Wichita falls ISD
5th Grade Science
Unit 9: Ecosystem Interactions
Lesson 4: Carbon Dioxide and Oxygen Cycle
Objectives:
The student will…
• identify the significance of the carbon dioxide-oxygen cycle to the survival of plants
and animals.
• Students will learn that people and animals exhale carbon dioxide during
respiration.
• Students will learn that plants use carbon dioxide, water, and sunlight to produce
their own food, releasing oxygen as a waste product.
• Students will learn that in order to survive, people and animals inhale oxygen
released by plants.
Unit Planner
Time Frame: 1-2 days
TEKS
Readiness:
NONE
Supporting:
5.9D
Scientific Process Skills:
5.1A , 5.2G, 5.3B, 5.3C,
5.4A
ELPS:
1C, 1E, 5B, 5G
Performance Indicators:
By the end of the unit the student will be able to…
(Unit 9 final performance indicator activity includes lessons 1-4):
• construct a diorama depicting an endangered or threatened species showing coloring and special adaptations,
habitat, living and non-living parts of the environment, food, predators and why the species is endangered . These
projects will be presented to the class and then displayed for the school.
Student will be able to answer these key questions at the end of the unit:
o How are plants and animals involved in the cycling of oxygen and carbon dioxide?
o What is the relationship between plants and animals? Where is oxygen produced? Where is carbon
dioxide produced?
o What is the significance of this cycle to the survival of plants and animals?
Lesson Information
Activities – found in Resource File and STEMSCOPES
Engage:
• Show video clips to introduce Carbon Dioxide Gas:
• http://www.youtube.com/watch?v=A7Vje9-G4Rw
• http://epa.gov/climatestudents/basics/today/carbon-dioxide.html
• Science Rock song “Patterns and Cycles” from STEMscopes (lyrics)
Explore:
• Show Carbon Dioxide-Oxygen Cycle ppt:
https://drblock.wikispaces.com/file/view/Oxygen-carbon+cycle.ppt
• Show the pages beginning with “Energy and the Environment” on this site and discuss
the term Carbon Footprint.
• http://c03.apogee.net/contentplayer/?coursetype=kids&utilityid=misspower&id=16169
Wichita Falls ISD (2013-2014)
5Sc Unit 9, L4
Process Skills TEKS must be incorporated into
instruction as appropriate throughout the school year.
Vocabulary
• Cabon Dioxide
• Oxygen
• Respiration
• Photosynthesis
•
1
revised 1/29/14
•
•
Complete How Can I Help? handout in Resource File.
Review of Reduce, Reuse, and Recycle:
http://www.youtube.com/watch?v=g_rF1pmkKdM
Explain:
• Combine The Carbon Dioxide-Oxygen Cycle and the link below as a lesson.
http://www.tnmanning.com/Test/Tests/oxygen_and_carbon_cycle.htm
Put the answers in Interactive Notebook.
• Use Picture Vocabulary ppt from STEMscopes and add to Interactive Notebook
• Review with Student Vocabulary Cards from STEMscopes
• Play Interactive Vocabulary Game from STEMscopes
• Complete work on Performance Indicator research and diorama completion of
endangered species and present to class by end of Unit 9.
Elaborate:
• Read for Comprehension Reading Science A, B, C from STEMscopes
• Concept Builder for GT STEMSCOPES
Evaluate:
• Interactive Review Game STEMscopes
• Standards Based Assessment from STEMscopes
• Unit 9 Assessment: Ecosystem Interactions
Additional Information
Materials/Resources
• Interactive Notebooks
Wichita Falls ISD (2013-2014)
5Sc Unit 9, L4
Notes from Council
Other places you can look:
• Dinah Zike- Big Book of Science
Life Science foldable section
• SM Willingham Activities-Elementary, Adventures in ScienceMini Labs
• Computer Game on Carbons:
http://www.windows2universe.org/earth/climate/carbon_cycle.
html
• Good information on Cycles:
http://www.realtrees4kids.org/sixeight/cycles.htm
• www websites listed in S drive
• RTI Intervention CLOZE-ing on Science and
Concept Attainment Quiz
• Connecting to Unifying Concepts through Science: Life Science
• Project WILD Activity Guide from SRC
• Project Learning Tree Activity Guide from SRC
• Use Harcourt Science textbook for review and homework:
Pp B2-B11.
Process Skills TEKS must be incorporated into
instruction as appropriate throughout the school year.
2
revised 1/29/14
Misconceptions/Underdeveloped Concepts
•
•
•
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.
Students may think dead is the same as non-living.
Students may think that plants do not use the food they make.
Parent Resources
•
•
•
www.harcourtschool.com
Carbon Cycle: http://c03.apogee.net/contentplayer/?coursetype=kids&utilityid=misspower&id=16169
Begin saving energy and recycling at home. Sign your students How Can I Help? page and discuss ways your
family can help the environment.
Wichita Falls ISD (2013-2014)
5Sc Unit 9, L4
Process Skills TEKS must be incorporated into
instruction as appropriate throughout the school year.
3
revised 1/29/14