Science Lessons for Inquiry-focused Instruction
1.
Identify the Scientific Concept : What scientific concept/principle should students learn from this lesson? Use indicators from the Standards, including both skills and processes.
2 . Identify a Real-World or Practical Application Related to the Concept :
It can be
a problem students can solve or
a decision students can make or
a question students can answer
Posing the challenge is the heart of the Engagement . Students become motivated as activities are described. Students access prior knowledge. Motivational activities include: a demonstration by the teacher and/or student, a reading from a current media release, a science journal, literature, analyzing a graphic organizer, etc.
3.
Provide Opportunities for Students to Explore, Collect and Record Information:
Students may gather information from: a) lab work, and/or b) books/journals and/or, c) interviews and/or d) the internet, etc.
The Exploration will be activities designed so students can collect information and build skills they will use to complete an Extension activity. Students will read for information and perform an investigation.
4.
Students Develop a Series of Questions based on the Exploration Activities : Students answer these questions through opportunities to design investigations and implement the set of procedures they write.
5. Students Evaluate Data and Provide Explanations: Help students analyze data, guide their thinking as they develop meaning and understanding, compare class data and ideas, and critique conclusions.
Teachers should modify explanations as required, add information to enhance understanding, or move to a related, more complex concept.
6.
Evaluation Occurs Throughout the Lesson : Evaluations provide opportunities for students to demonstrate and check their understanding of the concepts. Scoring tools developed by teachers and students target what students must know and do. Consistent use of scoring tools improves learning. A final evaluation of important concepts, skills and processes may conclude the lesson.

Unit/Lesson Plan Title: Ecosystems - What’s on the Menu?
Primary Subject
Integrated Subjects
Grade Level
Length of Unit/Lesson
Research Sources
Unit/Lesson Summary
Key Vocabulary
Science - Ecosystems
ELA, Math, Social Studies
5th
Unit - 4 weeks
Teacher Materials
Science and Technology for Children Teacher’s Guide - Unit Investigations and
Blackline Masters (Horizon’s Unlimited)
Science and Technology for Children BOOKS - Food Chemistry “Animal Diets” pp. 58-61
(Horizon’s Unlimited)
Websites http://www.planetpals.com/foodchain.html
http://www.mbgnet.net/index.html http://www.blueplanetbiomes.org
http://earthobservatory.nasa.gov/Experiments/Biome/
Students will explore food chemistry to identify the best energy sources for living things. Using the scientific method, students will test unknown food samples, collect data, and create a menu for a given ecosystem.
The menus will include food choices for producers, consumers, and decomposers based on the students’ knowledge of food chemistry.
Students will also include a food web that illustrates the transfer of energy and end with a reflection that demonstrates an understanding of the interconnectedness of relationships.
ecosystem, biome, producers, consumers, decomposers, transfer of energy, nutrients, nutritious, chemistry, food web, food chain, protein, starch, glucose, fat, carbohydrates, vitamins, minerals

Essential Standards/NCSCOS Science
Essential Standards
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors).
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem.
NCSCOS
1.01 Describe and compare several common ecosystems (communities of organisms and their interaction with the environment).
1.02 Identify and analyze the functions of organisms within the population of the ecosystem (producers, consumers, and decomposers).
1.03 Explain why an ecosystem can support a variety of organisms.
1.05 Determine the interaction of organisms within an ecosystem.
Essential Questions Which food source(s) would best sustain life in an ecosystem?
Materials/Resources Needed Teacher Materials
Science and Technology for Children Teacher’s Guide - Unit Investigations and
Blackline Masters (Horizon’s Unlimited)
Science and Technology for Children BOOKS - Food Chemistry “Animal Diets” pp. 58-61
(Horizon’s Unlimited)
Lab Data Template (attached)
Websites http://www.planetpals.com/foodchain.html
http://www.mbgnet.net/index.html http://www.blueplanetbiomes.org
http://earthobservatory.nasa.gov/Experiments/Biome/
For each group of four students:
Data chart mystery foods; four of the following foods labeled with the numerals 1,2,3, and 4:
*gelatin (sugar free) *potato flakes *soy protein powder *flour (not enriched) *yeast
*algae (can be purchased at a nutrition store) *or one of your choosing
Iodine vinegar for protein developing solution (4) litmus strips per group
(4) glucose test strips per group toothpicks paper bag swatch (2) trays with six wells dropper bottle of water four spoons beaker
For each pair of students: computer Template for Biome Cafe Menu

Exploration/Engagement
Activities
Accommodations for
Differentiated Instruction
Cross Curricular
Integration
Assessments:
• Performance-based
• Formative
• Summative
Extension Activities
Created by
Email
Students will read the “Animal Diets” article from Science and Technology for Children BOOKS (available from Horizons Unlimited) to activate prior knowledge and build interest in food chemistry.
Students will then participate in the Food Chemistry lab to test food for their starch, protein, fat, and glucose content. While testing foods they will discuss the needs of living things. Through this investigation, students will pose questions related to nutrition. Refer to the Food Chemistry Teacher’s Guide.
Students who need extra support can be partnered with a peer who will provide read aloud support and serve as a guide for the steps of the experiments.
Students can also be provided with additional food sources to test for an extension of the regular experiment.
ELA - Novel Study - My Side of the Mountain (NCSCOS 2.02, 2.03)
Math - Data Collection and Analysis (NCSCOS 4.01)
Performance - based
• Student participation in Food Chemistry lab
• Data collection and recording in science notebook
Formative
• Teacher oral feedback during labs
• Student oral responses and informal discussions during labs
Summative
•Biome Menu
•ClassScape - Science Objectives 1.01, 1.02, 1.03, 1.05
Biome Cafe Technology Project
(templates provided)
Jennifer Barbee, Wendy DiStefano, and Amy Pruitt barbeejb@rss.k12.nc.us
, distefwb@rss.k12.nc.us
, pruittat@rss.k12.nc.us