the evolution of the t2l science curriculum

TheEvolutionoftheT2LScienceCurriculumOverthelastfouryears,theTeachtoLearnprogramcreated20NGSS-alignedscienceunitsingradesK-5duringoursummersessions.Truetoourplan,wepilotedtheunitsinNorthAdamsPublicSchools,andaskedandreceivedfeedbackfromoursciencefellowsandourparticipatingteachers.Thisfeedbackservedasastartingpointforourrevisionsoftheunits.Duringyear2(Summerof2015),werevisedunitsfromyear1(Summer/Fall2014)andcreatednewunitstopilot.Inyear3,werevisedunitsfromyears1and2andcreatednewunitsofcurricula,usingthesamemodelforyear4.Ourunderstandingofhowtocreaterichandrobustsciencecurriculumgrew,sobythesummerof2018,ourfinalsummerofcurriculumdevelopment,wehadcreatedfiveexemplarunitsandestablishedanexemplarunittemplatewhichisavailableintheT2LToolkit.Wemadeaconcertedefforttoupgradealltheexistingunitswithexemplarcomponents.Wewereabletodomuch,butnotall.So,asyouexploredifferentunits,youwillnoticethatsomecontainallelementsofourexemplarunits,whileotherscontainonlysome.Thefullyrealizedexemplarunitsarenotedonthecoverpage.Wedidreviseall20unitsandbroughtthemtoabaselineof“exemplar”byincludingtheLessons-At-A-GlanceandScienceTalkelements.

T2LCurriculumUnit

Grade5 FoodWebs

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedastheunitispilotedandfeedbackreceived. Page1of79

FoodWebs

LifeScience/Grade5

Howdodifferentanimals(includinghumans)interactwithoneanotherandtheworld?Whydoweneedthesun?Whyshouldwecare about conserving nature? In this unit, students will further their knowledge of various organisms while exploring theanswerstothesequestions.Studentswillbeabletocategorizeorganismsintogroupsofproducers,consumers,ordecomposers,aswellasherbivores,carnivoresoromnivores.Studentswillalsoexplorevariouspredator-preyrelationships.Aftercompletingthisunit(andCEPA),studentsmayreachsomeofthefollowingconclusions:(1)thedepletionofonefoodsourcecan affect multiple animals, (2) the depletion of one food source usually affects primary consumers more than higher tierconsumers,(3)animalsthathavemorethanonefoodsourcearenotasaffectedbytheextinctionofcertainpreyintheecosystem,and(4)deforestationisasignificantproblembecauseitresultsinchangeinhabitatandthereforeavailableresources.Studentswillfurthertheirscientificknowledgebyusingtechnologyandengaginginhandsonartisticandkinestheticactivities.Thisunitprovidesopportunitiesforstudentstoengagewithpartnerstohelpsolidifytheirlearning.

UnitCreationandRevisionHistoryAuthors,Summer2014VeronicaGould,Undeclaredmajor,WilliamsCollegeCindyLe,AsianStudiesandEconomicsmajor,WilliamsCollegeLindsayOsterhoudt,ScienceCoordinator,NorthAdamsPublicSchoolsLisaTanner,Grade5Math/ScienceTeacher,NorthAdamsPublicSchoolsKatieSwoap,Undeclaredmajor,WilliamsCollegeDvividTrivedi,Economicsmajor,WilliamsCollegeRevisions,Summer2015DylanCaples,Chemistrymajor,MassachusettsCollegeofLiberalArtsMichaelR.Smith,ElementaryEducationandEnglishmajor,MassachusettsCollegeofLiberalArtsGraceSullivan,EnglishandWomen’sStudiesmajor,WilliamsCollegeDarlaM.Torres,Undeclaredmajor,WilliamsCollege

Revisions,Summer2018MatthewRowchowdhury,Physicsmajor,WilliamsCollegeProjectManager,LeslieRule,MassachusettsCollegeofLiberalArts

License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591Thisunitisdownloadableathttp://mcla.edu/teach-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2018TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,NickStroudatn.stroud@mcla.edu.Theprojectmaychoosetodistributeand/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn.)

TableofContentsLessonataGlance.................................................................................................................................................................................5LessonFeatureKey...............................................................................................................................................................................7UnitPlan....................................................................................................................................................................................................8TieredVocabularyList.......................................................................................................................................................................13LessonPlansLesson1:HowPlantsMakeFood...................................................................................................................................................14Lesson2:ExploreanEcosystem.....................................................................................................................................................22Lesson3:ProducersGetEnergyFromtheSun........................................................................................................................28Lesson4:ConsumersEatProducers.............................................................................................................................................33Lesson5:Decomposers.......................................................................................................................................................................40Lesson6:FoodWebModels..............................................................................................................................................................46Lesson7:NotThosePyramids.........................................................................................................................................................52Lesson8:TrophicLevelsintheOcean.........................................................................................................................................59Lesson9:ComplexInteractions......................................................................................................................................................64UnitresourcesCurriculumEmbeddedPerformanceAssessment(CEPA)..................................................................................................71ScienceTalkandOracyinT2L.........................................................................................................................................................72ListofUnitResources..........................................................................................................................................................................74

LessonsataGlance

Accessinginternet Technologyintegration YouTubeVideo

Outdooreducation Movement LabworkLesson CoreActivities Extensions AspectsofLesson1.HowPlantsMakeFood

● SetUpPlantExperiments ●

2.ExploreanEcosystem

● ObserveAnimalsinthe

Field● Producers,Consumers,and

Decomposers

3.ProducersGetEnergyFromtheSun

● PhotosynthesisVideoandWebActivity

● Discussion

● PhotosynthesisTheatre

(inextension)

4.ConsumersEatProducers

● FoodChainCards● FoodChainTag

● PantherHunt

5.Decomposers ● DecompositionVideo● DecomposingBagsActivity

6.FoodWebModels ● LifeInAMeadowReading● BuildingFoodWebs

7.NotThosePyramids ● TrophicLevelVideos● ModelingEnergyLoss● PackingPeanutPass

8.TrophicLevelsintheOcean

● MarineFoodWebs● BuildYourOwnWeb

9.ComplexInteractions

● Population● UnbalancedEcosystem

Scenarios

CalloutsTeachingTip

Inthesecalloutboxes,you’llfindtipsforteachingstrategiesorbackgroundinformationonthetopic.

StudentThinkingAlertLookoutforcommonstudentanswers,waysinwhichstudentsmaythinkaboutaphenomenon,ortypicalmisconceptions.

LessonFeatureKeyLessonsinthisunitincludeanumberoffeaturestohelpinstructors.Thiskeyisaquickguidetohelpidentifyandunderstandthemostimportantfeatures.

Talkscienceicon:Lookforthisicontoletyouknowwhentousesomeofthetalksciencestrategies(foundintheunitresourcesofthisunit)

Anchorphenomenonicon:Indicatesatimewhenananchoringscientificphenomenonisintroducedorwhenanactivityconnectsbacktothisimportantidea.TextFormatting:[SP#:….]Anytimeyouseeasetofbracketslikethis,itindicatesthatstudentsshouldbeengagedinaspecificscienceorengineeringpractice.Underlinedtextinthelesson:Thisformattingindicatesimportantconnectionsbacktothecentralscientificconceptsandisusefultonotetheseconnectionsasaninstructor,aswellasforstudents.

UNITPLANStStage1DesiredResultsage1DesiredResults5-LS2-1.Developamodelofafoodwebtodescribethemovementofmatteramongproducers,primaryandsecondaryconsumers,decomposers,andtheairandsoilintheenvironment:a.showthatplantsproducesugarsandplantmaterials;b.showthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants;andc.showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.[ClarificationStatement:Emphasisisonmattermovingthroughouttheecosystem.Wasteincludesmatterintheformofgasses(suchasair),liquids(suchaswater),orsolids(suchasmineralsornutrients).][AssessmentBoundary:Assessmentdoesnotincludemolecularexplanations.]5-PS3-1.Useamodeltodescribethatthefoodanimalsdigest:a.containsenergythatwasonceenergyfromthesun,andb.providesenergyandmaterialsforbodyrepair,growth,motion,bodywarmth,andreproduction.

MeaningUNDERSTANDINGS UStudentswillunderstandthat…● Plantsacquiretheirresourcesforgrowthchieflyfromairandwater.(5-LS1-1)

● Organismsarerelatedinfoodwebsinwhichsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants.(5-LS2-1)

● Someorganisms,suchasfungiandbacteria,breakdowndeadorganisms(bothplantsorplantspartsandanimals)andthereforeoperateas“decomposers.”Decompositioneventuallyrestores(recycles)somematerialsbacktothesoil.

● Mattercyclesbetweentheairandsoilandamongplants,animals,andmicrobesastheseorganismsliveanddie.Organismsobtaingases,andwater,fromtheenvironment,and

ESSENTIALQUESTIONS Q1. Howdodifferentanimals

(includinghumans)relatetoeachotherandtheworld?Whatroledohumansplay?

2. Whydoweneedthesun?3. Whyshouldweandhowshould

wecareaboutconservation?

[ClarificationStatement:Examplesofmodelscouldincludediagramsandflowcharts.][AssessmentBoundary:Detailsofphotosynthesisorrespirationarenotexpected.]5-LS1-1.Supportanargumentwithevidencethatplantsgetthematerialstheyneedforgrowthandreproductionchieflythroughaprocessinwhichtheyuseair,water,andenergyfromthesuntoproducesugarsandplantmaterials.[AssessmentBoundary:Thechemicalformulaordetailsabouttheprocessofphotosynthesisisnotexpected.3-5LS-2Identifythestructuresinplants(leaves,roots,flowers,stem,bark,wood)thatareresponsibleforfoodproduction,support,watertransport,reproduction,growth,andprotection.3-5LS.11Describehowenergyderivedfromthesunisusedbyplantstoproducesugars(photosynthesis)andistransferredwithinafoodchainfromproducers(plants)toconsumerstodecomposers.

ELAReadingStandard:2.Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.

releasewastematter(gas,liquid,orsolid)backintotheenvironment.(5-LS2-1)

StudentLearningTargetsStudentswillbeabletosay:• Icanlisttheresourcesthatplantsneedtogrow.• IcanrecordobservationsaboutBrassicaplants.• Icanidentifyconsumers,producersanddecomposersinyourenvironment.• Icandescribewhysunlightisnecessaryforplants. • Icanprovideevidencethatplantsmaketheirownfoodfromwater,air,and

energyfromthesuncapturedbytheirgreenleaves.• Icanidentifyandcategorizeprimary,secondaryandtertiaryconsumers.• Icangiveevidenceofthechangesthatmightoccurwhenthenumberof

producersorconsumers(primary,secondary,ortertiary)changes.• Icandescribehoworganismsareconnectedusingthewordsomnivore,

herbivoreandcarnivore.• Icandevelopamodelofafoodwebtodescribethemovementofmatteramong

producers,primaryandsecondaryconsumers,decomposers,andtheairandsoilintheenvironment.

• Icanshowthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants.

• Icantracetheflowofmaterialsthroughafoodwebandsupportanargumentthatplantsgetmaterialstheyneedforgrowththroughair,waterandenergyfromthesun.

• Icanexploretheinteractions(throughamodel)betweenaproducerandtwoconsumersandhowtheymightchangeovertime.

• Icantracetheflowofenergyinafoodchain.

ELAWritingStandard:1.Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.a.Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.b.Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.ELAWritingStandard(2017)3.Writenarrativesinproseorpoemformtodevelopexperiencesoreventsusingeffectiveliterarytechniques,descriptivedetails,andclearsequences.d.Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesoreventsprecisely.

Stage2–EvidenceStage2–EvidenceEvaluativeCriteria AssessmentEvidencePre-unitAssessment(ifany)

● OptionalPre-unitAssessmentShowWhatYouKnow!ManylessonscontainMCASstylequestionsandopenresponsequestionstoassessstudentsunderstandingoftheconceptspresentedinthelesson.Theclassroomteachershouldadministerthequestionssometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.UnitAssessment:CEPA-ModelaFoodWebEachstudentwillpickananimalorplanttomodelandidentifytheroleofhisorherchosen

speciesinthegivenfoodweb(forexample:primaryconsumer,secondaryconsumer,producer,decomposer,herbivore,omnivore,carnivore).Studentsmustincorporateagivensetoffactorsintotheirfoodwebmodel,suchasthesunlight,water,orhabitat.Mustincludefiveanimalsorplantsthattheirchosenorganismeatsoriseatenby,andbewellsketched,labeled,andcolored.Afterstudentsarefinishedwiththispart,tellthemthattheanimalorplantgoesextinct,andshouldbe“crossedoff”thefoodweb.Studentsshouldthenwritethreeparagraphsabouttheimpactofthisextinction,andwhathappenstoeverythingelseintheirfoodweb,theyshouldalsowriteabouttheimpactontheenvironmentandtheimportanceofconservation.Moreadvancedstudentscanelaborateonhowtheiranimalmightadapt.

