Project GLAD
ECOSYSTEMS AND TROPHIC LEVELS
Level 6
IDEA PAGES
I.
UNIT THEME - Include cross-cultural sensitivity theme
 All living things are classified and interdependent.
 Organisms in ecosystems exchange energy and nutrients among themselves and
with the environment.
 Populations of organisms can be categorized by the functions they serve in
ecosystems.
 Different ecosystems can be impacted by humans
 Cross-cultural theme: All cultures have views on ecological needs (logging vs.
deforestation). Biomes/ecosystems have common characteristics around the
globe.
II.
FOCUS/MOTIVATION
 Important Big Book
 Ecologist Awards
 Inquiry Charts
 Observation Charts
 Interest pieces
 Guest speakers
 Videos, movies, filmstrips
 Field Trips
III.
CLOSURE
 Living Walls
 Important Big Books
 Realia
 Vocabulary Strips
 Poetry
 Where's My Answer
-Living things
-trophic level
 Art / Models
 Theater / Role Playing (ecosystem interaction of trophic levels)
 Team study – Expert Groups
 Group presentations of team tasks
 Scientific Experiments
 Personal Exploration
 Portfolio/Learning Logs
 Student-authored books
 Videos, documentaries, laser discs, streaming videos
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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IV.
EARTH SCIENCE - Grade 6 CONCEPTS
Ecology (Life Science)
5. Organisms in ecosystems exchange energy and nutrients among themselves and
with the environment. As a basis for understanding this concept:
a. Students know energy entering ecosystems as sunlight is transferred by
producers into chemical energy through photosynthesis and then from organism
to organism through food webs.
b. Students know matter is transferred over time from one organism to others in
the food web and between organisms and the physical environment.
c. Students know populations of organisms can be categorized by the functions
they serve in an ecosystem.
d. Students know different kinds of organisms may play similar ecological roles in
similar biomes.
e. Students know 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.
Resources
6. Sources of energy and materials differ in amounts, distribution, usefulness, and
the time required for their formation. As a basis for understanding this concept:
a. Students know the utility of energy sources is determined by factors that are
involved in converting these sources to useful forms and the consequences of the
conversion process.
b. Students know different natural energy and material resources, including air,
soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how
to classify them as renewable or nonrenewable.
c. Students know the natural origin of the materials used to make common objects.
Investigation and Experimentation
7.0 Scientific progress is made by asking meaningful questions and conducting
careful investigations.
a. Develop a hypothesis.
c. Construct appropriate graphs from data and develop qualitative statements
about the relationships between variables.
d. Communicate the steps and results from an investigation in written reports
and verbal presentations.
e. Recognize whether evidence is consistent with a proposed explanation.
g. Interpret events by sequence and time from natural phenomena.
h. Identify changes in natural phenomena over time without manipulating the
phenomena.
V.
LANGUAGE ARTS STANDARDS - Grade 6 California Standards
READING
Word Analysis, Fluency, & Systematic Vocabulary Development Word
Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with
appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Identify and interpret figurative language and words with multiple meanings.
1.3 Recognize the origins and meanings of frequently used foreign words in English and
use these words accurately in speaking and writing.
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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1.4 Monitor expository text for unknown words or words with novel meanings by using
word, sentence, and paragraph clues to determine meaning.
Reading Comprehension
2.0 Students read and understand grade-level-appropriate material. They describe
and connect the essential ideas, arguments, and perspectives of the text by using
their knowledge of text structure, organization, and purpose.
Structural Features of Informational Materials
2.2 Analyze text that uses the compare-and-contrast organizational pattern.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by identifying their relationships to other sources
and related topics.
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or
reports.
Expository Critique
2.7 Make reasonable assertions about a text through accurate, supporting citations.
Literary Response and Analysis
3.0 Students read and respond to historically or culturally significant works of
literature that reflect and enhance their studies of history and social science. They
clarify the ideas and connect them to other literary works.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the qualities of the character on the plot and the resolution of
the conflict.
3.3 Analyze the influence of setting on the problem and its resolution.
3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative
language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
3.6 Identify and analyze features of themes conveyed through characters, actions, and
images.
3.7 Explain the effects of common literacy devices in a variety of fictional and non
fictional texts.
WRITING
WRITING STRATEGIES
1.0 Students write clear, coherent, and focused essays. The writing exhibits
student’s awareness of the audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions.
Organization and Focus
1.1 Choose the form of writing that best suits the intended purpose.
1.2 Create multiple-paragraph expository compositions:
a. Engage the interest of the reader and state a clear purpose.
b. Develop the topic with supporting details and precise verbs nouns.
c. Conclude with a detailed summary linked to the purpose of the composition.
1.3 Use a variety of effective and coherent organizational patterns, including
comparison and contrast; organization by categories; and arrangement by spatial
order, order of importance, or climactic order.
Evaluation and Revision
1.6 Revise writing to improve the organization and consistency of ideas within and
between paragraphs.
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
3
Writing Applications
2.1 Write narratives:
a. Establish and develop a plot and setting and present a point of view that is
appropriate to the stories.
b. Include sensory details and concrete language and character.
2.2 Write expository compositions.
a. State the thesis or purpose.
b. Explain the situation.
c. Follow an organizational pattern appropriate to the type of composition.
d. Offer persuasive evidence to validate arguments and conclusions as needed.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
Sentence Structure
1.1 Use simple, compound, and compound-complex sentences; use effective
coordination and subordination of ideas to express complete thoughts.
Grammar
1.2 Identify and properly use indefinite pronouns and present perfect, past perfect,
and future perfect verb tenses; ensure that verbs agree with compound subjects.
