I.
Grade Level/Unit Number: Grade 6 Unit Four
II:
Unit Title:
Ecosystem Interactions
III.
Unit Length:
7 weeks
IV.
Objectives Included:
Number
Competency or Objective
1.01
Identify and create questions and hypotheses that can be
answered through scientific investigations.
1.02
Develop appropriate experimental procedures for:
 Given questions.
 Student generated questions.
1.03
Apply safety procedures in the laboratory and in field studies:
 Recognize potential hazards.
 Manipulate materials and equipment.
 Conduct appropriate procedures.
1.04
Analyze variables in scientific investigations:
 Identify dependent and independent.
 Use of a control.
 Manipulate.
 Describe relationships between.
 Define operationally.
1.05
Analyze evidence to:
 Explain observations.
 Make inferences and predictions.
 Develop the relationship between evidence and
explanation.
1.06
Use mathematics to gather, organize, and present quantitative
data resulting from scientific investigations:
 Measurement.
 Analysis of data.
 Graphing.
 Prediction models.
1.07
Prepare models and/or computer simulations to:
 Test hypotheses.
 Evaluate how data fit.
1.08
Use oral and written language to:
 Communicate findings.
 Defend conclusions of scientific investigations.
1.09
1
Use technologies and information systems to:
Research.
 Gather and analyze data.
 Visualize data.
RBT Tag
A1
B3
A3
B4
C3 (c4)
A2
B2
A1
A1
1.10
2.01
 Disseminate findings to others
Analyze and evaluate information from a scientifically literate
viewpoint by reading, hearing, and/or viewing:
 Scientific text.
 Articles.
 Events in the popular press.
Explore evidence that "technology" has many definitions.
 Artifact or hardware.
 Methodology or technique.
 System of production.
 Social-technical system.
B4
B3
2.02
Use information systems to:
 Identify scientific needs, human needs, or problems
that are subject to technological solution.
 Locate resources to obtain and test ideas.
B3
2.03
Evaluate technological designs for:
 Application of scientific principles.
 Risks and benefits.
 Constraints of design.
 Consistent testing protocols.
B4
4.01
4.01 Describe the flow of energy and matter in natural
systems:
 Energy flows through ecosystems in one direction, from
the sun through producers to consumers to
decomposers.
 Matter is transferred from one organism to another and
between organisms and their environments.
 Water, nitrogen, carbon dioxide, and oxygen are
substances cycled between the living and non-living
environments.
C4 (C3)
4.02
4.03
Evaluate the significant role of decomposers.
Examine evidence that green plants make food.
 Photosynthesis is a process carried on by green plants
and other organisms containing chlorophyll.
 During photosynthesis, light energy is converted into
stored energy which the plant, in turn, uses to carry out
its life processes.
Evaluate the significance of photosynthesis to other
organisms:
 The major source of atmospheric oxygen is
photosynthesis.
B5
B3
4.04
2
B5
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4.05
7.02
7.03
Carbon dioxide is removed from the atmosphere and
oxygen is released during photosynthesis.
Green plants are the producers of food that is used
directly or indirectly by consumers.
Evaluate designed systems for ability to enable growth of
certain plants and animals.
Investigate factors that determine the growth and survival of
organisms including:
 Light.
 Temperature range.
 Mineral availability.
 Soil/rock type.
 Water.
 Energy.
B5
Explain how changes in habitat may affect organisms.
B2
B6 (D6)
V. NC English Language Proficiency (ELP) Standard 4 (2008)- for Limited English
Proficient students (LEP)
English language learners communicate information, ideas, and concepts necessary for
academic success in the content area of SCIENCE.
Suggestions for modified instruction and scaffolding for Limited English
Proficient (LEP) students and/or students who need additional support are
embedded in the unit plan and/or are added at the end of the corresponding section
of the lessons. These suggestions are presented in italics in a text box. The amount
of scaffolding needed will depend on the level of English proficiency of each LEP
student. Therefore, novice level students will need more support than intermediate
or advanced students with the language needed to understand and demonstrate
the acquisition of concepts.
VI. Materials Needed:
 Empty 2 liter bottles
• Soil
• Rock pieces
• Saran wrap
• Ziploc Bags (Quart)
• Paper towels
• Lima beans
• Pinto beans
• Stereoscopes
• Copies of the first chapter of
Silent Spring
3
•
•
•
•
•
Large clear area (outdoors is
ideal!)
Small paper squares (about 30
per student)
o Two thirds should be
white. The other one third
another color or white with
a colored marking.
Plastic or paper bags
The Lorax- by Dr Seuss
Worm myths
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Clear 2 liter bottles (2 per group)
Utility knife
Scissors
Screen
Rubber band
Newspaper
Soil
Water
Rubber gloves
Tape
Construction paper (dark colors)
Worm logs (paper for
observation)
Butcher paper
Sticky notes
Yarn
Cards with pictures and/or names
of organisms in a familiar
environment
•
•
•
•
•
•
•
•
•
•
•
•
Computer and internet access
1 large yellow disk labeled the
sun
20 plastic bags with 20 crackers,
pretzels, or nuts (be careful with
allergies!)
7 empty plastic bags
Large pyramid diagram
Index cards
Pictures of plant and animal
communities
Cards describing roles of players
in the drama of photosynthesis
Chalk or colored yarn/twine
(green, brown)
Large poster paper or white
boards
Glue
Markers
VII.
Notes to Teacher:
Unit four deals with the idea that that there are multiple levels of interactions that
take place on our planet. Students are reminded that the interaction can occur between
biotic and abiotic factors that occur in their environment.
It is vital that interactions occur to ensure the world, as we know it. Food chains
and food webs represent the natural selection of organisms as they survive in their
habitat. Water, nitrogen, carbon dioxide and oxygen are substances that are used by
organisms and recycled to the environment, sometimes in a different form. Finally the
sun is our main source of energy interactions. The sun allows the process of
photosynthesis to occur in green plants ensuring that there is not only oxygen but also
nutrients for multiple organisms within a variety of ecosystems.
Students need to use technologies that are available to them to help in their
exploration and research of new ideas within this unit. There are many interactive
Internet sites, WebQuests, and literature links that are found via the World Wide Web.
VIII.
Big Idea
Energy flows through ecosystems in one direction from producer to consumer-toconsumer, etc., and eventually to decomposer throughout the system. The sun is our
main energy source. Green plants use energy from the Sun, gases from the air and
nutrients from the environment to produce food through the process of photosynthesis.
Consumers get their energy by eating producers or other consumers or both. Organic
matter is transferred from one organism to another and between organisms and their
4
environment, but the transfer of energy and matter is never 100% efficient. Some
energy is transferred to the environment in the process.
Decomposers break down dead or decaying organisms for nourishment, but a
large part of the matter is returned to the ecosystem to serve as nutrients for other
organisms, especially producers.
Water, nitrogen, carbon dioxide and oxygen are substances that are used by
organisms and recycled to the environment, sometimes in a different form. Plants use
carbon dioxide to produce food and release oxygen to the environment. Animals, as
well as plants, use oxygen to carry on bodily processes and release carbon dioxide
back into the environment. The Earth’s ecosystem is a complex, but delicately
balanced, system where all organisms depend upon all others to fulfill their role in the
system.
Technology has been used throughout history to develop improved methods of
support growth, development, and reproduction of organisms.
IX.
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Major Goals
What are the major processes and concepts in the scientific method?
How can information systems be used to locate resources to obtain and test
ideas?
How does energy flow through food web/ food chain?
How does water, carbon, and nitrogen move through the environment?
How do decomposers fit in the food chain or food web?
Why is photosynthesis important?
How does photosynthesis compare to respiration?
What types of organisms do photosynthesis?
How do oxygen and carbon dioxide move in & out of plants?
How do plants fit in the food web or food chain?
Which systems provide the optimal growth under certain conditions?
Why is the interaction of an organism essential for its survival?
What abiotic factors affect growth and survival of organism?
How does habitat destruction affect biodiversity?
X. Global Content
NC SCS
Grade 6
1.01, 1.02, 1.03,
1.04,1.05,1.06,
1.07, 1.08, 2.02,
4.01, 4.02, 4.05,
7.02, 7.03
Activity title
Wonderful Worm Worlds
21st century goal
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
5
Working on a teamsteamwork
Explaining a concept to othercommunication skills
Conveying thought or opinion
effectively- Communication
skills
Organizing and relating ideas
when writing- Language
Skill/writing
1.01, 1.02, 1.03,
1.04, 1.05, 1.06,
1.08, 1.09, 1.10,
2.02, 4.03, 4.04,
4.05
Life in a bottle
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1.01, 1.02,
1.03.1.04, 1.05,
1.06, 1.07, 1.08,
2.02, 4.01, 4.03,
4.04
Photosynthesis – The
Mystery and Magic of
Green Plants
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1.01, 1.03, 1.04,
1.05, 1.06, 1.08,
2.02, 4.01, 7.01
Food Chains, Webs,
and Pyramids
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1.01, 1.05, 1.07,
1.08, 1.09, 2.02,
2.03, 2.04, 7.03
Literature, Science,
Technology, and
Society Solve an
Environmental Issue
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
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

Working on a teams- teamwork
Explaining a concept to othercommunication skills
Conveying thought or opinion
effectively- Communication skills
Organizing and relating ideas
when writing- Language
Skill/writing
Working on a teams- teamwork
Explaining a concept to othercommunication skills
Identifying cause and effect
relationships- Language skills
/reading
Conveying thought or opinion
effectively- Communication skills
Organizing and relating ideas
when writing- Language
Skill/writing
Working on a teams- teamwork
Explaining a concept to othercommunication skills
Conveying thought or opinion
effectively- Communication skills
Organizing and relating ideas
when writing- Language
Skill/writing
Working on a teams- teamwork
Explaining a concept to othercommunication skills
Identifying cause and effect
relationships- Language skills
/reading
Conveying thought or opinion
effectively- Communication skills
Organizing and relating ideas
when writing- Language
Skill/writing
Locating and choosing
appropriate reference materialsLA-Reading
Wonderful Worm Worlds
6
Objectives:
1.01, 1.02, 1.03, 1.04,1.05,1.06, 1.07, 1.08, 2.02, 4.01, 4.02, 4.05, 7.02, 7.03
Language (ELP) Objectives for Limited English Proficient (LEP) students:
-Listen and respond to questions about earthworms.
-Read and follow directions to build a worm habitat
- Answer questions to show the observations made of earthworms in their habitats
- Write answers to questions presented on WebQuest
Materials:
 Worm myths
 Clear 2 liter bottles (2 per group)
 Utility knife
 Scissors
 Screen
 Rubber band
 Newspaper
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Soil
Water
Rubber gloves
Tape
Construction paper (dark colors)
Worm logs (paper for observation
Notes To teacher: SEE INDIVIDUAL PARTS OF LESSON
Engage:
The students will be given a list of Earthworm Myths. The students will be given time to
assess whether each myth is true or false.
Earth Worm Myths:
Question
Myth
Number
1.
If a worm is cut in half,
two worms will be the
result.
2.
Worms only eat, mate
and sleep at night.
3.
Worms are harmful to
plants.
Keeping a worm bin is
hard work.
4
5
7
All worms are the
same.
Teacher information and answer
FALSE- if a worm is cut in half it will die. In
best circumstance, a worm that has lost
only ¼ of its body could survive. Many
pieces will not survive.
FALSE-If the worms’ environment remains
dark they will stay active through the
daylight hours also.
FALSE- worms are the plants biggest
supporters.
TRUE and FALSE- Life is hard work, but
the benefits of keeping a worm bin far
outweigh the effort.