Stage3–LearningPlanStage3–LearningPlanStudentsmayhavethefollowingbackgroundknowledgefrompreviousgradelevelsthatwillsupporttheirlearninginthisunit.Kindergarten:Knowledgethatplantsneedfood,water,andairtosurvive.Animalsgettheirfoodfromplantsorotheranimalsandthatplantsmaketheirownfood.FirstGrade:Knowledgethatplantshaveroots,stems,leaves,flowersandfruitsthatareusedtotakenutrients,water,andair.Studentsalsolearnthatplantsproducefood(sugar).SecondGrade:Experiencebuildingand/orusingmodelstoshowhowplantsandanimalsmeettheirneeds,andthatdifferentlivingthingsliveindifferenthabitats.ThirdGrade:Knowledgethathumanshavethecapabilitytotakestepstoreduceimpactsofenvironmentalsituations.Theyshouldbeintroducedtothetermorganisminthisgradeandhavelearnedthatsomeplantsandanimalshavebecomeextinct.Theywillhavealsohadopportunitiestointerpretdataaboutchangesintheenvironmentanddescribehowthechangesaffecttheabilityoforganismtosurviveandreproduce.FourthGrade:Studentswillhaveknowledgeaboutplantstructuresandhowthosestructuressupporttheirsurvival.

LessonSequenceLesson1:HowPlantsMakeFood:StudentsplantBrassicaseedsandobservethemgrowingunderdifferentconditions.Lesson2:ExploreanEcosystem:Studentsconductfieldworktoexploreanecosystem,afterexploringtheecosystemtheywillhaveanopportunitytocategorizetheorganismstheyobservedintoproducers,consumersanddecomposers.Lesson3:ProducersGetEnergyfromtheSun:Studentsuselaptopstoaccesstwoweb-basedactivitiesthatshowhowplantsmaketheirownfood.Lesson4:ConsumersEatProducers:Studentsexploretherelationshipbetweenconsumersandproducersandidentifythedifferenttypesofconsumers.Lesson5:Decomposers:Studentsrecordtheweightofdecomposingfood.Lesson6:FoodWebModels:Studentsworkingroups,withpartnersandindividuallytotracetheflowofafoodweb.Lesson7:NotThosePyramids:Studentstracetheflowofenergythroughafoodwebanddemonstratethelossofonetrophicleveltothenextwithahands-onactivity.Lesson8:TrophicLevelsintheOcean:Studentsreviewpreviousinformationaboutfoodwebsandtrophiclevelsonlandbeforeapplyingthatknowledgetoanalyzemarinefoodwebsandtheirrespectivetrophiclevels.Lesson9:ComplexInteractions:Studentswillseewhathappenstoafoodwebwhenonespeciesisremoved.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012

TieredVocabularyListTierOne TierTwo TierThreePlantsSoil

AnimalLeavesSunlightBacteriaEnergyMatterRecyclePrimarySecondaryHighway

ConclusionHypothesisVariable

ObservationInvestigateCategorizeManufactureOxygenTertiary

HypothesizeInteractionConsumerProducerFoodWebScenariosDepend

Brainstorm

BrassicaDecomposerPhotosynthesisHerbivoreCarnivoreOmnivore

DecompositionTrophicLevels

BiomassPopulationExtinct

Overpopulation

Lesson1:HowPlantsMakeFoodBACKGROUNDOverviewoftheLessonInthislesson,studentswillplantBrassicaseedsandobservethemgrowingunderdifferentconditions.FollowtheinstructionsforplantingtheBrassicaseedsinyourbinder(followingthislesson).ThesedirectionscomefromaFossKitbinderandarenumbered14-21.Notethatpages14-17containtheprepworkyouwillneedtodoaheadoftimetogetreadyfortheplantingactivity.Dividestudentsintosmallgroups(3-4studentspergroup)andmakesurethateachgroupplantsfourplantssotheycanselectivelydepriveeachplantofwater,light,waterandlight,ornothing.Afterstudentscompletetheirplanting,havethemmakeday1observationsintheirsciencejournal,planonhavingthemcompleteanobservationevery2-3daysforthenext7-20days.FocusStandard5-LS1-1.Supportanargumentwithevidencethatplantsgetthematerialstheyneedforgrowthandreproductionchieflythroughaprocessinwhichtheyuseair,water,andenergyfromthesuntoproducesugarsandplantmaterials.[AssessmentBoundary:Thechemicalformulaordetailsabouttheprocessofphotosynthesisisnotexpected.]ELAReadingStandards

● Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.● Writenarrativesinproseorpoemformtodevelopexperiencesoreventsusingeffectiveliterarytechniques,descriptive

details,andclearsequences.Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesoreventsprecisely.

LearningTargets• Icanlisttheresourcesthatplantsneedtomaketheirownfood(light,water,air).• IcanrecordobservationsaboutBrassicaplants.

Assessment

● Classroomteachersshouldlistentostudentobservationsandchecksciencejournalsfrequently.Givestudentsacopyoftherubric,sotheyknowwhatyouarelookingforinajournalentry(itwouldbebeneficialtomodelforthestudentswhatyouexpecta“4”tolooklike).

● Attheendoftheobservationcyclestudentswillusetheirobservationstodrawconclusionsaboutwhatresourcesplantsneedinordertomaketheirownfood.Usingthenotesfromtheirexperiment,studentswillmakeconclusionsaboutwhatplantsneedtosurvive.Studentsshouldusetheirjournalentriesasevidence.

● Ifyouwouldliketousesentenceframes,someoptionsinclude:o Myplantsneed___tosurvive,andIknowthisbecauseof___.o Theplantsexposedto___are___incomparisontotheplantsexposedto___.Thisimpliesthatmyplantsneed___.

TargetedAcademicLanguage

Tier1:plant,soilTier2:conclusion,hypothesis,variableTier3:Brassica

RESOURCESANDMATERIALSQuantity Item Source

1perstudent ScienceJournal ClassroomTeacher1perstudent ScienceJournalRubric Binder1 Opaqueboxtodeprivesomeofthedevelopingplantsoflight ClassroomTeacher

(example:acopypaperboxturnedupsidedown)1 Growlightsetup Bin/ClassroomTeacher3 Planttrays Bin4pergroup Plantingcups Bin1bag Pottingsoil Bin6 Cupsforwatering Bin8pergroup BrassicaSeeds Bin1setpergroup Conditionlabelset

Label1:water&lightLabel2:water&nolightLabel3:nowater&nolightLabel4:light&nowater

1 Brassicagrowingdirections/information(pg.1-31FOSS) Bin/CMCWebsite**Itemsinboldshouldbereturnedtothebinforusenextyear**

LESSONDETAILSLessonOpening

1. Engagestudentsinadiscussionaboutwhattheythinkplantsneedtogrow.

2. ExplaintostudentstheywillnowstartanexperimenttodeterminewhichofthesethingsismostimportantfortheBrassicaplants.

3. Discusstheconceptofaninvestigation:Whatdotheythinkaninvestigationis?Whoconductsinvestigation?Howdo

youthinkyoudoaninvestigation?

4. ReadVariableandHypothesisWorksheetwithQuestions.

5. Letthestudentsknowthattheywillbegatheringdataandmakingobservationswhileconductingthisexperiment;this

datawillberecordedintheirsciencejournal.Showthestudentshowtheyshouldsetupeachsciencejournalentry.Eachentryshouldincludethedateandatitle.

6. Havethestudentssetaside10pages(atthefrontoftheirjournal)torecordalltheirplantobservations,makesurethey

leaveenoughroomforabout10observationsdoneoverthecourseof20days.Askstudentstomakeahypothesisatthebeginningoftheexperiment.

7. Whenthestudentsmaketheirplantobservationseveryfewdaysremindthemtoputthedate,atitle,andaskthemto

drawapictureordiagramtoshowwhattheyareobserving,theycanalsowriteafewsentencestoverballyexplainwhattheyareobserving.

8. Studentswillneedtoknowwhatvariablesare(thethingsthatchangesinanexperiment)andthatahypothesisisan

educatedguessorprediction.Inthislesson,studentswillmakeaneducatedguessorhypothesisaboutwhichvariablesplantsgrowbestunder.Whatischanginginthisexperimentistheplant’saccesstolight,water,orboth.

DuringtheLessonSetUpPlantExperiment:

1. Reviewthegrowingconditionsthathavebeenpresentforalltheplants(light,water,andair).

2. Askthestudents,“WhatdoyouthinkwillhappenifourBrassicaplantsdon’tgetwater?Howcouldwealterthegrowingconditions?”Proceedwithsimilarquestionstohelpstudentsdesignconditionstotesttheeffectsoflightand

water.Explaintostudentsthatyouwillnotbedeprivinganyoftheplantsofair.Perhapssuggestusingboxestodeprivetheplantsoflight.Theintentionistoguidethestudentsthroughquestionstocomeupwiththeideathatinsteadofleavingalltheplantsunderlightandgivingthemaccesstowaterandnutrients,thatyoucanmovethemaroundtheroomoroutside(e.g.,placesomeunderthebox)andselectivelydeprivethemofwaterorlighttoseewhatwillhappen.

3. Teachersshouldguidestudentsincreatingthesevariedgrowingconditionsandaskprobingquestionssuchas,“Where

willweputtheplants?Howmuchwaterwilltheygivethem?Howwilltheydelivernutrients,butnowater?”.Possiblydothisasa“ThinkPairShare”activity.

4. Splitthestudentsintosmallgroupstocreatethenewgrowingenvironments.Thisactivityshouldideallyhappen

outside,weatherpermitting.Onceoutside,havethegroupssetuptheirexperiments.Theenvironmentsetupwillbe1:water&light,2:water&nolight,3:nowater&nolight,4:light&nowater.

5. Ingroupshavestudentscreatelabels(blanklabelsareinthebin)toaffixtotheplantpotstoindicatewhatisbeingdeprived.Eachgroupshouldhavefourlabels,whichsaywater/light,water/nolight,nowater/nolight,light/nowater.[SP3:Investigation]

CarefulObservationsHavestudentsineachgroupdrawanddescribe(includingasizemeasurement)theirplantatthisstageintheirsciencejournals,thenhavethemplacetheirplantsintotheappropriategrowingconditions.Astheplantsgrow,recordsizeandplantcondition(numberofleaves,colorofleaves,presenceofflowers,dead,etc.)atregularintervals(every2-3days).LessonClosing

1. AskstudentgroupstocomeupwithpredictionsaboutwhatwillhappentotheBrassicaswithoutlight,withoutwater,orwithoutbothlightandwaterandrecordtheseonchartpaper.Youmayhavetoasksomepromptingquestionssuch

as“Doyouthinkthecoloroftheplantwillchange?”“Doyouthinktheplantwillgrowfasterorslower?”“Whichplantwillbetheweakest?”“Whichelementismostcriticalforahealthyplant?”Explainthateveryonewillbeobservingtheplantsforacoupleofweekstoseewhathappensandiftheirpredictionswereaccurate.

2. Plantorecordobservationsevery2-3daysforabout20days.

3. Tellstudentsthisisonelessoninalargerstudytheywilldoaboutfoodwebs,orthecycleofenergythroughorganismsastheyliveanddie.Astheycompleteeachlesson,theywillbetryingtogatherinformationtohelpanswerthefollowingquestions:

a. Howdodifferentplantsandanimals,(includinghumans)relatetoeachotherandtheworld?b. Whydoweneedthesun?c. Whyshouldweandhowshouldwecareaboutconservation?

Assessment

• Classroomteachersshouldlistentostudentobservationsandchecksciencejournalsfrequently.Givestudentsacopyoftherubric,sotheyknowwhatyouarelookingforinajournalentry.(itwouldbebeneficialtomodelforthestudentswhatyouexpecta“4”tolooklike).

• Attheendoftheobservationcyclestudentswillusetheirobservationstodrawconclusionsaboutwhatresourcesplantsneedinordertomaketheirownfood.Usingthenotesfromtheirexperiment,studentswillmakeconclusionsaboutwhatplantsneedtosurvive.Studentsshouldusetheirjournalentriesasevidence.

• Ifyouwouldliketousesentenceframes,someoptionsinclude: o Myplantsneeds___tosurvive,andIknowthisbecauseof___. o Theplantsexposedto___are___incomparisontotheplantsexposedto___.Thisimpliesthatmyplantsneed___.

RUBRICCATEGORY 4 3 2 1

Journal/Notebook Clear,accurate,datednotesaretakenregularly.

Dated,clear,accuratenotesaretakenoccasionally.

Dated,notesaretakenoccasionally,butaccuracyofnotesmightbequestionable.

Notesrarelytakenoroflittleuse.

ExperimentalHypothesis

Hypothesizedrelationshipbetweenthevariablesandthepredictedresultsisclearandreasonablebasedonwhathasbeenstudied.

Hypothesizedrelationshipbetweenthevariablesandthepredictedresultsisreasonablebasedongeneralknowledgeandobservations.

