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Lesson Procedure: Ask students to think about the difference between their snack and the photograph of thelive bear you have displayed. Tell them to record differences between the two “bears” onthe “What Do You Notice?” page of their Ecosystem Student Guide. When students are finished, gather the class and discuss their thoughts on thedifferences between the living bear and their snack. Immediately following the discussion, pose the following question to the class: What doyou think MOST living things need to survive? Through questioning, guide students to understand that most living things need air, waterand an energy source (food, sunlight, etc). Students should take notes in the top sectionof their Ecosystem Student Guide page.» Note: Be prepared to discuss the concept of underwater creatures needing air andwhat that might entail.» If you want to go more in depth about what most living creatures need to survive youmight also discuss the need to create new life and the need to grow and change. Asecond version of the “Living Things Need” Checklists have been created reflectingthis further discussion. Use the one that suits your learning objective best.2 Next explain the Walkabout activity. Pass out one blue “Living Things Need” Card toeach student. Their task is to walk around the classroom and look at each green Livingand Nonliving Thing Sort Card. They are to use their checklist to help them determine ifthe objects are living or nonliving and record their answer on the bottom section of theirEcosystem Student Guide page. Complete the lesson by reading the suggested literature title or another book that sumsup the learning.Lesson Extensions: Living and Nonliving Book Sort - Use the book Living and Nonliving Things – ACompare and Contrast Book by Kevin Kurtz at a literacy center for students. Theirtask is to find living and nonliving things within the pages of the book. Have themrecord their answers on the Living and Nonliving Things Book Sort page includedwithin the lesson resources. Optional - Use the T-Chart template, ID# TCH172 found in the VariQuest DesignCenter software, print to poster size using the Perfecta and have students recordtheir findings in a small group. Living and Nonliving Things Sort – Place the green Living and Nonliving Thingscards at a science center. Students sort them into the two categories.JOURNEY THROUGH OUR WORLD’S ECOSYSTEMSLESSON Once all students are finished with their Walkabout, discuss each card and whether thepicture on the card is living or nonliving based on the checklist provided. Students correctthe answers they have written in their Ecosystem Student Guide.7

LESSON THREEWhat is an Ecosystem?CLICK HERE TO DOWNLOAD ALLMATERIALS FOR THIS LESSONLesson Objective: Students will learn what an ecosystem is and how some of itscomponents can be interdependent.Materials: Literature: Because of an Acorn by Lola Schaefer and AdamSchaefer Oak leaf shapes for each student in the classroom Poster of leafless tree with branches Ecosystem Video Clip (Suggestion: https://www.youtube.com/watch?v SNF8b7KKJ2I) Lesson Resources:» “Because of an Acorn” Poster Ecosystem Student Guide - Page for use in Lesson 3:» What is an ecosystem? Sketchnote PageLesson Preparation:Because of an Acorn Poster Use the VariQuest Cutout Maker 1800 to cut the oak leaf shape,ID# SEA116 in the VariQuest Design Center Software, for eachstudent. Prepare the leafless tree to poster size using the VariQuestPerfecta Series Poster Design System. Prepare the Because of an Acorn poster using the PerfectaPrinter. Bookmark the suggested Ecosystem Video Clip (link above) onSmartboard or iPad(s).Leafless Tree Poster8JOURNEY THROUGH OUR WORLD’S ECOSYSTEMS

Lesson Procedure: Display the anchor chart posters created in Lesson 1. Discuss the various ecosystemsalong with their obvious differences and similarities. Read Because of an Acorn and then pose the following questions for discussion:» “What kind of a relationship do you see between the living and nonliving things?”» “How do the living and nonliving things in this ecosystem rely on or interact witheach other?”» “Why and how is it important that living and nonliving things in an ecosystem worktogether? Use examples from the story.” Direct students to pick one living thing from the book and think about how it affectsanother living or nonliving object in the book. Tell students to write their answer on oneof the oak leaf shapes and hang their oak leaf on the tree poster. Discuss the answersimmediately or save the discussion for later to review the importance of interdependencein an ecosystem. Show the suggested YouTube video as students take notes on the Sketchnote page ofthe Ecosystem Student Guide. Discuss how all ecosystems have similar relationships among the living and nonlivingthings and review the notion (or specific term) of interdependence.LESSON3JOURNEY THROUGH OUR WORLD’S ECOSYSTEMS9

