From Sun
to Food
Life Sciences: Photosynthesis,
Respiration, and Ecosystems
Washington University in St. Louis
Institute for School Partnership
unit 21
MySci Project-Based Curriculum
Unit Structure
Unit 21
From Sun to Food
Visit the Unit 21 Curriculum Page for more resources: http://schoolpartnership.wustl.edu/instructional-materials/mysci-unit-21/
DESIGN CHALLENGE:
How does the food that we choose to grow and eat impact the natural world?
section
section
section
section
1
2
3
4
How do plants get and use
energy?
How does energy from the
sun move through a food
chain?
How do matter and energy
cycle through ecosystems?
lesson
lesson
lesson
1
4
7
lesson
Where do living things get
the energy needed to move,
grow, and reproduce?
What is photosynthesis?
How do animals get the
energy that they need to
live and grow?
How do decomposers
assist with the flow of
energy?
lesson
lesson
lesson
2
5
8
lesson
What predictions can we
make and test about the
energy cycle of plants?
What do plants need to
grow?
How does the food we
choose to grow and eat
impact the natural world?
lesson
lesson
3
6
How can we define
variables and set up fair
tests for our predictions?
What does each part of a
plant do?
How can we gather
evidence about the energy
in all living things?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
9
10
How can you make a
difference?
2
Unit 21 Teacher Preparation List
Lesson
Inside MySci kit, you’ll find:
Lesson 1
Lesson 2
Sprouter kit
Garbanzo beans, mung beans,
lentils, alfalfa seeds
Electronic scale
12 Plastic Cups with suction cups
Soil
Plastic wrap
Rubber bands
Lesson 3
50 lima beans
6 ziplock bags
6 peat pots (for lima beans)
6 plastic cups
soil for 6 peat pots
string
6 plastic rulers
3 pieces of black construction
paper
Masking tape
Spray bottle
Items you must supply:
Extra prep time needed:
Science notebooks & internet access
Scissors (optional)
Colored pencils (optional)
Magazines (optional)
Review MySci Safety Guidelines
Copy and administer the preassessment
Copies of the Matter and Energy
Flow Diagram (Appendix i)
Copies of the Evaluation
Worksheet (optional) (Appendix
ii)
Science notebooks & internet access
Items for decomposing (apple peel, orange
peel, egg shell, strawberry, etc)
If you do not have a sink in your room, you will
need a container of water and a container for
waste water
Sharpie Marker
Carefully read the Sprouter Set-up
and Maintenance Instructions
(Appendix iii)
Copies of the Oak Tree writing
prompt (half sheets, Appendix iv)
Copies of Sprouter Data Collection
Sheets (2-sided, Appendix v and
vi)
Copies of Sprouter Observations
and Notes sheet (Appendix vii)
Copies of Decomposition Data
Collection and Observation Sheet
(Appendix viii)
Copies of the Sprouter Evaluation
Sheet (half sheets, Appendix ix)
Science notebooks & internet access
Paper towels for in the plastic bags
Staplers
Water
For best results, soak the
lima beans for 2 to 12 hours
before setting up the lima bean
experiment.
Carefully read the Lima Bean
Instructions (Appendix x)
and Seed Inquiry Instructions
(Appendix xiii)
Copies of Lima Bean Data
Collection Sheet (Appendix xi and
xii)
Copies of the Evaluation
worksheet (half sheets, Appendix
xiv)
12 peat pots
12 plastic cups
soil
1 grow light
tomato and basil seeds
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
3
Unit 21 Teacher Preparation List (continued)
Lesson
Inside MySci kit, you’ll find:
Items you must supply:
Extra prep time needed:
Lesson 4
12 H ping pong balls (Blue)
18 O ping pong balls (green)
6 C ping pong balls (orange)
12 ziplock bags
1 flashlight
Batteries
1 egg carton tray
Max Axiom by Liam O’Donnell
Photosynthesis: Changing Sunlight
into Food by Bobbie Kalman
Science notebooks & internet access
Read the instructions in Appendix
xv and prepare ahead of time:
6 ziplock bags each with 2 H and
1O
6 ziplock bags each with 1 C and
2O
Cut the 5 by 6 tray so that it is 4
by 6 and has spots for 24 balls.
New clean Copies of the Matter
and Energy Flow Diagram
(Appendix xvi) (retain and use
throughout rest of the unit)
Science notebooks & internet access
Students provide – data from prior lessons
Materials provided by the teacher for an
optional erosion lesson.
Copies of the Plant function
diagram (Appendix xviii)
Lesson 5
Lesson 6
15 hand lenses
Science notebooks & internet access
Lima bean sprouts or other sprouts from
previous lessons
Materials for optional experiment with celery
– celery stalks, clear cups, food coloring,
scissors and hand lenses (provided with the
kit)
Copies of Plant Function Diagram
(Appendix xviii)
Lesson 7
6 copies of the “Exploring Missouri
Wetlands” Poster
Pass the Energy, Please by Barbara
Shaw Mckinney
Science notebooks & internet access
Student work from Lesson 4 (Matter and
Energy Flow Diagram)
Copies of the Energy Diagram
for Pizza handout (Appendix xx,
Answer Key in Appendix xxi)
Copies of the “I Am What I Eat”
handout (Appendix xxiii, Answer
Key in Appendix xxiv)
Lesson 8
Scotch tape
Science notebooks & internet access
Scissors
Copies of Appendix xxv (Tree
Grid) and Appendix xxvi (Farm
Design Worksheet) for each
student
Copies of Appendix xxvii, xxviii
and xxix for the teacher to
distribute to students as needed
(several copies of each)
Lesson 9
A Log’s Life, by Wendy Pfeffer
Science notebooks and internet access
Decomposition Data
Student work from Lesson 4 and 7 (Matter
and Energy Flow Diagram)
“A Logs Life” Living Things List,
Appendix xxx
Science notebooks and internet access
Student work from Lesson 1 (Matter and
Energy Flow Diagram)
Student work from Lesson 4, 7, and 9 (Matter
and Energy Flow Diagram)
Copy and administer postassessment
Lesson 10
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
4
section
1
How can we gather evidence about
the energy in all living things?
Lesson 1: Where do living things get the energy needed to move, grow, and reproduce?
LEARNING TARGETS
Classify living and non-living things.
Explain and organize prior knowledge of how living things get what they
need.
SUMMARY
Students will be asked to share their prior understanding of living and nonliving things and the ways that living things (plants and animals) get what
they need to live and grow.
ENGAGE
This unit is about how living things get what they need to live and grow.
Discuss what is the difference between living things and non-living things.
You can have students create a T-chart or Venn Diagram about living and
non-living things. They can write words, draw and label pictures, or cut out
items from magazines. After they have a chance to work alone, this is a great
opportunity for them to pair up and discuss their ideas with a partner before
sharing out with the class. Encourage them to use evidence to support their
ideas. For example, “I think living things need water because I forgot to
water my houseplant, and it died.”
Teacher Guide for Student Responses: Living things move, reproduce,
breathe, eat or get energy, and grow. Non-living things might fit one or more
of these categories (for example, rivers move and grow but don’t reproduce,
breathe, or eat!), non-living things won’t meet all of these criteria.
EXPLORE
Hand out copies of the Energy and Matter Flow Diagram (Appendix i).
Read the instructions or have students read them. Then, give them a few
minutes to try and put their ideas on the diagram.
EXPLAIN
After students have had a chance to work on the diagram, show the video
below. Tell students that the video might give them new ideas on how plants
and animals get the energy and matter that they need to live. Give them a
few moments to add to or change their diagrams.
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
TEACHER PROVIDES:
Copies of the Matter and Energy Flow
Diagram (Appendix i)
Copies of the Evaluation Worksheet
(optional) (Appendix ii)
Science Notebooks
Internet access
Colored pencils (optional)
Scissors (optional)
Magazines (optional)
Teaching Tip:
This icon highlights an opportunity to
check for understanding through a
formal or informal assessment.

Teaching Tip:
To expand your students’ vocabulary you
may want to use the words biotic and abiotic
interchangeably with the words living and
non-living.
Teaching Tip:
If students are stuck, give them one example.
Where do plants get energy? Take student
ideas and show them how to put an arrow on
the diagram from the source of energy to the
plant.
Teaching Tip:
At this point in the unit, it is OK if students
have misconceptions or do not have a
complete picture of how plants and animals
interact. The main work of this unit will be
to correct their misconceptions and fill in
missing pieces of the matter and energy flow
diagram.
5
Lesson 1 continued: Where do living things get the energy needed to move, grow, and reproduce?
PBS Learning Media “What Do Animals Eat”: http://www.pbslearningmedia.
org/resource/tdc02.sci.life.colt.eat/what-do-animals-eat/
You many wish to stop the video at different segments and explain that the
animal is consuming (eating). You can discuss what the animal is eating
at this point, too. Later in the unit you food chains and food webs will be
explored, and this video could be a good place to give prior knowledge.
ELABORATE
Discuss student responses. You may choose to put the students into pairs
or groups and have them share their ideas there first. Then, ask students to
share a new idea or understanding that they got from their partner or group.
Retain these diagrams for examination at the end of the unit.
EVALUATE
Either hand out copies of Appendix ii or have students copy this list
 into their science notebooks. Then, classify each of these things as
living or non-living, and give evidence for your answer.
SpiderThe sunHumanFire
GrassWormA river Tree
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
6
Lesson 2: What predictions can we make and test about the energy cycle of plants?
LEARNING TARGETS
Identify sunlight as the primary source of energy plants use to produce their
own food.
MYSCI MATERIALS:
Food Web, in Appendix i, copies
Sprouter kit
Observe and describe the breakdown of plant and animal material into soil
through decomposition processes (i.e., decay/rotting, composting, digestion).
Garbanzo beans, mung beans, lentils, alfalfa
seeds
SUMMARY
Students will set up two experiments and take some initial measurements.
These experiments will be measured and observed over several days, providing
the data students will need to make discoveries about the mass in plants.
