2 Week Unit Final

2 Week Calendar
Day
Day 1
Content Area/Standards
Science
California Academic Content
Standards- Life Sciences 4.3a
Language Arts
CCSS.ELA-LITERACY.W.4.8
CCSS.ELA-LITERACY.SL.4.1
Student Learning Outcomes

Students will understand that
there are different types of living
and non-living things that make
up an ecosystem and be able to
categorize.
Day 2
Science
Standards- Life Sciences 4.2a,
4.2b, 4.2c, 4.3a
Language Arts
CCSS.ELA-LITERACY.RI.4.2
Students will learn how energy

and matter moves through an
ecosystem and be able to describe
what a food chain is.
Day 3
Science
Standards- Life Sciences 4.2a
Math
CCSS.MATH.CONTENT.4.NF.
A.2
Students will be able to

demonstrate their understanding
of photosynthesis and fractions.
Description of Activity
Introduction: Field trip to the school garden to
make observations
Students will work in pairs to record a list of
observations in the garden. In the classroom,
students will write observations onto post-its
given sentence stems (GLAD). The class will
discuss the observations and the teacher will
construct a 3-column chart so students can sort
their observations into nonliving (abiotic),
producer, and consumer.
Lesson 1
Students will predict vocabulary definitions for
the chapters CCD chart then take turns reading
aloud from their science textbooks and participate
in a teacher led discussion throughout the reading
to check for understanding. The class will then
complete the CCD Chart. Next, the class will do
a color coded, labeled, guided drawing (GLAD)
of the energy pyramid and a food chain.
Photosynthesis pattern block activity (Math)
The class will first watch the BrainPop video
covering Photosynthesis. The students will then
use pattern blocks to create their own creative
plant/flower designs. Next, they will draw these
designs and add the aspects of photosynthesis to
the drawing. Students will describe their drawings
using the pattern block fractions and share with a
partner.
2 Week Calendar
Day
Day 4
Science
4.2b, 4.2c, 4.3a, 4.3b, 4.3c
Standards- Investigation and
Experimentation 4.6c
Student Learning Outcomes

Students will be able to describe
the different steps in a food chain
and learn how energy and matter
flows through a food web.
Students will learn that fungi,
bacteria, and insects help
decompose matter.
Lesson 2 and 3
Students will take a short vocabulary assessment
on Lesson 1. The class will then work together to
connect pictures on the board to form a food web.
Students will next take turns reading aloud from
their science textbooks (Lesson 3-Decomposers)
and participate in a teacher led discussion
throughout the reading to check for
understanding. Finally, students will be given two
banana slices per group, form a hypothesis on
what will happen to the banana compared to the
control when yeast is added, make observations,
measure each banana slice, begin a line plot, and
add yeast to their banana.
Students will understand that all

aspects of a food web are
important to an ecosystem.
Students will demonstrate their
understanding of opinion writing.
Opinion Writing
Students will pick one aspect of a food web (sun,
producer, primary consumer, secondary consumer
or decomposer) and create an opinion piece
saying why their chosen aspect is important. At
least two students should write on each aspect so
everything is covered. Students will first fill out a
graphic organizer then create a paragraph with at
least six sentences supporting their opinion.
Volunteers will share at the end of class so that all
aspects of the food web are discussed.
Language Arts
Math
CCSS.MATH.CONTENT.4.MD.
B.4
Day 5
Science
4.2b, 4.2c, 4.3a, 4.3b, 4.3c
Language Arts
CCSS.ELA-LITERACY.W.4.1
2 Week Calendar
Day
Day 6
Science
Standards- Life Sciences 4.3d
Language Arts
Math
CCSS.MATH.CONTENT.4.M
D.B.4
Day 7
Science
4.2b, 4.2c, 4.3a, 4.3b, 4.3c
Day 8
Science
4.2b, 4.2c, 4.3a, 4.3b, 4.3c
Language Arts
CCSS.ELALITERACY.SL.4.1.B
Student Learning
Outcomes
Students will learn that
not only is yeast a
decomposer, but it is also
a microorganism. Students
will understand what
microorganisms are and
be able to explain their
role in an ecosystem.
describe all vocabulary
words associated with the
ecosystem unit.
Students will understand
that many food chains
create a food web.
create a food web and
explain how food chains
are interconnected
demonstrate their
understanding of the
different components of a
food web by decorating
plates and connecting
them with string.
Lesson 4
Students will observe their banana experiment, record new
observations in science notebooks, and add measurements
to line plots. Students will then take turns reading aloud
from their science textbooks for lesson 4 (Microorganisms)
and participate in a teacher led discussion throughout the
reading to check for understanding. A Google slideshow
will then be presented to review the vocabulary words
from Chapter 3. To further review, each student will attach
a sticker with a vocabulary word onto his or her back.
Students will ask other students for clues in order to guess
their word.
Food Web Game
In this activity, students will be divided into two groups.
Each student will represent a different plant or animal with
one student in each group representing the sun. The
students will form a circle around the sun, who will start
by passing a ball of yarn to someone (a green plant) who
could use its energy. The students will continue passing
around the ball of yarn to create a food web.
Food Web Project
Students will get into groups and begin the planning page
for their own food web from their chosen ecosystem.
Nonfiction picture books will be provided to give students
ideas. Once students have determined what type of food
web they would like to do, they can then research on
Chrome Books to finish filling in their planning sheets.
2 Week Calendar
Day
Day
Content
Area/Standards
Day9 Science
Content
Area/Standards
4.2b, 4.2c, 4.3a, 4.3b, 4.3c
Language Arts
CCSS.ELALITERACY.SL.4.1.B
Student Learning
Outcomes
Student
Learning
Student
Students
willLearning
be able to
Outcomes
Outcomes
demonstrate
their
understanding of the
different components of a
food web by decorating
plates and connecting
them with string.
Math
CCSS.MATH.CONTENT.4.MD.B
.4
Day
10
Science
4.2b, 4.2c, 4.3a, 4.3b, 4.3c
Standards- Investigation and
Experimentation 4.6c

describe the aspects of a
local ecosystem food web
and adaptations.
Description
of Activity
Food
Web Project
Day 2
Students will continue working in groups to draw and label
paper plates for each component of their planned food web.
They will then write about each component on the back
using their planning page as guidance. Lastly, students will
connect their circles to form a chain. Once a group has
finished working, they will observe their banana
experiment, add measurements to line plots, and write a
sentence summarizing changes they have noticed. After all
groups have finished their food webs and observations,
students will present their food webs to the class. Then
students will take a quiz that covers the information from
the chapter.
Cumulating Activity: Field Trip to the Audubon Center &
Sanctuary
The class will travel to the Audubon Center & Sanctuary in
Tiburon to spend the morning participating in a Bay Shore
Study program. Students will observe and learn about the
local ecosystem, gain more information about food webs,
and learn about adaptations in preparation for the next
science unit. In addition, as the students explore they will
also use the scientific method to make predictions, collect
and compare data, and draw conclusions.

2 Week Unit Final

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2 Week Unit Final

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2 Week Calendar

Student Learning Outcomes

Students will learn how energy

Students will be able to

Student Learning Outcomes

Students will understand that all

Students will be able to

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