Understanding By Design Unit Template

Habitat Survival!

Assessment Materials and SMART Notebook Files can be found here:

T:\Smartboard\Sciences\Grade 4\Habitats and Communities

Title of Unit		Habitats and Communities		Grade Level		4
Curriculum Area		Science		Time Frame		6 weeks
Developed By
School
Identify Desired Results (Stage 1)
Content Standards –Curricular Outcomes
HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities. HC4.2 Analyze the structures and behaviours of plants and animals that enable them to exist in various habitats. HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats.
Essential Questions			Enduring Understandings
Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding.			What do you want students to understand & be able to use several years from now?��
How are plants and animals dependant on one another? How do living things adapt in order to survive in their habitats? What do we do to promote or destroy habitats?			We want the students to understand that all living things are interconnected.� Plants and Animals (including humans) adapt to meet their needs within their environment. The natural world needs to maintain its balance. Every action causes a reaction that can be detrimental to other living things.� There are numerous ways that we can ensure the survival of habitats for plants and animals.
			Misconceptions
			(Optional)

Knowledge Students will know�			Skills Students will be able to�
Introduction: What is a Habitat? a. Identify the plants and animals which can be found in the communities (e.g., house, village, farm, reserve, and city) in which students live. c. Recognize that each plant and animal depends on a specific habitat to meet its needs.			Introduction: What is a Habitat? b. Identify factors (e.g., availability of food, water, and shelter, weather conditions, and available living space) that influence the ability of plants and animals to meet their needs within a specific habitat.
First Nations Content / Philosophy a. Recognize and respectfully discuss the role of traditional knowledge in learning about, valuing, and caring for plants and animals within local habitats and communities.� (Chief Seattle – Brother Eagle, Sister Sky)			First Nations Content / Philosophy d. Discuss stories that demonstrate the interdependence of land, water, animals, plants, and the sky in traditional worldviews. (Chief Seattle – Brother Eagle, Sister Sky)
Food Chain f. Classify plants and animals, including humans, according to their role(s) (e.g., producer, consumer, herbivore, omnivore, carnivore, predator, prey, scavenger, and decomposer) in food chains and food webs.			Food Chain g. Construct a visual representation of a specific food chain that exists within a habitat or community. (BrainPop – SMART Ideas / SMART Notebook – include humans make another web including humans ) h. Analyze food webs as representations of multiple food chains. (Stick kids food webs together�) k. Predict how the removal of a specific plant or animal population may affect a community in the short-term and long-term. (BrainPop�)
Adaptation i. Describe how traditional methods and modern technologies (e.g., time-lapse photography, high-speed photography, and radio collar tracking) both enable humans to increase their knowledge of plants and animals within habitats and communities. (Discovery Education: Time lapse – seasons in a forest �how do the plants and animals adapt?� g. Use information gathered to explain how the structures and behaviours of animals and plants enable them to meet their basic needs (e.g., food, water, air, movement, nutrients, reproduction, and light) in their habitat.			Adapations a. Generate questions to investigate the structures (e.g., beak shape, colour markings, type of feet, and thorny branches) and behaviours (e.g., seasonal migration, living in groups, and growing towards light) of plants and animals that enable them to exist within various habitats (e.g., schoolyard, wildlife reserve area, creek bank). h. Compare the structural features of plants that enable them to thrive in different kinds of habitats (e.g., bog, forest, grassland, school yard, garden, and sports field). Discovery Education: Time lapse – seasons in a forest �how do the plants and animals adapt?� i. Design and carry out a simulation to explore how the appearance of a plant or animal affects its visibility. (SMART Notebook – Camoflauge) j. Predict the structural and behavioural adaptations required for a real or imagined animal to live in a particular habitat, either real or imagined. (Within your habitat you found the next Saskwatch�explain how it is adapted to this habitat� design your own new animal� with website WILD Animals)
Conservation c. Categorize human activities by the effects they have or may have on habitats and communities. e. Relate habitat loss to the endangerment and extinction of plants and animals within habitats and communities in Saskatchewan and elsewhere. j. Identify local, provincial, and national organizations that work to preserve, restore, and provide education about habitats and communities. b. Identify stakeholders who are likely to adopt different points of view on issues (e.g., sewage treatment, urban expansion, deforestation, water pollution, pipeline construction, grassland stewardship, climate change, and pesticide usage) related to habitat protection, restoration, and management that are highlighted in the media. (Debate: What should Prince Albert do� take on the a role above.)			Conservation �d. Assess intended and unintended consequences of natural and human-caused changes to specific habitats. i. Collaboratively develop and carry out (if feasible) a plan to preserve or restore one or more components of a local habitat. (Saskatchewan Wildlife Federation�Wildlife Tomorrow – OR write letters to the city to help the park�what did we notice needs improving??? More plants to encourage more bees�yellow flowers..) d. Develop and carry out a plan to investigate, safely and respectfully, the structures and behaviours of plants and animals within natural (e.g., schoolyard, meadow, forest, and park) and constructed (e.g., sports field, aquarium, and terrarium) habitats. (Park Clean up and investigation of habitat�. Give scavenger hunt questions �Find an example of a producer� and take a picture of it with the digital camera
