Ecosystems Ed 335 Assessment Shu Fall 2019

Ecosystems (Assessment SHU Fall 2019)
Unit #: Seton-00098099 Date(s) 09-30-2019 to 10-04-2019
• Team: Ms. P., Ms. B., Mr. H., Ms. L.

• Grade(s): 4
• Subject(s): Science
• Interdisciplinary Approach(es): Project Based Learning, STEM, STEAM
Unit Focus
Through STEAM activities, discussions, and in-class activities students will identify the various aspects, similarities, and differences of
Earth's ecosystems.
Prior Learnings/Connection
Students will connect to prior learning of landforms, plants, animals, and the water cycle.
Stage 1: Desired Results - Key Understandings

Standard(s) Transfer
Pennsylvania Core Standards What kinds of long-term, independent accomplishments are desired? Students will be
Arts and Humanities: 4 able to independently use their learning to...
T1 Students will be able to identify different ecosystems by distinguishing their
• Demonstration of Dance, Music, characteristics.
Theatre and Visual Arts ()
o Recognize, know, use and T2 Students will be able to example how living things in an ecosystem coexist.
demonstrate a variety of
appropriate arts elements and
principles to produce, review Meaning
and revise original works in
the arts. Dance: move Understanding(s) Essential Question(s)
perform read and notate
dance create and choreograph What specifically do you want students to What thought-provoking questions will
improvise Music: sing play understand? What inferences should they foster inquiry, meaning making, and
an instrument read and notate make? Students will understand that... transfer? Students will keep considering...
music compose and arrange U1 Students will understand that the Q1 How do organisms live, grow,
improvise Theatre: stage characteristics of each ecosystem respond to their environment,
productions read and write creates a different effect and and reproduce?
scripts improvise interpret a results in differences and
role design sets direct Visual similarities between ecosystems.
Arts: paint draw craft sculpt
print design for environment,
Acquisition of Knowledge and Skill
Knowledge Skill(s)
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Report produced by Eduplanet21 on: Mon, November 18, 2019 at 8:33 PM
communication, multi-media What facts and basic concepts should What discrete skills and processes should
(9.1.5.B) students know and be able to recall? students be able to use? Students will be
Students will know... skilled at...
English Language Arts: 4 K1 Students will know the basic S1 Students will be skilled at
characteristics and locations of participating in group work and
• Key Ideas and Details - Main Idea () various ecosystems. collaborating in small groups.
o Determine the main idea of a
text and explain how it is K2 Students to know how to apply S2 Through group work students will
supported by key details; previous knowledge of learn to listen to other students'
summarize the text. ecosystems, the food chain, and ideas and work on conversation
(CC.1.2.4.A) water cycle to current learning of skills.
• Key Ideas and Details - Text Analysis ecosystems.
(B) () S3 Students will be able to skillfully
o Refer to details and examples utilize classroom technology.
in text to support what the
text says explicitly and make S4 Through STEAM related skills,
inferences. (CC.1.2.4.B) students will use their creativity to
• Key Ideas and Details - Text Analysis construct various models.
(C) ()
o Explain events, procedures,
ideas, or concepts in a text,
including what happened and
why, based on specific
information in the text.
(CC.1.2.4.C)
• Integration of Knowledge and Ideas -
Diverse Media ()
o Interpret various
presentations of information
within a text or digital source
and explain how the
information contributes to an
understanding of text in
which it appears. (CC.1.2.4.G)
• Informative/Explanatory ()
o Write informative/
explanatory texts to examine
a topic and convey ideas and
information clearly.
(CC.1.4.4.A)
Environment and Ecology: 4
• The Environment ()
o Explain how living things are
dependent upon other living
and nonliving things for
survival. Explain what
happens to an organism when
its food supply, access to
water, shelter or space (niche
/ habitat) is changed. Identify
similarities and differences
between living organisms,
ranging from single-celled to
multi-cellular organisms
through the use of
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microscopes, video, and other
media. (4.1.4.A)
• Science as Inquiry ()
o Distinguish between
scientific fact and
opinion. Ask questions about
objects, organisms and
events. Understand that all
scientific investigations
involve asking and answering
questions and comparing the
answer with what is already
known. Plan and conduct a
simple investigation and
understand that different
questions require different
kinds of investigations. Use
simple equipment (tools and
other technologies) to gather
data and understand that this
allows scientists to collect
more information than relying
only on their senses to gather
information. Use
data/evidence to construct
explanations and understand
that scientists develop
explanations based on their
evidence and compare them
with their current scientific
knowledge. Communicate
procedures and explanations
giving priority to evidence
and understanding that
scientists make their results
public, describe their
investigations so they can be
reproduced and review and
ask questions about the work
of other scientists. (4.1.4.F)
• Aquatic Ecosystems ()
o Explain how freshwater
organisms are adapted to their
environment. Explain the life
cycles of organisms in a
freshwater environment
(4.2.4.C)
Geography: 4
• Physical Characteristics ()
o Identify the physical
characteristics of places and
regions. (7.2.4.A)
Science and Technology and Engineering: 4
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• Water ()
o Recognize Earth’s different
water resources, including
both fresh and saltwater.
Describe phase changes in the
forms of water on Earth.
(3.3.4.A4.)
Stage 2: Assessment Evidence