FALSE- There are over 3,000 different
species of worms that are as diverse in
appearance and living environments as
6
7
8
9
10
There are both male
and female worms.
Worms carry diseases.
Worms need light to
see.
Worms like dry, hot
places.
Worms don’t make any
noise.
11
Worms can’t hear.
12
Worms chew their food
like a cow.
13
Worms have no blood.
14
Worms are only good
as fish bait
15
Worms can only move
forward.
humans.
TRUE- But most species of worms are
hermaphroditic.
TRUE- All creatures are susceptible to
disease, however in many cases
Earthworms are able to reverse
pathogenic effects in their environment
and there are no worm diseases
communicable to humans. It is important
to wear gloves when working in the worm
bin to protect the cocoons from the
humans’ oils on our hands.
FALSE- Worms have no eyes, but they do
sense light and dive for cover.
FALSE- Worms for the most part need a
cool moist place to live.
FALSE- At the peak of their breeding
season you may hear worm song in the
bin. The sound is created by them sliding
by each other and feeding in large
number.
TRUE and FALSE- Worms do not have
ears, but are adversely affected by many
vibrations, such as car travel or being
placed too close to the clothes dryer or
stereo.
FALSE- Worms do not chew, they have no
teeth. Worms have a crop and a gizzard
for grinding their food.
FALSE- Worms have hemoglobin and a
circulatory system much like ours.
FALSE- Ecological sportsman use artificial
lures. Worms are 76% protein and used as
human food in parts of the world.
FASLE- Worms use their setae and
longitudinal muscles to move in any
direction.
Grossman, Shelly and Weitzel, Toby. Recycle with Worms: The Red wigglers connection. Sheild
Publication, Eagle River WI. 1997. ISBN- 0-914116-32-0
The above will be used for class discussion on the different qualities of an Earthworm.
The students can complete this for their pre-assessment on the topic, or it can be used
to provoke an interest in the topic as an interactive discussion.
For LEP students:
Prior to working with the myths, show pictures of earthworms and brainstorm
information about worms such as where they live, what they eat and how they
8breathe. Also, show an example of a worm bin and explain its uses.
Provide lower proficiency LEP students with the following myths written in
simplified language. You may also want to provide a visual to demonstrate the myth:
Explore:
The students will participate in a worm habitat design. This project will lend itself to
several different activities. It is vital that this portion of the lesson is completed.
NOTE TO TEACHER- A week prior to this activity, have the students collect clean and
clear 2-liter bottles from home. The clear bottles work best in order to see the
phenomena that will occur when the worms tunnel. Each team will need 2-bottles to
make this habitat. Adjust your plans and group size according to the supplies that you
have.
Directions:
1. Each group will need two-2liter bottles. These bottles should be clean (no sticky
soda or detergent residue please! This could affect the habitat) Each bottle
should be cut as shown below: (Cuts can be started with a utility knife by an
adult)
Leaving Part “A”
9
Leaving part “B”
2. Turn piece “A” upside down so it fits into piece “B”. The screen will keep the
worms from escaping from the bottom of the habitat. Cover the mouth of part “A”
with plastic screen or cheese cloth. (Something that will allow water to exit if
needed during the observation of the home)
3. Add a soil mixture to part “A”- See below for the mixture recipe.
4. Fill the worm habitat (Part “a”) almost full (Leave about 2-3 inches at the top)
5. Add 10—20 worms to each habitat. Worms should be handled with moist hands
to keep them from drying out.
6. Make a paper tube out of black construction paper that will cover the outside of
the bottle and can be removed for observations.
7. The top should be left open and uncovered.
8. Give the worms a first feeding. Make sure that the student record what is given
(about one cm of food)
9. Keep a log of what was fed to the worms and where in the bottle you placed this
food. Worms should be fed 2-3 times per school week. (Mon., Wed., Fri.)
Remove any food that gets moldy. When feeding, have the student also make
observation on the worm habitat.
10. Keep your habitat in a dark place- keep your classroom cool.
Soil mixture recipe:
1. 2 parts compost (soil)
2. 1 part newspaper that has been shredded into pieces or strips.
3. Add just enough water to the above materials until the mixture is able to form a
solid ball , but it should not be dripping.
The teacher might ask the following questions as this activity is progressing and student
make observations over a period of time:
10
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What kinds of food are being eaten?
Were there any changes made by the worms to the habitat?
Are there any changes in the worms as observed on the daily basis? Changes in
population?
Are there any unexplained observations that you made that we need to further
research?
Make a diagram of how the cycling of the food in relationship to the worms is
occurring.
Adapted From “Earth’s Crust.” CIBL- Center For Inquiry Based Learning. Workshop
and
Appelhof, Mary, Mary Frances Fenton , and Barbara L. Harris . Worms Eat Our
Garbage: Classroom Activities for a Better Environment. Kalamazoo, MI: Flower
Press, 1993.
For LEP students:
Allow LEP students to work in pairs/groups with native English-speaking students.
Demonstrate and/or provide support with understanding the steps for developing the
bin. The following questions can be used to ask LEP students as the activity is
progressing or presented on a card for these students to answer independently:
 What food are the worms eating?
 Did the worms make changes to their habitat (the worm bin)?
 Can you see any changes in the worms each day? Can you see a change in the
number of worms?
 Can you see any changes that you do not understand and need to
research/need to investigate?
 Draw a picture to demonstrate what is happening to the food and the worms
(what the worms are doing with the food)
Explain
NOTE TO TEACHER- Secure access to a computer lab with Internet. Have the site
open before the students enter the lab for the URL is a long one!
URL: http://42explore.com/worms.htm this link allows you to have many opportunities
to choose from for the exploration.
Students will explore the following website that houses a WebQuest on worms. The
students will explore different worm facts on an individual paced level. At the end of the
WebQuest there is an interactive quiz to assess the students’ knowledge from this
activity. http://www.urbanext.uiuc.edu/worms- is my favorite.
For LEP students:
Allow LEP students to work with a partner/native-English speaking peer to complete
the WebQuest. LEP students should be encouraged to take notes of new vocabulary
and/or information about earthworms they learn from the website to aid with
completing the interactive quiz at the end of the WebQuest.
11
Elaborate:
Part one: “How do worms move through the soil?” This activity will explain myth #
15 to the students.
NOTE TO TEACHER: Earthworms use their setae and two kinds of muscles to move
through the soils. Like the claws on a cat, the setae can be extended as well as pulled
back in depending on the situation. These bristles and setae push against the surface
to prevent the worm from moving when the muscles are contracting. Circular muscles
are short and circle the worm’s body. When these muscles are tightened, it elongates
the worms making them long and skinny. The other set of muscles are called the long
muscles. These muscles run lengthwise on the worm’s body. When these muscles
tighten it brings the worm’s segments closer together shortening the worm’s body.
1. Lay a strip of rubber band (wider rubber bands work well) out flat on the table
and use a pen or marker to mark it like this:
= setae
= circular muscles
= long muscles
Head end
tail end
NOTE: This model is not exactly like a worm but it does point out important features.
Every segment of a real worm has setae and circular muscles.
2. To make your model worm move, complete the following investigation:
a) Hold each end of the model between your fingers.
b) Hold onto the tail end of your worm and stretch the head end forward.
c) Hold the head end of your worm against the table and relax the tail end.
d) Repeat these steps to make your model worm move across the table.
e) Make observation of the muscles and setae as the worm is moving.
f) Make an observation of a real worm moving on a moistened plate.
Questions:
 How does the movement of the model differ then that of the real worm?
EXPLAIN.
 How does the movement of the model the same as that of the real worm?
EXPLAIN.
 What happens when the long muscles contract?
 What happens when the circular muscles contract?
 What is the purpose of setae?
Adapted from :
12
Appelhof, Mary, Mary Frances Fenton , and Barbara L. Harris . Worms Eat Our
Garbage: Classroom Activities for a Better Environment. Kalamazoo, MI: Flower
Press, 1993.
For LEP students:
Give students a copy of the steps for making the model worm move in writing
and demonstrate the steps as students watch and follow along with the written
instructions.
Part 2 “Do worms like light?” This activity will explain myth # 8 to the students.
Students will observe the reaction a worm shows when exposed to light.
1. Each team will need a tray that is moistened with a spray bottle.
2. Tell the students to spread a paper towel over ½ of the tray. (Simulate a darkened
area)
3. Set up a low intensity light on the side of the tray that is exposed to the air (no paper
towel).
4. Have the students document the reaction of the worm over a given period of time. Let
the students make an observation every 30 seconds.
NOTE- the worm should move towards the darkened side of the tray.
For LEP students:
Show and name the equipment needed for this activity. Provide example expressions for
possible observations. For example,
- The worms moved …… millimeters toward the paper towel (dark side of the tray).
- The worms moved …… millimeters away from the paper towel (dark side of the
tray).
- The worms did not move.
Evaluate:
Students will be given the Earthworm myths a second time (see Engage portion of
lesson). Students will try to answer these same questions now that they have been
exposed to worm information within this lesson.
For LEP students:
Give LEP students a copy of the myths written in simplified language, found in the
Engage section of this unit part.
13
Extensions:
http://www.teachersdomain.org/resources/tdc02/sci/life/oate/decompose/index.ht
ml
Video on the importance of decomposers like earthworms in an ecosystem.
My day as a worm:
Have the students write a journal placing themselves in the life of worms. They have to
go through their normal day as a worm and write about their experiences in school as
well as at home while assuming the role of this unique creature.
Creation of a worm:
Have the students give unique features to the Earthworm to help it complete the job of
being a decomposer of the Earth. Students can be instructed to use recycled items to
create a worm. The students will also be required to make an informational card
addressing the following questions:
1) Which characteristics of the worm help it decompose?
2) How does it help the soil structure in our lithosphere?
3) What materials were used to create your model of the worm?
4) Why did you select the materials that you did to make your model?
For LEP students:
My day as a worm – Provide the following journal writing prompt to LEP students
(novice to intermediate low proficiency students):
- You are a worm. Today is a regular day in your life as a worm. Describe your
day in detail. Include information about your life at school and at home with
your family. Begin your story with: “My name is……… I live in ………..”
- (intermediate to advanced proficiency students) use original prompt for the
writing but teacher should provide an example opening paragraph
Creation of a worm – Provide LEP students with the following activity instructions.
Read the instructions with the students and provide additional explanations as
needed:
- You are going to create an earthworm that is an excellent decomposer of the
Earth. You need to identify the characteristics the earthworm needs to have to
be a good decomposer. You can use recycled materials to create these
characteristics. When you have finished your worm, create an information
card that includes answers to the following questions:
o What materials did you use to create your worm?
o Why did you select the materials to make your model?
o What characteristics of the worm you have created make it
decompose?
o How does the worm help the structure of the soil in the lithosphere
(layer of the earth)?
14
Life in a Bottle
Objectives:
1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 1.09, 1.10, 2.02, 4.03, 4.04, 4.05
Language (ELP) Objectives for Limited English Proficient (LEP) students:
- Read and follow directions to create a mini-ecosystem
- Describe aloud the observations made of the material cycles in a mini-ecosystem
- Prepare and present a PowerPoint presentation to report the observations made of a
mini-ecosystem
- Compare and discuss the differences and similarities between different leaves
Materials:
 Empty 2 liter bottles or gallon zip top plastic bags
 Soil
 Rock pieces
 Scissors
 Saran wrap
 Ziploc Bags (Quart)
 Paper towels
 Lima beans
 Pinto beans
 Stereoscopes
 The Lorax- by Dr Seuss
 Magnifying glass
 Microscope
 Metric rulers
 Centimeter grid graph paper
 Large glass or plastic jar with lid (the larger the better!)
