Science
Strand:
Should this go to 3rd with other Owl Study material?
Grade: 4th
Using Scientific Knowledge in Life Science
- Ecosystems
SCI.III.5.1
Standard:
All students will explain how parts of an ecosystem are related and how they
interact
Benchmark:
Identify familiar organisms as part of a food chain or a food web and
describe their feeding relationships within the web.
Constructing and Reflecting:
SCI.I.1.1 - Generate reasonable questions about the world based on observation.
SCI.I.1.2 - Develop solutions to problems through reasoning, observation, and investigation.
SCI.I.1.3 - Manipulate simple devices that aid observation and data collection.
SCI.I.1.5 - Develop strategies and skills for information gathering and problem solving.
SCI.I.1.6 - Construct charts and graphs and prepare summaries of observations.
SCI.II.1.1 - In the scientific world, decisions must be based on factual evidence that can be replicated.
SCI.II.1.2 - Show how science concepts can be illustrated through creative expression such as language arts and fine arts.
SCI.II.1.4 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concept
Context
Words describing parts of a food web:
• producer
• consumer
• predator
• prey
• decomposer
• habitat
• community
Food chains and food webs involving these common
organisms:
• rabbits
• birds
• snakes
• grasshoppers
• plants
Knowledge and Skills
All living things depend on each other to survive. The
parts of a food chain or food web have special names
that describe the feeding relationships with the web.
Students will:
• Identify and categorize producers – they make
their own food (plants)
• Identify and categorize consumers – they
depend on producers or consumers for their
food
• Identify and categorize decomposers – they
break down dead plants and animals and return
nutrients to the soil
• Identify and categorize predators – they hunt
other animals and devour their prey
• Identify and categorize prey – they are animals
that are hunted for food
• Define food chain
• Define food web.
Resources
Coloma Resources:
Need resources here
Sarett Visit – Owls and other cool animals! The Owl
Study has been moved to 3rd grade. These resources
should move too????
Other Resources:
Owl Cam – Web site with photos and narrative of
nesting owls and their owlets. FACINATING!
http://www.owlcam.com/index.htm
“The Secret Life of Owls” – links to lots of resources
on the Carolina site – lots of info to accompany a
teaching unit about owls – evolution, diet, hunting,
nesting, quicktime videos and more.
http://www.carolina.com/owls/index.asp
Carolina Biological – Tips – Owl Pellets – good
information to accompany a pellet dissection.
http://www.carolina.com/tips/98mar/tips398a.asp
Barn Owl Pellet Interactive Study – students compare
pellet dissection results with other students around the
USA. http://www.carolina.com/owls/form.asp
Owl Pellet Bone Chart – Carolina Biological –
http://www.carolina.com/manuals/manuals8/Owl_Pel
let_Bone_Chart.pdf
Rat Skeleton Chart – Carolina Biological –
http://www.carolina.com/owls/guide/ratskeleton.pdf
Bird Skeleton Chart – Carolina Biological –
http://www.carolina.com/owls/guide/birdskeleton.pdf
Owl Pellet Student Study Manual http://www.carolina.com/manuals/manuals8/Owl_Pel
let_Study_Kit_tm.pdf
Resources (continued from column on right)
Slide show – various bird beaks – with adaptation
information – excellent photos. http://www.teachersdomain.org/35/sci/life/colt/birdfood/index.html
Quicktime video – What sounds do Animals Make? –
meshes nicely with the OwlCam sound clips http://www.teachersdomain.org/35/sci/life/colt/sound/index.html
The Owl Pages – Lots of information about owls
around the world - http://www.owlpages.com/
Teacher Domain – Characteristics of Living Things –
lots of clips and images of various animals and
adaptations! AWESOME http://www.teachersdomain.org/35/sci/life/colt/index.html
Instruction
Benchmark Question: How are parts of an ecosystem
related and how do they interact?
Focus Question: How are organisms linked together in a
food chain or food web and what is the flow of energy in
the chain or web?
Owl Study Moved to 3rd grade
Assessment
Owl Study Moved to 3rd grade
Teacher Notes:
Explain how parts of an ecosystem are related and how they interact.
It is important for students to learn about many ecosystems, but they need to begin with those that have the closest
connection to them. Very young children think in terms of organisms that are around them such as pets, animals in zoos,
and houseplants. At a young age, many children think humans help to feed wild animals. As they mature, children begin
to understand the concept of populations of organisms in the wild. The concept of populations is most clearly understood
in terms of food chains and food webs.
In elementary school, students should be introduced to food chains and learn about some of the organisms involved. Early
in this time, students may only be able to understand the relationship between two organisms. Later, students should be
able to identify the organisms involved in both food chains and food webs and the feeding relationships that occur.
Interestingly, children in elementary school may not believe that food can be a scarce resource in a food web. They think
that all animals are more like people in that animals can change what they need to eat whenever they want according to
what is available. Students in these grades should be able to describe all of the basic requirements needed for all living
things to exist.
As students progress through the upper elementary grades and go into middle school they should become more aware of
different interactions between organisms, besides food. For example, there are mutually beneficial relationships like
plants depending on animals for pollination. There are also competitive relationships in which different animals with
similar environmental requirements compete for the same resources. In the middle school, students should be made aware
of the relationships between organisms in which neither could survive without the other. By high school, students should
be able to describe common ecological relationships between and among species and their environments. They should
understand the difficult concepts of competition, territory, and carrying capacity among others.