Evelyn Payne

ELED 570

Stage 1: Identify Desired Results

Significance/ “Big Idea”:
If my unit on living systems were a story, the moral of the story would be that every
member of a community plays a vital and important role in that community that affects every
other living thing around them. Every living thing has a responsibility in keeping the
environment in balance and healthy. When working correctly, each member keeps the
environment and all of the other factors in complete harmony. If one member of the food chain
were to not be there, the entire balance would be thrown off and every other member of the
community would suffer. It is important for students to understand this because they too are
members of a community that affect the environment by their actions and play a role in the food
chain. Students need to understand the delicate relationships between members of a community.

Established Goals:
Living Systems Grade 3
3.5 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.
*The bolded part is what I will be covering. We discussed in class that you thought it was doable
to cover all of this content in one unit*

What essential questions will be considered?:

1. How might we prove that one part of the food chain affects the rest of the food chain?
(Explanation)
2. What are the differing viewpoints about human population growth and how it has
affected both aquatic and terrestrial organisms? (Perspective)

What understandings are desired?:

Students will understand that…

1. How might we prove that one part of the food chain affects the rest of the food chain?
(Explanation)
If children can answer this question, they understand that everything living thing in the
food chain is connected and relies on each other for survival, so if one part of the chain is
harmed then they all are.
2. What are the differing viewpoints about human population growth and that effect on both
aquatic and terrestrial organisms? (Perspective)
If children can answer this question, they understand that everyone’s unique experiences
and deeply held beliefs influence how they view human population growth, but
everyone’s actions directly affect the living things around us.

What key knowledge and skills will students acquire as a result of this unit?:
Students will know… Students will be able to…

For your unit, what are the For your unit, what thinking
specific facts, ideas, vocab, etc.? behaviors will your students do?
(Think thinking skills, not activities.)

Essential Knowledge:
 Producer: Plants are called producers. They are called producers because they produce
their own food.
 Consumer: Animals are called consumers. They are called consumers because they
cannot make their own food, so they need to consume (eat) plants and/or animals.
 Decomposer: Bacteria and fungi are decomposers. They eat decaying matter - dead plants
and animals and in the process they break them down and decompose them When that
happens, they release nutrients and mineral salts back into the soil
 Energy: Every living thing needs energy in order to live. Every time animals do
something (run, jump) they use energy to do so. Animals get energy from the food they
eat, and all living things get energy from food. Energy is necessary for living beings to
grow. A food chain shows how each living thing gets food, and how nutrients and energy
are passed from creature to creature.

Producers, consumers, and decomposers are all important parts of an area and each plays
an important role in the food chain. Each of these terms classify living things based on
how they get their food, also known as energy. Producers are able to make their own food
 using sunlight air and water. Examples of producers include grass, trees, and other green
plants. Producers are always at the beginning of a food chain. Consumers must get their
energy by eating other living things around them. They can either eat producers or other
consumers. Examples of consumers include cows, foxes, hawks, rabbits, and any other
animal that cannot make their own energy and therefore must get it by eating another part
of the food chain. Consumers are always at the middle of the food chain. Decomposers
break down the leftover waste and decaying matter left behind from producers and
consumers. Though they are at the end of the food chain, they are still very important.
Once decomposers break down those materials, they release them back into the soil
which is then used by the producers. Examples of decomposers include bacteria and
fungi. Producers, consumers, and decomposers rely on each other to survive. They are all
connected in a delicate balance. A negative effect on one of those organisms would affect
all others.

 Herbivore: A herbivore is an animal that gets its energy from eating plants, and only
plants.
 Omnivore: An animal that includes both plants and animals in its normal diet.
 Carnivore: A carnivore is an animal that eats a diet consisting mainly of meat.
 Predator: Predators are those animals that hunt down, kill, and eat other animals. The
food a predator hunts is called its prey.
 Prey: The prey is the organism which the predator eats.

The terms herbivore, omnivore, and carnivore classify what types of food organisms
consume. Herbivores only get their energy by eating plants. They eat producers such as
grass, flowers, seeds, and fruit. Common examples of herbivores include deer, horses,
cows, and many other organisms. Carnivores get their energy by eating only meat. Meat
includes all insects and animals. Common examples of carnivores include lions, hawks,
owls, frogs, spiders, and many other organisms. Omnivores get their energy by eating
both plants and animals. Common examples of omnivores include humans, most bears,
raccoons, and many other organisms. When animals hunt down other animals in order to
eat them, they are known as predators. Predators are typically at the top of the food chain,
because they are strong and able to kill many different organisms in order to eat and
survive. Common examples of predators include lions, owls, fox, and many other
organisms. The organisms that predators eat are known as prey. Prey are typically lower
in the food chain because they are not as strong as predators and don’t have such a wide
range of food options like predators do. Common examples of prey include some birds,
insects, rabbits, and many other organisms.
 Food chain: A food chain shows the feeding relationship between different living things
in a particular environment or habitat. Food chains show how energy is passed from the
sun to producers, from producers to consumers, and from consumers to decomposers.
 Food Web: In any ecosystem there are many food chains and, generally, most plants and
animals are part of several chains. When you draw all the chains together you end up with
a food web.

