Grade 5
Science
Unit: 09
Lesson: 01
Suggested Duration: 13 days
Ecosystem Interactions
Lesson Synopsis:
Students will study the interactions between the living and nonliving components within an ecosystem. During the
lesson, the significance of the carbon dioxide - oxygen cycle is emphasized along with the relationship between
producers, consumers, and decomposers. Students will also predict the effects of changes to an ecosystem caused by
humans.
TEKS:
5.9
5.9A
5.9B
5.9C
5.9D
Organism and environments. The student knows that there are relationships, systems, and cycles within
environments. The student is expected to:
Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living
elements. Readiness Standard
Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred
through a food chain and food web to consumers and decomposers. Readiness Standard
Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the
overpopulation of grazers or the building of highways. Supporting Standard
Identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals. Supporting
Standard
Scientific Process TEKS:
5.1
5.1A
5.2
5.2G
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home
and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:
Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during
classroom and outdoor investigations.
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor
investigations. The student is expected to:
Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize,
examine, and evaluate information.
5.3
Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make
informed decisions. The student is expected to:
5.3B
Evaluate the accuracy of the information related to promotional materials for products and services such as
nutritional labels.
Draw or develop a model that represents how something works or looks that cannot be seen such as how a soda
dispensing machine works.
5.3C
5.4
5.4A
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct
science inquiry. The student is expected to:
Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand
lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales,
graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices
including clocks and stopwatches, and materials to support observations of habitats or organisms such as
terrariums and aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Design a closed habitat for an organism and describe the living and nonliving elements, the flow of energy
through the system, and the significance of the carbon dioxide - oxygen cycle to the survival of plants and animals
within that system. After the system is established, predict the effects of the overpopulation of one organism.
(5.2G; 5.3C; 5.9A, 5.9B, 5.9C, 5.9D)
1E; 5B, 5G
Key Understandings and Guiding Questions:
•
Organisms have specific roles in living systems.
— What roles do producers, consumers, and decomposers have in an ecosystem?
©2012, TESCCC
06/13/13
page 1 of 13
Grade 5
Science
Unit: 09 Lesson: 01
•
•
•
•
Living things depend on the environment for survival.
— In what ways do the living and nonliving components of an environment affect an organism’s survival?
The Sun is the primary source of energy, and this energy transfers from one organism to another.
— What do all food chains have in common with each other?
Changing parts in a system has consequences.
— In what ways does changing one part of an ecosystem affect the whole system?
Plants and animals are linked for survival through the carbon dioxide - oxygen cycle.
— What is the significance of the carbon dioxide - oxygen cycle?
— In what ways are plants and animals dependent on each other?
Vocabulary of Instruction:
•
•
•
•
•
•
•
ecosystem
organisms
living
nonliving
interact
producer
consumer
•
•
•
•
•
•
•
decomposer
nutrition
system
cycle
overpopulation
flow
transferred
•
•
•
•
•
•
food chain
food web
photosynthesis
respiration
population
grazing
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Handout: Ecosystem Interactions (1 per student)
Teacher Resource: PowerPoint: Flow of Energy
Optional Handout: Food Chain Template (1 per student)
Teacher Resource: PowerPoint: Nutrition Facts
Handout: Let’s Eat! (1 per student)
Handout: Animal Information Cards (1 per group)
Handout: Let’s Eat! Station Cards (see Advanced Preparation, 1 per group)
Teacher Resource: PowerPoint: Carbon Dioxide - Oxygen Cycle
Handout: Carbon Dioxide - Oxygen Cycle (1 per student)
Teacher Resource: Carbon Dioxide - Oxygen Cycle KEY
Handout: Effects of Change (1 per student)
Teacher Resource: PowerPoint: Effects of Change
Handout: Ecosystems of the World (1 per student)
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Advance Preparation:
1. Print the Handout: Ecosystem Interactions. Copy it as a two-sided handout (1 per student).
2. Prepare a temporary terrarium in a three-liter bottle by adding a small organism (insect, snail, pill bug, etc.) and
any materials that would ensure the organism’s survival. Punch holes in the lid, or use a net-type material to cover
the opening. Release the organism as soon as possible after completion of the Engage activity.
