Grade 5. Unit 4. NEW YORK CITY SCIENCE PLANNING GUIDE (Harcourt) 1. Essential Question: How are plants and animals in an ecosystem connected?
|
|
|
- Louise Eaton
- 7 years ago
- Views:
Transcription
1 NEW YORK CITY SCIENCE PLANNING GUIDE (Harcourt) 1 Unit 4 Essential Question: How are plants and animals in an ecosystem connected? Major Understandings: LE 7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem LE 5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich foods. LE 6.2a Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun s energy is converted into and stored as chemical energy in the form of a sugar. The quantity of sugar molecules increases in green plants during photosynthesis in the presence of sunlight. LE 5.1c All organisms require energy to survive. The amount of energy needed and the method for obtaining this energy vary among cells. Some cells use oxygen to release the energy stored in food. LE 5.2a Food provides molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes. LE 5.1e Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain energy from both plants and animals. Decomposers, such as bacteria and fungi, obtain energy by consuming wastes and/or dead organisms. LE 6.1a Energy flows through ecosystems in one direction, usually from the Sun, through producers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids. LE 6.1b Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem. LE 3.2a In all environments, organisms with similar needs may compete with one another for resources. LE 7.2b. The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in long-term gradual changes (ecological succession). LE 7.2c Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use decisions, waste disposal, etc. LE 7.2d Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth s resources
2 NEW YORK CITY SCIENCE PLANNING GUIDE (Harcourt) 2 Lesson 1 Exploring Ecosystems (LE 7.2c, LE 7.2b) Objective(s): To promote scientific inquiry. To use a scientific method to plan and conduct a long-term investigation. To design an experiment to discover how organisms interact with each other and with the physical environment. Science Background TE 265A Unit 4 Experiment TE 265a-265b Lab Manual Transparency Lesson 2 How Do Plants Produce Food? (LE 5.1d, LE 6.2a, LE 5.1c, LE 5.2a) Objective(s): To infer from observation that plants take in carbon dioxide. To define and describe photosynthesis. To identify producers and consumers. Plan Ahead for Activities TE 266 B Science Background TE 268 Video Segment 5606 When Minutes Count TE 268 Unit TE pages Lab Manual pages Lesson 3 How Do Plants Produce Food? (LE 5.1d, LE 6.2a, LE 5.1c, LE 5.2a) Objective(s): To infer from observation that plants take in carbon dioxide. To define and describe photosynthesis. To identify producers and consumers. Science Background TE 274 Unit Reading in Science TE Insta-Lab TE 271 Reteach TE 272 Challenge TE 273 ESL TE 271 Reading Review TE 275 Reading Support & Writing TE 275 Math TE 275 Language Arts TE 275 Science Up-Close TE 273
3 NEW YORK CITY SCIENCE PLANNING GUIDE (Harcourt) 3 Lesson 4 How Is Energy Passed Through the Ecosystem? (LE 7.1a, LE 5.1d, LE 5.1e, LE 6.1a, LE 6.1b) Objective(s): To understand food chains and food webs. To know the roles of producers, consumers, and decomposers in ecosystems. To identify energy flow in ecosystems. Plan Ahead for Activities TE 266B Science Background TE 276 Video Segment 5607 When Minutes Count TE 276 Unit Assess Prior Knowledge TE 276 Investigate TE 277 Investigate Further TE 277 Daily Inquiry TE 276, DI 5607 Inquiry Skill Mini-Lesson TE 277, IS 11 Lesson 5 How Is Energy Passed Through the Ecosystem? (LE 7.1a, LE 5.1d, LE 5.1e, LE 6.1a, LE 6.1b) Objective(s): To understand food chains and food webs. To know the roles of producers, consumers, and decomposers in ecosystems. To identify energy flow in ecosystems. Science Background TE 281 Unit Reading in Science TE Insta-Lab TE 283 Enrichment TE 279, 280 Reteach TE 283 ESL TE 284 Reading Review TE 285 Reading Support & Writing TE 285 Math TE 282, 285 Social Studies TE 285