Performance Task(s)
Alignment Code Assessment Evidence
PT1 Terrarium
Performance Task
Students will participate in building individual terrariums as the end unit project. Their terrariums will be
completed after listening to a presentation by the Pittsburgh zoo.
Resources
RES5 Supplies - 2 Liter Bottles

- Hot glue
- Fish (1 per student)
- Gravel
- Soil
- Scissors
- Seeds
- Note Cards
- Markers
- Zoomobile and corresponding supplies
Other Evidence
Alignment Code Assessment Evidence
OE1 Venn-Diagram
Other Evidence
Students will be assessed on completion of a venn-diagram comparing animals or plants.
OE2 PowerPoint
Other Evidence
Students will be assessed on their an educational PowerPoint through a rubric.
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OE3 Food Chain
Other Evidence
Students will be assessed on completion of their aquatic food chains
OE4 Tundra Model
Other Evidence
Students will assessed on completion of a model of the tundra ecosystem.
Stage 3: Learning Plan

Pre-Assessment
Students will use various classroom materials such as white boards, KWL charts, venn diagrams, and educational presentations to
activate prior knowledge and pre-assess the students.
Alignment Code Learning Activities
LA1 Tundra Model

Learning Activity
Students will create a model of the tundra and label each aspect of it. - "
paint draw craft sculpt print design for environment, communication, multi-media"
Resources
RES6 Model: plastic bins, crushed ice, ice cubes,animal

figurines, and fake moss
LA2 Food Chain

Learning Activity
Students will complete an activity, writing/drawing aquatic food chains -"Explain how living things are
dependent upon other living and nonliving things for survival" and " Explain the life cycles of organisms
in a freshwater environment"
Resources
RES7 Paper, crayons, pencils
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LA3 Venn Diagram
Learning Activity
Students will complete a Venn Digram comparing two desert animals or plants through a Webquest in
order to "identify similarities and differences between living organisms" (4.1.4.A) and "write informative/
explanatory texts to examine a topic and convey ideas and information clearly" (CC.1.4.4.A).
LA4 RainForest Powerpoint
Learning Activity
Students will create a PowerPoint in small groups. - "Write informative/ explanatory texts to examine a
topic and convey ideas and information clearly."
Additional Information
Resources
RES RES RES
RES1 KWL Template.png -
RES2 Venn Diagram Template.png -
RES3 Rubric for Rainforest PowerPoint.docx -
RES4 Terrarium Rubric.png -
RES8 Tundra Rubric.docx -
RES9 Tundra Lesson Plan.docx -
RES10 Food Chain Rubric.docx -
SETON HILL UNIVERSITY

Lesson Plan Template
Name Mr. H.
Subject Science (Desert Lesson)
Grade Level 4
Date/Duration September 30, 2019/45 Minutes
RATIONALE Standards (SAS and PA Keys)