3. Locate a suitable area of the schoolyard to complete the Explore activity. Prior to the day of the field experience,
look over the area for possible hazards, including ant hills or insect nests. It is important that somewhere in the
school yard area a piece of fruit or vegetable is placed and allowed to begin rotting prior to this activity.
4. Prior to Day 4, perform a web search for a district approved video clip on decomposers.
5. Prior to Day 6 (EXPLORE/EXPLAIN- Let’s Eat!), collect several nutrition labels from a variety of foods, enough for
one per pair of students.
6. Teacher Resource: Let’s Eat! Station Cards – Make copies of page one in color, and laminate them (1 per
group).
7. Teacher Resource: Let’s Eat! Station Cards – Copy, laminate, and cut apart the animal nutritional fact cards
pages 2–6. Do not separate the animal from the nutritional facts (1 set per group).
©2012, TESCCC
06/13/13
page 2 of 13
Grade 5
Science
Unit: 09 Lesson: 01
8. Prepare attachment(s) as necessary.
Background Information:
This lesson bundles SEs related to the interactions of organisms with their environment. Spring is an ideal time to take
advantage of the opportunity for outdoor investigations relating to these interactions.
Within the living environment, students learn that life cycles occur in animals and plants and that the carbon dioxide
-oxygen cycle occurs naturally to support the living environment.
The carbon dioxide - oxygen cycle is significant to the survival of plants and animals. Plants use the carbon dioxide
produced by animals to perform the process of photosynthesis. During photosynthesis, oxygen is produced. Animals, in
turn, use the oxygen in the process of respiration to release energy from the food they eat. As a product of respiration,
animals make carbon dioxide.
This lesson includes two Supporting Standards and two Readiness Standards. The attainment of the concepts in this
lesson is critical for success on STAAR™.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Systems in a Bottle
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Say:
• In your science notebook, write or draw a brief description of an
ecosystem.
2. Pair students, and instruct them to share their pictures and/or descriptions.
Students should discuss what the animals and plants in the ecosystem
might need to survive.
3. Ask for volunteers to share with the class. (Please see the Instructional
Notes.)
Materials:
• plastic bottle (3-liter, see Advance
Preparation, 1 per class)
Attachments:
• Handout: Ecosystem Interactions
(1 per student)
4. Show students a 3-liter bottle with a living organism in it.
5. Ask students to identify the parts of the system. (The system includes
the bottle, lid, holes in lid for air, organism, air, and water.)
6. Ask:
• What does the organism need in order to survive? (Depending on
the type of organism, it might need food, water, air, and light.)
7. Distribute the Handout: Ecosystem Interactions. Inform students that
they will be completing this organizer as they progress through the lesson.
8. Instruct students to complete the section on the Handout: Ecosystem
Interactions describing the nonliving components and living components
of an ecosystem. This should be done in pencil in the event that changes
are required later.
9. Release the organism from the bottle.
©2012, TESCCC
06/13/13
Safety Notes:
Wash hands thoroughly after handling
any living organism. Handle all
organisms with care and respect.
Instructional Notes:
Students may need a reminder on
respectful listening and responding.
Bullying in the classroom has been
defined by as:
• Behavior that makes the victim feel
threatened or powerless, physically
or emotionally.
Asking yourself this question may
determine if there is bullying going on
during a sharing out time in the
page 3 of 13
Grade 5
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
classroom:
• Is the aggressor trying to
intentionally embarrass the victim?
Does the behavior violate the
victim's self-image?
Science Notebooks:
Students will be reflecting in their
science notebooks throughout the
lesson. Data tables and other materials
can be created and/or stored within the
science notebooks for later reference.
EXPLORE – Living and Nonliving Factors
Suggested Day 2
1. Prior to the lesson, identify an area of the schoolyard for students to
observe organisms and the environment.
2. Say:
• Today, we are going to take our investigation outside. We need to
remember to be respectful of all organisms we encounter and
consider our own safety before handling anything. (Discuss safety
procedures and environmentally-appropriate and ethical practices as
needed.)
3. Before going outside, encourage students to remain at their area.
Challenge them to be still and quiet. They will need to use their senses in
order to make detailed observations. Encourage them to use the hand
lenses to get a closer look. Instruct them to look under things in their area
without destroying the materials they are observing.
