Grade 04 Science - EC: S4.A.3.1.3

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

Instructional activities designed to be integrated into planned lessons
Questions/activities that grow in complexity
Opportunities for differentiation for each student’s level of performance

Related Academic Standards / Eligible Content

S4.A.3.1.3 S4.A.3.1.3

Categorize the parts of an ecosystem as either living or nonliving and describe their roles in the system.

Activities

List five living things.
List five nonliving things.
Define what an ecosystem is.

Compare and contrast the characteristics of living and nonliving things.
What do you think would happen if one part of an ecosystem disappears? Explain your thinking.

Your friend argues that non-living things are not important in an ecosystem. Do you agree with this? Why or why not? Give an example to prove your reasoning.

Answer Key/Rubric

Some examples include, but are not limited to: People, dogs, cats, elephants, grass, trees, flowers, bugs
Some examples include, but are not limited to: Cars, television, pencils, lamp, chair, clouds, paper, ice cream
A system that is formed by the interaction of organisms and their environment. Includes living and non-living things.
Student can explain differences between living and non-living things.

Some examples of characteristics of living things include, but are not limited to: require air, water and food; can move on their own; respond to stimuli; can grow; can die; obtain and make use of energy

Some examples of characteristics of non-living things include, but are not limited to: do not need food; do not grow; has no definite size or shape

Student is able to make a realistic prediction and explain their reasoning citing specific effects on other components of the ecosystem.
Answers will vary. Use the rubric below to evaluate student responses.

Needs Improvement of Reinforcement	Basic Understanding	Mastery
Student agrees with the statement.	Student disagrees with the statement and can give an example to explain their reasoning.	Student disagrees with the statement and can give an example to explain their reasoning. The student clearly explains the role of this nonliving thing within the ecosystem.