4 NEW YORK CITY SCIENCE PLANNING GUIDE (Harcourt) 4 Lesson 6 How Do Organisms Compete and Survive in an Ecosystem? (LE 7.1a, LE 6.1b, LE 3.2a) Objective(s): To demonstrate how body color helps insects survive. To explain how populations interact. To describe plant and animal adaptations. Plan Ahead for Activities TE 292B Science Background TE 292, 294 Video Segment 5608 When Minutes Count TE 294 Unit Assess Prior Knowledge TE 294 Investigate TE 295 Investigate Further TE 295, LM 64 Daily Inquiry TE 294, DI 12 Inquiry Skill Mini-Lesson TE 295, IS 12 Lesson 7 How Do Organisms Compete and Survive in an Ecosystem? (LE 7.1a, LE 6.1b, LE 3.2a) Objective(s): To demonstrate how body color helps insects survive. To explain how populations interact. To describe plant and animal adaptations. Science Background TE 300 Unit Reading in Science TE Insta-Lab TE 299 Challenge TE 299 Reteach TE 297 ESL/ESOL TE 298 Reading Review TE 301 Quick Study TE 301 Reading Support & Health TE 301 Writing TE 301 Math TE 301
5 NEW YORK CITY SCIENCE PLANNING GUIDE (Harcourt) 5 Lesson 8 How Do Ecosystems Change Over Time? (LE 7.2b, LE 7.2c) Objective(s): To observe the changes in a model pond. To describe how changing ecosystems affect the organisms living there. To explain how changes can cause extinction. Plan Ahead for Activities TE 292B Science Background TE 302 Video Segment 5609 When Minutes Count TE 302 Unit Assess Prior Knowledge TE 302 Vocabulary TE 293 Investigate TE 303 Investigate Further TE 303, LM 67 Daily Inquiry TE 302, DI 13 Inquiry Skill Mini-Lesson TE 303, IS 13 Lesson 9 How Do Ecosystems Change Over Time? (LE 7.2b, LE 7.2c) Objective(s): To observe the changes in a model pond. To describe how changing ecosystems affect the organisms living there. To explain how changes can cause extinction. Science Background TE 308 Unit Reading in Science TE Insta-Lab TE 307 ESL/ESOL TE 306 Reading Review TE 309 Quick Study TE 309 Reading Support & Math TE 309 Writing TE 309 Social Studies TE 307 Art TE 309
6 NEW YORK CITY SCIENCE PLANNING GUIDE (Harcourt) 6 Lesson 10 How Do People Affect Ecosystems? (LE 7.2d) Objective(s): To observe how fertilizer affects plants. To explain how people s actions can affect the environment. To describe ways to protect the environment. Plan Ahead for Activities TE 292B Science Background TE 310 Video Segment 5610 When Minutes Count TE 310 Unit Assess Prior Knowledge TE 310 Vocabulary TE 293 Investigate TE 311 Investigate Further TE 311, LM 70 Daily Inquiry TE 311, DI 14 Inquiry Skill Mini-Lesson TE 311, IS 14 Lesson 11 How Do People Affect Ecosystems? (LE 7.2d) Objective(s): To observe how fertilizer affects plants. To explain how people s actions can affect the environment. To describe ways to protect the environment. Unit Reading in Science TE Insta-Lab TE 313 ESL/ESOL TE 316 Reteach TE 314 Enrichment TE 313 Reading Review TE 317 Quick Study TE 317 Reading Support & Literature TE 317 Writing TE 317 Math TE 315, 317
Ecosystems and Food Webs
Ecosystems and Food Webs How do AIS affect our lakes? Background Information All things on the planet both living and nonliving interact. An Ecosystem is defined as the set of elements, living and nonliving,
Energy Flow in the Pond Teacher s Guide February 2011
Energy Flow in the Pond Teacher s Guide February 2011 Grades: 6, 7 & 8 Time: 3 hours With the pond as a model, students explore how energy that originates from the sun keeps changing shape and form as
a. a population. c. an ecosystem. b. a community. d. a species.