All living things need energy in order to survive. Living things either make their own
energy, or get it by eating other living things. As mentioned above, producers make their
own food while consumers eat other things to stay alive. A food chain shows how each
living thing gets food, and how nutrients and energy are passed from creature to creature.
Food chains begin with plant-life, and end with animal-life. An example of a simple food
chain would be the grasshopper eats grass, the frog eats the grasshopper, the snake eats
the frog, and the eagle eats the snake. Links higher up in the food chain rely on the lower
links, and every member of the food chain is connected. In many areas, there is more than
one food chain present and each of those food chains is connected as well. When you put
multiple food chains together, you get a food web. Food chains must consist of at least
one producer, one consumer, and one decomposer.

 Organism: An organism is an individual form of life that is capable of growing and

reproducing, and have one or more cells.
 Aquatic organisms: Aquatic animals are animals that live in the water.
 Terrestrial organisms: Living things that spend most of their life on land are called
terrestrial.
 Aquatic Habitats: Aquatic habitats are ones that are found in and around bodies of water,
like lakes, rivers, ponds, and wetlands.
 Terrestrial Habitats: Terrestrial habitats are ones that are found on land, like forests,
grasslands, deserts, shorelines, and wetlands.
 Habitat: A habitat is a place that an animal lives. It provides the animal with food, water
and shelter.
 Organisms include prey, predators, producers, consumers, and decomposers. They are
any living thing. They can either live on land as terrestrial organisms or water as aquatic
organisms. Examples of terrestrial organisms include humans, cows, goats, lions, giraffes,
and any other living thing that lives primarily on the land. Examples of aquatic organisms
include fish, dolphins, sharks, and any other living thing that lives in the ocean. Where an
animal lives is called its habitat. An animal’s habitat provides it with the things it needs to
order to survive like food, water, and shelter.
Terrestrial organisms live in terrestrial habitats such as deserts, grasslands, and forests.
Aquatic organisms live in aquatic habitats such as ponds, marshes, swamps, rivers, and
oceans.

 Environment: Everything in the world around us that can affect our lives.
 Pollution: Pollution is when gases, smoke and chemicals are introduced into the
environment in large doses that makes it harmful for humans, animals and plants. Some
forms of pollution can be seen, some are invisible.
 Extinction: When every single member of a species dies and none are left alive, then that
animal has gone extinct. Extinctions can happen for many reasons but recently people
have been a major cause.
 Renewable Energy: Energy resources that can be replenished; such as wind and solar
power.
 Recycle, reuse, recycle: The act of reusing resources or limiting the number of resources
we use to make less waste

The more humans there are on our planet, the more space and resources we need to stay
alive. In order to survive, humans take habitats and food away from the living things in
our area which causes them to suffer. We also create trash, pollute both air and water, and
even hunt animals for food or to make things from their bodies to the point where an
entire species dies out and goes extinct. Animals and other living things rely on clean air
and water to survive, and humans are taking those away. Those are some of the negative
effects human population growth has on animals and the environment. However, there are
some positive influences humans have as well. Many animal species have been saved
from extinction because humans raise them in zoos where they can protect them and
allow them to live in a safe area. Many humans also recycle and reduce their levels of
trash to help with pollution issues. There have also been major advances in using natural
resources as energy, such as solar and wind power, which lessens the amount of pollution
by using more clean energy. Humans plant more trees to attempt to rebuild animal
habitats. Though human population growth has continually harmed both living things and
the environment, there are steps every single human can make to better planet Earth and
save the environment. A person’s individual beliefs and values shape how they see human
population growth. Those who value animals and standing up for the rights of others will
most likely be more aware of the negative effects humans have on the environment and
 take more steps to protect organisms. People who more heavily value human life and
growth may not be as aware of the negative effects that humans have, or may be aware
but not take steps to change this. Some families and schools make a big effort to plant
gardens and recycle trash, while others do not. The environment one grows up in
ultimately shapes their views on human population growth.

Essential Skills:

 Lower Ordered Thinking Skills

o Identify producers, consumers, decomposers, prey, predators, herbivore,
carnivore, and omnivore
o Distinguish among producers, consumers, herbivores, omnivores, carnivores, and
decomposers.
o List examples of producers, consumers, decomposers, prey, predators, herbivore,
carnivore, and omnivore
o Define food chain, habitat, and organism
o Distinguish the difference between a food chain and a food web
o Identify sequences of feeding relationships in a food chain
o List examples of both aquatic and terrestrial organisms
o Define environment, pollution, and extinction
o List positive effects of human population growth on the environment
o List negative effects of human population growth on the environment

 Higher Ordered Thinking Skills

o Hypothesize how one part of the food chain might affect the other parts. (EQ #1)
o Argue the differing viewpoints on human population growth and its effects on
aquatic and terrestrial organisms, and generate what steps you could take to have
a positive impact on the environment and animals in your community. (EQ #2).

References:
Biology Online. Terrestrial. (n.d.). Retrieved September 25, 2017, from http://www.biology-
online.org/dictionary/Terrestrial
D. (n.d.). The truth about... habitats. Retrieved September 25, 2017, from
http://wildlife.durrell.org/kids/fun-factsheets/habitats-factsheet/

Ducksters. Ecosystem. (n.d.). Retrieved September 25, 2017, from

http://www.ducksters.com/science/ecosystems/food_chain_and_web.php

Edinformatics. What is the Food Chain? (n.d.). Retrieved September 25, 2017, from
http://www.edinformatics.com/math_science/what_is_the_food_chain.htm

Energy Kids. Energy Sources: Renewable. (n.d.). Retrieved October 01, 2017, from
https://www.eia.gov/kids/energy.cfm?page=renewable_home-basics

