Grade 6 Summer Theme = Incredible Ecosystems!
Weeks 1-3
Topic: Living and Non Living Things
ELA Priority Standards (no more than 2):
Math Connections (no more than 2):
Science Connections (no more than 1):
6. LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Student product/assessment: Assessments are included at the end of each week
Daily Activities to Support Learning:
Week One--Understanding Living vs. Non-living
1. (Day One) Use this lesson from PBS to introduce the concept of living vs. non-living things and have kids practice differentiating.
2. Use these lessons from OCPS to further investigate living vs. non-living things.
(Day Two) Glue Monster
(Day Three) Sewer Water
(Day Four) Stations Activities
3. Assess students understanding by giving this assessment. You will need to prepare six examples in advance (ie, hummingbird, sunflower, beach sand, water, ladybug, soap bubbles). You can introduce the examples orally AND have physical objects to show students (ie, blow the soap bubbles into the classroom).
Week Two--Understanding the Needs of Living Things (Plants)
1. (Day One) Read From Seed to Plant by Gail Gibbons. Discuss with students:
* What are the stages of a plant's life?
* What does a plant need to grow?
2. Have students complete the Soil for Growing Lesson (go here and select Lesson 6: Soil for Growing--lesson plan is first and then all materials are below).
(Day Two) Introduce organic and inorganic matter. Have students do a hands-on exploration of four types of soil from the lab activity and write observations of each one. To do this, you can place soil samples on paper plates at various stations. Have students do a circular stations activity rotating to each one and recording observations on a piece of chart paper at the station. At the end of the activity, review the class' observations as a whole. As a culmination, use the Prediction/Thought Question Worksheet to have students make predictions about which type of soil they feel the grass seed will grow best in.
(Day Three) Plant the grass seed in each soil sample. Over the next three days, students will use the Soil Grass Lab Sheet to record their observations. When their observations are complete, they will write a letter to Farmer Brown telling him/her which type of soil to use. (Note: This will need to happen next week as observations won't be complete yet. The grass needs the weekend to grow!)
(Day Four) Complete this Earthworm Lab to learn about how worms work as decomposers to help matter cycle within an ecosystem!
Assess students by asking them to explain in writing: Describe a plant's ecosystem. How do soil, water, sunlight, and decomposers (worms) work together to in this ecosystem to help plants grow?
Week Three--Understanding the Needs of Living Things (Animals)
1. (Day One) Read The Salamander Room by Ann Mazer. Discuss with students the following questions:
2. (Day Two) Complete the Habitat Hunt activity to get students thinking about habitats and the animal life they support. This activity asks students to identify a habitat for a given animal within the school yard. Have students share their findings with the class.
3. (Day Three) Read Pass the Energy Please! by Barbara Shaw McKinney and Who Eats What? by Patricia Lauber to illuminate to students how energy is passed between animals and their ecosystem through food webs/ the food chain. Introduce the concept of endangered species. Ask students to consider what would happen to an animal if its food supply was reduced or disappeared. Ask them to consider and create a list of other factors necessary for an animal's survival.
4. (Day Four) Use the Endangered Species: What and Where? lesson plan from the National Wildlife Federation to help students understand how species endangerment is related to the growth of human populations and the loss of the factors animals need to survive. Each student will complete a mini-research investigation on a given animal and present to the class. The KWA species cards the lesson refers to are located here.
Assess students by asking them to respond to the following question:
The Peregrine Falcon is a bird that used to be abundant in the state of Maine but is now considered an endangered species. What could Maine citizens do to protect the Peregrine Falcon? After students write their responses, you can use this fact sheet to extend their learning.
