Ecology:
Energy Flows
Through
Ecosystems
Level 4
Project Glad
Livermore Joint Unified
School District
Kären Woodward and Anne Rosendin
Key Trainers in Training
2006
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
1
Project GLAD
Livermore Valley Joint Unified School District
Ecosystems (4)
Idea Pages
I.
Unit Theme –Energy flow through ecosystems
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II.
Focus /Motivation
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III.
IV.
All organisms need energy and matter to live and grow.
Living organisms depend on one another and on their environment for
survival.
Compare ecosystems, the organisms and the role(s) they play within the
ecosystem.
Cross cultural:
- ecosystems have common characteristics around the globe
Realia: Animal specimens alive and preserved, fungus, mold, worm bin,
ant farm, live plants, experiments
Big Book
Videos and/or movies
Field trip(s)
Observation Charts
Inquiry Chart
Picture File Cards
Ecologist Awards
Team points
Closure
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Process grid
Personal exploration
Student created poems, songs, and Big Books
Student portfolio of individual tasks.
Teacher and student generated tests: ecology
Team ecosystem project – teacher/student made rubric
An expository writing piece to prompt
Revisits of Inquiry Chart
Concepts – 4th Grade Standards
Science
Life Science
2. All organisms need energy and matter to live and grow.
As a basis for understanding this concept, students know:
Ecology: Energy Flows Through Ecosystems Level 4 CA
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a. plants are the primary source of matter and energy entering most food chains.
b. producers and consumers (herbivores, carnivores, omnivores, and decomposers) are
related in food chains and food webs and may compete with each other for resources in
an ecosystem.
c. decomposers, including many fungi, insects, and microorganisms, recycle matter from
dead plants and animals.
3. Living organisms depend on one another and on their environment for survival.
As a basis for understanding this concept, students know:
a. ecosystems can be characterized by their living and nonliving components.
b. that in any particular environment, some kinds of plants and animals survive well,
some survive less well, and some cannot survive at all.
c. many plants depend on animals for pollination and seed dispersal, and animals depend
on plants for food and shelter.
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and conducting
careful investigations.
As a basis for understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform investigations. Students
will:
a. Differentiate observation from inference (interpretation) and know scientists'
explanations come partly from what they observe and partly from how they interpret their
observations.
c. Formulate and justify predictions based on cause-and-effect relationships.
d. Conduct multiple trials to test a prediction and draw conclusions about the
relationships between predictions and results.
f. Follow a set of written instructions for a scientific investigation.
V. Vocabulary
ecology
biotic
abiotic
environment
organism
population
community
ecosystem
biosphere
producer
consumer
herbivore
carnivore
omnivore
scavenger
decomposer
food chain
food web
energy pyramid
habitat
niche
limiting factor
carrying capacity
competition
prey
predator
symbiosis
mutualism
commensalism
parasitism
parasite
host
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
coevolution
adaptation
photosynthesis
tundra
grassland
desert
temperate forest
tropical rain forest
mangrove
temperate
arctic
tropical
oasis
equator
Tropic of Cancer
Tropic of Capricorn
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VI. English Language Arts Standards
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Word Recognition
1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy
and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to
determine the meaning of words and phrases.
1.3 Use knowledge of root words to determine the meaning of unknown words within a
passage.
1.4 Know common roots and affixes derived from Greek and Latin and use this
knowledge to analyze the meaning of complex words (e.g., international).
1.5 Use a thesaurus to determine related words and concepts.
1.6 Distinguish and interpret words with multiple meanings.
2.0 Reading Comprehension
Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text (e.g., compare and contrast,
cause and effect, sequential or chronological order, proposition and support) to strengthen
comprehension.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use appropriate strategies when reading for different purposes (e.g., full
comprehension, location of information, personal enjoyment).
2.3 Make and confirm predictions about text by using prior knowledge and ideas
presented in the text itself, including illustrations, titles, topic sentences, important words,
and foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing them against known information
and ideas.
2.5 Compare and contrast information on the same topic after reading several passages or
articles.
2.6 Distinguish between cause and effect and between fact and opinion in expository text.
2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use
computer commands or video games).
3.0 Literary Response and Analysis
Structural Features of Literature
3.1 Describe the structural differences of various imaginative forms of literature,
including fantasies, fables, myths, legends, and fairy tales.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main events of the plot, their causes, and the influence of each event on
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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future actions.
3.3 Use knowledge of the situation and setting and of a character's traits and motivations
to determine the causes for that character's actions.
3.4 Compare and contrast tales from different cultures by tracing the exploits of one
character type and develop theories to account for similar tales in diverse cultures (e.g.,
trickster tales).
3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and
identify its use in literary works.
Writing
1.0 Writing Strategies
Organization and Focus
1.1 Select a focus, an organizational structure, and a point of view based upon purpose,
audience, length, and format requirements.
1.2 Create multiple-paragraph compositions:
a. Provide an introductory paragraph.
b. Establish and support a central idea with a topic sentence at or near the beginning of
the first paragraph.
c. Include supporting paragraphs with simple facts, details, and explanations.
d. Conclude with a paragraph that summarizes the points.
e. Use correct indention.
1.3 Use traditional structures for conveying information (e.g., chronological order, cause
and effect, similarity and difference, and posing and answering a question).
Penmanship
1.4 Write fluidly and legibly in cursive or joined italic.
Research and Technology
1.5 Quote or paraphrase information sources, citing them appropriately.
1.6 Locate information in reference texts by using organizational features (e.g., prefaces,
appendixes).
1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog,
encyclopedia, online information) as an aid to writing.
1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use
those print materials.
1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology
(e.g., cursor, software, memory, disk drive, hard drive).
Evaluation and Revision
1.10 Edit and revise selected drafts to improve coherence and progression by adding,
deleting, consolidating, and rearranging text.
2.0 Writing Applications (Genres and Their Characteristics)
2.1 Write narratives:
a. Relate ideas, observations, or recollections of an event or experience.
b. Provide a context to enable the reader to imagine the world of the event or experience.
c. Use concrete sensory details.
Ecology: Energy Flows Through Ecosystems Level 4 CA
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d. Provide insight into why the selected event or experience is memorable.
2.2 Write responses to literature:
a. Demonstrate an understanding of the literary work.
b. Support judgments through references to both the text and prior knowledge.
2.3 Write information reports:
a. Frame a central question about an issue or situation.
b. Include facts and details for focus.
c. Draw from more than one source of information (e.g., speakers, books, newspapers,
other media sources).
2.4 Write summaries that contain the main ideas of the reading selection and the most
significant details.
Written and Oral English Language Conventions
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.
Sentence Structure
1.1 Use simple and compound sentences in writing and speaking.
1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.
Grammar
1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating
conjunctions in writing and speaking.
Punctuation
1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case
of nouns and in contractions.
1.5 Use underlining, quotation marks, or italics to identify titles of documents.
Capitalization
1.6 Capitalize names of magazines, newspapers, works of art, musical compositions,
organizations, and the first word in quotations when appropriate.
Spelling
1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.
Listening and Speaking
1.0 Listening and Speaking Strategies
Comprehension
1.1 Ask thoughtful questions and respond to relevant questions with appropriate
elaboration in oral settings.
1.2 Summarize major ideas and supporting evidence presented in spoken messages and
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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formal presentations.
1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.
1.4 Give precise directions and instructions.
Organization and Delivery of Oral Communication
1.5 Present effective introductions and conclusions that guide and inform the listener's
understanding of important ideas and evidence.
1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity
and difference, and posing and answering a question).
1.7 Emphasize points in ways that help the listener or viewer to follow important ideas
and concepts.
1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.
1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance
meaning.
Analysis and Evaluation of Oral Media Communication
1.10 Evaluate the role of the media in focusing attention on events and in forming
opinions on issues.
2.0 Speaking Applications (Genres and Their Characteristics)
2.1 Make narrative presentations:
a. Relate ideas, observations, or recollections about an event or experience.
b. Provide a context that enables the listener to imagine the circumstances of the event or
experience.
c. Provide insight into why the selected event or experience is memorable.
2.2 Make informational presentations:
a. Frame a key question.
b. Include facts and details that help listeners to focus.
c. Incorporate more than one source of information (e.g., speakers, books, newspapers,
television or radio reports).
2.3 Deliver oral summaries of articles and books that contain the main ideas of the event
or article and the most significant details.
2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues,
using clear diction, tempo, volume, and phrasing.
VII. ELD Standards - 3rd -5th grades
LISTENING AND SPEAKING
Comprehension
B
Speak with few words/sentences
Answer simple questions with one/two word response
Retell familiar stories/participate in short conversations/using gestures
EI
Ask/answer questions using phrases/simple sentences
Restate/execute multi step oral directions
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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I
Ask/answer questions using support elements
Identify key details from stories/information
EA
Identify main points/support details from content areas
A
Identify main points/support details from stories & subject areas
Respond to & use idiomatic expressions appropriately
Comprehension, Organization & Delivery of Oral Communication
B
Uses common social greetings
EI
Identify main points of simple conversations/stories (read aloud)
Communicate basic needs
Recite rhymes/songs/simple stories
I
Speak with standard English grammatical forms/sounds
Participate in social conversations by asking/answering questions
Retell stories/share school activities using vocabulary, descriptive
words/paraphrasing
EA
Retell stories including characters, setting, plot, summary, analysis
Use standard English grammatical forms/sounds/intonation/pitch
Initiate social conversations by asking & answering questions/restating &
soliciting information
Appropriate speaking based on purpose, audience, subject
matter Ask/answer instructional questions
Use figurative language & idiomatic
expressions
A
Question/restate/paraphrase in social conversations
Speak/write based on purpose, audience, & subject matter
Identify main idea, point of view, & fact/fiction in broadcast & print media
Use standard English grammatical forms/sounds/intonation/pitch
Reading - Word Analysis (Grades 3-5 ELD Standards)
Concepts about Print, Phonemic Awareness, Decoding & Word Recognition
B
Recognize familiar phonemes
Recognize sound/symbol relationships in own writing
EI
Read orally recognizing/producing phonemes not in primary language
Recognize morphemes in phrases/simple sentences
I
Read aloud with correct pronunciation of most phonemes
Use common morphemes in oral & silent reading
EA
Use knowledge of morphemes to derive meaning from literature/texts in content
areas
A
Use roots & affixes to derive meaning
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Reading - Fluency & Systematic Vocabulary Development (Grades 3-5 ELD
Standards)
Vocabulary & Concept Development
B
Read aloud simple words in stories/games
Respond to social & academic interactions (simple questions/answers)
Demonstrate comprehension of simple vocabulary with action
Retell simple stories with drawings, words, phrases
Uses phrases/single word to communicate basic needs
EI
Use content vocabulary in discussions/reading
Read simple vocabulary, phrases & sentences independently
Use morphemes, phonics, syntax to decode & comprehend words
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read own narrative & expository text aloud with pacing, intonation, expression
I
Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar words in texts
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read grade level narrative/expository text aloud with pacing, intonation,
expression Use content vocabulary in discussions/reading
Recognize common roots & affixes
EA
Use morphemes, phonics, syntax to decode/comprehend words
Recognize multiple meaning words in content literature & texts
Use common roots & affixes
Use standard dictionary to find meanings
Recognize analogies & metaphors in content literature & texts
Use skills/knowledge to achieve independent reading
Use idioms in discussions & reading
Read complex narrative & expository texts aloud with pacing, intonation, and
expression.
A
Apply common roots & affixes knowledge to vocabulary
Recognize multiple meaning words
Apply academic & social vocabulary to achieve independent read.
Use idioms, analogies & metaphors in discussion & reading
Use standard dictionary to find meanings
Read narrative & expository text aloud with pacing, intonation
Reading Comprehension
B
Answer fact questions using one/two word response
Connect simple test read aloud to personal experience
Understand & follow one-step directions
Sequence events from stories read aloud using key words/phrase
Identify main idea using key words/phrases
Identify text features: title/table of contents/chapter headings
EA
Use simple sentences to give details from simple stories
Ecology: Energy Flows Through Ecosystems Level 4 CA
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Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple sentences
Read & identify main ideas to draw inferences
Identify text features: title, table of contents, chapter headings
Identify fact/opinion in grade level text read aloud to students
I
Orally respond to comprehension questions about written text
Read text features: titles, table of contents, headings, diagrams, charts, glossaries,
indexes
Identify main idea to make predictions & support details
Orally describe connections between text & personal experience
Follow multi-step directions for classroom activities
Identify examples of fact/opinion & cause/effect in literature/content texts
EA
Give main idea with supporting detail from grade level text