Punctuation
1.3 Use colons after the salutation in business letters, semicolons to connect
independent clauses, and commas when linking two clauses with a conjunction in
compound sentences.
Capitalization
1.4 Use correct capitalization.
Spelling
1.5 Spell frequently misspelled words correctly.
VI.
VOCABULARY
abiotic
autotrophs
bacteria
biomes
cacti
carnivore
cave
chemosynthesis
consumers
decomposer
desert
earthworms
ecosystems
ferns
food web
fungi
guano
herbivore
heterotroph
insect
moss
natural
nutrient
omnivore
organism
peat
photosynthesis
phylum
primary
producers
rainforest
resource
secondary
soil
sow bug
sunlight
swamp
taiga
temperate
tertiary
trees
vegetarian
vines
water
VII. ELD STANDARDS - CALIFORNIA STANDARDS
LISTENING and SPEAKING (ELD Standards)
Beginning Level:
Demonstrates comprehension through nonverbal responses
Begins to speak 1 - 2 words
Independently uses common phrases (greetings, etc.)
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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Early Intermediate Level:
Speaks using inconsistent grammar
Asks and answers simple questions
Restate and follow multi step directions
Restate simple main idea
Communicates basic needs
Prepares and delivers short presentation (groups and pairs)
Intermediate Level:
Listens and identifies key ideas; both verbally and nonverbally. (Main idea and details)
Is understood when speaking, fairly consistent grammar
Actively participates (ask and answer) in social situations
Short presentation from variety of sources
Early Advanced Level:
Does all of above in expanded form
Speaks appropriately to purpose
Uses idioms and figurative language
Advanced:
Does all of above - very expanded
Does all across content areas
READING (ELD Standards)
Beginning Level:
Word Analysis
Practice English phonemes
Early Intermediate Level:
Produce some English phonemes while orally reading own writing
Recognize obvious cognates
Intermediate Level:
Applies knowledge of common morphemes and phonemes
Advanced Level:
Uses knowledge of roots and affixes
FLUENCY and SYSTEMATIC VOCABULARY DEVELOPMENT (ELD
Standards)
Beginning Level:
Read aloud simple words in literature and content texts
Responds with short answers in social/academic settings
Creates a simple dictionary
Simply retells stories verbally/non-verbally
Communicates basic needs
Early Intermediate:
Uses background knowledge to predict meaning
Reads simple passages and paragraphs
Self-corrects some while reading aloud
Reads own writing with intonation
Uses standard dictionary
Intermediate Level:
Covered in Listening and Speaking
Uses decoding, knowledge of vocabulary academic/social to read independently
Recognizes words have multiple meanings
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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Early Advanced Level:
Same as above - expanded
Advanced Level:
Applies knowledge of multiple meanings
Same as above, expanded
READING COMPREHENSION (ELD Standards)
Beginning Level:
Reads and responds to text, directions verbally and non-verbally
Recognizes categories of common informational materials
Points out text features: titles, etc.
Compare/contrast; fact/opinion and cause/effect using visuals and verbally
Early Intermediate Level:
Same as above – expanded
Responds simply to a variety of texts
Intermediate Level:
Use of detailed sentences to respond to variety of texts, directions, or categories of
informational materials
Understands rhetoric of consumer materials
Early Advanced Level:
Expanded
WRITING (ELD Standards)
Beginning Level:
Organize and list expository information: pictures, etc.
Create simple sentence with assistance
Write simple narrative, description, and compare/contrast
Uses writing process, basic
Completes basic business forms (name, phone #)
Early Intermediate Level:
Uses common verbs, nouns and high frequency modifiers in simple sentences
Follows an outline to create paragraph
Increases writing in content areas
Collects information and takes notes
Expanded use of writing process and business forms
Intermediate Level:
As above – expanded
Investigate and research a topic in content area
Early Advanced Level:
Write in different genre: (plot, characters or thesis and support)
Expanded above
Advanced Level:
Writes persuasive/expository/narrative and informational coherently and with detail
Writes responses to literature, develops thesis and supports with rhetorical devices
Writes biographies and autobiographies
WRITING CONVENTIONS (ELD Standards)
Beginning Level:
Recognizes basic editing and revising
Early Intermediate Level:
Edits for basic conventions, revises with teacher assistance
Intermediate Level:
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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Expanded editing and revising
Early Advanced Level:
Uses expanded transitions
Advanced Level:
Expanded editing and revising
READING - LITERARY RESPONSE AND ANALYSIS (ELD Standards)
(covered in Reading Comprehension)
Beginning Level:
Role-play characters
Uses visuals to identify characteristic of fiction, non-fiction, poetry
Early Intermediate Level:
Covered in Reading Comprehension
Intermediate Level:
Covered in Reading Comprehension
Early Advanced Level:
Covered in Reading Comprehension
Advanced Level:
Analyzes setting and its influence
Compare/contrast similar themes, authors, plots, etc.
VIII. MATH/SOCIAL STUDIES SKILLS
• Observing, comparing, communicating, organizing
• Information and research skills, cite sources
• Maps and globes
• Critical thinking skills
IX.
RESOURCES AND MATERIALS
Teacher
 Classifying Living Things - Scholastic, 1995
 Habitat Handbook - San Diego Zoo, 1992 - Zoological Society of San Diego Ed.
Dept.
