5-E Integrated Subject Unit Plan
Title of Unit: Aquatic and Terrestrial Food Chains 3rd Grade
Unit Planners (names): Richard Morris and Kendall Willhite
School(s) & School Division (if applicable): Warren County
Grade Level: 3rd
Unit learning focus:
· Science--Food Chains, Aquatic and Terrestrial Habits
· Math-Graphing, Probability, Fractions, Comparing Numbers
Unit learning goal(s): below
Science & Math SOL
Science Standards3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include
a) producer, consumer, decomposer;
b) herbivore, carnivore, omnivore; and
c) predator and prey.
Math Standards
3.1 The student will
c)The student will compare whole numbers using symbols (>, <, or =) and words (greater than, less than, or equal to)
3.3 The student will
a) name and write fractions represented by a model;
b) model fractions and write the fractions’ names; and
3.17 The student will
a) collect and organize data, using observations, measurements, surveys, or experiments;
b) construct a line plot, a picture graph, or a bar graph to represent the data; and
c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.
3.18 The student will investigate and describe the concept of probability as chance and list possible results of a given situation.
Essential Question(s):
What is the connection or relationship between organisms that live in aquatic or terrestrials habitats?
1. What organisms live in the aquatic and terrestrial habitats?
2. What is the connection between producers, consumers and decomposers in a food chain?
3. What do herbivores, carnivores, and omnivores eat?
4. What is the difference between predator and prey? / Understandings:
Students will understand that…
a.) Aquatic animals live in the water and terrestrial animals live on land.
b.) Producers are eaten by consumers. Producers and consumer die and are eaten by decomposers.
c.) Herbivores eat only plants, Carnivores eat only meat and Omnivores eat both plants and animals.
d.) Predators hunt other animals for food and prey is hunted by another animal for food.
Students will know… (KNOW)
Science
· A food chain shows a food relationship among plants and animals in a specific area or environment.
· Terrestrial organisms are found on land habitats such as deserts, grasslands, and forests. Aquatic organisms are found in water habitats such as ponds, marshes, swamps, rivers, and oceans.
· A green plant makes its own food using sunlight, air, and water. Green plants are producers.
· A consumer is an animal that eats living organisms (plant or animal).
· Certain organisms break down decayed plants and animals into smaller pieces that can be used again by other living organisms. These organisms are decomposers.
· A food chain, which shows part of a food web, can have an animal that eats only plants (herbivore). It can have an animal that eats only other animals (carnivore). It can also have an animal that eats both plants and animals (omnivore).
· An animal can hunt other animals to get its food (predator).
· An animal can be hunted by another animal for food (prey). / Students will be able to… (DO)
Science
· differentiate between predators and prey.
· distinguish among producers, consumers, herbivores, omnivores, carnivores, and decomposers.
· infer that most food chains begin with a green plant.
· identify sequences of feeding relationships in a food chain.
· explain how a change in one part of a food chain might affect the rest of the food chain.
· create and interpret a model of a food chain showing producers and consumers.
Math
· A fraction is a way of representing part of a whole (as in a region/area model or a length/measurement model) or part of a group (as in a set model). Fractions are used to name a part of one thing or a part of a collection of things. Models can include pattern blocks, fraction bars, rulers, number line, etc.
· The denominator tells how many equal parts are in the whole or set. The numerator tells how many of those parts are being considered.
· Provide opportunities to make connections among fraction representations by connecting concrete or pictorial representations with oral language and symbolic representations.
· Informal, integrated experiences with fractions at this level will help students develop a foundation for deeper learning at later grades. Understanding the language of fractions (e.g., thirds means “three equal parts of a whole,” represents one of three equal-size parts when a pizza is shared among three students, or three-fourths means “three of four equal
· Investigations involving data should occur frequently and relate to students’ experiences, interests, and environment.
· Formulating questions for investigations is student-generated at this level. For example: What is the cafeteria lunch preferred by students in the class when four lunch menus are offered?
· The purpose of a graph is to represent data gathered to answer a question.
· Bar graphs are used to compare counts of different categories (categorical data). Using grid paper ensures more accurate graphs.
· A bar graph uses parallel, horizontal or vertical bars to represent counts for categories. One bar is used for each category, with the length of the bar representing the count for that category.
· There is space before, between, and after the bars.
· The axis displaying the scale representing the count for the categories should extend one increment above the greatest recorded piece of data. Third grade students should collect data that are recorded in increments of whole numbers, usually multiples of 1, 2, 5, or 10.
· Each axis should be labeled, and the graph should be given a title.