National Institute of Environmental Health Sciences. Reduce, Reuse, Recycle. (n.d.). Retrieved
October 01, 2017, from https://kids.niehs.nih.gov/topics/reduce/index.htm

(n.d.). Retrieved September 25, 2017, from http://study.com/academy/lesson/aquatic-animals-

information-lesson-for-kids.html

NECSI. Predator Prey Relationships . (n.d.). Retrieved September 25, 2017, from
http://necsi.edu/projects/evolution/co-evolution/pred-prey/co-evolution_predator.html

Sack, J. (n.d.). Predator in Ecosystems: Definition & Explanation. Retrieved September 25,
2017, from http://study.com/academy/lesson/predator-in-ecosystems-definition-lesson-
quiz.html

Safeopedia. What is an Organism? - Definition from Safeopedia. (n.d.). Retrieved September 25,
2017, from https://www.safeopedia.com/definition/2341/organism

Seigler, T. (n.d.). Producers, Consumers, and Decomposers in the Forest Community. Retrieved
September 25, 2017, from
http://dendro.cnre.vt.edu/forsite/2004presentations/taylor/forsite/forsite.html

Sheppard Software. (n.d.). Parts of the food chain (producers/consumers…). Retrieved from
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsu
mers.htm

Sheppard Software. (n.d.). The food chain. Retrieved September 25, 2017, from
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm

Sheppard Software. (n.d.). Herbivores. Retrieved September 25, 2017, from

http://www.sheppardsoftware.com/content/animals/kidscorner/animaldiet/herbivore.htm

Sheppard Software. (n.d.). Carnivores. Retrieved September 25, 2017, from

http://www.sheppardsoftware.com/content/animals/kidscorner/animaldiet/carnivore.htm
Sheppard Software. (n.d.). Omnivores. Retrieved September 25, 2017, from
http://www.sheppardsoftware.com/content/animals/kidscorner/animaldiet/omnivore.htm

Virginia Department of Education. (2010). Science standards of learning curriculum framework

2010. Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/curriculum_framew
k/science3.pdf

Web, A. D. (n.d.). Field Guides. Retrieved September 25, 2017, from

http://www.biokids.umich.edu/guides/michigan_habitat/aquatic/

Stage 2: Determine Acceptable Evidence

Significance/ “Big Idea”:
Everyone in a community plays a vital role

Performance Tasks:
EQ #1: How might we prove that one part of the food chain affects the rest of the food
chain? (Explanation)

PBA #1:

Park Ranger Report- You are a park ranger at a nearby forest. After watching after the land and
taking down notes in your journal on the environment and wildlife, you realize that the forest has
changed a lot recently. There has been an over-abundance of hunting, and the population of deer
and other animals has dropped drastically. There have also been lots of hikers lately, and they
have started damaging the wildlife by hiking off the trails. You start to worry about how these
things will affect the rest of your forest. You decide to record your thoughts in a formal report in
order to send it to the Virginia Department of Game and Inland Fisheries in hope that it will
inspire them to come up with new laws and regulations to conserve and protect wildlife. In order
to determine the impact, you have to draw a food chain based on the forest you work in. You
must include one producer, two consumers, and one decomposer in your food chain. You also
need to write about what each member of the food chains provides and does for the other
members. After that, eliminate the producer and hypothesize some ways in which it will hurt the
other members of your food chain. Next, eliminate the consumer and hypothesize some ways in
which it will hurt the other members of your food chain. You should write your ideas in a formal
report style. Your food chain drawing and reports will be sent to the National Parks Conservation
Association to show them the importance of the Shenandoah National Park and other all national
parks across America to conservation and protecting wildlife.

G- Students will create a food chain based in a forest environment and hypothesize how the
elimination of one part of the chain affects each of the other members.

R- Park Rangers

A- National Parks Conservation Association

S- Animal and plant populations are dwindling due to hiking and hunting. As a park ranger, it is
your job to determine how this will affect the rest of a food chain in the forest.

P- Hand drawn food chain and journal entries

S- Original and colorful food chain drawing with one decomposer, one producer, and two
consumers. Paragraphs for each member of the food chain describing their importance, and a
paragraph for how each member would be affected by the loss of each member of the food chain.
EQ #2: What are the differing viewpoints about human population growth and that effect
on both aquatic and terrestrial organisms? (Perspective)

PBA #2:

Community Outreach- You are a local news reporter filming a segment on the impacts of
human population growth on our environment. First, you must inform your audience on how a
person’s individual beliefs, values, and community shape how they view human population
growth. Then you must state the differing viewpoints on human population growth; such as
people who believe the benefits humans provide to their environment far outweigh the bad, or
people who think that the more humans there are, the more damage done. Next, you need to
inform your audience on both the negative and positive impacts humans can have on their
environment. Lastly, you should give actions individuals or entire schools can take in order to
have a more positive impact on the environment. After you have written your report, you will be
filmed giving the report and the video will be sent to the schoolboard as a county wide
community event. You are expected to have a well-rounded view on the subject and be
knowledgeable of the content, and to speak with authority as a reporter would.

G- Students will create and film a news report that the school will view in order to discuss how
different people view human population growth, both negative and positive impacts of human
population growth on our environment, as well as steps each student can take personally and as a
school to have a more positive impact on our local environment.

R- Local news reporter

A- Schoolboard

S- The community is looking for ways in which local people and schools can work together as a
team to improve the local environment.

