Title of Unit
Curriculum Area
Relationships
Grade Level
5th and 6th
4 weeks
Life Science
Time Frame
Carrie MauhsDeveloped by
Pugh
Identify Desired Results (Stage 1)
Performance Expectations
5-PS3-1.Use models to describe that that energy in animals’ food (used for body
repair, growth, motion, and to maintain body warmth) was once energy from the
sun. [Clarification Statement: Examples of models could include diagrams, and
flow charts.]
5-LS1-1.Support an argument that plants get the materials they need for growth
chiefly from air and water. [Clarification Statement: Emphasis is on the idea that
plant matter comes mostly from air and water, not from the soil.]
5-LS2-1.Develop a model to describe the movement of matter among plants,
animals, decomposers, and the environment.[Clarification Statement: Emphasis
is on the idea that matter that is not food (air, water, decomposed materials in
soil) is changed by plants into matter that is food. Examples of systems could
include organisms, ecosystems, and the Earth.] [Assessment Boundary:
Assessment does not include molecular explanations.]
MS-LS2-2.Construct an explanation that predicts patterns of interactions among
organisms across multiple ecosystems.[Clarification Statement: Emphasis is on
predicting consistent patterns of interactions in different ecosystems in terms of
the relationships among and between organisms and abiotic components of
ecosystems. Examples of types of interactions could include competitive,
predatory, and mutually beneficial.]
MS-LS2-3.Develop a model to describe the cycling of matter and flow of
energy among living and nonliving parts of an ecosystem. [Clarification
Statement: Emphasis is on describing the conservation of matter and flow of
energy into and out of various ecosystems, and on defining the boundaries of the
system.] [Assessment Boundary: Assessment does not include the use of
chemical reactions to describe the processes.]
Content Standards(s) and DCI(s)
Standards:
5-PS3 Energy
5-LS1 From Molecules to Organisms: Structures and Processes
5-LS2 Ecosystems: Interactions, Energy, and Dynamics
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
DCI:
PS3.D: Energy in Chemical Processes and Everyday Life
LS1.C: Organization for Matter and Energy Flow in Organisms
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Statement: Emphasis is on describing the conservation of matter and flow of
energy into and out of various ecosystems, and on defining the boundaries of the
system.] [Assessment Boundary: Assessment does not include the use of
chemical reactions to describe the processes.]
Content Standards(s) and DCI(s)
Standards:
5-PS3 Energy
5-LS1 From Molecules to Organisms: Structures and Processes
5-LS2 Ecosystems: Interactions, Energy, and Dynamics
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
DCI:
PS3.D: Energy in Chemical Processes and Everyday Life
LS1.C: Organization for Matter and Energy Flow in Organisms
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Understandings
Overarching
Understandings/CCCs
and DCIs
1. The sun is
the primary
source of
energy
within our
ecosystems
. Plants
change
solar
energy into
chemical
energy.
(linear
model,
patterns,
energy and
matter) [5,
PS3; 6,
LS2-3]
2. Matter is
recycled in
ecosystems
. (cyclic
model,
patterns,
energy and
matter) [5,
LS 1; 5,
Essential Questions
Vocabulary
Overarching
Tiers 2-3
2.
Matter is
recycled in
ecosystems
. (cyclic
model,
patterns,
energy and
matter) [5,
LS 1; 5,
LS2B; 6,
LS2-3]
3.
Ecosystem
s are
defined by
interdepen
dent
relationshi
ps. We can
view
organisms
as
producers,
consumers,
decompose
rs. We can
also view
organisms
in
competitiv
e,
predatory,
and
mutually
beneficial
relationshi
ps.
Relationshi
ps are
constrained
by both
biotic and
abiotic
resources.
(energy
and matter,
cause and
effect,
stability
and
change)
Can we eat the
sun?
Can we eat
compost?
Where do plants
and animals get
the energy and
materials to grow
and heal
themselves?
Do the deaths of
plants and animals
affect biotic and
abiotic resources
in an ecosystem?