 Parade of Life - Prentice Hall Science, 1993
 Ecology - Prentice Hall Science, 1993
 Wetland Activities - Louisiana Dept. of Wildlife & Fisheries, Lake Charles, LA
 National Geographic
- September 1994, “Sonoran Desert”
- April 1994, “The Everglades”
- July 1987, “The Great Lakes Troubled Waters”
- November 1979, “The Desert," "The Wetlands”
 Windows on Science; Volume 1; Life Science; Optical Data Corporation
Fiction
 Cactus Fox, Julian May
 Road Runner, Naomi John
 The Desert is Theirs, Byrd Baylor Amino, Baylor & Schweitzer
 Mojave, Diane Siebert
 The 100 Year Old Cactus, Holmes
 Desert Dance, Scott Foresman, C Armajo, 1993 Tortoise Tales, Manning-Sanders
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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



Wild Fox, Mason; Down East Books, Maine*
Animals Don't Wear Pajamas, Feldman/Owens; Hold and Co. N.Y.*
James and the Giant Peach, Ronald Dahl; illustrated by Nancy Ekholm Burkert,
Knopf, 1961
Jumanji, Chris Van Allsburg
Non-fiction
 Fox, (See How They Grow): DK Inc., N. Y.*
 Habitats, Hickman; Addison-Wesley*
 Pond and River, (Eyewitness Books); Knopf N.Y.*
 Ecosystems and Food Chains, Troll Associates*
 Pond Life (A New True Book); Children’s Press Chicago*
 Ponds and Streams (Nature Club); Stidworth; Toll Associates*
 Wonders of the Pond, Sabin/Grant; Troll Associates*
 Extinct Amphibians, Steele, P; Franklin Watts, N.Y.*
 Wetlands, (EcoZones), Stone, L; Rourke Enterprises Inc. Florida*
 Swamps and Marshes, Sabin; Troll Associates*
 Pond Life, Kirkpatrick; Raintree Publications
 Chains, Webs and Pyramids: The Flow of Energy In Nature, Pringle/Adkins Crowell
Co. N.Y.*
 Endangered Wetland Animals, Taylor, D.; Crabtree Publishing, N.Y.*
 Cactus, C. Overbeck
 Desert Giant, Barbara Bash
 Deserts and Wastelands, Dougal Dixon
 Desert Dwellers, Terry Shannon
 Look at the Desert Animals, June Behrens
 Survival Under the Sun, Lewis Wayne Walker
 Sand, Sally Cartwright
 The Desert, What Lives There, Andrew Bronin
 Desert, Delia Goetz
 The Wild Young Desert, Ann Atwood
 Read About Deserts, Carroll R. Norden
 Time Life: Desert
 Desert Animals, Sticker Fun, Golden
 National Wildlife, March 84 “Diggin In”
 National Geographic, Nov. 79, “The Desert”
 Travel and Leisure, Sept. 86, “The Great American Desert”
 Ranger Rick, March 86, “The Touch Me Not Gang”
 Dinosaurs and Their Young, Russell Freedman
 Jane Goodall: Living Chimp Style, Julie Fromer
 The World of Animals, Virginia Harrison
 Mushrooms, Sylvia A. Johnson
 The Living World, Tony Seddon and Jill Bailey
 Tyrannosaurus Rex, Millicent Selsam
 Book of Animals, Martin Walters
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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RESOURCES AND MATERIALS - Poetry
 Earth Songs, Myra Cohen Livingston
 Light in the Attic, Shel Silverstein
 New Kid on the Block, J. Prelutsky
 When Clay Sings, B. Baylor
 Random House Book of Poetry
 Zoo Doings, Jack Prelutsky
PLACES TO VISIT OR WRITE
Lawrence Hall of Science, Berkeley, CA
Exploratorium, San Francisco, CA
WEBSITES
http://www.geocities.com/cavingliz/Cavefauna.html
http://www.ask.com/bar?q=decomposers+of+caves&page=1&qsrc=2417&zoom=Decom
posers+That+Live+in+the+Desert%7CAnimals+That+Are+Decomposers%7CList+of+D
ecomposers+in+the+Ocean&ab=0&u=http%3A%2F%2Fwww.mostateparks.com%2Fon
ondaga%2Ffoodchain.htm
http://www.howecaverns.com/conservation
http://aquat1.ifas.ufl.edu/guide/swamps.html
http://kingfish.coastal.edu/biology/sgilman/778EcologyFoodWebs.htm
http://www.desertusa.com/food_chain_k12/kids_1.html
http://biomesfirst.wikispaces.com/Taiga+Food+Web
http://www.world-builders.org/lessons/less/biomes/rainforest/temp_rain/tempweb.html
http://www.thedirt.org/temperaterainforest-zy
http://ettcweb.lr.k12.nj.us/forms/newpoem.htm (poetry frames)
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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ECOSYSTEMS AND TROPHIC LEVELS
PLANNING PAGES
I. FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Important Big Book
• Observation Charts
• Ecologist Awards
• Poetry
• Inquiry Charts
• Guest speakers
• Videos, movies, filmstrips
• Field trips
• Pre/post tests
II.
INPUT
• World Map
• Pictorial Input Chart of one ecosystem with tropic levels
• 10/2 lecture with primary language
• Newspaper interest pieces
• Student demonstrations
• Silent Video
III.
GUIDED ORAL PRACTICE
• T-graph/processing
• Team co-op group evaluation
• Open Sort with textbook Picture File Cards
• Closed Sort with Picture File Cards - classify, compare, order
• Exploration Report
• Inquiry Chart
• Mind Mapping, list-group-label
• Heads Together/Process Grid
• Poetry
• Sentence Patterning Chart
IV.
READING/WRITING
A.
Total Group
• Group Frames (Teacher uses info. from students to model appropriate frame)
- Big Book - The Important Book
Cooperative Strip Paragraph - multiple paragraphs Information
- Poetry Frames
B.
