GRADE 5
Life Science
On Level
Topic: Interconnections
within Ecosystems
Energy in
Ecosystems
F O C U S curriculum
Curriculum materials for your content standards
101 Manor Drive, Hudson, OH 44236
866-315-7880 • www.focuscurriculum.com
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Energy in Ecosystems
Ohio’s Content Standards Met
2010 G R A D E 5 S C I E N C E C O N T E N T S TAT E M E N T S
LIFE SCIENCE
Topic: Interconnections within Ecosystems
Content Statement: Organisms perform a variety of roles in an ecosystem.
Content Statement: All of the processes that take place within organisms require energy.
2010 G R A D E 5 E N G L I S H L A N G UA G E A RT S C O M M O N C O R E S TAT E S TA N D A R D S
INFORMATIONAL TEXT
Key Ideas and Details, 2—Determine two or more main ideas of a text and explain how they are supported by key details; summarize
the text.
Integration of Knowledge and Ideas, 7—Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding
of the text in which it appears.
Integration of Knowledge and Ideas, 9—Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
FOUNDATIONAL SKILLS
Phonics and Word Recognition, 3—Know and apply grade-level phonics and word analysis skills in decoding words.
GRADE 5
Life Science
On Level
Topic: Interconnections
within Ecosystems
Student
Book
Energy in Ecosystems
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Energy in Ecosystems
OL
Content Standards Met
GRADE 5 • SCIENCE
2010 CONTENT STATEMENTS
LIFE SCIENCE
Topic: Interconnections within Ecosystems
Content Statement: Organisms perform a variety of roles
in an ecosystem.
Content Statement: All of the processes that take place
within organisms require energy
GRADE 5 • ENGLISH LANGUAGE ARTS
2010 COMMON CORE STANDARDS
INFORMATIONAL TEXT
Key Ideas and Details, 2—Determine two or more main
ideas of a text and explain how they are supported by key
details; summarize the text.
Integration of Knowledge and Ideas, 7—Interpret
information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations,
or interactive elements on Web pages) and explain how
the information contributes to an understanding
of the text in which it appears.
Integration of Knowledge and Ideas, 9—Integrate
information from several texts on the same topic in order
to write or speak about the subject knowledgeably.
FOUNDATIONAL SKILLS
Phonics and Word Recognition, 3—Know and apply
grade-level phonics and word analysis skills in decoding
words.
Energy in
Ecosystems
by
Linda Barr
Table of Contents
Introduction:
Energy on the Move. . . . . . . . . . 4
Energy in
Ecosystems
by
Linda Barr
F O C U S curricu lum
Curriculum materials for your content standards
Chapter 1:
Plants and Sunlight . . . . . . . . . . 5
Chapter 2:
Classifying Consumers . . . . . . . . 8
Chapter 3:
Food Chains and Food Webs . . 10
Chapter 4:
The Energy Pyramid . . . . . . . . 15
Chapter 5:
Symbiotic Relationships . . . . . . 19
Mutualism . . . . . . . . . . . . . . 19
Commensalism . . . . . . . . . . 20
Parasitism . . . . . . . . . . . . . . 21
Glossary . . . . . . . . . . . . . . . . . . 22
To Find Out More . . . . . . . . . . 23
Index . . . . . . . . . . . . . . . . . . . . 24
C H A P T E R
I N T R O D U C T I O N
Are you full of energy today, or do you feel
hungry and need more fuel?
You and every other living thing needs
energy to keep on living. How you get your
energy makes you either a producer, a
consumer, or a decomposer.
e
s
a
h
c
r
u
You will also learn how organisms
p
compete and cooperatet with each other to
obtain the energy they
us need to survive.
m
u
o
Y
organisms: any living things
4
.
l
a
i
r
Plants and Sunlight
e
Energy on the Move
In this book, you’ll learn how the energy
that keeps you, other animals, and plants
alive starts with the sun. You’ll read about
how plants turn sunlight into food energy.
You’ll find out how energy flows from
plants, to animals, and then to more
animals, including you.
1
a
e
s
n
e
lic
at
mfood. They use a
Plants make their own
s
i
process called h
photosynthesis.
Photo means
t
“light.” Synthesis means “put together.”
e
Duringsphotosynthesis, plants use sunlight
u
to put things together to make food.
toSunlight is one type of light energy.