Hypothesizedrelationshipbetweenthevariablesandthepredictedresultshasbeenstated,butappearstobebasedonflawedlogic.

Nohypothesishasbeenstated.

Drawings/Diagrams Clear,accuratediagramsareincludedandmaketheexperimenteasiertounderstand.Diagramsarelabeledneatlyandaccurately.

Diagramsareincludedandarelabeledneatlyandaccurately.

Diagramsareincludedandarelabeled.

NeededdiagramsaremissingORaremissingimportantlabels.

Variables Allvariablesareclearlydescribedwithallrelevantdetails.

Allvariablesareclearlydescribedwithmostrelevantdetails.

Mostvariablesareclearlydescribedwithmostrelevantdetails.

VariablesarenotdescribedORthemajoritylacksufficientdetail.

Summaryattheendofthe20days

Summarydescribestheskillslearned,theinformationlearnedandsomefutureapplicationstoreallifesituations.

Summarydescribestheinformationlearnedandapossibleapplicationtoareallifesituation.

Summarydescribestheinformationlearned.

Nosummaryiswritten.

Lesson2:ExploreanEcosystemBACKGROUNDOverviewoftheLesson Inthislesson,studentsconductfieldworktoexploreanecosystem.Ifweatherisnotpermitting,studentswillexploreanecosystemusingalivestreamcamerafeed.Afterexploringtheecosystem,theywillhaveanopportunitytocategorizetheorganismstheyobservedintoproducers,consumersanddecomposers.Thislessonwasadaptedfromhttp://serc.carleton.edu/sp/mnstep/activities/26565.htmlandusesresourcesfromPBSLearningMedia.FocusStandard5-LS2-1.Developamodelofafoodwebtodescribethemovementofmatteramongproducers,primaryandsecondaryconsumers,decomposers,andtheairandsoilintheenvironment-a:showthatplantsproducesugarsandplantmaterials,b:showthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants,andc:showthatsomeorganisms,(includingfungiandbacteria),breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.[ClarificationStatement:Emphasisisonmattermovingthroughouttheecosystem.Wasteincludesmatterintheformofgasses(suchasair),liquids(suchaswater),orsolids(suchasmineralsornutrients).][AssessmentBoundary:Assessmentdoesnotincludemolecularexplanations.]ELAReadingStandards

● Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.● Writenarrativesinproseorpoemformtodevelopexperiencesoreventsusingeffectiveliterarytechniques,descriptive

details,andclearsequences.● Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesoreventsprecisely.

LearningTargetIcanidentifyconsumers,producersanddecomposersinyourenvironment.

AssessmentChecksciencejournalstoseeifproducers,consumers,anddecomposersareappropriatelycategorized,orthattheirreasoningfortheclassificationisstrong.TargetedAcademicLanguage

Tier1:animalTier2:observation,investigate,categorizeTier3:producer,consumer,decomposer

1perstudent ScienceJournal ClassroomTeacher1 Instructionsfor7-stepvocabularyprocess Binder1setpergroup Animalpicturecards Bin1 Computerprojectorandaccessto“DecomposerVideo”

http://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.decompose/decomposers/http://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.decompose/decomposers/

ClassroomTeacher

**Itemsinboldshouldbereturnedtothebinforusenextyear**

LESSONDETAILSLessonOpening(Pre-teaching)Theclassroomteacherneedstopresentthevocabularywords(producer,consumer,anddecomposer)priortothelesson,usingthe7-stepvocabularyprocessfoundintheclassroombinder.WehighlysuggestthattheteacherputupaposteroftheTier3vocabularywordsthatthestudentscanlookattoguidethemthroughouttheunit.

1. Explaintostudentsthatplantsareanexampleofproducersbecausetheyproducetheirownfoodbyusingsunlight,carbondioxide,andwatertoproduceplantmaterial.Theprocessthatplantsusetomaketheirownfoodiscalledphotosynthesis.Producersmakesugarthroughphotosynthesis.Askstudentstolistexamplesofproducerstheycanthinkof.Plants,algae,kelp,andmossareallexamplesofproducers.

2. Explaintostudentsthatanimalsareanexampleofconsumersbecausetheycannotmaketheirownfood,sotheyneedtoconsume,oreat,plantsandotheranimals.Inanotherlesson,wewilllearnaboutdifferenttypesofconsumers.Askstudentstolistexamplesofconsumerstheycanthinkof.Herbivores,carnivores,andparasitesareallexamplesofconsumers.

3. Explaintothestudentsthatdecomposersareorganismsthateatdeadthingsfromthegroundinordertogetnutrients.Thedeadthingsthatdecomposerseatarecalleddetritus,whichmeans"garbage.”Somepeoplecalldecomposersdetritivoresbecausetheyeatdetritus.Askstudentstolistexamplesofdecomposerstheycanthinkof.Earthworms,someslugs,somesnails,somebacteria,andsomefungi(likemushrooms)arealltypesofdecomposers.

4. Informstudentsthatonethingthatscientistsdoismakedetailedobservations.Letstudentsknowtheywillbegoingoutsidetodoascientificobservationoffoodwebsinaction.ClassroomTeachersandSF’sshouldreviewrulesandexpectationsstudentsshouldbefollowingwhendoingfieldwork.Youwilltakestudentstoawoodedareaneartheschoolortheplayground,anyplacewheretheywillseeplantsandanimals,orevidenceofthepresenceofanimalsandtheirinteractionswithplantsandtheenvironment.

5. Ifitistoocoldtogooutside,consideringrepeatingthesestepswithalivestreamcamera(Everywebcamonthislistisactiveasofprintdate,butmostwebcamshaveshortlifespans.It’sbestthattheteachercheckeverywebcambeforetheclasstomakesureitisstillactive):

● SmithsonianNationalZoologicalPark(DC):http://nationalzoo.si.edu/animals/webcams/● TrevorZoogreatblueherons(NY):http://www.millbrook.org/Page/School-Life/Trevor-Zoo/Trevor-Zoo-

Live/Trevor-Zoo-Live---Herons● Barnowls(UK):https://www.barnowltrust.org.uk/barn-owl-facts/barn-owl-cams/● WisconsinKestrels:http://cams.allaboutbirds.org/channel/58/American_Kestrels/● Ortheremaybeawindowfromtheschoolwhereyoucangetagoodviewofalocalecosystemnearby.

DuringtheLessonObserveAnimalsInTheField:Beforegoingoutside,havestudentssetupapageintheirsciencenotebooktorecordobservations.HavethemmakeaT-chart.Ontheleftside,writethetitle:Iobserve.Ontherightsidewritethetitle:Iwonder(thesearequestionsabouteachobservation).

1. ExplainthatunderIobserve,theyaretolistalltheplantsandanimalstheysee.UnderIwonder,theyshouldwriteaquestionaboutwhattheyobserved.Teachershouldmodelwhatanobservationandaccompanyingwonderquestionshouldlooklike.Thesequestionsshouldbequestionsascientistmightask.Themodelsmightinclude:

• Iobserveabirdbuildinganestinatree.Iwonderwhythebirdbuildsanestinatree,insteadofsomewhereelse?

• Iobservemanybeetlescrawlingoveraplant.Iwonderwhatabouttheplantattractsthem?Isittheplant’scolor,scent,ortemperature?

2. Studentsshouldtrytolist10observationsandquestions,makesurethestudentslistanyorganismstheyobserve.Plan

onspending15-30minutesoutsideallowingampletimeforstudentstoexploreandobserve.

Producers,Consumers,andDecomposers:3. Aftertheoutdoorinvestigation,studentsshouldselectthreequestionstheywouldliketoinvestigate.Havethemwrite

theirthreechoicesintheirsciencejournal,thestudentscansharetheirquestionsinsmallgroupsorwiththeclass.[SP1:AskingQuestions]

4. Breakstudentsupintogroupsof2and3andhavethestudentsreadastudent’sperspectiveonfoodwebandanswerquestions.

5. Nowasaclass,createaquestiontogether.Examplesmightinclude:Howdoproducers,consumers,anddecomposersaffecteachotherinafoodweb?Anotheroptionwouldbefortheclasstocomewithatestablequestion.

6. NowsplitstudentsintosmallgroupsandgiveeachgroupasetofanimalpicturecardsfromdifferentecosystemsinMassachusetts,askthemtocategorizethecardsintothreegroups:consumers,producers,anddecomposers.Studentsshouldtalkamongsttheirgroupanddecidewhereeachpicturebelongs.(Thiscanalsobedoneasaclass.Wesuggestusingtheorganizationalplotfoundbelow.)Asksomeofthegroupstosharehowtheycategorizedtheircards.

7. Now,thestudentsshouldorganizetheiroutdoorobservationsintothethreegroups:producers,consumers,anddecomposers.Sharewiththeirgrouphowtheyorganizedthedataanddiscussiftheyagree.Makesurethestudentswritedownhowtheycategorizedtheirobservationsintotheirsciencejournal.[SP4:AnalyzingData]

OrganizationalTableforAnimalSortingActivity

Producers Consumers DecomposersWheatSunflowersPlantgrowinginoceanorlake

DeerCowBobcatRaccoonBear

Fungi(mushrooms)CrabSeasnailSnailWormBacteria

LessonClosingStudentsshouldbemadeawaretheywillbelearningmuchmoreaboutproducers,consumersanddecomposers.Toconnectthislessontothepreviouslesson,askstudentswhatcategorytheBrassicaplantsfallinto.Todaywegroupedlivingorganismsintothreegroups:producers,consumersanddecomposers.LiteracyFollow-upAfterthesciencelesson,theteachercanchoosetoaddthevocabularywords(producers,consumers,decomposers,andfoodweb)totheirjournals.Createvocabulary4squaresforeachwordoruseanotherstrategyfromyourAcademicLanguagePD.

AssessmentChecksciencejournalstoseeifproducers,consumers,anddecomposersareappropriatelycategorized,orthattheirreasoningfortheclassificationisstrong.

Lesson3:ProducersGetEnergyfromtheSunBACKGROUNDOverviewoftheLessonInthislesson,studentswilluselaptopstoaccesstwoweb-basedactivitiesthatshowhowplantsmaketheirownfood.FocusStandard(s)5-LS1-1.Supportanargumentwithevidencethatplantsgetthematerialstheyneedforgrowthandreproductionchieflythroughaprocessinwhichtheyuseair,water,andenergyfromthesuntoproducesugarsandplantmaterials.[AssessmentBoundary:Thechemicalformulaordetailsabouttheprocessofphotosynthesisisnotexpected.

3-5LS.11Describehowenergyderivedfromthesunisusedbyplantstoproducesugars(photosynthesis)andistransferredwithinafoodchainfromproducers(plants)toconsumerstodecomposers.ELAWritingStandard(s)Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.

● Introduceatopicortextclearly,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedinparagraphsandsectionstosupportthewriter’spurpose.

● Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.

LearningTargets1. Icandescribewhysunlightisnecessaryforplants. 2. Icanprovideevidencethatplantsmaketheirownfoodfromwater,carbondioxide,andenergythesuncapturedby

theirphotosyntheticstructures(example:leaves)

Assessment Checksciencejournalstoseethatthestudentshaveansweredthequestionsaskedinthediscussion.TargetedAcademicLanguage

Tier1:leaves,sunlightTier2:manufacture,oxygenTier3:photosynthesis

RESOURCESANDMATERIALS

Quantity Item Source1 ComputerProjectorandscreenandaccessto:

http://mass.pbslearningmedia.org/resource/tdc02.sci.life.stru.methusweb/illuminating-photosynthesis/

ClassroomTeacher

1perstudent ComputerorLaptopwithaccessto:http://mass.pbslearningmedia.org/resource/tdc02.sci.life.stru.methusweb/illuminating-photosynthesis/

ClassroomTeacher

1pergroup Photosynthesisquestioncards Bin1perstudent ShowWhatYouKnow!Worksheet Binder,tobecopiedbythe

classroomteacher1perstudent Photosynthesisquestionsheet(3pages) Binder,tobecopiedbythe

classroomteacher**Itemsinboldshouldbereturnedtothebinforusenextyear**

LESSONDETAILSLessonOpening/ActivatorAskstudentstothinkaboutthefollowingquestionswithapartner:Doplantseat?Wheredotheygettheenergytheyneedtostayalive?Askafewstudentstosharesomeoftheirideaswiththeclass.DuringtheLessonPhotosynthesisVideoandWebActivity:

1. Remindstudentsthatinthelastlessontheylearnedaboutproducers,consumers,anddecomposers.Todaytheywilllearnhowproducersgetenergyfromthesunandhowplantsmaketheirownfoodfromwater,carbondioxide,andsunlightcapturedbytheirleaves.

