science 5 unit 4 the web of life

7/31/2019 Science 5 Unit 4 the Web of Life

1/12

Unit Cover Page

Unit Title: Unit 4 The Web of Life Grade Level: 5th

Subject: Science Time Frame: 19 Instructional Days (Nov 1 Nov 30)

Navigation:Stage 1 . Resources . 2 GRASPS . PT Blueprint . 3 WHERETO . CalendarStrand(s) Addressed:

Primary: Life Science [LS]

o Matter and Energy in Ecosystems [MEE]

Secondary: Engineering, Technology and Applications of Science [ETS]Scientific Inquiry

o Experimental Design [ED], Use of Scientific Tools [ST], Data Analysis [DA],

Explanation and Communication of Results [EC]

Designed by: Christopher A. Guanajuato, [LPS Science 5 Team Members]

Brief Summary of Unit (including curricular context and unit goal(s)):

This unit will continue to build on the basic skills needed to conduct scientific inquiry, with a

focus on introducing students to the interconnectedness of life on Earth. Students build on the

knowledge that all living things depend on the conditions in their environment. The study of the

relationships between one organism and its environment builds knowledge of all organisms.

With this knowledge comes an awareness of limits. Changes in an environment can be hard on

organisms. Such knowledge is important because humans can change environments. To do so

without awareness of possible consequences can lead to disasters. Human mobility, technology,

and institutions place pressures on many ecosystems. The first step toward placing less

disruptive pressure on natural systems is understanding how they work and what they need to

remain healthy.

Through five investigations, students are introduced to the basic concepts in environmental

biology and provides students with the first steps along the path of ecological understanding,

with the hope that their future steps will be considered and measured, serving the interests of

all life. Students will gain experience constructing and observing an aquatic and terrestrial

habitat. Students will relate the concepts of environmental biology and those introduced in the

investigations to consider the flow of matter and energy in the system, identifying the members

of the food web, considering symbiotic relationships, and developing a hypothesis about the

possible consequences to the habitat, whether beneficial and/or harmful, due to naturaldisasters or the human impact.


2/12

Stage 1Identify Desired Results

Established Goals:

Life Science [LS] Matter and Energy in Ecosystems 5.LS.MEE.1Construct models of food webs to explain the interrelationship between plants, animals, and fungi within

ecosystems.

5.LS.MEE.1.1Describe the different types of nutritional relationships that exist among organisms, such aspredator, prey, consumer (carnivore, herbivore, omnivore), producer, and decomposer.

5.LS.MEE.1.2Distinguish among symbiotic relationships, such as mutualistic, commensal, and parasiticrelationships.

5.LS.MEE.2 Design and construct a model to describe the interactions of systems within an ecosystem in terms of theflow of energy, cycling of matter, and the conditions for a healthy ecosystem.

5.LS.MEE.2.1 Obtain and communicate information tracing the source of energy for burning fuel or digestingfood back to energy from the sun that was captured by plants through a chemical process.

5.LS.MEE.2.2 Identify the cell structure, chloroplasts, that enable plants to conduct photosynthesis.

5.LS.MEE.2.3 Identify photosynthesis as the food manufacturing process in plants.

5.LS.MEE.2.4 Compare how plants and animals obtain energy.

5.LS.MEE.2.4.1 Design a graphic organizer that illustrates the difference between plants and animalsin the movement of food energy through an ecosystem.

5.LS.MEE.2.5 Use models to trace the cycling of particles of matter between the air and soil among plants,animals, and microbes.

5.LS.MEE.2.6Use models to describe how decomposition eventually restores (recycles) some materials back tothe soil for plants to use.

5.LS.MEE.2.7Ask questions about how food provides animals with the materials they need for body repair and

growth and is digested by animals to release the energy they need to maintain body warmth and allow for motion.

5.LS.MEE.3 Plan and carry out investigations to determine the role of light in plant growth.

5.L.S.MEE.4 Use information about the impact of human actions or natural disasters on the environment to support asimple hypothesis, make a prediction, or draw a conclusion.

Identify and explainnatural disasters and the impact of human actions. Support a conclusion about the consequences to organisms in a habitat due to natural disasters and/or the impact

of human actions.

Engineering, Technology and Applications of Science [ETS]

5.ETS.ED [Experimental Design]Select an investigation that could be used to answer a specific question.

5.ETS.ED.1 Explore different scientific phenomena by asking questions.

o 5.ETS.ED.1.1 Write a detailed and descriptive observation that includes qualitative and quantitative measures,

including measurements and sketches.

5.ETS.ED.2 Identify whether a question is a testable question.

5.ETS.ED.3 Writea testable question in the proper format, How will [one variable I change] affect [the outcome of what

is measured]?