P- Video of news report

S- Professional, well-rehearsed, speak with authority, well rounded knowledge on the subject

Other Evidence:
Quizzes: Students will take several small quizzes throughout the unit to assess their recognition
of key terms; such as producers, consumers, decomposers, prey, predators, herbivore, carnivore,
omnivore, food chain, habitat, organism, environment, pollution, and extinction.

Graphic Organizers: Students will complete a Venn diagram comparing and contrasting a food
web and a food chain. Students will create a flow chart to show an example of a food chain.
Students will create two word webs, one on terrestrial organisms and the other on aquatic
organisms, and list examples of both kinds of organisms in the extending bubbles. Students will
be provided a picture of a food web in which they have to label the producers, the consumers,
and the decomposers.

Journals: Students will write a free response journal on which they write about how they effect
the environment around them. Students will complete two perspective journals; one where they
write about positive effects of human population growth on the environment with examples and
the other on negative effects of human population growth on the environment with examples.

Semantic Feature Analysis: Students will complete a semantic feature analysis looking at
different animals and categorizing them as a producers, consumers, decomposers, prey,
predators, herbivore, carnivore, and omnivore. It is possible that animals will fit more than one
category.

Concept Sort: Students will fill out a concept sort where they cut and paste different pictures of
animals and sort them into the categories of producer, consumer, and decomposer.

Concept Map: Students will create their own concept map of predators and prey. The main idea
is centered on animals in the community, but the map will then split off into predators and prey.
Under each subcategory, students will need to draw examples of both.

Research Poster: Split up the entire class into six groups. Each group must complete a poster on
one of the following terms producer, consumer, decomposer, herbivore, carnivore, and omnivore.
They must include a definition of the term in their own words, examples, non-examples, and
pictures. Groups will present their posters.

Human Population Debate: The class will be split in half for the debate, with one side arguing
the negative effects of human population growth and the other the positive effects. Students will
use all different resources available to them in the school to research their side of the debate.
Once both sides have prepared talking points, the class will come together and have the debate.

Metacognition:
After PBA #1:

In order to self-assess after this PBA, students will complete a rubric on the assignment. They
will be graded on whether their terms from the food chain accurately align with the living things
they choose to represent them. They will also be graded on if they correctly defined each
member of the food chains’ importance, and how each member would be negatively affected by
the loss of one of the consumers. For students to self-assess as learners, they will fill out self-
assessment form. This form will ask things such as if they used class time to work effectively,
did they stay on task while working on the PBA, and did they complete each part of the PBA to
the best of their ability. In order to reflect after this PBA, students will turn in a journal
responding to why they thought this activity was important/significant for people (like park
rangers) to know and why every member of the food chain is necessary.
After PBA #2:

In order to self-assess after this PBA, students will complete a rubric on their presentation. The
rubric will include whether the students gave both positive and negative viewpoints on human
population growth and if they offered achievable steps people and their school can take to have a
more positive impact. For students to self-assess as learners, they will complete exit tickets that
ask them how they feel they are learning and if they are being productive in class. They will also
write down any confusion they may have about the topic. In order to reflect after this PBA,
students will be asked to evaluate how they personally impact the environment and what steps
they could take to make a better impact.

Reflect/Self-Assess throughout the Unit:

Students will self-assess throughout the unit by completing anticipation guides in which they
track how their learning changed from before the lesson to after. They will also self-assess by
completing whole class KWL charts and define what they know, what they want to learn, and the
new knowledge they acquire due to the lessons. In order to reflect, students will complete exit
tickets in which they explore how they fit into the food chain/web and how their actions are
affecting the environment around them. After each lesson, students will be encouraged to reflect
on their learning by answering one question from a set listed below. They can write it on a sticky
note and leave it on their desk for the teacher to collect. This will help determine the direction of
the lessons and what the students need extra help with.

1. What is one thing you learned today?

2. What do you still have questions about?

3. What is one thing you feel confident about from this lesson?

4. On a scale of 1 to 5 (1 being not trying at all and 5 being the best students possible) how
would you rate your performance in school today?

5. Name one thing from our lesson that you understand well enough to teach to a friend?

6. Where do you think you need extra explanation/clarification after today’s lesson?

7. How well did you use class time today?

8. Did you stay on task and focused?

9. Did you give your best effort today?

10. Did you work to the best of your ability?

Stage 3: Plan Learning Experiences WHERETO
 Day Topic

The following statistics will be written on the board to get students

interested in the unit… (H)
Day 1:
Monday “Scientists say that more than 20,000 plants and animals are on the brink
of disappearing forever.”
“There are 100 million different species co-existing with us on our planet -
then between 10,000 and 100,000 species are becoming extinct each year.”
“99 percent of currently threatened species are at risk from human activities,
primarily those driving habitat loss, introduction of exotic species, and
global warming”
Introduce the unit to the students. Tell them that we will be talking about the
relationships among all different types of living things in a food chain. We’ll
talk about how every living thing has a responsibility in keeping the
environment in balance and healthy, including humans (ourselves). The
PBA’s will also be introduced here. Students will be told that throughout the
unit, they will be responsible for creating their own authentic forest food
chain with two reports and they will be filmed giving a news report on
human activity on the environment. Students will then complete a multiple
choice test in order to pre-assess them on the topic before the unit begins.
The test will include all of the key vocabulary students will be expected to
understand by the end of the lesson. (W’s)
Take out a large, blank KWL chart and title it “Living Things”. Ask the
students to talk to the person sitting next to them about anything they already
know about the living organisms. Give the students a few minutes to talk and
then bring their attention back and let the students share. Fill in the “K”
section of the chart. After completing the “K” section ask the students to do a
“think, pair, share” about what they think they might want to learn about
living things in their environment. Give the students a few minutes to think
and then ask them to share with the person sitting next to them. Then ask the
students to share their questions and fill in the “W” section of the KWL
chart. (W’s)
Students will then complete a quick write on their thoughts about the quotes.
They should write about how the statistics made them feel, any connections
they may have to the unit and statistics, and how they think humans fit into
this unit. (R)