Name: practice test Score: 0 / 35 (0%) [12 subjective questions not graded] The Biosphere Practice Test Multiple Choice Identify the letter of the choice that best completes the statement or answers the
5.1 Ecosystems, Energy, and Nutrients
CHAPTER 5 ECOSYSTEMS 5.1 Ecosystems, Energy, and Nutrients Did anyone ever ask you the question: Where do you get your energy? Energy enters our world from the Sun but how does the Sun s energy become
Introduction to Ecology
Introduction to Ecology Ecology is the scientific study of the interactions between living organisms and their environment. Scientists who study ecology are called ecologists. Because our planet has many
FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS
FOOD CHAINS, FOOD WEBS AND ECOLOGICAL PYRAMIDS SECTION 1 In an ecosystem, plants capture the sun's energy and use it to convert inorganic compounds into energy-rich organic compounds. This process of using
Use this diagram of a food web to answer questions 1 through 5.
North arolina Testing Program EO iology Sample Items Goal 4 Use this diagram of a food web to answer questions 1 through 5. coyotes 3. If these organisms were arranged in a food pyramid, which organism
Which of the following can be determined based on this model? The atmosphere is the only reservoir on Earth that can store carbon in any form. A.
Earth s Cycles 1. Models are often used to explain scientific knowledge or experimental results. A model of the carbon cycle is shown below. Which of the following can be determined based on this model?
Section 3: Trophic Structures
Marine Conservation Science and Policy Service learning Program Trophic Structure refers to the way in which organisms utilize food resources and hence where energy transfer occurs within an ecosystem.
Energy Flow Through an Ecosystem. Food Chains, Food Webs, and Ecological Pyramids
Energy Flow Through an Ecosystem Food Chains, Food Webs, and Ecological Pyramids What is Ecology? ECOLOGY is a branch of biology that studies ecosystems. Ecological Terminology Environment Ecology Biotic
The animals at higher levels are more competitive, so fewer animals survive. B.
Energy Flow in Ecosystems 1. The diagram below shows an energy pyramid. Which of the following best explains why the number of organisms at each level decreases while moving up the energy pyramid? The
The main source of energy in most ecosystems is sunlight.
Energy in Ecosystems: Ecology: Part 2: Energy and Biomass The main source of energy in most ecosystems is sunlight. What is the amount of energy from the sun? 100 W/ft 2 The energy gets transferred through
Lesson 1. Objectives: ocus: Subjects:
Lesson 1 The Web of Life Objectives: 1. Understand the concept of an ecosystem. 2. Understand the interdependence of members of an ecosystem. Subjects: 1. Ecology 2. Language 3. Art MATERIALS: Copies of
13.1. Principles of Ecology CHAPTER 13. Ecology is the study of the relationships among organisms and their environment.
SECTION 13.1 KEY CONCEPT ECOLOGISTS STUDY RELATIONSHIPS Study Guide Ecology is the study of the relationships among organisms and their environment. VOCABULARY ecology community MAIN IDEA: Ecologists study
2. What kind of energy is stored in food? A. chemical energy B. heat energy C. kinetic energy D. light energy
Assessment Bank Matter and Energy in Living Things SC.8.L.18.4 1. What is energy? A. anything that takes up space B. anything that has mass C. the ability to conduct current D. the ability to do work 2.