12 Plastic Cups with suction cups
Plan and conduct investigations.
ENGAGE
Hand out copies of Appendix iv, Oak Tree writing prompt.
After students have had a chance to record their ideas, they should discuss
their ideas with a partner or small group, then share out as a class. Students
will probably mention soil as an important need for plants. The sprouter experiment is designed to show if the mass in plants comes from soil.
EXPLORE
Put students into 6 groups and give each group a sample of each kind of bean or
seed. Each group should discuss similarities and differences between the beans
and seeds in their small group before sharing out. They should take notes in
their science notebooks, including a sketch of each kind of bean or seed.
If you have not taught how to find the mass yet you can do so prior to or
during this investigation. Mass is measured in grams.
Hand out copies of the Sprouter Data Collection sheet (Appendix v and vi,
double sided) and the Sprouter Observations and Notes sheet (Appendix vii).
and ask students to make predictions about the beans and seeds.
After students have made predictions, set up the sprouter as described in Appendix iii (Steps 3 through 11). Ensure that students are recording the data
in the correct part of the sheet. As you are setting up the experiment, lead
students to discuss why each piece of data is important.
EXPLAIN
What do the differences in mass make you think so far? Given the data that
we recorded, how do we find the weight of the dry seeds? (Answer: Weight of
dry seeds in tray – weight of tray only.)
How do we find the weight of the wet seeds? (Answer: Weight of wet seeds in
tray – weight of tray only.)
How do we find the weight of water? (Answer: Weight of wet seeds in tray –
Weight of dry seeds in tray OR Weight of wet seeds – Weight of dry seeds).
Work through these calculations for each tray. Every day we will measure the
trays again. Why?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Electronic scale
Soil
Plastic wrap
Rubber bands
TEACHER PROVIDES:
Items for decomposing (apple peel, orange
peel, egg shell, strawberry, etc)
If you do not have a sink in your room, you
will need a container of water and
a container for waste water
Sharpie Marker
Carefully read the Sprouter Set-up and Maintenance Instructions (Appendix iii)
Copies of the Oak Tree writing prompt (half
sheets, Appendix iv)
Copies of Sprouter Data Collection Sheets
(2-sided, Appendix v and vi)
Copies of Sprouter Observations and Notes
sheet (Appendix vii)
Copies of Decomposition Data Collection
and Observation Sheet (Appendix viii)
Copies of the Sprouter Evaluation Sheet (half
sheets, Appendix ix)
Teaching Tip:
This lesson will take at least two class
periods; one to set up the sprouter experiment and one to set up the decomposition
experiment.
Detailed sprouter instructions are in Appendix iii. It is best to start your sprouter
on a Monday. You can switch the order of
Lessons 2 and 3 if it helps your scheduling. If
you have more than one section of science
students, you should have materials to
complete this experiment with each section.
This is a great opportunity for your classes
to compare their data to the other section(s)
that you teach.
After you get your experiments set up and
the routine you would like to use for your
data collection, you can start another lesson
and collect data at the beginning portion of
your lesson.
7
Lesson 2 continued: What predictions can we make and test about the energy cycle of plants?
ELABORATE
Ask class: What happens to the parts of plants when they die? Show video of leaf
decomposition:
SoilCam / SoilScan:
Decomposition:
https://www.youtube.com/watch?v=IBvKKMzXYtY
https://www.youtube.com/watch?v=GzH_FVgE3C8
Take students outside to school grounds. Identify items that will decompose
or ARE decomposing and items that will not/are not. Once inside, divide
students into small groups. Have them make a list of things that were
decomposing and not decomposing from outside. Have them add extra items
that they think might decompose and things that will not decompose.
Show the students the following items: apple peel, orange peel, egg shell,
leaves, strawberry, etc. Ask them to sort items that they think WILL
decompose, items that they think WILL NOT decompose, and items that
they are unsure about. Talk about why some things will decompose and why
others might not. Go back to information from lesson one about living and
nonliving things. This is a good place to introduce the vocabulary biotic and
abiotic.
Hand out copies of the Decomposition Data Collection and Observation
Sheet (Appendix viii). To set up the experiment, divide the class into 6 groups,
with each group getting two different items to test. Give each group two cups
and a small amount of soil in each cup. Have them label each cup with their
group number and a cup number. Have them place their items in the cup and
cover it with plastic wrap. Use the rubber band to secure the plastic wrap over
the top of the cup.
Teaching Tip:
During the Explore section, when you hand
out copies of the Sprouter Data Collection
Sheet, if the students are stuck on what kind
of predictions to make, you can start them off
with the question, “Will the beans and seeds
gain mass/weight without soil? Encourage
them to make additional predictions as well.
Examples include: Which seed will sprout
first? What do you think they will look like on
Day 2? What about Day 5? What will come
out of the seed first, roots or leaves? What
will the roots look like? How fast will they
grow?
You may wish to replicate the Sprouter Data
Collection and Observation sheet on a large
piece of chart paper so that you can model
the data recording process for your students
or create it electronically to post it on the
smart board.
Teaching Tip:
Follow Steps 12 – 17 in Appendix iii EVERY
DAY to gather the rest of the data. It is best
to start the sprouter on a Monday and record
the data daily until Friday. Lesson 5 has
more information on concluding the sprouter
experiment.
Once per week, student groups should observe and record what they see in the
decomposition trays. Students should be as detailed as possible and use their
senses to describe things such as look, feel, and smell.
At the end of 3 to 4 weeks, have students compare their observations to their
predictions and report finding to the class.
Allow students to have time to discuss questions on the observation sheet
with a small group, then as a whole class.
EVALUATE
 Hand out copies of the Sprouter Evaluation sheet (Appendix ix).
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
8
Lesson 3: How can we define variables and set up fair tests for our predictions?
LEARNING TARGETS
Conduct a fair test.
MYSCI MATERIALS:
50 lima beans
Use data as support for observed patterns and relationships and to make
predictions to be tested.
SUMMARY
Students will conduct and experiment to make predictions about the
importance of sunlight and water for plants.
ENGAGE
Ask students: What is the importance of water and light in plant growth?
6 ziplock bags
6 peat pots (for lima beans)
6 plastic cups
soil for 6 peat pots
string
6 plastic rulers
3 pieces of black construction paper
Masking tape
Discuss student thoughts as a group. Explain that today we are going to
set up another experiment. This experiment will assist us in finding out the
answer to the question.
Spray bottle
EXPLORE
Set up the lima bean experiment. See instructions in Appendix x.
soil
Three groups will set their experiment up using peat pots. Three groups will
set up their experiment using plastic bags. NOTE: Only the groups doing
experiments in the baggies will be able to measure root length. Both groups
can measure stem length. Be sure to discuss as a class why the groups are doing
different tests. What questions are we trying to answer with each test? Here is
a summary:
BAGGIE EXPERIMENT (NO SOIL)
PEAT POT EXPERIMENT (SOIL)
Independent Variable: Light or
Dark
Independent Variable: Light or
Dark
Dependent Variable: Stem and root
length
Dependent Variable: Stem length
Controlled Variables– Everything
that you keep the same (same baggies, same seeds, same amount of
water, etc)
Controlled Variables– Everything
that you keep the same (same
soil, same seeds, same amount of
water, etc)
Every day we will measure the beans again. Why?
EXPLAIN
Discuss these questions with your students:
Given the data that we recorded, what conclusions can we draw about the
importance of light for plant growth?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
12 peat pots
12 plastic cups
1 grow light
tomato and basil seeds
TEACHER PROVIDES:
Science notebooks
Staplers
Water
Paper towels
Carefully read the Lima Bean Instructions
(Appendix x) and Seed Inquiry Instructions
(Appendix xiii)
Copies of Lima Bean Data Collection Sheet
(two-sided, Appendix xi and xii)
Copies of the Evaluation worksheet (half
sheets, Appendix xiv)
Teaching Tip:
This lesson will take two sessions to set up
and several weeks to observe.
Teaching Tip:
For best results, soak the lima beans for 2
to 12 hours before setting up the lima bean
experiment.
Teaching Tip:
If you have not introduced the words
hypothesis, fair test, independent variable,
dependent variable, controlled variables to
your students yet, the Explore section would
be a great time to do so.
9
Lesson 3 continued: How can we define variables and set up fair tests for our predictions?
Given the data that we recorded, what conclusions can we draw about the
importance of soil for plant growth? Which data should we compare to determine
this? (Answer: Baggie in the light VS pot in the light.) Why can’t we compare
the baggie grown in the light to the pot grown in the dark? (Answer: It is not a
fair test because more than one variable changed.)
When was the rate of plant growth the fastest? Why do you think this happened?
How was this experiment a fair test? (To be a fair test, scientists change only
one variable at a time while keeping all other conditions the same). We only
changed the amount of light that the plants received.
What other variables could we test?
ELABORATE
Seed Inquiry:
See directions in Appendix xiii.
Have students collect data for several weeks. Then, they should create poster
about their experimental design, results, and conclusions. Then, have them
present this work to the class.
EVALUATE
Handout the Evaluate Worksheet (Appendix xiv). What factors are needed
 to have a fair test? How does light and water affect plant growth?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
10
section
2
How do plants get and use
energy?
Lesson 4: What is photosynthesis?
LEARNING TARGETS
Explain what plants need to make their own food.
SUMMARY
Students will develop a diagram and hands-on model to describe how plants
use sunlight, water, and carbon dioxide to produce food and oxygen.
ENGAGE
Earlier, we talked about how living things need to breathe. Ask students to
answer these questions in their science notebooks: Why do humans breathe?
What do we need to get when we breathe in? What happens when we breathe out?
Teacher guide for student responses: Hopefully students mention oxygen as
a reason that we breathe in. We need oxygen to live. If students don’t know
what we breathe out, tell them that carbon dioxide, CO2, comes out when
we breathe. Our bodies need to breathe in oxygen and breathe out CO2 as
waste.
