Jan 2428
5th Grade Transition Plan
UNIT 9: Ecosystem Interactions
(15 days)
15 .9A Observe the way organisms live and survive in their ecosystem by interacting
with the living and non-living elements
Students need to OBSERVE organisms, not watch a Brain Pop video to understand the TEKS.
Observe
THE WAY ORGANISMS LIVE AND SURVIVE IN THEIR ECOSYSTEM
Including, but not limited to: • interacting with living and nonliving elements
Key Understanding(s) Observe and recognize interactions between living organisms and interactions with nonliving
parts of the ecosystem that are necessary for survival
Possible misconceptions or comments/ suggestions. Organisms do not interact with abiotic (Can also use living and
nonliving, which is how it is addressed on TAKS) elements.
Prior knowledge required/ supporting topic Organisms are both plants and animals that have basic needs they must
meet in order to survive.
TEKS statement grades 3 and 4:
3.9.A: Observe and describe the physical characteristics of environments and how they support populations and
communities within an ecosystem.
4.9.A: Investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers
are dependent on other organisms for food.
NEW TEKS!!!!
5. 9B Describe how the flow of energy derived from the Sun, used by producers to
create their own food, is transferred through a food chain and food web to
consumers and decomposers.
Describe
THE FLOW OF ENERGY DERIVED FROM THE SUN
Including, but not limited to: • how it is used by producers to make their own food • how it is
transferred through a food chain and food web to consumers and decomposers
Teachers need to read the information below before teaching this TEKS. This background information can assist
with instruction and fielding student questions and misconceptions.
Key Understanding(s) Students must be able to describe the flow of energy from the Sun to plants that are able to
transform the Sun’s energy into sugars to use as their source of energy. Consumers that eat plants receive some of the
energy from the Sun that the plants or producers stored as sugar. Consumers who eat plants and meat or just meat, eat
other consumers and some of the energy from the first consumers is transferred to this next level of consumers.
Eventually organisms die and decomposers use the energy stored in the bodies of the dead organisms.
Possible misconceptions or comments/ suggestions. Students believe animals can only be either a predator or a prey,
not both. Students do not understand that food chains and webs show energy relationships. Students draw food chains
with arrows in wrong direction (not the same as energy flow).
Prior knowledge required/ supporting topic Basic need for energy; Sun provides most of the energy on Earth; Plants
produce their own food and are the only organisms that can do so.
TEKS statement grades 3 and 4:
3.9.B: Identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the
ecosystem such as removal of frogs from a pond or bees from a field.
4.9.B: Describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem
affect the food web such as a fire in a forest.
5th Grade Transition Plan
Jan 2428
NEW TEKS!!!!
5. 9C Predict the effects of changes in ecosystems caused by living organisms,
including humans, such as the overpopulation of grazers or the building of
highways
Predict
THE EFFECTS OF CHANGES IN ECOSYSTEMS
Including, but not limited to: • caused by living organisms • humans • overpopulation of grazers
• building of highways
Key Understanding(s): Students must use prior knowledge of the basic needs of organisms, their interactions with other
organisms and non-living parts of the ecosystem in order to predict how human interference may affect the ecosystem.
Possible misconceptions or comments/ suggestions: Students may believe that only humans are responsible for the
destruction of habitats and ecosystems, however invasive species, overpopulation, disease and disruption of the food web
due to changes in climate, wildfire and other causes may also produce changes that may be catastrophic and irreversible
in an ecosystem GEMS (www.lhsgems.org) Environmental Detectives unit is perfect. Texas Wildlife Services
(http://ws.tamu.edu/) "Oh Deer!" Activity: http://www.eduref.org/Virtual/Lessons/Science/Ecology/ECL0043.html
Prior knowledge required/ supporting topic: Basic needs; Ecosystem; Habitat; Interactions; Producers, Consumers
TEKS statement grades 3 and 4:
3.9.C: Describe environmental changes such as floods and droughts where some
A5 .9D Identify the significance of the carbon dioxide-oxygen cycle to the survival
of plants and animals
Identify
THE SIGNIFICANCE OF THE CARBON DIOXIDE Including, but not limited to: • photosynthesis
Key Understanding(s): Students must be able to relate the importance of the carbon dioxide- oxygen cycle to the
survival of plants and animals.
Possible misconceptions or comments/ suggestions: Students believe we breathe in only oxygen. In reality, most of the
air is nitrogen. Only about 20% of the air is oxygen. They should know that both plants and animals produce carbon
dioxide, and that plants produce oxygen.