The Balance of Nature Food Chains 101 (Suitable for grades 4-12)
Environmental Education using Live Birds of Prey Thank you to Xcel Energy Foundation and their Environmental Partnership Program The Balance of Nature Food Chains 101 (Suitable for grades 4-12) OBJECTIVE
Food Chains and Food Webs
Program Support Notes by: Spiro Liacos B.Ed. Produced by: VEA Pty Ltd Commissioning Editor: Sandra Frerichs B.Ed, M.Ed. Executive Producers: Edwina Baden-Powell B.A, CVP. Sandra Frerichs B.Ed, M.Ed. You
Plants, like all living organisms have basic needs: a source of nutrition (food), water,
WHAT PLANTS NEED IN ORDER TO SURVIVE AND GROW: LIGHT Grades 3 6 I. Introduction Plants, like all living organisms have basic needs: a source of nutrition (food), water, space in which to live, air, and
Pre-requisites: Successful completion of 4th grade science and the 4th grade science assessment.
Throughout each unit, assessments are incorporated into lessons. These assessments are activities that occur within the context of each lesson providing the guidelines for assessing students' progress.
Worksheet: The food chain
Worksheet: The food chain Foundation Phase Grade 1-3 Learning area: Natural Science Specific Aim 2: Investigating phenomena in natural sciences Activity Sheet Activity 1: What is a food chain? Every time
Food Webs and Food Chains Grade Five
Ohio Standards Connection: Life Sciences Benchmark B Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.
food webs reflect look out! what do you think?
reflect Imagine for a moment that you stay after school one day to clean up the classroom. While cleaning, you move some plants away from the sunny windows. A week later, you remember to move the plants
Matter and Energy in Ecosystems
Matter and Energy in Ecosystems The interactions that take place among biotic and abiotic factors lead to transfers of energy and matter. Every species has a particular role, or niche, in an ecosystem.
CCR Biology - Chapter 13 Practice Test - Summer 2012
Name: Class: Date: CCR Biology - Chapter 13 Practice Test - Summer 2012 Multiple Choice Identify the choice that best completes the statement or answers the question. 1. A group of organisms of the same
www.irishseedsavers.ie Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans.
www.irishseedsavers.ie POND LIFE FACT SHEET Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans. A pond is a small body of fresh water shallow enough for sunlight
2. Fill in the blank. The of a cell is like a leader, directing and telling the different parts of the cell what to do.
1. Plant and animal cells have some similarities as well as differences. What is one thing that plant and animal cells have in common? A. cell wall B. chlorophyll C. nucleus D. chloroplasts 2. Fill in
FOOD CHAINS AND FOOD WEBS PHYTOPLANKTON ZOOPLANKTON SILVERSIDE BLUEFISH
FOOD CHAINS AND FOOD WEBS Food Chains All living organisms (plants and animals) must eat some type of food for survival. Plants make their own food through a process called photosynthesis. Using the energy
Ecology 1 Star. 1. Missing from the diagram of this ecosystem are the
Name: ate: 1. Missing from the diagram of this ecosystem are the 5. ase your answer(s) to the following question(s) on the diagram below and on your knowledge of biology.. biotic factors and decomposers.
1.2 The Biosphere and Energy
1.2 The Biosphere and Energy All activities require a source of energy a fuel. For example, to sustain a campfire, you need to keep it supplied with wood. To reach a destination by car, you need to have
Life Science Study Guide. Environment Everything that surrounds and influences (has an effect on) an organism.
Life Science Study Guide Environment Everything that surrounds and influences (has an effect on) an organism. Organism Any living thing, including plants and animals. Environmental Factor An environmental
ENERGY FLOW THROUGH LIVING SYSTEMS
reflect Enter the word domino as a search term on the Internet; you can fi nd some amazing domino runs. You can make your own by setting up a series of dominoes in a line. When you push the fi rst domino
Key Idea 2: Ecosystems
Key Idea 2: Ecosystems Ecosystems An ecosystem is a living community of plants and animals sharing an environment with non-living elements such as climate and soil. An example of a small scale ecosystem
How do living things get their energy?