Ask students to answer these question in their science notebooks, with ideas
and evidence: Do plants breathe? If so, what do they need to get when they
breathe in? Have them discuss with a partner or small group before sharing
out their ideas as a whole class.
Teacher guide for student responses: Plants do “breathe”, but their breathing
is very different than the breathing of humans and animals. Today we will
learn about how plants breathe.
EXPLORE
Ask students to answer this question in their science notebooks, with ideas
and evidence: We also said that all living things need energy. Where do plants get
the energy that they need to live? Have them discuss with a partner or small
group before sharing out as a whole class.
Go through this interactive website with the class: “Illuminating Photosynthesis”:
http://www-tc.pbs.org/wgbh/nova/assets/swf/1/photosynthesis/
photosynthesis.swf
MYSCI MATERIALS:
12 H ping pong balls (Blue)
18 O ping pong balls (green)
6 C ping pong balls (orange)
12 ziplock bags
1 flashlight
Batteries
1 egg carton tray
Max Axiom by Liam O’Donnell
Photosynthesis: Changing Sunlight into Food
by Bobbie Kalman.
TEACHER PROVIDES:
Science notebooks
Internet access
Copies of Matter and Energy Flow Diagram
(appendix xvi) (retain and use throughout
the rest of the unit)
Teaching Tip:
Be sure that you have read and understand
the directions for the Photosynthesis game in
Appendix xv. You must also have to prepare
the tray so that it will hold 24 balls and
prepare the baggies with the correct balls in
each baggie.
Teaching Tip:
Be sure to save student work on the Matter
and Energy Flow Diagram handout. They will
revisit this handout throughout the unit and
add more information.
Clear up misconceptions while going through this website.
After playing, ask the students: How did the video agree with what you thought
before? How did the video change your thinking? What was new?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
11
Lesson 4 continued: What is photosynthesis?
EXPLAIN
Read the book Max Axiom as a class.
ELABORATE
Play the Photosynthesis game according to the instructions in Appendix xv.
Read and discuss the book Photosynthesis: Changing Sunlight into Food, by
Bobbie Kalman.
EVALUATE
Hand out copies of the Matter and Energy Flow Diagram (Appendix
 xvi).
Give students these instructions, or post them for students to read: On your
diagram:
Teaching Tip:
See Appendix xvii for an example of how
student diagrams should look after this
lesson.
• Draw the source of energy for all plants
• Create an arrow labeled “energy” going from the source of energy to
plants
• Show how oxygen and carbon dioxide move between plants and
animals.
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
12
Lesson 5: What do plants need to grow?
LEARNING TARGETS
Describe what plants need to sprout and grow.
TEACHER PROVIDES:
Student data from prior lessons
Explain why soil is important to plants.
Materials provided by the teacher for an
optional erosion lesson.
SUMMARY
Students will examine the data on lima beans grown in light versus darkness.
Students will examine data on sprout weights.
Copies of the Plant function diagram
(Appendix xviii)
Science notebooks
Internet access
ENGAGE
Ask the students: Do plants eat soil?
EXPLORE
Have students provide evidence from prior knowledge or our experiments to
discuss this question. The sprouter data from Lesson 2 and their knowledge
of photosynthesis from Lesson 4 should help them answer this question.
EXPLAIN
Watch the following video to answer the question. Plants don’t eat soil!
NOVA Photosynthesis: http://www.pbslearningmedia.org/resource/tdc02.sci.life.
stru.photosynth/photosynthesis/
ELABORATE
Pose the following question: If plants don’t need soil to gain mass, why is soil so
important? Watch these videos to see why soil is important to plants:
ThinkGarden: The Importance of Water: http://www.pbslearningmedia.org/
resource/thnkgard.sci.ess.water/think-garden-the-importance-of-water/
ThinkGarden: Soil Composition: http://www.pbslearningmedia.org/resource/
thnkgard.sci.ess.soilcomp/think-garden-soil-composition/
Discuss the videos. Soil provides nutrients to plants. Plants need minerals,
just like humans, but plants can’t take a vitamin pill! The soil contains
nutrients. The nutrients dissolve in the water, and the water and nutrients are
then absorbed into plant roots and delivered throughout the plant.
You may want to share the following resource on Hydroponics, which is a
method of growing plants with no soil: http://www.kidsgardening.org/node/3760.
Teaching Tip:
If you have not discussed erosion with your
class yet this would be a good place to discuss it. http://teacher.scholastic.com/dirt/
erosion/ has a lesson that you could use.
EVALUATE
Answer the following question in your science notebook: Why is soil
 important for plants in natural environments if they only need water and air
to make their own food?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
13
Lesson 6: What does each part of the plant do?
LEARNING TARGET
Describe the different parts of plants and explain what each part does for the
plant.
MYSCI MATERIALS:
SUMMARY
Students will examine the lima bean sprouts, and use visual media resources to
explore uses and adaptations of plants.
Bean sprouts (From sprouter or lima bean
baggies)
ENGAGE
Using a hand lens, examine your group’s lima bean sprouts. What parts of
the plants are visible? What do you think those parts do for the plant?
EXPLORE
Show the video Celery Stalks: https://www.youtube.com/watch?v=j4oOsxCY_
uA or set up an experiment similar to: http://www.pbs.org/parents/crafts-for-kids/
rainbow-celery-experiment.
EXPLAIN
Go through the following slide show with your students (press the arrows
for the next slide): http://studyjams.scholastic.com/studyjams/jams/science/plants/
Hand lenses
TEACHER PROVIDES:
Optional Experiment with Celery – celery
stalks, clear cups, food coloring, scissors and
hand lenses (provided with the kit)
Copies of the Plant function diagram (Appendix xviii)
Science notebooks
Internet access
Teaching Tip:
If you do the experiment you can have your
students find the tubes that the water moves
through. They can easily separate the tubes
(called xylem) and look at them with the
hand lens. This would be an opportunity to
introduce the word vascular plants.
roots-stems.htm
ELABORATE
Plant parts are used for many different things. Explore the website to find
out some of the uses: http://www.pbslearningmedia.org/asset/lsps07_int_plantparts/
Plants have many different adaptations: Watch the video to learn more:
http://studyjams.scholastic.com/studyjams/jams/science/plants/plant-adaptations.htm
EVALUATE
Hand out copies of the Plant Function Diagram (Appendix xviii).
 Allow students to work on the diagram individually before discussing
the answers as a class. (Answer key in Appendix xix.)
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
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section
3
How does energy from the sun
move through a food chain?
Lesson 7: How do animals get the energy that they need to live and grow?
LEARNING TARGETS
Students will learn to identify classes of animals based on what they eat (producers, consumers, herbivores, carnivores, etc).
SUMMARY
Students will differentiate between the types of consumers by going thorough
real life situations.
ENGAGE
Carlos loves pizza with tomato sauce, cheese, peppers, and chicken. List all
of the ingredients that Carlos will need to make his pizza. How does the
energy from the sun reach Carlos when he eats the pizza?
EXPLORE
Handout copies of the Energy Diagram for Pizza handout (Appendix xx).
Introduce students to the vocabulary words “Producer”, “Omnivore” and
“Herbivore”. Students should fill in the words with your guidance.
Guide students to add arrows as shown on the answer key (Appendix xxi).
Now, they can trace the path of energy from the sun to Carlos using several
routes.
Ask: What parts of the energy path is the same for all these ingredients of pizza?
Answer: Sun is beginning of energy, sun provides energy for plant.
MYSCI MATERIALS:
6 copies of the “Exploring Missouri Wetlands” Poster
Pass the Energy, Please by Barbara Shaw
Mckinney
TEACHER PROVIDES:
Copies of the Energy Diagram for Pizza handout (Appendix xx, Answer Key in Appendix
xxi)
Copies of the “I Am What I Eat” handout
(Appendix xxiii, Answer Key in Appendix
xxiv)
Student work from Lesson 4 (Matter and
Energy Flow Diagram)
Science notebooks
Internet access
Teaching Tip:
If students are stuck, as them what you need
to make pizza crust. If they don’t know, show
them how to draw the arrow from the wheat
to the pizza.
Discuss: Which route has the fewest steps? Which route has the most steps?
EXPLAIN
A food chain describes the path that energy takes to get from the sun to
the final consumer. In the pizza diagram, one food chain is sun to corn to
chicken to Carlos, who eats the pizza at the end. Another food chain is the
sun to tomatoes to Carlos. At each step of a food chain, some energy is lost
to the environment as waste. Fewer steps in the food chain (by Carlos eating
plants) means that Carlos is using energy from the environment more efficiently. For example, it takes 16lbs. of soybeans to feed a cow and provide 1lb.
of ground beef. This idea will be explored in-depth in Lesson 8.
PBS Learning Media: Food Chain: http://www.pbslearningmedia.org/resource/
idptv11.sci.life.oate.d4kfch/food-chain/
Read and discuss Pass the Energy, Please by Barbara Shaw Mckinney. (NOTE:
You may want to save the chains with decomposers until after Lesson 9.)
Bring out student work from Section 2 Lesson 4 so that they can add to their
Unit 21 (version 7.30.15) | From Sun to Food
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15
Lesson 7 continued: How do animals get the energy that they need to live and grow?
Matter and Energy Flow Diagrams. Instruct students to label “Producers”
and “Consumers” and to show energy arrows showing how the person and
the cow get energy. Be sure to check student work. The answer key for this
handout appears in Appendix xvii.
Video Explains energy flow: http://studyjams.scholastic.com/studyjams/jams/
science/ecosystems/food-chains.htm
ELABORATE
Put the students into 6 groups and give each group a copy of the Exploring
Missouri Wetlands poster. Assign the groups the following animal numbers.
The numbered animals are listed on the back of the poster in the Poster Key
and each living thing is discussed in a short paragraph.
Living Thing Assignments
Team 1: 1, 7, 13, 19, 25, 31
Team 2: 2, 8, 14, 20, 26, 32
Team 3: 3, 9, 15, 21, 27, 33
Team 4: 4, 10, 16, 22, 28
Team 5: 5, 11, 17, 23, 29
Team 6: 6, 12, 18, 24, 30
Ask students to use their “I Am What I Eat” flow charts for each of their
assigned living things, working their way through the questions and using
the information in the paragraph to decide what to call their living thing.