4. Divide the class into groups of 3–4 students.
5. Give each group of students a loop of string which will be used to mark an
area for them to make close observations of living organisms and nonliving
objects in the environment.
6. Instruct students to create a T-chart in their science notebooks on which to
record their data. One side should be labeled “Living”; the other side
should be labeled “Nonliving”.
7. Take students to the schoolyard. Remind students to take their notebooks
and pencils with them. Distribute a hand lens to each student.
8. Allow 15–20 minutes for students to gather and record data before
returning to the classroom.
9. Post the large labeled T-chart where it is accessible to all students. Instruct
each group to add one of their findings to the chart (either a living or
nonliving element). It should take each group no more than two minutes to
record their data. As one student is writing the information on the chart, the
rest of the students should be reviewing their list, crossing off any duplicate
information.
©2012, TESCCC
06/13/13
Materials:
• string (tied to make a loop, 2 meters
per group)
• hand lens (1 per student)
• chart paper (1 per class)
• marker (1 per class)
Attachments:
• Handout: Ecosystem Interactions
(from previous activity)
Safety Notes:
Locate a suitable area of the schoolyard
to complete this activity. Prior to the day
of the field experience, look over the
area for possible hazards including ant
hills or insect nests.
Instructional Notes:
If local weather is inclement, you may
choose to have students observe a
terrarium or an aquarium or both.
An extension to this Explore could
include:
Scientists also use two other words to
describe the living and nonliving things
in an ecosystem: biotic, which refers to
the living things, and abiotic, which
refers to the nonliving things in an
ecosystem.
Ecosystem = Biotic = Abiotic
Biotic = having to do with life
Abiotic = without life
page 4 of 13
Grade 5
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
10. Ask/Say:
• Did anyone find any dead organisms? Answers will vary
• Even though these organisms are no longer alive, they are still an
important part of an ecosystem.
• The “living” elements of an ecosystem include both organisms
that are currently alive as well as organisms that were once alive.
As students are completing their
handout, ensure that the nonliving
elements include air, water, sunlight,
and rocks/minerals/soil. The living
elements should include plants and
animals.
11. Ask students to revisit the T-chart they made during their outdoor
observations. Any additional information should be added to the class Tchart and Handout: Ecosystem Interactions.
12. Ask:
• In what ways do the living and nonliving components of an
environment affect an organism’s survival?
Misconception:
• Students may think that dead is the
same as nonliving.
Check for Understanding:
The closing of the lesson is important to
help students make connections
between the living and nonliving
elements in an ecosystem.
Science Notebooks:
Students will keep observations and key
terms in their science notebooks.
EXPLORE/EXPLAIN – Flow of Energy
Suggested Day 3
1. Say:
• Organisms have specific roles (niche) in ecosystems. We will
investigate the roles organisms play by following the flow of
energy through an ecosystem.
2. Using the chart of living and nonliving items found in the schoolyard,
instruct students to think about the flow of energy through the system. Ask
students to diagram the flow of energy. (This will be a check of prior
knowledge of food chains introduced in Grade 4.)
3. Show the Teacher Resource: PowerPoint: Flow of Energy as you review
the following concepts. Stop the presentation before you reach the slides
on decomposers.
4. Ask students to raise their hands if they included the Sun on their diagram.
Write the following on the board.
Say:
• The Sun provides the energy for most forms of life on Earth.
Materials:
• paper (plain, 1 sheet per student)
• scissors (1 per student)
• tape (clear, about 12” per student)
Attachments:
• Teacher Resource: PowerPoint:
Flow of Energy
• Optional Handout: Food Chain
Template (1 per student)
• Handout: Ecosystem Interactions
(from previous activity)
Instructional Note:
Cut the sheet of paper like this:
5. Instruct students to write this statement in their science notebooks.
6. Write the terms producer and consumer on the board. Review the terms
with the students. Most producers use the energy from the Sun and
convert it to food. Consumers, in turn, eat the producers to obtain this
energy.
7. Instruct students to add these terms and definitions to their science
notebooks.