Show a scientific video on producers, consumers, and decomposers and their

roles in their environment. (E)
Day 2:
Tuesday Travel right outside the school and have students get into pairs to find three
examples of producers, consumers, and decomposers in their environment.
 (E)

Complete a concept sort where the students cut and paste different pictures
of animals and sort them into the categories of producer, consumer, and
decomposer. (E)

Students complete a sticky note exit ticket rating their performance as a

student that day. (R)

Pass out an article on herbivores, carnivores, and omnivores. Students will

read the article in pairs and answer reading comprehension and vocabulary
Day 3:
questions based on the article. (E)
Wednesday
Pass out laminated cards with various animals on them. Students will need to
work with each other as a class to sort themselves into herbivores,
carnivores, and omnivores based on the animal on their card. (E)

Gather as a whole class on the carpet and have an open discussion on how
living things can be both a consumer and a herbivore, carnivore, or
omnivore. Students will call out examples and the teacher will write them on
the board. (E)

Students complete a sticky note exit ticket on one thing they feel confident
about from this lesson. (R)

The students will complete a mix-match-freeze on the producer, consumer,

decomposer, herbivore, carnivore, and omnivore vocabulary terms. (E)
Day 4:
Thursday Split up the entire class into six groups. Each group must complete a poster
on one of the following terms producer, consumer, decomposer, herbivore,
carnivore, and omnivore. They must include a definition of the term in their
own words, examples, non-examples, and pictures. Groups will present their
posters. (E)

Students complete a sticky note exit ticket on how well they worked in their
groups. (R)
 Groups can continue presenting posters if needed.

Day 5: Read a nonfiction children’s book on predators and prey. Teacher will pause
Friday throughout the reading to ask questions and allow students to share their
thinking. (E)

Students will create their own concept map of predators and prey. The main
idea is centered on animals in the community, but the map will then split off
into predators and prey. Under each subcategory, students will need to draw
examples of both. (E)

Teacher should tell students to study the content vocabulary they have
learned so far over the weekend because they will be taking a quiz on
Monday.

Students complete a sticky note exit ticket on how answering the question
“Where do you think you need extra explanation/clarification after today’s
lesson?” (R)

Pass out a fill in the blank quiz on the following terms producer, consumer,
decomposer, herbivore, carnivore, and omnivore. For differentiation, some
Day 6: students who need extra support will receive a word bank. (T)
Monday
Students will complete an anticipation guide on the concepts of food chains
and food webs (E/R)

Pass out an article about the similarities and differences between food webs
and food chains. Students will complete a reading guide paired with the
Day 7: article and read it with a peer. (E)
Tuesday
Students will complete a Venn diagram comparing and contrasting a food
web and a food chain. (E)

Students will return to their anticipation guides from the day before and track
how their thinking has changed after reading the article. (E/R)

Show a science video on food chains as a review from the day before. (E)

Day 8: Show students an example of a flow chart on a food chain. Pass out flow
Wednesday charts to the class and have students make their own food chains. (E)

Students complete a sticky note exit ticket on how answering the question
“Did you give your best effort today?” (R)
 Review food chains from the day before with posters and diagrams. Allow
students to share their food chain with the class if they would like. (E)
Day 9:
Thursday Direct an open discussion on why members in a food chain are linked and
are all important to the survival of one another. (E)

Remind students of the quiz they will take on the food chain tomorrow and
to review key vocabulary.

Students complete a sticky note exit ticket on how answering the question
“Where do you think you need extra explanation/clarification after today’s
lesson?” (R)

Pass out a blank food chain and have students label the producer, the
consumer, and the decomposer. For differentiation, students who need extra
Day 10: assistance will receive a word bank. (T)
Friday
As a review before the PBA, students will complete a semantic feature
analysis looking at different animals and categorizing them as a producers,
consumers, decomposers, prey, predators, herbivore, carnivore, and
omnivore. It is possible that animals will fit more than one category. (E)

Conduct a simulation on food chains that demonstrates how each member of

the food chain is vital to the health and survival of all the other members. (E)
Day 11:
Monday Students complete a sticky note exit ticket on how answering the question
“What is one thing you learned today?” (R)

Pass out the instructions and rubric for the first PBA. Read over the
instructions and rubric, and answer any questions the students may have.
Day 12: Students should begin the first PBA.
Tuesday

Students will continue working on the first PBA.

Day 13:
Tuesday
 Students should finish with the first PBA and assess themselves on the rubric.
They will turn in the first PBA for grading. (SA)
Day 14:
Wednesday For those that finish early, have a multitude of books out on terrestrial and
aquatic organisms for students to look over for the next part of the unit.

