4-Ecosystems

4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. 4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are harmful. 4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment. 4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting trees and shrubs to prevent flooding and erosion). 4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. || ===‍‍‍Literacy Standard/Mathematical Practice(s) === Literacy Standard 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Mathematical Practice(s) 4. Model with mathematics. 5. Use appropriate tools strategically. || 4.RP.1 Apply a research process as part of collaborative research. || ===‍‍‍Revised Bloom's Level of thinking === Remembering, Understanding, Applying, Analyzing, Creating Blooms Wheel With Assessment ||
 * ===Essential Standard/Clarifying Objective(s) ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍Information Technology Standard ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍Learning Target/Task Analysis
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.L.1.1 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students know that for any particular environment, some kinds of plants and animals survive well, some survive less well and some do not survive at all. When the insect population grows in an area that is frequented by insect eating birds, this is advantageous for the birds. Conversely, if the insect populations are decreased by disease in a similar scenario, the population of birds would be stressed and likely, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">reduced. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.L.1.2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students know that animals collect information about the environment using their senses. Animals also exhibit instinctive (inborn) behaviors that help them to survive. Students know that in animals, the brain processes information, and signals the performance of behaviors that help the organism survive. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.L.1.3 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students know that humans can adapt their behavior in order to conserve the materials and preserve the ecological systems that they depend on for survival. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.L.1.4 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students know that there is variation among individuals of one kind within a population. Students know that sometimes this variation results in individuals having an advantage in surviving and reproducing. Survival advantage is not something that is acquired by an organism through choice; rather it is the result of characteristics that the organism already possesses.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍I can...
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ecosystems <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4 L 1.1 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can explain changes in an organism’s environment. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4 L 1.2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can describe ways that animal behavior meets their needs in the response to their environment. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4 L 1.3 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can explain ways human behavior adapts to changing habitats. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4 L 1.4 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can tell the ways that animal adaptations happen by chance and increase the chance of survival.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍Essential Vocabulary
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Adaptation, Beneficial, Harmful, Habitat, Recycling, Waste, Flooding, Population, Community, Reproduce, Survive, Advantage, Animal,Environment, Plant, Disease,Instinctive, Behavior, Ecological Systems, Preserve, Conserve, Variation, Survival Advantage
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|//4th Grade Animal// test review flashcards | Quizlet] ===
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Essential Science Vocabulary – Graphic Organizers - VOCABULARY

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Sample Assessments (PDSA - Study - Pre/Post Test)

 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|//Fourth Grade// Science //Assessment// 2 - //Animal// Growth and //Adaptation//] ===
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Creating and Using Meaningful Alternate //Assessments//]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Thinkgate
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Formative Assessment IDEAS
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Teacher made assessment.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">After researching ecosystems and the animals that live there, students will use graphic organizers to construct a PowerPoint slide on one animal's adaptation.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Open-ended questions
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Explore activity sheets
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Research project on animals in North-Carolina.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Textbook - Macmillan McGraw-Hill Science North Carolina, Life Science, Unit A and B
 * Lesson Review -Think and Write - 5 Questions
 * Writing Link, Health Link, Math Link, Music Link, and Technology Link
 * Chapter Review - Vocabulary, Test Prep, Concepts and Skills
 * Activities and Assessment (Worksheets)
 * Explore Activity and Alternative Explore Activity
 * Quick Lab for School or Home
 * Inquiry Skill Builder
 * Chapter Test
 * Assessment Strand- Ongoing, Informal, Formal, and Performance Assessment

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍ ‍‍Differentiation

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Choice Boards - IDEAS for choice boards

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">· Textbook - Macmillan McGraw-Hill Science North Carolina, Life Science, Unit A and B