©2012, TESCCC
06/13/13
page 5 of 13
Grade 5
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
8. Instruct several groups of students to show their energy flow diagrams to
the class. Discuss how the animals depend on the plants for their energy.
9. Distribute a plain piece of paper to each student. (The Optional Handout:
Food Chain Template could be used to save time during this activity.)
10. Instruct students to cut six strips of paper with different widths. Instruct
students to color the widest strip yellow and then write the name of a plant
on the next widest strip of paper.
11. On the next widest strip of paper, have students write the name of an
organism that eats the plant.
12. On the next widest, have them write the name of an animal that eats the
organism on the second strip.
13. On the remaining strips, instruct students to continue the pattern. If they
are unable to think of any organisms, have them either name another plant
or a second animal that may eat one of the organisms listed. Note:
Students will be adding decomposers later, so you may want to make
additional strips of paper.
14. Instruct students to create a linked chain with the strips.
15. Instruct students to work in groups of four to compare their food chains.
16. Ask:
• What do all food chains have in common with each other?
• Could any food chains overlap with each other?
17. Explain that when food chains overlap, or are combined, a food web is
formed.
18. Instruct students to use the food chains in the group to form a food web.
Misconceptions:
• Students may think that plants do
not use the food they make.
• Students may think energy only
flows from the top of the food chain
down, with those at the top having
the most energy and increasing in
number at the expense of those
below.
STAAR Notes:
The flow of energy through living things
is a Readiness Standard. Students
should know that energy is derived from
the Sun and used by producers to
create their own food; energy is
transferred to other organisms through a
food chain or food web. Producers and
consumers are terms taught in previous
grade levels. Grade 5 introduces
decomposers.
Check for Understanding:
Exit ticket strategies allow teachers to
quickly note needs for re-teaching for
the next class meeting.
19. Instruct students to recreate their food chains and food webs on the
Handout: Ecosystem Interactions. Monitor students to answer any
questions and to correct misconceptions.
20. At the end of Day 3, facilitate a discussion with students about producers,
consumers, food chains, and food webs. Consider using an exit ticket for
students to give operational definitions for concept terms.
Science Notebooks:
Instruct students to make a section for
important vocabulary for these
concepts.
EXPLORE/EXPLAIN – Flow of Energy/Decomposers
Suggested Day 4
1. Begin Day 4 by reviewing concepts. Provide students the opportunity to
explain the roles organisms play in a living system.
2. Divide the class into groups of 3–4 students.
3. Distribute some fresh plant material and some material that is
decomposing to each lab group. (Fresh grass clippings or fresh leaves
from carrot tops and dried leaf litter would work well.) Instruct students to
use a hand lens or microscope to make observations.
4. Students should observe, describe, and record the differences between
the two groups of materials.
©2012, TESCCC
06/13/13
Materials:
• fresh plant material (such as grass
clippings, about a handful per
group)
• decaying plant material (such as
leaf litter, about a handful per
group)
• hand lens (1 per student)
• microscope (1 per group) – Optional
• paper strips – from previous day
page 6 of 13
Grade 5
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
5. Monitor students as they are working, and ask Guiding Questions:
• What differences do you notice between the fresh material and
the other material? Answers will vary. Students may focus on color
and texture, but may include loss of water.
• What could be causing the differences? Answers will vary, but
should include decaying materials are starting to decompose or break
down.
•
•
•
resealable plastic bag (sandwichsize, 1 per group)
spray bottle filled with water (to
spray bread, 1 per teacher)
bread (lightly sprayed with water, ¼
piece per group)
6. Encourage students to write their hypotheses in their science notebooks.
(Remember, hypotheses are generally written as “If…then…” statements.)
As Grade 5 is the first grade level in elementary school where students are
required to write hypotheses, the teacher may need to provide additional
support.
Attachments:
• Teacher Resource: PowerPoint:
Flow of Energy (from previous
activity)
• Handout: Ecosystem Interactions
(from previous activity)
7. Show a teacher selected video clip on decomposers (see Advance
Preparation). Instruct students to write the word decomposer in their
science notebooks along with the terms from the previous activity.
Decomposers are organisms such as fungi, bacteria, and animals that
play a major role in breaking down dead matter and return nutrients to the
soil.
