Standards Based Learning Targets Fifth Grade: Ecosystem

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1 s Based Learning Targets 1 Pre Unit Assessment Thinking About Ecosystems LS2F FQ: How do living things depend on each other? I will be able to describe how living things depend on each other in an ecosystem. Administer the ecosystem probe as a pre assessment to see what students already know and what misconceptions they have about the topic in this unit. In Lesson 1, students identify living and nonliving elements in a riverbank environment and are asked to infer how they depend on each one another and how humans could impact the environment. Students use magnifiers, rulers, thermometers, and ph test paper to make detailed observations of the eco column. (STC Children s Books Tale of the Cod, Something s in the Air, and Florida Fire Ecology. Third grade also has an STC story about ecosystems that might be worth borrowing.) Management Tip before Lesson 2: You will need to have collected leaf matter, twigs, and rocks before you start lesson #2. 2 Setting Up the Terrarium INDQ PS3A FQ: How do you predict the living and nonliving things ES2A in the terrarium will change over time? I will construct a model terrarium, make observations and record what I see. Teachers must intentionally discuss the importance of sunlight (light energy) to plant growth. When using Record Sheet 2A, students observe and record the physical properties of the earth materials used in the model terrarium. Management Tip before Lesson 3: You will need to have the 7 class terrariums made before you begin Lesson 3. See management tip on page 15 about Student Record Keeping

2 s Based Learning Targets 3 Setting Up the Aquarium LS1D PS3A FQ: Why is it important to add plants and algae to the ES2A aquarium before we add animals to it? LS2B LS2E LS3A I will construct a model aquarium, make observation and record what I see. Lesson 3 Reading Selection Duckweed, Elodea, and Algae Why are they Important? In Lesson 3, students read that when there is little sunlight the Elodea changes color, becomes thin, and reproduces less to conserve energy. Students also read about how Elodea and Duckweed are uniquely able to reproduce allowing them to multiply and grow quickly, thus killing other plant and animal life. Additionally, students read about the carbon oxygen cycle and the inputs and outputs in this system. When reading, teacher should be intentional about the use of the terms system and subsystem. Teachers should be intentional about referring to the system, and how interactions of the parts of the system allow the system to function in a way none of the subsystems could do alone. Teachers should intentionally discuss food webs and have students draw arrows in a simple food web. The lessons use the term food chain as opposed to food web. This lesson does not discuss the role of decomposers in an ecosystem. When using Record Sheet 3A, students observe and record the physical properties of the earth materials used in the model terrarium. (STC Children s Books: What Eats What? The reading selection discusses how plants (producers) obtain their energy from the sun. Also, Snake s Rule.) Application Activity After lesson 3 [APPF,INQF] Why do we build a model ecosystem instead of using a real life outdoor ecosystem? GLAD Strategies: 1) Model Observation chart 2) Model T Graph *Revisit Activity after lesson 13.

3 s Based Learning Targets 4 Adding Animals to the Aquarium LS1B LS1c FQ: How would you define the word ecosystem, LS2B knowing that your aquarium is one type of ecosystem? I will be able to give examples of how plants and animals respond to their environment and depend on each other. Lesson 4 Reading Selections Mosquito Fish: Strong Little Fish and Snails: A Head as the End of a Foot. Students discover that Mosquito Fish can adjust to temperatures varying from 4 to 38 degrees Celsius, that their coloring serves as camouflage for both the young and adults, and that they mature quickly in order to survive and multiply. Students also read about producers and consumers and how the sun s energy is used to create food for producers. Teachers should be intentional about referring to the system, and how the interactions of the parts of the system allow the system to function in a way that none of the subsystems could do alone. Additionally, students read about and discuss the role that producers, consumers, and decomposers play in the ecosystem. Students meet the objectives by understanding how the parts of the ecosystem depend on one another. As students read about and discuss the structure and function of the parts of the organism compared to the whole. Teachers should intentionally discuss food webs and have students draw arrows in a simple food web. The lessons use the term food chain as opposed to food web. This lesson does not discuss the role of decomposers in an ecosystem. (STC Children s Books: Florida Fire Ecology, What Eats What?, Webs and Pyramids, Tell the Story, and Dead and Done? 4b FQ: How are producers and consumers dependent on each other to survive? I will be able to create a web summarizing the dependent and interdependent relationships in an ecosystem. for 4b and 4c. This is a supplemental lesson to teach to students about food webs. It sets the foundation for the food web students will create in lesson 5, and it covers important standards. 4c FQ: How are producers, consumers, and decomposers dependent on each other to survive? I will be able to create a web summarizing the dependent and interdependent relationships in an ecosystem.

4 s Based Learning Targets 5 Observing the Completed Aquarium FQ: How are plants, animals, and abiotic environmental components interdependent on one another for survival in an ecosystem? I will be able to create a web summarizing the dependent and interdependent relationships in an ecosystem. The entire plant life cycle is discussed in the Lesson 5 reading selection Growing Plants: How Seeds Spring to Life. Students must know the terms interdependent and dependent. (STC Children s Books: What Eats What?, Webs and Pyramids, Tell the Story, and Dead and Done?). Consider using the PCA State Tree Available on the OSPI website: 6 Adding Animals to the Terrarium LS1B LS1C FQ: Why did we wait to add the animals to the terrarium until the plants germinated? I will be able to give examples of how plants and animals respond to their environment and depend on each other. Lesson 6 Reading Selections Isopods: More Like a Lobster and Crickets: A Closer Look. Students read about how the isopod curls up into a ball to protect itself from predators. Teachers should intentionally discuss food webs and have students draw arrows in a simple food web. The lessons use the term food chain as opposed to food web. This lesson does not discuss the role of decomposers in an ecosystem. (STC Children s Books: What Eats What?, Webs and Pyramids, Tell the Story, and Dead and Done?). Consider using the PCA The Birds Available on the OSPI website:

5 s Based Learning Targets 7 Joining the Terrarium and Aquarium FQ: What are the roles of producers, consumers, and decomposers in an ecosystem? Problem: The ecocolumn water (pond) is to muddy for the living organisms to survive. What are three changes the students can make to the ecocolumn so that all living organisms are able to survive? APPD APPF I will be able to predict how one ecosystem will affect another. Teachers should intentionally discuss food webs and have students draw arrows in a simple food web. The lessons use the term food chain as opposed to food web. This lesson does not discuss the role of decomposers in an ecosystem. (STC Children s Books: Florida Fire Ecology, What Eats What?, Webs and Pyramids, Tell the Story, and Dead and Done? Consider using the PCA Let Us Grow Available on the OSPI website: 8 Upsetting the Stability FQ: How does human interaction within an ecosystem impact the overall health (positive or negative) of the plants and animals in that ecosystem? LS2F I will be able to describe the ways that humans can affect the health of ecosystems. Lesson 8 Reading Selections The Story Behind Acid Rain and Crops and Cows What s the Problem? Students read about how humans impact ecosystems. (STC Children s Books Tale of the Cod, Something s in the Air, and Florida Fire Ecology)

6 s Based Learning Targets 9 Reporting on Pollutants FQ: How do pollutants affect the overall health of an ecosystem? LS2F 10 Planting Pollution Experiments INQA FQ: Why do scientists need to run several trials of an INQC experiment before they can confirm or invalidate their INQE hypothesis? I will be able to describe the ways that humans can affect the health of ecosystems. I will be able to plan an investigation by identifying a question and determining controlled and manipulated variables. In Lesson 10, students identify an investigable question. The opportunity exists for repeated trials if groups working with a common pollutant agree on the concentration and amount to be added during the investigations. Consider using the PCA Polluting an Ecosystem with Acid Rain Available on the OSPI website: 11 Setting Up Our Pollution Experiments INQA FQ: How do pollutants affect the overall health of an INQC ecosystem? INQD INQE I will be able to carry out a controlled experiment. In Lessons 11 13, students collect data related to their investigation question.

7 s Based Learning Targets

8 s Based Learning Targets 12 Observing the Early Effect of Pollution INQA INQC FQ: How will the elimination of a producer in an INQD ecosystem affect the consumers of the same system? INQE LS2D I will be able to gather, record, and organize data from a controlled experiment? In Lessons 11 13, students collect data related to their investigation question. Teachers should intentionally discuss food webs and have students draw arrows in a simple food web. The lessons use the term food chain as opposed to food web. This lesson does not discuss the role of decomposers in an ecosystem. (STC Children s Books What Eats What?, Webs and Pyramids, Tell the Story, and Dead and Done?) 13 Where Do the Pollutants Go? INQA INQC FQ: How will then animals be affected by this pollutant INQD (salt, vinegar, or plant food)? INQE LS2D I will be able to gather, record, and organize data from a controlled experiment? In Lessons 11 13, students collect data related to their investigation question. In Lesson 13, students are asked to infer what might have happened to the animals in their eco columns had these ecosystems also been polluted.

9 s Based Learning Targets 14 Drawing Conclusions about Our Experiments INQA INQC FQ: What are the main problems for the Yakima River INQD Basin? INQE How are Yakima River Basin s problems similar to the problems you are experiencing with your team s ecocolumns? LS2D I will be able to generate a conclusion from a scientific investigation and shoe how the conclusion is supported by evidence and other scientific principles. Note: The ESD is going to change the following lessons to reflect the Yakima River Basin rather than Chesapeake Bay. Lesson 14, students share their findings from their investigation. In Lesson 14 Reading Selections When Salt Isn t Safe and The Chesapeake Bay: An Ecosystem in Danger, students read about how algae blooms reduce the amount of sunlight reaching the bottom of the bay thus killing off the underwater grass beds, Students also read about how humans impact ecosystems. Teachers should be intentional about referring to the system, and hoe the interactions of the parts of the system allow the system to function in a way that none of the subsystems could do alone. (STC Children s Books: Snake s Rule! Students read about how non native species affect native species. Also Tale of the Cod, Something s in the Air, and Florida Fire Ecology.) 15 Examining a Real Environmental Problem APPD LS2D FQ: What could your group do to help solve LS2F environmental problems? I will be able to work with other students to generate possible solutions to a problem. (STC Children s Books: Tale of the Cod, Something s in the Air, and Florida Fire Ecology.)

10 s Based Learning Targets 16 Holding the Mini Conference APPF LS2D FQ: What can you do to help the ecosystem that may LS2F be in danger in your hometown? I will be able to communicate the solution, results of my tests, and modifications persuasively, using oral, written, and /or pictorial representations of the process and products. (STC Children s Books: Tale of the Cod, Something s in the Air, and Florida Fire Ecology.) 17 Post Unit Assessment Administer the ecosystem probes to students to determine how much students learned throughout this unit. Formative Assessment Probes Uncovering Student Ideas in Life Science: 25 Formative Assessments Volume 1 Uncovering Student Ideas in Science: Another 25 Formative Assessments Volume 3 Lesson 1 Apple Tree (Vol. 1 page 57) Lesson 4 Is It a Consumer? (Vol. 1 page 85) Lesson 4 Rotting Apple (Vol.3 page 139) Lesson 1 Food for Corn (Alternative probe) Vol. 1 Lesson 5 Food Chain Energy (Vol. 1 page 91) Lesson 12 No More Plants (Vol.1 page 103) page 69 Lesson 12 Changing Environment (Vol. 1 page 109)