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Project GLAD

Tacoma Public Schools

Puget Sound Interdependency

Level 4

UNIT INDEX

Idea Pages1

Planning Pages16

Sample Daily Lesson Plans 19

Unit:

Prediction/Reaction Guide25

Literacy Awards26

Teacher-Made Big Books28Graphic Organizer World/Puget Sound33Graphic Organizer Six Kingdoms37Pictorial Input Pacific Salmon44

Narrative Input 48

Poetry Booklet53Expert Groups59

Mind Map71

Process Grid72Graffiti Wall Questions75Teacher Generated Test

Learning Log Rubric

Team Action Plan

Research & Writing Prompt

Home/School Connections

Project GLAD

Tacoma Public Schools

Puget Sound Interdependency

Level 4

IDEA PAGES

I. UNIT THEME: The Puget Sound Estuary is a unique and fragile ecosystem where organisms are interdependent on one another directly or indirectly.

Cross-Cultural Respect Theme:

All people are affected by ecological change and conservation is a worldwide issue, all cultures approach this differently.

Biomes/ecosystems have common characteristics around the globe

21st Century Themes Connection - Environmental Literacy

21st Century Themes Connections: Global Awareness

II. FOCUS/MOTIVATION

Cognitive Content Dictionary with signal word

Literacy Awards (Super Ecologist Awards)

Observation Charts

Inquiry Chart

Big Book

Realia

Poems and Chants

Read Alouds

Picture File Cards

CLOSURE

Process all charts and learning

Learning Logs

Portfolio Conference

Team Presentations of team tasks

Individual Explorations with rubrics

Personal explorations

Student-made big books

Team-made big books

Team Action Plan

On-going assessment- logs

Teacher/student made tests

Graffiti Wall

Writing Pieces

Expository Writing

Narrative Writing

Opinion Writing

Poetry

III. CONCEPTS

NEW GENERATION SCIENCE STANDARDS:

a. DISCIPLINARY CORE IDEAS

LS2.A: Interdependent Relationships in Ecosystems

The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as decomposers. Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

When the environment changes in ways that affect a places physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.

LS4.C: Adaptation

For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.

LS4.D: Biodiversity and Humans

Populations live in a variety of habitats, and change in those habitats affects the organisms living there.

B. NEW GENERATION SCIENCE STANDARDS: SCIENCE & ENGINEERING

Analyzing and Interpreting Data

Analyze and interpret data to make sense of phenomena using logical reasoning. Construct an argument with evidence, data, and/or a model.

Construct an argument with evidence.

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

C. NEW GENERATION SCIENCE STANDARDS: CROSSCUTTING STANDARDS

Analyzing and Interpreting Data

Analyze and interpret data to make sense of phenomena using logical reasoning.

Construct an argument with evidence, data, and/or a model.

Construct an argument with evidence.

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

IV. WA STATE SCIENCE STANDARDS

EALR 1 SYSTEMS

Core Content: Complex Systems

4-5 SYSC Systems have inputs and outputs. Changes in inputs may change the outputs of a system.

4-5 SYSC One defective part can cause a subsystem to malfunction, which in turn will affect the system as a whole.

EALR 2 INQUIRY

Core Content: Planning Investigations

4-5 INQA Question

4-5 INQB-E Investigate

4-5 INQF Models

4-5 INQG Explain

4-5 INQH Communicate

4-5 INQI Intellectual Honesty

EALR 4 LIFE SCIENCE: Ecosystems

Core Content: Structures and Behaviors

4-5 LSIA Plants and animals can be sorted according to their structures and behaviors.

4-5 LSIB Each animal has different structures and behaviors that serve different functions.

EALR 4 LIFE SCIENCE: Ecosystems

Core Content: Food Webs

4-5 LS2A An ecosystem includes all of the plant and animal populations and nonliving resources in a given area. Plants and animals depend on one another and the nonliving resources in their ecosystem to help them survive.

4-5 LS2B Plants make their own food using energy from the sun. Animals get food by eating plants and/or other animals that eat plants. Plants make it possible for animals to use the energy of sunlight.

4-5 LS2C Plants and animals are related in food webs with producers, consumers, and decomposers that break down waste and dead organisms and return nutrients to the soil.

4-5 LS2D Ecosystems can change slowly or rapidly. Big changes over a short period of time can have a major impact on the ecosystem and the populations of plants and animals living there.

V. WA STATE SOCIAL STUDIES STANDARDS

EALR 3: GEOGRAPHY - The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

Component 3.2: Understands human interaction with the environment.

EALR 5: SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.

Component 5.2: Uses inquiry-based research.

Component 5.3: Deliberates public issues.

VI. CCSS ELA READING STANDARDS

a. Reading Literary

CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions).

CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range.

b. Reading Informational

CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.