Performance Task Model			Performance Task Model c. Predict and research the populations of plants and animals that exist in various habitats (e.g., desert, farmland, meadow, tree, forest, rain puddle, seashore, lake, river, tropical forest, tundra, river delta, and mountains). h. Create dramatic, visual, musical, or other representations to show how personal actions can help conserve, honour, and respect natural and constructed habitats. (Think assembly�Earth Day)
Assessment Evidence (Stage 2)
Performance Task Description
The performance task describes the learning activity in �story� form.� Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below:							Helpful tips for writing a performance task.
Habitat Survival The world�s habitats are in danger!� Natural and human activities are endangering our habitats.� You have been hired by the Canadian Wildlife Federation as an Environmental Researcher to study one habitat and create a multimedia presentation of your findings.� This presentation will educate others about that habitat. You will research the habitat of your choice(Arctic / Tundra, Ocean, Rainforest or Desert): to find out how plants, animals and humans depend on each other. (Venn Diagram) to study the parts of plants and animals and their actions (behaviours) that enable them to live there. to look at the effects of natural or human activities on the habitat and suggest an action to save or maintain the habitat. You will give your presentation to another grade four class, students in your school and students around the world via Teacher Tube. This multimedia presentation will be assessed using a rubric. ��							Goal: What should students accomplish by completing this task?
							Role: What role (perspective) will your students be taking?
							Audience: Who is the relevant audience?
							Situation: The context or challenge provided to the student.
							Product/Performance: What product/performance will the student create?
							Standards (Create the rubric for the Performance Task)
BLOOMS TAXONOMY: REMEMBERING: Can the students recall or remember the information? UNDERSTANDING: Can the students explain ideas or concepts? APPLYING: Can the students use the information in a new way? ANALYZING: Can the students distinguish between the different parts? EVALUATING: Can the students justify a stand or decision? CREATING:� Can the students create new product or point of view?		Digital Taxonomy for Bloom: KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling COMPREHENSION: Advanced searches, blog journaling, twittering, commenting APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, video casting EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderating
Standards Rubric The standards rubric should identify how student understanding will be measured.
Please attach rubric to unit plan.
Other Assessment Evidence:� (Formative and summative assessments used throughout the unit to arrive at the outcomes.)
Observations (do)	Conversations (say)				Products (write)
Food Web Creations Venn Diagram	Self Evaluation - Checklist				Performance Task Mini Quizzes - Comprehension
Learning Plan (Stage 3)
Where are your students headed?� Where have they been?� How will you make sure the students know where they are going?
By grade 4, students should be familiar with the basic needs of living things and can explore how various organisms satisfy their needs in the habitat in which they are typically found. Students can begin to look for ways in which organisms in one habitat differ from those in others, and consider how some of those differences are helpful for survival. The concept of interrelatedness can be expanded upon by looking at the variety of populations that exist in a habitat and the impact of the loss of one population on a community.
How will you hook students at the beginning of the unit? (motivational set)
Who am I? The students will have to figure out which animal we are referring to just by seeing the animals habitat and reading a couple of sentences about them.
What events will help students experience and explore the enduring understandings and essential questions in the unit?� How will you equip them with needed skills and knowledge?
HC4.1 Investigate the interdependence of plants and animals, including humans, within habitats and communities. HC4.2 Analyze the structures and behaviours of plants and animals that enable them to exist in various habitats. HC4.3 Assess the effects of natural and human activities on habitats and communities, and propose actions to maintain or restore habitats. *See the Notebook files in the T Drive for more information about these lessons.* Ž Lesson 1 What is Habitat? (HC4.1) � You will be watching a video introducing the concept of Habitat so you will need a computer with speakers.� � Or the students can watch the video on individual laptops. � Student laptops are required for this lesson. � You will need to print the �Habitat Concept Circle� and the �Alphabet Cluster Box� for each student. Ž Lesson 2 Brother Eagle, Sister Sky (HC4.3) � You will need to read the book with the students. � Whole group and individual work Ž Lesson 3a Food Chains (HC4.1) � Student learn new vocabulary: Consumer, Producer, Omnivore, Carnivore, Herbivore, Predator, Prey, etc. � Students create a food web using string. Ž Lesson 3b Food Chains �(HC4.1) � Student will use SMART Ideas software that they access from the Netmenu < Students Folder to create a food chain. � Teachers will need to download this software onto their teacher laptop from the SRSD approved software list. Ž Lesson 4 Adaptations (HC4.2) � This is a long notebook file it will take approximately a week to complete. � Students will need to use the laptops. � There are a few experiments that require gathering materials. Ž Lesson 4b Migration Game (HC4.2) � Whole Group instruction on a SMART Board. � You could also save this file on the S drive for your students and they could play the game in pairs on the student laptops. Ž Lesson 5 Conservation (HC4.3) � You will need to contact Ducks Unlimited well in advance so that you will have the required materials for this lesson. � The students will become Duck Detectives, a have the opportunity to learn more about conservation and the ducks that live in our area. Ž Lesson 6 Performance Task (All of the above) � Students will need access to the laptops and an internet connection. � They will be creating their final project as a group.								Time Frame