CC.1.2.4.A Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
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CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what
happened and why, based on specific information in the text.
CC.1.2.4.G Interpret various presentations of information within a text or digital

source and explain how the information contributes to an understanding of text in
which it appears.
CC.1.4.4.A Write informative/ explanatory texts to examine a topic and convey

ideas and information clearly.
4.1.4.A Explain how living things are dependent upon other living and nonliving
things for survival. Explain what happens to an organism when its food supply,
access to water, shelter or space (niche / habitat) is changed. Identify similarities
and differences between living organisms, ranging from single-celled to multi-
cellular organisms through the use of microscopes, video, and other media.
7.2.4.A Identify the physical characteristics of places and regions.
Big Idea Statement
An ecosystem is a biological community of interacting organisms and their

physical environment, and a desert is a dry, barren area of land, especially one
covered with sand, that is characteristically desolate, waterless, and without
vegetation.
Essential Question Statement
What are the characteristics of a desert? How do desert plants and animals depend
on one another for survival?
Objective Statement (Audience, Behavior, Condition, Degree)
All students will identify and classify characteristics of a desert and compare and
contrast two desert animals in small groups of four.
Vocabulary
• Barren
• Desert
• Parched
• Drought
• Oasis
LESSON PROCEDURE Pre-Assessment of Students
KWL chart on what students know, want to know, and ultimately learn regarding
the desert ecosystem.
Activating Prior Knowledge
Whole class discussion on known characteristics and facts regarding the desert.
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Hook/Lead-In/Anticipatory Set
BrainPOP video on Deserts OR YouTube video “Desert Animals and Plants |

Desert Ecosystem | Desert Video for kids”, real life images of deserts and desert
plants and animals, and identification of desert locations in the world on the
classroom pulldown map.
Modeling the Concept
Students in small groups of four will be choose two desert plants and/or animals to
compare and contrast before individually receiving a Venn Diagram graphic
organizer. Each small group will use a laptop and be directed to desertusa.com to
research plant and animal characteristics and facts as a group to individually
record findings on each individual’s own Venn Diagram. Students will share
findings with the rest of the class once complete. Students will receive an
explanation of the day’s events before beginning their work, and they will receive
a brief demonstration of expectations by the teacher from the teacher on the
overhead projector.
Guiding the Practice
As students are working, they will be visited by the teacher making their rounds
through the room to observe and both ask and answer questions regarding the
progress being made.
Providing Independent Practice
Students will individually complete a Desert graphic organizer to summarize and

describe important features, interesting information, plants, animals, weather, and
global locations; all information learned from the research and discussion.
Closure/Summary/Review of Learning
Students will complete the “L” portion of the KWL to express information that
they learned from the lesson, and examples will be shared and discussed.
TRANSITIONS Before students individually complete their graphic organizer summary on the
Desert, they make leave the classroom to use the restroom and/or get a drink of
water at the fountain.
READING MATERIALS, • KWL Chart

TECHNOLOGY, AND • Laptops
SUPPLIES
• Internet access
• BrainPOP or YouTube video link
• Image cutouts of real life deserts and desert plants and animals
• World Map
• Venn Diagrams
• Desert graphic organizer
• Writing utensils
Formative Evaluation
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EVALUATION OF THE Classroom observation, participation, the Venn Diagram graphic organizer, and
LEARNING/MASTERY OF the summative Desert graphic organizer.
THE CONCEPT
Summative Evaluation
For this lesson, there will be no summative evaluation.
INDIVIDUALIZED STUDENT Accommodations

SUPPORTS
- Various writing utensils of various lengths and widths with grips.
- Directions written on the board or handed to students in addition to them being

given verbally.
- Frequent brain breaks, such as taking a short walk or time in the Cool Down
Corner.
- Timed in class work period for time management.
Modifications
- Reduced number of comparisons.
Enrichment
If students complete their work early, they write a short story describing life in the
desert from the point of view of a desert plant or animal.
REFLECTION
Upon completion of the lesson, the teacher will record in this space concepts of the
lesson that did and did not work well along with thoughts on how to improve the
lesson for future implementation.
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Name Ms. L.
Subject Science
Grade Level Grade 4
Date/Duration 45 minutes,
9.1.5 Recognize, know, use and demonstrate a variety of appropriate arts

elements and principles to produce, review and revise original works in
the arts.
4.1.4.A Explain how living things are dependent upon other living and
nonliving things for survival. Explain what happens to an organism when
its food supply, access to water, shelter or space (niche / habitat) is
changed. Identify similarities and differences between living organisms,
ranging from single-celled to multi-cellular organisms through the use of
microscopes, video, and other media.
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7.2.4.A Identify the physical characteristics of places and regions.
3.3.4.A4. Recognize Earth’s different water resources, including both

fresh and saltwater. Describe phase changes in the forms of water on
Earth.
Big Idea Statement
Students will build a model of a tundra ecosystem and name what each part
of the model is.
What is found in a tundra ecosystem?
The students will build a model of a tundra ecosystem and be able to name
each part of it with 95% accuracy.
Vocabulary
• permafrost
• migrate
• tundra

Review what the students have learned over the past week about tundra
ecosystems. Make a chart on the board of different ecosystems and have
students fill in what kind of soil is found in each, what animals are found,
and what types of trees are found.