KEY TERMS How do living things get their energy? 26 Lesson - photosynthesis: food-making process in plants respiration: process by which organisms release energy from food 175 LESSON How ci? living things
What s For Lunch? Exploring the Role of GloFish in Its Ecosystem, Food Chain and Energy Pyramid
Name Period Date What s For Lunch? Exploring the Role of GloFish in Its Ecosystem, Food Chain and Energy Pyramid Objective The learner will define terms related to relationships and energy transfer in
PLANET EARTH: Seasonal Forests
PLANET EARTH: Seasonal Forests Teacher s Guide Grade Level: 6-8 Running Time: 42 minutes Program Description Investigate temperate forests and find some of the most elusive creatures and welladapted plant
Photosynthesis. Grade-Level Expectations The exercises in these instructional tasks address content related to the following grade-level expectations:
GRADE 5 SCIENCE INSTRUCTIONAL TASKS Photosynthesis Grade-Level Expectations The exercises in these instructional tasks address content related to the following grade-level expectations: SI-M-A5 Use evidence
Plants, like all other living organisms have basic needs: a source of nutrition (food),
LEARNING FROM LEAVES: A LOOK AT LEAF SIZE Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air, and optimal
Energy Flow. Materials Per Group (groups of 4)
Energy Flow Lesson Concept Link Energy flows through a food chain. In the previous lesson, students reviewed the basic components of a food chain: producer, consumer, decomposer and the concept that matter
Plant Parts. Background Information
Purpose The purpose of this lesson is for students to learn the six basic plant parts and their functions. Time Teacher Preparation: 30 minutes Student Activity: 60 minutes Materials For the teacher demonstration:
Section 5.1 Food chains and food webs
Section 5.1 Food chains and food webs The ultimate source of energy in an ecosystem comes from sunlight This energy is converted to an organic form using photosynthesis which is then passed between organisms
Lesson Plan Two - Ecosystems
Lesson Plan Two - Ecosystems Summary Students discuss what living things need to survive. They identify the abiotic and biotic components of an ecosystem and describe the roles and interactions of producers
reflect look out! organisms: living things
reflect Imagine that a student in your school fell down and is having difficulty breathing. Sirens wail as an ambulance pulls into the school parking lot. The emergency workers rush over to help the student.
(K-5) A scientist keeps a notebook to record his/her process (experiences, observations, and thinking).
FIFTH GRADE Science Curriculum Framework 1 Investigations will be integrated with social studies and mathematics where appropriate. 2 Investigations will be integrated with language arts non-fiction reading,
This hands-on activity incorporates observing, classifying, predicting, sequencing, formulating models, and drawing conclusions.
SCIENCE Science and the Environment 4 th Grade FOOD CHAINS Overview: All organisms, or living things, depend on other organisms for nutrients. The movement of nutrients through an environment is visualized
Ecology Module B, Anchor 4
Ecology Module B, Anchor 4 Key Concepts: - The biological influences on organisms are called biotic factors. The physical components of an ecosystem are called abiotic factors. - Primary producers are
RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE
RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE I. INTRODUCTION Environmental Science introduces students to a broad view of the biosphere and the physical parameters
pathway that involves taking in heat from the environment at each step. C.
Study Island Cell Energy Keystone Review 1. Cells obtain energy by either capturing light energy through photosynthesis or by breaking down carbohydrates through cellular respiration. In both photosynthesis
Broken Arrow Public Schools AP Environmental Science Objectives Revised 11-19-08
1 st six weeks 1 Identify questions and problems that can be answered through scientific investigation. 2 Design and conduct scientific investigations to answer questions about the world by creating hypotheses;
Unit 5 Photosynthesis and Cellular Respiration
Unit 5 Photosynthesis and Cellular Respiration Advanced Concepts What is the abbreviated name of this molecule? What is its purpose? What are the three parts of this molecule? Label each part with the
SALEM COMMUNITY COLLEGE Course Syllabus. Course Title: Environmental Science I. Course Code: BIO103. Lecture Hours: 2 Laboratory Hours: 4 Credits: 4
SALEM COMMUNITY COLLEGE Course Syllabus Course Title: Environmental Science I Course Code: BIO103 Lecture Hours: 2 Laboratory Hours: 4 Credits: 4 Course Description: Environmental Science I is the first
Grassland Food Webs: Teacher Notes
Grassland Food Webs: Teacher Notes Alan Henderson ecosystem Objectives After completing this activity students will be able to: Create a food web and identify producers and consumers. Assign organisms
2. Which type of macromolecule contains high-energy bonds and is used for long-term energy storage?
Energy Transport Study Island 1. During the process of photosynthesis, plants use energy from the Sun to convert carbon dioxide and water into glucose and oxygen. These products are, in turn, used by the
Cellular Energy. 1. Photosynthesis is carried out by which of the following?