Relationships,
energy, cycle,
recycle, system,
matter,
competitive,
change,
What are
population, noncomponents of
living, food,
ecosystems? How organic, stability,
do they affect one equilibrium,
another?
disturbance,
dynamic, soil
What causes
changes to
populations of
both plants and
animals?
Can we ever call
an ecosystem
healthy? Or
unhealthy?
Where to we fit
into all of this?
solar energy,
chemical energy,
H, C, O, H2O,
CO2,
photosynthesis,
energy flow,
recycling of
matter, ecosystem,
interdependent,
organism,
producer,
consumer,
decomposer,
predatory,
mutually
beneficial,
component,
biotic, abiotic,
food chain, food
web, resource,
constrain,
simulation
biotic and
animals?
simulation
abiotic
resources.
Can we ever call
(energy
an ecosystem
and matter,
healthy? Or
cause and
unhealthy?
effect,
stability
Where to we fit
and
into all of this?
change)
4. A change
to a
component
in the
system can
cause
changes to
the system,
to both
component
s of the
system and
processes
that define
the system.
(relational
model,
cause and
effect,
stability
and
change))
[5, LS2A;
6 LS2-2]
{Systems and
System Models,
Patterns, Cause
and Effect,
Energy and
Matter, Stability
and Change}
Related Misconceptions
•
Plants grow and develop only because of soil
•
Plants don't need food
•
Limited understanding of difference between matter and energy regarding
food
•
Limited understanding of what happens to organic materials when they
rot
•
Common use of word 'organic'
•
Stability is a good
•
Too much of something is not seen to have detrimental affects on
and Effect,
Energy and
Matter, Stability
and Change}
Related Misconceptions
•
Plants grow and develop only because of soil
•
Plants don't need food
•
Limited understanding of difference between matter and energy regarding
food
•
Limited understanding of what happens to organic materials when they
rot
•
Common use of word 'organic'
•
Stability is a good
•
Too much of something is not seen to have detrimental affects on
organism/objects with which it has a relationship (pollution)
Skills from Science and Engineering
Knowledge from DCIs
Practice
Students will know . . .
Students will be able to . . .
FIFTH GRADE
PS3.D: Energy in Chemical
Processes and Everyday Life
•
The energy released [from] food
was once energy from the sun
that was captured by plants in
the chemical process that forms
plant matter (from air and
water). (5-PS3-1)
LS1.C: Organization for Matter and
Energy Flow in Organisms
•
•
•
Food provides animals with the
materials they need for body
repair and growth and the
energy they need to maintain
body warmth and for
motion. (secondary to 5-PS3-1)
Plants acquire their material for
growth chiefly from air and
water.
(5-LS1-1)
LS2.A: Interdependent
Relationships in Ecosystems
The food of almost any kind of animal
can be traced back to
plants. Organisms are related in food
•
growth chiefly from air and
water.
(5-LS1-1)
LS2.A: Interdependent
Relationships in Ecosystems
The food of almost any kind of animal
can be traced back to
plants. Organisms are related in food
webs in which some animals eat plants
for food and other animals eat the
animals that eat plants. Some
organisms, such as fungi and bacteria,
break down dead organisms (both
plants or plants parts and animals) and
therefore operate as “decomposers.”
Decomposition eventually restores
(recycles) some materials back to the
soil. Organisms can survive only in
environments in which their particular
needs are met. A healthy ecosystem is
one in which multiple species of
different types are each able to meet
their needs in a relatively stable web of
life. Newly introduced species can
damage the balance of an ecosystem.
(5-LS2-1)
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems
Matter cycles between the air and soil
and among plants, animals, and
microbes as these organisms live and
die. Organisms obtain gases, and
water, from the environment, and
release waste matter (gas, liquid, or
solid) back into the environment. (5LS2-1)
MIDDLE SCHOOL
LS2.A: Interdependent
Relationships in Ecosystems
•
Organisms, and populations of
organisms, are dependent on
their environmental interactions
both with other living things
and with nonliving factors.
(MS-LS2-1)
Developing and Using Models
Use models to describe phenomena.