Safety Note:
Students may have mold allergies, so
do not allow the bags to be opened
once they are set up.
8. Continue with the presentation of the Teacher Resource: Power Point:
Flow of Energy. Discuss the job and importance of decomposers to the
ecosystem.
9. Instruct students to use strips of paper in order to add decomposers to the
food webs created on the previous day.
10. Distribute a small, plastic bag to each group of students. Instruct students
to write the names of their group members across the top of the bag.
11. Distribute to each group a ¼ piece of bread that has been lightly sprayed
with water.
12. Instruct students to place the bread inside the bag and seal it.
13. Students should then draw a picture of the bread in their science
notebooks. Encourage students to observe carefully and include as many
details as possible. Remind them that they will be conducting a descriptive
investigation: observing how the bread changes over time. Instruct
students to write (in their science notebook) a prediction about the
changes they may observe.
14. Instruct students to create a table in their science notebooks to record at
least three days of observations and data about the changes on the bread.
Instructional Notes:
Instruct students in the proper use of a
microscope. If you have access to a
projection system, you can use it to
show students what they are looking for
under the microscope.
Consider allowing students use of a
digital camera to record changes in the
bread over time.
The observations of the bread are made
over three days. If this activity is not
started on a Monday or Tuesday,
students will still observe for three days.
Students will probably notice more
changes than if their observations were
over three consecutive days.
Check for Understanding:
Spiraling concepts through each day of
the lesson assists students in making
sense of how concepts relate to each
other.
Science Notebooks:
Instruct students to make a prediction of
the changes in their science notebooks.
©2012, TESCCC
06/13/13
page 7 of 13
Grade 5
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
15. Summarize the day’s lesson by asking guiding questions about the roles
organisms play in the ecosystem.
EXPLORE/EXPLAIN – Flow of Energy/Decomposers (continued)
1. Begin Day 5 by asking students to respond to the following prompt in their
science notebooks. Allow about five minutes for the writing.
The most important role a_______ plays in the ecosystem is______
because ______. (Provide students with a word bank for the first blank:
producer, consumer, decomposer.)
2. Call on several students to share their responses with the class. Briefly
discuss or clarify as needed.
3. Instruct students to complete a graphic organizer, such as a Venn diagram
or bubble map, to review each role. Add this information to the Handout:
Ecosystem Interactions. In addition to the graphic organizer, students
should answer the following question:
• What roles do producers, consumers, and decomposers have in
an ecosystem?
4. Instruct students to observe the bread and record their observations on the
chart in their science notebooks. Safety Note: Do not allow students to
open the plastic bag. Remind them that they will be collecting information
two more times, so they should handle the bag with care.
5. Ask:
• What changes did you observe in the bread over time? What
might be causing those changes? Answers will vary, but should
include sensory observations and predictions about the cause of any
changes observed. Students may have previous experiences with
mold growth, so they may use that terminology.
6. Facilitate a discussion about how this investigation relates to food chains.
Remember to reinforce the idea of energy flow (Arrows indicate that
energy flows from the Sun, to the producer, to the consumer, and finally
the decomposer.)
Suggested Day 5
Materials:
• hand lens (1 per student)
• microscope (1 per group) – Optional
• ¼ piece of bread sealed in the
resealable plastic bag – from
previous activity
Attachments:
Teacher Resource: PowerPoint:
Flow of Energy (from previous
activity)
• Handout: Ecosystem Interactions
(from previous activity)
Safety Note:
Students may have mold allergies, so
do not allow the bags to be opened
once they are set up.
Check for Understanding:
Visual representations, such as graphic
organizers, allow teachers to quickly
check for misconceptions and
underdeveloped concepts.
7. Include the following information:
• The energy came from the Sun to the wheat plant. The wheat seeds
were then ground into flour, which was used to make bread. The bread
©2012, TESCCC
06/13/13
page 8 of 13
Grade 5
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
is being decomposed by the mold and bacteria.
8. Instruct students to use this information to create a food chain for the
Sun/wheat/mold connection. This should be illustrated in the science
notebook.
Suggested Day 6
EXPLORE/EXPLAIN – Let’s Eat!