2. Tellstudentstheyaregoingtoinvestigatehowplantsmaketheirownfood.AsaclasswatchtheNOVAPhotosynthesis

videoathttp://mass.pbslearningmedia.org/resource/tdc02.sci.life.stru.photosynth/photosynthesis/.Letstudentsworkonalaptoporcomputerfor20minutestoexplorethevariousactivities,"Cycle"and"Puzzler"activitiesintheIlluminatingPhotosynthesiswebactivity.Theseactivitiesarelocatedat:http://mass.pbslearningmedia.org/resource/tdc02.sci.life.stru.methusweb/illuminating-photosynthesis/Sinceyouhavethecomputerandprojectorhandy,youmaywanttomodelhowtonavigatetheilluminatingphotosynthesisactivity.

Discussion:

3. Now,breakstudentsintofourgroupsandgiveeachgroupadifferentdiscussioncard(itwouldbebeneficialtopartnerstudentsofvaryingabilities).Letthegroupsdiscussthequestionsfor5minutesandbesuretocirculatearoundtheroomtomakesureeveryoneisgettingachancetoparticipate.Afterstudentsdiscussthequestionstheyshouldrecordtheanswersintheirsciencejournalsthenaskamemberfromeachgrouptosharetheiranswers.Asthestudentsare

reportingout,theteachershouldmakesuretoclearupanymisconceptionsandaddadditionalinformationifitisomitted.Belowarethequestionsthatstudentswillanswer.(Thesequestionsarepreprintedoncardsinyourbin).

● Wheredoplantsgettheenergytheyneedtogrow?● Whatingredients(rawmaterials)dogreenplantsneedforphotosynthesis?● Wheredoplantsgettheseingredients?● Inwhatpartoftheplantdoesphotosynthesistakeplace?● Whatdoplantsusethesun'senergytomanufacture?● Whatdoplantsusetheenergystoredinglucosefor?● Whatgasdoanimalsexhaleandplantstakein?● Whatdoplantsusethisgasfor?● Whatgasdoplantsgiveoffandanimalsinhale?● Whatdoanimalsusethisgasfor?● Whyareplantscalledproducers?

4. ShowWhatYouKnowWorksheet:(inbinder):Theclassroomteachershouldadministerthequestion(s)sometimeafter

thecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.

OptionalExtensionHavegroupscreateashortskitinwhichdifferentstudentsplaythedifferentpartsofphotosynthesisandactouttheprocessbywhichplantscreatetheirownfood.Iftheteacherplansonincludingtheextension,itshouldideallybeinsertedafterthewebactivityandbeforethediscussion.LessonClosingSummarizethemainideaofthelesson:plantsarecalledproducers,theymaketheirownfoodandsomefoodisusedtokeeptheplantalive.Remindstudentsthattheyhavetalkedaboutproducers,consumersanddecomposers.Todaytheylearnedhowproducersmaketheirownfood.Nexttheywilllearnabouthowproducersarefoodforconsumers.Seeifstudentscanaddanyinformationtothefollowingessentialquestions:

1. Howdodifferentanimals––includinghumans––relatetoeachother&theworld?Whatrolespecificallydohumansplay?

2. Whydoweneedthesun?3. Whyshouldweandhowshouldwecareaboutconservation?

Assessment Checksciencejournalstoseethatthestudentshaveansweredthequestionsaskedinthediscussion.

Lesson4:ConsumersEatProducersBACKGROUNDOverviewoftheLessonInthislessonstudentswillexploretherelationshipbetweenconsumersandproducersaswellasidentifythedifferenttypesofconsumer,thislessonincorporatestheartsandphysicaleducation.Besuretosecurealargespacetoplaythegameattheendofthelesson.Thislessonalsorequiresconstructionpaper,whichcanbecutbeforehandtosavetime.Thislessonhasbeenadaptedfrom:http://mpalalive.org/classroom/lesson/food-chains-kenya.FocusStandard(s)5-LS2-1.Developamodelofafoodwebtodescribethemovementofmatteramongproducers,primaryandsecondaryconsumers,decomposers,andtheairandsoilintheenvironment:a.showthatplantsproducesugarsandplantmaterials;b.showthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants;andc.showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.[ClarificationStatement:Emphasisisonmattermovingthroughouttheecosystem.Wasteincludesmatterintheformofgasses(suchasair),liquids(suchaswater),orsolids(suchasmineralsornutrients).][AssessmentBoundary:Assessmentdoesnotincludemolecularexplanations.]5-PS3-1.Useamodeltodescribethatthefoodanimalsdigest:a.containsenergythatwasonceenergyfromthesun,andb.providesenergyandmaterialsforbodyrepair,growth,motion,bodywarmth,andreproduction.[ClarificationStatement:Examplesofmodelscouldincludediagramsandflowcharts.][AssessmentBoundary:Detailsofphotosynthesisorrespirationarenotexpected.]

ELAWritingStandard(s)Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.

● Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.LearningTargets

1. Icanidentifyandcategorizeprimary,secondaryandtertiaryconsumers.2. Icanprovideevidencethatshowsthechangesthatmightoccurwhenthenumberofproducersorconsumers(primary,

secondary,ortertiary)changes.3. Icandescribehoworganismsareconnectedusingthewordsomnivore,herbivoreandcarnivore.

AssessmentStudentsshouldbeabletosay,answer,and/ordo:

● Icannameaprimary,secondary,andtertiaryconsumer● Icanlookatthefoodwebmodelandtellwhichoftheorganismsfitintoeachcategory● Icananswerthefollowing:“Whatdoyouthinkmighthappenifthesecondaryconsumerdiesout?● Icananswerthefollowing:Whatwouldhappentotheprimaryconsumers?● Icananswerthefollowing:Whatwouldhappentothetertiaryconsumers?”● Icanorallydescribehoweachoftheorganismsintheirlinkingchainareconnectedandusethewordsomnivore,

herbivoreandcarnivorewhiledoingso.ShowWhatYouKnowWorksheet:ProducersandConsumers:Theclassroomteachershouldadministerthequestion(s)sometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.

TargetedAcademicLanguage

Tier2:primary,secondary,tertiaryTier3:herbivore,carnivore,omnivore

1ofeachcard Aphid,ladybugandtoadcards Bin1 Graphicoffoodweb Binder4perstudent Stripsofpaper ClassroomTeacher,cutbefore

lesson1perstudent ShowWhatYouKnow!Worksheet:ProducersandConsumers Binder,tobecopiedbythe

classroomteacherAsneeded Glue,tape,orstapler ClassroomTeacherAsneeded Crayons ClassroomTeacherOptional PantherHuntWorksheet Binder,tobecopiedbythe

classroomteacher200(optional) cups(forPantherHuntactivity) Binasneeded(optional) marbles(forPantherHuntactivity) ClassroomTeacher**Itemsinboldshouldbereturnedtothebinforusenextyear**

LESSONDETAILS

LessonOpening/ActivatorHavethestudentstalkaboutwhattheyhaveeateninthelast24hoursanddiscusswhatcategorytheirfoodbelongsin(producer,consumer,decomposer).DuringtheLesson

1. Holdupthepicturesoftheaphid,ladybugandtoadinfrontoftheclassandtellthestudentstheseorganismsrepresentthethreedifferenttypesofconsumers.Holduptheaphidcardandexplaintothestudentsthatprimaryconsumers(herbivores)eatonlyplants(noanimals).Anaphidisanexampleofaprimaryconsumerbecauseitonlyeatsplants.

2. Secondaryconsumerseatprimaryconsumers.Secondaryconsumersarealsocalledcarnivores,ormeateaters.Now

holdupthepictureoftheladybug—theladybugisanexampleofasecondaryconsumerbecauseiteatsaphids.

3. Insomeecosystemsthereisathirdlevelconsumercalledatertiaryconsumer,youcanholdupthepictureofthetoad.Thetoadeatstheladybug,whicheatstheaphid-thereforeitisatertiaryconsumer.Youcanputuptheoverheadslideandmodelhowyouwouldfindtheprimary,secondaryandtertiaryconsumersitisbesttodoafewexamplesasaclassandhavethestudentsdocumentthisintheirsciencejournals.

FoodChainCards:

1. Putthegraphicofthefoodwebontheoverheadanddiscusswhichorganismsareprimary,secondaryandtertiaryconsumers.

2. Passoutthefourstripsofpaperandhavethestudentsdrawthesunononestrip.Thenhavethestudentsdrawa

primaryconsumerononestrip,secondaryconsumerononestripandtertiaryconsumerononestrip.Next,interlocked

thestripstomakeachainofspeciesinwhichoneeatstheother,theycanbehungupintheclassroomtoillustratethediversityofafoodchaininnature.

3. Showstudentshowtolocateaprimary,secondaryandtertiaryconsumeronthefoodweb.Studentsarenotlimitedtousingtheorganismsonthefoodweb.

FoodChainTag:

1. Beforeplayingthisgame,setsomegroundrulesfortheclass.Thisactivityrequiresalargeopenarealiketheplaygroundorgym;trytomovethisgameoutdoorsifweatherpermits.Inaclassof25,choose3predators,7herbivoresandtheremainderoftheclassisproducers,adjustthenumberofeachbasedonclasssizetorepresentabalancedsystemwhereproducers(plants)aremoreplentifulthanherbivores(planteaters),herbivoresaremoreplentifulthanpredators,andpredatorsaretheleastplentiful.

2. Havestudentsmakepredictionsaboutwhytherearemoreproducersthanconsumers(Fortheinterestedstudents,youcouldexplainthatonly10%oftheenergyfromonefoodweblevelispassedontothenextlevel,sothere’sthisrapiddecreaseinenergyavailableathigherlevels.Therefore,youhavetoeatmoretogetthesameamountofenergy.)Studentshavebeenworkingwithanimalsfromthefoodweboverhead,soyoucanplayusingtheseanimalsfirst.Useorganismsfromdifferenthabitatstoshowhowotherorganismsinteract.

Habitat Producer Herbivore PredatorGrassland Grass Zebra CheetahOcean Phytoplankton Krill Fish

3. Todistinguishonegroupfromanother,eachgroupselectshandsignalsthatwilldifferentiatethemfromothergroups;

forexample,plantsmayholdtheirhandsouttothesidetorepresentleaves.Thepredatorstrytotagtheherbivores

whotrytotagtheproducers.Sincepredatorsdecomposewhentheydieandbecomefertilizer,theplants(producers)trytotagthepredators.Onceanorganismistagged,itbecomestheorganismthattaggedit.

4. Afteraperiodoftime,stopthegametoseehowmanyofeachorganismisleft.Youmightask,“Howmanyproducersdowehaveleft,howmanyconsumersdowehavenow?”Playshouldresumebutstopatregularintervalstoseewhathappens.Afterafewrounds,selectoneoftheplantstobeahuman.Thehumancantaganyonebutnoonecantagthehuman.Oncethehumanhastaggedsomeone,theybecomehumantoo,and,liketheoriginal,cannotbetaggedback.Seehowlongthegametakesuntileveryoneishuman.[SP2:UsingModels]

LessonClosing

6. Summarizethemainpointsofthelesson,livingthingscanbeproducersorconsumersandconsumerscanbeherbivores,carnivores,oromnivores.Discusstherelationshipsthegameillustrates,askingwhathappenstotheplantsandplanteatersafterallofthepredatorshavebeencaught?Trytoelicitanswerstotheessentialquestions:

1. Howdodifferentanimalsincludinghumansrelatetoeachother&theworld,whatrolespecificallydohumansplay?

2. Whydoweneedthesun?3. Whyshouldweandhowshouldwecareaboutconservation?

AssessmentStudentsshouldbeabletosay,answer,and/ordo:

● Icannameaprimary,secondary,andtertiaryconsumer● Icanlookatthefoodwebmodelandtellwhichoftheorganismsfitintoeachcategory● Icananswerthefollowing:“Whatdoyouthinkmighthappenifthesecondaryconsumerdiesout?● Icananswerthefollowing:Whatwouldhappentotheprimaryconsumers?● Icananswerthefollowing:Whatwouldhappentothetertiaryconsumers?● Icanorallydescribehoweachoftheorganismsintheirlinkingchainareconnectedandusethewordsomnivore,

herbivoreandcarnivorewhiledoingso.ShowWhatYouKnowWorksheet:ProducersandConsumers:Theclassroomteachershouldadministerthequestion(s)sometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.OptionalExtension:Dothepantherhuntactivitywithyourstudents;usetheprovidedsheetsinthebinderfordirections.

Lesson5:DecomposersBACKGROUNDOverviewofLessonThislessonwillspanover2-3weeks,planonspendingonehouronthislessonthefirstdayandroughly15minutesevery2-3daysfor2-3weeks.Inthislessonthestudentswillgetintogroupsandchooseapieceoffruit/vegetable(applecore,bananapeel,carrotpiece,etc.),andweighthefruit/vegetableevery2-3daysfor2-3weeks.Studentswillrecordweightandqualitativeobservationsabouttheirfooditemofchoice.Thislessonisadaptedfromhttps://www.teachengineering.org/view_activity.php?url=collection/duk_/activities/duk_decomposers_mary_act/duk_decomposers_mary_act.xml.FocusStandard(s)5-LS2-1.Developamodelofafoodwebtodescribethemovementofmatteramongproducers,primaryandsecondaryconsumers,decomposers,andtheairandsoilintheenvironment:a.showthatplantsproducesugarsandplantmaterials;b.showthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants;andc.showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.[2006]3-5LS.11Describehowenergyderivedfromthesunisusedbyplantstoproducesugars(photosynthesis)andistransferredwithinafoodchainfromproducers(plants)toconsumerstodecomposers.ELAWritingStandard(s)

● Writenarrativesinproseorpoemformtodevelopexperiencesoreventsusingeffectiveliterarytechniques,descriptivedetails,andclearsequences.

● Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesoreventsprecisely.

LearningTargets● Icanrecordtheweightchangesthatoccurredtothefooditemsinsciencejournalsandobservethatenergyandmatter

isneverlostinsteaditjustchangesforms.● Icanobserveandrecordthecolorchangeinthefooditemsinsciencejournals.

Assessment

• Reviewsciencejournalslookingforobservations,datarecording,andconclusionstoensurethattheappropriateconclusionsaredrawnfromtheexperiment.Studentsshouldstatehowtheirfruits/vegetableslostweightduetodecompositionfrombacteriaormicrobesand/orenergywasreturnedtothesoilthroughdecomposition.

• ShowWhatYouKnowWorksheet:Theclassroomteachershouldadministerthequestion(s)sometimeafterthe

completionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.

• Addressthefollowingquestions:o Havethestudentsnametwotypesofdecomposers(bacteria,fungi,etc.).o Whatdodecomposerseat?o Whatdodecomposersdowiththeenergytheygetfromeatingdeadthingsandwastematerial?o Whatroledodecomposersplayinourenvironment?(Besuretopointouttheroledecomposersplayin

returningnutrientsbacktothesoil.)o Priortobeginninglesson6theteachershouldgivethestudentsthepracticetestquestionstoensuretheyare

graspingtheconceptsinthislesson.

TargetedAcademicLanguageTier1:bacteriaTier2:observation,record,conclusion,hypothesizeTier3:decomposition

1perstudent ScienceJournal ClassroomTeacher1pergroup Pieceoffruitorvegetable ClassroomTeacher/student1perstudent ShowWhatYouKnow!Worksheet Binder,tobecopiedbythe

classroomteacher1pergroup Pottingsoil(roughly5lbs.perfruitorvegetableitem) Bin1pergroup Balance/Scaleaccurateto0.1grams Bin1perperson DecompositionWorksheet Binder2pergroup GallonZiplocbags Bin1 Computerprojectorandaccessto“DecomposerVideo”

ClassroomTeacher

LESSONDETAILSLessonOpening/Activator DecompositionVideo:

1. Watchthedecomposersvideobeforeaddingvocabularywordstojournal.Thevideocanbefoundathttp://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.decompose/decomposers/

2. Explaintothestudentsthattheywillbeperforminganexperimentthatmodelshowdecompositionoccursinnature,workinginsmallgroups.Thestudentswillselectafooditemwhichcaneitherbesomethingtheybringbackfromthelunchroom,orwillbeprovidedbytheteacher(bananapeel,orangepeel,applecore,etc.)ExplaintothestudentsthattheywillbeplacingthisfooditemintoaZiplocbagfilledwithsoil,andthateverycoupleofdaystheywillcheck-intoweighandrecordobservationsabouttheirfooditem.

Extension:Studentsmayaddavariabletotheexperiment,likeplacingonefooditeminaZiplocbagwithpottingsoil,andanotherburiedinthegroundoutside.(Thefooditemsneedtobethesameandhavesimilarweights).Or,studentsmaycompareonefooditemdecomposinginsoilandtheotherintheZiplocbagwithoutsoil,etc.ThetwovariablescanbelabeledasExperimentAandExperimentB.

DuringtheLesson DecomposingBagActivity:

1. Theteachershouldbeginthelessonbyre-introducingdecomposersaskingwhattypesoforganismsaredecomposersandwhattheirpurposeis.(Decomposersareorganismsthateatdeadthingsfromthegroundinordertogetnutrients.Thedeadthingseatenbydecomposersarecalleddetritus,whichmeans"garbage.”Worms,slugs,snails,bacteriaandfungi(likemushrooms)arealltypesofdecomposers.Decomposersareessentialtothelifecycleprocessbecausewithoutthemallofthedeadplantsandanimalsandtheirwaste(poop)wouldpileup.)

2. Handoutthedecompositionworksheet;havestudentskeeptheworksheetintheirsciencejournalsuntilcompletion.

3. Thestudentsshouldwriteahypothesisaboutwhattheythinkwillhappentotheweightandappearanceofthefood

itemsoverthedurationoftheexperiment.

4. ExplaintothestudentstheywillbeweighingtheirZiplocbags(withsoilandfoodinit)everyotherday(thiswillshowthestudentsthatweightdoesNOTchangeovertime,eventhoughthefruitorvegetablelooksliketheyaredisappearing).

5. Studentsshouldthenweightheirfooditems,recordtheirinitialappearances,andplacethemintotheZiplocbagsfilledwithsoilmakesuretocoverthefooditemcompletelywithsoil.

LessonClosing1. After3weeks(maximumtime)torecorddata,havethestudentscometotheirownconclusionsabouttheweightofthe

bag.Doesthefooditemlooklikeitisdisappearing?Istherediscolorationoranyotherchangeinappearance?Iftheteacherwishestointegratetechnologyintothelesson,havethestudentsaveragetheirdailydatatogether.Then,ontheoverhead,theteachercangraphthedatainExceltoshowthestudentshowgraphingonacomputerworks.

2. (AllowstudentstovoicetheirideasusingtheA/Btalkmethod).Havethestudentsgetintotheirgroupsanddiscusstheresultsoftheexperiment.Askthemwhattheythinkhappenedtothefoodovertime?Didthishappentothevegetablesontheirown?Whatcausedthesechanges?[SP6:ConstructingExplanations]

3. Afterashortgroupdiscussion,bringtheclasstogetherasawhole,andhaveonerepresentativefromeachgroupdescribewhathappenedtotheirfooditem,andwhattheythoughtcausedthevariouschanges.Asktheothersiftheyagreewiththeconclusioneachgroupcameupwith.Whyorwhynot?[SP7:Arguments]

4. Explaintothestudentstheweightlosswasduetodecomposers(bacteriaorfungi)inthesoil.Explainthatifleftlong

enough,thefooditemwouldeventuallydisappearcompletely,andthatallofthenutrientswouldbereturnedtothesoilforotherplantstouse.Reviewandreiteratetheideadecomposersreturnthenutrientsbacktothesoil,andhavestudentstakenoteofwherethefoodremnantshavegone.Itisimportantforstudentstounderstandthatthematterdoesnotdisappear.

Assessment

• Reviewsciencejournalslookingforobservations,datarecording,andconclusionstoensurethattheappropriateconclusionsaredrawnfromtheexperiment.Studentsshouldstatehowtheirfruits/vegetableslostweightduetodecompositionfrombacteriaormicrobesand/orenergywasreturnedtothesoilthroughdecomposition.

• ShowWhatYouKnowWorksheet:Theclassroomteachershouldadministerthequestion(s)afterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.

• Addressthefollowingquestions:o Havethestudentsnametwotypesofdecomposers(bacteria,fungi,etc.).o Whatdodecomposerseat?o Whatdodecomposersdowiththeenergytheygetfromeatingdeadthingsandwastematerial?o Whatroledodecomposersplayinourenvironment?(Besuretopointouttheroledecomposersplayin

returningnutrientsbacktothesoil.)o Priortobeginninglesson6theteachershouldgivethestudentsthepracticetestquestionstoensuretheyare

graspingtheconceptsinthislesson.

Lesson6:FoodWebModels

BACKGROUNDOverviewoftheLessonInthislesson,studentscanworkingroups,withpartners,orindividually,studentswillbetracingtheflowofmatterinafoodweb.Studentswillalsomakeavisualrepresentationofafoodwebthatincludesproducers,consumers,anddecomposers.Studentswillbeexpectedtousethewordsherbivore,carnivore,andomnivorewhenlabelingtheirfoodweb.FocusStandard5-LS2-1.Developamodelofafoodwebtodescribethemovementofmatteramongproducers,primaryandsecondaryconsumers,decomposers,andtheairandsoilintheenvironment:a.showthatplantsproducesugarsandplantmaterials;b.showthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants;andc.showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.ClarificationStatement:Emphasisisonmattermovingthroughouttheecosystem.Wasteincludesmatterintheformofgasses(suchasair),liquids(suchaswater),orsolids(suchasmineralsornutrients).][AssessmentBoundary:Assessmentdoesnotincludemolecularexplanations.]ELAWritingStandard(s)

● Writenarrativesinproseorpoemformtodevelopexperiencesoreventsusingeffectiveliterarytechniques,descriptivedetails,andclearsequences.

● Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesoreventsprecisely.

LearningTargets 1. Icandevelopamodelofafoodwebtodescribethemovementofmatteramongproducers,primaryandsecondary

consumers,decomposers,air,andsoil.2. Icanshowthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants.3. Icantracetheflowofmaterialsthroughafoodwebandsupportanargumentthatplantsgetthematerialstheyneed

forgrowththroughair,water,andsunlight.Assessment

• Step3fromthelessonwillbeusedastheassessment:studentsshouldeachdrawtheirownfoodwebbasedonthecardsthey’vebeengiven.Theyshouldusecolorstolabeleachtypeofanimal(greenforherbivores,redforcarnivores,blueforomnivores)

• ShowWhatYouKnowWorksheet:Theclassroomteachershouldadministerthequestion(s)sometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.

WIDALanguageObjectivesStudentswillusesequencewordswhenspeakingabouttheflowofenergythroughafoodweb.TargetedAcademicLanguage

Tier1:animalTier2:interactionTier3:herbivore,carnivore,omnivore,trophiclevels

1perstudent ScienceJournals ClassroomTeacher1 SampleFoodWebOverheadfromLesson4 Binder1setpergroup Setofcardswithanimalnames Bin4pieces ChartPaper ClassroomTeacher1perstudent ShowWhatYouKnow!Worksheet Binder,tobecopiedbythe

classroomteacher1 LaminatedFiddlerCrabPicture(forstudentreference) BinForeachstudent ColoredPencilsorMarkers ClassroomTeacher1perstudent LifeinaMeadowReading Binder,tobecopiedbythe

classroomteacher**Itemsinboldshouldbereturnedtothebinforusenextyear**

LESSONDETAILSLessonOpening/ActivatorHavestudentssketchapizzathatincludesatoppingthatisaproducer,consumerordecomposer.DuringtheLesson

1. Writedownthenamesofthelifeformsincludedintheoverheadfoodwebonvariouspartsoftheboard.Havestudentstaketurnspickinganorganism,identifyingit(producer,consumer,ordecomposer)andpointtoananimalthateatsitoriseatenbyit.Wheneachstudentcomesofwithaneatingrelationship,drawalineontheboard(ontowhichthewebwillbeprojected)betweenthetwoanimalswithanarrowpointingtotheeater.

LifeinAMeadowReading:DistributetheStoryLifeinAMeadow.Havestudentsreaditalone,andthendoathink-pair-sharewithapartnerwheretheydiscussthereadingandanswerthequestion“Whatisafoodweb?”Thenhavetheclassgettogetherasagroupandaskeachgrouptobrieflysummarizetheiridea.

BuildingFoodWebs:2. Formallyintroducetheconceptofthefoodweb,usingtheoverheadtoexplainhowafoodwebworks.Explainthe

directionofthearrows,andhowthecomponentsconnect.Pointingtodifferentorganismsintheweb,askstudentswhatthatanimaleatsoriseatenby,makingsuretheyunderstandtheconcept,explainingthedifferencebetweenpredatorandprey.Pointoutthatsomeanimalshavemultiplearrows(meaningtheyeatdifferentthingsorhavemultiplepredators).Emphasizethatfoodwebsaresimplificationsandanimalshavemanymoreconnectionsthanaredepicted.Theplantsinthefoodwebgettheirenergyfromthesun.Thematterandenergyinplantsistransferredtotheanimalsthateatthemandthereforematterandenergyarepassedthroughafoodweb.Thefollowingprobingquestionsmighthelpinguidingthestudentstoananswer:

• Whatinformationdoesafoodwebgiveus?• Whydosomeplantsandanimalshavemorethanonearrow?• Howbigdoyouthinkafoodwebcanbe?• Whyaresomeorganismsinthisfoodwebwhileothersarenot?(i.e.Whyaren’tzebrasinthesamplefoodweb?

