Matter and Energy in Organisms and Ecosystems Fifth Grade Unit One: NGSS 5­LS1 From Molecules to Organisms: Structures and Processes LS1.C: Organization for Matter and Energy Flow in Organisms Unit Two: NGSS 5­LS2 Ecosystems: Interactions, Energy, and Dynamics LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems NGSS 5­PS3­1 Energy PS3.D Energy in Chemical Processes and Everyday Life LS1.C: Organization for Matter and Energy Flow in Organisms Ecosystems ­ Fifth Grade ­ NGSS 5.LS1/5.LS.2 BoomLET Learning- Science Thank you so much for purchasing this unit. I am very excited for the upcoming learning opportunities your classroom will have the joy of engaging in. This curriculum was designed to be implemented flexibly in your classroom. Each unit is organized around the topical arrangement of the Next Generation Science Standards. This arrangement focuses on science as a coherent storyline, rather than blocking science into the typical disciplinary areas. This helps students see that science is an interconnected subject in which phenomena is explored from a variety of viewpoints. Each section of this unit is anchored with a performance task to be completed by students working in small groups. These serve as the assessment of the unit, and can be evaluated using the Evidence Statements found at www..nextgenscience.org. Please see this unit as a starting point for your instruction. It is designed for classrooms that teach science 3 days a week for 30-45 minutes. My hope is that you will seek more opportunities to engage your students in science learning opportunities throughout the day by incorporating the research and writing aspects of each unit into your literacy time. I also encourage you to supplement these hands-on/brains-on lessons with authentic nonfiction and literary texts.. Please read each unit thoroughly before starting. You may decide that my suggested timeline does not fit the needs of your students, and in those cases please adapt to the needs of your learners. Remember, you can choose to teach your curriculum, or you can choose to teach your students- which will have the largest impact on learning? You may also decide to approach this curriculum in a more Problem Based Learning fashion, by using only the performance task frames to facilitate your students learning of the content and processes. In this case, I remind you to seek guidance from the NGSS Evidence Statements to further define the criteria for each task. With the transition to the Next Generation Science Standards we are required to make a dramatic departure from the traditional approaches to teaching and learning science that we see in many schools. The goal of instruction has shifted from learning facts to explaining phenomena through a lens of inquiry in order to build a coherent storyline across time. Boomlet Learning- Science will help you make this transition. Have a great year, Katie Perez Author of Boomlet Learning Science Education Consultant ESSDACK, Hutchinson, KS www.essdack.org www.boomletlearning.weebly.com Online curriculum access for this unit can be found at: www.boomletlearning.weebly.com/fifth­grade Unit Title: Matter and Energy in Organisms and Ecosystems­ Fifth Grade Password: rest33 Matter and Energy in Organisms and Ecosystems Introduction Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Prior DCI Connections: K.LS1.C; 2.PS1.A; 2.LS4.D; 4.ESS2.E; Future DCI Connections: 5.ESS2.A; 5.PS1.A; MS.PS3.D; MS.LS1.C; MS.LS2.A; MS.LS2.B Time Requirements (5) weeks (assumes implementation 3 times per week for 30­45 minutes) (2) Performance Task Units with supporting lessons Teacher Background Information Exploring Classroom Hydroponics: Kidsgardening.org,. (2015). Exploring Classroom Hydroponics | kidsgardening.org. Retrieved 1 December 2015, from http://www.kidsgardening.org/node/3760 Kidsgardening.org,. (2015). Simply Super School Setups | kidsgardening.org. Retrieved 15 December 2015, from http://www.kidsgardening.org/exploring­classroom­hydroponics/simply­super­school­setups Hydrponics vs. Aquaponics: The Aquaponic Source,. (2015).Aquaponics vs Hydroponics. Retrieved 1 December 2015, from http://theaquaponicsource.com/aquaponics­vs­hydroponics/ Lifehacker.com,. (2015). Retrieved 15 December 2015, from http://lifehacker.com/5992390/regrow­fresh­heads­of­romaine­lettuce­from­chopped­down­lettuce­hearts YouTube,. (2015). Hydroponic Gardening ­ Grow Organic Plants Fast. Retrieved 15 December 2015, from https://www.youtube.com/watch?v=6kUm_I7bLYw YouTube,. (2015). What is Hydroponics. Retrieved 15 December 2015, from https://www.youtube.com/watch?v=tzBK4QZSQaY Additional student reading materials may be found on Newsela.com What Understandings are Desired? ● Plants acquire their material for growth chiefly from air and water. ● The food of almost any kind of animal can be traced back to plants. ● Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Ecosystems ­ Fifth Grade ­ NGSS 5.LS1/5.LS.2 ● ● ● ● ● ● Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. What Essential Questions will be Considered? What Essential Questions Will Be Considered? 