(5-PS3-1)
Engaging in Argument from
Evidence
Support an argument with evidence,
data, or a
model. (5-LS1-1)
LS2.A: Interdependent
Relationships in Ecosystems
•
•
•
•
Organisms, and populations of
organisms, are dependent on
their environmental interactions
both with other living things
and with nonliving factors.
(MS-LS2-1)
In any ecosystem, organisms
and populations with similar
requirements for food, water,
oxygen, or other resources may
compete with each other for
limited resources, access to
which consequently constrains
their growth and reproduction.
(MS-LS2-1)
Growth of organisms and
population increases are limited
by access to resources. (MSLS2-1)
Similarly, predatory interactions
may reduce the number of
organisms or eliminate whole
populations of organisms.
Mutually beneficial interactions, in
contrast, may become so
interdependent that each organism
requires the other for survival.
Although the species involved in
these competitive, predatory, and
mutually beneficial interactions
vary across ecosystems, the
patterns of interactions of
organisms with their
environments, both living and
nonliving, are shared. (MS-LS2-2)
Developing and Using Models
•
Develop a model to describe
phenomena. (MS-LS2-3)
Analyzing and Interpreting Data
•
Analyze and interpret data to
provide evidence for
phenomena. (MS-LS2-1)
Constructing Explanations and
Designing Solutions
•
Construct an explanation that
includes qualitative or
quantitative relationships
between variables that predict
phenomena. (MS-LS2-2)
Engaging in Argument from
Evidence
•
Construct an oral and written
argument supported by
•
empirical evidence and
LS2.B: Cycle of Matter and Energy
scientific reasoning to support
Transfer in Ecosystems
or refute an explanation or a
model for a phenomenon or a
•
Food webs are models that
solution to a problem. (MSdemonstrate how matter and
LS2-4)
energy is transferred between
•
Evaluate competing design
producers, consumers, and
solutions based on jointly
decomposers as the three groups
developed and agreed-upon
interact within an ecosystem.
design criteria. (MS-LS2-5)
Transfers of matter into and out
of the physical environment
occur at every level.
Decomposers recycle nutrients
demonstrate how matter and
energy is transferred between
producers, consumers, and
decomposers as the three groups
interact within an ecosystem.
Transfers of matter into and out
of the physical environment
occur at every level.
Decomposers recycle nutrients
from dead plant or animal
matter back to the soil in
terrestrial environments or to
the water in aquatic
environments. The atoms that
make up the organisms in an
ecosystem are cycled repeatedly
between the living and
nonliving parts of the
ecosystem. (MS-LS2-3)
•
solution to a problem. (MSLS2-4)
Evaluate competing design
solutions based on jointly
developed and agreed-upon
design criteria. (MS-LS2-5)
•
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience
•
•
Ecosystems are dynamic in
nature; their characteristics can
vary over time. Disruptions to
any physical or biological
component of an ecosystem can
lead to shifts in all its
populations. (MS-LS2-4)
Biodiversity describes the
variety of species found in
Earth’s terrestrial and oceanic
ecosystems. The completeness
or integrity of an ecosystem’s
biodiversity is often used as a
measure of its health. (MSLS2-5)
Assessment Evidence (Stage 2) and Learning Plans (Stage 3)
Overarching Understanding #1
Assessment Evidence
Performance Expectations
The sun is the primary source of
energy within our ecosystems. Plants
change solar energy into chemical
energy.
The energy released [from] food was
once energy from the sun that was
captured by plants in the chemical
•
•
Use models to describe that, in
most cases, energy in plants
comes from the sun
Use models to describe that
energy flows in a linear fashion
through ecosystems (food
chain)
Assessment Evidence (Stage 2) and Learning Plans (Stage 3)
Overarching Understanding #1
Assessment Evidence
Performance Expectations
The sun is the primary source of
energy within our ecosystems. Plants
change solar energy into chemical
energy.