Green matter in leaves traps this light
energy. Then the leaves use this energy,
carbon dioxide from the air, and water from
the soil to make a kind of sugar. This sugar
is rich in chemical energy. The plant uses
this energy to live and grow.
When an animal eats the plant, its body
changes the chemical energy from the plant
into other forms of energy. One is heat
energy. The food we eat helps keep our
bodies warm. It also gives us the energy
we need to move.
photosynthesis: the process by which plants use sunlight, carbon
dioxide, and water to produce food energy
5
Photosynthesis
The diagram of photosynthesis on the
next page shows that plants also produce
oxygen, which we must breathe to survive.
As grass, trees, and other plants make food
for themselves, they also make oxygen for us.
In fact, our survival depends on plants.
We eat plants when we munch on an apple
or enjoy a peanut butter sandwich. Of
course, many of us also eat meat, eggs, milk,
and cheese. Those foods come from animals
that eat grass, corn, and other plants. If those
animals did not have plants to eat, we would
not have hamburgers or scrambled eggs. If
there were no plants to make oxygen, we
would not have to worry about eating.
p
t
us
e
s
a
h
c
r
u
a
e
s
u
i
th
Carbon
dioxide
e
s
n
e
lic
to
i
r
e
t
a
sm
.
l
a
Light
energy
Oxygen
Water
m
u – Explain –
o
Yhave
If there were no plants, we would not
to worry about eating? Why not?
6
Plants combine sunlight, carbon dioxide, and water to
make food. As they make food, they release oxygen into
the air. We need to breathe in oxygen to survive.
7
C H A P T E R
2
Carnivore
Classifying Consumers
A carnivore is an animal that eats only other
animals. Carne means “meat.” Wolves,
hawks, and lions are carnivores.
Plants are called producers because they
produce, or make, their own food. Living
things that cannot make their own food,
including you, are called consumers.
It’s true that you can make yourself a
sandwich. However, you start with two
slices of bread and a jar of peanut butter,
not sunlight and carbon dioxide. You and
all other animals must eat, or consume,
something to get the energy you need to
live. There are four types of consumers.
e
s
a
Herbivores
h
An herbivore is an animal thatreats
c only
u “plant.”
producers (plants). Herb means
p
Vor is from a Latin word
that means “to
t
s
eat.” Herbivores include
such things as
u
grasshoppers, rabbits,
m and deer.
u
o
Y
producer: a living thing that makes its own food energy
consumer: a living thing that gets its energy by eating other
living things
8
i
r
e
t
a
sm
.
l
a
i
thboth plants and other
Omnivores eat
animals.se
You are probably one of them.
u
Omni means “all.” Other omnivores include
o and raccoons.
tbears
Omnivore
a
e
s
n
e
lic
Decomposers
Decomposers get their energy by breaking
down dead plants and animals.
Decomposers help decay, or decompose,
dead things. Mushrooms, buzzards, worms,
and bacteria are decomposers. They use
some of the nutrients they get from dead
things to live and grow. The “leftover”
nutrients become part of the soil. Then
producers can absorb them through their
roots and use them again.
– Describe –
What would a meal for an omnivore be like?
9
C H A P T E R
3
Food Chain
Food Chains and Food Webs
PLANT
Energy flows through an ecosystem. Plants,
such as grass, use the energy from sunlight
to make food energy for themselves. The
plant uses much of this energy to live and
grow and then stores the rest of it.
When a rabbit eats the plant, the energy
stored in the plant enters the rabbit’s body.
The rabbit uses much of this energy to live
and grow and stores the rest. When a fox
eats the rabbit, the energy stored in the
rabbit’s body passes to the fox. The fox uses
much of the energy to live and grow and
stores the rest.
p
t
us
e
s
a
h
c
r
u
a
e
s
n
e
lic
to
e
s
u
i
th
i
r
e
t
a
sm
.
l
a
RABBIT
FOX
Food chains, like those on the next page,
show this flow of energy.
u
o
Y
m
ecosystem: all living and nonliving things that live in a
certain location
10
– Apply –
Describe a food chain that ends with you.
11
Food Web
Food chains also exist in the water.
Ocean food chains begin with microscopic
organisms that float on top of the water.
(These organisms produce most of the
oxygen that you breathe!) These plant-like
organisms are eaten by microscopic
consumers that also float on the ocean’s
surface. Then small fish eat the microscopic
consumers and are, in turn, eaten by larger
fish. An ocean food chain may end with a
killer whale!