1. 2. 3. 4. How can plants growth without soil? Where do plants get the material necessary for growth? Describe the relationship between plants and animals. What role does the sun play in a food web? What key knowledge and skills will students acquire as a result of this unit? Knowledge (Students will know…) ● Plants acquire their material for growth chiefly from air and water. ● The food of almost any kind of animal can be traced back to plants. ● Reproduction is essential to the continued existence of every kind of organism. ● Plants and animals have unique and diverse life cycles ● Relationship between plants and animals within a food web. ● Organisms survival is dependant upon their environment. ● How organisms interact within an ecosystem ● Matter cycles between air, soil, plants, animals, and microbes. ● A stable web life is dependent on a healthy ecosystem. ● The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). Skills (Students will be able to…) ● Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text ● Integrate information from several texts on the same topic ● Draw information from print sources demonstrating the ability to locate an answer to a question quickly ● Develop understanding of content vocabulary ● Carry out investigations to answer questions ● Develop models to describe phenomena. ● Develop a model to describe phenomena ● Describe a system in terms of its components and interactions ● Model with mathematics Ecosystems ­ Fifth Grade ­ NGSS 5.LS1/5.LS.2 ● Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. Vocabulary Academic Vocabulary This is a list of approximately 5­8 words that must be learned in this unit. ● consumer ● producer ● decomposer ● heribvore ● carnivore ● food web ● food chain Incidental Vocabulary These are words that students may or may not have knowledge of but will support the learning. ● matter ● transfer ● energy ● hydroponic Ecosystems ­ Fifth Grade ­ NGSS 5.LS1/5.LS.2 Matter and Energy in Organisms and Ecosystems Section Two Duration Supporting Lessons: (6) 30­45 minute sessions Performance Task: (2) 30­45 minute sessions NGSS 5­LS2­1. Develop a model to describe the movement of matter among plants, animals, decomposers, Performance and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food Expectation(s) (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] 5­PS3­1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.] NGSS LS2.A: Interdependent Relationships in Ecosystems Disciplinary ● The food of almost any kind of animal can be traced back to plants. Organisms are related in Core Idea food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. LS2.B: Cycles of Matter and Energy Transfer in Ecosystems ● Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. PS3.D: Energy in Chemical Processes and Everyday Life ● The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). LS1.C: Organization for Matter and Energy Flow in Organisms ● Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. NGSS Science Developing and Using Models and ● Develop a model to describe phenomena. Engineering Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Practice Natural Phenomena ● Science explanations describe the mechanisms for natural events. NGSS Systems and System Models Crosscutting ● A system can be described in terms of its components and their interactions. Concepts Energy and Matter ● Energy can be transferred in various ways and between objects. (5­PS3­1) CCSS ELA/Literacy – Connections ● RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. ● SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics – ● MP.2 Reason abstractly and quantitatively. ● MP.4 Model with mathematics. Ecosystems ­ Fifth Grade ­ NGSS 5.LS1/5.LS.2 Matter and Energy in Organisms and Ecosystems Section Two Lesson 3: Interdependent Relationships­ Food Webs Duration: (2) 30­45 minute sessions Materials yarn, food web cards, computers or iPads, Copies of Food for Energy, available from ReadWorks.org ReadWorks.org,. (2015). ReadWorks.org | Food for Energy. Retrieved 17 December 2015, from http://www.readworks.org Engage Groups students into 5 groups, giving each group a set of food chain cards. Instruct students to put the cards in the proper order to show the food chain. Check each group for accuracy. Have the students stand in a large circle, with a card from their food chain taped to their shirt. The teacher should stand in the center representing the sun. Explain that the ball of yarn represents sunbeams, or energy from the sun. Hold the end of the yarn tightly and toss the ball to someone who can use that energy (a green plant). When a student