For each predator, ask students to select the animal or animals that would be
that predator’s prey. They can also suggest animals that are not on the poster
if they think that the predator hunts that animal. The answer key for this
exercise is in Appendix xxii.
When all teams are done, have them share their work with the class, including any living things that were difficult to classify based on the information
given. Pose the different scenarios such as:
What would happen to this ecosystem if one animal or plant is removed?
What would happen if there was a drought? Flood? People decided to build
a shopping mall? Etc.
EVALUATE
Hand out copies of the I Am What I Eat handout (Appendix xxiii).

Based on the work we have done so far, we should be able to follow this flow
chart and figure out how to classify most animals based on what they eat.
Give students a chance to work through the flow chart individually or in pairs.
When they think they have finished, go through the flowchart step by step.
Ensure that students are discussing each result and correcting any mistakes
that they may have. NOTE: The answer key for this handout is in Appendix
xxiv.
Teaching Tip:
This flow chart is a sophisticated
dichotomous key. If your students need
practice with dichotomous keys prior to
completing the evaluation you can complete
some of the keys on: http://nationalzoo.
si.edu/Education/ConservationCentral/
walk/walk4_broadband.html
EXTEND (OPTIONAL)
http://coolclassroom.org/cool_windows/home.html
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
16
Lesson 8: How does the food we choose to grow and eat impact the natural world?
LEARNING TARGETS
Sequence the flow of energy through a food chain.
Explain how humans impact food chains.
SUMMARY
Our food choices impact the environment because of the relationship between
the sun, producers, and consumers.
ENGAGE
Tell the students: A farm grows wheat, chickens, and cows. Which of these are producers and which are consumers? Where is the sun’s energy being used? Where is it
being lost? Tell students to discuss with a partner before discussing as a class.
MYSCI MATERIALS:
Scotch Tape
TEACHER PROVIDES:
Copies of Appendix xxv (Tree Grid) and
Appendix xxvi (Farm Design Worksheet) for
each student
Copies of Appendix xxvii, xxviii and xxix for
the teacher to distribute to students as needed (several copies of each)
Scissors
Science notebooks
Internet access
EXPLORE
Ask the class: Has the land where we grow our food always been used for farming? If not, what do you think that land was used for before? Write your thoughts
in your science notebook.
Students will design a farm with three choices of products: wheat, chickens,
and cows.
1. Hand out the Tree Grid handout (in Appendix xxv) and the Design
A Farm worksheet (Appendix xxvi).
2. Show students the Food Product handouts (in Appendix xxvii, xxviii
and xxix). Explain that they can decide how much to grow of each one,
but that they have to grow at least 20,000 kilocalories. They can grow
more if they wish.
3. Have students plan their farms and come to you requesting how
many of each product they want. At this time, you can check to make
sure that they have requested at least 20,000 kilocalories.
4. Students tape or glue their products onto the forest handouts, and
then fill in the Design A Farm worksheet. When they are done, they
should pair up with another student and discuss the questions.
EXPLAIN
After all students have designed their farms, bring the class together to
ensure that students understand the link between efficiency, energy loss, and
food. Questions you can ask include:
1. Whose farm had the most trees left? Why?
2. Whose farm had the fewest trees left? Why?
3. Why does the wheat take up less land than a cow for 1,000 kCal?
4. Which do you think is more expensive to buy — wheat or chicken or
beef ? Why?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
17
Lesson 8 continued: How does the food we choose to grow and eat impact the natural world?
ELABORATE
Virtual field trip: http://educationstation.discoveryeducation.com/field-trips
EVALUATE
Ask the class: Aside from using up land, what are other ways that our food
 choices impact the environment? Write your answer in your science
notebook. (Some examples are pesticides, fertilizers, transportation of food,
storage of food, packaging of food, food waste).
Unit 21 (version 7.30.15) | From Sun to Food
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18
section
4
How do matter and energy
cycle through ecosystems?
Lesson 9: How do decomposers assist with the flow of energy?
LEARNING TARGET
Describe the breakdown of plant and animal material.
Explain the importance of decomposers.
SUMMARY
Students will describe the decomposition experiment data.
ENGAGE
As a group discuss the data you collected during our decomposition experiment. What happened to the items? Why?
If you did not get to do the experiment you can watch what would happen:
MYSCI MATERIALS:
A Log’s Life, by Wendy Pfeffer
TEACHER PROVIDES:
Internet access
Science notebooks
Data and observations from decomposition
experiment
Student work from Lesson 4 and 7 (Matter
and Energy Flow Diagram)
Appendix xxx
https://www.youtube.com/watch?v=c0En-_BVbGc
https://www.youtube.com/watch?v=pCD4h8Pp7qM
EXPLORE
Read the book “A Log’s Life” to the class. Ask students to keep a list of all
of the living things that are shown or listed in the book. (NOTE: A list is
provided for you in Appendix xxx.) Here are some guiding questions that you
can ask at appropriate points in the book:
• On the “One stormy day…” page, ask students if they think wind is
alive. It moves, makes noise, can push things over. However it is not
alive because it doesn’t reproduce or grow.
Teaching Tip:
Previous to the lesson, find a good place to
dig. In the kit there is a sample of soil, but the
organisms are sure to be dead or absent.
• On the “Now it’s a giant log.” page, ask students if the tree is still alive.
It was alive, but now it will no longer grow. It is now dead. We will
now learn about what happens to dead plants.
• On the “In the summer pill bugs…” page, ask students to draw a simple
food chain of the living things on this page. It should show the sun,
dead leaves, pill bugs, and salamanders (in that order).
EXPLAIN
After you are finished reading the book, ask the students: what happened to the
tree? Is it still alive? What happened to the matter or mass of the tree? Is it still a tree?
Watch Video that shows how decomposers help: http://www.pbslearningmedia.
org/resource/tdc02.sci.life.oate.decompose/decomposers/
http://www.pbslearningmedia.org/resource/3daedfdc-edec-4c2e-b301-850cb5a8653e/
3daedfdc-edec-4c2e-b301-850cb5a8653e/
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
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Lesson 9 continued: How do decomposers assist with the flow of energy?
Have students share their observations from their decomposition experiments. What did they predict? How did their predictions compare to what
really happened?
ELABORATE
Bring out student work from Section 2 Lesson 4 so that they can add to their
Matter and Energy Flow Diagrams.
Instruct students to label “Decomposers” and to show energy arrows showing
how waste and death of Producers and Consumers leads to decomposers.
What comes out of the decomposers, and where does it go? Be sure to check
student work. The answer key for this handout appears in Appendix xvii.
EVALUATE
In your science notebook: Describe what might happen if things didn’t
 decompose in nature.
EXTEND (OPTIONAL)
Activity Rotting Logs: http://nationalzoo.si.edu/Education/ClassroomScience/DecomposingLogs/v6 log student HANDOUTS AND WORKSHEETS.pdf
If you call ahead you can get rotting logs from your local nature reserve.
Unit 21 (version 7.30.15) | From Sun to Food
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Lesson 10: How can you make a difference?
LEARNING TARGET
Propose a solution to assist with recycling.
TEACHER PROVIDES:
SUMMARY
Students will relate the idea of recycling to the pizza diagram, the wetland
poster, and the farm project.
Student work from Lesson 4, 7, and 9 (Matter
and Energy Flow Diagram)
ENGAGE
Display a picture of the recycling symbol or show the students the symbol on
your recycling bin, if you have one. Ask them to reflect on these questions in
their science notebooks. What is this symbol, and what does it mean? Why is
this shown as a loop and not a line?
Student work from Lesson 1 (Matter and
Energy Flow Diagram)
Science notebooks
Internet access
Teacher guide for student responses: The recycling symbol is a loop because
things like plastic bottles can be made into a new bottle over and over again,
rather than making more bottles from scratch. Plastic bottles are made from
oil, so by recycling them, it means we use less oil.
So far, we have only looked at food chains, but now that we know about decomposition, we can consider the chain as a loop, like recycling. Decomposers
assist with recycling of matter.
EXPLORE
Show and discuss: Where does our trash go? http://www.lawrencecountysolidwaste.
org/index.php/kids-corner/where-does-our-trash-go
Discuss in your group how we can make sure that our trash does not harm the
environment.
EXPLAIN
Look at the Pizza diagram: How did nature recycle the waste?
Discuss with your class how decomposers recycled the organic waste. Waste
comes from the parts of plants we don’t eat, animal waste, and human waste.
Look at the wetland poster: Discuss different scenarios of how the organic
materials are recycled. Example: The leaves are decomposed, etc.
Discuss how the farm project had energy flowing through it.
ELABORATE
Students will add to or correct their Matter and Energy Flow Diagram. Have
students reflect by looking at their first diagram to see how much they have
learned.
EVALUATE
Have students write a persuasive letter to someone convincing them to
 recycle inorganic materials and compost organic materials. The letter
should include reasons why this should be done and what might happen if it
isn’t.
Unit 21 (version 7.30.15) | From Sun to Food
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21
NEXT GENERATION SCIENCE STANDARDS
Key to Understanding the
NGSS Codes
NGSS PERFORMANCE EXPECTATIONS
5-PS3-1
Use models to describe that energy in animals’
food (used for body repair, growth, motion, and
to maintain body warmth) was once energy
from the sun.
NGSS codes begin with the grade
level, then the “Disciplinary
Core Idea code”, then a standard
number. The Disciplinary Core
Ideas are:
5-LS1-1
Support an argument that plants get the
materials they need for growth chiefly from air
and water.