· Statements representing an analysis and interpretation of the characteristics of the data in the graph (e.g., similarities and differences, least and greatest, the categories, and total number of responses) should be written.
· When data are displayed in an organized manner, the results of the investigations can be described and the posed question answered.
· Recognition of appropriate and inappropriate statements begins at this level with graph interpretations.
· Probability is the chance of an event occurring.
· The probability of an event occurring is the ratio of desired outcomes to the total number of possible outcomes. If all the outcomes of an event are equally likely to occur, the probability of the event =
· The probability of an event occurring is represented by a ratio between 0 and 1. An event is “impossible” if it has a probability of 0 (e.g., the probability that the month of April will have 31 days). An event is “certain” if it has a probability of 1 (e.g., the probability that the sun will rise tomorrow morning).
· Students should have opportunities to describe in informal terms (i.e., impossible, unlikely, as likely as, equally likely, likely, and certain) the degree of likelihood of an event occurring. Activities should include real-life examples.
· For any event, such as flipping a coin, the equally likely things that can happen are called outcomes. For example, there are two equally likely outcomes when flipping a coin: the coin can land heads up, or the coin can land tails up. / Math
· Name and write fractions.
· Use concrete materials and pictures to model
· Name and write fractions represented by drawings or concrete materials.
· Represent a given fraction using concrete materials, pictures, and symbols. For example, write the symbol for one-fourth and represent it with concrete materials and/or pictures.
· Formulate questions to investigate.
· Organize data and construct a bar graph on grid paper representing 16 or fewer data points for no more than four categories.
· Label each axis on a bar graph and give the bar graph a title. Limit increments on the numerical axis to whole numbers representing multiples of 1, 2, 5, or 10.
· Read the information presented on a simple bar or picture graph (e.g., the title, the categories, the description of the two axes).
· Analyze and interpret information from picture and bar graphs, with up to 30 data points and up to 8 categories, by writing at least one sentence.
· Describe the categories of data and the data as a whole.
· Identify parts of the data that have special characteristics, including categories with the greatest, the least, or the same.
· Select a correct interpretation of a graph from a set of interpretations of the graph, where one is correct and the remaining are incorrect.
· Define probability as the chance that an event will happen.
· List all possible outcomes for a given situation (e.g., heads and tails are the two possible outcomes of flipping a coin).
Identify the degree of likelihood of an outcome occurring using terms such as impossible, unlikely, as likely as, equally likely, likely, and certain.
Unit Outline
Day / Math / Science1 / · Students will compare the number of organisms they discovered in their group and then compare to other groups in the class. (Explore)
· Students will use greater than, less than, and equal to symbols for their comparisons. (Explore) / · Students groups (by tables) will select a habitat from a cup of dirt or a cup of water. (desert, grassland, forest hidden in dirt on paper or river, pond, ocean on plastic in a cup of water) (Engage)
· Students will then Brainstorm about the organisms that live in their chosen habitat. (Engage)
2 / · Students will use the internet to research their habitat and add to their list from Day 1. (Explore)
3 / · Students will observe and discuss the terms Aquatic and Terrestrial through PowerPoint Vocabulary Slides 1-2. (Explain)
· Students will give an explanation of why they drew from a cup of water or a cup of dirt on day 1. (Explore)
· Students will be introduced to Aquatic and Terrestrial Habitats through a PowerPoint Slides created by Denise Carroll 1-10. (Explain)
· Students will watch a Study Jams video on Aquatic Ecosystems http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/aquatic-ecosystems.htm (Explain)
· Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)
4 / · Students will use the Organism list they created on Day 1 in Science to make a prediction graph of which animal was a herbivore, carnivore, or omnivore. (Extend) / · Students will participate in a presentation from the Shenandoah National Park called “What’s for Lunch?” (Explore)
· Students will be introduced to herbivores, carnivores, and omnivores through the visualization of animal skulls, teeth and mouths. (Extend)
5 / · Students will review the vocabulary herbivore, carnivore, and omnivore from PowerPoint Vocabulary slides 3-5. (Explore)
· Students will create their own definitions and illustrations to define the terms producer, consumer and decomposer. (Extend)
· Students will watch a clip that introduces producers, consumers, and decomposer. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm (Explain)
· Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)
6 / · Students will be introduced to the terms predator and prey through the use of a game at the following link:
http://www.kgcs.k12.va.us/instruction/SS%20Science%203_PDFs/Are%20You%20a%20Predator%20or%20a%20Prey.pdf (Explore)
· Students will review PowerPoint Vocabulary Slides 1-6. (Explain)
7 / Lesson Plan #1 Attached Below
· Students will watch a Study Jams video on Fractions http://studyjams.scholastic.com/studyjams/jams/math/fractions/fractions.htm (Explain)
· Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)
· Students will divide a piece of paper into thirds. (Extend)
· Students will separate out their food chain into the appropriate third on their paper. The paper on one side will be classified as producers, consumers, and decomposers. On the other side the paper will be classified herbivore, carnivore, and omnivore. (Extend)
· Students will record the information on their fraction strip and then write out the fraction with a numerator and denominator. (Extend) / Lesson Plan #1 Attached Below
· Students will create their own food chains with picture cards provided by the teacher. (Explore)
· Students engage in interaction and discussion of the different organisms that make up the food chain. (Extend)
· Students will identify whether an organism is a producer, consumer, or decomposer by placing the pictures on giant cutouts of a producer, consumer, or decomposer provided by the teacher.