Show a video on terrestrial organisms and habitats. (E)

Day 15: Hold an open discussion in which students list examples of terrestrial
Thursday organisms and habitats. (E)

Pass out paper and have students write a journal on one type of terrestrial
organism they have seen in their local area. They should write how they
know it’s terrestrial and tie in the vocabulary from earlier in the unit, such as
producers, consumers, decomposers, prey, predators, herbivore, carnivore,
and omnivore. (E)

Students complete a sticky note exit ticket on how answering the question
“What is one question you still have after today’s lesson?” (R)

Pass out textbooks and have students read a chapter on terrestrial organisms
and habitats. They should complete a reading guide on the textbook chapter.
Day 16:
(E)
Friday
Students will create two word webs, one on terrestrial organisms and the
other on aquatic organisms, and list examples of both kinds of organisms in
the extending bubbles. (E)

Provide laptops for the students have them complete a research project on
one animal, either a terrestrial or an aquatic organism. They must include it’s
Day 17: what it looks like (its features), its habitat, and what it eats. They will draw a
Monday picture of their organism and write a short report on the animal below the
picture. (E)

Students should finish up their organism research projects. The class will do
a “gallery walk” and travel around the room to looks at peers projects. (E)
Day 18:
Tuesday In order to review for the quiz tomorrow, students will play review games
with key vocabulary terms. They will do picture and concept sorts for
different types of aquatic and terrestrial habitats, as well as sorting different
pictures of animals into the categories of aquatic or terrestrial. (E)
 Remind students to study for the quiz tomorrow

Pass out quiz on habitats and organisms. The quiz should include fill in the
blank questions on vocabulary, matching questions that have students
Day 19: matching an animal with their correct habitat, and multiple choice questions.
Wednesday For differentiation, students who need extra help will be provided with a
word bank and the multiple choice questions with only have three answer
choices to choose from (T)

Students will answer a journal prompt that has them reflecting on how they
think humans impact the environment, and how they themselves impact it.
Day 20: (E)
Thursday
Read a picture book that tells a narrative on humans negatively impacting the
environment (not necessarily a true story) Book will include key vocabulary
such as environment and pollution. (E)

Conduct a whole class discussion on the book, including personal

connections. Use context clues and pictures to determine definitions for the
terms environment and pollution. (E)

Students complete a sticky note exit ticket on how answering the question
“What is one thing you learned today?” (R)

Students will complete a perspective journal on the negative effects of human

population growth on the environment with examples. (E)
Day 21:
Friday Pass out an article on humans positively impacting the environment. Students
must draw three pictures that depict humans positively impacting the
environment that the article covered. (E)

The class will participate in a gallery walk in which they walk around the
classroom and look at their peer’s pictures. (E)

Students will complete a perspective journal on the positive effects of human

population growth on the environment with examples. (E)
Day 22:
Monday Have an open discussion on how different people form opinions on how they
affect the environment. Write the words values, beliefs, and family up on the
 board and have students discuss how those influence how people view human
population growth. Students should be encouraged to tie in the content they
have learned so far. (E)

Separate class into two groups. Pass out direction for the human population
growth debate. Half the students will research and set up and argument for the
Day 23:
Tuesday negative effects of human population growth while the other half does the
positive effects. (E)

Student separate into their debate groups. They should continue doing
research, set up their talking points for the debate, and practice how their
Day 24: argument will go. Talk with each group to see how their research is going and
Wednesday guide them if they need it. (E)

Students conduct the debate. (E)

Day 25: Remind students of the quiz that will take place tomorrow.
Thursday

Pass out human population growth quiz. The quiz will be matching in which
students need to match key vocabulary terms with their definition. They will
Day 24:
Friday also be required to write about one positive influence of human population
growth and one negative.

Students will revisit the writing prompt from day 20. They will write about
how they think they influence the environment knowing what they do now
about humans’ negative and positive impact on Earth. They will also write
about some ways they could do better for our planet. (E)

Pass out the instructions and rubric for the second PBA. Read over the
instructions and rubric, and answer any questions the students may have.
Day 25:
Monday Students should begin the second PBA.

Students will continue working on the PBA.

Day 26:
Tuesday

Students should finish with the second PBA and assess themselves on the
rubric. They will turn in the second PBA for grading. (SA)
Day 27:
Wednesday For those that finish early, they can begin the menu.
 Pass out the menu on the food chain and human population growth. Students
should either continue or begin working on the different dishes. (E)
Day 28:
Thursday

Students should finish up the menu.

Day 29: Revisit KWL chart from the beginning of the unit and record what they
Friday learned they past few weeks. (E/SA)

URGENT PARK RANGER REPORT

You are a park ranger at a Virginia forest. After watching the land and taking notes in
your journal on the wildlife, you see that the forest has changed a lot. There has been too much
hunting and the number of deer and other animals has decreased. There have also been lots of
hikers lately that have started damaging the wildlife by hiking off the trails. You start to worry
about how these things will affect the rest of your forest. You decide to record your thoughts in a
formal report in order to send it to the Virginia Department of Game and Inland Fisheries in
hopes that it will inspire them to come up with new laws to protect the local wildlife.

First, you must draw a food chain with animals and plants that would be seen in a forest
habitat. Your food chain must include at least one producer, two consumers, and one decomposer.
You must write or type a paragraph for each member of your food chain, explaining what role
they play in the food chain and how they help the other members.

Next, you must write your first report. For this report, you must eliminate the producer
of your food chain. In your report, you will need to say why you are writing the letter and write
about how the elimination of this part of the food chain will hurt all the other living things in the
chain. It should be written in a professional manner; including your name, a title of “Report
One”, addresses the Virginia Department of Game and Inland Fisheries, and has correct use of
grammar and spelling.