However, a food chain does not explain
the whole story. A hawk, for example, eats
snakes, frogs, mice, and birds. Most all
animals are part of several food chains.
Together, these chains make a food web.
p
t
us
e
s
a
h
c
r
u
– Analyze –
How do you know that you are part of a food web?
u
o
Y
m
e
s
u
i
th
i
r
e
t
a
sm
.
l
a
OWL
a
e
s
n
e
lic
to
MOUSE
FOX
RABBIT
PLANT
microscopic: too small to be seen without a microscope
12
13
C H A P T E R
People are the top level of many food webs.
For example, cows eat grass, and then we
drink milk and eat steaks and hamburger,
which are made from cows’ meat. Chickens
eat corn and grain, and then we eat eggs
and chickens. The energy from sunlight is
passed from plants to the cow, or to the
chicken and then on to us.
All of the energy that keeps our bodies
alive starts with plants, and all of the energy
that is stored in plants starts with sunlight.
Our lives depend, in many ways, on the sun
that shines on us every day. Without the
sun, Earth would soon become a very cold,
dark, lifeless place.
p
t
us
m
a
u
o
– Infer –
Y
How can plants continue to grow when the sky is cloudy?
14
.
l
a
i
r
The Energy Pyramid
e
Food Webs
e
s
a
h
c
r
u
4
e
s
n
e
lic
at
mflows through a food
You know that energy
s
i
chain. Each link
in the chain uses most of
h
t
the energy it receives to live, grow, and
eAnimals also use energy to move
s
reproduce.
u
around and stay warm. In fact, each link in
ttheo chain uses up 90 percent of the energy
that it receives. Thus, each link passes along
only 10 percent of the energy it receives.
For example, let’s say that a rabbit eats a
leaf. It gets only 10 percent of the energy
that the leaf received from sunlight. Thus,
the rabbit must eat many leaves to get all
the energy it needs. Then a wolf eats the
rabbit. It gets only 10 percent of the energy
that the rabbit received from eating leaves.
Therefore, the wolf must eat many rabbits
to get the energy it needs.
15
What would an energy pyramid look like
in the Antarctic? The bottom level would
contain millions of the tiny plant-like
organisms that float on the ocean’s surface.
The next level would contain a much
smaller number of fish that eat those plants.
The third level up might contain seals,
penguins, and squids. At the top might be
killer whales.
p
t
us
e
s
a
h
c
r
u
.
l
a
Forest Energy Pyramid
An energy pyramid is a diagram showing
the amount of energy that is passed from
one level of a food chain to the next. You
can see a forest energy pyramid on the next
page. Notice that each level has fewer
animals. It takes all these living things to
support one cougar! Also note that the
organisms at each level compete for the
available energy resources below them.
For example, deer, rabbits, birds, and mice
compete for the available plants in the
ecosystem in which they live.
a
e
s
n
e
lic
to
e
s
u
i
th
i
r
e
t
a
sm
m
u – Infer –
o
Y Why
is an energy pyramid big at
the bottom and small at the top?
16
17
C H A P T E R
As energy moves through a food chain, it
is mostly used for living or released as heat
energy. Most food chains have no more than
four links because so little energy is available
by the fourth link. That’s why we need
sunshine to help more plants grow. Sunlight
provides new energy to flow through food
chains.
p
t
us
m
u
o
– Apply –
Y
What would one energy pyramid on a farm look like?
18
.
l
a
i
r
Symbiotic Relationships
e
An energy pyramid in a desert would
include other living things. Yet all pyramids
begin with plants and show the flow of
energy. They also show that it takes many
producers to support a few consumers!
e
s
a
h
c
r
u
5
a
e
s
n
e
lic
at
m sometimes
Organisms in an ecosystem
s
i
compete for resources
such as water, food,
h
t
space, and sunlight. Other times they
ein ways that benefit one or both
cooperate
s
u Symbiosis is a word that describes
of them.
o interdependence. There are three basic
tthis
types of symbiotic relationships.