Generate & respond to text-related comprehension questions
Describe relationships between text & personal experience
Identify function of text features: format/diagrams/charts/glossary
Draw conclusions & make inferences using text resources
Find examples of fact, opinion, inference, & cause/effect in text
Identify organizational patterns in text: sequence, chronology
A
Make inferences/generalizations, draw conclusions from grade level text
Describe main ideas with support detail from text
Identify patterns in text: compare/contrast, sequence/ cause/effect
Writing Strategies and Applications (Grade 3-5 ELD Standards)
Penmanship, Organization & Focus
B
Write alphabet
Label key parts of common object
Create simple sentences/phrases
Write brief narratives/stories using few standard grammatical forms
EI
Write narratives that include setting and character
Respond to literature using simple sentences, drawings, lists, charts
Write paragraphs of at least four sentences
Write words/simple sentences in content areas
Write friendly letter
Produce independent writing
I
Narrate sequence of events
Produce independent writing
Use variety of genres in writing
Create paragraph developing central idea using grammatical form
Use complex vocabulary & sentences in all content areas
Write a letter with detailed sentences
EA
Write detailed summary of story
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Arrange compositions with organizational patterns
Independently write responses to literature
Use complex vocabulary & sentences in all content areas
Write a persuasive letter with relevant evidence
Write multi-paragraph narrative & expository essay for content areas
A
Write short narrative for all content areas
Write persuasive composition
Write narratives that describe setting, character, objects, events
Write multi-paragraph narrative & expository compositions
Independently use all steps of writing process
Writing Conventions
B
Begin own name and sentences with capital letter
Use period at end of sentence
EI
Begin proper nouns & sentences with capital letter
Use period at end of sentence/use some commas
Edit for basic conventions
I
Produce independent writing
Use standard word order
EA
Produce independent writing with correct capitals, punctuation, spelling
Edit for basic conventions
Use standard word order
A
Use complete sentences and correct order
Use correct parts of speech
Edit for punctuation, capitalization, spelling
Produce writing with command of standard conventions
Reading Literary Response and Analysis (Grades 3-5 ELD Standards)
Narrative Analysis of Grade-Level Appropriate Text
B
One/two-word oral responses to factual comprehension questions
Word/phrase oral response identifying characters and settings
Distinguish between fiction & non-fiction
Identify fairy tales, folk tale, myth, legend using lists, charts, tables
EI
Orally answer factual questions using simple sentences
Orally identify main events in plot
Recite simple poems
Orally describe setting of literature piece
Orally distinguish among poetry, drama, short story
Orally describe character of a selection
I
Paraphrase response to text using expanded vocabulary
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Apply knowledge of language to derive meaning from text
EA
Describe figurative language (simile, metaphor, personification)
Distinguish literary connotations from culture to culture
Identify motives of characters
Describe themes stated directly
Identify speaker/narrator in text
Identify main problem of plot and how it is resolved
Recognize first & third person in literary text
A
Describe characteristics of poetry, drama, fiction & non-fiction
Evaluate author's use of techniques to influence reader
Describe directly stated & implied themes
Compare & contrast motives of characters in work of fiction
VIII.
Resources and Materials – Teacher
Hands on Nature; Jenepher Lingelbach, Editor
Project Wild
Project Wild – Aquatic
Harcourt – Science 4th grade, California edition
Holt – Earth Science
Environmental Science, 6th Edition; G. Tyler Miller
Ranger Rick’s Nature Scope series, National Wildlife Federation
Resources And Materials – Non-Fiction/Expository
Various Field Guides
Environmental Science, 6th Edition; G.Tyler Miller
Harcourt – Science 4th grade, California edition
(Resources And Materials – Non-Fiction/Expository – cont.)
Visual Factfinder: Planet Earth. Neil Curtis and Michael Allaby
Oil Spill!, Melvin Berger
Series: One Day in the . . . Jean Craighead George
Ecosystems Library Series, Thompson Gale, Publisher
Ecosystems Series, Chelsea House Publishers
Ecosystems, Greg Reid
Ecosystems, Jim Pipe
Who Eats What?: food chains and Food Webs, Patricia Lauber
Aliens from earth: When Animals and Plants Invade Other Ecosystems,
Mary Batten
Desert Giant: The World of the Saguaro Cactus, Barbara Bash
Eyewitness Books Series, DK Publishing
Science of Ecosystems: Species, Spaces, and Relationships, Gillian
Richardson
Ecology: Energy Flows Through Ecosystems Level 4 CA
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War in Your Backyard: Life in an Ecosystem, Louise and Richard
Spilsbury
Cactus Café:A Story of the Sonoran Desert, Kathleen Weidner
Salamander Rain, Kristin Joy Pratt-Serefini
Rain Forests: A Nonfiction Companion to Afternoon in the Amazon
(Magic Tree House Research Guide Series), Mary Pope Osborne
Pass the Energy, Please!, Barbara Shaw McKinney
Tree of Life: The World of the African Baobab, Barbara Bash
Endangered Planet, David Burnie
Exploring Land Habitats, Margaret Yatsevitch Phinney
Resources And Materials – Fiction/Narrative
The Big Book For Our Planet, Ann Durell ed.
The Sea, the Storm, and the Mangrove Tangle, Lynne Cherry
A River Ran Wild, Lynne Cherry
The Armadillo from Amarillo, Lynne Cherry
Flute’s Journey, Lynne Cherry
The Great Kapok Tree, Lynne Cherry
The Shaman’s Apprentice, Lynne Cherry and Mark J. Plotkin
Water Dance, Thomas Locker
Magic School Bus Gets Eaten: A Book about Food Chains, Scholastic
Books Inc.
Afternoon in the Amazon (Magic Tree House), Mary Pope Osborne
Everglades, Jean Graighead George
One Day in the Prairie, Jean Graighead George
Resources And Materials – Big Book
The Important Book of Ecosystems
Resources And Materials – Poetry
101 Science Poems and Songs for Young Learners, Meish Goldfish
Student poetry booklet (Energy through ecosystem) teacher made
People/ Community
East Bay Regional Park District Naturalist Programs
Livermore Area Recreation And Park District
Oakland Museum
Project Learning Tree, State Dept. of Education, Jay Antunez
(916) 323-2498
Project Wild, State Dept. of Education, Elena Scofield (916) 455 – 7613
Project Wet, State Dept. of Education, Elena Scofield (916) 455 – 7613
Bay Nature magazine
Ecology: Energy Flows Through Ecosystems Level 4 CA
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Web Sites
http://www.fi.edu/tfi/units/life/habitat/habitat.html
http://www.enchantedlearning.com/support/
http://library.thinkquest.org/11353/ecosystems.htm
http://members.aol.com/bowermanb/ecosystems.htm
http://sps.k12.ar.us/massengale/ecology_notes_bi.htm
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Project GLAD
Livermore Valley Joint Unified School District
Ecosystems (4)
Planning Pages
I.
II.
III.
IV.
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FOCUS AND MOTIVATION
Big Book
Observation Charts
Picture File Cards
Cognitive Content Dictionary
Inquiry Chart
Realia: Animal specimens alive and preserved, fungus, mold, worm bin, ant
farm, live plants
Ecologist Awards
T-Graph
Poetry/Chants
Read Aloud: anything by Lynne Cherry
Science Experiments
Videos
Field Trip(s)
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INPUT
Graphic organizer - Levels of Organization of Matter
Graphic organizer – World map with major climate bands/zones of the world
Narrative - “From Island to Island” or A River Ran Wild by Lynne Cherry
Pictorial - Tundra Ecosystem
Read Aloud
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GUIDED ORAL PRACTICE
Sentence Patterning Chart (aka Farmer-in-the-Dell)
T-graph for social skills: Cooperation
Poetry/Chants, Raps, Songs
Home/School Connection
On-going oral processing of charts
Exploration Report
Team evaluation
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READING AND WRITING
Total Class
Process Grid
Group Poetry Frame - (Flip Chant)