 Assorted materials for mini ecosystems such as moss, seeds, earthworms,
isopods, etc. that students can gather from natural areas around the school or
home). Other materials like mung bean seeds, grass seed, aquarium plants, etc
may be purchased. Students should choose materials for this activity.
Notes To teacher:
None needed
Engage:
Students will be exposed to the story “The Lorax” by Dr Seuss. As the story is being
read, the teacher will probe the students using the following questions:
 At the beginning of the story - Is this a place where you would like to live?
 What type of things do you feel these animals need to survive?
 In the middle of the book- would you continue to live here?
 What issue is the Oncler concerned about when he is cutting down all the trees?
 What is the Oncler taking from our environment?
15
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At the end of the book- Would you live here now? Why or why not?
What can we do to improve this habitat so the animals can come back?
For LEP students:
Provide LEP students access to a copy of the book to follow along with the teacher
as she/he reads the story aloud. LEPs can use the pictures and written words in the
book to figure out the meaning of the story. Give LEP students the following
questions in writing on an index card to read and consider while the teacher is
reading the story:
- Beginning of story - Would you like to live in the place in the story?
- What do the animals in the story need to survive?
- Middle of story - Would you continue to live in the place in the story?
- What is the Oncler worried about when he is cutting down all the trees?
- What is the Oncler taking from our environment?
- At the end of the story – Would you live here now? Why or why not?
- How can we make this habitat better (improve) so the animals can come
back?
Explore:
The students will be introduced to planning situations. During this first investigation the
students will decide what a plant needs to grow. The following set up is for a team of 23 students.
Procedure:
1. Place two lima bean seeds and two pinto bean seeds in a beaker of water.
Leave these seeds soaked in the water while you set up the rest of the activity.
2. Place a paper towel in two different ziploc bags.
3. Using a permanent marker label one bag “A” and label one bag “B”.
4. In bag “A”- place 3 milliliters of water.
5. DO NOT PLACE ANY WATER IN BAG “B”
6. Place the beans that were soaking in the beaker into the bag that is labeled “A”.
7. Place two dry lima beans and two dry pinto beans in the bag that is labeled “B”.
8. Blow some air in each of the bags and seal each bag.
9. Explain to the students that it is vital that we do not open the bags at any time
unless you, the teacher, tell them to do so.
10. Place the bags at different areas in your classroom and allow the students to
observe the bags each day.
11. Have the students use a data table such as the one that follows to record their
observations:
Date:
Bag A
Bag B
Day one
Day two
Day three
12. Observe the bags over the next several days (weeks) to see what happens.
16
NOTE TO THE TEACHER: You should see a change in the bag that is labeled “A”. The
students should observe that the seeds in question are only changing because there is
water that has been placed in the bag. Depending on when you end the observations,
the seeds might actually mold, leading the students to see that the seeds need other
items for survival. There should not be a change in bag ‘B” at all, demonstrating once
again that water is necessary for the growth of a plant.
Discussion question at the end of the experiment:
 Which bag was the variable?
 Which bag was the control?
 What is needed for plant growth?
 Why did the seeds in bag “B” not change?
 Why was it necessary to observe the bags for several days?
For LEP students:
-Provide LEPs with instructions for preparing the bags in sequential steps on a lab
sheet. Provide a word bank of vocabulary related to the observations they may make
of the bags. For example:
-The bean in bag A is beginning to sprout.
- The bean in bag A has roots.
-Before the discussion after the experiment, present the words “variable” and
“control” and provide examples of how these words are used in science. This will
help LEPs understand the meaning of these words in scientific terms and be able to
participate in the discussion.
Explain:
The students will participate in several exploratory activities to see the parts of a
plant.
Part One: Seed Dissections:
Procedure:
1. Soak a group of lima beans in a beaker of water- enough where each
student will have one seed only.
2. Distribute the seeds to the students.
3. Ask the students to take the outer white coat from the bean. Explain to
the students that this is the outer protective coat. This is the part of a
seed that protects the seed from over exposure to the weather in the
environment.
17
4. The next layer that the student is seeing is the stored food. This is the
part of the seed that is used by the plant until the plant can grow roots and
leaves and begin to make its own food.
5. In some seeds you will see the third part down in the bottom corner- the
embryo- or baby plant. This will look like a leaf that is a little darker in color
than the stored food. This is where the plant begins to grow roots going
down and stems and leaves growing up.
Questions:
• What do you notice about your seed?
• How many parts do you see?
• How does the seed feel without its outer protective coat?
• Do you think all seeds have these basic parts?
For LEP students:
Make sure they understand the following vocabulary words prior to beginning the
activity. This can be done through example sentences, demonstrations and/or visuals.
Knowing this vocabulary beforehand will ensure LEPs understand the activity and
follow/participate in the discussion:
18
-seed
- to dissect
-layer
- to peel
-outer/inner
Part Two: Root Exploration
NOTE TO TEACHER: There are two types of roots- Tap and Fibrous. Roots
function for the plant to hold the plant into the ground and to absorb the food
and minerals that the plant needs in order to survive. They have small
threadlike hairs called root hairs or rhizoid.
1. Obtain carrots form the local grocery store. DO NOT CLEAN THEM. This
will allow the students to see the rhizoids on the outside of the taproot.
2. Cut the carrots in two different directions. One giving you circular discs
that are thin in nature. The other will be lengthwise.
3. Allow the students to use hand lens to view two different pieces of carrot.
4. The students should be able to see that there are different cells that allow
the travel of food and water through the roots to the stem and eventually
the plant.
For LEP students:
Present the following vocabulary words using examples, demonstrations
and/or example sentences to ensure students have the necessary
vocabulary to describe their observations:
-rhizoids
-taproot
-roots
-stem
-absorb
-fibrous
Part Three: Stems
Procedure:
1. Place a few drops of food coloring in a beaker of water. This will help the
students see how water is absorbed within the stem of a plant and
transported to the leaves.
2. Cut off the lower end of a stalk of celery. Place this celery into the colored
water and let it sit overnight. Place the beaker in a lighted area
somewhere in the room.
3. Remove the stalk of celery from the colored water next day. Cut a new
bottom. What do you observe on the end?
4. Cut the stalk lengthwise up toward the leaves of the stalk. Can you find any
color in the tubes that are traveling up towards the leaves?
a. What makes this happen?
b. How does the plant use these tubes ?
c. Did the leaves change colors? Why or why not? Explain.
5. If time permits, allow students to complete this with a flower and allow
them to see if the same water transport will happen.
For LEP students:
-Since some students may not be familiar with celery, explain what it is and
the parts of the plant. Have students predict how the celery plant grows and
why the leaves are at one end and not the other. Allow students to taste
celery the celery if desired.
-Make sure students know the following vocabulary words to later use when
describing their observations.
19
The vocabulary can be presented using visuals, sample sentences and/or
demonstrating the words using a different vegetable/plant:
-stalk
-to transport Part Four: Plant Leaves
Do some or all of these activities to focus students’ attention on leaves and their
role as “food factories” in making food for the plant.
Shades of Green
Collect some leaves and arrange them according to their shade of green.
 Why are leaves different shades of green?
 Is there any relationship between where leaves are found and the shade
of green?
 Is there any relationship between mature and less mature leaves?
 What makes leaves green?
 Why do leaves turn other colors in Fall?
For LEP students:
-To help students understand the meaning of “shade”, ask students to sort
the leaves by color then ask:
-What is different about the color of the leaves?
-Offer the words “light” and “dark” to assist them with their explanation and
point to each “light” leaf etc. as you say the words. Then help them write/say a
sentence similar to:
-The leaves are different shades of green. Some leaves are light green
and some leaves are dark green.
Extracting Chlorophyll
Place a fresh leaf in a container with a small amount of rubbing alcohol. (Dipping
leaf in very hot water first speeds the extraction of chlorophyll). Examine the leaf
after a few hours.
Blocking Sunlight
Cut small pieces of cardboard or aluminum foil to use as a “patch” on the leaf of
a tree, shrub, or a houseplant in direct sunlight. Cut pieces to a size that will
cover at least half of the surface area of a leaf. Use paper clips to attach the
“patches”. After about a week remove the paper “patches” and examine the leaf
that was under the patch.
 What effect did covering the leaf have?
 Why do you think this happened?
20
Viewing Stomatas
Tear a fresh leaf in half. Examine the surface along the tear with the unaided
eye, with a magnifying glass, and with a microscope. Can you see the stomata
on the thin film-like layer on the underside of the leaf?
 What are the stomatas?
 Why are the stomatas important?
 What might go in the stomata?
 What might come out of the stomata?
 Why is this exchange of gases important to the plant and to us?
Comparing Leaves
Observe a number of different leaves collected from around your school or
community.
 How many different leaf shapes can you find?
 How many different types of leaf edges can you find?
 What shape leaf is most common?
 What type of leaf edge is most common?
 Are most leaves simple or complex?
 What are the observed differences in the leaves you collect?
 Are all leaves from the same plant or even the same branch exactly alike?
 Do the top and bottom of the leaf feel the same?
 Measure the lengths and widths of different leaves. Which length is most
common?
 Which leaf is largest in terms of length and width?
 Trace the outline of a leaf on a sheet of cm grid paper. Count the number
of squares to find its area in square centimeters. Devise a system for
counting squares that are partially covered by the leaf.
For LEP students:
-Allow LEPs in work in pairs/groups on this activity. Students should collect
leaves and sort them by shape. Demonstrate this as needed. Ask students to
explain what each group of leaves has in common. For example, all the leaves
are long and thin; all the leaves have pointed ends etc. In preparation for the
discussion questions, ask students at this point:
- What shape is most common?
- Which leaf is simple? Which is complex? (point to a leaf to show a
sample of each to check for understanding of “simple” and “complex”)
- How does the “top” of the leaf feel? And the “bottom”? (demonstrate “top”
and “bottom” by pointing to the parts on a leaf)
- Use a sample leaf to explain the meaning of “length” and “width”. Help
students measure the length and width of a sample leaf and record the
measurements. Ask:
o Look at the length and width of this leaf (one you have recorded)
and tell me which is the largest/biggest.
21
-Provide LEP students with a copy of the discussion questions in writing prior
to the class discussion to practice answering with a partner before the whole
group discusses. Students could prepare their answers to the questions in
writing.
Elaborate:
Option 1
Have the students make a mini-ecosystem. The procedure that follows is for
groups of 2-3 students. If you prefer to use plastic bags, have students view the
video at this site for directions for creating a Biome in a Baggie:
http://www.teachersdomain.org/resources/tdc02/sci/life/stru/baggiezoom/index.ht
ml
Procedures:
1. Cut the top off a two-liter bottle. This is what we are going to use as our
pot.
2. Have the students place about 200 milliliters of gravel in the bottom of the
container and about 300 milliliters of soil on top of the gravel.
3. The students will place two lima bean seeds into the soil and cover the
seeds.
4. The students will be given the opportunity in this experiment to test the
amount of water that it takes for a plant to survive. Instruct the students to
water their seeds and record how much water they used.
5. The bottles will be covered with saran wrap making a mini-greenhouse
that will simulate the water cycle. This will be observed by the students on
a daily basis.
6. Have the students record their observation in a data table such as the one
that follows:
Date
ObservationWater(in mL)
measurement
7. Allow students to add water when they feel it is necessary. Make sure you
remind them to record their data each day.
8. When the plant has grown to a height that is larger than the container, the
saran wrap will be removed. The students will see that the plant will begin
to use more water because the “water cycle” is no longer taking place in a
closed environment.
9. The students will observe this ecosystem over several days allowing the
plant to grow over a period of time.