Students will fill in the tundra section of the chart of ecosystems.
https://www.youtube.com/watch?v=D8ipdFGvG8Y
Play this video for one last review of the tundra and what it contains.

Students will be split into groups by the teacher. Each group will be given
the materials to make the model of the tundra ecosystem. The teacher will
explain to the students what each material represents. The materials will be
crushed ice for permafrost, ice cubes for glaciers, fake moss for the short
shrubbery, and various animal figurines of animals found in the tundra
(moose, polar bears, exc…)

The students will be left to their own devices to build the models in a plastic
tub. The crushed ice will be packed in first, then the rest of the materials can
be arranged on top. When the students are finished, the teacher will go
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around to each group and have the students explain where everything went
in the model and why.

The students will be building the model independently during this lesson.
Once each individual group is assessed, the class will review one last time
what a tundra ecosystem contains. They will then compare it to the other
ecosystems learned about.
TRANSITIONS • Students will transition into doing their models by getting into their
groups
READING MATERIALS, Materials:

TECHNOLOGY, AND • plastic bins
SUPPLIES • crushed ice
• ice cubes
• animal figurines
• fake moss
EVALUATION OF THE Formative Evaluation

LEARNING/MASTERY OF The formative assessment is observing the students setting up their models.
THE CONCEPT They will be observed to see if they know where everything goes in the
model.
The summative assessment will be the teacher keeping a rubric for each
student in the groups while they explain the aspects of the tundra that they
had been learning over the week.
INDIVIDUALIZED Accommodations
STUDENT SUPPORTS Students who have fine motor difficulties will either be put in a group with
students who are able to manipulate the materials or will be provided with
alternative materials. The alternative materials could use fabric or fluff
instead of ice.
Modifications
No modifications will be provided for this assignment.
Enrichment
REFLECTION N/A
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Tundra Ecosystem Rubric
Criteria Exceeds Expectations Meets Expectations Meets Some Needs
Expectations Improvement
Comprehension Student is able to label Student is able to Student is able to Student is not able
of Tundra each aspect of the label each aspect of label some of the to identify most of
Ecosystem tundra ecosystem and the tundra ecosystem aspects of a tundra the aspects of the
explain what role it and may be able to ecosystem but have tundra ecosystem
plays within the explain some of the difficulty explaining and can not
ecosystem. aspects. what roles they play explain any of
within the them.
ecosystem.
Following Student follows every Student follows every Student follows Student does not
Directions direction on how to direction on how to most directions on follow directions
build the tundra build the tundra how to build the on how to build
ecosystem model and ecosystem model. tundra ecosystem the tundra
puts in effort and model. ecosystem model.
creativity.
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Listening Skills Student listens quietly Student listens to the Student listens to Student does not
to the teacher while teacher while they some of what the listen to teacher or
they explain the explain the teacher says while group members.
assignment and raise assignment and raise explaining the
their hand if they have their hand if they assignment. Student
any questions. Student have any questions. sometimes listens to
listens respectfully Student listens when group members.
when group members group members
speak. speak.
Participation and Student actively Student participates Student occasionally Student does not
Teamwork participates in the in the activity and participates in the participate in the
activity and is engaged occasionally interact activity but does not activity and either
with their group with group members. interact with their ignores or distracts
members. group members or group member.
distract their group
members.