Small Group Reading/Writing Activities
• Ear-to-Ear Reading
• Textbook pairs of pairs reading, tutoring, worksheets
• Co-op interpretations of literature legends poetry
• Focused Reading
• Flexible Reading Groups
• Expert Groups
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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• Team Tasks
• Reader's Theater
• Team Writing Workshop
• Group Process Grids
• Farmer-in-the-Dell/Sentencing Patterning Chart
• Interactive Reading
• Book Sharing
C.
Individual Activities - Portfolio
• Paragraph writing
• Poetry writing
• Chalk art
• Interactive Journal Writing
• Learning Logs
• Individual Tasks
D.
Writer's Workshop
• Mini Lesson
• Writing/planning
• Conferences
• Author's Chair
V.
REINFORCEMENT/EXTENSION ACTIVITIES
• Poetry with musical instruments
• Read Aloud
• Newspaper interest pieces
VI.
DAILY ACTIVITIES
• Read Aloud
• Silent Sustained Reading/Book Sharing
• Silent Sustained Writing
• Listening Activities
• Oral Language Activities
• Daily News/Interest Piece
• Personal Interaction
VII.
CLOSURE
• Focused Reading
• Process Inquiry Charts
•Vocabulary Strips - Where's My Answer
• Reading Big Books, share individual poetry
• Personal Exploration with Rubric
• Student Generated Text
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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SAMPLE DAILY LESSON PLAN
DAY 1:
FOCUS/MOTIVATION
 Super Scientist (Ecologist) Awards / 3 Standards
 Cognitive Content Dictionary w/Signal Word
 Observation Charts
 Inquiry Chart
 Big Book - Teacher made
INPUT

Graphic Organizer Input Chart World Map – Big Picture
Primary Language groups w/ 10/2 lecture
Learning log
ELD Review & Primary Language Preview/Review
GUIDED ORAL PRACTICE
 Poem
 Personal Interaction
 T-graph
 Picture File Cards
-Free Exploration
-open sort – list, group, label
-closed sort – provide categories
 Exploration Report
INPUT

Narrative Input
Learning log
READING/WRITING
 Flexible group reading
- Guided reading
 Listen & Sketch
 Interactive Journals
CLOSURE
 Home/School Connection
 Re-read inquiry charts, poetry and input charts
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
12
SAMPLE DAILY LESSON PLAN
DAY 2:
FOCUS/MOTIVATION
 Super Scientist (Ecologist) Awards / 3 Standards
 Cognitive Content Dictionary w/Signal Word
 Share Home/School Connection (HSC)
 Process Poetry (TPR, highlight, sketch, picture file cards)
GUIDED ORAL PRACTICE
 World Map Input Chart Review with words cards
INPUT

Pictorial Input Chart—desert ecosystem
-10/2 Lecture with primary language groups, Learning Log, ELD Review
GUIDED ORAL PRACTICE
 Poems (TPR, highlight, sketch, picture file cards)
 Pictorial Input Chart Review with words cards (emphasize concept words)
READING/WRITING
 Team tasks
Expert Groups
Team Share & Process T-graph
GUIDED ORAL PRACTICE
 Narrative Input - Review with words cards
Learning Log
 Poetry
READING/WRITING
 Sentence Patterning Chart (AKA Farmer-in-the-Dell)
Read Game
Trade Game
 Writer’s Workshop
mini-lesson: Graphic Organizers and sketching (plan, share, write, respond)
Writing
Author’s Chair
CLOSURE
 Process charts/poems
 Home/School Connection
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
13
SAMPLE DAILY LESSON PLAN
DAY 3:
FOCUS/MOTIVATION
 Super Scientist (Ecologist) Awards / 3 Standards
 Cognitive Content Dictionary (with vocabulary self-collection)
 Share Home/School connection
GUIDED ORAL PRACTICE
 Poetry
READING/WRITING
 Mind Map
 Process Grid Game
 Cooperative Strip Paragraph
-read, respond, revise, edit
 Found Poetry
GUIDED ORAL PRACTICE
 Narrative Input - Review with conversation bubbles
Learning Log
 Poems/Chants
 Sentence Patterning Chart (AKA Farmer-in-the-Dell) – change verb to –ing
READING/WRITING
 Flip Chant
 Team Tasks
 Read Aloud
 Reading/Writing Workshop
-Mini-lesson, write
-Add reading choices
-Author’s Chair
 Interactive Journals
CLOSURE
 Process Inquiry Chart
 Home School Connection
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
14
SAMPLE DAILY LESSON PLAN
DAY 4:
FOCUS/MOTIVATION
 Super Scientist (Ecologist) Awards / 3 Standards
 Cognitive Content Dictionary (with vocabulary self-collection)
 Home School Connection
GUIDED ORAL PRACTICE
 Poetry/Chants
READING/WRITING
 Story Map
 Team tasks
-Heterogeneous or Leveled Reading Group of Cooperative Strip Paragraph
-Process T-Graph & Oral Evaluation
-Primary Language with Narrative Input Chart
-ELD Group Frame with Narrative Input Chart (Story Retell)
-Clunkers & Links w/SQ3R – at or above grade level readers
 Process T-graph
Oral Evaluation
Team Presentation
 Ear-to-Ear Reading with Poetry Booklet
 Focused Reading
 Read the Walls with individual CCD
 Team Writing Workshop
CLOSURE
 Interactive Journals
 Process Inquiry Chart
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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SAMPLE DAILY LESSON PLAN
DAY 5:
FOCUS/MOTIVATION
 Super Scientist (Ecologist) Awards / 3 Standards
 Cognitive Content Dictionary (with vocabulary self-collection)
 Poetry/Chants
 Process Home School Connection
READING/WRITING
 Team Tasks
-Living Walls
-Individual tasks
-ELD Group Frame with Pictorial Input Chart
 Process T-graph
Written Evaluation
Team Presentation
 Interactive Journals
 Listen and Sketch
 Flexible group reading
- Guided reading
Team Tasks:
- Team Big Book Page "The Important Thing about…"
- Team Evaluation
- Team Presentation
CLOSURE
 Personal Exploration w/the Inquiry Chart
 Expert Group Presentations
 Share Team Big Book
 Evaluate Week (letter)
 Jeopardy with Process Grid
 Metacognition of learning
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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Ecologist Awards (just add pictures)
An ecologist is a scientist who studies about different ecosystems.
