Science
SCI.III.5.3
Strand III
Using Scientific Knowledge in Life Science
Standard 5
Grade: 5
Ecosystems - All students will investigate and explain how communities of
living things change over a period of time
Benchmark 3
Predict the effects of changes in one population in a food web on other
populations.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
Vocabulary / Key Concept
Context
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Plants and animals in an ecosystem dependent
upon each other for survival in selected
ecosystems:
See III.5.E.2
natural balance
population
dependence
survival
community
biodiversity
introduction of non-native species
Comparison of animals and plants found in:
• polluted versus non-polluted water
• urban versus rural settings
• rural versus forest settings
• zebra muscles introduced into the Great
Lakes
• Gypsy moths defoliating trees
• Emerald Ash tree borer
Knowledge and Skills
Resources
Predict the effects of changes in one population in
a food web on other populations.
Coloma Resources:
Prentice Hall – Science Explorer –
Environmental Science – Chapter 1 pgs 1431: 97-105
Other Resources:
• The Franklin Institute – Investigate an
Ecosystem
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National Wildlife Federation
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Project Wild
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Michigan Teacher Network Resources
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Scope Unit – Dynamics of an Ecosystem
(Fifth)
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Other Resources: (continued from column at right)
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Great Lakes Story – Brett Merritt: MSTA
Journal
The Mysterious Chain – Flynn Scientific
Biolabs
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim 4717725x101 or email jlim@remc11.k12.mi.us
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Critters – AIMS “Catch Me If You Can”
Bottle Biology
Ecology – MSU Assessment Project
III.5.MS.3
Diving into Lake Invaders from Aquatic Research
Interactive, Inc. (Lake Michigan)
Bountiful Biodiversity from the Camden Children's
Garden
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The Living Edens (PBS)
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Bill Nye: Caves, Deserts, Forests, Lakes,
Ponds, Ocean Life, Rivers, Streams, Wet
Lands.
5th Grade Science Curriculum
Technology Resources
III.5.MS.3
REMC Materials: Decisions Decisions: The
Environment, Order #060112
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Science Explosion: Ecosystems
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The Tale of the Urban Coyote –
Leadership Resources
Assessment
Instruction
Required Assessment:
Focus Question: How does a change in one
population affect the other organisms in a food Students will be given a description of (news article if
possible) the deer population increase and its effects
web?
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Students should envision a Michigan forest and
describe the populations living in a natural balance.
They should brainstorm a list of the different
organisms that live there.
1. Plants: beech trees, maple trees, raspberry
bushes, dogwood trees, moss, trillium
2. Animals: robins, white-tailed deer, squirrels,
owls, mice, garter snakes, earthworms
3. Other: fungus, bacteria, lichens
Each student will construct a food chain:
1. Write the names of organisms on index cards.
2. Punch a hole at the bottom of each card.
3. Use yarn to show how organisms are
connected in a food chain.
4. Share his/her food chain with the group
In small groups, students will share their food
chains to construct a food web and present their
webs to the class.
As a class, evaluate each group’s web to make
sure they formed a food web and not just a food
chain.
Present the following scenario to the class:
A camper is careless and leaves the site with a
campfire burning. A spark ignites the dry grass due
to the drought conditions. This fire is stopped, but
not before it wipes out the mice. Predict the
changes that will happen in the other populations
within the forest food web.
After reading the scenario, have the students
remove the “mice” card from their webs. As a
class, discuss which populations within the web
may increase or decrease after the removal of the
mice population from this ecosystem.
on other populations within its food web. They will
write a letter to the editor describing changes in a
population. They will include both positive and
negative effects on other populations in a food web
and create a plan for solving the problems created
by these population changes. Students will submit
their letters for publication to a newspaper/magazine.
(Evaluation rubric available on MI-CLiMB)
Scoring Rubric:
Criteria: Identification of population change:
Apprentice - States one possible change in one
population.
Basic - States clearly the possible changes that occur in
two populations.
Meets - States clearly the possible changes that occur in
three populations.
Exceeds - States clearly numerous changes that occur in
four or more populations.
Criteria: Description of population change:
Apprentice - Describes one effect of the deer increase
on other populations.
Basic - Describes two effects of the deer increase on
other populations.
Meets - Describes three effects of the deer increase on
other populations.
Exceeds - Describes detailed, numerous effects of the
deer increase on other populations.
Criteria: Correctness of mechanics:
Apprentice - Shows limited use of proper writing
mechanics.
Basic - Shows some use of proper writing mechanics.
Meets - Uses proper writing mechanics.
Exceeds - Uses proper writing mechanics in a highly
expressive, creative manner.
Teacher Notes:
“All organisms, including the human species, are part of and depend on two main interconnected global food
webs. One includes microscopic ocean plants, the animals that feed on them, and finally the animals that feed
on those animals. The other web includes land plants, the animals that feed on them, and so forth. The cycles
continues indefinitely because organisms decompose after death to return food material to the environment.”
(BSL)
Focus Question:
• How does the change in one population affect the other organisms in the food web?