1. 3 RD GRADE “ECOSYSTEMS” UNIT

2. LESSON ONE

3. Response Before story is read. “Butternut Hollow Pond” Are the following statements about our story True or False? Write the proper letter in each box for your response. Response After story is read. 1.Butternut Hollow Pond is a safe place for animals to live. 1.Birds are the most dangerous animal at Butternut Hollow Pond. 1.Deer are the biggest animals at the pond. 1.All animals at Butternut Hollow Pond are consumers. 1.Butternut Hollow Pond is only about water animals. 1.A Snapping Turtle ate all the baby ducks. 1.Fish in Butternut Hollow Pond are the producers. 1.Frogs catch their food with their tongues. 1.Young Boys are consumers, fish are prey. 1.Night time is very quiet at Butternut Hollow Pond. 1.Some animals only hunt at night. 1. Trees, brush, grass, and reeds are the producers.

7. PRODUCER – CONSUMER- DECOMPOSER GAME Needed: Sentence strip tags and Energy Crown Play game using instructions from the book. Create food chains using names of animals and plants found at a pond. (Names can be pulled from the pictures used in the who eats who pages.)

9. LESSON TWO

10. FOOD WEB BALANCE

11. READ “WOLF ISLAND” Answer questions that go along with the “Wolf Island” story by Celia Godkin Read the sample paragraph for inspiration!

12. LESSON THREE Read the story: “Cactus Hotel” or “Desert Giant” and have students answer Questions in their notebooks.

13. Type of Organism PRODUCER PRODUCER HERBIVOREHERBIVORE CARNIVORE CARNIVORE OMNIVOREOMNIVORE DECOMPOSERDECOMPOSER Saguaro Cactus Gila Woodpecker Elf Owl Harris Hawk Long-nosed Bat White-winged Dove Monarch Butterfly Honey Bee Tohono O’odham Indians Curved-Billed Thrasher Horned Lizard Sand ants Coyote Javelina Termites Black widow spider Desert Centipede Banded Gecko Cactus Mouse Spotted night Snake Aquatic beetle Hister beetle Stripe-tailed Scorpion Giant millipede

14. SAGUARO CACTUS HOTEL Create an wonderful advertisement for your Saguaro Cactus Hotel that will attract animals to their new home! You may use pictures to help but the main context of the lesson is persuading your clients through your words!

15. LESSON FOUR Questions about what is needed to survive and read “Brother Eagle – Sister Sky”. Teach about pollution and do demonstrations. Final part on conserving energy.

16. AIR POLLUTION

18. LESSON FIVE Discuss water pollution then read the story and create the polluted “Big Bear Lake” as the students observe. Follow-up with the questions about the story. The second story “The Story of Chinook Lake” is similar but once again brings home the importance of good antipollution measures.

19. WATER POLLUTION

21. VOCABULARY CROSSWORD PUZZLES You can use all three or select which one’s you want to use to help students recognize the words.

22. GLOSSARY Make sure that you tab this section with a bright sticky note folded and taped into place. Have students use Marzano’s vocab strategy sheet or use one that you like that will help the students understand the new words used in this learning unit. Take time to thoroughly discuss them and use as many ways to communicate the meaning as possible.