Literature Connections:
From Seed to Plant by Gail Gibbons
The Salamander Room by Ann Mazer
Pass the Energy Please! by Barbara Shaw McKinney
Who Eats What? by Patricia Lauber
Field Trips:
Week One--York Center for Wildlife
Week Two--Chewonki Foundation
Week Three--Reid State Park
Materials We Need:
From Seed to Plant by Gail Gibbons
The Salamander Room by Ann Mazer
Pass the Energy Please! by Barbara Shaw McKinney
Who Eats What? by Patricia Lauber
Seeds, soil, and paper cups for planting activity
Weeks 4-5
Topic: Destruction and Restoration of Ecosystems
ELA Priority Standards (no more than 2):
Math Connections (no more than 2):
Science Connections (no more than 1):
6. LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Student product/assessment: Assessments are included at the end of each week
Daily Activities to Support Learning:
Students will be using The Frog Scientist by Pamela S. Turner as a core text over the next two weeks using these lesson plans from AAAS.
Week Four--Physical and Biological Destruction
1. (Day One) Read Frogs by Nic Bishop and discuss with students:
* What are the characteristics that distinguish frogs from other animals?
* What do frogs need to survive?
2. (Day Two) Conduct a field investigation in the school yard using the School Yard Field Investigation Data Sheet. After the observation period, ask students to share their data and to reflect on:
* Spaces in the school yard frogs might be found
* Spaces in the school yard that frogs could not survive
* Challenges that frogs might experience living in the school yard (examples: noisy, kids step on them, lack of water)
* Ways they could work to change the environment to make it easier for frogs to live (examples: create a "no kids" area, build a pond for frogs, create something to attract frogs' food supply)
3. (Day Three) Introduce The Frog Scientist by Pamela S. Turner by watching PBS' The Thin Green Line. This video explores how pesticides have affected frog populations in California. Students can use the Frog Scientist Student ESheet to take notes as they view. Discuss students responses to the questions and reactions to the video.
4. (Day Four) Introduce students to the scientific method using the worksheet here. Give the Frog Scientist books to students and have them do a picture walk through the text and discuss in groups what they think is happening. Copy and give to students a picture from the text that represents each step in the scientific method and have them match them.
Assess students by asking them to respond to the following questions:
* What physical resources in our school yard would enable frogs to survive? What physical resources (or lack of resources) would make their survival difficult?
How could we make our school yard a better frog habitat?
*How do pesticides affect frogs' ability to survive? How do you think Tyron Hayes will use the scientific method to prove this?
Week Five--Using Science to Restore Balance to an Ecosystem
1. (Days One, Two, Three) Have students read The Frog Scientist using various groupings, ie individual, partner, group, whole class and consider the questions on the Comprehension Sheet.
2. (Days One, Two, Three) Read aloud to students the article A World Without Amphibians and discuss why frogs are important to other forms of life, including humans.
3. (Days One, Two, Three) Have students visit the Wetlands for Wildlife Site and research strategies other communities and schools have used to preserve frog populations right in their own school yards! Revisit findings from students' school yard investigations and have students work in teams to create a plan for creating a frog habitat in the Longley school yard. They can compile their plan in one of the following formats:
-A map of the school yard with ideal frog habitat areas marked off
-A diagram of a structure they might build to attract frog populations
-A song, poem, or skit explaining to other students what frogs need to survive in our school yard
-A letter to the school principal describing their plan and its importance
-A video to educate the wider community about the dangers to frog populations and what can be done to protect them
4. (Day Four/ Assessment) Student project presentations!
Literature Connections:
The Frog Scientist by Pamela S. Turner
PBS' The Thin Green LineFrogs by Nic Bishop
Field Trips:
Week Four--Ferry Beach Ecology School
Week Five--Gulf of Maine Research Center
Materials We Need:
The Frog Scientist by Pamela S. Turner
Frogs by Nic Bishop
Weeks 1-3
Topic: Living and Non Living Things
ELA Priority Standards (no more than 2):
Math Connections (no more than 2):
Science Connections (no more than 1):
6. LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Student product/assessment: Assessments are included at the end of each week
Daily Activities to Support Learning:
Week One--Understanding Living vs. Non-living
1. (Day One) Use this lesson from PBS to introduce the concept of living vs. non-living things and have kids practice differentiating.
