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Ecosystem Diamante Poetry


Language Arts, Science  



Title – Ecosystem Diamante Poetry
By – Tatia Williams
Primary Subject – Science
Secondary Subjects – Language Arts
Grade Level – 5th

General Unit Objective:
The learner will demonstrate an understanding of ecosystems to enable them to identify the plants, animals, soil, and habitats that exist in each with an emphasis on conservation and preservation of those ecosystems.

Specific Objective:
The learner will comprehend and chose parts of an ecosystem and habitats and put them into a new creation both written (poem) and artistic (mural) form.

S.C Science standards

  • II. Life Science Units of Study: Ecosystems (Aquatic/Terrestrial)
  • B. Populations and Ecosystems
  • 1. A population consists of all individuals of a species that occur together at a given place and time. All populations live together and the physical factors with which they interact compose an ecosystem.

National Geography standard: Standard 8: The characteristics and spatial distribution of ecosystems on Earth’s surface.

Social Studies S.C. Standard

  • 5.11.1 Name the components of ecosystems.
  • 5.11.2 Explain the distribution, patterns, and functioning of ecosystems.
  • 5.10 The learner will demonstrate an understanding of places and regions.

Note also covered: S.C. Standards 5th Grade

Rationale Statement:
This lesson will introduce and reinforce learners understanding of habitat components within an ecosystem. The learners will identify components in a way that will allow visual and tactile kinesthetic learners to gain an understanding of habitats and ecosystems. Learners will create works from this knowledge using written and creative arts skills. Learners are required to know this information for the PACT test.


  • Scissors, rulers, permanent ink markers
  • Colored markers
  • Blank paper
  • Paints and Brushes
  • Newspaper or trashbags for table protection.
  • Bulletin board or art paper at least 3 by 4 feet for each group (Should be at least 5 groups)
  • Handout on 5 habitat parts/population

The teacher will:

Procedure 1:
Model to the students the project by using a finished product. Have students take out their notebooks. Pass out one blank piece of paper to each student. Break the students into groups of three or four (only if necessary). Assign each group an ecosystem.

Procedure 2:
Tell the students they will be creating a poem from their information. If they need to they can research further or use all the information already contained in their notebooks. They are to write a poem. An example of this poem is:

Rain Forest
damp, dark
raining, dripping, steaming
monkey, jaguar, frog, anaconda
climbing, stalking, slinking
furry scaled

This type of a poem is called a diamante. It is in the shape of a diamond. At this point hand out attachment 1-poem example and makeup. The poem is made using certain types of words.

Adjective Adjective
Participle participle participle
Noun noun noun noun
Participle participle participle
Adjective Adjective

Have them look at their paper while you read this.

To students:
If you are unsure of the type of word needed, look at your example. Now within your groups make up one poem per person based upon the ecosystem I gave your group. If you finish early help your teammates. If all finish early work in your workbook. (This should take at least 20 minutes). Monitor groups repeatedly and help as needed.

Procedure 3:
Do activity 1 (see attachment 2). Do only if time is available. This activity will reinforce what they have learned.

Procedure 4:
Go over with students the 5 parts of a habitat and how if even one of them is missing population decreases. Define population as a group of species in one area.

Give the handout on the 5 parts of a habitat affect on population.

Have them correct their papers. Make a list of answers on the overhead for food, water, habitat, arrangement, and space and what types of populations may exist in these.

Procedures 5:
Return students to group seating. Now that you understand what is a habitat and an ecosystem I want you to design a mural for the ecosystem I designated for you. On the mural you will cut out your poems and glue them on. You must put the name of the ecosystem at the top and in the bottom right hand corner write your names(all of the groups). Model this with chalk on the board. Assign group leaders if not already chosen. Tell group leaders to get newspapers and cover work area. Make sure all items are put away under the table and ask students to stand for this mural painting. Have group leaders get mural paper, scissors and glue. Have the groups glue their poems on, put on title and names. Then as they are finishing, pass out paints. (You may want students to bring in old shirts to protect clothing). Students will be told they have 15 minutes to paint.

Procedure 6:
Clean up. The teacher will call “Time is up.” Have group managers bring up paint, paint brushes, glue and scissors. Have students sit by murals drying. Have each group stand up and read their poems and explain how their painting represents that ecosystem. Make sure each mural shows the correct habitat and population for the ecosystem. Move Murals out of the way to dry. Have students take post-test.


  1. The teacher will monitor comprehension of habitats and ecosystems by poem content and painting of mural.
  2. Final Comprehension of Unit will be accessed in post-test (covers all questions).
  3. If activity habitat lap sit is done, teacher will orally ask students the evaluation questions and monitor answers for correctness.

Attachment 1: Examples

Rain Forest
damp, dark
raining, dripping, steaming
monkey, jaguar, frog, anaconda
climbing, stalking, slinking
furry scaled


Adjective Adjective
Participle participle participle
Noun noun noun noun
Participle participle participle
Adjective Adjective

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