Unit of Inquiry: Sharing the Planet (Systems) Duration: October-November 2015, 6 weeks
Cornelius-Deciduous Forest, Britton-Freshwater, Reyes-Grasslands, Haynes-Deserts, Palmer-Oceans, Medbery-Rainforests, Salas- Polar
October 12 Science Lab: Food Chains
Introduce the new UOI: Sharing the Planet (ecosystems), lines of inquiry, and post their questions on the wonder wall.
Work on your class banner and flag hats for the International Festival Parade.
Theme: Food Around The World
GQ: How do living things depend on each other and their environment? / 13 Finish working on your class banner and hats for the International Festival.
GQ: What can we learn from each other? / 14 Watch “Classifying Animals” on Brainpop Jr.
Take the quiz
Work on any worksheets about animal groups and their characteristics.
GQ: How do physical characteristics of animals help them meet their needs? / 15 Watch “Animal Features and their functions (11minutes) on Discovery Learning.
Animal & plants characteristics: Science Fusion workbook
pg. 367 – 382
GQ: How do physical characteristics of animals help them meet their needs? / 16 International Festival Parade 8:15
Early Dismissal 12:30
International Festival 3-6
Work on any worksheets about animal groups and their characteristics.
GQ: How do physical characteristics of animals help them meet their needs?
19 Science Lab: Food Chains
Discuss mammals, birds, reptiles, amphibians, etc.
Activity: Draw/cut animals’ pictures from different magazines. Sort them into different columns on the class chart.
GQ: How do physical characteristics of animals help them meet their needs? / 20 Map Skills: Students will create a map with oceans & continents.
GQ: What can a map tell us? How do you read a map?
Extra Independent work: Mapping Skills worksheets / 21 Map Skills: Students will add a compass rose to the oceans and continents map.
The teacher will use a compass rose to answer questions about a world map.
GQ: What/where are the 7 continents and 5 Oceans? / 22 Finish your big world map activity and any map skills worksheets.
GQ: What can a map tell us? How do you read a map? / 23 Introduce IIM and read a book about the Arctic Ecosystem (source #1) to your class.
GQ: What are the characteristics of the Polar Ecosystem?
26 Science Lab: Measuring non-living things (rocks with balances)
Please separate your class into groups of 3.
Rubric will be provided for Science Lab.
Introduce IIM and read a book about Antarctica (source #1) to your class.
GQ: What are the characteristics of the Polar Ecosystem? / 27 Source #2 Antarctica
Myon: Spotlight on Antarctica
GQ: What are the characteristics of the Polar Ecosystem?
How do living things depend on each other in this environment?
How is it changing?
What is our responsibility? / 28 Source #3 Antractica
Myon: Introducing Antarctica
GQ: What are the characteristics of the Polar Ecosystem?
How do living things depend on each other in this environment?
How is it changing?
What is our responsibility? / 29 Organize your note facts into the following categories:
1. Food
2. Water
3. Shelter
4. Space/Location
5. Animals
6. Plants
GQ: What are the characteristics of the Polar Ecosystem?
How do living things depend on each other in this environment?
How is it changing?
What is our responsibility? / 30 Informational Paragraph on Antarctica. Students will include 3 facts from that habitat and illustrate the top box of their paper.
GQ: What is the Polar Ecosystem like?
Students rate top 3 habitat choices & teacher creates research groups.
November 2 Science Lab: Food Chains
Food Chains – discuss predators, prey, producers, consumers, omnivores, etc.
Activity (small groups): Students can create their own food chains/food webs based on what they’ve learned from the last two days.
Other Activities: Brainpop - Food Chains
Food chains packet
GQ: How do living things depend on each other and their environment? / 3 Introduce & discuss all the different ecosystems to your class (mark on world map).
Brainpop videos
Finalize your students’ rotation groups (3-4 to a group)
GQ: What are the different ecosystems in our world? Where are they located? Which one do I want to know more about? / 4 Student groups rotate to habitat classroom & teacher introduces habitat (use graphic organizer and IIM).
Source #1
GQ: What are the natural resources and living things in this ecosystem?
How do they depend upon each other? What physical characteristics help the plants and animals survive in this ecosystem?
How is it changing?
What is our responsibility? / 5 Student groups research habitat (rotate, graphic organizer, IIM).
Source #2
GQ: What are the natural resources and living things in this ecosystem?
How do they depend upon each other? What physical characteristics help the plants and animals survive in this ecosystem?
How is it changing?
What is our responsibility? / 6 Student groups research habitat (rotate, graphic organizer, IIM).
Source #3
GQ: What are the natural resources and living things in this ecosystem?
How do they depend upon each other? What physical characteristics help the plants and animals survive in this ecosystem?
How is it changing?
What is our responsibility?
9 Science Lab: Food chains/web
Student groups research habitat (rotate, graphic organizer, IIM).
GQ: What are the natural resources and living things in this ecosystem?
How do they depend upon each other? What physical characteristics help the plants and animals survive in this ecosystem?
How is it changing?
What is our responsibility? / 10 Student groups research habitat (rotate, graphic organizer, IIM).
GQ: What are the natural resources and living things in this ecosystem?
How do they depend upon each other? What physical characteristics help the plants and animals survive in this ecosystem?
How is it changing?
What is our responsibility? / 11 Student groups begin writing script/creating project (in regular classroom).
GQ: How am I going to present my research?
What do I need to prepare for my presentation? / 12 Student groups work on script & project.
GQ: What are the natural resources and living things in this ecosystem?
How do they depend upon each other? What physical characteristics help the plants and animals survive in this ecosystem?
How is it changing?
What is our responsibility? / 13 Student groups work on script & project.
GQ: What are the natural resources and living things in this ecosystem?
How do they depend upon each other? What physical characteristics help the plants and animals survive in this ecosystem?
How is it changing?
What is our responsibility?
16 Science Lab: Changes in ecosystem due to human activity.
Student groups finish projects & practice presentations.
GQ: see 14th / 17 Three Ecosystem Presentations (graphic organizer for note-taking)
GQ: Was I able to communicate my research effectively? Did I cooperate with my peers? / 18 Three Ecosystem Presentations (graphic organizer for note-taking)
GQ: Was I able to communicate my research effectively? Did I cooperate with my peers? / 19 Student groups create an advertisement/travel brochure for ecosystem.
GQ: What would a visitor experience when visiting a specific ecosystem? / 20 Student groups create an advertisement/travel brochure for ecosystem.
Habitat Summative and Reflection
GQ: What are the needs of this animal to survive?
Note: Read The Great Kapok Tree and Aani and the Tree Hugger Venn diagram (illustrate)
Great activities on pg.27-48 in the workbook “Our Environment” that the students can do after reading The Great Kapok Tree