebackzoo.com/

Bronx Zoo, NY

https://bronxzoo.com/

James McFaul Environmental Center, NJ

https://www.co.bergen.nj.us/ja-mcfaul-environmental-center/about-ja-mcfaul-environmental-center

Jenkinson's Aquarium, NJ

https://jenkinsons.com/aquarium/

Camden “Adventure” Aquarium, NJ

https://www.adventureaquarium.com/

Meadowlands Environment Center, NJ

https://www.njsea.com/meadowlands-environment-center/

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