After you have completed the first report, you will write a second one. For the second
report, you need to eliminate one of your consumers and come up with some ways in which it
will hurt the other members of your food chain. Again, it should be a formal report that includes
your name, a title of “Report Two”, addresses the Virginia Department of Game and Inland
Fisheries, and has correct use of grammar and spelling.

Once you have completed the food chain drawing and the two reports, you will gather up
you work and turn it in. All of the reports will be sent to the National Parks Conservation
Association at the end of the unit to show them the importance of the Shenandoah National Park
and other all national parks across America to conservation and protecting wildlife.
 Excellent Good Needs Work Not There Yet Your

20 15 10 5 Score

CONTENT/ YOU CREATED A YOU CREATED A YOU DID NOT CREATE YOUR FOOD CHAIN IS
LOGICAL AND LOGICAL AND A LOGICAL AND NOT LOGICAL AND
EXPLANATION COMPLETE FOOD COMPLETE FOOD COMPLETE FOOD COMPLETE , AND DOES
CHAIN WITH A CHAIN WITH A CHAIN LEAVING OUT NOT INCLUDE A
PRODUCER , A PRODUCER , A EITHER THE PRODUCER , A
CONSUMER , AND A CONSUMER , AND A PRODUCER , THE CONSUMER , AND A
DECOMPOSER . DECOMPOSER . CONSUMER , OR THE DECOMPOSER
DECOMPOSER .
T HE EXPLANATIONS T HE EXPLANATIONS T HE EXPLANATIONS
ON WHY EACH ON WHY EACH T HE EXPLANATIONS ON WHY EACH
MEMBER OF THE MEMBER OF THE ON WHY EACH MEMBER OF THE
FOOD CHAIN IS FOOD CHAIN IS MEMBER OF THE FOOD CHAIN IS
IMPORTANT ARE IMPORTANT ARE FOOD CHAIN IS IMPORTANT ARE NOT
VALID AND VALID , BUT COULD IMPORTANT ARE VALID OR DETAILED .
DETAILED . USE MORE DETAIL . VALID , BUT COULD
USE MORE DETAIL . YOUR FOOD CHAIN IS
YOUR FOOD CHAIN YOUR FOOD CHAIN NOT AUTHENTIC TO
IS AUTHENTIC TO IS PARTIALLY YOUR FOOD CHAIN IS THE FOREST
THE FOREST AUTHENTIC TO THE NOT AUTHENTIC TO ENVIRONMENT .
ENVIRONMENT . FOREST THE FOREST
ENVIRONMENT . ENVIRONMENT . B OTH REPORTS LACK
B OTH REPORTS ARE DETAIL AND DO NOT
BELIEVABLE B OTH REPORTS ARE A REPORT / THE MATCH YOUR FOOD
BECAUSE THEY ARE BELIEVABLE REPORTS LACKED CHAIN AND ARE
DETAILED AND WELL BECAUSE THEY ARE DETAIL AND WERE UNBELIEVABLE TO
SUPPORTED BASED DETAILED AND ONLY PARTIALLY READERS .
ON YOUR FOOD PARTIALLY SUPPORTED BASED ON
CHAIN . SUPPORTED BASED YOUR FOOD CHAIN .
ON YOUR FOOD
CHAIN .

THINKING YOUR THINKING YOUR THINKING YOUR THINKING YOUR THINKING

THROUGHOUT THE THROUGHOUT THE THROUGHOUT THE THROUGHOUT THE
PROJECT IS CLEAR PROJECT IS CLEAR PROJECT IS NOT PROJECT IS NOT ON
AND CONCISE . AND CONCISE . ALWAYS CLEAR . TOPIC .

T HOUGHTS ARE T HOUGHTS ARE T HOUGHTS ARE T HOUGHTS ARE

COMPLETE AND COMPLETE AND INCOMPLETE AND INCOMPLETE AND
WELL - SUPPORTED PARTIALLY ONLY PARTIALLY NOT SUPPORTED BY
BY EVIDENCE OF SUPPORTED BY SUPPORTED BY EVIDENCE AND WHAT
WHAT WE HAVE EVIDENCE AND EVIDENCE AND WHAT WE HAVE LEARNED IN
LEARNED IN CLASS . WHAT WE HAVE WE HAVE LEARNED IN CLASS .
LEARNED IN CLASS . CLASS .
YOUR THINKING IN YOUR THINKING IN
BOTH THE FOOD YOUR THINKING IN YOUR THINKING IN BOTH THE FOOD
CHAIN AND REPORTS BOTH THE FOOD BOTH THE FOOD CHAIN AND REPORTS
IS UNDERSTANDABLE CHAIN AND REPORTS CHAIN AND REPORTS IS DIFFICULT TO
AND IS UNDERSTANDABLE IS ONLY SOMETIMES UNDERSTAND BASED
COMPREHENSIVE . AND UNDERSTANDABLE . ON THE INFORMATION
COMPREHENSIVE . YOU PROVIDED .
COMMUNICATI YOUR REPORTS ARE YOUR REPORTS ARE YOUR REPORTS ARE YOUR ARE
ORGANIZED AND ORGANIZED SO THAT ORGANIZED AND DISORGANIZED AND
ON CONCISE SO THAT THEY ARE CONCISE IN SOME NOT SPECIFIC , AND
THEY ARE EASILY UNDERSTANDABLE , PLACES , BUT NOT IN THEREFORE NOT
UNDERSTOOD . BUT COULD BE OTHERS , WHICH UNDERSTANDABLE .
MORE CONCISE . MAKE IT DIFFICULT
YOUR FOOD CHAIN TO UNDERSTAND AT YOUR FOOD CHAIN IS
IS LABELED YOUR FOOD CHAIN TIMES . NOT LABELED AT ALL
SPECIFICALLY AND IS LABELED AND LACKS
YOU GIVE SPECIFICALLY YOU YOUR FOOD CHAIN IS THOROUGH
THOROUGH GIVE PARTIALLY PARTIALLY LABELED EXPLANATIONS ON
EXPLANATIONS ON THOROUGH BUT LACKS EACH MEMBER ’ S
EACH MEMBER ’ S EXPLANATIONS ON THOROUGH ROLE IN THE CHAIN .
ROLE IN THE CHAIN . EACH MEMBER ’ S EXPLANATIONS ON
ROLE IN THE CHAIN . EACH MEMBER ’ S
ROLE IN THE CHAIN .