2. Use these lessons from OCPS to further investigate living vs. non-living things.
(Day Two) Glue Monster
(Day Three) Sewer Water
(Day Four) Stations Activities
3. Assess students understanding by giving this assessment. You will need to prepare six examples in advance (ie, hummingbird, sunflower, beach sand, water, ladybug, soap bubbles). You can introduce the examples orally AND have physical objects to show students (ie, blow the soap bubbles into the classroom).
Week Two--Understanding the Needs of Living Things (Plants)
1. (Day One) Read From Seed to Plant by Gail Gibbons. Discuss with students:
* What are the stages of a plant's life?
* What does a plant need to grow?
2. Have students complete the Soil for Growing Lesson (go here and select Lesson 6: Soil for Growing--lesson plan is first and then all materials are below).
(Day Two) Introduce organic and inorganic matter. Have students do a hands-on exploration of four types of soil from the lab activity and write observations of each one. To do this, you can place soil samples on paper plates at various stations. Have students do a circular stations activity rotating to each one and recording observations on a piece of chart paper at the station. At the end of the activity, review the class' observations as a whole. As a culmination, use the Prediction/Thought Question Worksheet to have students make predictions about which type of soil they feel the grass seed will grow best in.
(Day Three) Plant the grass seed in each soil sample. Over the next three days, students will use the Soil Grass Lab Sheet to record their observations. When their observations are complete, they will write a letter to Farmer Brown telling him/her which type of soil to use. (Note: This will need to happen next week as observations won't be complete yet. The grass needs the weekend to grow!)
(Day Four) Complete this Earthworm Lab to learn about how worms work as decomposers to help matter cycle within an ecosystem!
Assess students by asking them to explain in writing: Describe a plant's ecosystem. How do soil, water, sunlight, and decomposers (worms) work together to in this ecosystem to help plants grow?
Week Three--Understanding the Needs of Living Things (Animals)
1. (Day One) Read The Salamander Room by Ann Mazer. Discuss with students the following questions:
- Gather to read Salamander Room. Review the needs of living things as food, air, and water are introduced to the boy's room.
- Consider and discuss the implications of keeping living things. Compare the difference of having a stuffed animal and a real animal as a pet.
- Introduce the word habitat -- another word for home. A habitat provides food, air, water, and shelter.
- Pair-share the best solution: Should the boy keep the salamander indoors or return it to its outdoor setting? Why?
Note: Do not try to convince students of one point of view. Accept that responses will vary. - Evaluate by having students draw their decision, including the needs of living things on the Salamander Habitat student sheet.
2. (Day Two) Complete the Habitat Hunt activity to get students thinking about habitats and the animal life they support. This activity asks students to identify a habitat for a given animal within the school yard. Have students share their findings with the class.
3. (Day Three) Read Pass the Energy Please! by Barbara Shaw McKinney and Who Eats What? by Patricia Lauber to illuminate to students how energy is passed between animals and their ecosystem through food webs/ the food chain. Introduce the concept of endangered species. Ask students to consider what would happen to an animal if its food supply was reduced or disappeared. Ask them to consider and create a list of other factors necessary for an animal's survival.
4. (Day Four) Use the Endangered Species: What and Where? lesson plan from the National Wildlife Federation to help students understand how species endangerment is related to the growth of human populations and the loss of the factors animals need to survive. Each student will complete a mini-research investigation on a given animal and present to the class. The KWA species cards the lesson refers to are located here.
Assess students by asking them to respond to the following question:
The Peregrine Falcon is a bird that used to be abundant in the state of Maine but is now considered an endangered species. What could Maine citizens do to protect the Peregrine Falcon? After students write their responses, you can use this fact sheet to extend their learning.