A producer or autotrophs are organisms, such as a plant, that is able to produce
its own food form inorganic substances.
A consumer or heterotrophs are organisms, usually an animal, that feeds on
plants or other animals.
An omnivore is an animal that eats both plants and animals, such as a bear.
An ecosystem or biome is a system formed by the interaction of a community of
organisms with their environment.
An herbivore animal that feeds mainly on plants.
Carnivore is an animal that eats other animals.
Decomposers are organisms, often bacteria or fungi, that feed on and break
down dead plant or animal matter. Thus making organic nutrients available to
the ecosystem.
Tertiary is being third in rank. In the food web of a cave ecosystem, a cave snake
is tertiary consumer.
Bat guano is the waste or feces. In a cave, bat guano is used by other organisms
and are dependent upon it for life to exist in a cave ecosystem.
Chemosysthesis is the synthesis of organic compounds within an organism, with
chemical reactions providing the energy source. It is the process in which plants
make their own food with chemicals instead of sunlight.
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
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The Important Book About Ecosystems
By Noshaba Afzal
The important thing about ecosystems is that organisms exchange energy and
nutrients among themselves and the environment.
 There are many ecosystems or biomes on earth.
 Each ecosystem has energy that is transferred.
 Energy that enters as sunlight is transferred by producers into chemical
energy through photosynthesis.
 Energy is then transferred from organism to organism in food webs.
However, the important thing about ecosystems is that organisms exchange energy
and nutrients among themselves and the environment.
The important thing about ecosystems is that organisms exchange energy and
nutrients among themselves and the environment.
 Over time, matter is transferred from one organism to others in the food
web, between organisms, and the physical environment.
 In the desert ecosystem, a mouse, snake, owl, and decomposers are all
interdependent to get energy from each other.
 Plants get energy from through the process of photosynthesis, using the
sun, water, and carbon dioxide.
However, the important thing about ecosystems is that organisms exchange
energy and nutrients among themselves and the environment.
The important thing about ecosystems is that organisms exchange energy and
nutrients among themselves and the environment.
 Populations of organisms are categorized by their functions in an ecosystem.
 Plants are producers that provide food for herbivorous animals.
 A mouse is an herbivorous animals which is a primary consumer because they
eat plants to get energy.
 A desert owl is a carnivorous secondary consumer since it eats small animals
like the mouse to get energy.
 Fungus and bacteria are decomposers because their function is to break
down dead animals and plant remains.
However, the important thing about ecosystems is that organisms exchange energy
and nutrients among themselves and the environment.
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The important thing about ecosystems is that organisms exchange energy and
nutrients among themselves and the environment.
 Different kinds of organisms may play similar ecological roles in similar
biomes.
 The number and type of organisms an ecosystem can support depends on the
resources available and abiotic factors.
 The quantity of light or water will determine which organisms can be found
in an ecosystem.
 The range of temperatures and soil composition are other abiotic factors
that will determine which organisms can survive in particular ecosystems.
However, the important thing about ecosystems is that organisms exchange energy
and nutrients among themselves and the environment.
The important thing about ecosystems is that organisms exchange energy and
nutrients among themselves and the environment.
 Sources of energy and materials differ in amounts and usefulness depending
on the ecosystem.
 Every ecosystem has unique natural resources which can be converted to
useful forms.
 Lumber is a natural resource we get from the rainforest, and it can be used
to make paper and build homes.
 Since we can plant more trees, lumber is classified as a renewable resource.
However, the important thing about ecosystems is that organisms exchange energy
and nutrients among themselves and the environment.
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Ecosystems and Tropic Levels, Level 6 CA
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Narrative Input text - "Top or Bottom of the Food Web"
By Jabbar Beig
I have a special place in the food web. Some call it the food
pyramid. Who’s at the top is hard to say, but I think it all ends with me.
The different levels or trophs are in every special ecosystem or biome.
Mine is no different. I like my biome. It is dark and wet although the sun
shines through sometimes. I watch the feeding all unfold in front of me as
everyone tries to live and survive.
Pg. 1
With all of the rainfall and rich soil, there are many plants growing
here. I see the plants compete for a spot on the crowded ground. It is hard
for the plants to get sunlight as the older, taller plants take it all away. The
sunlight is needed to make their own food through photosynthesis. If only
these plants here knew how to use chemicals instead of sunlight, they
could use chemosynthesis. How they would be able to grow without the
limiting resources.
These plants make their own food but only if they have the resources
to do it. Producers or autotrophs have needs too.
Pg. 2
The producers are at the bottom of the heap as all of the consumers
live off of them, especially herbivores or vegetarians. These animals are
always eating plants. I see them grazing, nibbling, and tearing away
leaves, roots, and fruits. It’s a good thing there are a lot of plants because
the primary consumers sure have an appetite. I’ve seen some mow down
an entire acre in one day.