LESSON FOURCreating an EcosystemCLICK HERE TO DOWNLOAD ALLMATERIALS FOR THIS LESSONLesson Objective: Students will create small freshwater ecosystems so that theymay learn more about living and nonliving things and theirinterdependence from observations of them.Materials: Two-liter bottles (one per small group) Pea gravel/small rocks (1 cup per two-liter bottle) One aquatic plant per two-liter bottle (suggested: Anacharis Elodea) One feeder guppy per two-liter bottle 2 to 3 small snails per two-liter bottle 6 to 7 cups pond water per two-liter bottle (or tap water that hasbeen sitting out for at least 24 hours) Lesson Resources:» “Making a Freshwater Ecosystem” directions page Ecosystem Student Guide - Pages for use in Lesson 4:Making an Ecosystem Anchor Chart» Creating an Ecosystem notes page» Observing My Ecosystem pageLesson Preparation: Purchase the items needed to create the freshwater ecosystems ormake a request for donations to procure them. Divide the suppliesand place them into baskets/bags. Place each set of supplies atdifferent locations in the classroom for groups to work. Predetermine how many days of ecosystem observations you wouldlike for the students to complete. Be sure you have added enoughpages to the Ecosystem Student Guides to meet that requirement. Prepare the Making an Ecosystem anchor chart using theVariQuest Perfecta Series Poster Design System and copy thedirections for each student using the black and white ecosystemhandout provided.Making an Ecosystem Handout10JOURNEY THROUGH OUR WORLD’S ECOSYSTEMS

Lesson Procedure: Divide students into groups according to the amount of supplies that were purchased ordonated. Groups follow the directions on the “Making a Freshwater Ecosystem” poster/printable tocreate the freshwater ecosystem they will be observing. As groups are assembling their ecosystems they are to record their thoughts, predictionsand observations about the process on the “Creating an Ecosystem” Notes page in theEcosystem Student Guide. Once the freshwater ecosystems are completed tell students how often they will need torecord their observations (daily, every other day, weekly, etc). Before students begin observing, model exactly how you would like for them to record theirobservations on the “Observing My Ecosystem” page in the Ecosystem Student Guide.(Be sure to include how students might tell about how living and nonliving things in theecosystem are interacting.)» Suggestion – Use sentence starters to help students frame their thoughts, predictionsand observations. Examples:* The fish/snail is * The water in the ecosystem is * Because of the plant is * Because of I predict that the water will JOURNEY THROUGH OUR WORLD’S ECOSYSTEMSLESSON4» Note: Be sure groups place their ecosystems in a location where observations canbe made after the final day of observations gather students to discuss some of theirfindings.11

LESSON FIVEUnderstanding Food ChainsLesson Objective: Students will learn the functions of food chains and why they are vital toecosystems.Materials: Literature: Pond Circle by Betsy Franco Cutout shapes to represent the various living things in the story Ecosystem Student Guide - Pages for use in Lesson 5:» Pond Circle Notes» Lily Pad shape books (one per student)Lesson Preparation: Use the VariQuest Cutout Maker 1800 to cut lily pad shape books and theshapes represented in Pond Circle on the various colored paper indicated.Be sure the books have at least ten pages for student writing.» lily pad shape book (BKS165 & BKS166)» green circle shape to represent algae (MTH306)» yellow bug shape to represent nymph (ANI281)» brown beetle shape (ANI215)» green frog shape (SEA247)» black snake shape (ANI1076)» black skunk shape (ANI862)» brown owl shape (ANI145)» gray raccoon shape (ANI855)» gray coyote shape (ANI352) Use the Cutout Maker to cut lily pad shape books (or print the lily pad shownon page 13) for each student in the classroom. Be sure the books have atleast ten pages for student writing.Lesson Procedure: Read aloud the book Pond Circle by Betsy Franco. Direct students to take notes about each living thing represented in the bookon the Pond Circle Notes page of their Ecosystem Student Guide. (Nineboxes are provided on the notes page, one for each one of the living thingsin the book.) Tell students to think about each living thing represented andhow they are interacting with regards to food/energy sources.12JOURNEY THROUGH OUR WORLD’S ECOSYSTEMS

After the read aloud pass the cutout shapes to nine different students. Have the classuse their memory of the story and their notes to arrange the nine students into a circle torepresent the food chain in the pond ecosystem. Discuss the importance of the food chainin a pond and its similar importance in other ecosystems. (Suggested: Frame some of yourquestioning using “If then ” statements to get students thinking about how the creaturesin the story rely on other creatures to survive. Ex – If all the fish in the pond disappeared,then how would that affect the pond ecosystem?) Finally, pass out the lily pad shape books. Students are to use their Pond Circle notesto retell story in their own words on the pages of the lily pad book. Note: This could becompleted as a literacy or morning center if time doesn’t allow for it during the scienceblock.Lesson Enrichment Idea: Suggested Higher Level Literature – Horseshoe Crabs and Shorebirds: The Story of theFood Web by Victoria Crenson. Have students read the book and make the shapes torepresent the living things in the story. They can thencreate a presentation similar to the one in the activityabove and teach the rest of the class about a differentfood chain. Optional - To enhance student presentations, findBubble Map, ID# TCH056 in the VariQuest DesignCenter Software and enlarge to poster size using theVariQuest Perfecta Series Poster Design System.5JOURNEY THROUGH OUR WORLD’S ECOSYSTEMSLESSONYou will find the lily pad shape book with the other ecosystem PDF files for download on page 2 of this eBook.13