Mutualism
A relationship between organisms in which
both benefit is called mutualism. For
example, bees collect nectar and pollen from
flowers and use it to feed themselves and
their young. In the process, they pollinate
the flowers which enable them to make
seeds and reproduce. Both organisms
mutually benefit from each other.
symbiosis: a close association between two organisms that benefits
one or both
19
Commensalism
Another example of commensalism is
when one organism attaches itself to
another for transportation. Burdock seeds
need to be dispersed over a wide area to find
enough room to grow. Their seeds have
adapted to this need by evolving velcro-like
hooked spines. These spines stick to the fur
of a passing animal and are carried to a new
place. The burdock plant benefits, however
the animal is neither helped or harmed.
u
o
Y
20
p
t
us
i
r
e in which
A relationship between organisms
t
ais harmed is called
one benefits but the other
mof relationship, the
parasitism. In this type
s
host organismh
isialmost always larger in size
t The parasite usually
than the parasite.
weakensse
the host, making it less fit to raise
u
its young, reproduce, or escape its predators.
o usually exploit a host over a long
tParasites
Parasitism
In some symbiotic relationships, one partner
benefits, but the other is neither harmed
nor helped. For example, hermit crabs use
discarded snail shells to protect themselves.
This type of symbiotic relationship is called
commensalism.
e
s
a
h
c
r
u
a
e
s
n
e
lic
.
l
a
period of time.
Fleas are a common parasite found living
on dogs and cats. In addition to the skin
irritations caused by their bites, fleas can
transmit diseases to their host. The flea itself
carries a parasite in its body. The flea
becomes a carrier of this tiny organism that
is passed on to the host, causing disease.
m
host: an organism in or on which a parasite lives
parasite: an organism that lives in or on a host organism in a way
that harms the host
21
To Find Out More . . . l.
Glossary
ia
r
e
t
Try these books
a
Desert Food Chains by
si mLouise Spilsbury.
Heinemann, 2004.
h
Food Chainst by Peter Riley. Franklin Watts,
1999. e
usChains and Webs by Holly Wallace.
Food
2006.
toHeinemann,
Learning About Food Chains and Food Webs
Want to learn more about energy in ecosystems?
consumer—a living thing that gets its energy by
eating other living things
ecosystem—all living and nonliving things that
live in a certain location
microscopic—too small to be seen without
a microscope
organisms—any living things
photosynthesis—the process by which plants use
sunlight, carbon dioxide, and water to produce
food energy
producer—a living thing that makes its own
food energy
e
s
a
h
c
r
u
symbiosis—a close association between two
organisms that benefits one or both
u
o
Y
22
m
us
tp
a
e
s
n
e
lic
with Graphic Organizers by Jonathan Kravetz.
PowerKids Press, 2006.
Access these Web sites
You can learn more about food chains and the
energy pyramid at this Web site. You can even
create your own food web.
www.vtaide.com/png/foodchains.htm
This Flying Turtle Web site will tell you more
about food chains, the energy pyramid, and the
flow of energy through plants and animals.
www.ftexploring.com/me/me2.html
23
Index
Published by f o cu s curriculum
101 Manor Drive
Hudson, OH 44236
carnivore, 9
866-315-7880
www.focuscurriculum.com
consumer, 4, 8–9
decomposer, 4, 9
Copyright © 2012 f o cu s curriculum
Order numbe r: OHSC12-5 02OL
energy pyramid, 4, 16–19
food chain, 4, 10-12, 15–16, 18, 20–21
Created by Kent Publishing Services, Inc.
Designed by Signature Design Group, Inc.
food web, 12–14
herbivore, 8
No part of the book may be reproduced without purchasing a license
from the publisher. To purchase a license to reproduce this book, contact
omnivore, 9
photosynthesis, 5–7
f o cu s curriculum.
use of any of the materials or methods described in this book, nor for the
products thereof.
producer, 4, 8
24
The publisher takes no responsibility for the
GRADE 5
Life Science
On Level
Topic: Interconnections
within Ecosystems
Assessments
Energy in Ecosystems
Print pages 20–22 of this PDF for the assessments .
Energy in Ecosystems
.
l
a
i
r
e
t
Shade the circle next to the correct answer.