3/12

5.ETS.ED.4 Recognize the variables that need to be controlled in order for the experiment to be considered fair.

5.ETS.ST [Use of Scientific Tools]Select tools and procedures needed to conduct a simple experiment.

5.ETS.ST.1 Identify common scientific tools and what they measure, such as a thermometer, graduated cylinder, beaker,

ruler (metric), timer, and pan balance (scale).

5.ETS.ST.2 Select and use the appropriate tools, with guidance, to investigate a specific question.

o 5.ETS.ST.2.1 Identify dimensions, such as length, width, height, speed, acceleration, temperature, volume, and

record the units of measure associated with a scientific tool, such as Fahrenheit and Celsius for temperature; liters

for volume of liquid; the Newton for unit of force, grams for mass; milliseconds/ seconds/ minutes/hours for time.

5.ETS.DA [Data Analysis] Recordraw data into a given table, graph, or diagram.

5.ETS.DA.1 Maintain a science notebook that includes observations, questions, hypotheses, procedure, materials, data,

diagrams, and explanations.

5.ETS.DA.2Identify the key parts of a table, graph or diagram.

5.ETS.DA.3Interpret the results of a set of recorded data.

5.ETS.DA.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.

o 5.ETS.DA.1.1 Compare the results of a set of data across multiple investigations by finding central modes of

tendency, such as mean, median, mode, and range.

5.ETS.DA.5 Recognize a faulty interpretation of data that is due to experimental error.

5.ETS.DA.6 Recognize that people may interpret the same results in different ways.

5.ETS.EC [Explanation and Communication of Results]Draw a conclusion supported by evidence.

5.ETS.EC.1 Draw a conclusion based on f indings from multiple investigations of similar phenomena.

5.ETS.EC.2 Compare the results of an investigation with what scientists already accept about this question.

5.ETS.EC.3 Effectively communicate the results gathered from an investigation in written, visual and/or verbal formats.

What understandings are desired?

To meet the established goals, students will need to understand that

o All living and non-living matter and energy is connected and flows through the

biosphere. [LS Matter and Energy in Ecosystems]

What essential questions will be considered?

To understand, students will need to consider such questions as

How do living things interact with one another and with the non-living elements of

their environment? [LS Matter and Energy in Ecosystems]

The first step toward placing less disruptive pressure on natural systems is understanding

how they work and what they need to remain healthy.


4/12

What key knowledge and skills will students acquire as a result of this unit?

Students will know

Life Science [LS] Matter and Energy in Ecosystems

Terrestrial Environments Investigation Students set up terrariums, observe them for 2 weeks, and

describe the environmental factors that contribute to the terrarium environment.

Everything that surrounds an organism makes up the organisms environment.

Terrestrial environments include both living and nonliving factors.

Aquatic Environments Investigation Students set up freshwater aquariums with fish and plants. They

monitor the environmental factors in the systems, testing the acidity of the water using a chemicalindicator.

Aquatic environments include living and nonliving factors.

Carbon dioxide produced by aquatic organisms changes the acidity of the water.

The chain of feeding relationships between a series of organisms is called a food

chain.

The impact of natural disasters and/or human actions on any environment can have

beneficial and/or harmful consequences.

Sorting Out Life Investigation (2-3 Sessions) Students use ecosystem sorting cards to reflect on

organizing concepts in ecology and develop the vocabulary associated with those concepts. Through aJane Goodall video, students become familiar with a specific population study of chimpanzees.

A population is all the interacting individuals of one kind in an area.

A community is all the interacting populations in a specified area.

An ecosystem is a system of interacting organisms and nonliving factors in a

specified area.

Finding the Energy Investigation (7 Sessions) Students measure energy in food by burning it. They

learn that food is produced by photosynthetic organisms and explore how food energy moves from one

trophic level to another through feeding relationships.

Food is energy-rich organic matter that organisms need for life.

Energy is measured in kilocalories.

In photosynthesis, food is made from water and carbon dioxide with light.

Feeding relationships define trophic levels: producers, consumers (herbivore, carnivore,

omnivore), and decomposers; predator, prey

Organisms are also connected to each other in their relationships with one another


5/12

(symbiosis): mutualism, commensalism, and parasitism.

Mono Lake Investigation (3 Sessions) Students use Mono Lake, an important alkaline lake, as a

simple ecosystem case study. They study the functional roles of populations to construct a food web.

The sequence of organisms that eat one another is a food chain.

All the feeding relationships in an ecosystem define the food web for that system.

The Mono Lake ecosystem is defined by interactions among organisms and physical

factors.

Other (Science in Social Perspectives)

Develop an attitude of respect and understanding for life.

Environments are the space, conditions, and factors that affect an individuals and a

populations ability to survive and quality of life.