Cellular Energy 1. Photosynthesis is carried out by which of the following? A. plants, but not animals B. animals, but not plants C. bacteria, but neither animals nor plants D. all living organisms 2.
What are the subsystems of the Earth? The 4 spheres
What are the subsystems of the Earth? The 4 spheres Essential Questions What are the 4 spheres of the Earth? How do these spheres interact? What are the major cycles of the Earth? How do humans impact
6. Which of the following is not a basic need off all animals a. food b. *friends c. water d. protection from predators. NAME SOL 4.
NAME SOL 4.5 REVIEW - Revised Habitats, Niches and Adaptations POPULATION A group of the same species living in the same place at the same time. COMMUNITY-- All of the populations that live in the same
Prairie Food Chains & Webs Producers, Consumers & Decomposers
Kansas Prairies s, s & Decomposers Science, Life Science, Reading, Math Materials Vocabulary worksheet Food Chain worksheet Overview To explore the organisms found on a prairie and identify the various
Plants, like all other living organisms have basic needs: a source of nutrition (food),
WHAT PLANTS NEED IN ORDER TO SURVIVE AND GROW: WATER Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air,
PHOTOSYNTHESIS AND CELLULAR RESPIRATION
reflect Wind turbines shown in the photo on the right are large structures with blades that move in response to air movement. When the wind blows, the blades rotate. This motion generates energy that is
Natural Resources. Air and Water Resources
Natural Resources Key Concepts Why is it important to manage air and water resources wisely? How can individuals help manage air and water resources wisely? Air and Water Resources What do you think? Read
Name Date Class. energy phosphate adenine charged ATP chemical bonds work ribose
Energy in a Cell Reinforcement and Study Guide Section.1 The Need for Energy In your textbook, read about cell energy. Use each of the terms below just once to complete the passage. energy phosphate adenine
Life processes. All animals have to carry out seven life processes. These are: 2. Respiration taking in one gas and getting rid of another
Food chains Life processes All animals have to carry out seven life processes. These are: 1. Movement being able to move its body 2. Respiration taking in one gas and getting rid of another 3. Reproduction
Complete tests for CO 2 and H 2 Link observations of acid reactions to species
Acids and Bases 1. Name common acids and bases found at home and at school 2. Use formulae for common acids and bases 3. Give examples of the uses of acids and bases 4. State that all solutions are acidic,
NOTE TO TEACHER: It is appropriate to introduce the mitochondria (where energy is made) as a major structure common to all cells.
5.2.1 Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole). Taxonomy level: 1.1 and 1.2-A Remember Factual Knowledge
ECOSYSTEM 1. SOME IMPORTANT TERMS
ECOSYSTEM 1. SOME IMPORTANT TERMS ECOSYSTEM:- A functional unit of nature where interactions of living organisms with physical environment takes place. STRATIFICATION:- Vertical distribution of different
Photosynthesis Chapter 8 E N E R G Y T O M A K E F O O D?