Physical Sciences
5-LS2-1
PS1: Matter and its interactions
Develop a model to describe the movement of
matter among plants, animals, decomposers,
and the environment. PS2: Motion and stability: Forces
and interactions
PS4: Waves and their applications
in technologies for information
transfer
Life Sciences
Content
PS3: Energy
LS1: From molecules to organisms:
Structures and processes
LS2: Ecosystems: Interactions,
energy, and dynamics
LS3: Heredity: Inheritance and
variation of traits
LS4: Biological evolution: Unity and
diversity
Earth and Space Sciences
ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity
Engineering, Technology, and
Applications of Science
ETS1: Engineering design
ETS2: Links among engineering,
technology, science, and society
For more information, visit http://www.
nextgenscience.org/next-generation-sciencestandards
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
22
NGSS (continued)
Concepts
SCIENCE AND ENGINEERING PRACTICES
Asking Questions and Defining Problems
• Ask questions about what would happen if a variable is changed.
• Identify scientific (testable) and non-scientific (non-testable) questions.
• Ask questions that can be investigated and predict reasonable outcomes
based on patterns such as cause and effect relationships.
• Use prior knowledge to describe problems that can be solved.
Developing and Using Models
• Develop a model using an analogy, example, or abstract representation to
describe a scientific principle or design solution.
• Develop and/or use models to describe and/or predict phenomena.
Planning and Carrying Out Investigations
• Plan and conduct an investigation collaboratively to produce data to serve
as the basis for evidence, using fair tests in which variables are controlled
and the number of trials considered.
• Evaluate appropriate methods and/or tools for collecting data.
• Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
• Make predictions about what would happen if a variable changes.
Analyzing and Interpreting Data
• Represent data in tables and/or various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
• Analyze and interpret data to make sense of phenomena, using logical
reasoning, mathematics, and/or computation.
• Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.
Using Mathematics and Computational Thinking
• Organize simple data sets to reveal patterns that suggest relationships.
• Describe, measure, estimate, and/or graph quantities (e.g., area, volume,
weight, time) to address scientific and engineering questions and problems.
Constructing Explanations and Designing Solutions
• Construct an explanation of observed relationships (e.g., the distribution of
plants in the back yard).
• Use evidence (e.g., measurements, observations, patterns) to construct or
support an explanation or design a solution to a problem.
• Identify the evidence that supports particular points in an explanation.
• Apply scientific ideas to solve design problems.
• Generate and compare multiple solutions to a problem based on how well
they meet the criteria and constraints of the design solution.
Engaging in Argument from Evidence
• Compare and refine arguments based on an evaluation of the evidence
presented.
• Respectfully provide and receive critiques from peers about a proposed
procedure, explanation, or model by citing relevant evidence and posing
specific questions.
• Construct and/or support an argument with evidence, data, and/or a
model.
• Use data to evaluate claims about cause and effect.
• Make a claim about the merit of a solution to a problem by citing relevant
evidence about how it meets the criteria and constraints of the problem.
Obtaining, Evaluating and Communication Information
• Combine information in written text with that contained in corresponding
tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices.
• Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams,
and charts.
Concepts
DISCIPLINARY CORE IDEAS
Matter & Energy in Organisms & Ecosystems
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 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...
Unit 6 | Seeds, Sprouts and Sunshine
CROSSCUTTING CONCEPTS
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.
(5-LS2-1)
Engineering Design
ETS1.A: Defining and Delimiting Engineering
Problems
Possible solutions to a problem are limited
by available materials and resources
(constraints). The success of a designed
solution is determined by considering the
desired features of a solution (criteria).
Different proposals for solutions can
be compared on the basis of how well
each one meets the specified criteria for
success or how well each takes the constraints into account. (3-5-ETS1-1)
Patterns
• Similarities and differences in patterns can be used to
sort, classify, communicate and analyze simple rates of
change for natural phenomena and designed products.
Cause and Effect: Mechanism and Prediction
• Cause and effect relationships are routinely identified,
tested, and used to explain change.
Scale, Proportion, and Quantity
• Standard units are used to measure and describe physical
quantities such as weight, time, temperature, and volume.
Systems and System Models
• A system is a group of related parts that make up a whole
and can carry out functions its individual parts cannot.
• A system can be described in terms of its components
and their interactions.
Energy and Matter: Flows, Cycles, and Conservation
• Matter flows and cycles can be tracked in terms of the
weight of the substances before and after a process
occurs. The total weight of the substances does not
change. This is what is meant by conservation of matter.
Matter is transported into, out of, and within systems.
• Energy can be transferred in various ways and between
objects.
Stability and Change
• Change is measured in terms of differences over time and
may occur at different rates.
• Some systems appear stable, but over long periods of
time will eventually change.
23
MISSOURI GLE STANDARDS
Key to
Understanding the
GLE Codes
GLE Standards
GLE codes are a mixture
of numbers and letters, in
this order: Strand, Big Idea,
Concept, Grade Level and
GLE Code.
The most important is the
strand. The strands are:
2. FM: Properties and
Principles of Force and
Motion
3. LO: Characteristics and
Interactions of Living
Organisms
4. EC: Changes in
Ecosystems and
Interactions of Organisms
with their Environments
5. ES: Processes and
Interactions of the Earth’s
Systems (Geosphere,
Atmosphere and
Hydroshpere)
6. UN: Composition and
Structure of the Universe
and the Motion of the
Objects Within It
7. IN: Scientific Inquiry
8. ST: Impact of Science,
Technology and Human
Activity
For more information, visit
http://dese.mo.gov/collegecareer-readiness/curriculum/
science
Concepts
1. ME: Properties and
Principles of Matter and
Energy
Third Grade
EC 2 A 3 a
Identify sunlight as the primary source of energy
plants use to produce their own food
EC 2 A 3 c
Sequence the flow of energy through a food chain
beginning with the Sun
EC 2 A 3 d
Predict the possible effects of removing an organism from a food chain
LO 1 A 3 a
Describe the basic needs of most plants (i.e., air,
water, light, nutrients, temperature)
LO 1 D 3 a
Identify the major organs (roots, stems, flowers,
leaves) and their functions in vascular plants (e.g.,
absorption, transport, reproduction)
LO 2 C 3 a
Illustrate and trace the path of water and nutrients as
they move through the transport system of a plant
LO 3 D 3 a
Identify and relate the similarities and differences
between plants and their offspring (i.e., seedlings)
ME 2 C 3 a
Identify the Sun is the primary source of light and
food energy on Earth
ST 3 A 3 b
Work with a group to solve a problem, giving due
credit to the ideas and contributions of each group
member
Fourth Grade
EC 1 A 4 b
Identify and describe different environments (i.e.,
pond, forest, prairie) support the life of different
types of plants and animals
EC 2 A 4 a
Classify populations of organisms as producers
and consumers by the role they serve in the
ecosystem
EC 2 A 4 b
Differentiate between the types of consumers
(herbivore, carnivore, omnivore, detrivore/decomposer)
EC 2 A 4 c
Categorize organisms as predator or prey in a
given ecosystem
ES 2 A 4 a
Observe and describe the breakdown of plant
and animal material into soil through decomposition processes (i.e., decay/rotting, composting,
digestion)
ES 3 A 4 b
Propose ways to solve simple environmental problems (e.g., recycling, composting, ways to decrease
soil erosion) that result from human activity
ME 1 A 4 a
Describe and compare the masses (the amount of
matter in an object) of objects to the nearest gram
using balances
Fifth Grade
LO 1 E 5 a
Explain how similarities are the basis for classification
LO 1 E 5 b
Distinguish between plants (which use sunlight
to make their own food) and animals (which must
consume energy-rich food)
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
LO 1 E 5 e
Identify plants or animals using simple dichotomous
keys
LO 1 D K a
Observe and compare the structures and behaviors of
different kinds of plants and animals
IN 1 A 5 a
Formulate testable questions and explanations
(hypotheses)
IN 1 A 5 b
Recognize the characteristics of a fair and unbiased test
IN 1 A 5 c
Conduct a fair test to answer a question
IN 1 A 5 d
Make suggestions for reasonable improvements or
extensions of a fair test
IN 1 B 5 a
Make qualitative observations using the five senses
IN 1 B 5 b
Determine the appropriate tools and techniques to
collect data
IN 1 B 5 c
Use a variety of tools and equipment to gather data
(e.g., hand lenses, magnets, thermometers, metric
rulers, balances, graduated cylinders, spring scales)
IN 1 B 5 d
Measure length to the nearest centimeter, mass to
the nearest gram, volume to the nearest milliliter,
temperature to the nearest degree Celsius, force/
weight to the nearest Newton
IN 1 B 5 e
Compare amounts/measurements
IN 1 B 5 f
Judge whether measurements and computation of
quantities are reasonable
IN 1 C 5 a
Use quantitative and qualitative data as support for
reasonable explanations
IN 1 C 5 b
Use data as support for observed patterns and
relationships, and to make predictions to be tested
