Fourth Grade Living Environment Unit: Section 1, Chapter 1

4^th Grade Living Environment Unit Blueprint

Section 1, Chapter 1: Review Populations

Pacing Suggestions:

Session I—2 days
Session II—2 days

Teacher Resources:
Tips

Essential & Unit Questions ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Monitor Student Learning

In what ways can living things be sorted into groups? How should the categories be determined?

5A(3-5)#1: A great variety of kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group.

5A(3-5)#2: Features used for grouping depend on the purpose of the grouping.

Class discussion of Everglades posters

(See pages 14 & 15 in Teacher's Guide.)

Do the students understand that organisms in the Everglades picture can be sorted into many different types of groups (animal eaters vs. plants, predators vs. prey)?
Do students recognize that some groupings are more helpful than others for making a food web?

What is the original source of almost all kinds of animals' food?

5E(3-5)#1: Almost all kinds of animals' food can be traced back to plants.

A Survival Problem worksheet (See page 17 in Teacher's Guide.)

Everglades food web (Have kids make a food web using Kidspiration.)

A Survival Problem worksheet

Do the students' webs show plants as the original source of food for all animals?

Everglades food web (Kidspiration)

Do the students' webs show plants as the original source of food for all animals?

1. For conceptual benchmarks.
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.

4th Grade Living Environment Unit Blueprint

4^th Grade Living Environment Unit Blueprint