Photosynthesis Chapter 8 H O W D O E S T H E P L A N T U S E T H E S U N S E N E R G Y T O M A K E F O O D? http://www.youtube.com/watch?v=pe82qtkssh4 Autotroph vs. Heterotroph Autotrophs/Producers-organisms
Interactive Science Grade 5 2012
A Correlation of Interactive Science Grade 5 2012 To the New Jersey Science Standards Grade 5 Introduction This document demonstrates the close alignment between Interactive Science, 2012, and the for
Food Chains (and webs) Flow of energy through an ecosystem Grade 5 Austin Carter, Dale Rucker, Allison Hursey
Food Chains (and webs) Flow of energy through an ecosystem Grade 5 Austin Carter, Dale Rucker, Allison Hursey References: Columbus Public Schools Curriculum Guide- Grade 5 GK-12 Biological Science Lesson
THE WATER CYCLE. Ecology
THE WATER CYCLE Water is the most abundant substance in living things. The human body, for example, is composed of about 70% water, and jellyfish are 95% water. Water participates in many important biochemical
Prairie Food Chains & Webs Producers, Consumers, & Decomposers
Kansas Prairies Prairie Food Chains & Webs Producers, s, & Decomposers Life Science, Math, Reading, Science Materials Student Worksheet A: Vocabulary Student Worksheet B: Food Chain Overview To explore
Energy flow in ecosystems. Lecture 6 Chap. 6
Energy flow in ecosystems Lecture 6 Chap. 6 1 What is an ecosystem? System = regularly interacting and interdependent components forming a unified whole Ecosystem = an ecological system; = a community
A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.
Environmental Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
7 Energy Flow Through an Ecosystem investigation 2 c l a s s se s s i o n s
7 Energy Flow Through an Ecosystem investigation 2 c l a s s se s s i o n s Overview Students create a food web of a kelp forest ecosystem with which they explore the flow of energy between ecosystem organisms.
Science Grade 7 Unit 01 & 02: Science Safety & Flow of Energy 2012 2013
Science Grade 7 Unit 01 & 02: Science Safety & Flow of Energy 2012 2013 1 2 Using the diagram above of a grassland ecosystem, complete the following: Draw and label an energy pyramid to represent this
Roots and Stems and Leaves, Oh My!
Roots and Stems and Leaves, Oh My! Objectives 1. The student will be able to identify parts of a plant. 2. The student will understand the function of plant parts. Grade Level 1-3 4-6 TEKS: 1.6B, 2.6C;
Food Web Crasher. An introduction to food chains and food webs
Food Web Crasher An introduction to food chains and food webs Activity Students create a physical food web and watch what happens when an aquatic nuisance species is introduced into the ecosystem. Grade
Plant Growth - Light and Shade
Science Unit: Lesson 5: Plants Plant Growth - Light and Shade School year: 2004/2005 Developed for: Developed by: Grade level: Duration of lesson: Notes: Queen Alexandra Elementary School, Vancouver School
Biology I. Chapter 8/9
Biology I Chapter 8/9 NOTEBOOK #1 Interest Grabber Suppose you earned extra money by having a part-time job. At first, you might be tempted to spend all of the money, but then you decide to open a bank
Rain Forests. America's. Web of Life. Rain Forest Ecology. Prince William Network's OVERVIEW OBJECTIVES SUBJECTS
Rain Forest Ecology National Science Education Standards Standard C: Life Sciences Populations and ecosystems. Standard C: Life Sciences Diversity and adaptation of organisms. Standard F: Science in Personal
1. Biodiversity & Distribution of Life
National 5 Biology Unit 3 Life on Earth Summary notes 1. Biodiversity & Distribution of Life Perhaps the best place to start in this topic is with Biomes. Biomes are regions of our planet which have a
Environmental Science
Environmental Science UNIT I: Introduction to Environmental Science The student will demonstrate the ability to use scientific skills necessary to identify and analyze environmental issues. a. Define environmental
Section 1 The Earth System
Section 1 The Earth System Key Concept Earth is a complex system made up of many smaller systems through which matter and energy are continuously cycled. What You Will Learn Energy and matter flow through
Unit: Plants & Animals (Grade 2)
Unit: Plants & Animals (Grade 2) Content Area: Science Course(s): Science Time Period: 8 weeks Length: Weeks Status: Published Unit Overview Students will determine the life cycles of plants and animals
Chapter 55: Ecosystems
Name Period Overview: 1. What is an ecosystem? 2. Where does energy enter most ecosystems? How is it converted to chemical energy and then passed through the ecosystem? How is it lost? Remember this: energy
STUDY GUIDE ECOLOGY. CHAPTER 21: Populations 1. An overview of ecology. Ecology is the study of interactions between organisms and their environment.
STUDY GUIDE ECOLOGY CHAPTER 21: Populations 1. An overview of ecology. Ecology is the study of interactions between organisms and their environment. 2. A Hierarchy of interactions: cells tissues organs
Lesson 6. BioMara gratefully acknowledges the following funders: Content Section - How Algae can be used to produce Biofuel.
Lesson 6 Content Section - How Algae can be used to produce Biofuel. From lesson 5 you have discovered that there are many uses for algae. You also have discovered that algae can be used to produce biofuels.
Biodiversity Concepts
Biodiversity Concepts WHAT IS BIODIVERSITY? Biodiversity is the variety of life on Earth. For any kind of animal or plant each individual is not exactly the same as any other; nor are species or ecosystems.
Worksheet A Environmental Problems
Worksheet A Environmental Problems Vocabulary Can you talk about Environmental issues in English? With a partner, try to explain the terms in the diagram below. Why are the words divided into two groups
Grade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The seventh grade student: The Nature of Matter uses a variety of measurements to describe the physical
Unit I: Introduction To Scientific Processes
Unit I: Introduction To Scientific Processes This unit is an introduction to the scientific process. This unit consists of a laboratory exercise where students go through the QPOE2 process step by step
D. Categorize Words. E. Find the Odd Word
Answer Key Vocabulary Practice A. Synonyms or Antonyms 1. synonym 2. antonym 3. antonym 4. synonym 5. antonym 6. antonym B. Stepped-Out Vocabulary 1. A species that has an unusually large effect on its
Science of Life Explorations
Science of Life Explorations Student Scientists: What do Plants Need for Growth? Introduction Do you ever wonder why grass grows, flowers bloom, and fruits blossom and ripen? It is because they are getting
Alternative Sources of Energy
Amy Dewees MISEP Chohort 1 Capstone: Pedagogy Section Alternative Sources of Energy Unit Description and Rational: This is a unit designed using Understanding by Design, an approach developed by Wiggins
Photosynthesis P P P. Autotrophs and Heterotrophs (page 201) Chemical Energy and ATP (pages 202 203) Chapter 8. Name Class Date
Chapter 8 Photosynthesis Section 8 1 Energy and Life (pages 201 203) This section explains where plants get the energy they need to produce food. It also describes the role of the chemical compound ATP
How do abiotic factors and physical processes impact life in the ocean?
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop Ocean Abiotic Factors
Lesson Plan: The Building Blocks of Photosynthesis
Lesson Plan: The Building Blocks of Photosynthesis Summary In this lesson, students will use colored blocks to represent the elements in photosynthesis and illustrate how they are broken down and reassembled
ENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X
ENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X The Royal Society for Protection of Nature (RSPN) in collaboration with Department of Curriculum Research & Development (DCRD) of Ministry of Education
Nitrogen Cycling in Ecosystems
Nitrogen Cycling in Ecosystems In order to have a firm understanding of how nitrogen impacts our ecosystems, it is important that students fully understand how the various forms of nitrogen cycle through
8.2 Cells and Energy. What is photosynthesis? Photosynthesis takes place in the chloroplasts. CHAPTER 8. Solar cells and chloroplasts
CHAPTER 8 CELL PROCESSES 8.2 Cells and Energy To stay alive, you need a constant supply of energy. You need energy to move, think, grow, and even sleep. Where does that energy come from? It all starts
Today you need: your notebook, pen or pencil, textbook,worksheet
Cellular Energy Objectives Students will review plant/ animal cells and prokaryote/eukaryote Students will draw and label a diagram of the cell energy cycles. Students will compare and contrast autotrophs