The energy released [from] food was
once energy from the sun that was
captured by plants in the chemical
process that forms plant matter (from
air and water). (5-PS3-1)
•
•
•
Use models to describe that, in
most cases, energy in plants
comes from the sun
Use models to describe that
energy flows in a linear fashion
through ecosystems (food
chain)
Support an argument that plants
get the materials they need for
growth chiefly from air and
water
Formative Assessments
• writing in notebook
• annotated diagrams and models in notebook
• think/pair/share
• Productive Talk
• Scientists' Meeting
• chain note
Other assessment evidence (to include Practices, CCCs, and DCIs)
Assessment Evidence (Stage 2) and Learning Plans (Stage 3)
Overarching Understanding #2
Assessment Evidence
Matter is recycled in ecosystems.
(cyclic model, patterns, energy and
matter)
Plants acquire their material for growth
chiefly from air and water. (5-LS1-1)
Matter cycles between the air and soil
and among plants, animals, and
microbes as these organisms live and
die. Organisms obtain gases, and
water, from the environment, and
release waste matter (gas, liquid, or
solid) back into the environment. (5LS2-1)
Performance Expectations
•
•
•
Use models to describe that
energy in animals’ food comes
from plants
Use models to describe that
energy is recycled in an
ecosystem
Develop a model to describe the
movement of matter
among plants, animals,
decomposers, and the
environment (food web)
Formative Assessments
• writing in notebook
• annotated diagrams and models in notebook
• think/pair/share
• Productive Talk
• Scientists' Meeting
release waste matter (gas, liquid, or
solid) back into the environment. (5LS2-1)
among plants, animals,
decomposers, and the
environment (food web)
Formative Assessments
• writing in notebook
• annotated diagrams and models in notebook
• think/pair/share
• Productive Talk
• Scientists' Meeting
• chain note
• public poster – revisited to add new learning
Other assessment evidence (to include Practices, CCCs, and DCIs)
Integrated Instructional Sequence (Backward Design and 5 E's
Instructional Model): see unit plan
Assessment Evidence (Stage 2) and Learning Plans (Stage 3)
Overarching Understanding #3
Assessment Evidence
Ecosystems are defined by
interdependent relationships. We can
view organisms as producers,
consumers, decomposers. We can
also view organisms in competitive,
predatory, and mutually beneficial
relationships. Relationships are
constrained by both biotic and abiotic
resources.
Organisms, and populations of
organisms, are dependent on their
environmental interactions both with
other living things and with nonliving
factors. (MS-LS2-1)
In any ecosystem, organisms and
populations with similar requirements
for food, water, oxygen, or other
resources may compete with each
other for limited resources, access to
which consequently constrains their
growth and reproduction. (MS-LS2-1)
Similarly, predatory interactions may
reduce the number of organisms or
eliminate whole populations of
organisms. Mutually beneficial
interactions, in contrast, may become
so interdependent that each organism
requires the other for survival.
Although the species involved in these
Performance Expectations
• Create a relational model that
carries through a constraint
through 3 organisms
growth and reproduction. (MS-LS2-1)
Similarly, predatory interactions may
reduce the number of organisms or
Performance Expectations
eliminate whole populations of
• Create a relational model that
organisms. Mutually beneficial
carries through a constraint
interactions, in contrast, may become
through 3 organisms
so interdependent that each organism
requires the other for survival.
Although the species involved in these
competitive, predatory, and mutually
beneficial interactions vary across
ecosystems, the patterns of interactions
of organisms with their environments,
both living and nonliving, are shared.
(MS-LS2-2)
Food webs are models that
demonstrate how matter and energy is
transferred between producers,
consumers, and decomposers as the
three groups interact within an
ecosystem. Transfers of matter into
and out of the physical environment
occur at every level. Decomposers
recycle nutrients from dead plant or
animal matter back to the soil in
terrestrial environments or to the water
in aquatic environments. The atoms
that make up the organisms in an
ecosystem are cycled repeatedly
between the living and nonliving parts
of the ecosystem. (MS-LS2-3)
Formative Assessments
• writing in notebook
• annotated diagrams and models in notebook
• think/pair/share
• Productive Talk
• Scientists' Meeting
• chain note
• public poster – revisited to add new learning
Other assessment evidence (to include Practices, CCCs, and DCIs)
Integrated Instructional Sequence (Backward Design and 5 E's
Instructional Model): see unit plan
Other assessment evidence (to include Practices, CCCs, and DCIs)
Integrated Instructional Sequence (Backward Design and 5 E's
Instructional Model): see unit plan
Assessment Evidence (Stage 2) and Learning Plans (Stage 3)
Overarching Understanding #4
Assessment Evidence
A change to a component in the system
can cause changes to the system, to
both components of the system and
processes that define the system.