LESSON SIXFocus on a Terrestrial EcosystemForestLesson Objective: Students will learn the attributes of a forest ecosystem.Materials: Suggested Literature: The Home Builders by Varsha Bajaj Forest Poster 0 to 40 shapes representing objects from various ecosystems Tape (or another sticky substance) to attach shapes to forest poster Ecosystem Student Guide - Pages for use in Lesson 6:» Explore the Forest Ecosystem notes pageLesson Preparation: Obtain a copy of the suggested literature or another title that will teach studentsabout the forest ecosystem. Prepare the forest poster using the VariQuest Perfecta Series Poster DesignSystem and template ID# SCI061 in the VariQuest Design Center Software. Cut out 30 to 40 different shapes from the VariQuest Cutout Maker 1800 to representobjects from various ecosystems.Forest Poster (SCI061)14JOURNEY THROUGH OUR WORLD’S ECOSYSTEMS

Lesson Procedure: Begin by activating schema and building some background with a discussion. Findout what students already know about forests. Record their ideas in some way thatwill be easy to access at the end of the lesson (technology or blank white anchorchart enlarged to poster size using the VariQuest Perfecta). Discuss the “Explore the Forest Ecosystem” notes page in the Ecosystem StudentGuide and your expectations for what the students will write as you read. Note: Besure to let the students know that not all categories on the notes page will necessarilybe filled. Some may not apply or be addressed in the book. Read aloud the suggested (or chosen) literature as students record their learning onthe notes page. When finished with the book give each student in the class one of the cutout shapes.6 Use the remaining shapes (the ones you did not pass out) first and discuss whetheror not you would likely find each of the objects within a forest ecosystem. As youdiscuss each shape, place it on the forest poster if it would be a part of a forestecosystem. When finished have students refer to their notes page to talk aboutadditional items that may also be part of a forest ecosystem. Optional – Have students draw pictures of objects that were discussed thatcould be a part of a forest ecosystem and add them to the poster. Optional – Use the VariQuest Motiva 400 Specialty PrintingSystem to create flashcards with pictures of objects and havestudents identify which ones belong in a forest ecosystem.Lesson Extensions: Have students work individually or in small groups to brainstormlists of classroom books, or even movies they have seen, thathave a forest ecosystem as the setting for the story.JOURNEY THROUGH OUR WORLD’S ECOSYSTEMSLESSON Next, have individual students talk about their shapes. They need to tell whattheir shape is, if it would likely be found in a forest ecosystem and why. Be sure toencourage students to share as much information as they know about their object,including what ecosystem it may be found in, if not a forest.15

LESSON SEVENFocus on an Aquatic EcosystemFreshwaterLesson Objective: Students will learn the attributes of a freshwaterecosystem.Materials: Suggested Literature: Over and Under the Pond by KateMessner Freshwater Poster 30 to 40 shapes representing objects from variousecosystems Tape (or another sticky substance) to attach shapes tofreshwater posterFreshwater Poster (SCI068) Ecosystem Student Guide - Pages for use in Lesson 7:» Explore the Freshwater Ecosystem notes pageLesson Preparation: Obtain a copy of the suggested literature or another title that willteach students about the freshwater ecosystem. Prepare the lake poster using the VariQuest Perfecta SeriesPoster Design System and template ID# SCI068 in the VariQuestDesign Center Software. Cut out 30 to 40 different shapes using the VariQuest Cutout Maker 1800 torepresent objects from various ecosystems.Lesson Procedure:(Note – Lesson 7 mirrors the previous lesson on the forest ecosystem) Begin by activating schema and building some background with a discussion. Find out whatstudents already know about freshwater ecosystems. Record their ideas in some way that willbe easy to access at the end of the lesson (technology or blank white anchor chart). Discuss the “Explore the Freshwater Ecosystem” notes page in the Ecosystem StudentGuide and your expectations for what the students will write as you read. Note: Be sureto let the students know that not all categories on the notes page will necessarily befilled. Some may not apply or be addressed in the book. Read aloud the suggested (or chosen) literature as students record their learningon the notes page. When finished with the book give each student in the class one of the cutout shapes.16JOURNEY THROUGH OUR WORLD’S ECOSYSTEMS

