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Alyssa Waller

EDCI 51 01W
Spring 2016

Essential Questions and Unit Questions


Subject: 4th Grade Science
Most important concepts (TEKS)
4.9 Organisms and environments. The student knows and understands that living
organisms within an ecosystem interact with one another and with their environment.
4.9(A)* investigate that most producers need sunlight, water, and carbon dioxide to make
their own food, while consumers are dependent on other organisms for food
4.9(B)* describe the flow of energy through food webs, beginning with the Sun, and
predict how changes in the ecosystem affect the food web such as a fire in a forest
4.10 Organisms and environments. The student knows that organisms undergo similar life
processes and have structures that help them survive within their environment.
4.10(A)* explore how adaptations enable organisms to survive in their environment such
as comparing birds' beaks and leaves on plants
4.9 Geography. The student understands how people adapt to and modify their
environment.
Essential questions (indicate those that address curriculum standards)
1. What are the characteristics of a biome? (4.9 Organisms and environments)
2. What types of flora and fauna are found in each biome? (4.9 Organisms and
environments, 4.10 Organisms and environments)
3. How do the flora and fauna interact in different biomes? (4.9 Organisms and
environments)
4. How does the geography of a biome affect humans? (4.9 Geography)
5. How have humans affected biomes? (4.9 Geography)
Unit/Theme: Forest Biomes
Unit questions (after each question, write the number of the related essential question)
What are the three (3) main biomes that make up the Forest Biome? (1)
What are the characteristics of each forest biome? (1)
What flora and fauna are found in each of the forest biomes? (2)
How does the flora in the forest affect the fauna of the forest? (3)
How have humans affected the forest biomes? (5)
6. How have the forest biomes affected humans? (4)
1.
2.
3.
4.
5.

Alyssa Waller
EDCI 51 01W
Spring 2016

Subject: 4th grade science/social studies


Unit: Texas History & Geography
Theme/Generalization: Relationships All relationships are purposeful.

Tic-Tac-Toe Board
Instructions: You are to complete three activities to complete the board. Your selections must be within
the same line, either horizontal, vertical, or diagonal. Once you complete your board, see instructions
below the board.

Research the different ecoregions


of Texas in order to accurately
design a map that illustrates them.

Construct a salt dough map of the


state of Texas. Include landforms
and waterways.

Investigate a specific ecoregion


of Texas. List the plants and
animals within the ecoregion.
Diagram a food web.

Investigate a specific ecoregion of


Texas. List the plants and animals
within the ecoregion. Illustrate a
food chain.

Free Space
Students Choice
Fill out the Project Planner and Checklist.
Be prepared to discuss your choice.

Determine the past and present


populations found within a
specific ecoregion of Texas.
Using a Venn Diagram, compare
and contrast the populations.

Identify and define the landforms


found within the state of Texas.
Create flashcards for each
landform.

Identify the animals found within


a specific ecoregion of Texas.
Design trading cards for each
animal. Be sure to include unique
characteristics and adaptions.

Create a timeline to illustrate the


discovery of different natural
resources found within the state
of Texas.

Construction Company Letter


Use your research for the ecosystem of your choosing to write a letter to a local construction
company urging them not to build a new shopping center. In your letter explain to the company
how construction would affect the local ecosystem. Be sure to use proper letter formats.

Innovations Presentation
Create a presentation that highlights the scientific breakthroughs and innovations that have
helped develop your chosen region of Texas. Be specific about how such things have benefited
individuals, businesses, and society.

Alyssa Waller
EDCI 51 01W
Spring 2016

Project Planner and Checklist


Name: ________________________________________________________________________
1. Due date for topic and questions: ______________________
The specific topic I will investigate: ________________________________________________________________
The specific questions I will investigate (list as many who/what/why/when/where/how questions as appropriate):
____________________________________________________________________________________________
____________________________________________________________________________________________
2. Due date for resources: ______________________________
The resources I will use (minimum of three)
Print resources (books, magazines, journals)
_________________________________________________________________________________________
_________________________________________________________________________________________
Web sites
_________________________________________________________________________________________
_________________________________________________________________________________________
Other resources (interviews, software, videos, exhibits)
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Due date for product description: _____________________
Describe your product: __________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
4. Due date for evaluation checklist: _____________________
Evaluation checklist: Complete the checklist to evaluate your project and have a classmate complete one to give you
feedback on your project.
5. Due date for decision about sharing: ___________________
I will share my project using
a display
a presentation
6. Due date for self-reflection: __________________________
Complete the Self-Reflection form.

Alyssa Waller
EDCI 51 01W
Spring 2016

Self-Reflection
Name: ________________________________________________________________________
Describe your project: _________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Write four I learned statements to describe something new you learned by doing your project.
1. I learned ___________________________________________________________________________________
2. I learned ___________________________________________________________________________________
3. I learned ___________________________________________________________________________________
4. I learned ___________________________________________________________________________________
What are two things about your project that you are particularly proud of?
1.
_____________________________________________________________________________________________
2.
_____________________________________________________________________________________________
Describe something you would improve or do differently if you had an opportunity to change something
about your project.

What was the most difficult part of this project?

What was the most enjoyable part?

On a scale of 1 to 4 (4 is highest), how would you rate your project? 1

Why do you give it that rating?

Alyssa Waller
EDCI 51 01W
Spring 2016

Alyssa Waller
EDCI 51 01W
Spring 2016

Name: _____________________

Date: ___________________

Project Title: _____________________

Teacher(s): Alyssa Waller

Construction Company Letter

Process
1. Has clear vision of final product
2. Properly organized to complete project
3. Managed time wisely
4. Acquired needed knowledge base
5. Communicated efforts with teacher

Product (Project)
1. Format
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge
6. Other:

Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3

Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6

Excellent
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
Excellent
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9, 10
7, 8, 9

Total Score:____________________________

Teacher(s) Comments:

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Alyssa Waller
EDCI 51 01W
Spring 2016
The above assignment works on integrating science and social studies TEKS for 4th grade. Students are
allowed to choose their own assignments to complete the Tic Tac Toe board. With this type of student
chosen projects the students are able to take ownership of their learning. These type of activity also allows
the teacher to differentiate based on the students academic skill level, learning style, and language
ability. Providing students a rubric for the projects lets them see what is expected of them before they
begin. Rubrics can be customized for each type of project and can even show level of mastery; thus
allowing the students to basically chose what grade they want.