Pg. 3
Another consumer is the carnivores who eat other animals. It’s
nice to have them in the ecosystem. It seems to me that there would be no
plants left if the herbivores kept eating. The carnivores eat the herbivores
and keep their population down. I do feel bad for the herbivores but they
just help me in the end by feeding the carnivores.
Pg. 4
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There are plenty of consumers who are also known as
heterotrophs. They eat plants and animals to live. I see many animals
that don’t care what they eat. They’ll devour plants and snap up animals in
the same meal. I call them omnivores.
They can be primary consumers if they just eat plants like the deer I
saw. But a little while later, a pack of wolves attacked the deer and ate
most of it, but didn’t touch the bright juicy berries nearby. They were
secondary consumers and carnivores!
The wolves ran away when they saw the bear stumble on to the
scene. The bear ate what was left of the deer and the berries. (He must
have been an omnivore and a tertiary consumer). He left me alone to
watch the whole thing.
Pg. 5
For even the biggest consumer in our ecosystem didn’t want to mess
with me. I eventually get all of them you see. It doesn’t matter to me if they
are producers or consumers. I have the best spot out of all the autotrophs
and heterotrophs. I am the one that feeds on them all. I take my time and
enjoy my meal. I even digest them outside of me and just suck up their
nutrients when I’m ready for them. Even that big bear became food for me
a few weeks later. I guess he shouldn’t have eaten that deer. It didn’t sit
well with him. Don’t worry, someday maybe I’ll be feeding on you too!
(ask: who am i? decomposer, fly)
Pg. 6
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ECOSYSTEM AND TROPHIC LEVELS
POETRY BOOKLET
Name : _______________________________
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Consumers Here, There
By Jabbar Beig
Consumers here, consumers there.
Consumers, consumers everywhere.
Primary consumers grazing leisurely,
Secondary consumers preying silently,
Tertiary consumers devouring completely,
And hungry consumers digesting cheerfully.
Herbivores near plants,
Carnivores around animals,
Omnivores without restrictions,
And animals throughout ecosystems.
Consumers here, consumers there.
Consumers, consumers everywhere.
Consumers! Consumers! Consumers!
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Dunes here, Dunes there
By Adam Fee
Dunes here, Dunes there
Dunes, dunes everywhere!
Crescentic dunes moving quickly,
Sub-aqueous dunes drifting gradually,
Lithified dunes hardening completely,
And coastal dunes forming beautifully!
Dunes near the Pacific Ocean,
Dunes beyond beautiful beaches, (alliteration)
Dunes down by desolate deserts,
And dunes past picture-perfect prairies.
Dunes here, Dunes there
Dunes, dunes everywhere!
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Food Web Cadence
By Jabbar Beig
Food webs go from bottom to top,
It will determine how you shop.
Different parts have special names,
Trophic levels give the main aim.
Sound off – Food web
Sound off – Energy cycle
Sound off – 1, 2, 3, 4
Trophic levels!
At the bottom are autotrophs,
Producers provide life with hope.
Photosynthesis needs the sun.
Chemosynthesis happens in the dark and glum.
Sound off – Autotrophs
Sound off – Producers
Sound off – 1, 2, 3, 4
Make their own food!
Heterotrophs eat animals and plants,
Omnivores eat anything on hand.
Primary consumers are herbivores.
Vegetarians who aren’t carnivores.
Sound off – Heterotrophs
Sound off – Consumers
Sound off – 1, 2, 3, 4
Eat others!
Decomposers break it all down,
For all dead creatures with no sound.
They digest their food on the outside.
For us to see and know we can’t hide.
Sound off – Heterotrophs
Sound off – Decomposers
Sound off – 1, 2, 3, 4
Break it down!
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Topography Bugaloo
Holt Science Chaper 10, 6th Grade
By Adam Fee
The shoreline can be a violent place
The effects of weathering are in your face!
Abrasion is the grinding down of rock,
Sand is rock ground down a lot.
Erosion, deposition, weathering too!
Doing the topography bugaloo!
Saltation describes movement by short jumps,
With deflation wind removes the lightweight junk.
Longshore currents parallel shore you know,
Subsurface currents near shore are undertow.
(chorus)
Glaciers are large masses of moving ice,
How they erode and deposit is quite a sight.
All the sediment they carry is glacial drift,
Sorted glacial deposits are called stratified drifts
(chorus)
Rapid mass movement of rocks is called rock fall,
Quick moving rock and soil is a landslide, y’all!
Sediment with lots of water may make mudflow (alliteration)
Slow movement of material is creep, you know!
(chorus)
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IS THIS AN ECOSYSTEM?
Marcia Brechtel
Is this an ecosystem?
Is this an ecosystem?
Where is it placed?
Where is it placed?
Yes, ma'am.
Yes, ma'am.
It's in the desert.
It's in the desert.
Does it have 6 parts?
Can you tell me all?
Well, what is the first?
And what does it do?
Yes, ma'am.
Yes, ma'am.
The sun of course.
Gives heat and light.
And what comes next?
And what's non-living?
Give me some examples.
Two more examples.
Non-living.
It's never lived.
Water and dirt.
Wind and sand.
And what comes third?
And what are producers?
Give me some examples.
What do they do?
Producers.
All the plants.
Cactus and bushes.
Make their own food.
And what comes fourth?
And what are consumers?
Give me some examples?
What do they do?
Primary consumers.
Plant eaters.
Rabbits and kangaroo rats.
They eat the plants.
And what comes fifth?
And what are these?