1. Begin the lesson by having students observe the bread and record their
observations in their science notebooks. Safety Note: Do not allow
students to open the plastic bag. Remind them that they will be
2. Facilitate a discussion using the following questions:
• What does the word nutrition mean? Answers will vary.
• What do we use our food for? (Possible answers include energy to
move, grow, play…)
3. Introduce the activity on reading nutrition labels:
• Today, you will be conducting an investigation in which you will
read a nutrition label.
4. Show the students the Teacher Resource: PowerPoint: Nutrition Facts
which illustrates the following information: serving size, calories, fat,
carbohydrates, and protein. Review each component of the nutrition label,
including the serving size, servings per container, calories, and all
nutritional information. The arrows on the slide indicate critical information
for students.
5. (Optional) Distribute a nutrition label to each pair of students. Instruct
students to compare the label on the PowerPoint slide with the one you
just distributed. The following questions may guide students in their
comparison:.
• Which one would be best for a person to eat if they were going to
play soccer all afternoon?
• Which would be better to eat if they needed protein to help them
grow taller?
• Which would be best to eat if they could not eat for twelve hours?
• How do organisms use carbohydrates? Energy to run their body
• Which item is highest in protein?
• How do organisms use protein? Protein is used to help an organism
grow.
• How do organisms use fat? Fat is used for energy.
Materials:
• hand lens (1 per student)
• microscope (1 per group) – Optional
• ¼ piece of bread that is sealed in
the resealable plastic bag – from
previous day’s activity
• paperclip (small, 1 per group)
Attachments:
• Teacher Resource: PowerPoint:
Nutrition Facts
• Handout: Let’s Eat! (1 per student)
• Handout: Animal Information
Cards (1 per group)
• Teacher Resource: Let’s Eat!
Station Cards (see Advance
Preparation, 1 per group)
Safety Note:
Students may have mold allergies, so
do not allow the bags to be opened
once they are set up.
6. After students have had time to compare and contrast the two labels,
facilitate a discussion about their findings.
7. Distribute the Handouts: Let’s Eat! and Animal Information Cards. Allow
students time to read the instructions, and answer any questions that they
may have.
8. Divide the class into groups of 3–4 students, and then direct students to
their lab stations where the Let’s Eat! Station Cards have previously
been set up.
9. Inform students they will be playing the role of a consumer in a desert
ecosystem. They will be studying nutritional labels for the food sources in
the desert and determining which item(s) would best meet the needs of the
organism they represent.
©2012, TESCCC
06/13/13
page 9 of 13
Grade 5
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
10. Students will use a paperclip for a spinner to determine their roles and
corresponding nutritional needs. Once they have determined the
consumers they represent, the students will need to read the
corresponding animal information cards.
11. After students have read the appropriate animal information cards,
students need to read through the Nutrition Facts cards to determine which
food items best meet their nutritional needs. They will justify their selection
on the bottom of the Handout: Let’s Eat!
12. Monitor groups as they work to assist with questions.
13. Optional assignment: At the end of class, assign the task of bringing in a
nutrition label from something they consumed during the past few days.
Remind students to get assistance from a parent to complete the task.
EXPLORE/EXPLAIN – CO2/O2 Cycle
Suggested Day 7
1. Instruct students to observe the bread and record their observations on the
chart in their science notebooks. Safety Note: Do not allow students to
open the plastic bag. Instruct students on the proper method of disposal
for the sealed bread. (The teacher should have a plastic, trash bag
available in which each group will place their sealed bag of moldy bread.
The teacher’s plastic bag should be tied up and placed in a trash
receptacle away from children.)
2. (Optional) Review the information on the nutrition labels the students
collected from the previous day. Instruct students to work in groups of four
to determine which of the items is highest in carbohydrates. Facilitate a
discussion:
• For what purpose do organisms use carbohydrates? Answers will
vary but should include energy.
• Which item is highest in protein? Answers will vary.
• How is protein used? Answers will vary. Protein is often used as a
building material. For example, muscles, skin, hair, nails, and the
tough outer skins of insects are made mostly of protein. Protein has
many other functions in living organisms.
•
•
In what ways are plants and animals dependent on each other
Record your explanation in your science notebook.