Theydon’teatanythinginthiswebandaren’teatenbyanythingintheweb)

3. Separatestudentsintosmallgroupsandgiveeachgroupasetofanimalindexcards.Nowhavestudentsmaketheirownfoodwebwiththecardsgiven.Teachersshouldcheckifthefoodwebsarecorrect.Havestudentsdrawtheir

ownfoodwebbasedontheircardsintheirsciencejournal,theyshouldusecolorstolabel(greenforherbivores,redforcarnivores,blueforomnivores).[SP2:Usingmodels]

4. Afterfinishingtheirfoodwebs,studentsshouldanswerthefollowingquestionsintheirScienceJournals(Theteachershouldwritethequestionsontheboardortheoverheadbeforethelessonbeginssostudentscanrefertothemduringtheactivity.

● Whichoftheanimalsareprimaryconsumers,whicharesecondaryconsumers,andwhichareproducers?● Wheredoeseachanimalgetitsenergy?● Fiddlercrabsliveonbeachesnearsaltwaterusingtheirclawstosiftthroughmudandsand,theylookfor

decayingplantandanimalpartstoeat.WhatroledoestheFiddlercrabplayinitsenvironment?● Studentshavenowstudiedhowenergyflowsthroughafoodweb.Thestudentsshouldunderstandthatsnakes

gainedtheirenergybyeatingmiceandthemicehadgainedenergybyeatingplants.Fromwheredidtheplantsgettheirenergy?

● Whyisthefoodwebanaccuratemodelofthemovementofenergy/matter?Whataboutitisinaccurate?OptionalExtension

1. Dividestudentsintogroupsandassigneachgrouptoresearchoneofthefollowingecosystemsandtheanimalsthatlivethereonline:thetundra,thedesert,therainforestandthegrassland.www.animalspot.netisagoodplacetostart.Havethegroupsputtogetherfoodwebsforeachecosystem.Stressthatthewebsdon’thavetobecompletebutshouldincludeseveralprimaryconsumers,secondaryconsumer,andproducers.

LessonClosing

1. Allowstudentstovoicetheirideaswitheachother,usingA/Btalkmethod).TurnandTalk:Havestudentsworkwithapartnertoorallysummarizewhattheylearnedtoday,afterstudentshavefinishedtheirconversationaskthem

toreportbacktotheclass.

2. Reviewthedefinitionofpredatorandpreydiscussinghowanimalsplayavitalroleinthefoodwebaspredatorandprey.Emphasizethateveryanimalandplantplaysanessentialroleinafoodweb.

3. Addstudenttoanswerthefollowingessentialquestions:● Howdodifferentanimals(includinghumans)relatetoeachotherandtheworld?Whatroledohumansplay?● Whydoweneedthesun?● Whyshouldwecareaboutconservation?Whatshouldwedoaboutit?

Assessment

• Step3fromthelessonwillbeusedastheassessment:studentsshouldeachdrawtheirownfoodwebbasedonthecardsthey’vebeengiven.Theyshouldusecolorstolabeleachtypeofanimal(greenforherbivores,redforcarnivores,blueforomnivores)

• ShowWhatYouKnowWorksheet:Theclassroomteachershouldadministerthequestion(s)sometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.

Lesson7:NotThosePyramidsBACKGROUNDOverviewoftheLessonInthislessonstudentswilltracetheflowofenergythroughafoodwebandexplorewhathappenswhenonetrophiclevelislost,thislessonfocusesaroundahandsonactivity.FocusStandard5-LS2-1.Developamodelofafoodwebtodescribethemovementofmatteramongproducers,primaryandsecondaryconsumers,decomposers,andtheairandsoilintheenvironment:a.showthatplantsproducesugarsandplantmaterials;b.showthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants;andc.showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.ClarificationStatement:Emphasisisonmattermovingthroughouttheecosystem.Wasteincludesmatterintheformofgasses(suchasair),liquids(suchaswater),orsolids(suchasmineralsornutrients).][AssessmentBoundary:Assessmentdoesnotincludemolecularexplanations.]ELAReadingStandardDetermineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.LearningTargets

● Icantracetheflowofenergythroughafoodweb.● Icandrawachainonacommunitychartforleaves,caterpillars,frogs,snakes,andowls.● Icansupportanargumentofwhyproducersareimportantinafoodweb.

TargetedAcademicLanguageTier1:energy,matter,recycleTier2:primary,secondaryTier3:trophiclevels,biomass

AssessmentHavethestudentsexpandthefoodweb.Thestudentsmustincludeleaves,caterpillars,frogs,snakes,andowls.Studentsmustbeabletodemonstratetheenergylostbetweentrophiclevelstoshowunderstandingofthetransferofenergyviaafoodpyramid.Studentsshoulddiscusswhyproducersareimportantinafoodwebintheirsciencejournals.[SP-2Developingandusingmodels]

RESOURCESANDMATERIALSQuantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudent EnergyFlowandTrophicLevelImage,forestcommunityimage Binder,teachertomakecopies

forstudentsApack Packingpeanuts,crayons,ormarbles/collectionoffallenleaves,

acorns,orsticksBin

2 Bucket Bin1 Computerprojectortoplayvideo:

http://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.decompose/decomposers/

ClassroomTeacher

https://www.youtube.com/watch?v=mCHdhXMFhcU CMCWebsite

LESSONDETAILSLessonOpening/ActivatorGiveeachstudentacopyoftheforestcommunity(theimageofthepyramidfoodchainincludedlaterinthepacket)andtellthemsomethingismissingfromthepicture(decomposers)andhavethemsitwithapartnertofigureoutwhatismissing.Ifstudentsarestuck,pointoutthatyoucanseemanyherbivoresandcarnivoresbutthedrawingdoesnotshowdecomposers.Nowhavethestudentssketchandlabeltwodecomposers.Afterafewminutes,havestudentssharewhichdecomposerstheyaddedtothedrawing.DuringtheLesson

1. Passouttheworksheet,energymovementthroughtheforestcommunityandreadittotheclass,explainthatthischartshowshowenergymovesthroughafoodchain.Foodchainshavedifferentlevelscalledtrophiclevels.Askthefollowingprobingquestion:Whyaretheresomanymoreplantsthanthereareanimals,andpreythantherearepredators?Theamountofenergyateachtrophicleveldecreasesasyoumoveupthefoodchain(andonly10%ispassedon).Someenergyis“lost”tomotion,survivaloforganisms,andheat.Showthestudentsthetwographicsattheendofthislesson(thetrophiclevelsandtheforestcommunity).Bothpicturesrepresenttheenergylostateachtrophiclevelandtheconceptthatenergyisspreadoutamongmanyproducers,andgetsmoreconcentratedasitgoesintothehighertrophiclevel.

2. Watchthevideo:https://www.youtube.com/watch?v=mCHdhXMFhcU.Afterwatchingthevideouseabasicfoodchaintointroducethetermtrophiclevel,explainhowenergyentersafoodchainviaphotosynthesisandthenmovesupthefoodchain.

http://www.ck12.org/book/CK-12-Earth-Science-Concepts-For-High-School/section/10.3/

ModelingEnergyLoss1. Usethefollowingexampletoexplainhowenergyislostateachlevelofthefoodchain.lineupthreestudentsandtell

themtheyaregrass,acow,andahumaninthatorder.Havethepersonwhoisgrassholdupthe10x10inchsheetofpaper.Explaintothestudentsthatthegrassgetsitsfoodbycapturingenergyfromthesunandconvertingittofood(byphotosynthesis).Ithasconvertedenergyfromthesuninto100caloriesoffood(representedbythe10x10-inchsheet).Now,thecoweatsthegrassandthepersonwhoisthecowtakesthepaperfromthepersonwhoisthegrass.Describehowthecowneedstostaywarm,movearound,findfood,andgivebirthaswellasgrowlarger.Sincegrowinglargerandadding“morecow”isonlyoneofthethingsthecowusesitsenergyfor,only10%ofthegrass’senergyisturnedintosomethingthatthecowcankeep(havethecowtearoffa1/10inchstripofthepaperandholditup,andput9/10ofthestripintherecyclingtorepresentthelostenergy).Whenapersoneatsthecow,thesamethinghappens.Havethehumantake1/10ofthestripofpaperfromthepersonwhowasthecow.[SP-2DevelopingandUsingModels]

2. Explaineachtrophiclevelwillhaveonlyabout10%ofthelevelbelowit,and10xasmuchasthelevelaboveit,Therefore,eachlevelofthetrophiclevelreducesthetotalamountofenergyavailable.Anotherwaytothinkaboutthisisintermsofhumandietandfeedingtheworld’spopulation.Ifeveryoneateonlyfromtheproducers’trophiclevel(seaweed,corn,beans,vegetables)wewouldhave10xasmuchenergyasifweonlyateconsumers(beef,chicken,pork).

3. Makesurethestudentsunderstandthat9/10oftheenergyateachlevelisnotactuallylost,butjustbecomesunavailabletothenexttrophiclevel.Ifthestudentsaskwheretheenergygoes,guidethemtounderstandingthatitturnsintoheat,andotherformsthatcannotactuallybeeatenandpassedtoapredator.Tryaskingthestudentstorubtheirhandstogetheruntiltheyarewarm,andshowthemthattheyjustturnedtheirenergyintoheatandmovement,whichcannotbeeaten.Soifachickenspendsitstimemovingaround,thenitwillgiveoffenergythatwillneverbeeateneither.

PackingPeanutPass1. Tellstudentsthatthegoalofthisactivityistopassenergyfromonepersontothenext.Firsthavethestudentsstandin

astraight-lineandplaceabucketateitherendoftheline.Oneofthebucketsisempty,andtheotherisfullofpackingpeanuts.Tellthestudentsthestraightlinerepresentsafoodchain,andthefullbucketrepresentsthesun(energycomesfromthesun).Thisactivitycanbedonewithpackingpeanuts,crayons,markers,marbles,orpiecesoftornnewspaper,butyoumaywanttousefallenleaves,sticks,oracornsinstead(haveyourstudentscollectthemthedaybefore)andmovetheactivityoutdoors.

2. Havestudentspassenergy(packingpeanuts),handtohand,upthelineanddropitintheemptybucketattheend.Travelupthelinesignifiesorganismsbeingeateninafoodchain.Ithelpsifyouhavetwoseparatelinesofstudentsandturnitintoacompetitiontoseewhocanmovetheirpackingpeanutsfromthefulltoemptybucketfirst.Tellthemspeedisveryimportantanditdoesnotmatteriftheydropsome(thisencouragessloppiness).Astheactivityprogresses,studentswillnoticethatlotofthepackingpeanuts(orenergy)isdroppingonthefloor(orbeinglostintransference).After1minute,stoptheactivityandreviewwiththestudentswhathasoccurred.Itislikelytheywillseethatalotofthepackingpeanutsweredroppedandverylittlemadeittotheotherbucket.Studentsnearthesunwereprobablypickinguplargehandfuls,butstudentsattheendweregettingverysmallhandfuls.

3. Allowstudentstovoicetheirideastoeachother,usingtheA/Btalkmethod).Nowplacestudentsinpairsandaskthemtothinkabouthowthisactivityrelatestotrophiclevels,afterthepairshavehadtimetotalkasksomestudentstosharetheirideaswiththeclass.Hopefullytheywillreachthefollowingconclusion:becausesomuchenergyislostfromoneleveltothenext,thereneedstobemoreprimaryproductionthanprimaryconsumption,moreprimaryconsumptionthansecondaryconsumption,etc.Nowhavestudentsdiscusswhytherearemoreproducersthanotherorganismwhenwemodelfoodwebs.

LessonClosingSummarizethemainideas:afoodchainshowshowenergytravelsinacommunity.Mostfoodchainsincludeagreenplant,aplanteater,andoneormoreanimaleatersanddecomposers.Foodchainsthatconnectoroverlaparecalledfoodwebs.[SP-6Constructingexplanations].AssessmentHavethestudentsdrawafoodchainthatmustincludeleaves,caterpillars,frogs,snakes,andowls.Studentsmustbeabletodemonstratetheenergylostbetweentrophiclevels,sincethemaintopicofthislessonisunderstandingthetransferofenergyafoodpyramid,thenintheirsciencejournalstudentsshoulddiscusswhyproducersareimportantinafoodweb.Havethemalsoanswerthequestion,“Wheredoestheenergylostbetweentrophiclevelsgo?”[SP-2Developingandusingmodels.

Lesson8:TrophicLevelsintheOceanBACKGROUNDOverviewoftheLessonInthislessonstudentswillreviewinformationaboutfoodwebsandtrophiclevelsonlandbeforeapplyingthatknowledgetomarinefoodwebsandtheirrespectivetrophiclevels.Workingingroups,studentswillidentifythetrophiclevelsoftheprovidedmarinefoodwebbeforeusingresearchresourcestocreatetheirownfoodwebsandcorrespondingtrophiclevels.Beforeteachingthislesson,theScienceFellowandClassroomTeachershouldfamiliarizethemselveswithmarinefoodwebsandtrophiclevelsinordertoincreasetheoveralleffectivenessofthislesson.FocusStandard5-LS2-1.Developamodelofafoodwebtodescribethemovementofmatteramongproducers,primaryandsecondaryconsumers,decomposers,andtheairandsoilintheenvironment:a.showthatplantsproducesugarsandplantmaterials;b.showthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants;andc.showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.ClarificationStatement:Emphasisisonmattermovingthroughouttheecosystem.Wasteincludesmatterintheformofgasses(suchasair),liquids(suchaswater),orsolids(suchasmineralsornutrients).][AssessmentBoundary:Assessmentdoesnotincludemolecularexplanations.]ELAReadingStandardDetermineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.