Give me some examples.
And what do they do?
Secondary consumers.
Meat eaters.
Cougars and eagles.
They eat other animals.
What comes sixth?
And what are these?
Give me some examples.
And what do they do?
Decomposers.
They live off the dead.
Mushrooms and bacteria.
Breakdown dead things.
Well, now are you through?
Did you tell me true?
And what did you chant?
And what did you chant?
Yes, ma'am.
Yes, ma'am.
An ecosystem.
An ecosystem.
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I'M A FOX
Marcia Brechtel
(To The Tune of I'm A Little Acorn, Small and Brown)
I'm a fox, small and brown, living on the desert ground.
I sleep by day and hunt at night,
I have good hearing, smell, and sight.
I'm a fox (yip, yip)
I'm a fox (yip, yip)
I have ears, large and wide,
To catch desert rodents, oft' I've tried.
Coyotes stalk me when they can,
But preying is a part of the desert plan.
I'm a fox (yip, yip)
I'm a fox (yip, yip)
None can live here, they'll be beat,
Without adaptation to the heat.
There is no water anyway,
I get water from my prey.
I'm a fox (yip, yip)
I'm a fox (yip, yip)
The tiny elf owl hunts near me,
We look for rodents carefully.
Kangaroo rats are the best,
Tastier than all the rest.
I'm a fox (yip, yip)
I'm a fox (yip, yip)
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Student's Name: ___________________
Date: _______________________
Home/School Connection #1
Ecosystem and Trophic Level Unit
Ask an adult or family member: What kind of foods do they eat? Based upon the foods,
are they an herbivore (vegetarian), carnivore, or omnivore? Sketch and write below about the
discoveries.
Adult or Family Member Signature:_________________
Student's Signature:_________________
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Student's Name: __________________
Date: _______________________
Home/School Connection #2
Ecosystem and Trophic Level Unit
Has anyone in your family lived or traveled through a desert? How would they describe it? Did
they see any unusual plants or animals? Write or sketch below what they tell you.
Adult or Family Member Signature:_________________
Student's Signature:_________________
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Student's Name: __________________
Date: _______________________
Home/School Connection #3
Ecosystem and Trophic Level Unit
List some of your favorite possessions. What natural resources make them? What ecosystems
are those resources found. Write or sketch what they tell you.
Adult or Family Member Signature:_________________
Student's Signature:_________________
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Student's Name: __________________
Date: _______________________
Home/School Connection #4
Ecosystem and Trophic Level Unit
Tell a family member or adult about your expert group. Ask them what they know about the
ecosystem and food web. What did they find most interesting? Write or sketch what they tell
you.
Adult or Family Member Signature:_________________
Student's Signature:_________________
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Student's Name: __________________
Date: _______________________
Home/School Connection #5
Ecosystem and Trophic Level Unit
What are some things you would love to do or have? What are some of the limiting resources
keeping you from it? Write or sketch what they tell you.
Adult or Family Member Signature:_________________
Student's Signature:_________________
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Expert Group—Temperate Rain Forest
A temperate rain forest is the rarest ecosystem on our planet. The canopy layer of this
forest is made up of magnificent coniferous trees, which produce edible seeds and provide a
thick ‘roof’ over the smaller trees. This biome has seasonal variations, but the temperatures
remain mild. Plants and animals respond to the seasons in their growth and reproductive
patterns.
Ferns are classified as primary producers, or autotrophs, of this forest. They are plants
that use chlorophyll to create food for their own growth through the process of photosynthesis.
This also helps the growth of animals. The nutrient rich soil helps the ferns grow very thick
covering the forest floor like a lush carpet.
There are other living things in this ecosystem that are classified as consumers, or
heterotrophs, because they feed on producers. An elk is a primary consumer that feeds upon the
abundant plants that grow in the forest. The cougar is a tertiary consumer that preys upon small
and large animals. They are among the few animals that can bring down a large elk. However,
once they have made a kill, smaller secondary consumers, such as raccoons, may also move in to
get a share.
Fungi and moss are decomposers that grow throughout the ground layer of the temperate
rain forest. They are detritivores that digest dead matter, thus keeping the forest clean. Moss
and Fungi grows aggressively and can grow with limited sunlight.
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There are several limiting resources in this region, such as sunlight reaching the ground
due to the dense canopy of trees. The abundant plant life causes limited space for new plants to
grow. Excessive rain quantities make it difficult for plants to absorb so much water.
The main natural resource found in these regions is wood from the trees. The lumber is
used around the world for paper, building homes, and even to make medicine. Due to the high
demand for wood, over half the temperate rain forests in the world have been lost to
deforestation.
Ecosystems and Tropic Levels, Level 6 CA
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Expert Group—Taiga
The taiga is a coniferous evergreen forest of subarctic lands, covering areas of northern
North America and Eurasia. It is the largest land biome on Earth, with the largest taiga regions
are located in Canada. The taiga is sometimes called boreal forest.
Evergreen trees are classified as primary producers, or autotrophs, of the taiga. There are
two main varieties of plants, vascular and nonvascular. Nonvascular plants consist of mosses
and liverworts. Vascular plants include mosses and ferns. Black spruce trees are very common
in the taiga.
The squirrel is an herbivore, because it eats producers such as nuts and seeds. It is
classified as a primary consumer, and a heterotroph. The fox is an omnivore that eats both small
animals and plants. They are secondary consumers that have adapted to the challenging
conditions of the taiga. A grizzly bear is a tertiary consumer that is also an omnivore eating both
plants and animal.
The sow bug is a decomposer that can survive in the cold taiga climate. They are
detritivores that digest dead or decaying plants, thus are instrumental in keeping the taiga clean.
The sow bug is more active in dry areas, and less active in humid areas.
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There are several limiting resources in this region such as having adequate sunlight
throughout the year. Due to the long and cold winters, it is challenging for many species of life
to adapt or survive. The permafrost soil is nutrient- poor and limits plant life. Plant life is
hindered by low temperatures and short growing seasons.
There are many natural resources found in the taiga. Wood is a plentiful resource used to
make paper, lumber, and even toilet paper. Oil, gas, and coal are additional resources people
use in daily life. These resources are used for cars, machinery, cooking, and providing heat to
keep people warm.
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Expert Group—Swamp
The swamp is an ecosystem that has wetlands with trees. Swamps have saturated soils
and standing water for at least part of the year. The flat topography, recent fires, and multiple
ground water sources allow Florida to have the most diverse mosaic of swamp life than any
place in the world. Unfortunately, 70% of the swamps have been destroyed in the USA. Floods
do bring nutrients to the area to assist plants to grow.
Few plant species can tolerate the conditions in swamps. Woody, or herbaceous, vines
are the most common. The greenbrier vines are most prevalent in swamps. River swamps
generally have more diverse plant communities than Stillwater swamps. .
Snails are herbivores that can be found in some swamps. They are classified as primary
consumers and feed off plants. A secondary consumer that can be found in this ecosystem is a
turtle. They are amphibians that live in the water and on land. Turtles are also omnivores
because they eat both plants and animals. The alligator is classified as tertiary, and is
carnivorous. It preys on most all animals that live near or in a swamp.
Earthworms are decomposers, or detritivores, that live in swamp biomes. They help
aerate the soil and break down materials around them. Earthworms consume organic debris
from the soil surface around them reducing decaying plants and animals in the area.
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There are several limiting resources in this region such as too much water, which results
in too wet soil or mud. High levels of hydrogen sulfide can be found in swamps. Low oxygen
levels and high iron levels can also be found in the soil, making it difficult for plants to grow.
The main natural resource found in the swamp is hardwood from the trees. Lumber has
many uses including building homes, furniture, and other structures. Peat is another resource
found in this area. It is used to help with planting and can even be used for fuel to burn.
Ecosystems and Tropic Levels, Level 6 CA
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Expert Group—Cave
A cave is an ecosystem that most food must be brought into. There are typically two
communities within it, near the roof and on the floor. Every living thing in a cave ultimately
depends on the bats for survival.
There is no sunlight in most caves, so no photosynthesis takes place. Therefore plants
can’t grow. As a result, most caves do not have a producer.
Bat guano, feces or waste, supports lives that are producers. Bat guano is home and food
to countless creatures including millipedes. Millipedes are a primary consumer and feed on
guano. Cave snakes are tertiary and are at the top of the food chain in caves. The cave racer is
the only snake which has adapted to spend its whole life in a cave.
Fungi are a decomposer found in caves. They are unable to ingest discrete lumps of
matter. Instead, they live by absorbing and metabolizing on a molecular scale. This process
helps fungi contribute to decomposition and nutrient cycle in caves. They are instrumental in
helping keep caves clean, but are bottom feeders on the food web.
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There are several limiting resources in caves such as having adequate sunlight. Most
caves have no soil making it difficult for living things to grow. Bat guano is a resource that can
affect all the life in a cave. With no guano, there would be no life in a cave that could survive
independently.
There are some natural resources found in a cave. The ecosystem provides opportunity
for scientific research, education, and new knowledge. Bats act as a resource in providing
insects control by eating them by the thousands. Caves also are a resource for people to use for
recreation.
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Ecosystems and Tropic Levels, Level 6 CA
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Process Grid
Ecosystems
Producers
Consumers
Primary/
Secondary/
Tertiary
Decomposers
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Limiting
Resources
Natural
Resource/
Use
Interesting
Facts
45
Process Grid
Ecosystems
Producers
Decomposers
Limiting
Resources
Natural
Resource/
Use
Interesting
Facts
-1/3 of Earth’s
land surface
-less than 10
inches of rain per
year
-Rarest ecosystem
-Over half lost to
deforestation
-cacti
-primary: rodentsomnivorous
-Secondary: Kit Foxomnivore
-fungi
-bacteria
-too much
sunlight
- limited water
-nutrient poor soil
-aloe veramedicine
-copperelectrical wire
-ferns
-Primary: Elk
-Secondary: Cougarcarnivore
-fungi
-moss
-sunlight
-little soil space
-too much water
-Wood
-Medicine
-trees
-Primary: squirrelherbivore
-Secondary: foxesomnivore
-Tertiary: grizzly bear
omnivore
-Primary: snailsherbivores
-Secondary: turtlesomnivores
-Tertiary: alligator
-sow bug
-sunlight
-little soil space
-Oil
-Gas
-Coal
-Timber
-Largest land
biome on Earth
-Sometimes
called boreal
forest
-earthworms
-hardwood=
building
-peat= planting
and burning
-Floods bring
nutrients
-70% destroyed
in USA
-Primary: cave
millipedes
-Secondary: bats
-Tertiary: snakescarnivores
-fungi
-too much water
-low oxygen
-high iron levels
-wet soil or
mud=hydrogen
sulfide levels
-bat guano
-too little sunlight
-no soil
-Insect Control
-Scientific
Knowledge
-Education/
Recreation
-Food must be
brought
-Two
communities:
roof and floor
Desert
Temperate
Rain Forest
Taiga
-vines
Swamp
-none
Cave
Consumers
Primary/
Secondary/
Tertiary
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