representing the green plant catches the ball of yarn, he or she should hold a piece of the yarn and throw the ball to someone else who could use the energy. After the yarn reaches a carnivore, break it off to represent one food chain. Toss the ball of yarn back to the sun, and repeat the process for another chain. Explore Students will work in small groups to research a food web of an ecosystem: grassland, tundra, ocean, pond, desert, etc. Explain Students will illustrate, and describe a food web using a web­based tool such as Lucid Chart add­on for Google Docs, Popplet, or PowToon. Elaborate Read and discuss Food for Energy using close reading strategies. Evaluate Skill/Reasoning Learning Objectives Assessment Instrument ● Develop a model to describe phenomena ● teacher observation ● Describe a system in terms of its components and ● completed food web interactions Knowledge Learning Objectives Assessment Instrument ● Matter cycles between air, soil, plants, animals, and ● teacher observation microbes. ● completed food web ● A stable web life is dependent on a healthy ecosystem. ● The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). ● Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. Ecosystems ­ Fifth Grade ­ NGSS 5.LS1/5.LS.2 Matter and Energy in Organisms and Ecosystems Section Two Performance Task Performance Task Description Challenge Role Audience Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment including that the energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. A museum exhibit designer for an interactive children’s science museum. Children ages 10­12 Frame You work at an interactive children’s science museum as an exhibit designer. You are currently working on a special exhibit that will focus on the interdependent relationships within ecosystems. Target You are to create an interactive model of an ecosystem that demonstrates the movement of matter among plants, animals, decomposers, and the environment, including how the energy in animals’ food was once energy from the sun. Your exhibit must include an audio recording that museum goers can listen to for more information about the ecosystem. Standards and Criteria for Success Your model will be evaluated using the attached rubric. Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples): Students will be expected to make entries in their interactive science notebooks during each lesson. These can be used as formative assessments. These entries will include observations, writing prompts, and completion of graphic organizers. Students will also be assessed by teacher observation during activities and classroom discussions. Student Self­Assessment and Reflection Ecosystems ­ Fifth Grade ­ NGSS 5.LS1/5.LS.2 Matter and Energy in Organisms and Ecosystems Section Two Performance Task Duration: (2) 30­45 minute sessions Materials shoe boxes, construction paper, feathers, beads, material scraps, string, yarn, modeling clay, glue, hot glue, scissors, various craft supply Engage Review learning from previous lessons. Explore Pass out and review the Ecosystem Engineering Design brief. Students will work in small groups of 3­4 students to research and design an ecosystem. Explain Students will create an audio recording to explain the interaction of matter within their ecosystem. This can be done easily on most computers or tablet devices. Elaborate Set up a classroom museum, and allow each group to tour all exhibits. Invite another class or group of teachers in to participate. Evaluate Skill/Reasoning Learning Objectives Assessment Instrument ● Develop models to describe phenomena. ● Completed ecosystem model Knowledge Learning Objectives Assessment Instrument ● Reproduction is essential to the continued ● Completed ecosystem model existence of every kind of organism. ● Participation in class discussion ● Plants and animals have unique and diverse ● Teacher observation life cycles Ecosystems ­ Fifth Grade ­ NGSS 5.LS1/5.LS.2 Engineering Design Form – Fifth Grade Performance Task 2 ! 5LS2.1 Ecosystem Museum Exhibit Challenge: You work at an interactive children’s science museum as an exhibit designer. You are currently working on a special exhibit that will focus on the movement of matter among plants, animals, decomposers, and the environment. You are to create an interactive model of an ecosystem that demonstrates the movement of matter among plants, animals, decomposers, and the environment. Your exhibit must include an audio recording that museum goers can listen to for more information about the ecosystem. Criteria: • Your model must demonstrates the movement of matter among plants, animals, decomposers, and the environment. • You will also include an audio recording to explain your model. • You must use the steps of the Engineering Design Process, and record these steps in your STEM notebook or on a recording form. !