Option 2 Water and Gases Cycling in a Mini Ecosystem
http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/Botany/BOT0046.html
22
Find a lesson for germinating seedlings, planting them and placing some in light
and some in dark. Observe growth over a period of time. Also, a plastic bottle is
placed over some plants to observe transpiration and to allow study and
discussion of the water cycle.
Option 3 Observing Material Cycles in a Mini-Ecosystem
http://www.uen.org/Lessonplan/preview.cgi?LPid=1797
Lesson plan for designing a mini-ecosystem in a large glass or plastic jar with a
lid can be found at this site. (The larger the better) Groups of students construct
the ecosystem using materials such as pond water or dechlorinated tap water,
soil, gravel, seeds (grass, clover, mung bean), earthworms, crickets, mealworms,
water plants such as Anarchais, duckweed, snails, guppies, Daphnia.
Students should decide what they want to put in the ecosystem and explain why
they think each item is needed and the role it will play. Allow a week for students
to observe the mini-ecosystem and make changes. At that point, close it up with
the lid. These mini-ecosystems can be observed throughout the year. A
balanced ecosystem will continue to thrive for many months. Have students
compare the composition of the systems and which one thrives for the longest
period of time.
See the lesson plan for ideas for jig-sawing a study of the cycles at work in these
closed environments: water cycle, oxygen-carbon dioxide cycle, nitrogen cycle.
For LEP students:
-For each option above, ensure LEP students are given a written copy of the
steps for setting up a mini-ecosystem in a bulleted, sequential list.
-This sheet should include a word bank of key words they need to understand
and follow the directions and to describe their observations.
-These students will also need help with identifying the different materials
they will need to make the mini-ecosystem since many items will be unfamiliar
to them, at least by name. The teacher should demonstrate the materials
using realia (real objects) or visuals to assist students with this.
-Allow students to work on these activities in pairs/groups to assist each other
with comprehending the activity and formulating observation statements.
Evaluate:
Students will use their observations of systems and research on cycles in those
systems to create a multimedia presentation. They will demonstrate knowledge
of plant parts, items necessary for plant growth, conditions necessary for a
balanced ecosystem and the successes, or failures, they experienced with their
own mini-ecosystem. In this presentation the students will be allowed to pose
new questions, or possible solutions, for the events that transpired.
23
For LEP students:
- Provide students with a graphic organizer (i.e. flow chart) that represents
the different slides they should include in their presentation. They can
organize their slides by using headings for each slide from the list of
knowledge they are required to demonstrate (i.e. plant parts etc.)
- As students research information for the different headings, they should
take notes on the graphic organizer.
- Before preparing the PowerPoint, students can use their notes on the
graphic organizer to formulate bullet points and/or complete sentences in
key into the PowerPoint slides.
- Allow students to work in pairs/groups to complete this activity to pool
and peer edit the language and content knowledge needed to complete
the activity.
Websites
http://www.mbgnet.net/bioplants/ New website from Missouri Botanical Gardens on
plants.
http://www.teachersdomain.org/resources/lsps07/sci/life/stru/seedplant/index.htm
Interactive activity on the life cycle of seed plants
http://www.uen.org/Lessonplan/preview.cgi?LPid=1797
Lesson plan for designing a mini ecosystem in a large jar that contains various plant and
animal species for observation and study over a long period of time.
http://www.windows.ucar.edu/tour/link=/teacher_resources/teach_nitrogen.html
Students play role of nitrogen atoms traveling through the nitrogen cycle.
http://www.teachersdomain.org/resources/lsps07/sci/life/eco/nitrogen/index.html
Interactive activity on the nitrogen cycle.
http://www.windows.ucar.edu/tour/link=/teacher_resources/teach_carbongame.ht
ml Students play the role of carbon atoms traveling through the carbon cycle by
engaging in an online interactive activity
http://www.teachersdomain.org/resources/tdc02/sci/life/stru/baggiezoom/index.ht
ml Biome in a Baggie video exploring water cycle.
http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/teacherpage.html
Water cycle activities
http://eprentice.sdsu.edu/J03OJ/stewart/WebQuestStudentWater.htm
This site has a WebQuest on water cycle. Students use web resources and compile a
children’s book to share with elementary students. Water cycle is part of curriculum in
2nd and 5th grades. Rubric for book is included.
24
Photosynthesis – The Mystery and Magic of Green Plants
Objectives
1.01, 1.02, 1.03.1.04, 1.05, 1.06, 1.07, 1.08, 2.02, 4.01, 4.03, 4.04
Language (ELP) Objectives for LEP students:
-Explain the process of photosynthesis to a partner
- Read an assigned component description and role play the component in the
photosynthesis process
- Write about the role played in the photosynthesis simulation
-Listen and watch a demonstration of an experiment to test variables affecting
the rate of photosynthesis
Materials
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
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
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Pictures of plant and animal communities
Cards describing roles of players in the drama of photosynthesis
Chalk or colored yarn/twine (green, brown)
Construction paper (yellow, green, blue, brown)
Large poster paper or white boards
Scissors, tape, glue, markers
Digital camera
Student notebooks
Elodea (Anacharis) from class aquarium or pet store
Plastic cups and water
Metric ruler
50 watt plant light
Materials for group investigations of variables affecting the rate of
photosynthesis
Video recorder
Engage
Show students a picture of a forest, pond, or seaside community. List organisms
and discuss how each gets food. Discuss similarities and differences of
organisms in the community. Focus attention on the fact that food chains begin
with green plants because photosynthesis occurs in green plants.
Photosynthesis enables green plants to transform or change light energy into
chemical energy stored in food for the plant and other forms of life in food chains
– including humans!
25
For LEP students:
- Use a diagram of the process of photosynthesis on a transparency to explain
this process to LEP students. The diagram could show a leaf with arrows
going in and out of the leaf that are labeled with the various components of the
process. Alternatively, the process could be explained using a flow chart and
pictures.
- After demonstrating the process visually, have students tell the teacher/a
friend about photosynthesis, making sure they use the appropriate
terminology to explain the process.
- Provide students with a blank copy of the transparency picture/graphic
organizer to complete as a review of what the teacher has explained.
Have students create a KWHL on photosynthesis using a four-part foldable
K - What I think I know
W - What I wonder about
H – How I might answer my own question
L - What I have learned
For LEP students:
-Allow students to work in pairs to discuss and complete the KWHL chart. This
will assist them with brainstorming information about photosynthesis and
provide practice using the language associated with the process.
Focus student thinking by doing a whole class simulation of the processes
involved in photosynthesis. Detailed information for guiding students through
such a simulation of photosynthesis plus valuable background information about
the process of photosynthesis and the importance of the sun to life on earth can
be found in the Food, Land, and People activity “Gifts from the Sun”.
Information on how to get this and other activities from this program is available
at www.enc.us/DSWC/pages/foodland.html.
If Food, Land, and People curriculum materials are not available, use this
information to launch the activity:
Setting the Stage
Draw an outline of a large tree on floor or playground. Use green yarn or chalk
for a large billowing canopy and brown for trunk. Add several roots below the
trunk. Explain that this is the scene for an important natural drama that captures
energy from the sun and changes it into chemical energy (food) for plant and
animal life.
Brainstorm the “players” needed in the drama of photosynthesis and the role
each must have. Use information below to finalize roles. Assign roles and have
26
students develop ideas for the part they will play. Students design name signs,
illustrations, and other props and decide on positions and movements.
Photosynthesis Players
This information should be copied and given to students who are playing each
role.
SUN – One student
The sun is the source of most all energy on earth. In the process of
photosynthesis sunlight provides light energy absorbed by the plant. This energy
is changed and stored as chemical energy in sugars (such as glucose), starches,
and other organic compounds. This stored chemical energy provides food for the
plant and for other life forms that may eat the plant.
ROOTS – Two or three students
Water moves from the soil up through the roots to be used in the leaves as
photosynthesis occurs. Food can also be stored in roots.
WATER MOLECULES – Unlimited number depending on size of class
Water (H2O) is a compound of two atoms of oxygen and one atom of hydrogen.
Water moves up through roots from the soil to leaves. Some water molecules will
play a key role in photosynthesis. Others will simply move through the plant and
out the stomata and enter the atmosphere as water vapor in the process of
transpiration.
Those water molecules that will be important in the food making process of
photosynthesis are split by light energy into O and H atoms. The oxygen atoms
join in twos to form O2 molecules and leave the leaf through the stomata, adding
molecules of oxygen gas to the atmosphere. The hydrogen (H) atoms combine
with carbon dioxide (CO2) molecules to make sugars (like glucose) which are
food for the plant and other organisms.
CARBON DIOXIDE – Four to six students
Carbon dioxide (CO2) gas enters the leaf through the stomata. In the presence
of chlorophyll it combines with hydrogen atoms from water to form new
compounds (glucose) in the leaf. These sugars store chemical energy for food for
the plant and other living things.
CHOROPHYLL – Two or three students
Chlorophyll is the green coloring pigment in leaves. It absorbs light energy from
the sun. This light energy is essential for splitting water molecules and freeing
hydrogen atoms that then react with carbon dioxide to form food for the plant in
the form of sugars like glucose.
STOMATA – Four students (will act in pairs to role play two openings)
27
Tiny openings on the surface of leaves allow carbon dioxide from the air to enter
and oxygen produced during the process of photosynthesis to leave the leaf.
Have students playing each role meet and discuss how they will play their role.
This should include the name sign each will wear, other props they will create
and use, where the group will be when the drama begins, where they will move,
what they will do, who they will interact with, and where they will end up.
After the simulation have students explain their role in the process and why that
role was crucial to the process. This can be written in paragraph form or as a
homework assignment.
For LEP students:
-Provide students with a written list of the areas they need to discuss with their
role group.
- Students can use the list to organize their written explanation of their role in
the process. The following sentence stems can be provided for students to
follow for their writing:
-In the simulation, I was ……
- My role was important because…….
-To play my role I used……
- During the simulation I….
Explore
Have student groups cut apart statements from the activity “Photosynthesis in
Words, Symbols, and Diagrams.” You may want to have laminated sets already
cut and in plastic bags to distribute to groups. Eliminating some of the
statements can differentiate the lesson. Each group reads the statements and
determines how to sort and group related statements. Statement groups are
then used as a framework for writing and illustrating an explanation of what
scientists now understand about the process of photosynthesis and how that
understanding evolved over time.
Have students cut apart the clues below and arrange them in groups that
“explain” photosynthesis. Use words, symbols, and pictures when presenting
your explanation. Each group should prepare a visual on poster paper or white
board to aid in their presentation to the class. If white boards are used, work can
be preserved by taking digital pictures of each group’s work
Chorolophyll is found in choloroplasts.
The prefix “chloro” means green.
Chlorine is a green gas and chlorophyll is a green pigment in leaves.
28
Animal cells do not have chloroplasts.
Glucose (C6H1206) is a simple sugar.
The prefix “photo” means light.
The word part “syn” means make.
Photosynthesis literally means, “put together with light”.
Simple sugars can join together to make more complex carbohydrates called
starches.
Iodine can indicate the presence of starch.
Experiments in the 1950’s using radioactive oxygen showed that oxygen from the
CO2 combines with other molecules to form C6H12 O6.
Experiments show that hydrogen from water is later found as part of the C 6H12O6
molecule.
Experiments show that light energy is used to split water into hydrogen and
oxygen.
Some form of energy is needed to break apart atoms that make up molecules of
a compound like water.
If hydrogen is chemically combined with CO2, a simple sugar (glucose C6H12O6)
can be made.
Carbohydrates are compounds containing the elements carbon, hydrogen, and
oxygen.
Sugar and starch are two forms of carbohydrates found in foods.
The process of photosynthesis involves chemical reactions that break apart
some molecules and form others.
Animal cells cannot make glucose (C6H12O6).
Glucose produced by leaves can be used to build starch, cellulose, or other
organic compounds.
In 1779, Ingenhousz found that aquatic plants produce oxygen (O2) in the light
but not in the dark. He concluded that plants need sunlight to produce O 2.
29
In 1643, van Helmont found that water, not soil, is needed by plants.
All cells, both plant and animal, need glucose (C6H12O6) to carry on cellular
activity.
Glucose can be “stored” as a starch molecule in leaves of plants.
Leaves of plants grown in the dark have a lower amount of starch than leaves
from plants grown in the light.
Growth and division of plant cells requires chemical energy and organic
molecules.
Air is a combination of many gases including CO2.
Radiant energy from the sun can be described in terms of its energy content.
Green plants cannot live without water and air.
In 1771 Priestley found that plants give off a gas (later called oxygen).
Pigments found in some cells are capable of absorbing various parts of the sun’s
energy.
Experiments in 1941 showed that the oxygen (O2) released from the stomata of
plants comes from water.
Chlorophyll absorbs light energy and uses it in chemical reactions in the
chloroplasts.
Chloroplasts are the cellular organelles found in leaves.
Energy is needed for chemical reactions to occur.
Explain
Each group reads written explanation and describes visual. Emphasize inputs
and outputs of this process. Trace inputs through the process and how they
change to produce outputs. Model the chemical reaction that occurs in
photosynthesis. Relate explanation to simulation/role play.
Connect photosynthesis to food chains, energy changes, and the Law of
Conservation of Energy. Emphasize that only green plants can take energy from
the sun and change it into a form of chemical energy that can be used by animals
(herbivores and carnivores). All food chains begin with green plants. Energy
change is from light (from the sun) to chemical (sugars stored in plant material).
30
Have individual students create the story of photosynthesis in words, symbols,
and diagrams for their science notebook.
For LEP students (this modification suggestion is the same as for the
“Engage” section):
- Use a diagram of the process of photosynthesis on a transparency to explain
this process to LEP students. The diagram could show a leaf with arrows
going in and out of the leaf that are labeled with the various components of the
process. Alternatively, the process could be explained using a flow chart and
pictures.
- After demonstrating the process visually, have students tell the teacher/a
friend about photosynthesis, making sure they use the appropriate
terminology to explain the process.
- Provide students with a blank copy of the transparency picture/graphic
organizer to complete as a review of what the teacher has explained.
Elaborate
Experiment with Elodea (sometimes called Anacharis) from a fish aquarium to
explore factors affecting the rate of photosynthesis. Place a sprig of Elodea in a
plastic cup filled with water. Shine a 50-watt plant light on the glass from a
distance of about 30 cm. Observe for a few minutes until bubbles appear and
rise from leaves of the plant. Ask students to hypothesis as to what the bubbles
are and where their origin.
Brainstorm variables that may affect the rate of photosynthesis as measured by
the production of oxygen gas. Things such as distance from the light, wattage of
the light, incandescent versus fluorescent light, sunlight versus artificial light,
chlorinated water, distilled water, sugar water, etc
Each cooperative learning group can select a different variable as an
experimental variable for an experiment. All other variables become controls.
Design a procedure, collect data and write up a lab report. See “Experimental
Design: Lab Reports” pages 28 - 32 in the Middle School Strategies Document at
http://www.ncpublicschools.org/curriculum/science/middlegrades/ for help in
defining variables, writing hypotheses, etc.
Evaluate
Write lab report on elodea experiment.
Do another simulation of the process of photosynthesis. Videotape to show other
classes.
Complete “L” section of KWHL using complete sentences, symbols, and
diagrams
31
For LEP students:
Use the following modifications for evaluating LEP students using the
measures listed above:
- Lab Report:
Prepare the lab report in a graphic organizer, or using pictures to show the
procedure followed, observations and results.
- Design and conduct another simulation and videotape the process
Allow students to prepare a script or cue cards to explain the simulation
aloud during the recording
- Complete the “ L” section of the KWHL chart
Allow students to discuss the “L” section beforehand completing the chart
with a partner
Extensions
Research how organisms in the deep sea around thermal vents get energy from
chemosynthesis. Compare and contrast these two processes for providing
energy to living things.
http://www.teachersdomain.org/resources/tdc02/sci/life/eco/deepseavents/index.
html
Video here takes students to the depths of the sea where food chains do not
begin with photosynthesis transforming energy from the sun into food for other
organisms. Bacteria and the process of chemosynthesis replace green plants
and photosynthesis here.
http://www.teachersdomain.org/resources/tdc02/sci/life/cell/stetteroxygen/index.h
tml
Life Without Oxygen is a video segment from NOVA describing conditions on
earth 3 billion years ago before green plants and photosynthesis added oxygen
to the atmosphere.
http://www.teachersdomain.org/resources/tdc02/sci/life/eco/arctic/index.html
Explore the world of carnivorous plants in this video. Discover why they can’t
make enough food to survive and have adaptations that enable them to get food
in ways other than photosynthesis.
http://www.windows.ucar.edu/tour/link=/teacher_resources/teach_carbongame.ht
ml
Students play the role of carbon atoms traveling through the carbon cycle by
engaging in an online interactive activity
Research changing levels of carbon dioxide and oxygen in the atmosphere
through time.
32




When did oxygen first appear as a gas in the earth’s atmosphere?
Why did the ratio of oxygen to carbon dioxide remain fairly constant
through much of earth history?
What is happening to levels of carbon dioxide in the atmosphere today?
What are some potential effects of this change?
Literacy Connection
Have students read the novel Top Secret by John Reynolds Gardiner. In this
book, written at about the fourth grade level, a student decides to use the
process of photosynthesis as the topic of his science fair project. This can be
used as a read-a-loud. Students will enjoy and learn a lot about photosynthesis
and what not to do in science fair project!
For LEP students:
To check students understood the story, prepare story summary sentence
strips/pictures (for students with low English proficiency) and have
students put them in the order the events in the story. Also, the teacher
could stop intermittently as the story is read aloud to ask questions about
the events in the story and check for comprehension.
Websites
http://www.teachersdomain.org/resources/tdc02/sci/life/stru/methusweb/index.ht
ml
Interactive segment on photosynthesis from NOVA: “Methesula Tree” website.
http://www.newtonsapple.tv/TeacherGuide.php?id=915
Teacher materials for Newtons Apple segment on photosynthesis
http://photoscience.la.asu.edu/photosyn/education.html
This site from the Arizona State University is all about photosynthesis. Check at
the links on the left.
Webquests
http://oncampus.richmond.edu/academics/education/projects/webquests/photosy
nthesis/
This webquest was designed for fourth graders but is also appropriate for sixth
graders
http://www.shaunbryer.com/webquest.html
This webquest has students plan their own skit telling the story of photosynthesis
http://students.salisbury.edu/~ak09850/thunt.htm
A webquest treasure hunt “Understanding Photosynthesis”
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Food Chains, Webs, and Pyramids
Objectives:
1.01, 1.03, 1.04, 1.05, 1.06, 1.08, 2.02, 4.01, 7.01
Language Objectives for LEP students:
-Read a poem about the food chain and show understanding through mime.
-Discuss food chains and the organization of organisms in the chain with a
partner.
- Brainstorm ideas about food chains, food webs and food pyramids in writing
and share with a partner.
-Listen to explanations of content-specific vocabulary and use appropriately
in unit activities.
Materials:
 Butcher paper
 Sticky notes
 Yarn
 Cards with pictures and/or names of organisms in a familiar environment
 Computer and Internet access
 1 large yellow disk labeled the sun
 20 plastic bags with 20 crackers, pretzels, or nuts (be careful with
allergies!)
 7 empty plastic bags
 Large pyramid diagram
 20 signs/large index cards “PRODUCERS: GREEN PLANTS
 4 signs/large index cards “FIRST ORDER CONSUMERS: HERBIVORES
 2 signs/large index cards “SECOND ORDER CONSUMERS:
CARNIVORES
 1 sign/large index card “THIRD ORDER CONSUMER: OMNIVORE
Notes To teacher:
There are many excellent web resources to support this lesson. Interactive sites
on food chains, webs, and pyramids are abundant and a really good option for
this topic!
While food chains are introduced in elementary schools, there are many high
school students who still lack a robust understanding of how materials and
energy move through natural environments. A lot of discussion of food chains,
webs, and pyramids in many different environments is needed to build
understanding of the important concepts addressed here.
Lessons in Unit 5 will reinforce and extend the “big and basic” ideas that are
introduced in this lesson.
34
Engage:
Part 1
Use this food chain poem, “Links in a Food Chain” in multiple ways through this
lesson. Begin by simply reading it together. It can also be sung to “I Know an
Old Woman Who Swallowed a Fly”. Have some students illustrate the
environment described in the poem. Others can literally draw a chain and in
each of the links draw the organism described in the poem as providing each link
in the food chain. Others can draw the organisms in order and add arrows
connecting them. Tell students that the arrows in such a diagram mean, “eaten
by”.
For LEP students:
-See the differentiated activities outlined above, that are appropriate for LEP
students.
- Read the poem using gestures/actions to assist with comprehension of the
poem. For example, mime the word, “grew”, “nibbled” etc.
-Show pictures to help with comprehension of words like “bugs”, “creepies and
crawlies” etc.
-Allow students to mime the poem in groups (Reader’s Theater) to assist with
comprehension through kinesthetic activity.
LINKS IN A FOOD CHAIN
~Author Unknown
There once was a flower that grew on the plain.
Where the sun helped it grow, and so did the rain
-- Links in a food chain.
There once was a bug who nibbled on flowers,
Nibbled on flowers for hours and hours!
The bug ate the flower that grew on the plain,
Where the sun helped it grow, and so did the rain
—Links in a food chain.
There once was a bird who gobbled up bugs,
And creepies and crawlies, and slimies and slugs.
The bird ate the bug, who nibbled on flowers,
Nibbled on flowers for hours and hours!
The bug ate the flower that grew on the plain,
Where the sun helped it grow, and so did the rain
-- Links in a food chain.
There once was a snake who often grabbed birds,
And swallowed them whole, or so I have heard.
The snake ate the bird, who gobbled up bugs,
And creepies and crawlies, and slimies and slugs.
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The bird ate the bug, who nibbled on flowers,
Nibbled on flowers for hours and hours!
The bug ate the flower that grew on the plain,
Where the sun helped it grow, and so did the rain
-- Links in a food chain.
There once was a fox, and I'll make a bet:
He'd eat anything he could possibly get.
The fox ate the snake, who often grabbed birds,
and swallowed the whole, or so I have heard.
The snake ate the bird, who gobbled up bugs,
And creepies and crawlies, and slimies and slugs.
The bird ate the bug, who nibbled on flowers,
Nibbled on flowers for hours and hours!
The bug ate the flower that grew on the plain,
Where the sun helped it grow, and so did the rain
-- Links in a food chain.
The fox, he grew older and died one spring day,
But he made the soil rich, when he rotted away
A new flower grew where he died on the plain.
And the sun helped it grow, and so did the rain—
LINKS IN A FOOD CHAIN.
Part 2
Use a large piece of paper and a set of sticky notes for a silent brainstorm on the
topic of “food chains, food webs, and food pyramids” A silent brainstorm is a prethinking strategy in which the students place their thoughts, questions, and ideas
on sticky notes and place them on the paper. All thoughts are collected during
the silent portion of the brainstorm. After a set time (5-8 minutes), the group is
asked to place their ideas into logical groups according to criteria that they set.
Each group will present their ideas as a team explaining what groups they
formed and what ideas are in each. Some general questions to facilitate
discussion:
 What groups did you form?