Name Ms. B.
Subject Science (Ecosystems-Aquatic)
Grade Level 4 grade

th
Date/Duration 10/00/19 50 min.
9.1.5.B
Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts.
CC.1.4.4.A
Write informative/ explanatory texts to examine a topic and convey ideas and
information clearly.
CC.1.2.4.C
Explain events, procedures, ideas, or concepts in a text, including what happened
and why, based on specific information in the text.
4.1.4.A
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Explain how living things are dependent upon other living and nonliving things for
survival. Explain what happens to an organism when its food supply, access to water,
shelter or space (niche / habitat) is changed. Identify similarities and differences
between living organisms, ranging from single-celled to multi-cellular organisms
through the use of microscopes, video, and other media.
4.1.4.F
Distinguish between scientific fact and opinion. Ask questions about objects,
organisms and events. Understand that all scientific investigations involve asking and
answering questions and comparing the answer with what is already known. Plan
and conduct a simple investigation and understand that different questions require
different kinds of investigations. Use simple equipment (tools and other technologies)
to gather data and understand that this allows scientists to collect more information
than relying only on their senses to gather information. Use data/evidence to
construct explanations and understand that scientists develop explanations based on
their evidence and compare them with their current scientific
knowledge. Communicate procedures and explanations giving priority to evidence
and understanding that scientists make their results public, describe their
investigations so they can be reproduced and review and ask questions about the
work of other scientists.
4.2.4.C
Explain how freshwater organisms are adapted to their environment. Explain the life
cycles of organisms in a freshwater environment
3.3.4.A4.
Recognize Earth’s different water resources, including both fresh and saltwater.
Describe phase changes in the forms of water on Earth.
Big Idea Statement

Organisms grow, reproduce, and perpetuate their species by obtaining necessary
resources through interdependent relationships with other organisms and the physical
environment.

How do organisms live, grow, respond to their environment, and
reproduce?
How do we impact ecosystems?

Students will be able to demonstrate knowledge of aquatic ecosystems by writing or drawing
the fresh water and marine water food chains.
Vocabulary
-aquatic
-ecosystem
-impact
-marine
-fresh water

Being as ecosystems have already been introduced to the students, questions will be asked
concerning how other ecosystems work. Formative assessment

To activate prior knowledge, this lesson will be taught in terms of how the other ecosystems
work. Comparing and contrasting the aquatic ecosystems to the previous ecosystems taught
will help students activate prior knowledge of ecosystems.
Examples:
-As we learned when we talked about are other ecosystems, plants are important to an
ecosystem. What would happen if there were no plants?
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-If the predators in many other ecosystems are large, what size do we think our predators of
the aquatic ecosystems will be? Are predators always big?
Before beginning the lesson, students will find a card in the shape of a fish on their desk or
work area. Each fish will have a question written on it and students will answer these
questions at the end of the lesson.

After the students have read out their cards to the class, the teacher will explain that these
questions will be answered as content is explained in class. To show this, the teacher will
write out a question not shown on any of the student’s card and prompt students to recognize
when the information is read allowed by the teacher in class.

The students will be prompted to ask and answer questions as the teacher reads the textbook
material about fresh water and marine ecosystems.

Students will work in pre assigned groups of three or four to put two food chains in order.
One food chain will be a fresh water food chain and the other will be a marine water food
chain.
The same fish cards will be used, but each student will now answer his/her question.
Students will receive time at the end of the lesson to think about how they will answer the
question and talk it over with peers or the teacher before writing their answer on the other
side of the card. Answers will then be shared with the class.
TRANSITIONS To transition into the lesson, the teacher will ask the students to read out their questions
found on the fish cards, saying that they will be answered during the lesson. The teacher will
then introduce the fresh water and marine ecosystems and read the textbook material
pertaining to each, asking questions throughout. To transition to the food chains activity, the
student groups will be given paper and colored pencils to complete the activity. The students
will then be asked to share their work with one or more other groups. While student work is
hung on the walls by the teacher, the students will work to answer their fish card questions.
When the students are finished, they will be asked to share their answers in a full class
discussion to review the material.
READING MATERIALS, Science textbook

TECHNOLOGY, AND Cardstock
SUPPLIES Paper
Pencils
Colored pencils

LEARNING/MASTERY OF For formative evaluation, students will be asked review questions throughout the lesson and
THE CONCEPT will present and talk about their food chains with other groups.
Summative evaluation will happen at the end on the unit.

SUPPORTS ELL students: will have pictures to accompany the pieces of the fresh water and marine
ecosystems and the vocabulary for the lesson will be provided for them to review before the
day of that the lesson is taught.
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Modifications
Students who have difficulty writing will be given the option to dictate their answers to a peer in their
group or to the teacher or to give their answers orally.
Students who have difficulty reading/ELL students will be given shorter selections of the content
material in their reading range if the selection is to be read independently.
Enrichment
Students who have completed in class assignments early, we be given the option to spend
that time to read or to use it to experience a virtual tour of an aquarium online.
REFLECTION
FOOD CHAIN ACTIVITY RUBRIC
0 1 2
Execution Student work is Student work results in a Student work results in a
illegible/nonexistent food chain that is mostly completed food chain containing
complete correct information
Participation/ Student refuses to work with Student lets partner do Student is an effective group
Group Work partner/does not participate most of the work on the member, working with partner to
in the activity project, contributing few complete the activity and voice
ideas and/or opinion ideas and opinions
Presentation Student does not participate Student says little in Student fully participates in
in presenting to other groups presentation to other presenting to other groups by
groups/only participates in talking often/taking a leading
presenting to one group role in one or more
presentations
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Name Ms. P.
Subject Science – Ecosystems (Rainforest)
Grade Level 4 grade

th
Date/Duration 60 minutes

• CC.1.2.4.A. – Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
• CC.1.2.4.G. – Interpret various presentations of information within a text
or digital sources and explain how the information contributes to an
understanding of text in which it appears.
• 4.1.4.F. - Distinguish between scientific fact and opinion. Ask questions
about objects, organisms and events. Understand that all scientific
investigations involve asking and answering questions and comparing
the answer with what is already known. Plan and conduct a simple
investigation and understand that different questions require different
kinds of investigations. Use simple equipment (tools and other
technologies) to gather data and understand that this allows scientists to
collect more information than relying only on their senses to gather
information. Use data/evidence to construct explanations and
understand that scientists develop explanations based on their evidence
and compare them with their current scientific knowledge. Communicate
procedures and explanations giving priority to evidence and
understanding that scientists make their results public, describe their
Page 20of 27
investigations so they can be reproduced and review and ask questions
about the work of other scientists.
• 7.2.4.A. – Identify the physical characteristics of places and regions
• CC.1.4.4.B. – Identify and introduce the topic clearly.
• CC.1.4.4.B. – Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
• CC.1.4.4.E. – Use precise language and domain-specific vocabulary to
inform about or explain a topic.
Big Idea Statement

• Organisms grow, reproduce, and perpetuate their species by obtaining
necessary resources through interdependent relationships with other
organisms and the physical environment.

• How do organisms live, grow, respond to their environment, and
reproduce?
• How and why do organisms interact with their environment and what
are the effects of these interactions?

• In groups of three or fourth (C), all fourth grade students (A) will create a PowerPoint
(B) through analyzing data about the rainforest (C) with 100% accuracy (D).
• Students (A) will be able to create a PowerPoint (B/D) by analyzing data about the
rainforest (C).
Vocabulary
• Ecosystem
• Emergent Layer
• Canopy Layer
• Understory Layer
• Forest Floor
• Preservation
• Exotic
• Environment

• Students will write three things they know about the rainforest on the main board.

• Students will use information used in their paragraphs to fill out the K section in a KWL
chart, as a class.
• Students will watch a video on YouTube about the rainforest.

• Students will view an example of a PowerPoint about rainforest. Groups of four will be
created, and the grading rubric will be reviewed. *View attached rubric

• Students will work in their groups and start to build their PowerPoint.
• Looking for:
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• Students planning equal and fair work for all group members.
• Students equally participating in researching and creating the PowerPoint.
• Students asking questions that are concerning to relevant information.
• Students using PowerPoint correctly.
• Students using reliable resources.

• Students will research information about the rainforest ecosystem. The information
found will be the foundation for their PowerPoints.
• Each group of students will present their PowerPoint to the class. After everyone
presented, the class will use their new knowledge to complete the L section of the KWL
chart, as a class.
TRANSITIONS • As a whole, the class will complete the W section of the KWL chart.
READING MATERIALS, • YouTube Video (Exploring Ecosystem: Tropical Rainforest Diversity / California
TECHNOLOGY, AND Academy of Sciences) https://www.youtube.com/watch?v=LHPuo0rwM1w
SUPPLIES • Projector/ Smartboard/ TV
• Teacher computer / laptop
• Student notebooks
• Writing materials
• Whiteboard/ chalkboard
• Students laptops / iPads
• PowerPoint rubric