Write your answers in the boxes. a
1. Which of the following organism is a producer?
4. Our survival depends on plants.
Explain two ways that
m
s
humans are dependent on
plants. (2 points)
i
훽 plant
h
t
훾 herbivore
e
s
Explain
훿 carnivore
u
 decomposer
to
e
2. In a forest, how do decomposers help other organisms?
s
n
훽 Decomposers release oxygen into the air.
e
훾 Decomposers provide shelter for animals.
ic
l
훿 Decomposers put nutrients back into the soil.a
 Decomposers use sunlight to make food e
for other
s
plants and animals.
a
Explain
h
3. A relationship in which one partner
benefits, but the
c
r
other is neither harmed nor helped
is called
u
p
훽 mutualism.
t
s
훾 commensalism.u
훿 parasitism.m
u
 omnivorism.
o
Y
Check Understanding
Energy in Ecosystems OL
Energy in Ecosystems
Check Understanding
Draw your web in the box.
5. A class was sent outside to observe a grassy field. They
observed several animals and their eating behaviors in the
field. Their teacher told them that all the animals were
part of the same food web. Students combined their
observations into a table.
Draw a food web that describes the flow of energy
among the organisms the students observed. Be sure to
use at least four organisms and draw arrows to trace the
energy flow. You may use pictures or words to draw the
web. (4 points)
e
s
Behavior
a
eats plants h
cand mice
r
eats rabbits
u
eats
plants
p
teats rabbits and mice
s
u
Animal Eating Behaviors
Organism
rabbits
fox
mice
owl
u
o
Y
Energy in Ecosystems OL
m
a
e
s
n
e
lic
to
e
s
u
i
th
i
r
e
t
a
sm
.
l
a
Energy in Ecosystems
Assessment Scoring Guidelines
1. Answer A is correct.
2. Answer C is correct.
5. An exemplar 4-point response would include four
organisms showing the correct flow of energy.
3. Answer B is correct.
Food Web
4. An exemplar 2-point response will include the
following:
Explain: Plants produce oxygen and release it in the air
which humans need to survive.
Explain: Humans eat plants and animals that eat plants
to obtain energy to stay warm, grow, and move.
OWL
MOUSE
FOX
RABBIT
PLANT
Energy in Ecosystems OL
OHIO COMMON CORE STANDARDS
On Level
GRADE 5 ENGLISH LANGUAGE ARTS
Foundational Skills
Informational Text
Informational Text
Informational Text
Phonics and Word Recognition, 3
Integration of Knowledge and Ideas, 7
Integration of Knowledge and Ideas, 9
Key Ideas and Details, 2
Common Core English
Language Arts Activities
Energy in Ecosystems
Print pages 24– 28 of this PDF for the reading activities.
Word Origins
i
r
e
t
a
Many English words are based on Latin and Greek
2. A person who is all knowing is ________.
prefixes, suffixes, and roots. If you know their meanings,
m
훽 animated
s
you can often figure out the meanings of the English
i
훾
voracious
words. These word parts were used in this book.
th
훿 photogenic
e
anim
meaning “life or spirit”; examples: animal,
s

omniscient
animation
u
photo
meaning “light”; examples: photosynthesis,
to is the smallest of all of these.
3. __________
photograph
e
훽 A microbe
s
micro
meaning “small”; examples: microscope,
n 훾 A conscience
microwave
e
sci
meaning “know”; examples: science, conscious
ic 훿 An inanimate object
l
vor
meaning “eat”; examples: herbivore, carnivore
 A photograph
a
e
s
Read each sentence, and think about thea
meanings of the 4. ______ is not alive.
word choices. Shade the letter of the word
that correctly
h
훽 A microbe
c
completes the sentence.
r
훾 A carnivore
u
1. An animal with a huge appetite
is _______.
p
훿 An inanimate object
훽 animated
t
 A herbivore
us
훾 voracious
훿 photogenicm
u
 omniscient
o
Y
T R Y
Energy in Ecosystems OL
T H E
S K I L L
.
l
a
Foundational Skills: Phonics and Word Recognition, 3
Analyze Graphic Information
.
l
a
i
r
e
t
Graphic information is another way to communicate
Draw your own energy pyramid.a
Show how energy
ideas. Reading graphics can also help you understand
flows from producers to carnivores.
Include producers,
m
s
and remember what you read.
herbivores, and carnivores.
Label each group.
i
th
A diagram is one kind of graphic. It’s a clear way to
e
show food chains, food webs, and energy pyramids. You
s
have seen several examples in this book.
u
to
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Food Web
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MOUSE
FOX
RABBIT
PLANT
Energy in Ecosystems OL
Informational Text: Integration of Knowledge and Ideas, 7
Locate Information Online
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achains in the ocean.