 Why did you place your ideas in that group?
 Were there any ideas that you came up with that didn’t fit into a group?
Why?
 Explain what you were thinking when you placed _____ in that group.
 How do your ideas relate to those of other groups?
 What made this activity hard? What made it easy?
 Were there any similarities in your thinking when compared to the other
members in the group? In the class?
 Why do you think the term “food chain” is used by scientists to describe
what happens in the poem?
 Who are the essential players in food chains?
 Why can you not have a food chain without these organisms?
36
 How short do you think a food chain can be?
 How long do you think a food chain could be?
For LEP students:
-Provide students with a copy of the possible discussion questions they may
be asked.
- Allow students the time to formulate written responses to the discussion
questions before presenting. This will help them prepare their answers to
questions they may be ask when they present their ideas.
Explore:
Each student will be given a picture and/or name of an organism that could be
part of a food web in an environment familiar to students. Some suggestions and
possible organisms are:
Park and Playground
Robin, earthworm, cricket, centipede, cat, daddy longlegs, hawk, frog, isopod,
ground beetle, mouse, rabbit, raccoon, ladybug, screech owl, snails and slugs,
box turtle, squirrel, grass, trees, flowers, seeds, nuts, acorns, and cones, berries,
snake, fox, toad, spider, ant
Ocean
Phytoplankton, zooplankton, herring, mackerel, squid, jellyfish, sharks, dolphin,
tunas, seals, sea gulls, orcas, white sharks, clams, sea turtle, crab, seaweed,
sand pipers
Students should think/pair/share about the place of this organism in a food chain.
 What might it eat?
 What might eat it?
For LEP students:
Provide examples of “What might eat it?” etc to demonstrate the difference
between these two questions. For example, show a picture of a rabbit and
discuss the two questions in relation to this organism, eliciting possible answers
such as lettuce and carrots (to answer “what might it eat?”) and a fox, humans (to
answer “what might eat it?”)
They should quickly realize that there are many sources of food for most
organisms and that most organisms can be food for a number of other organisms
in their environment. The rule in the wild is to try to get enough food yourself
before you become someone else’s lunch!
Students move around and try to match up with a partner where they could have
the following relationship: You can eat them, or they can eat you. Complete this
several times asking them to pair up with different species each time. Have
37
student pairs link arms each time representing a link in a food chain. When
pairing they will see that there are many organisms they can eat and many that
can eat them.
If students do not realize that more than two students can link up in a chain of
“you eat me, somebody else eats you”, suggest this by reminding students that in
nature everybody but the top predator has the chance of being somebody’s
lunch! Challenge students to make a food chain with the greatest number of
links possible.
 What was the longest food chain you could make?
 Why do you think this is true?
Explain:
Have students sit in a circle. Have students use yarn to show some of the
connections that were made in the previous activity. After it is clear that there
are lots of possibilities for finding food or being food for some other organism,
begin to discuss this activity in terms of energy flow through the ecosystem by
asking questions such as these:












What is missing in this activity so far if we want to tell the whole story of
food chains? Which is energy flow through organisms in a natural
environment?
What is the role of the sun in ecosystems?
What is the role of producers in the food web? Identify all producers.
What is the role of consumers in this food web? Identify all consumers.
What is the role of decomposers in the food web? Identify all
decomposers.
What would happen if one of these links were missing in a food chain?
For example what happens if there are no producers or no decomposers?
Focus again on the consumers in this activity. Is there a way that they can
be further classified?
Which consumers eat only plants? Identify the herbivores in the activity.
Which consumers eat only other animals? Identify the carnivores in the
activity.
Which consumers eat either plants or animals? Identify the omnivores in
the activity.
Look at the words herbivore, carnivore, and omnivore. How are they
alike? What do you think “vore” means? What does “herb” mean? What
does “carn” mean? What does “omni” mean?
Can you think of or find other words that use these word parts?
For LEP students:
-Introduce the following vocabulary in preparation for the above activity. This
can be done through examples and pictures. –omnivore
-link -web
-consumer -producer
-decomposer -herbivore -carnivore - predator
38
-Post the vocabulary with highlighted word parts that were identified in the
previous activity and their definitions. For example, herb-i-vore, carn-i-vore
etc.
Go back to the poem used to introduce this lesson. Identify links where
producer, consumer, and decomposer were involved. Add these terms to
illustrations and diagrams of links in the chain. Do the same for herbivore and
carnivore.
Use yarn to connect the sun to producers, then producers to consumers, then
producers and consumers to decomposers. Have students observe crisscross
pattern of yarn.
 Explain how this activity illustrates the concept of a food web?
 Why is a simple food chain not adequate to show energy flow through a
natural environment?
 What does a food web show about the organisms in an environment that
cannot be shown with a simple food chain?
 What is the difference between a food chain and a food web?
 What are some organisms (other than those named in the poem) that
might be a part of a food web in the environment described in the poem,
Links in a Chain?
 Which of these are producers in the food web?
 Which of these are consumers in the food web?
 Which of these are herbivores and which are carnivores?
For LEP students:
-Provide students with a list of these questions to read and answer in writing
as they observe the diagram. This will allow students to prepare their answers
to offer during a class discussion of the questions.
-Provide a picture of a food web in a different environment (possibly taken
from a website listed below) and allow them to label the web with the
components identified in the previous activities. This will reinforce their
knowledge of the vocabulary and terminology associated with food chains and
food webs.
http://www.teachersdomain.org/resources/lsps07/sci/life/eco/oceanfoodweb/inde
x.html
This site has an interactive game for exploring a food web in an environment in
the Antarctic.
http://www.teachersdomain.org/resources/ipy07/sci/life/eco/arcticecosys/index.ht
ml
This site explores food chains and webs in an Arctic environment
39
http://www.teachersdomain.org/resources/tdc02/sci/life/eco/arctic/index.html
Explore the world of carnivorous plants in this video. Discover why they can’t
make enough food to survive and have adaptations that enable them to get food
in ways other than photosynthesis.
http://www.teachersdomain.org/resources/lsps07/sci/life/eco/oceanfoodweb/inde
x.html
This interactive activity explores interactions in an ocean food web.
http://www.teachersdomain.org/resources/lsps07/sci/life/eco/oceanfoodweb/inde
x.html
Video segment from NOVA describes energy flow from the sun through the
producers and consumers in a coral reef community.
Do a double Venn diagram comparing food chains and food webs.
Model the process of creating a Frayer model with one of the terms below. Then
assign pairs or small groups to create their own Frayer models to display and
share with the class. Possible terms to use for Frayer models: producer,
photosynthesis, consumer, decomposer, herbivore, carnivore, omnivore,
predator, prey,
Ex of the Frayer Model:
What is the definition?
Sentence using the term.
TERM
Examples of the concept or
examples of what the concept
is not.
Picture.
Elaborate:
Part 1 Drawing a Food Pyramid
Use the organisms in the poem, Links in a Food Chain, to draw a food chain
pyramid. First draw a large triangle with one point at the top of the paper and the
base across the bottom. Draw horizontal lines across the triangle to divide the
triangle into five parts of about the same width. Write the name of one of the
organisms in the poem in each space on the triangle. Start with the flower on the
bottom, then the bug, then the bird, then the snake, and finally the fox.
 Which organism occupies the largest space on the triangle?
 Which organism occupies the smallest space on the triangle?
 What do you think could be the significance of the shape of the pyramid?
40






Why do the producers (flowers and plants) have more space and the
highest consumer (fox) the smallest?
This pyramid has five levels. What would be the fewest levels a food
pyramid could have?
Draw a food pyramid for you eating a hamburger. How many levels will
this food pyramid have? What is at the top of this food pyramid?
What kind of organism always goes on the first level of the triangle?
Why?
What kind of consumer goes on the second level of the triangle? Why?
Explain why a carnivore can never be lower than the third level.
For LEP students:
-Before presenting the discussion questions, demonstrate the following
vocabulary words using the food pyramid drawing:
-smaller/smallest
-larger/largest
-level
-higher/highest
-lower/lowest
-Use items around the classroom to demonstrate the following words:
-fewest
-most
-Reword some discussion questions as follows:
-Qu. 3 – Why is the pyramid a triangle?
-Qu. 4 – Why do producers (flowers and plants) have more space on the
pyramid and the biggest consumer (a fox) has the smallest space?
-Qu. 5 – What is the smallest number of levels a pyramid can have?
Part 2 Energy Flow Video
The video below is designed for grades k-5 but still can be valuable for use with
this lesson as it explains why “400 pounds of corn cannot be converted into 400
pounds of cow”. It will be a great help for students in understanding food
pyramids.
http://www.teachersdomain.org/resources/tdc02/sci/life/oate/energyflow/index.ht
ml
Part 2
Exploring Energy in an Ocean Food Pyramid
Materials:
 1 large yellow disk labeled the sun
 20 plastic bags with 20 crackers, pretzels, or nuts (be careful with
allergies!)
 7 empty plastic bags
 Large pyramid diagram
 20 signs/large index cards “PRODUCERS: GREEN PLANTS
 4 signs/large index cards “FIRST ORDER CONSUMERS: HERBIVORES
 2 signs/large index cards “SECOND ORDER CONSUMERS:
CARNIVORES
 1 sign/large index card “THIRD ORDER CONSUMER: OMNIVORE
41
Have one student act as the sun and wear the large yellow circle. This person
starts out with the 20 plastic bags of “energy units”.
Have 20 students pin or hang the “producers” sign on. These students will play
the role of green plants. The sun should give each of them a plastic bag with 20
edible objects representing 20 units of food energy. At the base of this pyramid
there are 400 energy units.
Each “plant” eats 5 crackers to represent energy that the plant uses for
respiration and growth. This leaves 15 units to be stored in plant tissues for a
total of 300 energy units stored in the 20 “plants”
Each herbivore (first order consumer) “eats” five “plants” and takes its bag of
energy units. Each herbivore should get 75 energy units in his bag. Each
herbivore eats 45 crackers representing 45 units of energy needed for
respiration, for movement, and for other body processes that keep the animal
alive. This leaves 30 energy units to be stored as fat, flesh, bones, and organs in
these animals for a total of 120 unused energy units.
Each of the two carnivores (second order consumers) now “eats” two herbivores
and takes their bag of energy units and empties them into his bag. Each
herbivore should have 60 energy units. Each herbivore eats 30 crackers
representing 30 energy units to supply energy for finding food, staying warm, and
other life processes. This leaves 30 crackers as energy units stored in the
bodies of these animals.
The top predator “eats” the two-second order consumers and takes their bag of
energy units for a total of 60 energy units in the top predator’s bag. This predator
eats 30 crackers representing 30 energy units used in life processes leaving 30
unused energy units to be stored in body tissue.
Summary of Food Pyramid Activity
# of
Energy U’s
students
Taken
Producers
20
20
Energy U’s
Used
5
Energy U’s
Stored
15
Energy U
Total
400
Herbivores
4
75
45
30
300
Carnivores
2
60
30
30
120
Top
Predator
1
60
30
30
30
Draw a large food pyramid to represent this data. Label each layer with kind of
organism, number in this activity, and the total energy units at each level.
42












Why is a pyramid a good representation of energy moving through a food
chain?
What happens to the energy that is not available to be passed from one
level to the next?
How did we show this in our activity?
Where in a food chain are the largest populations?
How was this shown in our activity?
How is this shown by a food pyramid?
Where in the food chain are populations the smallest?
How was this shown in our activity?
How is this represented by a food pyramid?
What happens to the total amount of energy in a food chain as the energy
moves through the chain from producer to different levels of consumers?