Literature Connections:
From Seed to Plant by Gail Gibbons
The Salamander Room by Ann Mazer
Pass the Energy Please! by Barbara Shaw McKinney
Who Eats What? by Patricia Lauber
Field Trips:
Week One--York Center for Wildlife
Week Two--Chewonki Foundation
Week Three--Reid State Park
Materials We Need:
From Seed to Plant by Gail Gibbons
The Salamander Room by Ann Mazer
Pass the Energy Please! by Barbara Shaw McKinney
Who Eats What? by Patricia Lauber
Seeds, soil, and paper cups for planting activity
Weeks 4-5
Topic: Destruction and Restoration of Ecosystems
ELA Priority Standards (no more than 2):
Math Connections (no more than 2):
Science Connections (no more than 1):
6. LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Student product/assessment: Assessments are included at the end of each week
Daily Activities to Support Learning:
Students will be using The Frog Scientist by Pamela S. Turner as a core text over the next two weeks using these lesson plans from AAAS.
Week Four--Physical and Biological Destruction
1. (Day One) Read Frogs by Nic Bishop and discuss with students:
* What are the characteristics that distinguish frogs from other animals?
* What do frogs need to survive?
2. (Day Two) Conduct a field investigation in the school yard using the School Yard Field Investigation Data Sheet. After the observation period, ask students to share their data and to reflect on:
* Spaces in the school yard frogs might be found
* Spaces in the school yard that frogs could not survive
* Challenges that frogs might experience living in the school yard (examples: noisy, kids step on them, lack of water)
* Ways they could work to change the environment to make it easier for frogs to live (examples: create a "no kids" area, build a pond for frogs, create something to attract frogs' food supply)
3. (Day Three) Introduce The Frog Scientist by Pamela S. Turner by watching PBS' The Thin Green Line. This video explores how pesticides have affected frog populations in California. Students can use the Frog Scientist Student ESheet to take notes as they view. Discuss students responses to the questions and reactions to the video.
4. (Day Four) Introduce students to the scientific method using the worksheet here. Give the Frog Scientist books to students and have them do a picture walk through the text and discuss in groups what they think is happening. Copy and give to students a picture from the text that represents each step in the scientific method and have them match them.
Assess students by asking them to respond to the following questions:
* What physical resources in our school yard would enable frogs to survive? What physical resources (or lack of resources) would make their survival difficult?
How could we make our school yard a better frog habitat?
*How do pesticides affect frogs' ability to survive? How do you think Tyron Hayes will use the scientific method to prove this?
Week Five--Using Science to Restore Balance to an Ecosystem
1. (Days One, Two, Three) Have students read The Frog Scientist using various groupings, ie individual, partner, group, whole class and consider the questions on the Comprehension Sheet.
2. (Days One, Two, Three) Read aloud to students the article A World Without Amphibians and discuss why frogs are important to other forms of life, including humans.
3. (Days One, Two, Three) Have students visit the Wetlands for Wildlife Site and research strategies other communities and schools have used to preserve frog populations right in their own school yards! Revisit findings from students' school yard investigations and have students work in teams to create a plan for creating a frog habitat in the Longley school yard. They can compile their plan in one of the following formats:
-A map of the school yard with ideal frog habitat areas marked off
-A diagram of a structure they might build to attract frog populations
-A song, poem, or skit explaining to other students what frogs need to survive in our school yard
-A letter to the school principal describing their plan and its importance
-A video to educate the wider community about the dangers to frog populations and what can be done to protect them
4. (Day Four/ Assessment) Student project presentations!
Literature Connections:
The Frog Scientist by Pamela S. Turner
PBS' The Thin Green LineFrogs by Nic Bishop
Field Trips:
Week Four--Ferry Beach Ecology School
Week Five--Gulf of Maine Research Center
Materials We Need:
The Frog Scientist by Pamela S. Turner
Frogs by Nic Bishop