IN 1 C 5 c
Evaluate the reasonableness of an explanation
IN 1 C 5 d
Analyze whether evidence supports proposed
explanations
IN 1 D 5 a
Communicate the procedures and results of
investigations and explanations through: oral
presentations, drawings and maps, data tables, graphs
(bar, single line, pictograph), writings
ST 1 B 5 a
Describe how new technologies have helped scientists
make better observations and measurements for
investigations (e.g., telescopes, electronic balances,
electronic microscopes, x-ray technology, computers,
ultrasounds, computer probes such as thermometers)
ST 3 A 5 a
Identify a question that was asked, or could be asked,
or a problem that needed to be solved when given a
brief scenario (fiction or nonfiction of people working
alone or in groups solving everyday problems or
learning through discovery)
ST 3 A 5 b
Work with a group to solve a problem, giving due credit
to the ideas and contributions of each group member
24
MySci Instructional Unit Development Team
INSTITUTE FOR SCHOOL PARTNERSHIP
LEAD CURRICULUM TEAM
Skyler Wiseman, K-5 Curriculum and Instructional
Specialist, Team Leader
Kimberly Weaver, Engineering Educator
Gennafer Barajas, Communications Coordinator
Victoria May, Executive Director of Institute for
School Partnership, Assistant Dean of Arts and
Sciences
Chris Cella, ISP Resource Center Fleet and
Warehouse Coordinator
James Peltz, Warehouse Assistant
Paul Markovitz, PhD, Science Educator
Keith May, Operations and Materials Manager
Diane Pilla, ISP Resource Center Project Coordinator
Rachel Ruggirello, Curriculum and Assessment
Specialist
Jeanne Norris, Teacher in Residence
Jack Weigers, PhD, Science Educator
EXTERNAL EVALUATOR
Katherine Beyer, PhD
COPY EDITOR
Robert Montgomery
LAYOUT DESIGN
Amy Auman
WUSTL CONSULTANTS
Rich Huerermann, PhD, Administrative Officer,
Department of Earth and Planetary Sciences
Harold Levin, PhD, Professor Emeritus,
Department of Earth and Planetary Sciences
INDEPENDENT CONSULTANTS
Charlie McIntosh, Engineering
Carol Ross-Baumann, Earth Sciences
MISSOURI BOTANICAL GARDENS
CONSULTANTS
Bob Coulter, Director, Litzsinger Road Ecology
Center
Jennifer Hartley, Senior Supervisor of Pre K-8
School Programs
Sheila Voss, Vice President of Education
Teacher Authors, Field Testers and Contributors
BLESSED TERESA OF CALCUTTA
Kate Kopke
Sue Ritcher
CHESTERFIELD MONTESSORI
Ama Martinez
COLUMBIA PUBLIC SCHOOLS
Michael Cranford
Ben Fortel
Tracy Hager
Megan Kinkade
Anne Kome
Heather Lewis
Jessica Miller
Elizabeth O’Day
Mike Szyalowski
Jen Szyalowski
Matt Wightman
Rebecca Zubrick
FORSYTH SCHOOL
Gary Schimmelfenig
THE COLLEGE SCHOOL
Uchenna Ogu
FERGUSON & FLORISSANT
Justin Brotherton
Eric Hadley
Christine Ries
Tonja Robinson
Laura Caldwell
Karen Doering
Emily Dolphus
Shaylne Harris
Amelia Hicks
Cathy Holway
FORSYTH
Gary Schimmelfenig
HAZELWOOD
Kelli Becker
Sara Berghoff
Rita Bohlen
David Busch
Bill Caldwell
Georgene Collier
Arianna Cooper
Jennifer Forbes
Susan Gentry
Toni Grimes
Debra Haalboom
Stephanie Heckstetter
Lesli Henderson
Christina Hughes
Stephanie Knight
Scott Kratzer
Stephanie Latson
Jane McPartland
Lisa McPherson
Darice Murray
Dawn Proubst
Lisa Schuster
Twyla Veasley
Sonya Volk
Carol Welch
Cherronda Williams
Justin Woodruff
MIRIAM
Angie Lavin
Jenny Wand
Joe Zapf
NORMANDY
Olga Hunt
Dawn Lanning
J. Carrie Launius
NORTH COUNTY CHRISTIAN
Julie Radin
PATTONVILLE
Kristin Gosa
Jill Kruse
Leslie Jones
Renate Kirksey
Chris Cheatham
Katie Lambdin
Chris Curtis
Kim Dannegger
Vicki Martin
Amanda Denson
Andrea King
Chris Curtis
Allison O’Very
Kaytlin Kirchner
Matt Parker
Chip (Paul) Ianiri
Jackie Ramey
Sarah Funderburk
Stephanie McCreary
Melissa Yount-Ott
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Julia Graham
RITENOUR
Meggan McIlvaine
Meghan McNulty
Kristy Santinanavat
Melanie Turnage
Stephanie Valli
RIVERVIEW GARDENS
JoAnn Klees
SAINT LOUIS PUBLIC SCHOOLS
Debra Granger
Nina Harris
Charlotte Smith
SOULARD SCHOOL
Courtney Keefe
ST CHARLES CITY SCHOOLS
Kevin Stross
VALLEY PARK
Trish Alexander
Courtney Amen
Stacy Carmen
Stacy Castro
Lotashia Ellis
Amanda Grittini
Aubrea Grunstead
Julie Kulik
Kayla LaBeaume
Jane Marchi
Laura MCoy
Mary Patton
Amy Robinson
Carol Wolf
UNIVERSITY CITY
Lillian Blackshear
Gayle Campbell
Nikki Davenport
Kate Fairchild
Elizabeth Gardner
Anna Hoegemann
Aileen Jones
Daphne Owana
Tori Palmer
Monique Patterson
Precious Poole
Debbie Rosso
Vickie Stevens
25
Matter and Energy Flow Diagram
Section 1, Lesson 1
How do matter and energy move in the natural world? Use this diagram to show what you know about living things.
Try to draw the answers to as many of these questions as possible on this diagram. It is OK if you don’t know the answer to every question. By the end of this unit, you will!
1. What do plants need to live?
2. Where do plants get what they need to grow larger?
3. What do animals need to live?
4. Where do animals get what they need to grow larger?
5. What happens to plant parts and animal bodies when they die?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix i
Evaluation Worksheet
Section 1, Lesson 1
Classify each of these things as living or non-living, and give evidence for your answer.
ITEM
LIVING OR NON-LIVING?
EVIDENCE
spider
the sun
a human
fire
grass
worm
river
tree
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix ii
Sprouter Set-up & Maintenance
Instructions
Section 1, Lesson 2
IMPORTANT NOTE: It is best to start your sprouter on a Monday and observe it closely every day that week. By Friday, all of the seeds should be well sprouted and students can examine the sprouts closely. After six or seven days, the
sprouts are likely to begin molding.
Do Ahead of Time:
1. Your sprouter has a lid, a base, and four sprouting trays. Rinse all parts of the sprouter before you begin,
especially if your sprouter is brand new.
2. Allow the parts to dry, or dry them yourself
Do With Your Class on Day 1:
Use a permanent marker to number each of the four sprouter trays.
3. Weigh each tray, recording the weight on the data sheet.
4. Put one kind of seed in each tray.
5. Weigh the trays again. Lead students in a discussion about why we need both measurements.
6. Stack the trays
7. Pour water into the top tray until it is just full. Water will slowly trickle down through all of the trays. This can take
several minutes.
8. When the water has drained, discard the water that has collected in the bottom of the sprouter. DO NOT use this
water again!
9. Repeat Steps 8 and 9 at least two more times.
10. Weigh the trays again and record the data on the data sheet. They will have a small amount of water in them, and
that is OK. Lead the students in a discussion of why we need this third measurement.
11. Place the lid loosely on the sprouter.
Do with your class on Days 2, 3, 4, and 5 (NOTE! If you do not see your students daily, you still need to rinse the
sprouter each day.):
12. First, weigh each tray and record the data on the data sheet.
13. Discard any water that is in the bottom of the sprouter.
14. Then, re-stack the sprouter trays.
15. Pour water into the top tray until it is just full. Water will slowly trickle down through all of the trays.
16. When the water has emptied, discard the water that has collected in the bottom of the sprouter.
17. Place the lid loosely on the sprouter.
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix iii
Oak Tree Writing Prompt
Section 1, Lesson 2
Giant oak trees grow from small acorns.
Which one do you think is heavier? Why?
Where does the mass (weight) of the tree come from?
Giant oak trees grow from small acorns.
Which one do you think is heavier? Why?
Where does the mass (weight) of the tree come from?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix iv
Sprouter Data Collection Sheet
Section 1, Lesson 2
QUESTION: Will our beans and seeds grow without soil?
Prediction:
Other Predictions:
MASS/WEIGHT
TRAY 1 CONTAINS: TRAY 2 CONTAINS: TRAY 3 CONTAINS: TRAY 4 CONTAINS:
Date:______________
Tray Only
Day 1
Tray and Seeds (Dry)
Tray and Seeds after
Rinsed and Drained
Date: _____________
Day 2
Tray and Seeds
BEFORE Rinsing
Date: _____________
Day 3
Tray and Seeds
BEFORE Rinsing
Date: _____________
Day 4
Tray and Seeds
BEFORE Rinsing
Date: _____________
Day 5
Tray and Seeds
BEFORE Rinsing
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix v
Sprouter Data Collection Sheet (cont’d)
DEPENDENT VARIABLE:
TITLE:
INDEPENDENT VARIABLE:
ANALYZE THE DATA: How do your predictions compare to what really happened?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix vi
Sprouter Observations and Notes
Section 1, Lesson 2
Use this sheet to record any observations or notes about your seeds and sprouts. What do you see?
TRAY 1 CONTAINS:
TRAY 2 CONTAINS:
TRAY 3 CONTAINS:
TRAY 4 CONTAINS:
Day 1
Day 2
Day 3
Day 4
Day 5
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix vii
Decomposition: Data Collection and
Observation Sheet
Section 1, Lesson 2
PREDICTION: Look at the items we are testing. Which items do you think will decompose fastest? Why?
GROUP ________________ TRIAL 1 CONTAINS:
GROUP ________________ TRIAL 2 CONTAINS:
Week 1
Week 2
Week 3
Week 4
ANALYZE THE DATA: How do your predictions compare to what actually happened?
Discuss the following questions with your group:
Where does the matter and energy go when things die?
What living things help recycle matter and energy when things die?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix viii
Sprouter - Evaluation
Section 1, Lesson 2
QUESTION 1: Jaqui collects some acorns to try and grow a giant oak tree. Before he starts collecting acorns, the empty bucket weighs 60 grams. When he returns with a bucket full of acorns, the bucket and acorns weigh 200 grams.
How much do the acorns weigh alone?
QUESTION 2: Jaqui soaks the acorns and then drains out all of the water. Now, the bucket weighs 290 grams. How
much does the water weigh? What can Jaqui conclude about how the mass of the acorns changed and why?
QUESTION 1: Jaqui collects some acorns to try and grow a giant oak tree. Before he starts collecting acorns, the empty bucket weighs 60 grams. When he returns with a bucket full of acorns, the bucket and acorns weigh 200 grams.