How was this shown in our activity?
What organisms might be at each level of the food pyramid in each of the
following environments?
 Ocean
 Pond
 Forest
 Desert’
For LEP students:
-Provide students with a list of vocabulary words related to this unit part (from
the list presented previously) and allow students to label their pyramid rather
than answer the discussion questions.
-Allow students to work in pairs to discuss and formulate responses to the final
discussion question concerning alternative environments.
http://www.vtaide.com/png/foodchains.htm
This site has NSTA endorsement. It has a simple explanation of energy flow
through food chains, webs, and pyramids. It also has interactive activities in
which students can create food webs for a desert, a coniferous forest, a
deciduous forest, or a temperate forest.
http://www.aviary.org/curric/teachers/t_hunters.htm
Interactive site allows students to build a coastal food web and learn about plants
and animals that make it up. Students are then introduced to the concept of food
pyramid.
Do a triple Venn diagram to compare food chains, food webs, and food pyramids.
Evaluate
Student products from lesson activities should be evaluated and feedback given.
43
Extensions
Owl Pellet dissection is an excellent activity for teaching this goal.
http://www.kidwings.com/owlpellets/index.htm
Find a virtual owl pellet dissection for eleven different owl species at this site.
Also a video of how owl pellets form.
http://www.biologycorner.com/worksheets/owlpellet.html
Owl Pellet Dissection Lab Activity
http://www.owlpages.com/
Lots of information on owls and links to other sites.
Find an excellent lesson at this site that addresses producers, consumers, and
decomposers using some of the materials on the Teacher Domain site
http://www.teachersdomain.org/resources/tdc02/sci/life/oate/lp_energyweb/index.
html
Webquests on Food Chains and Webs
http://www.kn.pacbell.com/wired/fil/pages/webfoodchamr.html
There are some excellent websites included in this webquest particularly in the
“something for everyone” introductory section.
http://www.manatee.k12.fl.us/sites/elementary/palmetto/mrsw/wbs/foodchain/chai
nprocedure.html
http://teach.fcps.net/trt2/links/foodchain.htm
http://www.teachnet-lab.org/glasgold/food_chain/Introduction.htm
This WebQuest is very well done! Required materials include computers with
Internet access, drawing programs like KidPix and HyperStudio, and a word
processing program such as Apple Works or Microsoft Word.
Students use technology to navigate sites and gather, analyze, organize, and
present information; participate in group meetings to research, discuss, and
evaluate information; interpret and synthesize information to produce a research
report; prepare and deliver oral presentations; and demonstrate understanding of
big ideas and unifying concepts, and of science as a human endeavor. They ask
questions about natural phenomena, objects and organisms, and events and
discoveries; identify problems; propose and implement solutions; evaluate the
accuracy, design, and outcome of investigations; work individually and in teams
to collect and share information and ideas; and demonstrate an understanding of
organisms and their environments.
44
Other websites
http://www.picadome.fcps.net/lab/currl/food_chain/default.htm
This website has links to some great interactive sites related to food chains and
webs. Some are a bit elementary which provides opportunity for differentiation in
the sixth grade classroom.
http://www.nclark.net/Ecology
Some very basic material and websites on Principles of Ecology
Game
http://www.windows.ucar.edu/tour/link=/teacher_resources/activity.html
Food Chain Checkers
This interesting game models the dynamics of a simple ocean food chain with
diatoms, copepods, herring, and orcas. Site includes game pieces, rules and
directions, and background information both on food chains and the use of
models to understand important concepts in science. Data from game may be
collected and graphed on worksheets that are included if one wishes to add a
quantitative aspect to the activity.
45
Literature, Science, Technology, and Society Solve an Environmental Issue
Objective
1.01, 1.05, 1.07, 1.08, 1.09, 2.02, 2.03, 2.04, 7.03
Language (ELP) Objectives for LEP students:
-Listen and role play an organism in the food chain.
-Organize and record results on a chart.
-Read a poem and share feelings about the poem.
-Talk to a partner about the cause and effect of using pesticides.
Notes to Teacher
This unit continues to build on the ideas of materials cycling through
environmental systems. The difference this time is that the material cycling
through is not a natural or helpful material. The lesson begins with a reading of
the prologue or 1st chapter of Silent Spring.
Silent Spring was very controversial when it was published but is now credited
with not only increasing awareness of environmental effects of use of chemicals
such as DDT but also resulting in increased public attention to other
environmental issues that led up to the celebration of the first Earth Day.
Materials
 Copies of the first chapter of Silent Spring
 Large clear area (outdoors is ideal!)
 Small paper squares (about 30 per student)
 Two thirds should be white. The other one third another color or white with
a colored marking.
 Plastic or paper bags (about 20 or enough for each grasshopper
stomach)
Engage
Read Chapter 1 of Rachel Carson’s Silent Spring
(Carson, Rachel. Silent Spring. Fawcett Crest, 1964. )
It is effective for the teacher to read through this short introductory chapter and
then have students read silently to select key phrases.







46
List some phrases that describe a Spring that is “not silent”
How do these phrases make you feel?
List some phrases that describe a “Silent Spring”
How do these phrases make you feel?
What does the author believe has brought on the “Silent Spring”?
What was the intention of Rachel Carson when she wrote this book?
What was the impact of this book on the environmental movement?
For LEP students:
-Provide students with a graphic organizer to answer the first 4 questions
presented above. The graphic organizer should have 2 columns, labeled “not
silent” and “Silent Spring”. Each column should have 2 boxes, one labeled
“phrases from the story that describe this” and “how the phrases make me
feel”.
-Allow students to work in pairs to identify phrases from the poem, and
discuss and note their feelings about the phrases. As students share their
ideas with the whole group, provide the following sentence stems for help
them express their ideas:
-The phrase………… makes me feel……………….. I feel this
because……….
-Alternatively, for students with lower English proficiency, allow them to draw a
picture to represent how the phrase makes them feel. Provide an example to
show students how to do this.
Explore
Prepare materials:
 Large clear area (outdoors is ideal!)
 Small paper squares (about 30 per student)
o Two thirds should be white.
o The other one third another color or white with a colored marking.
 Plastic or paper bags (about 20 or enough for each grasshopper)
Begin by reviewing the concept of food chains by playing the “Symphony of
Nature”
Select one student to be the sun and the conductor of this symphony!
Divide rest of class into three groups.
o Half should be “producers”
o Quarter should be “consumers”
o Quarter should be “decomposers”
At a signal from their director, the sun, members of the symphony do their thing
with each group shouting their name while making a suitable motion to represent
their role as a producer, consumer, or decomposer. Review flow of energy
through a food chain.
Regroup students for this activity, which is adapted from “Deadly Links” in Project
Wild. In this activity everyone will be a consumer (some herbivores and some
carnivores) in a food chain. Plan for 3 times as many shrews as hawks and 3
times as many grasshoppers as shrews. You might have 2 hawks, 6 shrews,
and 18 grasshoppers. Each grasshopper gets a “stomach” (plastic or paper
bag) in which to collect food (paper squares that are spread over the clear area.)
47
As the simulation begins, grasshoppers are allowed to “feed” (collect paper
squares) for 30 seconds. The hawks and shrews stand on the side and watch as
the grasshoppers fill their stomachs (bags) with food (paper squares.)
The simulation continues as the shrews are allowed to hunt grasshoppers for 30
seconds. Any grasshopper caught by a shrew surrenders its food to the shrew
and goes to the sideline.
The simulation continues for another 30 seconds as the hawks enter the area to
feed on the shrews. Any shrew caught by the hawk must surrender all food bags
to the hawk. Any surviving shrews may continue to hunt for grasshoppers during
these 30 seconds.
Record data on a chart. List names of students, what organism each
represented, whether it is a herbivore or a carnivore, and whether it was eaten or
not. Just as the survivors are celebrating their success, have them empty the
food bags and count the number of white and multicolored food pieces collected.
Add this info to the data chart.
At this point tell students that a farmer sprayed a chemical on the crop that the
grasshoppers were eating. This pesticide was used to protect the crop from the
grasshoppers. This pesticide is poisonous and collects in the food chain. The
multicolored food squares are tainted with this pesticide. Any surviving
grasshopper with even one piece of multicolored food in the bag is poisoned by it
even though it may have survived the shrews. The pesticide also poisons any
shrew with half or more multicolored food squares. The hawk with the highest
number of multicolored pieces will not die at this time. However, it has likely
accumulated enough of the pesticide so that eggs produced by it and its mate
may have shells so thin that the eggs will not hatch.
For LEP students:
-Show pictures of a hawk, shrew, and a grasshopper. Ask whether they are
herbivores, carnivores or omnivores.
-Provide each student with a name card of the animal they will represent.
-Explain the directions for the activity by modeling and using gestures to show
what students need to do. For example, show how the bags represent the
stomachs by placing the bag over a students’ stomach and demonstrating what
happens when he “eats” / “feeds” on the organism.
-Provide examples of pesticides and show the affects of using pesticides through
pictures or a video clip.
-Have students demonstrate what they have seen by completing a graphic
organizer showing cause and effect. Students with lower English proficiency can
complete this activity using pictures from (environmental) magazines.
- Have students explain their graphic organizer to a friend/the teacher.
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Explain
Draw and label a diagram to illustrate the food chain simulated in this activity.
Label producer, herbivore, and carnivores.
 Why did the pesticide affect the carnivores even though they did not eat
the crop that was treated with it?
 Discuss how this activity shows how toxic substances can enter the food
chain with unexpected and unintended results.
 Why was it important for the farmer to use the pesticide?
 What could happen to the populations of grasshoppers, shrews, and
hawks over time if the farmer continued to use this pesticide?
For LEP students:
-When explaining and labeling the diagram, affix arrows to show what
happened to the carnivores in relation to the pesticide.
-Brainstorm examples of “toxic substances” by writing the words on the board
and asking students to call out examples to list and adding more from the
teacher.
- when discussing reasons why the farmer uses pesticides, have students
work in pairs to complete a bubble map with ideas before sharing them aloud
with the whole group.
Elaborate
Suggestion 1
Research the use of DDT and other pesticides and their effect on animal
populations over time. Trace the path of DDT in the food chain of the bald eagle.
Research and graph data on bald eagle populations in the US and NC over the
last fifty years. Find out when the bald eagle was placed on the endangered
species list and when and why it was removed. When was the bald eagle
declared our national symbol? (Students may be surprised to learn that Ben
Franklin argued against the bald eagle as our natural symbol. He preferred the
turkey! Have students’ research why Franklin felt so strongly about this.)
For LEP students:
-Explain what DDT is and show sample products that DDT is used for.
-Demonstrate how to graph data for the research activity by modeling a
graph created using data from the population history of another species.
-For the research activity, prepare a list of questions for students to find
answers for.
49
http://www.fws.gov/midwest/eagle/index.html
US Fish and Wildlife site offers lots of info on bald eagle populations including
graphs and charts of population numbers by state.
http://www.fws.gov/species/species_accounts/bio_eagl.html
Good information on bald eagle, its being added to endangered species list and
events that lead to its being removed.
http://www.fws.gov/species/species_accounts/bio_eagl.html
Find a map showing the number of bald eagles in each state of the US at this
site.
Suggestion 2
Research an issue of importance in your area that relates to materials entering
and cycling through the food chain.
