Grade 5
CPSD Science Curriculum Guide
Domain: Life Science
Unit 5: Matter and Energy in Organisms and Ecosystems
2015 – 2016
Unit Overview
In this unit, students make observations and use models to understand how energy flows and matter cycles through
organisms and ecosystems. They develop an understanding of the idea that plants get the materials they need for
growth chiefly from air and water.
The Performance Expectations of this unit expect students to demonstrate grade-appropriate proficiency in supporting
arguments from evidence about where plants get the materials needed for growth; developing and using models to
describe how matter moves among plants, animals, decomposers, and the environment; developing and using models to
describe that energy in animals’ food was once energy from the sun.
Science and Engineering Practices
Students will use the following practices to develop and demonstrate understanding of the core ideas as they
investigate a set of guiding questions.
•
•
Developing and Using Models
Engaging in Argument from Evidence
Crosscutting Concepts
Students will use the following concepts to deepen their understanding of the core ideas, and make
connections between science topics.
•
•
Systems and System Models
Energy and Matter
Guiding Questions for this Unit:
1. What are the Roles of Producers, Consumers, and Decomposers in an Ecosystem?
2. Where Do Plants Get the Material they Need for Growth?
3. How Do Matter and Energy Move in an Ecosystem?
4. How Can Energy in Animals’ Food be Traced to the Sun?
5. What Makes an Ecosystem Healthy or Unhealthy?
6. How Do Ecosystems Change?
7. How Do Humans Change Ecosystems?
Unit 5: NGSS Life Science
Clover Park School District 3/28/2016 9:06 AM
Page 1
Grade 5
CPSD Science Curriculum Guide
Unit 5: NGSS Life Science
Clover Park School District 3/28/2016 9:06 AM
2015 – 2016
Page 2
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Matter & Energy Concepts
Guiding Question: What are the Roles of Producers,
Consumers, and Decomposers in an Ecosystem?
Performance Expectation (PE)
5-LS2-1 Develop a model to
describe the movement of matter
among plants, animals,
decomposers, and the
environment.
Science & Engineering
Practices
Cross Cutting
Concepts
Engage
(eliciting background knowledge & misconceptions)
What are the Roles of Producers, Consumers, and
Decomposers in an Ecosystem?
Probe #11- Is it a Consumer?
Explore
Disciplinary Core Idea (DCI)
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.
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.
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
Science A-Z
NF Book:
Food Chains
Focus Book:
Apex Predators
Plants Vs Animals
Investigation Pack:
Properties of Food Chains
Discussion Cards:
Food Chains & Food Webs
Study Jams
Food Chains
Food Webs
Systems and
System Models
Developing and
Using Models
Develop a model to
describe the roles of
producers,
consumers, and
decomposers in an
ecosystem..
A system can be
described in
terms of its
components and
their interactions.
What is the
interaction
between
producers &
consumers?
Consumers &
decomposers?
Picture Perfect Science Lessons
Mystery Pellets, Chapter 10, p. 119
Explain/Evaluate
(students answer question in C-E- R format)
What are the Roles of Producers, Consumers, and
Decomposers in an Ecosystem?
Probe #11- Is it a Consumer?
NOTES:
Digital Lessons with Assessments Optional Unit: http://sbsciencematters.com/lesson-units/4th-grade/4life-ecosystems/
YouTube Crash Course Kids Videos in Additional Resources Folder
Unit 5: NGSS Life Science
Clover Park School District 3/28/2016 9:06 AM
Page 3
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Matter & Energy Concepts
Guiding Question: Where do Plants Get the Materials They Need
Science & Engineering
Cross Cutting
Practices
Concepts
for Growth?
Engage
Performance Expectation (PE)
(eliciting background knowledge & misconceptions)
5-LS1-1 Support an argument
that plants get the materials
they need for growth chiefly
from air and water.
Where do Plants Get the Materials They Need for
Growth?
Probe #11- Food for Corn
Prober #15- Is it Food For Plants? (elicit student ideas about
actual plant “food” and the “materials needed to make food”)
Disciplinary Core Idea (DCI)
Explore
LS1.C: Organization for Matter and
Energy Flow in Organisms
•Plants acquire their material for
growth chiefly from air and water.
Picture Perfect Science Lessons
Rice is Life, Chapter 8, p. 71
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Science A-Z
Focus Book:
Air Plants
Plants Vs Animals
Engaging in
Argument from
Evidence
Support an argument
with evidence, data,
or a model.
Energy and
Matter
Describe how
matter is
transported into,
out of, and
within plants.
Investigation Pack:
What Plants Need
Explain/Evaluate
(students answer question in C-E- R format)
Where do Plants Get the Materials They Need for
Growth?
Probe #11- Food for Corn
Prober #15- Is it Food For Plants? (elicit student ideas about
actual plant “food” and the “materials needed to make food”)
NOTES:
Unit 5: NGSS Life Science
Clover Park School District 3/28/2016 9:06 AM
Page 4
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Matter & Energy Concepts
Guiding Question: How Do Matter and Energy Move in an Ecosystem?
Engage
Performance Expectation (PE)
(eliciting background knowledge & misconceptions)
5-LS2-1 Develop a model to
describe the movement of
matter among plants, animals,
decomposers, and the
environment.
How Do Matter and Energy Move in an Ecosystem?
Disciplinary Core Idea (DCI)
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
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.
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.
