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

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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

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

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Centres Task Cards and Handouts: General Overview of Habitats

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Centres Task Cards and Handouts: General Overview of Organs

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Lesson 4: Centres Continued

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and Assessments

Determining Important Ideas Homework

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Lesson 5: Predation and Circulation: First Round of Centres

75

Centres Task Cards and Handouts: Predation and the Food Chain

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Centres Task Cards and Handouts: The Circulatory System

98

Lesson 6: Centres Continued

113

and Assessments

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

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Centres Task Cards and Handouts: The Digestive System

150

Lesson 10: Centres Continued and Assessments

164

Cause and Effect Homework

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Lesson 11: Real Life Predator Prey Game

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Lesson 12: Muscle Action!

172

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

176

Centres Task Cards and Handouts: Adaptations

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Centres Task Cards and Handouts: The Respiratory System

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Lesson 14: Centres Continued and Assessments

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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

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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

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Breakdown of Unit  

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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 handson 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

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Expectations Covered Grade 4

Science

Expectation analyse the positive and negative impacts of human interactions with natural habitats and communities, taking different perspectives into account and evaluate ways 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 follow established safety procedures for working with soils and natural materials build food chains consisting of different plants and animals, including humans 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 use scientific inquiry/research skills to create a living habitat containing a community, and describe and record changes in the community over time use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in oral and written communication use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life

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Visual Arts

Drama

Science

Expectation demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals) identify factors that affect the ability of plants and animals to survive in a specific habitat demonstrate an understanding of a community as a group of interacting species sharing a common habitat classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer) identify animals that are carnivores, herbivores, or omnivores describe structural adaptations that allow plants and animals to survive in specific habitats explain why changes in the environment have a greater impact on specialized species than on generalized species demonstrate an understanding of why all habitats have limits to the number of plants and animals they can support describe ways in which humans are dependent on natural habitats and communities communicate thoughts, feelings, and ideas to a specific audience, using audio, visual, and/or technological aids to enhance their drama work 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

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Reading

Oral Communication

Visual Arts

Expectation create two- and threedimensional works of art that express feelings and ideas inspired by their interests and experiences use elements of design in art works to communicate ideas, messages, and understandings demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups 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 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing and small- and large-group discussions communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details make inferences about texts using stated and implied ideas from the texts as evidence 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 express opinions about the ideas and information in texts and cite evidence from the text to support their opinions

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Health & Physical Education

Media Literacy

Writing

Expectation

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identify the topic, purpose, and audience for a variety of writing forms generate ideas about a potential topic using a variety of strategies and resources gather information to support ideas for writing using a variety of strategies and oral, print, and electronic sources sort and classify ideas and information for their writing in a variety of ways write more complex texts using a variety of forms produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions describe in detail the topic, purpose, and audience for media texts they plan to create identify conventions and techniques appropriate to the form chosen for a media text they plan to create produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques identify how different physical activities affect the body and contribute to physical fitness and good health 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 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

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Week 4 5

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Expectations Covered Grade 5 Expectation

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Week 4 5

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 evaluate the effects, both beneficial and harmful, of various technologies on human body systems, taking different perspectives into account

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Science Science

follow established safety procedures for physical activities use scientific inquiry/ experimentation skills to investigate changes in body systems as a result of physical activity design and build a model to demonstrate how organs or components of body systems in the human body work and interact with other components

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use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs, and nutrients, in oral and written communication

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use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes

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identify major systems in the human body and describe their roles and interrelationships describe the basic structure and function of major organs in the respiratory, circulatory, and digestive systems

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Reading

Oral Communication

Drama

Visual Arts

Science

Expectation

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identify interrelationships between body systems identify common diseases and the organs and/or body systems that they affect use a variety of materials, tools, and techniques to determine solutions to design challenges use elements of design in art works to communicate ideas, messages, and understandings 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 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups 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 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large group discussions communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

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Week 4 5

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demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details

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use stated and implied ideas in texts to make inferences and construct meaning

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Media Literacy

Writing

Reading

Expectation

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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 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 identify the topic, purpose, and audience for a variety of writing forms generate ideas about a potential topic and identify those most appropriate for the purpose gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources sort and classify ideas and information for their writing in a variety of ways 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 write longer and more complex texts using a variety of forms produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions describe in detail the topic, purpose, and audience for media texts they plan to create

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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

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Health & Phys Ed

Media Lit

Expectation

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produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques

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Week 4 5

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identify the components of health-related fitness and the benefits associated with developing and maintaining each of them assess a specific component of their health-related fitness by noting physical responses during various physical activities, and monitor changes over time 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 describe how advertising and media influences affect food choices, and explain how these influences can be evaluated to make healthier choices

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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. © 2012 www.teachingrocks.ca 17

Terms for Word Wall 30

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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

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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

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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 

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iPad Integration

Tech Connection

Read All About It

Rotation 1

Rotation 2

Rotation 3

Rotation 4

Rotation 5 45

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Get Into Science

Creative Creations

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?

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Student worksheets for centres (photocopy and make a booklet per student) 51

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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: ___________________

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Name: ________________________

Tech Connection: Habitats All Around!

Habitat

Characteristics of the Habitat

Forests

Grasslands

Deserts

Wetlands

Arctic Tundra

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Example of an Ănimal that survives in this habitat

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!

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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

What important job does your heart have to do?

__________________ And weighs the same as __________________

What do your ribs do?

Take Care of Your Heart: Live Tobacco Free

Take Care of Your Heart: Eat Healthy Foods Take Care of Your Heart: Exercise Every Day These foods will keep your heart healthy:

Why does the heart need daily exercise?

What are two reasons not to smoke?

What is heart disease?

Why is smoking bad for your heart?

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Teacher Instructions: 

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

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

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Each student will need their own worksheet and a pencil

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Each group will need a stopwatch or timer

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

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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.

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Graphics 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

Agree Disagree

Agree Disagree

Agree Disagree

Agree Disagree

Statement

It is easy for animals to move from one habitat to another.

Human have no impact on the environment.

Humans do not have a natural habitat because we live in cities.

Humans do not play a role in the food chain and they do not impact other animals and plants.

After Discussion

Agree Disagree

Agree Disagree

Agree Disagree

Agree Disagree

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Points Mentioned During Class Discussion

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):

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Name: _______________________ Topic: __________________________ Rough Draft of Culminating Task ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ © 2012 www.teachingrocks.ca 223

Thank you so much for downloading one of our products! We put a great deal of time and effort into creating teacher resources, so we hope you find this item useful in your classroom! Please don’t forget to rate this product  For more great ideas and resources, check out and follow our TPT store http://www.teacherspayteachers.com/Store/Teachingrocks

and website http://teachingrocks.ca often! Papa, Romano, Saulle

Digitally signed by Papa, Romano, Saulle DN: cn=Papa, Romano, Saulle, o=Teaching Rocks, ou, [email protected], c=CA Date: 2012.09.07 21:59:43 -04'00'

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