ESS.4.3.1
Ask questions to infer whether changes in an organism's environment are beneficial or harmful.
Embedded Files
District Recommended Resources for 4th Grade Science
Animal Studies
Kit rental options are available. See your administrator.
Science Phenomena Resources
Next Generation Science Standards YouTube Channel
Step 1: Lesson Standards & Learning Goals
Dimension 1:
SEP: Ask Questions:
Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships (NSTA SEP Matrix).
Dimension 2:
CCC: Cause and Effect
Dimension 3:
Disciplinary Core Ideas:
LS4.C Changes in an organism’s habitat are sometimes beneficial to it and sometimes harmful. For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all (A Framework for K-12 Science Education).
Sample Essential Questions
Sample Essential Questions
How do we know if a change in an organism's environment is beneficial or harmful?
How do plants and animals survive in their environment?
Vocabulary
Vocabulary
beneficial
changes/alter
environment
habitat
harmful
organism
survive
Students will be able to...
Students will be able to...
Ask Questions- Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships (e.g., when a wooded area is cut down what is the impact on organisms that live in the area?)
Infer - Drawing a logical conclusion from presented information
Students will know...
Students will know...
Students know organisms have basic needs and can only survive in environments in which their needs are met (e.g., air, light, water, space, food and shelter.)
Students know for any particular environment, some plants and animals survive well, some survive less well and some cannot survive at all. [e.g. Pocosins (a type of freshwater, evergreen shrub wetland with standing water), which occur in North Carolina’s coastal plain, are environments with extremely acidic soils making them nutrient poor. The Atlantic white cedar or many carnivorous plants (which have adapted to get nutrients through insect eating) and the pine barrens treefrog may flourish, whereas the red-cockaded woodpecker (endangered) can survive if the pond pine tree is present. The eastern hellbender, a large aquatic salamander, would not survive in a pocosin because they rely on clear, cold, flowing water of mountain streams to survive, and large rocks under which to make nests and lay their eggs.]
Step 2: Assessment
Formative Assessments
Formative Assessments
Writing Prompts
Beneficial Changes: "Imagine a forest where new plants start to grow. Write a story about how this change is beneficial to the animals living there. Describe how the new plants help the animals survive and thrive."
Creative Story Prompt: "Imagine you are an animal living in a forest that is being cut down for a new shopping mall. Write a story about your experience and how you and your animal friends are affected by the changes."
Harmful Changes: "Think about a river that gets polluted. Write an essay about how this pollution is harmful to the fish and other organisms living in the river. Explain the effects of pollution on their health and habitat."
Invasive Species: "Write about an invasive plant species that takes over a local ecosystem. Explain how this change can be harmful to native plants and animals. Include possible solutions to control the invasive species."
Seasonal Changes: "Write a journal entry from the perspective of a bear experiencing seasonal changes. Explain how the arrival of winter can be both beneficial (hibernation) and challenging (finding food) for the bear."
Mini Projects and Investigations
Culminating Activity
Environmental Impact Poster or Diorama
Objective: Students will create and present posters or dioramas that illustrate how environmental changes impact organisms, explaining whether these changes are beneficial or harmful.
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Show students a series of images depicting various environmental problems (e.g., pollution, deforestation, endangered species) and solutions (e.g., recycling, conservation efforts, reforestation). Have students discuss what they see in the pictures and how they relate to environmental issues and solutions.
Brainstorming Web:
Create a brainstorming web on an anchor chart with the central topic: "Environmental Problems."
Ask students to brainstorm different problems affecting plants and animals and write them around the central topic.
Add additional problems throughout the unit.
Discuss with students the concept of cause and effect, particularly in relation to environmental changes and their impacts on organisms.
Have students create a chart to analyze causes and effects of environmental changes on organisms.
Ask them to think of problems in the environment, such as littering, that can affect living things.
Add to the chart as you progress through the unit.
Revisit at the end of the unit and use the chart to support a culminating activity or writing piece.
Think - Pair - Share
Give students scenarios to think about and discuss with their partner or group.
What do you think would happen if all the trees in Wilson were cut down? Explain your reasoning.
Where do you think the animals go when there is a forest fire? Explain your reasoning.
Why do you think we see deer and bears coming into cities now? Explain your reasoning.
Additional Literacy Connections
epic!:
Seeds of Change: Planting a Path to Peace by Jen Cullerton Johnson
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