Students believe that plants do not need oxygen.
Prior knowledge required/ supporting topic: Basic needs of animals to breathe oxygen; Basic need of plants for carbon
dioxide in the air to produce food.
TEKS statement grades 3 and 4: 4.9.A: Investigate that most producers need sunlight, water, and carbon dioxide to
make their own food, while consumers are dependent on other organisms for food.
Performance Indicator:
• Design a closed habitat for an organism and describe the biotic and abiotic factors, the
flow of energy, and the significance of the CO2/O2 cycle to the survival of plants and
animals within that system. After the system is established, predict the effects of
overpopulation of one organism.
Students do not need to make it, but it would help. Students need to show that they know
biology.
20th THURSDAY
Day 1
Teachers will be
getting worms for
this lesson; Start
collecting a bug
Engage
Brainstorm based on 5.9a
• Show students a three liter bottle with a living organism in it. Ask students to identify the
parts of the system. Or show them a webcam link like http://bird.acisd.org/en/avmain.asp
TAKScopes - 5.9a Engage Polar Bear section
TAKScopes - 5.9a Picture Vocabulary; Have students work on the Vocabulary cards 1st so
they can write and draw their own definitions
Jan 2428
or nonpoisonous
spider to place in
the Terrarium
5th Grade Transition Plan
• Tell students that the PI for this unit is to design an ecosystem (on paper) that could exist
in a closed system like a three liter bottle.
Terrarium directions are on the server. Highly suggested that a class makes one so
students can see the process verses watching a video. Google “Bottle Biology” to find
other ways to make bottle items for the classroom.
21st FRIDAY
Day 2
Explore 1: Oh Deer Activity on Wiki PLEASE PRINT FOR TEACHERS
24th MONDAY
Day 3
CSCOPE Explore: Transition Document p. 1
Transect line...basically a nature walk in a straight line. Use T-chart in n.book to record
25th TUESDAY
Day 4
26th WEDNESDAY
Day 5
Froot Loops (store
brand okay)
Straws
living and non-living things (CSCOPE uses ‘biotic’ and ‘abiotic’. Introduce terms for vertical
alignment purposes but use ‘living v. non’ for alignment to TAKS).
TAKScopes- 5.9a Explain Question Prompts & Picture vocabulary (add Niche).
TAKScopes- 5.9a Elaborate Science reading passage, “Interdependency”
TAKScopes- 5.9a Evaluate TAKS focus assessment- Interdependency
Get the TERRARIUM back out from Day 1.
Brainstorm based on 5.9b
TAKScopes- 5.9b Engage Worm Squirm Review questions only:
Where do earthworms live?
What do they eat?
Why is this helpful to humans and other organisms?
Vore-acious Eaters ACTIVITY ON Wiki please print for teachers
Modeling clay
27th THURSDAY
Day 6
ENERGY GAME ACTIVITY ON Wiki please print for teachers
28th FRIDAY
Day 7
TAKScopes- 5.9b Explain Question Prompts & Picture vocabulary
TAKScopes- 5.9b Elaborate Science reading passage, “Food Webs”
TAKScopes- 5.9b Evaluate TAKS focus assessment- Food webs
Add to questioning: How does an animal such as a, bird, receive food energy from the sun
when it eats worms?
31st MONDAY
Day 8
1st TUESDAY
Day 9
2nd WEDNESDAY
Day 10
3rd THURSDAY
Day 11
Elaborate
Jan 2428
5th Grade Transition Plan
4th FRIDAY
Day 12
7th MONDAY
Day 13
8th TUESDAY
Day 14
9th WEDNESDAY
Day 15
Evaluate
Performance Indicator:
Design a closed habitat for an organism and describe the biotic and abiotic factors, the flow of
energy, and the significance of the CO2/O2 cycle to the survival of plants and animals within that
system. After the system is established, predict the effects of overpopulation of one organism.
Performance Indicator:
Design a closed habitat for an organism and describe the biotic and abiotic factors, the flow of
energy, and the significance of the CO2/O2 cycle to the survival of plants and animals within that
system. After the system is established, predict the effects of overpopulation of one organism.
Performance Indicator:
Design a closed habitat for an organism and describe the biotic and abiotic factors, the flow of
energy, and the significance of the CO2/O2 cycle to the survival of plants and animals within that
system. After the system is established, predict the effects of overpopulation of one organism.
Jan 1018
5th Grade Transition Plan