(Evaluate)
8 / Lesson Plan #2 Attached Below
· Students will take the information gathered in the SFA chart and will create a graph and display their data in a bar graph. (Engage)
· Students will watch a Study Jams video on Circle or Pie Graphs http://studyjams.scholastic.com/studyjams/jams/math/data-analysis/circle-graph.htm (Explain)
· Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)
· Students will also take the data and create a pie graph using the following website: http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=2d16967001614cd3b2736f27ee94b64e
(Explore)
· Students will analyze this graph to discuss its usefulness. (Engage)
· Students will use this new information to print new pie graphs with just producer, consumer, decomposer or predator and prey or herbivore, omnivore, carnivore.http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=2d16967001614cd3b2736f27ee94b64e (Explore) / Lesson Plan #2 Attached Below
· Students will complete a SFA chart using the organisms they identified from their list on Day1. They will be classifying each organism as producer, consumer, decomposer or herbivore, carnivore, omnivore, or predator or prey. (Extend)
· Students will illustrate their own food chain (containing at least five organisms and to include a decomposer) using index cards and their list they generated on Day 1. (Explore)
· Students will need to form two food chains from their habitat. (Evaluate)
9 / · Students will take the teacher created lists and identify the predator and prey organisms. (Engage)
· Students will identify the fractional parts of the predator and prey relationship. (Extend)
· Students will use the compiled list cut into strips and put in a bag for drawing purposes. They will move through 5 stations. (Extend)
· Students will select an organism from the bag and keep tally of predator or prey out of 15 draws from the bag. Data Sheet Probability Day 9 (attached below) (Extend)
· Students will then identify the probability of the predator prey relationship out of the following terms impossible, unlikely, equally likely, likely, and certain by filling in their charts at the stations. We have pretyped their lists and have set it up a controlled experiment to predetermine the outcomes to match the probability words. Example station 1 is all prey animals so their outcome will be 15/15 or all of them would be eaten by the predators. (Extend) / · Students will watch a Study Jam video on Probability http://studyjams.scholastic.com/studyjams/jams/math/probability/find-probability.htm (Explain)
· Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)
· Students will watch a Study Jams video on Probability as a Fraction http://studyjams.scholastic.com/studyjams/jams/math/probability/probability-fraction.htm (Explain)
· Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)
10 / · Students will write (journal) about their understanding of probability based on the terms learned yesterday. (impossible, unlikely, as likely as, equally likely, likely, and certain) (Engage)
· Students will watch a Bill Nye the Science Guy on Probability----http://youtu.be/Sqq4k50dxbI (Explain) / · Students will view a Study Jams video on Changes in Ecosystems http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/changes-ecosystems.htm (Explain)
· Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate)
· Students will think about the following questions and reflect in journal writing and orally on their knowledge and understanding of the concepts learned in this unit. (Evaluate)
1. What would happen if an animal’s habitat were destroyed?
2. What is the relationship between predator and prey?
11 / · Students will review with slides 25-41 in Denise Carroll's Habitats for Plants and Animals. (Explain)
· Students will choose an organism from their list from Day 1. (Extend)
· Students will research their organism and create a PowerPoint slide including pictures and where their animal fits into the habitat. (Extend)
· Students will then combine the organisms from their habitats into a group into a food chain. (Extend)
12 / · Students will present their food chain and habitat slide show to the class. (Evaluate)
13 / · Students will review all materials from this unit through games, vocabulary, and other activities. (Evaluate)
· Students will play a bingo game with vocabulary words. (Evaluate)
· Students will use solpass.org as a study resource. (Evaluate)
· Students will use the following site as a study resource of food chains: http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm (Evaluate)
14 / · Students will complete an evaluation for the unit. (Evaluate)
· Students will complete a Post-Habitat Survey. (Evaluate)
Type of Integration: Content Specific