Co-Operative Strip Paragraph - topic sentence (comp and contrast)
Big Book
Ecology: Energy Flows Through Ecosystems Level 4 CA
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V.
VI.
Chants/poems
Found Poetry
Small Group
Expert Groups
Ear to Ear reading
Flexible reading groups
Team Tasks
Sentence Patterning Chart, Pictorials, Poetry Frame, Group Big
Books, CCD, Chart labeling
Reader’s Theater
ELD story retell
Write a paragraph using the process grid
Individual Activities - Portfolio
Interactive Journal
Learning logs
Mind mapping
Individual practice and choice of all team tasks
Reading and Writing in student’s own language
Silent Sustained Reading
Silent Sustained Writing
Reading and Writing to all genres and domains
Reading the walls
Writer’s Workshop
Mini Lesson
Writing/Planning
Conferencing
Author’s Chair
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EXTENSIONS:
Slide shows
Field Trip to local parks, open space, museums
Games (Project Wild)
Experiments
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CLOSURE/EVALUATION:
Process grid
Personal exploration/ research project
Student created poems, songs, and Big Books
Student portfolio of individual tasks.
Teacher and student generated tests: ecology
Team ecosystem project – teacher/student made rubric
A expository writing piece to prompt
Reprocess of all Charts
Learning Logs
Ecology: Energy Flows Through Ecosystems Level 4 CA
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Adopted Science Curriculum assessments
Sharing of student generated work
Ecology: Energy Flows Through Ecosystems Level 4 CA
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Project GLAD
Livermore Valley Joint Unified School District
Ecosystems (4)
Sample Daily Lesson Plans (5-day)
DAY 1:
FOCUS AND MOTIVATION:
 Realia: Animal specimens alive and preserved (fungus, mold, worm bin, ant
farm, live plants)
 3 Standards/Reinforcers
 Cognitive Content Dictionary (CCD) with signal word- ecologist
 Observation Charts
 Inquiry Chart: What do we know about ecology? What do we want to know?
 Big Book
INPUT:
 Graphic Organizer – World map – World map with major climate bands/zones
10/2 with primary language
Learning Log/ELD review/retell
GUIDED ORAL PRACTICE:
 Poetry/Chants
 T- graph
 Exploration Report
INPUT:
 Narrative Input – “From Island to Island” by Lynne Cherry (Personal Narrative)
READING AND WRITING:
 Interactive Journal
GUIDED ORAL PRACTICE:
 Poetry/Chants
CLOSURE:
 Process Inquiry chart
 Home/School Connection
Ecology: Energy Flows Through Ecosystems Level 4 CA
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DAY 2:
FOCUS AND MOTIVATION:
 Review 3 Standards/Reinforcers
 Cognitive Content Dictionary (CCD) with signal word- producer
GUIDED ORAL PRACTICE:
 Process Home /School Connection
 Review Graphic organizer Input- World Map- with word cards
Learning Log
 Review Narrative input with word cards
INPUT:
 Pictorial Input of an Ecosystem (Tundra)
Learning Log
GUIDED ORAL PRACTICE:
 Poetry/Chants
 Review Pictorial input with word cards
READING AND WRITING:
 Mind map of Pictorial input
GUIDED ORAL PRACTICE:
 Team Tasks – world map, pictorial input, mind map
Expert Groups 1/2 (highlight and sketch)
 Team Evaluations
READING AND WRITING:
 Interactive Journal
CLOSURE/EVALUATION:
 Reprocess Charts/poems
 Home/School Connection
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
19
DAY 3:
FOCUS AND MOTIVATION:
 Review 3 Standards/Reinforcers
 Cognitive Content Dictionary (CCD) with signal word- student selected
GUIDED ORAL PRACTICE:
 Process Home /School connection
 Team tasks all of yesterday’s and Sentence Patterning chart and CCD
Expert groups 1/ 2 (with mind maps)
READING AND WRITING:
 Process Grid (1st row)
GUIDED ORAL PRACTICE:
 Poetry/Chants
READING AND WRITING:
 Writer’s workshop
FOCUS AND MOTIVATION:
 Big Book
CLOSURE/EVALUATION:
 Reprocess charts/poems
 Interactive Journals
 Home School Connection
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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DAY 4:
FOCUS AND MOTIVATION:
 Review 3 Standards/Reinforcers
 Cognitive Content Dictionary (CCD) with signal word- student selected
GUIDED ORAL PRACTICE:
 Process Home/School Connection
 Sentence Patterning Chart:
Reading Game
Trading Game
READING AND WRITING:
 Flip Chant
 Narrative review w/ conversation bubbles
GUIDED ORAL PRACTICE:
 Expert Group Share out
READING AND WRITING:
 Process Grid
 Co-op Strip Paragraph
GUIDED ORAL PRACTICE:
 Team tasks
READING AND WRITING:
 Co-op Strip Paragraph edit
 Story Map of Narrative
 Writer’s Workshop
CLOSURE/EVALUATION:
 Reprocess charts/poems
 Interactive Journals
 Home School Connection
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
21
DAY 5:
FOCUS AND MOTIVATION:
 Review 3 Standards/Reinforcers
 Cognitive Content Dictionary (CCD) with signal word- student selected
GUIDED ORAL PRACTICE:
 Process Home/School Connection
READING AND WRITING:
Small group
 Scaffold Paragraph
- Sentence
- Phrases
- Words
- Missing word
 Poetry Booklets
 SQ3R – clunkers and links
 Co-op strip typed text
Whole Group
 Ear to Ear reading
 Listen and sketch
 Interactive Journal
- ELD story retell
- L1 story retell
CLOSURE/EVALUATION:
 Reprocess Inquiry chart
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Project GLAD
Livermore Valley Joint Unified School District
Ecosystems (4)
Sample Daily Lesson Plans (4-day)
DAY 1:
FOCUS AND MOTIVATION:
 Realia: Animal specimens alive and preserved (fungus, mold, worm bin, ant
farm, live plants)
 3 Standards/Reinforcers
 Cognitive Content Dictionary (CCD) with signal word- ecologist
 Observation Charts
 Inquiry Chart: What do we know about ecology? What do we want to know?
 Big Book
INPUT:
 Graphic Organizer – World map – World map with major climate bands/zones
10/2 with primary language
Learning Log/ELD review/retell
GUIDED ORAL PRACTICE:
 Poetry/Chants
 T- graph
 Picture file card activity w/ Exploration Report
INPUT:
 Narrative Input – “From Island to Island” by Lynne Cherry (Personal Narrative)
READING AND WRITING:
 Interactive Journal
GUIDED ORAL PRACTICE:
 Poetry/Chants
CLOSURE:
 Process Inquiry chart
 Home/School Connection
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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DAY 2:
FOCUS AND MOTIVATION:
 Review 3 Standards/Reinforcers
 Cognitive Content Dictionary (CCD) with signal word- producer
GUIDED ORAL PRACTICE:
 Process Home /School Connection
 Review Graphic organizer Input- World Map- with word cards
Learning Log
 Review Narrative input with word cards and conversation bubbles
INPUT:
 Pictorial Input of an Ecosystem (Tundra)
Learning Log
GUIDED ORAL PRACTICE:
 Poetry/Chants
 Review Pictorial input with word cards
READING AND WRITING:
 Mind map of Pictorial input
GUIDED ORAL PRACTICE:
 Team Tasks – world map, pictorial input, mind map
- Expert Groups 1 /2 (highlight and sketch)
READING AND WRITING:
 Interactive Journal
CLOSURE/EVALUATION:
 Reprocess Charts/poems
 Home/School Connection
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
24
DAY 3:
FOCUS AND MOTIVATION:
 Review 3 Standards/Reinforcers
 Cognitive Content Dictionary (CCD) with signal word- student selected
GUIDED ORAL PRACTICE:
 Process Home /School connection
 Sentence Patterning Chart:
Reading Game
Trading Game
Flip chant
 Team tasks all of yesterday’s and Sentence Patterning chart, Flip Chant, and CCD
- Expert groups 1/ 2 (with mind maps)
 Oral Team Evaluation (from T-Graph)
READING AND WRITING:
 Process Grid
- 1st row from input of tundra
- other rows from expert groups
READING AND WRITING:
 Co-op Strip Paragraph
- read
- revise
- edit
FOCUS AND MOTIVATION:
 Big Book
CLOSURE/EVALUATION:
 Reprocess charts/poems
 Interactive Journals
 Home School Connection
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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DAY 4:
FOCUS AND MOTIVATION:
 Review 3 Standards/Reinforcers
 Cognitive Content Dictionary (CCD) with signal word- student selected
GUIDED ORAL PRACTICE:
 Process Home/School Connection
 Poetry/Chants
READING AND WRITING:
 Story Map of Narrative
 Leveled Reading Groups
- Co-op Strip Paragraph typed text (struggling readers)
- sentence, phrases, words, missing word
- ELD Group Frame (story retell)
or L1 story retell
- SQ3R – clunkers and links (for at or above level readers)
 Focused Reading – read the walls with personal Cognitive Content Dictionary