How much do the acorns weigh alone?
QUESTION 2: Jaqui soaks the acorns and then drains out all of the water. Now, the bucket weighs 290 grams. How
much does the water weigh? What can Jaqui conclude about how the mass of the acorns changed and why?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix ix
Lima Bean Instructions
Section 1, Lesson 3
Do Ahead of Time:
For best results, soak the lima beans for 2 to 12 hours before setting up the lima bean experiment.
Setting up the Experiment on Day 1:
1. Put students into 6 groups. Give each group 10 lima beans.
2. Three groups will each get 2 plastic zip-lock baggies, 2 paper towels, and a sheet of black construction paper.
The other three groups will each get 2 peat pots and 2 plastic cups. Put the peat pots in the plastic cups to catch
any draining water.
Do With Your Class on Day 1:
For the groups planting in the plastic zip lock baggies with paper towels:
1. Use a sharpie to write the group name on each baggie, and “light” and “dark” on one baggie each.
2. Put a paper towel flat in each baggie and then staple along the bottom of the baggie about 1 inch from the bottom.
3. Put 5 beans in each baggie. Line them up so they are not touching each other.
4. Spray water onto the paper towel until it is wet.
5. Seal baggies.
6. Hang the “light” baggies in a place where they will receive light for a large part of the day. These can be taped to
a wall, hung by a window, or push-pinned to a bulletin board.
7. Hang the “dark” baggies in a place where they will not receive light (in a cabinet, under the sink, etc.). If you do
not have a dark location you can cover with the bags with the construction paper to ensure that light is blocked.
For the groups planting in peat pots:
1. Plant 4 beans in each peat pot.
2. Label both pots by writing on the cups with the sharpie. One pot should be labeled “light” and the other should
be labeled “dark”; both pots should have the group number.
3. Spray the peat pot until it is wet.
4. Place the pots in the location indicated.
Each day, students should observe and record what is happening in the light and dark lima beans. Notes should be recorded on self-created data tables in science notebooks or you Appendix xi and xii. Students should use string to trace
the length of the root and the stem when they appear. The string can then be laid flat and measured in centimeters to
record the length in the table.
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix x
Lima Bean Data Collection Sheet
Section 1, Lesson 3
PREDICTION: If a lima bean is placed in the dark will it grow as long as a lima bean that is in the sunlight?
Independent Variable:
Dependent Variable:
Controlled Variables:
LIMA BEANS IN THE DARK
DAY
SPROUT
ROOT LENGTH: STEM LENGTH: GROWTH
(YES OR NO)
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
OBSERVATIONS
Appendix xi
Lima Bean Data Collection Sheet (cont’d)
DAY
SPROUT
ROOT LENGTH: STEM LENGTH: GROWTH
(YES OR NO)
OBSERVATIONS
Here, students can graph either the root length or stem length over time.
DEPENDENT VARIABLE:
TITLE:
INDEPENDENT VARIABLE:
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xii
Directions for Seed Inquiry
Section 1, Lesson 3
Setting up the Experiment with your class:
1. Put students into 6 groups. Have groups decide what they want to test using the materials: tomato seeds, basil
seeds, 2 peat pots per group, plastic cups, water, soil, and grow light.
(Some possible options: choose one type of seed then test no water vs. water, different amounts of water per
day, light/no light/low light, or any other testable options. Or, students could choose both types of seed (one in
each pot) and grow them under the same conditions. Remind students that their tests must be fair. Only one
variable should change, the rest should stay the same. Teams decide how to care for their basil and/or tomato
sprouts—how much water will they give when? Where to place it in relation to the light?)
2. Teacher should guide the students into formulating a testable question. You should approve their question prior
to moving on to the next step.
3. Give each group their materials: Materials will vary depending on the groups’ questions.
4. Teacher will instruct groups on how to plant the seeds. (How much soil, how far down to plant the seeds, etc.)
Ask students why these things must be kept the same.
5. Student groups should create a new notebook section for their experiment. They should describe the set-up,
variables, and explain why their experiment is a fair test. They should also create a table for gathering data.
6. Each day, students should observe and record what is happening with their experiment. Notes should be recorded on self-created data tables in science notebooks. Students should use string to measure the length of the
stem when it appears. The string should be then converted to centimeters and recorded on the table.
At the end of the experimental time period, student groups should analyze the data, draw conclusions, and report findings to the class.
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xiii
Evaluation
Section 1, Lesson 3
1. What is needed to have a fair test?
2. How do light and water affect plant growth?
1. What is needed to have a fair test?
2. How do light and water affect plant growth?
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xiv
Photosynthesis Game Instructions
Section 2, Lesson 4
MYSCI MATERIALS:
12 hydrogen (blue) ping pong balls
18 oxygen (green) ping pong balls
6 carbon (orange) ping pong balls
12 Ziplock bags
1 flashlight
1 egg carton tray (cut off one row of six so that only 24 egg
cups remain intact)
PREPARATION
• Make 6 Ziplock bags with 2 hydrogen balls and 1 oxygen ball in each, label these bags as “water”.
•
Make 6 Ziplock bags with 1 carbon ball and 2 oxygen
balls in each, label these as “carbon dioxide.”
PROCEDURE
1. Hold up the H2O bag. Ask the students what they
think this represents (water). Explain to students that
bags with the blue and green balls represent water.
You may or may not want to mention that one bag
represents one molecule of water (two hydrogen atoms
and one oxygen atom), depending on your students’
background information.
2. Hold up the CO2 bag. Repeat the question. Explain to
students that the bags with orange and green balls represent carbon dioxide (which gets into the environment
when living things “breathe out”). You may or may not
want to mention that one bag represents one molecule of
carbon dioxide (one carbon atom and two oxygen atoms),
depending on your students’ background information.
3. Hold up the egg tray. Explain that this, when filled,
represents food that the plant makes. This food is
called sugar, or specifically, glucose. Depending on your
students’ background knowledge, you may or may not
want to mention that one sugar molecule has 24 atoms (6
carbon, 12 hydrogen, 6 oxygen). The ratio (6C:12H:6O)
is very important.
4. Disperse the bags among pairs of students. Designate
one area of the classroom to become the leaf, and one
area of the classroom to become the roots. Explain to
students that leaves have tiny openings on them (called
stomata) that allow carbon dioxide and oxygen to enter
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
and leave. Explain to students that the water will enter
through plant roots and travel up to the leaves through
the stem of the plant. Use the illustration of the tomato
plant from the previous lesson. (TT#1: Display this
illustration on a SmartBoard flipchart)
5. Lead students to the understanding that carbon dioxide
and water have all of the same components needed to
build sugar (C, H, and O), but they’re not in the right
order. The plant needs to rearrange the Cs, Hs, and Os
into a sugar. In order to do that, they need energy. Ask
the class if they know what that energy source might
be--the sun! Designate one student to be the sun and
give her/him the flashlight. Tell the students that the
sugar for our plant cannot begin to be made until the
sunlight is present, because it gives the plant the energy
to start the process of making the sugar!
6. Tell the students they are going to make sugar for the
plant now. Ask them what they need to fill up the tray
(C6H12O6). Depending on your class size, you may
want to allow each student to be a “molecule” of either
carbon dioxide or water, or you might double up the
numbers. Give each student a bag (or two) and tell
them to be ready to play their part when it’s time.
7. Tell the students that living things are “breathing” out
carbon dioxide that the plant takes to help build the
sugar. The students with carbon dioxide bags should
come to the leaf area (the egg carton) and place six carbons and six oxygens into the egg carton. Remember,
the maximum number of oxygens allowed in the carton
(one sugar molecule) is six! Any extra will have to be
set aside by students.
8. Tell students that the water molecules are needed. The
students with the water bags should come up and place
their 12 hydrogens into the egg carton. They should
notice that none of the oxygen from the water is used
to make sugar; it is released into the environment and is
part of the air we breathe.
9. Ask students: If the game was played with a drought,
no H2O, would you still be able to make sugar? (No, no
hydrogen molecules.) What about if the game was played,
with no light energy? (Put a top on the tray and don’t let
anything inside.)
Appendix xv
Matter and Energy Flow Diagram
Section 2, Lesson 4
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xvi
food energy
food energy
Washington University in St. Louis Institute for School Partnership
Unit 21 (version 7.10.15) | From Sun to Food
carbon dioxide
oxygen
carbon dioxide
PRODUCERS
CONSUMERS
PRODUCERS
oxygen
energy
food energy
CONSUMERS
Section 3, Lesson 8
Lesson 1 (Initial Ideas)
energy
Section 3, Lesson 7
At the end of the unit, student diagrams
should show the complete flow of matter
and energy between the sun, producers,
consumers, and decomposers. Have
them compare their initial ideas to the
final diagram.
After each indicated lesson, revisit the
diagram to add new information (highlighted for each lesson in yellow).
For Section 2, Lesson 4, give students a
new copy of the basic diagram to use for
the rest of the unit.
For Section 1, Lesson 1, the purpose of
this handout is the gather existing student
ideas about where plants and animals get
their food and energy. After students
complete the handout, keep these to
compare at the end of the unit.
Matter and Energy Flow Diagram Teacher Guidance
energy
food energy
carbon dioxide
oxygen
Appendix xvii
waste &
death
food energy
CONSUMERS
DECOMPOSERS
waste &
death
PRODUCERS
CO2
& soil
carbon dioxide
oxygen
Section 4, Lesson 10
PRODUCERS
energy
Section 2, Lesson 4
Plant Function Diagram
Section 2, Lesson 6
Fill out the purpose for each plant part and draw an arrow
to its location on the plant.
PLANT
PART
FUNCTION
Flower
Fruit
Stem
Roots
Leaves
Example: to capture the sun’s energy
Explain how water travels through the plant:
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xviii
Plant Function Diagram Answer Key
Section 2, Lesson 6
Fill out the purpose for each plant part and draw an arrow
to its location on the plant.