Changes in environments can be natural or influenced by humans. Some changes are

beneficial, some are harmful, and some are neither beneficial nor harmful.


6/12

Students will be able to

Engineering, Technology and Applications of Science [ETS]Scientific Inquiry and Life Science [LS]

Understand that scientists use different kinds of investigations and tools to develop

explanations using evidence and knowledge.

Aquatic Environments Investigation

o Observe and describe changes in an aquarium over time.

o Use a chemical indicator to indirectly measure an environmental factor.

o Relate differences in acid content to changes in carbon dioxide.

o Identify and explain natural disaster and the impact of human actions on a

similar environment.

o Support a conclusion about the consequences (beneficial and/or harmful) in a

habitat due to natural disasters and/or the impact of human actions.

Organize and maintain scientific investigation work in a Science Notebook.

Write detailed scientific observations.

Terrestrial Environments Investigation

Gain experience with the major environmental factors in terrestrial and aquatic

systems.

o Observe and describe changes in a terrarium over time.o Write descriptions and/or draw diagrams of a sequence of steps, events, or

observations of changes over time.

o Observe and describe changes in complex systems over time.

o Organize and communicate observations.

Apply mathematics in the context of science.

o Employ appropriate tools to gather data such as measures of length, weight,

temperature, and liquid volume.

Conduct basic research by developing a KWL chart.

o Acquire vocabulary associated with environmental biology.

Sorting Out Life Investigation

o Analyze and sort images on cards to determine which represent individuals,

populations, communities, and ecosystems.

o Identifybiotic and abiotic elements.

o Relate the characteristics of a population, community, and ecosystem.
http://lhsfoss.org/scope/folio/html/Environments/1.htmlhttp://lhsfoss.org/scope/folio/html/Environments/1.html


7/12

Sorting Out Life Investigation

o Research the functional roles of organisms in an ecosystem.

o Use data to construct feeding relationships (food web).

Make predictions based on patterns of observation and information gathered (rather

than guessing).

o Develop at least one specific hypothesis that is confirmed or rejected after

conducting a scientific investigation.

Apply scientific thinking processes to conduct investigations and build explanations:

observing, communicating, comparing, organizing, and relating.

o Conduct a systemic investigation.

Finding the Energy Investigation

Investigate and measure the amount of energy from a food source.

Determine the mass of production needed to support primary,

secondary, and third-level consumers.

Relatefood webs to trophic levels.

Infer how energy moves through an ecosystem.


8/12

Curricular and Instructional Resources

LEAD Science 5 Curriculum Development Site

Investigations & Correlated FOSS Modules

[MS: Populations & Ecosystems Module]

Sorting out Life(2-3 Sessions)

Finding the Energy(7 Sessions)

Mono Lake(2-3 Sessions)

[5-6 Environments Module]

Aquatic Environments

Terrestrial Environments

FOSSweb Interactive activities

FOSS Middle School Science Notebooks (reference)