Ear to Ear reading
Listen and sketch
Interactive Journal
Writer’s Workshop
CLOSURE/EVALUATION:
 Reprocess Inquiry chart
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Ecologist Award Text (just add pictures)
Food chains and food webs show whom or what is consumed or
eaten by whom or what in an ecosystem.
Plants
(primary producers)
Herbivores
(primary consumer)
Carnivores
(secondary consumer)
Scavengers and Decomposers
Plants harness energy from the sun. That energy is changed or
converted into food energy. Herbivores eat plants and carnivores
eat herbivores.
Decomposers play a very important role in ecosystems. They
break down animal wastes and dead remains of plants and animals
and return nutrients to the soil to be used by producers (plants).
Decomposers
(recycle matter from dead plants and animals)
Fungi
Bacteria
Insects
Earthworms
Ecosystems are made up of both living (biotic) and non living
(abiotic) parts. Biotic parts are the plants, animals, and
microorganisms. The abiotic parts include sun, soil, water,
temperature, and nutrients.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Plants and animals depend on each other for survival. Plants
depend on animals for pollination and seed dispersal. Animals
depend on plants for food and shelter.
Deserts are widespread, and can be hot or cold, tropical, temperate, or
arctic, but all are dry, having less than 10 inches of rain a year. The soil is
generally hard and low in nutrients. Shrubs, cacti, and small trees, all with
special adaptations to the dry conditions, are the dominant plants
(producers). Animals tend to be small and nocturnal.
Grasslands are found in the middle areas of all continents except for
Antarctica and can be tropical, temperate or arctic. These “seas of grass”
have between 10-25 inches of rain each year. The soil is generally dark
and rich in nutrients at the surface. Grasses are the dominant plant
(producer), with occasional trees and shrubs. Grazing herbivores (plant
eating animals) are abundant. Grasses have adapted to survive both severe
grazing and fire.
Temperate Forests are found in the temperate zones around the world.
They receive between 30-60 inches of rain each year and have an average
temperature of 75O F with great variations from season to season. The soil
is very fertile and high in nutrients. Broadleaf, deciduous trees such as
beech, oak and maple are the dominant plant (producer) with shrubs and
grasses at the forest floor. These forests are known for their brilliant fall
colors of red, orange and yellow, as the leaves are getting ready to fall.
Tropical Rain Forests are found near the equator in the tropic zone and
have more than 75 inches of rainfall each year. The temperature stays a
fairly constant 68- 77O F throughout the year. The soil is actually low in
nutrients because plants quickly absorb the nutrients before they can enter
the soil. Broadleaf evergreen trees are the dominant plant (producer) with
ferns, shrubs and mosses at the forest floor. There are more plant and
animal species per unit of area than any other ecosystem.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Tundra is found in the extreme northern latitudes and have less than 5
inches of frozen precipitation per year. The average temperature is 10 21O F. The soil is frozen most of the year with only the upper few inches
thawing during the short summer. Soil nutrient levels are low because it it
so cold that nutrient breakdown is slow. Small lichens, mosses, and shrubs
less than inches tall are the dominant plants (producers). Predators migrate
into the tundra during the short growing season.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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The Important Thing About Ecosystems
(Big Book)
The important thing about ecosystems is that the organisms within
them exchange energy and nutrients among themselves and with
the environment.