You are writing a report about food
Search engines can help you find information on the
Answer these questions.
Internet. However, look at how many results each of
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s
these keywords produced:
i
1. Which keyword or phrase
is most likely to produce
h
t
helpful Web sites?
• ecosystem (14,500,000)
e 훿 marine food webs
• food webs (744,000)
훽 ocean animals
s
• energy transfer in energy pyramid (124,000)
u
훾 phytoplankton
 Arctic food webs
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Did you notice what happened as the keywords got
t
2. Which
site is most likely to have helpful information?
more specific? The number of hits got smaller. Using
e
s
specific keywords will narrow your search. Yet even if
Chains Under the Sea!
n 훽 Food
you narrow your search to 100,000 sites, you must
e
How do we use living things from the ocean?
choose carefully among them. Here are some tips:
il c
What do we…
www.ptw.k12.tn.us/tools/shared/display
1. Avoid personal Web sites. No one makes surea
the
information on the Web is accurate. Many personal
Scientists Worry About Ocean Health
e users, 훾 Large
Web sites include someone’s name or members,
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fish are a pretty good signal because they are
or people. Some sites are sponsored a
by elementary
high in the food chain…
h
school classes. Their address often
includes
the
code
www.commonhopes.com.html
cThe information on
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k12 and the state abbreviation.
u not.
훿 Understanding Ocean Food Chains
these sites might be excellent—or
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The smallest inhabitants live in the top few inches
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of ocean water…
2. Seek out sites sponsored
by government agencies
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www.mtn.edu/studnts/forums.htm
(.gov), colleges and universities (.edu), or other
reliable organizations.
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 Queen of the Ocean Food Chain
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One of the wildest bands in the world….
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www.youtube.com
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Energy in Ecosystems OL
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Informational Text: Integration of Knowledge and Ideas, 9
Summarize Information
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Read this paragraph. Then shade in
the circle next to
a
To understand what you read, you must be able
the correct answers.
to identify the main ideas and supporting details.
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s
A paragraph may have one or more important
i
Decomposers
get
their
energy by breaking down
h
ideas, along with details that support each of them.
t
dead plants and animals. Decomposers help decay,
For example, read this paragraph.
e things. Mushrooms, buzzards,
or decompose, dead
s
worms, and u
bacteria are decomposers. They use some
For years, the chemical DDT was used to kill
of the nutrients
they get from dead things to live and
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harmful insects. In 1959, 79 million pounds of DDT
t
grow. The “leftover” nutrients become part of the soil.
were sprayed on crops. In time, scientists realized that
e producers can absorb them through their roots
Then
s
DDT was also wiping out helpful insects, such as bees,
nand use them again.
along with killing fish and birds. In fact, DDT killed
e
nearly all of the bald eagles.
lic 1. What is the first important idea in this paragraph?
a
훽 Decomposers get energy by breaking down
e
This paragraph has two main ideas.
dead things.
s
1) Long ago, people used a lot of DDT.a
훾 Decompose means “decay.”
h
훿 Mushrooms, worms, and bacteria are decomposers.
2) It took a while for them to realize
that it was harmful.
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r supporting the first
 Decomposers help recycle nutrients.
The second sentence has details
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main point: the amount
of DDT sprayed on crops in
p
one year. The third t
and fourth sentences include
2. What is the second important idea in the paragraph?
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details to support
the second main point: the names
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훽 Decomposers get energy by breaking down
of the living things harmed by DDT.
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dead things.
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훾 Decompose means “decay.”
o
훿 Mushrooms, worms, and bacteria are decomposers.
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 Decomposers help recycle nutrients.
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Energy in Ecosystems OL
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Informational Text: Key Ideas and Details, 2
Answer Key
Word Origins
Locate Information Online
1. B
2. D
3. A
4. C
1. C
2. C
Summarize Information
Analyze Graphic Information
Students should draw an energy pyramid with many
producers (plants) at the bottom, a number of
herbivores (plant-eaters, such as rabbits, deer, mice,
birds) at the next level, and a few small carnivores or
omnivores (animal-eaters, such as foxes, wolves,
owls, hawks, raccoons) at the third level up. The top
level should be one large carnivore, such as a bear,
cougar, or lion.
Energy in Ecosystems OL
1. A
2. D