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Learning Styles - Kinesthetic, Social, Intrapersonal, Linguistic, Logical, Auditory, Spatial
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Leveled Books Science -Reaching ALL Learners (English Language Learners, Advanced Learners, Inclusion)
 * Basic - It's Alive! and The Polar Bear and the Jaguar
 * On Level - Ecosytems Everywhere and Why Tortoise Has a Shell
 * Challenge - Discoving the Secrets of Nature and Penguins, Birds That Swim
 * Writing Activity 1 and 2 in Teacher's Edition

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍ ‍‍Intervention:

 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|//Animal Adaptations Game// - EcoKids] ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|MAGNOLIA :: K - 12 :: Lesson Plans :: //How Animals Meet Their Needs//] ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|//Animal// Growth and Adaptations] ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|ZooMobile Outreach] ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Science //Online Game// Boards] ===
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Leveled Books Science -
 * Basic - It's Alive! and The Polar Bear and the Jaguar

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍ ‍‍Enrichment:

 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|//Animal Adaptations// - A Research Project] ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|//Effects// of Global Warming //Lesson Plan//] ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Climate //Change Kids// Site] ===
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ecosystem []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ecology vocabulary GO []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Qwiki graphic organizers:Ecosystem [|http://www.qwiki.com/q/#/Ecosystem]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is an Ecosystem? []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Leveled Books Science -
 * Challenge - Discoving the Secrets of Nature and Penguins, Birds That Swim

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍ ‍‍Instructional Resources (PDSA - Do)

 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Elementary Science - //Animals// - Internet4Classrooms] ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|Teachers' Domain: //Effects of Environmental Change//] ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|//Animal Adaptations//: Physical and Behavioral - eThemes] ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[|////Animal Adaptations////] ===
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activities: Students will identify how humans create changes in a habitat and the effects on that habitat. (Example: Pond habitat) Students will set up an ecosystem, describe its characteristics and determine the ability of an animal to survive in that habitat Define: adapt. Using appropriate technology teach that habitats change. Examine how humans and animals change their behaviors in response to changes in their habitat. Research project on animal adaptation. Suggested animals to research and compare are: Desert: Desert Lark and Cactus Wren, Desert: Gila Monster & Sidewinder, Tundra: Polar Bear and Caribou, Tundra: Caribou and Musk Ox Students will set up an ecosystem, describe its characteristics and determine the ability of an animal to survive focusing on other plants and other animals sharing that same habitat. Students will set up ecosystem, describe its characteristics and determine the ability of an animal to survive focusing on weather and climate of that environment.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">NCDPI Unit: Animal Behavior and Adaptations []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1.02/1.03 - [|http://www.icteachers.co.uk/resources/science/habitats.ppt#257,1,Habitats] AIMS Resources
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Textbook - Macmillan McGraw-Hill Science North Carolina, Life Science, Unit A and B
 * Chapter 1 From Cells to Ecosystems
 * Chapter 2 Plants
 * Chapter 3 Descriding Animals
 * Chapter 4 Life Processes
 * Leveled Books Science -
 * Basic -It's Alive! and The Polar Bear and the Jaguar
 * On Level - Ecosytems Everywhere and Why Tortoise Has a Shell
 * Challenge - Discoving the Secrets of Nature and Penguins, Birds That Swim
 * Writing Activity 1 and 2 in Teacher's Edition
 * Cross Curricular Books
 * Saving the Black Rhinoby Elaine Epstein
 * Visting the Gainat Treesby Phyllis Armelie Sidding
 * The Jaguarby Elaine Epstein
 * Three Animal Stories from Indiaby Della Rowland
 * Textbook Website - []
 * Reaching ALL Learners (English Language Learners, Advanced Learners, Inclusion) - Learning Styles
 * Reading in Science Resources (Worksheets)
 * Chapter Graphic Organizer
 * Chapter Reading Skill
 * Chapter Vocabulary
 * Lesson Outline
 * Interpret Illustrations
 * Lesson Vocabulary and Cloze Test
 * Vocabulary Cards
 * Mini Lessons

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍Notes and Additional Information

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Science Critical Areas and Changes in 4th Grade - http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/35/Critical%20Areas%20and%20Changes_Science_4_2011.doc