Energy enters ecosystems as sunlight.

Photosynthesis is the process of transforming solar energy into chemical energy.

Green plants and photosynthetic microorganisms, also called producers, are the
foundation of energy flow in most ecosystems because they are capable of
producing their own food by photosynthesis.

A food web depicts how energy is passed from organism to organism.
But, the important thing about ecosystems is that the organisms
within them exchange energy and nutrients among themselves and
with the environment.
The important thing about ecosystems is that the organisms within
them exchange energy and nutrients among themselves and with
the environment.

Energy and matter transfer from one organism to another organism through
consumption.

Plants are eaten by primary consumers (herbivores); herbivores are eaten by
secondary consumers (carnivores); all are eaten by scavengers and decomposers
when dead.

Energy is transferred from organisms to the physical environment through heat
loss.

Carbon, nitrogen, and water are also cycled and returned to the physical
environment.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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But, the important thing about ecosystems is that the organisms
within them exchange energy and nutrients among themselves and
with the environment.
The important thing about ecosystems is that the organisms within
them exchange energy and nutrients among themselves and with
the environment.

Organisms in a population may be categorized by whether they are producers of
chemical energy from solar energy or consumers of chemical energy.

Consumers can be categorized as herbivores, predators, scavengers, or
decomposers.

Consumers may also be categorized in multiple ways, such as omnivores that eat
both plants and animals and opportunistic consumers that act as both predators
and scavengers.
But, the important thing about ecosystems is that the organisms
within them exchange energy and nutrients among themselves and
with the environment.
The important thing about ecosystems is that the organisms within
them exchange energy and nutrients among themselves and with
the environment.

Different kinds of organisms may play similar ecological roles in similar biomes.

Ecological roles are defined by the environment and not by any particular
organism.

For example: Australia has plants that are unique to that continent yet play the
same role as other kinds of plants in similar environments elsewhere.