Science & Engineering
Practices
Cross Cutting
Concepts
Probe #16 Ecosystem Cycles
Probe #15 Food Chain Energy
Explore
Foss Kits: Environments
Investigation 1: Terrestrial Environments
Science A-Z
Diagrams:
Ocean Food Web
Forrest Food Webs
Process Activity:
Paper Food Chains and Webs
Developing and
Using Models
Develop a model to
describe
phenomena.
Systems and
System Models
A system can be
described in
terms of its
components and
their interactions.
Explain/Evaluate
(students answer question in C-E- R format)
How Do Matter and Energy Move in an Ecosystem?
Probe #16 Ecosystem Cycles
Probe #15 Food Chain Energy
NOTES:
Unit 5: NGSS Life Science
Clover Park School District 3/28/2016 9:06 AM
Page 5
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Matter & Energy Concepts
Guiding Question: How Can Energy in Animals’ Food be Traced
Science & Engineering
Cross Cutting
Practices
Concepts
to the Sun?
Engage
Performance Expectation (PE)
(eliciting background knowledge & misconceptions)
5-PS3-1 Use models to describe
that energy in animals’ food
How Can Energy in Animals’ Food be Traced to the
Sun?
(used for body repair, growth,
motion, and to maintain body
warmth) was once energy from
the sun.
Probe #17 No More Plants
Explore
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
Disciplinary Core Idea (DCI)
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).
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.
Science A-Z
Developing and
Using Models
NF Book:
Food Chains
Investigation Pack:
Properties of Food Chains
Use models to
describe
phenomena.
Energy and
Matter
Energy can be
transferred in
various ways and
between objects.
Diagram:
Food Chain
Explain/Evaluate
(students answer question in C-E- R format)
How Can Energy in Animals’ Food be Traced to the
Sun?
Probe #17 No More Plants
NOTES:
Unit 5: NGSS Life Science
Clover Park School District 3/28/2016 9:06 AM
Page 6
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Matter & Energy Concepts
Guiding Question: What Makes an Ecosystem Healthy or
Science & Engineering
Cross Cutting
Practices
Concepts
Unhealthy?
Engage
Performance Expectation (PE)
(eliciting background knowledge & misconceptions)
5-LS2-1 Develop a model to
describe the movement of
matter among plants, animals,
decomposers, and the
environment.
What Makes an Ecosystem Healthy or Unhealthy?
Disciplinary Core Idea (DCI)
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.
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Science A-Z
Systems and
System
Models
Quick Read:
Invasion of Zebra Mussels
Focus Book:
Bloomin Algae
Developing and
Using Models
Develop a model to
describe phenomena.
A system can
be described
in terms of its
components
and their
interactions.
How does an
unbalanced
ecosystem
cause blooms
of algae to
form?
Explain/Evaluate
(students answer question in C-E- R format)
What Makes an Ecosystem Healthy or Unhealthy?
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.)
NOTES:
Unit 5: NGSS Life Science
Clover Park School District 3/28/2016 9:06 AM
Page 7
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Matter & Energy Concepts
Guiding Question: How Do Ecosystems Change?
Engage
Performance Expectation (PE)
(eliciting background knowledge & misconceptions)
5-LS2-1 Develop a model to
describe the movement of
matter among plants, animals,
decomposers, and the
environment.
How Do Ecosystems Change?
Disciplinary Core Idea (DCI)
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.
Science & Engineering
Practices
Cross Cutting
Concepts
Explore
(resources not listed in “order of instruction”- simply
options- not all materials must be used)
Science A-Z
Systems and
System Models
NF Books:
Food Chains
Habitats and the Environment
Focus Book:
Broken Chains
Quick Read:
Invasion of the Zebra Mussels
Developing and
Using Models
Develop a model to
describe phenomena.
Scholastic Study Jams
Food Chains
Food Webs
A system can be
described in
terms of its
components and
their interactions.
How does a
disrupted food
chain affect an
ecosystem?
Explain/Evaluate
(students answer question in C-E- R format)
How Do Ecosystems Change?
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.
NOTES:
Unit 5: NGSS Life Science
Clover Park School District 3/28/2016 9:06 AM
Page 8
Grade 5
CPSD Science Curriculum Guide
2015 – 2016
A Teaching Sequence Towards Mastery of 5th Grade Matter & Energy Concepts
Guiding Question: How Do Humans Change Ecosystems?
Engage
Performance Expectation (PE)
(eliciting background knowledge & misconceptions)
5-LS2-1 Develop a model to
describe the movement of
matter among plants, animals,
decomposers, and the
environment.
How Do Humans Change Ecosystems?
Disciplinary Core Idea (DCI)
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.
Science & Engineering
Practices
Cross Cutting
Concepts
Explore
(resources not listed in “order of instruction”- simply optionsnot all materials must be used)
Picture Perfect Science Lessons
Oil Spill!, Chapter 13, p. 177
Systems and
System
Models
Science A-Z
NF Book: Habitats and the Environment
Career Files: Food Chains
Debate: Food Chains, Population Control
Developing and
Using Models
Develop a model to
describe
phenomena.
A system can be
described in
terms of its
components
and their
interactions.
Explain/Evaluate
(students answer question in C-E- R format)
How Do Humans Change Ecosystems?
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.
NOTES:
Unit 5: NGSS Life Science
Clover Park School District 3/28/2016 9:06 AM
Page 9