Ecosystems are dynamic in nature;
their characteristics can vary over
time. Disruptions to any physical or
biological component of an ecosystem
can lead to shifts in all its populations.
(MS-LS2-4)
Biodiversity describes the variety of
species found in Earth’s terrestrial and
oceanic ecosystems. The completeness
or integrity of an ecosystem’s
biodiversity is often used as a measure
of its health. (MS-LS2-5)
Performance Expectations
• Defend an argument
regarding the 'normalcy' of
stability or disturbance in
ecosystems
Formative Assessments
• writing in notebook
• annotated diagrams and models in notebook
• think/pair/share
• Productive Talk
• Scientists' Meeting
• chain note
• public poster – revisited to add new learning
Other assessment evidence (to include Practices, CCCs, and DCIs)
• Ecosystems Pond Life Performance Task: http://www.swvtccc.org/
subject-area/science/performance-tasks-by-grade-level/grade-5-6/
ecosystems-pond-life
Integrated Instructional Sequence (Backward Design and 5 E's
Instructional Model): see unit plan
Progressions
LS1.C
Organization
for matter and
energy flow
LS2.A
Interdependent
relationships in
ecosystems
K–2
3–5
6–8
9 - 12
Animals obtain
food they need
from plants or
other animals.
Plants need
wate
Food provides
animals with
the materials
and energy
they need for
body repair,
growth,
warmth, and
motion. Plants
acquire
material for
growth chiefly
from air, water,
and process
matter and
obtain energy
from sunlight,
which is used
to maintain
conditions
necessary for
survival.
Plants use the
energy from
light to make
sugars through
photosynthesis.
Within
individual
organisms,
food is broken
down through
a series of
chemical
reactions that
rearrange
molecules and
release energy.
Plants use the
energy from
light to make
sugars through
photosynthesis.
Within
individual
organisms,
food is broken
down through
a series of
chemical
reactions that
rearrange
molecules and
release energy.
The food of
almost any
animal can be
traced back to
plants.
Organisms are
related in food
webs in which
some animals
eat plants for
food and other
animals eat the
animals that
eat plants,
while
decomposers
restore some
materials back
to the soil.
Organisms and
populations are
dependent on
their
environmental
interactions
both with other
living things
and with
nonliving
factors, any of
which can limit
their growth.
Competitive,
predatory, and
mutually
beneficial
interactions
vary across
ecosystems but
the patterns are
shared.
Ecosystems
have carrying
capacities
resulting from
biotic and
abiotic factors.
The
fundamental
tension
between
resource
availability and
organism
populations
affects the
abundance of
species in any
given
ecosystem.
Plants depend
on water and
light to grow,
and also
depend on
animals for
pollination or
to move their
seeds around.
Photosynthesis
and cellular
which is used
to maintain
conditions
necessary for
survival.
LS2.A
Interdependent
relationships in
ecosystems
LS2.B Cycles
of matter and
energy transfer
in ecosystems
Plants depend
on water and
light to grow,
and also
depend on
animals for
pollination or
to move their
seeds around.
[Content found
in LS1.C and
ESS3.A]
The food of
almost any
animal can be
traced back to
plants.
Organisms are
related in food
webs in which
some animals
eat plants for
food and other
animals eat the
animals that
eat plants,
while
decomposers
restore some
materials back
to the soil.
Matter cycles
between the air
and soil and
among
organisms as
they live and
die.
molecules and
release energy.
molecules and
release energy.
Organisms and
populations are
dependent on
their
environmental
interactions
both with other
living things
and with
nonliving
factors, any of
which can limit
their growth.
Competitive,
predatory, and
mutually
beneficial
interactions
vary across
ecosystems but
the patterns are
shared.
Ecosystems
have carrying
capacities
resulting from
biotic and
abiotic factors.
The
fundamental
tension
between
resource
availability and
organism
populations
affects the
abundance of
species in any
given
ecosystem.
Photosynthesis
and cellular
respiration
provide most
The atoms that of the energy
make up the
for life
organisms in
processes.
an ecosystem
Only a fraction
are cycled
of matter
repeatedly
consumed at
between the
the lower level
living and
of a food web
nonliving parts is transferred
of the
up, resulting in
ecosystem.
fewer
Food webs
organisms at
model how
higher levels.
matter and
At each link in
energy are
an ecosystem
transferred
elements are
among
combined in
producers,
different ways
consumers, and and matter and
decomposers
energy are
as the three
conserved.
groups interact Photosynthesis
within an
and cellular
decomposers
restore some
materials back
to the soil.
LS2.B Cycles
of matter and
energy transfer
in ecosystems
LS2.C
Ecosystem
dynamics,
functioning,
and resilience
[Content found
in LS1.C and
ESS3.A]
N/A
Matter cycles
between the air
and soil and
among
organisms as
they live and
die.
When the
environment
changes some
organisms
survive and
reproduce,
some move to
new locations,
some move
into the
transformed
environment,
and some die.
interactions
vary across
ecosystems but
the patterns are
shared.
abundance of
species in any
given
ecosystem.
Photosynthesis
and cellular
respiration
provide most
The atoms that of the energy
make up the
for life
organisms in
processes.
an ecosystem
Only a fraction
are cycled
of matter
repeatedly
consumed at
between the
the lower level
living and
of a food web
nonliving parts is transferred
of the
up, resulting in
ecosystem.
fewer
Food webs
organisms at
model how
higher levels.
matter and
At each link in
energy are
an ecosystem
transferred
elements are
among
combined in
producers,
different ways
consumers, and and matter and
decomposers
energy are
as the three
conserved.
groups interact Photosynthesis
within an
and cellular
ecosystem.
respiration are
key
components of
the global
carbon cycle.
If a biological
or physical
Ecosystem
disturbance to
characteristics an ecosystem
vary over time. occurs,
Disruptions to including one
any part of an
induced by
ecosystem can human activity,
lead to shifts in the ecosystem
all of its
may return to
populations.
its more or less
The
original state
completeness
or become a
or integrity of
very different
an ecosystem’s ecosystem,
biodiversity is depending on
often used as a the complex
ecosystem.
LS2.C
Ecosystem
dynamics,
functioning,
and resilience
PS3.D Energy
in chemical
processes and
everyday life
N/A
Sunlight
warms Earth’s
surface.
When the
environment
changes some
organisms
survive and
reproduce,
some move to
new locations,
some move
into the
transformed
environment,
and some die.
Ecosystem
characteristics
vary over time.
Disruptions to
any part of an
ecosystem can
lead to shifts in
all of its
populations.
The
completeness
or integrity of
an ecosystem’s
biodiversity is
often used as a
measure of its
health.
Energy can be
“produced,”
“used,” or
“released” by
converting
stored energy.
Plants capture
energy from
sunlight, which
can later be
used as fuel or
food.
Sunlight is
captured by
plants and used
in a reaction to
produce sugar
molecules,
which can be
reversed by
burning those
molecules to
release energy.
respiration are
key
components of
the global
carbon cycle.
If a biological
or physical
disturbance to
an ecosystem
occurs,
including one
induced by
human activity,
the ecosystem
may return to
its more or less
original state
or become a
very different
ecosystem,
depending on
the complex
set of
interactions
within the
ecosystem.
Photosynthesis
is the primary
biological
means of
capturing
radiation from
the sun; energy
cannot be
destroyed, it
can be
converted to
less useful
forms.