Ecosystems Unit for 5th Grade Natural Sciences

Posted on Mar 11, 2025 in Primary Education Teacher (Teaching Degree)

Ecosystems: A Didactic Unit for 5th Grade

This didactic unit, “Ecosystems,” will be implemented in a public school with fifth-grade students in the area of Natural Sciences. The class consists of 20 students.

Implementation Schedule

The activities will be developed over eight sessions during February and March, utilizing all school days. We will dedicate all Natural Sciences teaching hours for four weeks, with sessions on Mondays and Wednesdays.

Learning Objectives and Competencies

The objectives (Bloom, 1956) for this unit are divided into three blocks: general, specific linguistic, and non-linguistic. Key objectives include:

  • Identify the main characteristics of an ecosystem.
  • Recognize the main features of an ecosystem.
  • Identify different populations, communities, and ecosystems.

The competencies we will address, as outlined in *Decreto 103/2014, de 10 de junio*, which establishes the Primary Education curriculum for the Autonomous Community of Extremadura, include:

  • Learning to learn
  • Digital competence
  • Autonomy and personal initiative
  • Competence in linguistic communication

Methodology

Various methodologies will be employed, with a focus on CLIL (Content and Language Integrated Learning), as we will be working with a non-native language in a subject context. We will also utilize gamification and project-based learning. Games will enhance student motivation, and the learning will culminate in a final project.

Activities Overview

  1. Session 1: Students will relate different ecosystems to animals displayed on a projector, followed by a Menti activity based on the question, “What is an ecosystem for you?”.
  2. Session 2: We will delve deeper into the ecosystems from the previous session’s activity.
  3. Session 3: A brainstorming session and a video about natural and artificial ecosystems.
  4. Session 4: Students will work on the elements of an ecosystem using a photo, a trivia game, and worksheets.
  5. Sessions 5 & 6: Focus on aquatic and terrestrial ecosystems, using the jigsaw technique, worksheets, and a map.
  6. Session 7 & 8: Dedicated to the final project, “Our Ecosystem,” where students will design an ecosystem using recycled materials.

These activities are inspired by the book: VV.AA. (2014-2015): Natural Science (5). Madrid: Macmillan ed. – Edelvives.

Assessment

Different types of evaluations will be conducted:

  • Continuous evaluation (using a checklist)
  • Final evaluation
  • Workgroup evaluation

A rubric will be used to evaluate the “Our Ecosystems” project. This rubric will be explained and shared with students to ensure they understand the expectations (Valls-Barreda, 2016). Students will also evaluate each other on fulfilling their roles and helping others, along with a self-evaluation (Ram and Leake, 1995).

Student-Centered Approach

This unit will employ a student-centered teaching approach (Kilpatrick, 1871), allowing us to cater to all students. We will provide flexible measures for addressing diversity, curricular adaptations, and an appropriate educational response.