Materials:
• hand lens (1 per student)
• microscope (1 per group) – Optional
• ¼ piece of bread that is sealed in
the resealable plastic bag – from
previous day’s activity
• jar with lid (clear, for demonstration,
1 per teacher)
• stuffed animal (small, for
demonstration, 1 per teacher)
Attachments:
• Teacher Resource: PowerPoint:
Carbon Dioxide - Oxygen Cycle
• Handout: Carbon Dioxide Oxygen Cycle (1 per student)
• Teacher Resource: Carbon
Dioxide - Oxygen Cycle KEY
• Handout: Ecosystem Interactions
(from previous activity)
3. Instruct students to share their thoughts in small groups or with a partner.
4. Show students a glass jar with a small stuffed animal sealed inside.
5. Ask:
• If the animal were actually living, what would we need to add to
our ecosystem? (Students should respond that it needs air, water,
and food.)
• If the jar could only be opened once, and you could only add one
basic need item, what should it be? Give students time to reflect on
the possible answers. Have them share their thoughts with the class.
Record the answers on the board.
6. Using the list of terms recorded on the board, instruct students to sort them
into groups (Plants, food, water, etc…) and to justify their choice of which
one they would add.
©2012, TESCCC
06/13/13
Safety Notes:
Students may have mold allergies, so
do not allow the bags to be opened
once they are set up.
After the investigation:
The teacher should have a plastic trash
bag available in which each group will
place their sealed bag of moldy bread.
The teacher’s plastic bag should be tied
up and placed in a trash receptacle
away from children.)
Instructional Note:
page 10 of 13
Grade 5
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
7. Instruct students to write in their science notebooks: Animals need food,
water, and oxygen (air) to survive.
Opportunities to read, write, listen, and
speak should be built in to activities to
benefit English Language Learners, as
well as, other students.
8. Say:
• Today, we are going to look at the carbon dioxide-oxygen cycle
that links plants and animals.
9. Show the Teacher Resource: PowerPoint: Carbon Dioxide - Oxygen
Cycle.
10. Distribute the Handout: Carbon Dioxide - Oxygen Cycle. Instruct
students to read the information. Answer any questions they may have.
11. Next, instruct students to cut out the statements on the bottom of the
handout and sequence them. Monitor for misconceptions and have
students check their sequencing with a partner.
12. Draw the carbon dioxide-oxygen cycle on the Handout: Ecosystem
Interactions. Students should have the opportunity to collaborate with a
partner while completing this activity.
EXPLORE/EXPLAIN – CO2/O2 Cycle Skits
1. Ask:
• What is the significance of the carbon dioxide - oxygen cycle?
2. Instruct students to create a poem, jingle, or skit to illustrate the carbon
dioxide-oxygen cycle.
3. Post the following vocabulary terms for students to use in their product:
photosynthesis, respiration, oxygen, carbon dioxide, food, water, energy,
producers, consumers, and decomposers.
4. Instruct students to present their skit, poem, or jingle to the class.
5. Conclude by having the students reflect on the Key Understanding.
(Plants and animals are linked for survival through the carbon
dioxide-oxygen cycle.)
Check for Understanding:
Summarization of concepts will allow
students to retain concepts.
Sciece Notebooks:
After students have read the selection,
have them write a summary in their
science notebooks. Additionally,
students continue to record key
understandings and vocabulary.
Suggested Day 8
Attachments:
• Handout: Ecosystem Interactions
(from previous activity)
Instructional Notes:
Consider addressing technology TEKS
in the presentation of the skit, jingle, or
poem. This would be a good use of a
camera.
Providing choice is a good method to
address multiple learning styles and
differentiation for G/T students.
6. Instruct students to add any additional understandings to the Handout:
Ecosystem Interactions.
Check for Understanding:
Allowing students to review and edit
their initial understandings helps
students to clarify meaning.
EXPLORE/EXPLAIN – Effects of Change
Suggested Day 9
1. Facilitate a discussion:
• In what ways do humans impact the environment? Answers will
vary according to student experiences or background knowledge.
• Today, you will be learning about two specific ways animals
impact their environment: overgrazing and building highways.
Before we begin our investigation, we need to define some terms.
• Open your Handout: Ecosystem Interactions to the section that
shows “Individuals, Populations, and Communities”.
• What is an individual? A single organism
• What is a population? The number of organisms of the same type
living in an area
©2012, TESCCC
06/13/13
Materials:
• colored pencils (1 pack per student)
Attachments:
• Handout: Ecosystem Interactions
(from previous activity)
• Handout: Effects of Change (1 per
student)
• Teacher Resource: PowerPoint:
page 11 of 13
Grade 5
Science
Unit: 09 Lesson: 01
Instructional Procedures
•
•
•
•
Notes for Teacher
What is a community? A group of different populations sharing an
ecosystem
What do you think it means if an animal is grazing? A type of
feeding in which consumers eat producers; for example, a cow grazes
on grass
What other animals could be identified as grazers? (deer, horses,
antelope, buffalo, elephants…)
In what type of ecosystem might these animals live? Grasslands,
savannahs, and prairies
2. Distribute the Handout: Effects of Change.
3. Show the Teacher Resource: PowerPoint: Effects of Change.
4. Students will complete each portion of the handout as they view the
PowerPoint. It is important to stop at each slide so students have the
opportunity to complete the Handout: Effects of Change.
Effects of Change
Instructional Notes:
Students are completing a review on the
terms individual, populations and
communities. It was originally taught in
Grade 3 (Supporting Standard);
however, it is likely that students will
need to review this information to
ensure success on the STAAR
assessment.
The PowerPoint and the student
handout need to be viewed/completed
simultaneously. The successful
completion of the handout relies on the
information in the PowerPoint.
Misconception:
• Students may think that humans
have very little effect on
ecosystems.
ELABORATE – Putting it all Together: Ecosystems of the World
1. As students enter the room, have them select an ecosystem to research
(desert, prairie, taiga, tropical rainforest, temperate rainforest, tundra,
grassland, or chaparral).
2. Explain that there are many different ecosystems in the world.
3. An ecosystem is an area that has interdependent living and nonliving
elements. Students will have the opportunity to investigate the living and
nonliving elements of the ecosystem they just selected.
4. Review the concepts of living and nonliving elements with students. Direct
them to their previous notes regarding living and nonliving elements.
5. Distribute the Handout: Ecosystems of the World. Students are to
research their ecosystems and add descriptive detail for each category on
the handout.
6. Encourage students to write only factual information on their handouts.
Students will use this information to write well-developed paragraphs about
their ecosystems. In their paragraphs, students should indicate the
interaction between the living and nonliving elements. Interactions should
include: producer/consumer/decomposer, carbon dioxide/oxygen cycle,
and human impacts.
7. Provide students the opportunity to share their paragraphs with class
members. Students who have the same ecosystem could present at one
time. (Science class is one of the best opportunities for ELLs to practice
their reading, writing, speaking, and listening skills.)
EVALUATE – Performance Indicator
©2012, TESCCC
Suggested Days 10 and 11
Attachments:
• Handout: Ecosystems of the
World (1 per student)
Instructional Notes:
This Elaborate is an opportunity for
students to tie all the concepts they
have learned about into a “real world”
situation.
Having students gather only facts for the
handout will help control plagiarism.
Once students gather the information,
they will need to put it into their own
words.
Some students may benefit from a
sample outline or sentence stems to
assist in writing their paragraphs.
Check for Understanding:
Monitor student groups while
paragraphs are being shared. (This is
one way to check for misconceptions.)
Suggested Days 12 and 13
06/13/13
page 12 of 13
Grade 5
Science
Unit: 09 Lesson: 01
Instructional Procedures
Notes for Teacher
Performance Indicator
• Design a closed habitat for an organism and describe the living and
nonliving elements, the flow of energy through the system, and the
significance of the carbon dioxide - oxygen cycle to the survival of
plants and animals within that system. After the system is established,
predict the effects of the overpopulation of one organism. (5.2G; 5.3C;
5.9A, 5.9B, 5.9C, 5.9D)
1E; 5B, 5G
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY for information on administering the assessment.
©2012, TESCCC
06/13/13
Materials:
• paper (plain, 1–2 sheets per
student)
• colored pencils (1 pack per student)
Attachments:
• Teacher Resource: Performance
Indicator Instructions KEY (1 for
projection)
page 13 of 13