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School District:Custer
Unit of Study Title:Ecosystems Rainforest and Coral Reef
Grade Level:3-5
Time Frame:1 month
Key Words:stability, ecosystem, community, niche, diversity
 
Unit Designer:Dee Scragg
Unit Designer E-mail:Dee.Scragg@k12.sd.us
Date Added:6/11/2002 5:24:39 PM
Date Last Revised:6/24/2002 3:19:02 PM
 
Topic Area:Science
 
Peer Reviewer:Connie Fernen
Peer Reviewer E-mail:Connie.Fernen@k12.sd.us

Brief Summary of Unit: The students will be able to give examples of habitats within ecosystems. They will explain how plants and animals are important to one another and may change their environments. They will know the three levels of the food chain. The students will find out how tropical rain forests and coral reefs are alike, and what resources we get from each and why they are important.

The students will describe how people affect ecosystems. They will describe ways people can conserve natural resources.
Students will Understand: Students will:
1. describe behavioral and structural adaptations plants and animals make to survive in a given environment.
2. explain how the size of a population is dependent upon the available resources within its community.
3. describe the organization of living communities.
4. identify habitats and niches.
5. describe various influences human activity can have on ecosystems.
6. research conservation practices and pollution problems.
7. apply scientific knowledge and processes of one domain of science to other fields of study.
8. design possible solutions to local environmental concerns.
9. describe human influences on plant and animal survival.
10. describe the relationship between the use of natural resources and the effects of that use on the environment

Link to Standards #1
Goal:

Science
Students will explore, evaluate, and communicate personal and scientific investigations to understand the nature of science.

Indicator:Students will:
1. describe behavioral and structural adaptations plants and animals make to survive in a given environment.
2. explain how the size of a population is dependent upon the available resources within its community.
3. describe the organization of living communities.
4. identify habitats and niches.
5. describe various influences human activity can have on ecosystems.
6. research conservation practices and pollution problems.
7. apply scientific knowledge and processes of one domain of science to other fields of study.
8. design possible solutions to local environmental concerns.
9. describe human influences on plant and animal survival.
10. describe the relationship between the use of natural resources and the effects of that use on the environment.

Benchmark(s):1. The students will understand what stability is in a system.
2. The students will learn about the basic parts of an ecosystem and how the living things within the system are organized.
3. The students will learn that the plants and animals are dependent upon one another and can change their environments.
4. The students will learn about the three levels of the food chain.
5. The students will learn how tropical forests and coral reefs are alike and why the resources from them are important.
6. The students will learn how people have changed ecosystems and how its effect on them.
7. The students will learn ways that we can protect our natural resources.
Other Content Standards:None

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: 1. What makes up an ecosystem?
2. What are habitats and niches?
3. What are tropical rain forests and coral reefs? How are they alike?
4. What resources do we get from tropical rain forests and coral reefs?
5. How are living things in a community important to one another?
6. What are the three levels of the food chain?
7. What does diversity mean?
8. What kinds of changes occur in ecosystems?
9. How do people change ecosystems?
10. What is conservation?
Key Knowledge and Skills Students will Acquire: 1. The students will be able to name different ecosystems.
2. The students will know what adaptations plants and animals have to survive in their environments.
3. The students will know that plants and animals are dependent upon one another in their environment.
4. The students will be able to name some animals and resources found in coral reefs and rain forests.
5. The students will know what kinds of changes occur in ecosystems.
6. The students will observe how people change ecosystems.
7. The students will discuss different forms of conservation.
Assessment Plan: Students will receive a satisfactory grade if they participate in all learning activities and complete all projects. If students do not make an attempt to participate in learning activities they will receive an unsatisfactory grade. Adjustments are made for IEP students.
Learning Activities: 1. As an introduction to the unit the students will work in groups to make a model of an environment in a small aquarium. The information will be recorded into their journals. To receive an S the student must include the following: the layers of soil in the order we added them, the process of how the plants were added, how much water was used, and what animals we predict will live in the environment.

2. The students will mark off an area and discuss all the living things within that environment. (Such as grass, ants, trees, etc.) Information will be recorded into their journals. Students should record that we find different plants and animals in different locations.
3. The students will practice the vocabulary through puzzles, games, and discussion. The students receive a Satisfactory if they are able to participate in the discussion and complete the puzzle.
4. Students will read books from the library on the rain forests and coral reefs. They should be able to share the information from their book with the rest of the class.
5. The students will research animals of the rain forest or coral reefs on the computer and write reports. Their reports must include information about the environment as to why the animal can live there. They must include what the animal eats, what adaptations it has to survive in its environment, what the male and female are called, and other interesting facts about the animal. Paper should be written using proper paragraph, sentence structure, and grammar.
6. The students will each make a diorama of the environment they reported on. The environment must include at least 2-3 plants and animals from their ecosystem.
Notes:None at this time.
Internet Resource Link: http://www.animalsoftherainforest.comhttp://www.enchantedhttp://earthsbirthday.org/http://www.google.com/ds126dqg6kulearning.com/Home.html

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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