StudentLearningTargets

1. Icanidentifythedifferenttrophiclevelsfoundwithintheocean.2. Icantraceanddescribetheflowofenergyfromproducerstoprimary,secondary,andtertiaryconsumers.3. Icanrecognizethatenergylossoccursbetweeneachtrophiclevel.

AssessmentStudentswillbeassessedontheirparticipationinclassactivitiesanddiscussions,aswellasontheirresponsetothefollowingprompts(whichshouldbeansweredintheirsciencejournals):

● Whydoyouthinkenergyislostbetweentrophiclevelsintheocean?● Arethetrophiclevelsintheoceandifferentfromthetrophiclevelsfoundinanecosystemonland?Ifso,why?● Whatistheprimarysourceofenergyformarinefoodwebs?

1. ShowWhatYouKnowWorksheet:Theclassroomteachershouldadministerthequestion(s)sometimeafterthe

TargetedAcademicLanguageTier1:energy,matter,recycle,primary,secondaryTier2:consumer,producer,foodwebTier3:trophiclevels

1perstudent ScienceJournal ClassroomTeacher1perstudentgroup Posterboard ClassroomTeacher1perclass Marinefoodwebhandout Binder1perstudentgroup Computerwithinternetaccess ClassroomTeacher1perstudent ShowWhatYouKnow!Worksheet Binder,teachertomakecopies

forstudents1perclass ProjectororElmo ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorThislessonwillbeginwithstudentsbreakingintopairsandcompletinga“think-pair-share”activityinwhichtheylistalloftheimportantconceptsandideas(theycanremember)aboutfoodwebsandtrophiclevels.Theywillhavefiveminutestoworkwiththeirpartnerstocompletethislistbeforesharingtheirideaswiththeclass.TheScienceFellowwilllistthesharedconceptsandideasonthewhiteboard,editingandaddingasnecessaryinordertoguidethediscussioninthecorrectdirectionandtokeepthestudentson-task.

DuringtheLesson MarineFoodWebs:

1. Theclasswillreviewthedefinitionof“trophiclevels”fromthepreviouslesson,withtheScienceFellowemphasizingthatenergyislostasyoumoveupthetrophiclevels.Thestudentswillbeaskedtolistsomeofthereasonswhyenergyislostonland,theScienceFellowwilllistthesereasonsonthewhiteboardundertheheader“land-based”.Thestudentswillthenbrainstormsomewaysanorganismcouldloseenergyintheocean,theScienceFellowwilllisttheseunder“ocean-based”onthewhiteboard.Theclasscandiscusshowenergycanbelostinbothsimilaranddifferentwaysonlandandintheocean,thiswillallowthestudentstobegintorelatetheinformationpreviouslylearnedwiththeinformationthatwillbepresentedthroughoutthecourseofthislesson.

2. Thestudentswillbebrokenintogroupsofnomorethan3andgiventheprovidedmarinefoodweb,askthemtopredictthedifferenttrophiclevelsandrecordthemintheirsciencejournals.Thegroupswillthensharetheirpredictionswiththeclass.

3. TheScienceFellowwillleadaguidedreviewwithallofthegroupstoidentifythedifferentlevelsofthefoodweb,

creatingacomprehensivetrophiclist(includinghowenergyislostthroughoutthefoodchain)astheyelicitinformationfromthestudents.TheScienceFellowsguidethestudentstoreachingthecorrectconclusionsaboutthevarioustrophiclevelsthroughdiscussionandthroughaskingrelevantandguidedquestions(suchaswhichtrophiclevelisthemostefficientatgatheringenergy,whichistheleastefficient,howsomeoftheenergyislostduringthetrophicprocess,etc.…).[SP6-ConstructingExplanations]Afterthecorrectandcomprehensivetrophiclisthasbeencreatedthegroupswillbeaskediftheirpredictionswereeithersupportedorrefutedandtocomeupwithsomereasonswhytheywereeithercorrectorincorrect.

BuildYourOwnWeb:4. Thegroupswillthenbeaskedtocreatealistofdifferentmarineorganisms(includingatleast1plant)fromthose

foundonthepreviouslydiscussedfoodwebusingpriorknowledgeorotherinformationalsources.Usingthoselistsandvariousinformationalsources(encyclopedias,laptops,orothersourcesavailableintheindividualclassroom)thegroupswillcreatetheirownfoodwebsonposterboard.Thesefoodwebswillbeusedtoidentifydifferenttrophiclevels(producer,primaryandsecondaryconsumer,anddecomposer)withintheirrespectivefoodwebs.Thisinformationwillalsobeplacedontheposterboards.TheScienceFellows,teacher,andotheradultsintheclassroomcancirculateduringthisactivitytoprovidenecessaryhelpandassistance.[SP2-DevelopingandUsingModels]

LessonClosingAfterthestudentshavecompletedtheirposterstheywillsharethemwiththeclass.Duringthesepresentationsthegroupswillbeexpectedtolistthevariousorganismstheychose,howthoseorganismsinteractwitheachother,andtoidentifythedifferenttrophiclevelspresentintheirfoodwebs.ThegroupswillalsobeaskedbytheScienceFellowstolistthedifferentsourcesthattheyusedtogatherinformationgivingthestudentstheopportunitytohearhowotherscompletedtheirresearch.AssessmentStudentswillbeassessedontheirparticipationinclassactivitiesanddiscussions,aswellasontheirresponsetothefollowingprompts(whichshouldbeansweredintheirsciencejournals):

● Whydoyouthinkenergyislostbetweentrophiclevelsintheocean?● Whatistheprimarysourceofenergyformarinefoodwebs?

ShowWhatYouKnowWorksheet:Theclassroomteachershouldadministerthequestion(s)sometimeafterthecompletionofthelesson.Theresultscanbeusedtoplanadditionallessonsonconceptsthatstudentsneedhelpmastering.

Lesson9:ComplexInteractionsBACKGROUNDOverviewoftheLessonInthislessonstudentswillseewhathappenstoafoodwebwhenonespeciesisremoved.FocusStandard5-LS2-1.Developamodelofafoodwebtodescribethemovementofmatteramongproducers,primaryandsecondaryconsumers,decomposers,andtheairandsoilintheenvironment:a.showthatplantsproducesugarsandplantmaterials;b.showthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants;andc.showthatsomeorganisms,includingfungiandbacteria,breakdowndeadorganismsandrecyclesomematerialsbacktotheairandsoil.ClarificationStatement:Emphasisisonmattermovingthroughouttheecosystem.Wasteincludesmatterintheformofgasses(suchasair),liquids(suchaswater),orsolids(suchasmineralsornutrients).][AssessmentBoundary:Assessmentdoesnotincludemolecularexplanations.]ELAWritingStandard(s)Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.

● Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.LearningTargets

1. Icanexploretheinteractionsbetweenaproducerandtwoconsumersandhowtheymightchangeovertime(explorethroughamodel).

2. Icanshowthatsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants.AssessmentStudentswillbeabletodiscussthesequestionsverballyorintheirsciencejournalsandworksheet.

• Whatcananimalsdotoadapttoanewenvironment?• Whatchangesinthefoodwebwouldresultintheextinctionofthebears?• ShowWhatYouKnowWorksheet:Theclassroomteachershouldadministerthequestion(s)sometimeafterthe

WIDALanguageObjectivesTBDTargetedAcademicLanguage

Tier1:highwayTier2scenarios,depend,brainstormTier3:population,extinct,overpopulation

RESOURCESANDMATERIALS

Quantity Item Source1perstudent ScienceJournals ClassroomTeacher1setpergroup Setofcardswithanimalinformation(fromlesson6) Bin1 SampleFoodWebOverheadfrompreviouslesson Binder

1 Ballofyarn Bin1 HabitatweblessonfromNationalWildlifeFederation(2001) CMCWebsite1perstudent ShowWhatYouKnowWorksheet Binder(Teachertomake

copies)**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorSeparatestudentsintogroupsandgiveeachgroupasetofanimalindexcards.Havestudentsmovearoundthecardsintothegeneralshapeofafoodwebandcheckthatfoodwebsarecorrect.Aftereachgroup’sfoodwebhasbeenreviewed,studentsremoveoneoftheorganismsfromthewebandhavethempredictwhatwillhappenifthisorganismisnolongerinthefoodweb.Tellstudentsthattodaytheywillfindoutwhathappenswhenaspeciesisremovedfromaparticularecosystem.DuringtheLessonPopulation:

1. Introducethetermpopulationusingastoryaboutagroupofdeerintheforest.(Forexample,“There’sagroupof50deerlivingintheforest,10babydeerareborn,3areeatenbywolves”etc.).Thenumberofdeerlivingintheforestisthepopulation,writethedefinitionontheboardas“thenumberofanimalsinaspeciesinacertainplace.”Studentsshouldunderstandthatpopulationcangetbiggerorsmallerbasedonbirthsordeaths.Ifthenumberofdeathsishigherthanthenumberofbirths,thanthepopulationwilldecrease.Whenthepopulationreacheszero,thespeciesbecomes(regionally)extinct––alsoknownasextirpated(writethisdefinitionontheboard).Tobecomegloballyextinct,allpopulationsofthespeciesallacrosstheglobewouldhavetodieoff.Nowbrainstormasaclassafewpossiblereasonswhyanimalsmaybecomeextinct.

UnbalancedEcosystemScenarios:2. FollowtheHabitatWebactivityfoundattheendofthislessonplan.Thisactivitycanbedoneinlargegroupsorasa

wholeclass.Forpart8oftheactivity,usethefollowingscenarioslistedbelow.Thescenariosbelowlistafewoftheconnectionspresenttheweb,butstudentscancomeupwithothers.Oncetheclasshasrunthroughseveralscenarios,encouragethemtodeveloptheirownscenarios.Thentheclasswilldiscussthesignificanceofeachscenario.

● Scenario1:Farmersuseextremelypotentpesticidestokillalltheinsectsintheareaandnowtherearenomoreinsects.Frogs,fish,andlizardsintheareaonlyeatinsects,andskunksandbirdsonlyeatfrogs,fish,lizards,andinsects.

o Whatdies:frogs,skunks,birds,lizards,fisho Take-away:thedepletionofonefoodsourcecanimpactmultipleanimals

● Scenario2:Thegrowingseasonwasverycloudyandcoldandnoneofthenuttreesproducedanynuts.The

mice,chipmunk,andsquirrelonlyeatnuts,thedeereatgrass,andthewolveseatmice,chipmunks,squirrels,anddeer.

o Whatdies:mice,deer,chipmunk,squirrelo Take-away:thedepletionofonefoodsourceusuallyimpactsprimaryconsumersmorethanhighertier

consumers● Scenario3:Foxesandwolvesmigrateintothearea.Thefoxesandwolveseatbothvolesandrabbits,butare

reallygoodathuntingrabbits,afterafewmonthsalltherabbitsaredead.o Take-away:redfoxesandwolveshavemorethanonefoodsource,sotheyarenotaffectedbythe

extinctionofrabbitsintheecosystemo Whatdies:onlytherabbitdies

80%oftheworld’slandspeciesliveinforests,socuttingcanleadtomassiveextinctions.Treesalsoshelterthegroundfromthesunandpullmoistureupintotheair,sologgingcanturnforestsintodeserts.Oncecut,thetreesstopabsorbinggreenhousegasesandcanstartreleasingthemastheyrotorburn.

● Scenario4:Theforestiscutdowninordertobuildasix-lanehighway(deforestationoccursandalltheblossoms,nuts,bark,andleavesaregone)

o Whatdies:Nearlyeveryanimallosesitshomeand

dies.Thesoilaroundthetreesisnolongerprotectedanddriesout,makingtheareahotteranddrier.

o Take-away:deforestationisasignificantprobleminmanyecosystems

● Scenario5:Whilebearshibernateduringthewinter,thereisanavalancheonanearbymountainandallbearsdie.Beforetheydied,thebearsatetoomanybirds,skunks,anddeerformanywolvesandredfoxestoliveinthearea.

o Whatdies:bearsonlyinitiallyo Whatflourishes:Populationofsecondaryconsumersrises(wolves,redfoxes,andbeesrise),whichleads

toadecreaseinthesecondaryconsumers’prey(e.g.birds,skunks,deer).o Take-away:Depletionofthepopulationofapredatorcanstillhavelong-termeffectsontheentire

ecosystem.Removingoneorganismmaycauseanincreaseinthepopulationofothers.● Scenario6:Achemicalusedtomakegrassgrowalsoincreasesfertilityinrabbitsandtherabbitpopulation

increasesdramatically.Rabbits,aswellassquirrels,deer,andmice,eatoak,bark,andgrass,andwolvesandfoxeseatalltheotheranimals.

o Whatdies:everything

o Take-away:theincreaseinthepopulationofrabbitscausesthemtoeatalargeportionofoak,bark,grassetc.,whichisamajorfoodsourceformanyotheranimals,andleadstothedeclineoflotsofotherspecies.Thedeathoftheotherspecieswilldecreasethefoodsourceofanimalsevenhigherupinthefoodweb.Itisimportantthatstudentsunderstandthatoverpopulationcouldleadtoextinction.