Interactive Science with Interactive Notebooks

The 5 E Learning Cycle Model Inquiry Approach

Ecosystems, Biomes, and Habitats

Planet Pals

Enchanted Learning Biomes and Habitats
https://sites.google.com/a/leadacademy.org/lead-science-5/https://sites.google.com/a/leadacademy.org/lead-science-5/http://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FPopulationsandEcosystems%2F4.html&sa=D&sntz=1&usg=AFrqEzeirsEn12PjPhhzWX-7W6tg-PHsDQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FPopulationsandEcosystems%2F4.html&sa=D&sntz=1&usg=AFrqEzeirsEn12PjPhhzWX-7W6tg-PHsDQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FPopulationsandEcosystems%2F4.html&sa=D&sntz=1&usg=AFrqEzeirsEn12PjPhhzWX-7W6tg-PHsDQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FPopulationsandEcosystems%2F4.html&sa=D&sntz=1&usg=AFrqEzeirsEn12PjPhhzWX-7W6tg-PHsDQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FPopulationsandEcosystems%2F4.html&sa=D&sntz=1&usg=AFrqEzeirsEn12PjPhhzWX-7W6tg-PHsDQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FPopulationsandEcosystems%2F4.html&sa=D&sntz=1&usg=AFrqEzeirsEn12PjPhhzWX-7W6tg-PHsDQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FEnvironments%2F1.html&sa=D&sntz=1&usg=AFrqEzdP2vzfSxU5521scN_jmN7DPII6vQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FEnvironments%2F1.html&sa=D&sntz=1&usg=AFrqEzdP2vzfSxU5521scN_jmN7DPII6vQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FEnvironments%2F2.html&sa=D&sntz=1&usg=AFrqEzfbmNDexDtyFYrjjncsiHq8h4Mx5Ahttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FEnvironments%2F2.html&sa=D&sntz=1&usg=AFrqEzfbmNDexDtyFYrjjncsiHq8h4Mx5Ahttp://www.fossweb.com/http://www.fossweb.com/https://docs.google.com/a/leadacademy.org/viewer?url=http://www.fossweb.com/modulesMS/pdfs/MS_Science_Notebook_Folio.pdfhttp://www.nsta.org/recommends/ViewProduct.aspx?ProductID=20217http://www.nsta.org/recommends/ViewProduct.aspx?ProductID=20217http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://www.fi.edu/tfi/units/life/habitat/habitat.htmlhttp://www.fi.edu/tfi/units/life/habitat/habitat.htmlhttp://www.planetpals.com/habitats.htmlhttp://www.planetpals.com/habitats.htmlhttp://www.enchantedlearning.com/biomes/http://www.enchantedlearning.com/biomes/http://www.enchantedlearning.com/biomes/http://www.enchantedlearning.com/biomes/http://www.enchantedlearning.com/biomes/http://www.planetpals.com/habitats.htmlhttp://www.fi.edu/tfi/units/life/habitat/habitat.htmlhttp://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htmhttp://www.nsta.org/recommends/ViewProduct.aspx?ProductID=20217https://docs.google.com/a/leadacademy.org/viewer?url=http://www.fossweb.com/modulesMS/pdfs/MS_Science_Notebook_Folio.pdfhttp://www.fossweb.com/http://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FEnvironments%2F2.html&sa=D&sntz=1&usg=AFrqEzfbmNDexDtyFYrjjncsiHq8h4Mx5Ahttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FEnvironments%2F1.html&sa=D&sntz=1&usg=AFrqEzdP2vzfSxU5521scN_jmN7DPII6vQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FPopulationsandEcosystems%2F4.html&sa=D&sntz=1&usg=AFrqEzeirsEn12PjPhhzWX-7W6tg-PHsDQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FPopulationsandEcosystems%2F4.html&sa=D&sntz=1&usg=AFrqEzeirsEn12PjPhhzWX-7W6tg-PHsDQhttp://www.google.com/url?q=http%3A%2F%2Flhsfoss.org%2Fscope%2Ffolio%2Fhtml%2FPopulationsandEcosystems%2F4.html&sa=D&sntz=1&usg=AFrqEzeirsEn12PjPhhzWX-7W6tg-PHsDQhttps://sites.google.com/a/leadacademy.org/lead-science-5/


9/12

Stage 2Determine Acceptable Evidence

What evidence will show that students understand?

Performance TaskIdeas:

1) Terrestrial or Aquatic Habitat Model: All living things depend on the conditions in their

environment. Changes in an environment can be hard on organisms. Such knowledge is

important because humans can change environments. To do so without awareness of

possible consequences can lead to disasters. Human mobility, technology, and

institutions place pressures on many ecosystems. The first step toward placing less

disruptive pressure on natural systems is understanding how they work and what they

need to remain healthy. Your mission is to educate others about how a habitat works

and what it takes to keep it healthy. You may choose a habitat of your choice and build a

model of it to describe how matter and energy flow through the food web, possible

symbiotic relationships, and the possible impacts (beneficial and/or harmful) that may

occur due to natural disasters or human actions.

Goal:

Your task is

The goal is to

The problem or challenge is

The obstacles to overcome are

Role:

You are

You have been asked to

Your job is

Audience:

Your clients are

The target audience is

You need to convince

Situation: The context you find yourself in is

The challenge involves dealing with

Product, Performance, and Purpose:

You need to develop in order to

You will create in order to


10/12

Standards and Criteria for Success:

Your performance needs to Your work will be judged by

Your product must meet the following standards: I can

A successful result will be

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Quizzes and Investigations (Labs)

Questioning/Prompts

Science Notebook

Homework Assignments

Participation

Student Self-Assessment and Reflection:

Self-Assess

Reflect:


11/12

Performance Task Blueprint

What understandings and goals will be assessed through this task?

What criteria are implied in the standards and understandings regardless of the task

specifics? What qualities must student work demonstrate to signify that standards were met?

Through what authentic performance task will students demonstrate understanding?

Task Overview:

What student products and performances will provide evidence of desired understandings?

By what criteria will student products and performances be evaluated?

Stage 3Plan Learning Experiences and Instruction

Where Hooking/holding Engage Rethink/revise/refine Evaluate Tailored Organized [WHERETO]:

a.


12/12

Stage 3Plan Learning Experiences and Instruction Calendar

Day 1 Day 2 Day 3 Day 4 Day 5




Day 21 Day 22 Day 23 Day 24

science 5 unit 4 the web of life

Documents