PLANT
PART
FUNCTION
Flower
Flowers are the reproductive part of
most plants. Flowers contain pollen and
tiny eggs. After pollination, the flower
develops a fruit.
Fruit
Fruit provides a covering for seeds.
Stem
They support the plant. They act like
the plant’s plumbing system, conducting water and nutrients from the roots
and food in the form of glucose from
the leaves to other plant parts.
Roots
Roots act like straws absorbing water
and minerals from the soil. Tiny root
hairs stick out of the root, helping in the
absorption. Roots help to anchor the
plant in the soil so it does not fall over.
Roots also store extra food for future
use.
Leaves
Example: to capture the sun’s energy
Explain how water travels through the plant:
Water moves up from the roots of the plant. Water
moves from the roots to the stem to the leaves and
out of the leaves
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xix
Energy Diagram for Pizza
Section 3, Lesson 7
First, use the word bank below to fill in the missing words in the diagram. Then, use energy arrows to show
how energy gets from the source of all energy on Earth to Carlos.
WORD BANK
Omnivores The source of
energy for all
living things
on earth.
Carnivores
___________________
use energy from the
sun to make their
own food.
Producers
Herbivores
___________________ ___________________ ___________________
eat only animals.
eat both plants and
eat only plants to
animals.
get the energy they
need.
Wheat
Corn
Sun
Cow
Tomatoes
Herbs
Carlos
Chicken
Peppers
What parts of the energy path is the same for all these ingredients of pizza?
Unit 21 (version 7.30.15) | From Sun to Food
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Appendix xx
Energy Diagram for Pizza Answer Key
Section 3, Lesson 7
First, use the word bank below to fill in the missing words in the diagram. Then, use energy arrows to show
how energy gets from the source of all energy on Earth to Carlos.
WORD BANK
Omnivores The source of
energy for all
living things
on earth.
Carnivores
PRODUCERS use
energy from the sun
to make their own
food.
Producers
OMNIVORES eat
HERBIVORES eat
only plants to get the both plants and animals.
energy they need.
Herbivores
CARNIVORES eat
only animals.
Wheat
Corn
Sun
Cow
Tomatoes
Herbs
Carlos
Chicken
Peppers
What parts of the energy path is the same for all these ingredients of pizza?
The Sun is the beginning source of energy. It provides energy for all of the producers.
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xxi
Exploring Missouri Wetlands Answer Key
Section 3, Lesson 7
LIVING THING
SUGGESTED TEAM
ANSWER
1. Muskrat
1
Omnivore, predator, prey
2. Great Blue Heron
2
Predator
3. Wood Duck
3
Omnivore, predator
4. Least Bittern
4
Predator
5. Bald Eagle
5
Scavenger and Predator
6. Marsh Wren
6
Predator
7. Red-winged Blackbird
1
Omnivore
8. Bullfrog
2
Predator, prey
9. Red-eared Sunfish
3
Omnivore
10. Norther Water Snake
4
Predator, prey
11. Green Sunfish
5
Omnivore
12. Black Bullhead
6
Omnivore, predator
13. Pond Mussel
1
Herbivore, Omnivore, prey, or Scavenger
14. Tadpole Snail
2
Herbivore
15. White River Crayfish
3
Omnivore, predator, or prey
16. Green Darner
4
Predator
17. Whirligig Beetles
5
Predator or scavenger
18. Backswimmers
6
Predator, prey, or scavenger
19. Water Striders
1
Predator or prey
20. Giant Water Bugs
2
Predator or prey
21. Predacious Diving Beetle
3
Predator or prey
22. Pin Oak
4
Producer
23. Eastern Cottonwood
5
Producer
24. Black Willow
6
Producer
25. Bald Cypress
1
Producer
26. Tupelo Gum
2
Producer
27. Common Cattail
3
Producer
28. River Bulrush
4
Producer
29. Arrowhead
5
Producer
30. American Lotus
6
Producer
31. Blue Flag
1
Producer
32. Lesser Duckweed
2
Producer
33. Buttonbush
3
Producer
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xxii
“I Am What I Eat” Flow Chart
Section 3, Lesson 7
START HERE
is the
source of all energy for living things.
WORD BANK
producer
herbivore
predator
carnivore
scavenger
photosynthesis
primary
omnivore
the sun
secondary
consumer
You are called a
because you make your own
food from the sun using a
process called
Do you make your
own food from the
energy of the sun?
Yes
.
You are called a
EXAMPLES:
You are called a
No
.
No
There are many kinds,
so we need to ask more
questions. Do you eat
plants?
because you only eat meat.
You can also be called a
consumer because you eat
primary consumers.
No
Yes
EXAMPLES BANK
rabbits
bears
tree
cows
rabbits
deer
seaweed
wolves
grass
corn
raccoons hawks
vultures
hyenas
wolves
sharks
humans
Yes
Are plants your only
food?
No
Yes
Do you hunt for
other animals that
are alive?
You are called an
You are called an
You are called an
.
You are called an
.
because you eat dead
animals.
EXAMPLES:
because you hunt other
animals.
EXAMPLES:
Unit 21 (version 7.30.15) | From Sun to Food
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You eat both plants
and animals.
EXAMPLES:
You only eat plants. You
can also be called a
consumer.
EXAMPLES:
Appendix xxiii
“I Am What I Eat” Flow Chart
Section 3, Lesson 7
START HERE
THE SUN
is the
source of all energy for living things.
WORD BANK
producer
herbivore
predator
carnivore
scavenger
photosynthesis
primary
omnivore
the sun
secondary
consumer
You are called a
PRODUCER
because you make your own
food from the sun using a
process called
You are called a
Do you make your
own food from the
energy of the sun?
Yes
PHOTOSYNTHESIS.
EXAMPLES BANK
rabbits
bears
tree
cows
rabbits
deer
seaweed
wolves
grass
corn
raccoons hawks
vultures
hyenas
wolves
sharks
humans
You are called a
No
CONSUMER .
No
There are many kinds,
so we need to ask more
questions. Do you eat
plants?
CARNIVORE
EXAMPLES:
TREE
because you only eat meat.
You can also be called a
CORN
SECONDARY
SEAWEED
Yes
consumer because you eat
primary consumers.
GRASS
No
Yes
No
Are plants your only
food?
Yes
Do you hunt for
other animals that
are alive?
You are called an
You are called an
You are called an
SCAVENGER
PREDATOR
because you eat dead
animals.
because you hunt other
animals.
You are called an
OMNIVORE .
You eat both plants
and animals.
HERBIVORE .
You only eat plants. You
can also be called a
PRIMARY
consumer.
EXAMPLES:
EXAMPLES:
EXAMPLES:
EXAMPLES:
VULTURES
WOLVES
HUMANS
COWS
HYENAS
HAWKS
BEARS
DEER
SHARKS
RACCOONS
RABBITS
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xxiv
Tree Grid
Section 3, Lesson 8
Name:
Date:
You are a farmer with 100 blocks of forest. Decide what you would like to eat, and then mark the diagram below.
You must grow at least 20,000 kilocalories of food, but you can grow more if you would like to.
Wheat
(W) 1 block = 1,000 kilocalories of food for people
Chickens (Ch)
5 blocks = 1,000 kilocalorites of food for people
Cows
10 blocks = 1,000 kilocalories of food for people
(C)
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xxv
Design a Farm Worksheet
Section 3, Lesson 8
Name:
Date:
NUMBER OF BLOCKS
NUMBER OF CALORIES
Wheat
Chickens
Cows
Trees
0
Total
1. I still have
100
blocks covered by forest.
Compare your farm to another student. What conclusion can you make about how our eating choices affect the
natural environment?
2. Do you know any people who only eat plants? Based on this project, construct an argument for eating a diet of
plants instead of animals. Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xxvi
Wheat Product
Section 3, Lesson 8
(1 block = 1000 Kcalories) Wheat is a
because it uses the sun’s energy to
make food. Each picture shows how much of the forest you would have to cut down to get 1000 Kilocalories each
year from wheat.
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xxvii
Cow Product
Section 3, Lesson 8
(10 blocks = 1000 Kcalories) Cows are
because they eat wheat. Cows are less
efficient in using the sun’s energy than wheat, because energy is lost when the cow eats the wheat. Each cow shows
how much of the forest you would cut down to get 1000 Kilocalories each year from a cow.
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xxviii
Chicken Product
Section 3, Lesson 8
(5 blocks = 1000 Kcalories) Chickens are
because they eat wheat and other
plants. Chickens are less efficient in using the sun’s energy than wheat, because energy is lost when the chicken eats
the wheat. However, chickens are more efficient than cows. Each chicken shows how much of the forest you would
cut down to get 1000 Kilocalories each year from a chicken.
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xxix
A Log’s Life Living Things List
Section 4, Lesson 9
Salamander
Chipmunk
Spider
Oak Tree
Porcupine
Carpenter ants
Squirrels
Woodpecker
Insects
Beetles
Toadstools / fungi / mushrooms
Mildew
Mold
Slugs
Snails
Millipedes
Termites
Ladybugs
Flowers
Pill Bugs
Moss
Earthworms
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xxx
Vocabulary & Glossary
All Sections and Lessons
RECOMMENDATION
We recommend that students participate in investigations as they learn vocabulary, that it is introduced as they come across the concept.
MySci students work collaboratively and interact with others about science content also increasing vocabulary. The hands-on activities
offer students written, oral, graphic, and kinesthetic opportunities to use scientific vocabulary and should not be taught in isolation.
energy
cycle
matter
waste
living
decomposer
non-living
ecosystem
organic
fungus / fungi
inorganic
biotic
organism
abiotic
source
producer
photosynthesis
mass
oxygen
grams
carbon dioxide
variables
producer
fair test
germination
data
food chain
measure
consumer
controlled variable
herbivore
independent variable
carnivore
dependent variable
omnivore
compost
primary consumer
erosion
secondary consumer
predator
food web
prey
Unit 21 (version 7.30.15) | From Sun to Food
Washington University in St. Louis Institute for School Partnership
Appendix xxxi