How will you cause students to reflect and rethink?� How will you guide them in rehearsing, revising, and refining their work?
Students will address the essential questions after every lesson to see how this new understanding aids in their overall understanding of the essential question.� They will be given Exit Cards upon the completion of numerous lessons to reflect on their new learning.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
The students will self-evaluate via checklists. They will have various tasks to complete throughout the unit to exhibit their understanding of the concepts.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
Differentiation will enable us to personalize the learning for ALL students. Instructional approaches will be varied: whole class, small group and individual assignments. Prior Knowledge and Understanding will be activated and considered during future lessons. Students Interests will be considered.� �Which habitat would you like to learn more about?� Various Learning Styles will be addressed: Visual, Auditory, Interpersonal, Intrapersonal, Verbal / Linguistic� Cultural Backgrounds will be incorporated - We are reading a book that helps us appreciate the First Nations perspective on our Earth.
What resources will you use in the learning experiences to meet the outcomes?
Books: TRC: Ž Science & Technology Habitats Teacher�s Guide & Student book (CS 591.564 HAB Gr. 4) @ TRC Ž Habitat Explorers (6 books) Kit 570 PYE Gr. 4-6 (Habitat Books from the TRC) Ž Walk In The Desert: Habitats by Caroline Arnold published by Modern Curriculum Press 1990 School Library: Ž Nature�s Food Chain published by Weigl Publishers Inc. 2005 � Omnivores � Carnivores � Decomposers � Herbivores Ž Food Chains in Action published by A+ Smart Apple Media 2005 � Who eats who in the Desert? � Who eats who in the Rain Forest? � Who eats who at the Seashore? Ž Brother Eagle, Sister Sky Paintings by Susan Jeffers published by Dial Books Ž The Science of Living Things: What is a Biome? Published by Crabtree Publishing Company 1998 Ž Graphic Organizers in Science: Learning About Food Chains and Food Webs with Graphic Organizers by Julie Fiedler published by PowerKids Press 2007 Ž Heinemann Infosearch: Science Answers Food Chains and Webs From Producers to Decomposers by Louise and Richard Spilsbury 2004 Ž Literacy in Action Student Book 4A � Unit 3 Survivors! Animal Habitats On-line Resources: Ž Discovery Education Videos – they are embedded in the Notebook lessons. Web Sites: Ž Brain Pop Jr. Habitats � Username and passwords can be found here: T:\Smartboard\Help_me_passwords_video_ instructions\Software_passwords\BrainPop Ž Build Your Wild Self Ž Habitats Ž Human and Animal Habitats – ABPI Resources for Schools Ž Habitats Game Ž Search for Your Favorite Animals – National Geographic Kids Ž SWF – Habitat Trust Ž SWF – Wildlife Notebook Ž SWF – Wildlife Tomorrow Ž Ducks Unlimited Canada: Project Webfoot Software: Ž SMART Notebook Ž SMART ideas 5 Ž Photo Story 3 for Windows
Assess and Reflect (Stage 4)
Required Areas of Study: �Is there alignment between outcomes, performance assessment and learning experiences?
BAL�s: �Does my unit promote life long learning, encourage the development of self and community, and engage students?
CELS & CCC�s: Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world?
Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs of all my students?
Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches?
Student Evaluation: Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes?
Resource Based Learning: �Do the students have access to various resources on an ongoing basis?
FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each child�s identity?
Blueprint for Life: Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career?

Adapted from:� Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.