LEARNING/MASTERY OF • Students will volunteer answers to complete the L section of the KWL chart, as a class.
THE CONCEPT
• Students will be in groups of four to create a PowerPoint of the four layers of the
rainforest. Students will be assessed by a rubric.
INDIVIDUALIZED Accommodations
STUDENT SUPPORTS • Students may take frequent breaks, sit in another area in the school or room, and use
large print.
Modifications
• Students may only focus on the plant life of the layer of the rainforest they are
presenting.
Enrichment
• Students may embed a video that explains their section of the rainforest into their
PowerPoint.
REFLECTION
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RUBRIC FOR POWERPOINT ASSESSMENT:
Below
Student Name: Basic Proficient
Basic
Student used PowerPoint for their presentation 0 1 2
Student presented factual information in their

0 1 2
PowerPoint
Student included the plant life in their selected

0 1 2
layer of the rainforest.
Student included the animals that can be found

0 1 2
in their selected layer of the rainforest.
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Student worked equally in their group. 0 1 2
Student used correct spelling and grammar. 0 1 2
Student’s oral presentation was clear and

0 1 2
professional.
Reflection and comments
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https://pdesas.org/ContentWeb/Content/Content/27946/Lesson%20Plan
Name Julie, Brad, Paige, Hannah
Subject Science
Grade Level 4th
Date/Duration 1 hour and 30 minutes

PA CORE STANDARDS
• 9.1.5.B. - Recognize, know, use and demonstrate a variety of appropriate arts
elements and principles to produce, review and revise original works in the arts.
Dance: move perform read and notate dance create and choreograph improvise
Music: sing play an instrument read and notate music compose and arrange
improvise Theatre: stage productions read and write scripts improvise interpret a
role design sets direct Visual Arts: paint draw craft sculpt print design for
environment, communication, multi-media
• 4.1.4.A. - Explain how living things are dependent upon other living and nonliving
things for survival. Explain what happens to an organism when its food supply,
access to water, shelter or space (niche / habitat) is changed. Identify similarities and
differences between living organisms, ranging from single-celled to multi-cellular
organisms through the use of microscopes, video, and other media.
• 4.1.4.F. - Distinguish between scientific fact and opinion. Ask questions about objects,
organisms and events. Understand that all scientific investigations involve asking and
answering questions and comparing the answer with what is already known. Plan
and conduct a simple investigation and understand that different questions require
different kinds of investigations. Use simple equipment (tools and other technologies)
to gather data and understand that this allows scientists to collect more information
than relying only on their senses to gather information. Use data/evidence to
construct explanations and understand that scientists develop explanations based on
their evidence and compare them with their current scientific
knowledge. Communicate procedures and explanations giving priority to evidence
and understanding that scientists make their results public, describe their
investigations so they can be reproduced and review and ask questions about the
work of other scientists.
• 4.2.4.C. - Explain how freshwater organisms are adapted to their
environment. Explain the life cycles of organisms in a freshwater environment
SAS
• S4.A.3.1.1 - Categorize systems as either natural or human-made (e.g., ballpoint pens,
simple electrical circuits, plant anatomy, water cycle).
• S4.A.3.1.2 - Explain the relationship between the living and nonliving components in
a system (e.g., food web, terrarium).
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• S4.B.3.1.2 - Describe interactions between living and nonliving components (e.g.
plants – water, soil, sunlight, carbon dioxide, temperature; animals – food, water,
shelter, oxygen, temperature) of a local ecosystem.
•
Big Idea Statement

• Organisms grow, reproduce, and perpetuate their species by obtaining necessary
resources through interdependent relationships with other organisms and the
physical environment.

• How and why do organisms interact with their environment and what are the effects
of these interactions?

• Students will be able to understand how organisms in an ecosystem coexist by
creating a terrarium.
Vocabulary
• Terrarium
• Nutrition
• Ecosystem
• Organism

• N/A

• Students will listen to a presentation about ecosystems and how to construct a
terrarium from the Pittsburgh Zoo Zoomobile.
• N/A

• *within the Pittsburgh Zoo’s presentation

As students are working, they will be observed and asked some of the following questions by
the teacher in order for them to elaborate on their thinking:
• What are the different parts of the terrarium?
• How do the living organisms in the terrarium interact with each other?
• What is needed to keep the terrarium alive?
• What two ecosystems would this terrarium most likely fit into?
• If we chose a different ecosystem, what would that terrarium look like?