Use the remaining shapes (the ones you did not pass out) first and discuss whether or notyou would likely find each of the objects within a freshwater ecosystem. As you discuss eachshape, place it on the freshwater poster if would be a part of a freshwater ecosystem. Next, have individual students talk about their shapes. They need to tell what their shape is,if it would likely be found in a freshwater ecosystem and why. Be sure to encourage studentsto share as much information as they know about their object, including what ecosystem itmay be found in, if not freshwater. When finished have students refer to their notes page to talk about additional items that mayalso be part of a freshwater ecosystem. Revisit the students’ original ideas about freshwaterecosystems to see what misconceptions they may have had. Optional – Have students draw pictures of objects that were discussed that could be apart of a freshwater ecosystem and add them to the poster. Optional – Use the VariQuest Motiva 400 Specialty Printing System to createflashcards with pictures of objects and have students identify which ones belong ina freshwater ecosystem.Lesson Extension: Similar lessons could be carried out for other ecosystems required to meet learningobjectives (using a book, poster and shape cutouts).» Desert Poster(SCI062)Note - Use the Perfecta Printer to enlarge the other 6 ecosystem templates in theVariQuest Design Center Software to poster size.LESSON7 Notes pages for five additional ecosystems have been included in the EcosystemStudent Guide. (As well as a blank page for additional ecosystems wish to be taught.)Teachers may choose to only add those pages that coincide with Lesson 6 and Lesson 7or use the other notes pages in one of these ways:Small research groups could be formed to learn about the other ecosystems. Thegroups could share their findings with the rest of the class as students take notes onthe additional pages provided.Taiga Poster(SCI065)Rainforest Poster(SCI066)Marine Poster(SCI064)Grassland Poster(SCI063)Tundra Poster(SCI067)JOURNEY THROUGH OUR WORLD’S ECOSYSTEMS17

LESSON EIGHTEcosystem Assessment andReviewCLICK HERE TO DOWNLOAD ALLMATERIALS FOR THIS LESSONLesson Objective: Students will show their knowledge of the characteristics of each ofthe ecosystems taught.Materials: Green Write the Room cards Tape (or other sticky substance) to attach cards to locations in theclassroom Recording pages for student answers (various choices provideddepending on number of cards used for activity) Ecosystem Answer KeyWrite the Room Cards Optional: Clipboards for students to use as they walk the room withtheir recording pagesLesson Preparation: Prepare green Write the Room cards (according to the ecosystemsthat were taught) using the VariQuest Perfecta Series PosterDesign System.» Consider using VariQuest 13”x19” Perfecta paper - A great sizeoption for these cards. Optional- Use the VariQuest Motiva 400 Specialty Printing Systemand template ID# MTCH013 or MTCH081 in the VariQuest DesignCenter Software to customize a set of Write the Room Cards as 3”or 4” stickers. Attach the cards to various surfaces around the classroom (walls,cubbies, filing cabinets, tables, etc). Copy a class set of the recording page that will best match the cardschosen.Write the Room Recording Pages Print the answer key for grading or student self-check. (For studentsto self-check you may wish to print more) Optional - Consider printing the answer keys to poster size using thePerfecta Printer and anchor it to your classroom wall.18JOURNEY THROUGH OUR WORLD’S ECOSYSTEMS

CLICK HERE TO DOWNLOAD ALLMATERIALS FOR THIS LESSONLesson Procedure: Pass out student recording pages (and clipboards if used). Explain the directions for the activity. Students are to walkaround the room, visit each card (according to the number ofspots on their recording pages) and write the names of theecosystems that match each clue provided. If this activity is used as an assessment of learning, studentssimply turn in their recording pages. If this activity is used as a review, have students self-check withanswer keys OR have students check answers as each card istaken down and discussed as a class.Lesson Extension: Optional- Use the Perfecta Printer to print the Write theRoom cards to poster size and have students write in theirclues, then discuss in a small group setting.JOURNEY THROUGH OUR WORLD’S ECOSYSTEMSLESSONOne page of blank green Write the Room cards has beenprovided. Print off one or more of these pages and letstudents write their own clues about various ecosystemsto be used at a science center.Answer KeysBlank Write the Room Cards8 19

LESSON NINESharing the LearningCelebrationCLICK HERE TO DOWNLOAD ALLMATERIALS FOR THIS LESSONLesson Objective: Students will display their knowledge of ecosystems by sharing withothers.Materials: Student Ecosystem Guides “All About” Posters (Four choices provided) Writing and coloring tools to be used on posters Optional: Tablets or computers for further ecosystem researchLesson Preparation: Decide if students will work independently or in small groups todisplay their learning. Contact another classroom teacher in your building

» “Because of an Acorn” Poster Ecosystem Student Guide - Page for use in Lesson 3: » What is an ecosystem? Sketchnote Page Lesson Preparation: Use the VariQuest Cutout Maker 1800 to cut the oak leaf shape, ID# SEA116 in the VariQuest