● NewScenario:Nowhavestudentsmakeuptheirownscenario.

3. Studentsshouldsummarizethetake-awayfromeachscenariointhelesson.Moregeneraltake-awaysinclude:

a. Thedepletionofonefoodsourcecanimpactmultipleanimals.

b. Thedepletionofonefoodsourceusuallyimpactsprimaryconsumersmorethanhigher-orderconsumers,butthiseffectdoestravelupthefoodchain.Thiseffectcanalsotravel“down”thefoodchain.

c. Someorganismslikeredfoxesandwolveshavemorethanonefoodsource,sotheyarenotentirelyimpactedby

thedisappearanceofoneoftheirfoodsourcesintheecosystem.Forexample,ifredfoxeseatbothrabbitsandvoles,ifrabbitsdie,redfoxescouldstillsurvivejustonvoles(thoughlikelywithsmallerpopulationnumbers).

LessonClosing

1. Askstudentsthefollowingquestions:Ifanimalsandplantsadaptcertaintypeofenvironmentandthatenvironmentchangesinabigway,whathappens?Whyispopulationcontrolimportant?

2. Havestudentsreflectagainontheessentialquestions:● Howdodifferentanimals(includinghumans)relatetoeachotherandtheworld,whatrolespecificallydo

humansplay?● Whydoweneedthesun?● Whyshouldweandhowshouldwecareaboutconservation?

Assessment

• Whatcananimalsdotoadapttoanewenvironment?• Whatchangesinthefoodwebwouldresultintheextinctionofthebears?• ShowWhatYouKnowWorksheet:Theclassroomteachershouldadministerthequestion(s)sometimeafterthe

CurriculumEmbeddedPerformanceAssessment(CEPA)

Eachstudentwillpickananimalorplantandidentifytheroletheirchosenspeciesplaysinagivenfoodweb(forexample:primaryconsumer,secondaryconsumer,producer,decomposer,herbivore,omnivore,carnivore).Studentsmustincorporateagivensetoffactorsintotheirfoodwebmodel,suchasthesunorhabitatfactors.Theirmodelmustincludefiveanimalsorplantsanditmustbedrawn,labeled,andcolored.Afterstudentsaredonetellthemtheiranimalorplanttheyfirstchosegoesextinct,andshouldbe“crossedoff”fromthefoodweb.Studentsshouldthenwritethreeparagraphsabouttheimpactofthisextinctionandwhathappenstoeverythingelseinthefoodwebandshouldalsowriteabouttheimpactontheenvironmentandtheimportanceofconservation.Moreadvancedstudentscanelaborateonhowtheiranimalsmightadaptlong-term.Somepotentialconclusionsare:

● Thedepletionofonefoodsourcecanimpactmultipleanimals● Thedepletionofonefoodsourceusuallyimpactsprimaryconsumersmorethanhighertierconsumers● Animalsthathavemorethanonefoodsourcearenotasimpactedbytheextinctionofcertainpreyintheecosystem● Deforestationisasignificantprobleminmanyecosystems

RUBRIC:Studentswithbegradedontheaccuracyanddesignoftheirmodel,thesuccessfulinclusionofgivenfactors,theiranalysisoftheimpactofextinction,andcompletionofindependentwork.

ScienceTalkandOracyinT2LUnitsSciencetalkismuchmorethantalkingaboutscience.Inlinewiththescienceandengineeringpractices,studentsareexpectedtomakeaclaimthatcanbesupportedbyscientificevidence.TheMASTEStandards(andtheNGSS)valuetheimportanceofengaginginanargumentfromevidence.NGSSdefineshowthispracticetakesformintherealworld:“Inscience,reasoningandargumentareessentialforidentifyingthestrengthsandweaknessesofalineofreasoningandforfindingthebestexplanationforanaturalphenomenon.Scientistsmustdefendtheirexplanations,formulateevidencebasedonasolidfoundationofdata,examinetheirownunderstandinginlightoftheevidenceandcommentsofferedbyothers,andcollaboratewithpeersinsearchingforthebestexplanationforthephenomenonbeinginvestigated.”Studentsareaskedtoparticipateinarticulateandsensibleconversationsinwhichtheyareabletocommunicatetheirideaseffectively,listen toothers tounderstand, clarifyandelaborate ideas, andreflectupon theirunderstanding.These formsof talkcanbedevelopedusing scaffolds such as theA/BTalk protocol (below) and strategies for class discussions (from theTalk Science Primer, link below).Oracyisdevelopedinthephysical,linguistic,cognitive,andsocial-emotionalrealms;eachoftheserealmscanbeexpandeduponovertimeinordertodevelopathoughtfulspeaker.Beingabletodisplayappropriatebodylanguage,usepropertoneandgrammar,bethoughtfulandconsideratethinkers,andallowspaceforothersthoughtsandopinionsareallimportantfacetsoforacytoworkonandthroughwithstudents. Incorporating the appropriate scaffolding is an important aspect of fostering these skills. Techniques for teaching effectivescience talk often include modeling, discussion guidelines, sentence-starters, and generating roles, while gradually putting moreresponsibilityonstudentstoowntheirthinkingandlearning.Partofcreatingasafeschoolenvironmentforstudentsisallowingthemaspacethatiscomfortableenoughforthemtoexpressideasandaskquestions,whilebeingvalidatedfortheirthoughtsandquestions;studentsshouldbefeelcomfortableandconfidentwhenspeakingandlisteningforunderstanding.Effectivetalkisanimportantpartofbeinganactive,intelligentmemberofacommunityandsociety.Successfuldevelopmentinoracyisimportantforfutureemployabilityandgeneralwell-beingofadults.Thefollowingresourcesshouldbehelpfulexamplesofhowtoemployeffectiveuseofprogressiveoracyandsciencetalkinyourclassrooms.

● OracyintheClassroom:https://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk● ScienceTalkPrimer:https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf

A/BTalkProtocolAdaptedfromhttps://ambitiousscienceteaching.org/ab-partner-talk-protocol/

1.ShareyourideasPartnerA

● Ithink_______happenedbecause…● Evidencethatsupportsmyideais…● Theactivitywedidwith_______helpsmeknow

moreabout_______because…● OnethingI’mwonderingaboutis…

2.ListentoUnderstandPartnerB

● Iheardyousay_______.Whatmakesyouthinkthat?

● Iheardyousay_______.Whatif_______?● Canyouexplainthepartabout_______again?● Whatdoyoumeanwhenyousay_______?

3.ClarifyandelaboratePartnerA

Answerpartner’squestionsoraskforclarificationinordertounderstandaquestion.

4.Repeatsteps2&3untilallquestionsareanswered

5.Switchrolesandrepeatsteps1-4

6.Reflectonyourunderstandinginwriting

● Myideaabout_______changedwhenmypartnersaid_______.

● Iwilladd_______tomyideaabout_______because…● Istillhavequestionsabout…● Imaybeabletoanswermyquestion(s)ifIcould

investigate_______.

ListofUnitResourcesLesson1

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudent ScienceJournalRubric Binder1 Opaqueboxtodeprivesomeofthedevelopingplantsoflight

(example:acopypaperboxturnedupsidedown)ClassroomTeacher

1 Growlightsetup Bin/ClassroomTeacher3 Planttrays Bin4pergroup Plantingcups Bin1bag Pottingsoil Bin6 Cupsforwatering Bin8pergroup BrassicaSeeds Bin1setpergroup Conditionlabelset

Label1:water&lightLabel2:water&nolightLabel3:nowater&nolightLabel4:light&nowater

1 Brassicagrowingdirections/information(pg.1-31FOSS) Bin/CMCWebsite

Lesson2

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1 Instructionsfor7-stepvocabularyprocess Binder1setpergroup Animalpicturecards Bin1 Computerprojectorandaccessto“DecomposerVideo”

ClassroomTeacher

Lesson3

Quantity Item Source1 ComputerProjectorandscreenandaccessto:

http://mass.pbslearningmedia.org/resource/tdc02.sci.life.stru.methusweb/illuminating-photosynthesis/

ClassroomTeacher

1perstudent ComputerorLaptopwithaccessto:http://mass.pbslearningmedia.org/resource/tdc02.sci.life.stru.methusweb/illuminating-photosynthesis/

ClassroomTeacher

1pergroup Photosynthesisquestioncards Bin1perstudent ShowWhatYouKnow!Worksheet Binder,tobecopiedbythe

classroomteacher1perstudent Photosynthesisquestionsheets(3pages) Binder,tobecopiedbythe

classroomteacher

Lesson4

Quantity Item Source1ofeachcard Aphid,ladybugandtoadcards Bin1 Graphicoffoodweb Binder4perstudent Stripsofpaper ClassroomTeacher,cutbefore

lesson1perstudent ShowWhatYouKnow!Worksheet:ProducersandConsumers Binder,tobecopiedbythe

classroomteacherAsneeded Glue,tape,orstapler ClassroomTeacherAsneeded Crayons ClassroomTeacherOptional PantherHuntWorksheet Binder,tobecopiedbythe

classroomteacher200(Optional) Cups Binasneeded(optional) marbles(forPantherHuntactivity) ClassroomTeacher

Lesson5

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1pergroup Pieceoffruitorvegetable ClassroomTeacher1perstudent ShowWhatYouKnow!Worksheet Binder,tobecopiedbythe

classroomteacher1pergroup Pottingsoil(roughly5lbs.perfruitorvegetableitem) Bin1pergroup Balance/Scaleaccurateto0.1grams Bin1perperson DecompositionWorksheet Binder

2pergroup GallonZiplocbags Bin1 Computerprojectorandaccessto“DecomposerVideo”

ClassroomTeacher

Lesson6

Quantity Item Source1perstudent ScienceJournals ClassroomTeacher1 SampleFoodWebOverheadfromLesson4 Binder1setpergroup Setofcardswithanimalnames Bin4pieces ChartPaper ClassroomTeacher1perstudent ShowWhatYouKnow!Worksheet Binder,tobecopiedbythe

classroomteacher1 LaminatedFiddlerCrabPicture(forstudentreference) BinForeachstudent ColoredPencilsorMarkers ClassroomTeacher1perstudent LifeinaMeadowReading Binder,tobecopiedbythe

classroomteacher

Lesson7

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudent EnergyFlowandTrophicLevelImage Binder,teachertomakecopies

forstudentsApack Packingpeanuts Bin2 Bucket Bin1 http://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.deco

mpose/decomposers/ClassroomTeacher

1 https://www.youtube.com/watch?v=mCHdhXMFhcU CMCWebsite

Lesson8

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher1perstudentgroup Posterboard ClassroomTeacher1perclass Marinefoodwebhandout Binder1perstudentgroup Computerwithinternetaccess ClassroomTeacher1perstudent ShowWhatYouKnow!Worksheet Binder,teachertomakecopies

forstudents1perclass ProjectororElmo ClassroomTeacher

Lesson9

Quantity Item Source1perstudent ScienceJournals ClassroomTeacher1setpergroup Setofcardswithanimalinformation(fromanearlierlesson) Bin1 SampleFoodWebOverheadfrompreviouslesson Binder1 Ballofyarn Bin1 HabitatweblessonfromNationalWildlifeFederation(2001) CMCWebsite1perstudent ShowWhatYouKnow!Worksheet Binder,teachertomake

copiesforstudents

the evolution of the t2l science curriculum

Documents

diverse ensemble evolution: curriculum data-model...

an avida-ed digital evolution curriculum for undergraduate...

evolution of curriculum systems to improve learning outcomes...

evolution and medicine: an inquiry-based high school...

curriculum development, student evolution and decision...

peter c. wainwright curriculum vitae...2. evolution of...

low profile nitrogen gas springs - hyson...2 t2l & ls series...

the evolution of the school curriculum the history of the...

the evolution of the t2l science curriculumthe sun and of...

secondary school curriculum -...

curriculum evolution at the department of baking

curriculum vitae niclas backstrÖm · curriculum vitae...

evolution in the national curriculum 2014 primary...

curriculum vitae - g. david tilman birth: address ......

pcn 19000316900 curriculum evolution marine corps command...

smart notebook software learner...

t2l curriculum unit fall 08 -...

t2l news 3 spring 2015 - center for learning in action ·...

interoperability of the electronic t2l or equivalent...

cautious (r)evolution? curriculum change at key stage three...