Suggestion 3
Plan a “Go Green” Day or an Earth Day Celebration for your class, school, and/or
community. Use ideas from these websites to get you started. Prepare
PowerPoint’s or poster displays that depict the success in restoring bald eagle
populations. Use this as evidence that individual actions do matter and that
responsible and informed decisions can bring about positive change in the quality
of natural environments. Have someone dress up and play the role of Rachel
Carson and discuss her reaction to the movement that her book, Silent Spring,
set in motion.
http://www.earthday.gov/
http://www.epa.gov/earthday/
http://earthday.envirolink.org/history.html
http://www.earthday.gov/kids.htm
This site includes links to other great sites for ideas for making everyday an
“Earth Day”
Evaluate
Evaluate student products
Research and write a news article summarizing the effect that Rachel Carson’s
book, Silent Spring, had on science, farming, and the politics of the environment.
Extensions
Research life and writing of Rachel Carson (www.Rachelcarson.org, or
www.achelcarcsoncouncil.org ) and how her book, Silent Spring, spurred interest
and concern in environmental issues. One such article, “How Rachel Carson
Helped Save the Brown Pelican”, by Michael Lipske can be found at
50
www.nwf/nationalwildlife/2000/carsondj.html. Be sure to learn about the Rachel
Carson Estuarine Reserve along the NC Coast.
Use information from research to prepare a timeline of important events leading
up to the publication of Silent Spring. Continue time line by including some of the
important events of the last 50 years that may be attributed to Rachel Carson
and her controversial book.
A toxic pollutant is carried by runoff into a lake or stream in such small amounts
that it is safe to drink the water. However, it may not be safe to eat the fish living
in the lake or stream because the fish may have a greater concentration of the
pollutant than the water does. Explain how this could occur and how it may
affect humans. Draw and label a diagram to illustrate your answer.
Research why it is recommended that pregnant women include only small
amounts of certain ocean fish in their diets.
http://www.teachersdomain.org/resources/ipy07/sci/life/eco/pcbfoodchain/index.h
tml
Video discusses contaminants in what one would think would be a toxic-free
environment in the Arctic
Assessment questions:
4.01
4.01 Describe the flow of energy and matter in natural
systems:
 Energy flows through ecosystems in one
direction, from the sun through producers to
consumers to decomposers.
 Matter is transferred from one organism to
another and between organisms and their
environments.
 Water, nitrogen, carbon dioxide, and oxygen
are substances cycled between the living and
non-living environments.
1. Energy in any ecosystem can be traced back to___________.
A. Chemicals
B. Soil
C. Sunlight
D. Thunderstorms
2. Which of these form the first link in a food chain?
A. Decomposers
B. Carnivores
C. Ominivores
D. Green plants
51
C4 (C3)
3. Which of these show the order of flow of energy through a food chain?
A. rabbit, mouse, grain, sun
B. rabbit, grain, mouse, sun
C. sun, grain, mouse, rabbit
D. sun, mouse, grain, rabbit
4.02
Evaluate the significant role of decomposers.
B5
4. Which of the following best describes the role of decomposers?
A. eroding rocky shorelines
B. breaking down metals
C. weathering bare rock
D. breaking down plant and animal material
5. Which is the best reason for not burning leaves?
A. Fire is dangerous
B. Composting is easier
C. Fire leaves messy black ash and soot
D. Composting can improve soil quality
6. Which of these is classified as a decomposer?
A. mouse
B. millipede
C. daisy
D. dragon fly
4.03
Examine evidence that green plants make food.
B3
 Photosynthesis is a process carried on by
green plants and other organisms containing
chlorophyll.
 During photosynthesis, light energy is
converted into stored energy that the plant, in
turn, uses to carry out its life processes.
7. Which process is most responsible for the food energy stored in the roots,
stems, and leaves of green plants?
A. respiration
B. digestion
C.photosynthesis
D. biogenesis
8. Green plants and other organisms containing chlorophyll are unique in that
they can_____________________.
A. change light energy to stored food energy
B. add nutrients to the soil
C. survive in a variety of environments
D. reproduce
52
4.04
Evaluate the significance of photosynthesis to other
organisms:
 The major source of atmospheric oxygen is
photosynthesis.
 Carbon dioxide is removed from the
atmosphere and oxygen is released during
photosynthesis.
 Green plants are the producers of food that is
used directly or indirectly by consumers.
B5
9. Which statement best describes the process of photosynthesis?
A. It adds CO2 to the air.
B. It adds N2 to the air.
C. It is a process of all living things.
D. It is a process of green plants.
10. During photosynthesis, a plant uses________________.
A. nitrogen and releases oxygen
B. oxygen and releases carbon dioxide
C. water vapor and releases nitrogen
D. carbon dioxide and releases oxygen
11. The major source of oxygen in the air is _____________.
A. photosynthesis
B. respiration
C. volcanoes
D. ocean water
4.05
Evaluate designed systems for ability to enable
B5
growth of certain plants and animals.
12. In order to create an environment for plant growth indoors which of these is
essential component?
A. soil
B. light energy
C. fertilizer
D. temperature control
13. Which of these is essential in a balanced aquarium?
A. snails
B. green plants
C. fish
D. soil
53
7.02
Investigate factors that determine the growth and
survival of organisms including:
 Light.
 Temperature range.
 Mineral availability.
 Soil/rock type.
 Water.
 Energy.
B6 (D6)
Look at the data pertaining to plant growth. Use this data to answer the questions
that follow.
Plant
Light
Temperature Soil type
Water intake
Growth
sample
source
Plant A
Full light
70 degrees
clay
5 ml per day
1 inches
Plant B
No light
70 degrees
sand
5 ml per day
2 inches
Plant C
Full light
65 degrees
Sand /clay 5 ml per day
8 inches
mixture
Plant D
No light
65 degrees
Sand /clay 5 ml per day
3 inches
mixture
14. Which of the above plant samples have the most success when only looking
at the growth patterns?
A. Plant A
B. Plant B
C. Plant C
D. Plant D
15. When looking at the data from the above chart, which of the following
statements can you conclude about plant growth?
A. Plants successfully grow if they have light, moderate temperature,
and are grown in a soil that has a mixture of sand and clay.
B. Plants successfully grow if they do not have light, have a temperature of
65 degrees, and are grown in a soil that is clay.
C. Plants successfully grow if they have light, have a temperature of 70
degrees, and are grown in a soil that is sand.
D. Plants successfully grow if they have light, moderate temperature, and are
grown in a soil that is neither sand nor clay.
16. Betty was walking down the road on a summer day and notices that there
was a corner that did not have any plants growing. Using the information from the
above chart what could Betty conclude about the lack of plants?
A. The corner does not have the right temperature to have plants growing.
B. The corner allows sunlight to hit the surface of the soil.
C. The soil on the corner is not a mixture of sand and clay.
D. The corner has a house being built.
54
7.03
Explain how changes in habitat may affect organisms. B2
Image found at :http://photos.mongabay.com/06/amazon_defor-360.jpg
17. When looking at the above pie graph on the causes of deforestation in the
Amazon, what is the larges cause for deforestation?
A. Small scale Substance agriculture
B. Logging
C. Cattle ranches
D. Commercial agriculture
18. When looking at the above pie graph on the causes of deforestation in the
Amazon, what percentage of this problem has been blamed on fires, mining,
urbanization, road construction, and dams?
A. 60%
B. 30 %
C. 1 %
D. 3%
19. When looking at the above pie graph on the causes of deforestation in the
Amazon, which of the following situations accounts for approximately 90% of the
deforestation that is occurring in the Amazon region?
A. Logging and cattle ranches
B. Cattle ranches and large scale commercial agriculture
C. Large scale commercial agriculture and small scale substance agriculture
D. Small scale substance agriculture and cattle ranches
55
For LEP students:
-Consider reducing the number of foils in the assessment questions as a
modification for LEP students.
-For lower English proficiency students, use the following assessment
questions that have been simplified:
1. Energy in any ecosystem began in ___________.
A. Chemicals
B. Soil
C. Sunlight
D. Thunderstorms
2. What is the first link in a food chain?
A. Decomposers
B. Carnivores
C. Ominivores
D. Green plants
3. Which is the order of flow of energy in a food chain?
A. rabbit, mouse, grain, sun
B. rabbit, grain, mouse, sun
C. sun, grain, mouse, rabbit
D. sun, mouse, grain, rabbit
4. What is the role of decomposers?
A. They erode rocky shorelines
B. They break down (make into smaller pieces) metals
C. They weather rock
D. They break down plant and animal material
5. Why shouldn’t we burn leaves?
A. Because fire is dangerous
B. Because it is easier to create compost
C. Because fire leaves black ash and soot
D. Because compost can improve the quality of soil
6. Which is a decomposer?
A. mouse
B. millipede
C. daisy
D. dragon fly
56
7. Which process is most responsible for the food energy in the roots, stems,
and leaves of green plants?
A. respiration
B. digestion
C.photosynthesis
D. biogenesis
8. Green plants and other organisms containing chlorophyll are unique because
they can_____________________.
A. change light energy to store food energy
B. add nutrients to the soil
C. survive in a variety of environments
D. reproduce
9. Which sentence best describes the process of photosynthesis?
A. It adds CO2 to the air.
B. It adds N2 to the air.
C. It is a process of all living things.
D. It is a process of green plants.
10. During photosynthesis, a plant uses________________.
A. nitrogen and releases oxygen
B. oxygen and releases carbon dioxide
C. water vapor and releases nitrogen
D. carbon dioxide and releases oxygen
11. Oxygen in the air comes from _____________.
A. photosynthesis
B. respiration
C. volcanoes
D. ocean water
12. In order to create an environment indoors where plants can grow, what is
an essential component?
A. soil
B. light energy
C. fertilizer
D. temperature control
13. What is essential in a balanced aquarium?
A. snails
B. green plants
C. fish
D. soil
57
Look at the data pertaining to plant growth. Use this data to answer the questions
that follow.
Plant
sample
Plant A
Plant B
Plant C
Light
source
Full light
No light
Full light
Temperature
Soil type
Water intake
Growth
70 degrees
70 degrees
65 degrees
5 ml per day
5 ml per day
5 ml per day
1 inches
2 inches
8 inches
Plant D
No light
65 degrees
clay
sand
Sand /clay
mixture
Sand /clay
mixture
5 ml per day
3 inches
14. Which plant sample grew the most?
A. Plant A
B. Plant B
C. Plant C
D. Plant D
15. Look at chart. Which of the following sentences is true about how plants
grow?
A. Plants successfully grow if they have light, moderate temperature,
and grow in soil that is a mix of sand and clay.
B. Plants successfully grow if they do not have light, have a temperature of 65
degrees, and grown in a soil that is clay.
C. Plants successfully grow if they have light, have a temperature of 70
degrees, and grow in a soil that is sand.
D. Plants successfully grow if they have light, moderate temperature, and
grow in a soil that is not sand and is not clay.
16. Betty was walking down the road on a summer day and saw that there was an
area on the road that did not have any plants. Using the information from the
chart, what is a possible reason for this?
A. The area does not have the correct temperature for plants to grow.
B. The area receives sunlight.
C. The soil in the area is not a mix of sand and clay.
D. There is a house on the area.
58
Image found at :http://photos.mongabay.com/06/amazon_defor-360.jpg
17. Look at the pie graph. It shows the causes of deforestation in the Amazon.
What is the largest cause for deforestation?
A. Small scale Substance agriculture
B. Logging
C. Cattle ranches
D. Commercial agriculture
18. Look at the pie graph. What percentage of the problem of deforestation is
because of fires, mining, urbanization, road construction, and dams?
A. 60%
B. 30 %
C. 1 %
D. 3%
19. Look at the pie graph. Which of the following situations best explains why
deforestation is occurring in the Amazon region?
A. Logging and cattle ranches
B. Cattle ranches and large commercial agriculture
C. Large commercial agriculture and small substance agriculture
D. Small substance agriculture and cattle ranches
59