“URGENT PARK RANGER REPORT” R UBRIC

CHECKLIST :

DOES YOUR FOOD CHAIN HAVE 4 MEMBERS? ____ YES OR ____NO

DID YOU LABEL YOUR FOOD CHAIN? ____YES OR ____ NO

DO YOU HAVE FOUR PARAGRAPHS EXPLAINING THE ROLE OF EACH MEMBER OF YOUR FOOD
CHAIN ? ____ YES OR ____NO

DO YOU HAVE TWO REPORTS ? ____YES OR ____ NO

PBA PRODUCT
 Food Chain
For the first part of my food chain, I have chosen grass as the producer. Producers are
able to make their own food using sunlight air and water and they are at the beginning of the
food chain. I learned in class that grass is an example of a producer and it would be in a forest
habitat. The grass plays an important role in my food chain. The grass grows and the deer eat it.
It gives energy to the deer, which also play a role in my food chain.

For the second part of my food chain, I drew a deer. The deer is my first consumer.
Consumers must get their energy by eating other living things around them. They can either eat
producers or other consumers. The deer is an example of a consumer because it eats the grass,
which is my producer. The deer is important to my food chain for two reasons. First, they eat
producers to make sure there aren’t too many of them. They also give energy and nutrition to
other consumers because different animals will eat them.

For the third part of my food chain, I picked a bear. I did not pick the bear as my first
consumer because the second consumer needs to be a predator and big and strong enough to hunt
the first consumer. The bear also plays an important role in my food chain. The bear eats the deer
which keeps them from overpopulating the habitat. They also eventually die and provide
nutrients to decomposers.

For the fourth and final part of my food chain, I drew worms. I learned in class that
worms are decomposers. Decomposers break down the leftover waste and decaying matter left
behind from producers and consumers. Though they are at the end of the food chain, they are still
very important. Once decomposers break down those materials, they release them back into the
soil which is then used by the producers.
 Report One
Dear Virginia Department of Game and Inland Fisheries,
Hello. I am a park ranger in a local Virginia forest and I am writing to you because I am
concerned about the wildlife in my forest. I have noticed that a lot of the grass is being trampled
by hikers going off the trails. I am worried that this will harm all of the other members in the
community. I am writing this report in the hopes that it will convince you to create stricter
regulations to protect our wildlife.
If all of the grass in the forest were to be destroyed, it would drastically hurt all of
the other parts of the food chain. If you look at my food chain, my first consumer eats the
producer. The deer eat the grass and that is where they get their energy from. If there was no
more grass in the forest, the deer would die out because they have no source of food. In my food
chain, the second consumer eats the first consumer. The bear eats the deer and that is where it
gets its energy from. If all the deer were to die out because they lost their food source, the grass,
then the bears would die out too because they lost their entire food source. In my food chain, the
decomposer breaks down the let over remains of the second consumer and then they release them
back into the soil which is used by the producers. The worms break down the bodies of the bears
and then release nutrients back into the soil to help the grass grow. If there were no bears, there
would be no bodies for the worms to break down, and then they wouldn’t be able to release
nutrients into the soil for plants.
By looking at my food chain, you can see how important every member is to their habitat.
Every member of the food chain relies on each other for food and energy. Therefore, if the grass
in my forest were to die out, it would harm every other part of the food chain.
-Evelyn Payne
 Report Two
Dear Virginia Department of Game and Inland Fisheries,
Hello again. This is my second report I am writing to you. This time, I am concerned
about the deer population in my forest. I have noticed that a lot of people have been coming to
my forest to hunt. I am worried that they will kill off the deer. By looking at my food chain, I
know that if the deer are gone, it will hurt every other living thing in my food chain since they
are all connected.
In a food chain, the second consumer eats the first consumer. Consumers eat other
consumers or producers in order to get energy and survive. In my specific food chain, that is the
bear eating the deer. If all of the deer were to be killed by hunters, there would be no food for the
bears. If there were no food for the bears, they would die out too because they can’t survive.
Decomposers break down the let over remains of the second consumer and then they release
them back into the soil which is used by the producers. In my food chain, the worms break down
the left over remains of the bears. If the bears all die, there would be no remains for the worms to
break down and they would not release nutrients into the soil. Without the worms releasing
nutrients into the soil, the grass will have no nutrients and then will die out.
Every member of the food chain is important, no matter how small they are. This is why
we need to protect the wildlife in our area. I hope my two reports have convinced you to create
new laws and regulations to protect the living things in Virginia and my forest.
-Evelyn Payne