• Students will construct their own terrariums.
• Students will share their terrarium with the class.
TRANSITIONS • To transition from the presentation to the activity the students will get into their
groups and collect their materials for their terrariums.
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READING MATERIALS, • 2 liter bottles - one for each student
TECHNOLOGY, AND • hot glue
SUPPLIES • fish - one for each student
• gravel
• soil
• scissors
• seeds
• note cards
• makers
• Pittsburgh Zoo - any materials they request

LEARNING/MASTERY OF • Students will complete an exit slip that describe how the terrarium keeps the fish and
THE CONCEPT the plant alive.
• Students will keep an ongoing journal for one month to monitor and describe the
growth within their terrarium in addition to what was needed in order for it to
survive.
• Students will be evaluated through a rubric based on their terrarium.

SUPPORT • Students will receive help with direct instruction on building their terrarium.
• Written directions in addition to oral directions.
Modifications
• Students will use a pre-glued terrarium.
Enrichment
• Students will have the option to write a short paragraph explaining how they made
their terrarium or why they put in the objects and materials that they did.
REFLECTION This will be filled out by the teacher following the lesson to determine what worked/did not work in order
to modify kinks prior to teaching the same lesson in the future.
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Ecosystems Ed 335 Assessment Shu Fall 2019

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Ecosystems Ed 335 Assessment Shu Fall 2019

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Ecosystems (Assessment SHU Fall 2019)

Unit #: Seton-00098099 Date(s) 09-30-2019 to 10-04-2019

• Team: Ms. P., Ms. B., Mr. H., Ms. L.

Stage 1: Desired Results - Key Understandings

Environment and Ecology: 4

Science and Technology and Engineering: 4

Stage 2: Assessment Evidence

RES5 Supplies - 2 Liter Bottles

Students will be assessed on completion of a venn-diagram comparing animals or plants.

Students will be assessed on their an educational PowerPoint through a rubric.

Students will be assessed on completion of their aquatic food chains

OE4 Tundra Model

Students will assessed on completion of a model of the tundra ecosystem.

Stage 3: Learning Plan

Alignment Code Learning Activities

LA1 Tundra Model

RES6 Model: plastic bins, crushed ice, ice cubes,animal

LA2 Food Chain

RES7 Paper, crayons, pencils

LA4 RainForest Powerpoint

RES RES RES

RES1 KWL Template.png -

RES2 Venn Diagram Template.png -

RES3 Rubric for Rainforest PowerPoint.docx -

RES4 Terrarium Rubric.png -

RES8 Tundra Rubric.docx -

RES9 Tundra Lesson Plan.docx -

RES10 Food Chain Rubric.docx -

SETON HILL UNIVERSITY

Subject Science (Desert Lesson)

Date/Duration September 30, 2019/45 Minutes

RATIONALE Standards (SAS and PA Keys)

CC.1.2.4.G Interpret various presentations of information within a text or digital

CC.1.4.4.A Write informative/ explanatory texts to examine a topic and convey

7.2.4.A Identify the physical characteristics of places and regions.

Big Idea Statement

An ecosystem is a biological community of interacting organisms and their

Essential Question Statement

Objective Statement (Audience, Behavior, Condition, Degree)

LESSON PROCEDURE Pre-Assessment of Students

Activating Prior Knowledge

BrainPOP video on Deserts OR YouTube video “Desert Animals and Plants |

Modeling the Concept

Guiding the Practice

Providing Independent Practice

Students will individually complete a Desert graphic organizer to summarize and

READING MATERIALS, • KWL Chart

For this lesson, there will be no summative evaluation.

INDIVIDUALIZED STUDENT Accommodations

- Directions written on the board or handed to students in addition to them being

- Timed in class work period for time management.

- Reduced number of comparisons.

Grade Level Grade 4

RATIONALE Standards (SAS and PA Keys)

9.1.5 Recognize, know, use and demonstrate a variety of appropriate arts

3.3.4.A4. Recognize Earth’s different water resources, including both

Big Idea Statement

Essential Question Statement

What is found in a tundra ecosystem?

Objective Statement (Audience, Behavior, Condition, Degree)

LESSON PROCEDURE Pre-Assessment of Students

Activating Prior Knowledge

Modeling the Concept