Fourth Grade Living Environment Unit: Section 4, Chapter 12

4^th Grade Living Environment Unit Blueprint

Section 4, Chapter 12: A Place to Live & Terrarium Observations

Pacing Suggestions:

Session I—1 day
Session II—2 days
Session III—1 day
Terrarium Observations & Maintenance—1-2 times per week

Teacher Resources:
Tips	Terrarium Journal (Microsoft^® Word^® document) Terrarium Journal (Adobe^® Reader^® PDF 52 KB) Terrarium Journal Rubric (Microsoft Word document) Terrarium Journal Rubric (Adobe Reader PDF 52 KB)	Setting Up and Carring for the Isopod and Hermit Crab Terrariums (6 minutes) Using the Terrarium Journal to Facilitate Learning (3 minutes)

Essential & Unit Questions ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Monitor Student Learning

Why do only certain plants and animals live in a particular environment? Why can't all plants and animals live in the same environment?

5D(3-5)#1: For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

Class discussion about environmental factors of seeds (See page 133 in Teacher's Guide.)

Do the students' comments reflect an understanding of environmental factors that might affect the survival of seeds?
Do students understand that the sum of environmental factors in which an organism lives is its environment?
Do students understand that for any particular environment, some organisms survival well, some less well, and some not at all?

How can observations be made more accurate?

12D(3-5)#3: Use numerical data in describing and comparing objects and events.

12C(3-5)#3: Keep a notebook that describes observations made, carefully distinguishes actual observations from ideas and speculations about what was observed, and is understandable weeks or months later.

12A(3-5)#1: Keep records of their investigations and observations and not change the records.

12D(3-5)#2: Make sketches to aid in [reporting observations and] explaining procedures or ideas.

Ongoing observations of terrarium recorded in Terrarium Journal (Teacher-generated journal pages available on electronic curriculum under "Teacher Resources")

Click to view student work samples of terrarium drawings.

Click to view student work samples of written observations of terrariums.

Summative Assessment: Journal entries made at the end of the unit are appropriate for formal assessment.

Do the students' drawings contain details that accurately portray what they see?
As the unit progresses, are the drawings increasing in accuracy & detail?
Do students' written observations only include observations, not comments about feelings or opinions?
As the unit progresses, are the observations increasing in accuracy and detail?
Do students refrain from changing journal entries?

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