Another example is in the rain forests of South America, the mammalian
consumers and predators are placental (nonmarsupial) sloths, deer, monkeys,
rodents, and cats, and in the rain forests of Australia, marsupial kangaroos,
wallabies, bandicoots, play the same ecological role.
Ecology: Energy Flows Through Ecosystems Level 4 CA
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But, the important thing about ecosystems is that the organisms
within them exchange energy and nutrients among themselves and
with the environment.
The important thing about ecosystems is that the organisms within
them exchange energy and nutrients among themselves and with
the environment.

The number and types of organisms an ecosystem can support depends on the
resources available and on abiotic factors, such as quantities of light and water,
a range of temperatures, and soil composition.

The richer the plant growth, the more diversity of life types and number of
organisms can be supported in an ecosystem.

The richness of plant growth depends on abiotic factors, such as water, sunlight,
moderate temperatures, temperature ranges, and composition of soils.

The number of plant-eating animals in an ecosystem depends directly on the
available edible plants.

The number of predators in an ecosystem depends on the amount of prey
available.
But, the important thing about ecosystems is that the organisms
within them exchange energy and nutrients among themselves and
with the environment.
Kären Woodward
Project GLAD 2006
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
2
Energy Through
Ecosystems
Poetry Booklet
Name: _________________________
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
35
Is this an Ecosystem?
By Kären Woodward
Is this an ecosystem?
Yes, Ma’am!
Is this an ecosystem?
Yes, Ma’am!
How do you know?
Environments and organisms
How do you know?
Interacting with each other.
Give me some examples:
Grasslands and forests
Give me some examples:
Deserts and rivers.
Is this an ecosystem?
Is this an ecosystem?
How do you know?
How do you know?
Give me some examples:
Give me some examples:
Yes, Ma’am!
Yes, Ma’am!
It varies by climate,
By latitude and altitude.
Hot, low and wet rainforests.
Cold, high and dry tundra.
Is this a producer?
Is this a producer?
How do you know?
How do you know?
Give me some examples:
Give me some examples:
Yes, Ma’am!
Yes, Ma’am!
It uses sunlight to make food.
It’s green and photosynthesizes.
Grasses in a prairie.
Trees in a forest.
Is this a consumer?
Is this a consumer?
How do you know?
How do you know?
Give me some examples:
Give me some examples:
Yes, Ma’am!
Yes, Ma’am!
It eats plants for food.
It eats other animals.
Rabbits and grasshoppers.
Foxes and hawks.
Is this a scavenger?
Yes, Ma’am!
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Is this a scavenger?
How do you know?
How do you know?
Give me some examples:
Give me some examples:
Yes, Ma’am!
It eats dead things.
It’s nature’s trash collector.
Vultures and hyenas.
Cockroaches and crayfish.
Is this a decomposer?
Is this a decomposer?
How do you know?
How do you know?
Give me some examples:
Give me some examples:
Yes, Ma’am!
Yes, Ma’am!
They recycle organic matter.
They make nutrients available.
Bacteria and fungi.
Crabs and earthworms.
And are we through?
Did you tell me true?
What did you chant?
What did you chant?
Yes, Ma’am!
Yes, Ma’am!
ECOSYSTEMS!
ECOSYSTEMS!
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
37
Photsynthesis Rap
By Kären Woodward
Have you heard the Photosynthesis Rap?
It’s real cool and has lots of facts!
Green plants do it and they’re called the producers
Turning sunlight and stuff into simple sugars.
Algae and bacteria can photosynthesize too.
Whatever the organism, they be makin’ food.
Water travels from the roots to the leaves,
Where they pull in carbon dioxide that we don’t need.
Chlorophyll in the leaves trap energy from our sun,
There it makes the food and oxygen for everyone.
And now you’ve heard the Photosynthesis Rap
You’re even smarter and that’s a fact!
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
38
Symbiosis
By: Karen Hernandez
Is this symbiosis?
Is this symbiosis?
Yes Ma’am
Yes Ma’am
How do you know?
How do you know?
Species interact
They live together
Give me some examples:
Give me some examples:
Mutualism & parasitism
Commensalism
Is this mutualism?
Is this mutualism?
Yes Ma’am
Yes Ma’am
How do you know?
How do you know?
Both organisms benefit
They help each other
Give me some examples:
Give me some examples:
Capuchin monkeys & flowers
Bacteria & termites
Is this commensalism?
Is this commensalism?
Yes Ma’am
Yes Ma’am
How do you know?
How do you know?
One organism benefits
The other is unaffected
Give me some examples:
Give me some examples:
Moths & sloths
Flower mites & hummingbirds
Is this parasitism?
Is this parasitism?
Yes Ma’am
Yes Ma’am
How do you know?
How do you know?
The parasite benefits
The host is harmed! OUCH!
Give me some examples:
Give me some examples:
Fungus & insects
Fly & leaf cutter ant
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
39
The Energy Connection
to the tune of: “She’ll be Coming ‘round the Mountain
words by Karen Hernandez
Plants, bacteria, and algae are PRODUCERS three.
They use photosynthesis you see.
They absorb the energy from the sun,
and use carbon dioxide before they’re done,
converting it to food for living things.
CONSUMERS eat producers for energy.
Herbivores eat only plants or trees.
Carnivores eat meat,
and omnivores eat both things,
but scavengers find dead animals to eat.
DECOMPOSERS recycle energy from dead things.
Their job is more important than you think.
Earthworms, fungi, and bacteria
decompose materials in every area,
so that producers can use them once again.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
40
Ecology Here, Ecology There
By Kären Woodward
Ecology here, ecology there
Ecology, ecology everywhere!
Rich rain forests flourishing,
Parched deserts surviving,
Sparse tundra existing
and expansive grasslands rolling.
Ecology here, ecology there
Ecology, ecology everywhere!
Energy from the sun,
Energy in producers,
Energy through the food web,
and energy into the environment.
Ecology here, ecology there,
Ecology, ecology everywhere!
Ecology! Ecology! Ecology!
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
41
Three Functions of Life
(To the tune of: “Three Blind Mice”)
words by Kären Woodward
Three functions of life
Three functions of life
See how they live
See how they eat
Producers, consumers, and decomposers
Producers, consumers, and decomposers
Three functions of life.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
42
Photosynthesis
(To the tune of: “Three Blind Mice”)
words by Kären Woodward
Six CO2
Six CO2
Plus six H2O
Plus six H2O
Add solar energy to the mix
You get C6H12O6
And 6O2
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
43
Project GLAD
Home/School Connection -1
Ecology –Energy Through Ecosystems
Get permission from your parent or caregiver to go into your backyard or some other.
Spend 15 minutes sitting quietly in the outside places, noticing the sounds, sights and
odors that surround you in nature.
Afterwards, draw and write about as many of the plants and animals you noticed in
nature. Tell about the odors you smelled or the sounds you heard.
Parent/Guardian Signature: _____________________________________
Student Signature: ___________________________________________
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
44
Project GLAD
Home/School Connection - 2
Ecology –Energy Through Ecosystems
Neighborhood Plant and Animal Search
Ask an adult to accompany you on a walk around your neighborhood during daylight
hours. Do not go out alone. Look for parts of the neighborhood ecosystem such as sun,
rocks, soil, plants and animals that exist/live there.
Take your pencil, this page and something to write on.
Put a check mark on the paper next to the type of item you find and then draw or write
the specific items you see.
o Energy source (source of energy for the ecosystem)
o Non-living things
o Producers (plants)
o Consumers (animals that eat the producers or other animals)
o Decomposers (eat dead things)
Parent/Guardian Signature: _____________________________________
Student Signature: ___________________________________________
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
45
Project GLAD
Home/School Connection -3
Ecology –Energy Through Ecosystems
Retell the Narrative story “From Island to Island” to someone at home.
What did the person think of the story?
Parent/Guardian Signature: _____________________________________
Student Signature: ___________________________________________
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
46
Project GLAD
Home/School Connection -3 (alternate)
Ecology –Energy Through Ecosystems
Retell the Narrative story A River Ran Wild to someone at home.
What did the person think of the story?
Parent/Guardian Signature: _____________________________________
Student Signature: ___________________________________________
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
47
Projecto GLAD
Coneccion Casa-Escuela-1
Ecologia-Energia atravez del Ecosystema
Obten un permiso del padre o tutor de ir atras de su casa o
alguna otro lugar lejos de la gente. Pasa 15 minutos
sentado calladamente en ese lugar de afuera, notando los
sonidos, lo que viste y olores alrededor de la naturaleza.
Despues de todo, dibuja y escribe acerca de las muchas
cosas de las plantas y animales que tu notaste en la
naturaleza. Dinos acerca de los olores alrededor tuyo y de
los sonidos que escuchaste.
Nombre del Padre/Tutor:___________________________
Firma del estudiante:_______________________________
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
48
Projecto GLAD
Coneccion con la Casa-Escuela 2
Ecologia- Energia Atravez del Ecosistema
En Busca de Plantas y Animales en tu Vecindario
Pidele a un adulto que te acompañe alrededor de tu
vecindario durante las horas de la luz del dia. No salgas
afuera solo/a. Busca por partes del ecosistema en el
vecindario, tales como el sol, rocas, tierra, plantas, y
animals que existen y o que viven ahi.
Toma tu lapiz, esta pagina y algo en que escribir. Pon una
marca en el papel enseguida del tipo de articulo que
encontraste, y enseguida dibuja o escribe los articulos
especificos que viste.
Recursos de energia (recursos de energia del ecosistema)
Cosas no-vivientes
Productoras (Plantas)
Consumidoras (animales que comen el producto u otros
animales)
Decomposidores (comen cosas muertas)
Firma del Padre/Tutor______________________________
Firma del Estudiante_______________________________
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
49
Projecto GLAD
Coneccion Casa/Escuela 3
Ecologia-Energia Atravez del Ecosistema
Recuentale la historia narrativa “De la Isla a la Isla” a
alguien de tu casa. Que opino esa persona de la historia?
Firma del Padre/Tutor______________________________
Firma del Estudiante_______________________________
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K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
50
Projecto GLAD
Coneccion Casa-Escuela (Alterno) 3
Ecologia-Energia Atravez del Ecosistema
Recuenta la historia narrativa “El Rio se Volvio Loco” a
alguien en casa. Que opino esa persona de la historia?
Firma del Padre/Tutor_____________________________
Firma del Estudiante______________________________
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
51
Desert
A desert is an arid or dry area where the amount of water that
evaporates is greater than the rainfall. Rainfall in a desert is usually
less than 10 inches a year. Deserts are harsh environments with
extreme temperatures. Tropical deserts, such as the Sahara and
Namib in northern Africa, are warm to hot year round. Temperate
deserts, such as the Mojave in southern California, are hot in the
summer and cool in the winter. Summer temperatures often exceed
120o F. Cold deserts such as the Gobi in China, have cold winters
and warm to hot summers. Most deserts have cool to cold nights.
The coldest place in the world, Antarctica, is also a desert where
the temperature can fall to -130o F in the winter. Most desert soils
contain little to no organic matter and have hard windblown
surfaces with rocks and sand.
The dry soil, results in scarce or limited plant growth. The two
main types of plants found in deserts are shrubs, such as sagebrush,
creosote bush, mesquite, agave, prickly pear and tamarisk and
small trees such as Joshua tree, Saguaro cactus. Many have
adaptations such as waxy or oily covered small to no leaves to
reduce loss of water, fleshy stems to store water, deep roots to tap
into groundwater, and wide shallow roots which capture and
conserve the scarce water. Some desert soils are rich in nutrients
and have been converted to farmland with irrigation. An oasis is a
fertile place in the desert with a lot of plant and animal growth due
to ground water that reaches the surface.
Ecology: Energy Flows Through Ecosystems Level 4 CA
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52
Animals that live in the desert have adaptations allowing them to
survive the extreme temperatures, lack of water, and shortage of
food. Some are nocturnal or active at night and rest in the shade
during the hot day. Small desert animals get all the moisture they
need from their food, reducing the need to drink. Some examples
of plant eating animals, also called herbivores or primary
consumers are the kangaroo rat, insects such as locusts, and quail.
Some examples of carnivores (animals that eat other animals) or
consumers are roadrunner, fringe-toed lizard, black widow spider,
red-tailed hawk and diamondback rattlesnake. Scavengers are
coyote, and vultures. Decomposers are dung beetles, fungi and
bacteria.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
53
Grassland
Grasslands are areas that have enough precipitation each year to
allow grass and a few small trees to grow but periods of drought
and fires prevent large groups of trees from growing. Annual
precipitation is between 10-30 inches. The winters are wet and the
summers are dry. Grasslands are found in the middle on all
continents except Antarctica. Temperature varies with location.
They can be hot year round such as the tropical African savannahs,
hot in the summer and cold in the winter, such as the temperate
North American prairies, Australian rangelands, and the pampas of
South America or cold year round such as the arctic tundra.
Grasslands are often referred to as a “sea of grass”. Nearly one
fourth of the Earth’s land area is grassland. Soil is rich and fertile.
Plant growth is limited by the amount of rainfall. Grasslands often
separate forests from deserts. Deep rooted grasses are the dominant
plant life. Some grasslands have scattered shrubs or small trees.
Because grasses grow from the bottom of their stems they can
grow back after grazing and fire consumes the tops. Grasses vary
in height from a few inches to several feet. Grasslands are used as
farmland and for grazing.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Animals of grasslands are adapted to dry windy conditions.
Grazing and burrowing animals are dominant as well as insects.
Plant eating animals, also called herbivores or primary consumers,
include antelope, prairie dogs, rabbits, zebras and insects such as
grasshoppers. Carnivores (animals that eat other animals) are
sparrows, coyote, eagle, and cheetahs (cats).
Scavengers are vultures, dingo, and insects. Decomposers are
bacteria, fungi, earthworms, and insects. Grasslands carry a
moderate amount of animal diversity.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
55
Temperate Forest
Temperate forests are areas with high amounts of precipitation
(30-60 inches) spread fairly evenly throughout the year. The
average temperature is moderate (75o F) with significant changes
with the seasons. Summers are long and the winters are cold but
not extreme. Temperate forests are found in North America,
eastern Asia, Europe and the southern tips of Chile and Australia.
The soil in a temperate forest is very fertile, enriched by the
decomposition of leaves, twigs, logs and dead organisms.
Large, broadleaf, deciduous trees, such as oak, maple, beech,
sycamore, and hickory, are the dominant plant life. Smaller trees,
shrubs, and ground cover are also present. Deciduous trees lose
their leaves in the fall. This helps conserve water, which is often
frozen and unavailable in the winter. In the fall, as the number of
hours of daylight and temperature decrease, the leaves turn brilliant
colors of red, orange and yellow and then fall to the ground.
Unfortunately, most of the original temperate forests have been
cleared for farmland and urban development.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
56
These forests provide food and shelter for many species of
animals. The European Oak can support more than 300 animal
species. Animal life is abundant and include the following: plant
eating animals, also called herbivores or primary consumers, such
as white tailed deer, rabbits, and insects. Carnivores (animals that
eat other animals) or secondary consumers include songbirds,
foxes, brown bear, wolves and raccoons.
Scavengers include vultures and insects. Bacteria, fungi and
earthworms are some decomposers found in this ecosystem.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
57
Tropical Rain Forest
Tropical rain forests are generally found near the equator
(Central America, central Africa, India, Asia) and cover about 2%
of the land surface of Earth. The climate has little variation and is
very warm and wet year round. The average temperature is
between 68 and 77o F. Rainfall is about 75 inches annually. Soil
nutrient levels are low because dead plants and animals are broken
down very quickly and used very quickly by plants entering the
soil. A mature tropical rain forest has more plant and animal
species than any other ecosystem. Much of these forests are being
cut down for farming.
Plant life in the tropical rain forest is so abundant and dense, that
distinct layers occur. These layers are based mostly on the need for
sunlight. The dominant plants are broadleaf, evergreen trees.
Evergreen plants don’t lose their leaves all at once like deciduous
plants, but instead a few leaves at a time throughout the year.
Lower layers or strata contain mosses, ferns, and evergreen shrubs.
Many plants have showy, brightly colored flowers to attract
pollinators such as bees, birds, and bats.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
58
The animal life in the tropical rain forests is also very abundant
and diverse. It too, lives in layers. This reduces competition and
allows for increased diversity. Like the other ecosystems, the
animal life varies from one rain forest to another around the world.
Some examples of plant eating animals, also called herbivores, are
insects, monkeys, tapirs, sloth, kangaroo, and bats. Some examples
of carnivores (animals that eat other animals) or secondary
consumers that live in the rain forest are opossum, bats, eagles,
apes, and jaguars.
Some examples of scavengers are hyena and insects such as flies,
wasps, and cockroaches. Decomposers include bacteria, fungi,
nematodes, and insects including cockroaches.
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
59
Ecosystem Mind Map
___
Ecosystem/Biome
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K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
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Ecosystem/
Biome
Tundra
Proliferation of
Resources
Water:
Where found in
the world
Temp:
Dominant
Producers
Consumers
(examples)
Herbivore:
Carnivore:
Soil:
Nutrients:
Water:
Temperate
Forest
Temp:
Herbivore:
Carnivore:
Soil:
Nutrients:
Water:
Grassland
Scavenger:
Temp:
Scavenger:
Herbivore:
Carnivore:
Soil:
Nutrients:
Water:
Desert
Temp:
Scavenger:
Herbivore:
Carnivore:
Soil:
Nutrients:
Water:
Tropical Rain
Forest
Temp:
Scavenger:
Herbivore:
Carnivore:
Soil:
Scavenger:
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
61
Decomposers
Interesting
Facts
Nutrients:
Ecosystem/
Biome
Tundra
Proliferation of
Resources
Water: < 5” /year
Most frozen
Temp: Avg. 10oF to
21 oF
Soil: frozen
Nutrients: low due to
cold temp.
Water: 30-60” /year
Temperate
Forest
Temp: Avg. 75oF
> seasonal changes
Soil: very fertile, rich
in hummus
Nutrients: high.
Water: 10-25” /year
Grassland
Desert
Temp: varies with
location
Where found in
the world
extreme north
latitudes
Greenland
N. Alaska
N. Canada
Scandinavia
Siberia
temperate zones
North America
Europe
S. Africa
S. Australia
China
Dominant
Producers
lichens
mosses
dwarfed shrubs
broadleaf, deciduous
trees
Oak
Beech
Maple
 lower: shrubs,
grasses
middle of continents grasses (drought
resistant)
all continents except scattered trees and
Antarctica
shrubs
Soil: dark, surface rich
in hummus
Nutrients: high
Water: < 10” /year
 wide spread
shrubs: sagebrush,
Agave
N. Africa (tropical)
Temp: extreme
Small trees: Joshua
N. Asia(cold)
-130oF to 120 oF
Trees, Saguero
China (cold)
Soil: hard, windblown California (temperate) Cactus
N. Mexico(temperate)
Nutrients: low in
most areas
Water: 75” /year
near equator
Temp: 68 – 77 oF
Central America
little variation
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
broadleaf, evergreen
trees
lower levels:
Consumers
(examples)
Decomposers
Herbivore:
 bacteria
Musk Ox, lemmings fungi
Carnivore:
nematodes
Arctic Fox, Snowy
Owl
Scavenger:
Vulture, insects
Interesting
Facts
plants small < 4”
permafrost
predators migrate
seasonally
Herbivore:
deer, rabbits, insects
Carnivore:
Songbirds, fox,
raccoon, brown bear
Scavenger:
vultures, insects
bacteria
fungi
nematodes
earthworms
most of original
temperate forests
have been cleared
European Oak can
support more than
300 species
Herbivore:
antelope,
grasshopper
Carnivore:
Sparrow, eagle,
coyote, bats
Scavenger:
vultures, insects
Herbivore:
kangaroo rat,
insects, quail
Carnivore:
roadrunner, snake,
hawk, coyote
Scavenger:
coyote, vultures
Herbivore:
insects, tapir, bats
Carnivore:
62
bacteria
fungi
nematodes
earthworms
insects
 fires are common
 fires return nutrients
to soil
different names in
different places:
Europe:steppes, N.A.
praries, S.A. pampas
bacteria
Antarctica is a desert
fungi
 plants survive -very
fast life cycle and
nematodes
dung beetles (insect) special adaptations
 oasis – fertile
place with lots of
plants and animals
bacteria
fungi
2% of land surface
 more plant and
animal species per
Tropical Rain
Forest
Soil: low nutrient
level
Nutrients: high, quick
breakdown and use
central Africa
India
Asia
S. America
Australia
Ecology: Energy Flows Through Ecosystems Level 4 CA
K. Woodward/A. Rosendin - Project G.L.A.D (01/07 JB)
mosses, ferns,
evergreen shrubs
opossum, bats, eagle nematodes
Scavenger:
insects
cockroach, insects
(cockroaches)
63
unit of area than any
other ecosystem
 distinct layers of
plant/animal life