Science Learning PacketGrade 5, Week 9:

Ecosystem Restoration Suggested science learning activities for SPS students during the COVID-19 school closure.

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Elementary Science Learning ActivityMaterials to accompany Chapter 3,

Lessons 5-7

Grade 5

Ecosystem Restoration: Matter and Energy in a Rain Forest

Investigation Packet

This packet has content materials for the following lessons in the Ecosystem Restoration unit.

Lesson Pages in the Packet 3.5 1-63.6-7 7-14

If you do have a computer and internet access, here is how to obtain access to the available Amplify online resources

● For the Ecosystem Simulation,navigate tohttps://apps.learning.amplify.com/ecosystemrestoration/#/

● For the Environments Model, navigate tohttps://apps.learning.amplify.com/modelingtool/#/tool/161/level/35_Environments_Model_id_2729

● For the book, Restoration Case Studies, navigate tohttps://learning.amplify.com/books/9781943228560/#page=1

● For the No Decomposers Model, navigatetohttps://apps.learning.amplify.com/modelingtool/#/tool/161/level/37_No_Decomposers_Model_id_2736

● Select “Log In with Amplify” button● Enter teacher-provided username

and password (see below)

Username: s.seattle1@tryamplify.net

Password: SeattleSci2020

Ecosystem Restoration, Chapter 3, Lesson 5

1

There are a series of questions throughout today’s video and space has been provided here for you to write down your thinking. If you are watching the video with a family member, you may use these questions like interview questions and take turns asking and writing down your ideas. There is also room for you to write down any questions you have for your classmates and/or your teacher.

1. What did we figure out about why the cecropia trees aren’t growing and thriving in the soil inthe project area?

2. Think back to the data we looked at in the last lesson. What did we figure out about why thececropia trees aren’t growing and thriving in the soil in the project area?

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Ecosystem Restoration, Chapter 3, Lesson 5

Digital Tool: Environments Drag and Drop

3. Explain your thinking about how you grouped the plant pictures.

Drop-down Options:

Ecosystem Restoration, Chapter 3, Lesson 5

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Leave page blank for students who may prefer to print and cut out the Digital Tool

Ecosystem Restoration, Chapter 3, Lesson 5

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4. How do nutrients in the soil help plants grow?

5. How do you think the rest of the ecosystem might be affected if the plants aren’t growingand thriving?

6. Based on everything we’ve learned from observing the Simulation, reading Restoration Case Studies, and our class discussions, why do you think plants need nutrients to grow and thrive?

7. What was the problem in the Cape Cod salt marsh ecosystem?

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Name: _______________________________________ Date: ________________

Ecosystem Restoration—Lesson 3.5

As you read Restoration Case Studies, write notes about the role of nutrients in the ecosystem.

What are the problems in the ecosystem?

How are nutrients part of the restoration plan?

Cape Cod Salt Marshes (pages 6–11)

Alberta Forest and Wetlands (pages 12–17)

Reading About Nutrients in Ecosystems: Restoration Case Studies

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

Ecosystem Restoration, Chapter 3, Lesson 5

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8. What are the solutions that scientists are exploring?

9. What was the problem in the Alberta Forest and Wetlands ecosystem?

10. What happened to the organisms in the ecosystem?

11. What are the solutions that scientists are exploring in the Alberta Forest and Wetlandsecosystem?

12. Based on what you’ve observed, read about, and investigated, what are your ideas about whyplants need nutrients to grow and thrive?

Ecosystem Restoration, Chapter 3, Lessons 6 and 7

7

Evidence Talk: Soil in the Rain Forest Ecosystem

1. Read the question and the claim below.

2. Read each Evidence Card carefully. (You may want to take turns readingthe cards aloud with a family member.) Write important ideas below.

3. Talk about the evidence that supports the claim. Try to connect relateddata and scientific ideas together.

4. See if you and a family member can come to agreement on whether theclaim is supported by the evidence.

5. If there is no agreement, discuss the reasons why you still disagree.Question: Why aren’t the cecropia trees growing and thriving in the soil?

Claim: The cecropia trees aren’t growing and thriving because there are not enough decomposers in the soil.

Notes:

Ecosystem Restoration, Chapter 3, Lessons 6 and 7

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Ecosystem Restoration, Chapter 3, Lessons 6 and 7

This page left blank so student has the option to print and cut out the Evidence Cards

Ecosystem Restoration, Chapter 3, Lessons 6 and 7

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These sentence starters may be helpful in getting you started talking about evidence and writing with it.

Scientific Language for Evidence Talk Ways to share ideas:

• I think because .

• The evidence shows that .

• This idea is important because .

Ways to respond to others:

• I agree because .

• I disagree because .

Questions to ask during the discussion:

• What evidence supports the claim?

• What is the source of the evidence? or From where didyou find the evidence?

• Can you say more about why the evidence you sharedsupports the claim?

Scientific Language for Writing Arguments

• The evidence is .

• I know from that .

• This means that .

Ecosystem Restoration, Chapter 3, Lessons 6 and 7

10

Use this checklist when writing your Scientific Argument:

Parts of a Scientific Argument Included 1. Did I begin with a claim that answers the question?2. Did I include evidence to support the claim? Evidencecan be:

• data from the project area• ideas from investigations• ideas from books.

3. Did I connect the evidence to the claim by linkingdifferent pieces of evidence together to show how theysupport the claim?4. Did I write to a specific audience?5. Did I use scientific language?6. Did I end with a conclusion?

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Name: _______________________________________ Date: ________________

Ecosystem Restoration—Lesson 3.6

Rain Forest Restoration Plan 3

Write a scientific argument that answers the question below.

Question: Why aren’t the cecropia trees growing and thriving in the soil?

The cecropia trees aren’t growing and thriving because there are not enough decomposers in the soil.

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© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

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Name: _______________________________________ Date: ________________

Ecosystem Restoration—Lesson 3.6

Rain Forest Restoration Plan 3: Action Step

Describe an action step that scientists could take to help the cecropia trees grow and thrive in the soil. Why do you think this action would help?

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© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

Ecosystem Restoration, Chapter 3, Lessons 6 and 7

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No Decomposers Drag and Drop

Drop-down Options:

Ecosystem Restoration, Chapter 3, Lessons 6 and 7

This page left blank so students have the option to print and cut out the No Decomposers Drag and Drop

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Name: _______________________________________ Date: ________________

Ecosystem Restoration—Lesson 3.7

What Happens Without Decomposers?

Refer to your completed No Decomposers Model as you answer the question below.

When there are no decomposers, what happens to the grass?

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© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

Make a drawing if it helps you explain your thinking. Label your drawing, then take a photo of it and attach it below: