UbD Planning Template

Grade: 5
Title: Exploring Ecosystems
Unit Topic: Ecosystems

Subjects: Science, ELA

Designer(s): Alyssa Tierney,
Stage 1- Desired Results

Established Goals including State Standards, District mandates, and measurable aspects of your Mission Statement :

NYS Standards and/or NYC Science Scope & Sequence:

NYC Science Scope and Sequence Standards Addressed:

LE 7.1a Observe and describe how plants use air, water, and energy from the sun to produce their
own food.

LE 5.1d, e LE 6.1 b Classify populations of organ- isms as producers, consumers, or decomposers

by the role they serve in the ecosystem (food chains and food web).

LE 3.2a (omitted LE 7.1b) Identify populations within a community that are in competition with one
another for resources.

(omitted LE 7.1a,b)LE 7.2b, c LE 7.2d Describe the way humans depend on their natural and
constructed environment and how they have changed their environment over time.

LE 7.2b, c LE 7.2d Identify examples where human activity has had a beneficial or harmful effect on
other organisms (e.g., deforestation).

NYC ELA Scope and Sequence Standards Addressed:

- Grade 5 Reading Standard 3: Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the
text.
-

Grade 5 Writing Standard 2: Write informative/explanatory texts in which they introduce a topic, use
facts and definitions to develop points, and provide a concluding statement or section.

Grade 5 Writing Standard 8: Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.

Grade 5 Speaking and Listening Standard 4: Report on a topic or text or present an opinion, sequencing
ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.

Content Understandings: Students will understand

that

an ecosystem is a community of living and

non-living things that work together.

There are many components of an ecosystem.

Humans impact ecosystems (positively and

negatively)

Energy flows between living organisms

There are relationships between organisms in

an ecosystem

Essential Questions:
1) How are plants and animals in an ecosystem
connected?

2) How do changes within an ecosystem affect the

relationship between organisms?

3) How do humans impact ecosystems?

Unit Objectives:
Students will be able to
1)
2)
3)
4)
5)

Classify animals as producers, consumers (carnivores, herbivores, omnivores), or decomposers

Explain relationships within a food chain
Use food webs to describe relationships between animals
Predict what would happen if certain parts of a food web or food chain were missing
Describe the major components of an ecosystem and their significance (soil, water, sunlight, and
atmosphere)
6) Describe the role of plants in an ecosystem
7) Justify why the process of photosynthesis is important in an ecosystem
8) Debate the positive and negative effects humans have on ecosystems
9) Investigate how humans harm their ecosystem
10) Explain why ecosystems are fragile and can be severely damaged by human activity or natural disasters
11) Propose methods to help endangered species in ecosystems

Stage 2- Assessment Evidence

Performance Tasks:

Other Evidence:

Diagrams to demonstrate the difference between food

chains and food webs
to categorize animals as producers, composers
and decomposers
to classify animals as herbivores, carnivores
and omnivores

Homework Assignments- Science notebook

journals
Informal observations
Quizzes vocabulary, processes
Unit Assessment- Cumulative exam

Group activities to debate different ways humans affect

ecosystems
research then chart what humans can do to
stop negatively impacting the environment
to discuss food webs
Informational/Research Essay discuss ways humans can help endangered
species

Stage 3- Learning Plan

W:
H:
E:
R:
E:

(The lessons are included below)

Lesson 1: Categorizing Living Organisms

Focus Question: How are living organisms categorized? How do organisms get energy
to survive?
NYC Science Scope & Sequence:
LE 5.1d,e LE 6.1 a,b: Classify populations of organisms as producers, consumers, or
decomposers by the role they serve in the ecosystem (food chains and food web)
Objectives:

Students will classify living organisms based on what they eat (how they get their
energy)

Students will explain how plants produce their own food

Students will distinguish between producer, consumer, and decomposer

Mini Lesson:
Engage (2 min): Teacher will asks students how they get the energy they need to
survive?
-Teacher will ask students to give some examples of what they like to eat
-Teacher will ask how do plants get their energy to survive if they dont eat?
Explicit Teach(10 min):
Teacher will explain that plants make their own energy through a process called
photosynthesis. Teacher will explain that all living things in an ecosystem are grouped
based on how they get their energy.
-Plants are producers because they produce (make) their own food
-Animals/humans are consumers because they (consume) eat to get their energy
-Decomposers decompose (break down) dead animals to get energy
Model/Active Engagement ( 10 min):
Teacher will show pictures of different plants, animals, and decomposers. She will model
how she would determine which category each picture goes under (producer, consumer,
and decomposer).
Teacher will have student come up to place different pictures under the correct
category
Teacher will explain that there are three types of consumers- herbivores,
omnivores, and carnivores. She will explain what each type of consumer eats.
Teacher will have students come up to place more pictures under correct consumer
category.
Independent Practice (15 min):
Groups will be given a chart like the one used in the mini lesson. Students will have to
put pictures of animals in the appropriate categories.
Differentiation: Teacher will work with one lower level group, using guiding questions.
Asking students questions such as:
- what does this animal eat, what type of consumer is it? Does it eat to get energy? Etc.

Share/Closure (3min):
Students will share what they put in each group and why/how they knew to put which
picture in which group. Teacher will ask students to clarify what producer, consumer, and
decomposer mean.
Homework: Students will respond to questions in notebook: Give one example of a
producer, consumer, and decomposer. How are living things categorized?

Lesson 2 Food webs

Essential Question: How are plants and animals in an ecosystem connected?
Focus Question: What is a food web and how is it different than a food chain?
NYC Science Scope & Sequence :
LE 5.1d,e LE 6.1 a,b: Classify populations of organisms as producers,
consumers, or decomposers by the role they serve in the ecosystem (food chains
and food web)

Objectives:
Students will be able to explain the difference between a food chain and a food
web
Students will be able to explain why there are more consumers in a food
pyramid and less consumers ( top predators)

Language Objectives:

Students will participate in group discussion based on activity

Students will present/share their information to the class

Connection/Rationale:
Students have learned about producers, consumers, and decomposers. They
have also learned the different types of consumers: herbivores, omnivores, and
carnivores. They learned that living organisms are classified based on how they
obtain the energy they need to survive. They have also learned how energy flows
through a food chain. The aim of this lesson is to help students see that many
animals consume more than one animal, and that food webs represent the many
different food chains that exist in one ecosystem. Students are currently drafting
an essay about ecosystems and their living organisms in writing, which relates
English Language Arts to this lesson.
Engage/Activate Prior Knowledge/Mini Lesson (5min):
-

Teacher will display a food pyramid. She will ask students to turn and talk for 30
seconds about what is this and what does it show us? What is it similar to?

Students will share. Teacher will clarify that a food pyramid is another way to
represent the flow of energy in a food chain.

Questions: Why is it bigger at the bottom and smaller at the top? Do

producers always have to be on the bottom (why/why not)?

Active Engagement (10minutes):

-Students will be at table groups grouped by ability level
-Six students will be called to come to the front rug. They will be given flashcards
to wear that each have a different organism on them (Sun- grass- grasshopper
mouse snake hawk).
- Teacher will give the yarn to the student who is the sun. She will tell the sun to
pass the yarn to whoever they give energy to.
-That person will pass the yarn to whoever they give energy to, and so on, until
all students have a piece of yarn. Then the teacher will cut the yarn.
-

- Teacher will ask:

What does this yarn represent? What do we call this?
Are grasshoppers the only animals that eat grass? (no)
Are snakes the only animals that eat mice? (no)

Teacher will explain that since these are not the only animals we find in this
ecosystem, we have to add some more animals. Teacher will call new students
up to the front and give them an index card to wear. These students will be
placed randomly among the food chain.

Teacher will guide the students in asking which organisms these new animals get
energy from (yarn will be passed accordingly).

After new animals are added, teacher will ask some of the following:
What do you see?
What does the yarn look like?
How is this different from a food chain?
What is the difference between a food web and a food chain?
( A food web contains many food chains that are connected, because many
animals get energy from more than one animal.)

Teacher will tell the students that a certain animal has become extinct due to
human activity. How does this affect/impact the food chain?
(Everyone that is connected to this animal is affected.)
Independent Practice (10minutes):
-Groups will go back to their seats. They will answer tiered questions as a group.

Group 1 (easy):
Explain why no organisms would be able to survive without the sun.
Which animal in the food web was a herbivore?
Group 2 (medium):
How was the food chain affected when the frog became extinct?
What is the difference between a food web and a food chain?

Group 3 (challenging):
Which ecosystem you would find this food web in?
What is the difference between a food chain and a food web?
What would make this food web more stable?

Share/Closure(5minutes):
-Groups will share out the answers to their questions that they discussed in
their groups.
Homework:
-Students will respond to the focus question in their science notebooks: "What is
the difference between a food chain and a food web?

Lesson 3
Topic: Stability within a healthy ecosystem
Essential Questions:
Can we determine whether something is living, non-living or dead?
How do we know an ecosystem is healthy and stable?
Vocabulary and Key Terms:
Living- something that grows, responds to the environment, adapts and reproduces
Non- Living- this thing does not grow, reproduce or move
Dead- no motion or power
Decomposer- a bacteria or fungus that breaks down dead plants or animal matter
Biotic- living
Abiotic- not living
Skills:

Distinguish
Locate
Describe
Create

Objectives:
Students will be able to demonstrate their ability to
Construct a table of living, non-living and dead things in an ecosystem
Identify components that influence an ecosystem
Common Core Learning Standards:
LE 7.2b,c Classify living things according to an established scheme.
LE 7.1a Observe, identify, and record the components of a forest ecosystem.

Pre-Assessment:
Students have previously been assessed and have mastered the concept of food chains,
food webs and energy flow through an ecosystem. They know that ecosystems need
plants and animals for stability.
Set-Induction (10 minutes):
Students will interpret the difference between grass, a rock and a dead fallen leaf. All
three pictures will be taped to the board alongside 3 words: living, non-living, dead.
Students will think- pair- share. Which word relates best to each picture?
The words biotic and abiotic will be introduced- explaining how biotic things can be
both living or dead and abiotic are never alive.
Teacher will model folding a sheet of notebook paper into three even parts on the vertical.
Procedure (20 minutes):

1) Students will fold one sheet of notebook paper into 3 equal parts.
2) Students will label the parts as biotic-living, abiotic- nonliving and bioticdead
3) Teacher will lead students outside
4) Students will go on a nature walk in search of living, non- living and dead things
found on their school block.
5) Students will categorize different items found such as rubber band, grass, dead
leaf, rock
Closure (15 minutes):
Students will return to the classroom and debrief:
What have you listed in each column?
Students will return to their desks and take out their highlighters.. Then students will
highlight each dead thing they found.
What will happen to the dead things you saw?
Did you find any decomposers?
How do decomposers help ecosystems?
Watch the following Scholastic video about Forest Ecosystems to visually understand the
difference between biotic and abiotic factors. Then students will add three more biotic
and abiotic factors to their lists. Students are instructed to draw illustrations next to each
item they add.
Link:http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosyste
ms.htm
Materials:
Science Notebooks
Safe space for nature walk
Pencils
Pictures for chart within notebook
Glue
Rulers
Stakes
Colored Rope
Smart Board
Internet Connection
Highlighters
Stickers Stars
Follow-Up Activity:
Whole Class discussion: What does a healthy ecosystem have?
Teacher will guide students to list things such as:
living components
nonliving components
dead components
definite boundaries
food for plants and animals
shelter for plants and animals

moisture
temperature

Differentiation:
L: Students with Special Needs: These students will stay with a para and will measure out
a plot of land. They will secure their area with stakes and colored string. The group of
students will only search for items within this plot of land. Students will also glue a
picture next to each category to help them classify items (ex: a picture of a rock next to
the non- living category).
M: Students will have the opportunity to move around when on the nature walk. They
will be responsible for their own work however with specific boundaries. After returning
to class, all students will check their charts with the teacher and then highlight the dead
items to visually understand decomposers. The video will be an auditory component that
will enforce new vocabulary such as biotic and abiotic.
H: Gifted Learners: On the nature walk, the group of gifted learners will be challenged to
infer which items are decomposers without the teachers help. Students will be given a
row of sticker stars. Students will be instructed to place a star next to each item they think
is a decomposer. Upon returning to the classroom, these students will work as a group to
answer the following 2 questions:
Did you find any decomposers?
How do decomposers help ecosystems?
Teacher will check in with this group a few times to make sure the group is one task.
Students will rejoin the class watch the Forest Ecosystem video.
Resources:
1) Common Core Standards
2) Definitions from Miriam-Webster Dictionary
3) Link to Ecosystem video:
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.h
tm

Lesson 4
Topic: Different Types of Ecosystems
Essential Questions:
What is an ecosystem?
What are the different components of an ecosystem?
What can challenge an ecosystem?
Vocabulary and Key Terms:

Ecosystem- the plants and animals living in a specific area

Salt Marshes- area of low, flat, poorly drained ground that is subject to daily or
occasional flooding by salt water
Ocean- vast body of salt water that covers almost three fourths of the earth's
surface
Lake- a body of (usually fresh) water surrounded by land
Pond- a pool of still water
Grasslands- an open area of land that is covered with grass mainly for grazing
Forest- trees and other plants in a large densely wooded area

Skills:

Applying
Recognizing
Identifying
Determining
Creating

Objectives:
Students will be able to demonstrate their ability to:

define what an ecosystem is

describe different types of ecosystems
construct a news article about the characteristics of a specific ecosystem

Common Core Standards:

Science:
S1.1 Formulate questions independently with the aid of references appropriate for
guiding the search of everyday observations

S1.1b identify appropriate references to investigate a question

S3.2e form and defend a logical argument about cause-and-effect relationships in an
investigation
S3.2e form and defend a logical argument about cause-and-effect relationships in an
investigation
(omitted LE 7.1a,b) LE 7.2b,c LE 7.2d Describe the way humans: Depend on their
natural and constructed environment.
Have changed their environment over time.
English:
CCSS.ELA- Literacy W.5.1 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
Pre-Assessment:
Students have previously been assessed and have mastered the concept of food webs and
food chains. They know that plants and animals are connected within an ecosystem to
create a flow of energy.
Set Induction (5 minutes):
Upon coming into the classroom, students will receive a crossword puzzle. The words in
the crossword puzzle will relate to the main words in the lesson such as ecosystem, pond,
lake, grassland and forest. The cross word puzzles have been differentiated. The students
will also receive definitions to the lessons vocabulary. After completing the crossword,
each student will complete a question relating to food chains and ecosystems. The
questions have been differentiated. As students are working, the teacher will walk around
to each group and ask questions about todays vocabulary words.
Procedure (25 minutes):

1) Students will read the words from crossword puzzle.

2) Students will answer the questions from their definition sheet aloud after
being called on.
3) Teacher will state that all the words in the crossword puzzle (ex: salt
marshes, oceans, ponds, lakes, grasslands and forests) are different
ecosystems.
4) Teacher will write the following words on the board: city, forest,

aquarium
5) Students will explain which of these represents an ecosystem
6) Teacher will guide the discussion to bring out that all three are examples
of ecosystems, and that they can be large or small and may include
humans.
7) Teachers will explain that ecosystems are described as a community of
organisms in an environment and that ecosystems are also described by the
major plants found within them (ex: forest ecosystem)

8) Teacher will state that ecosystems are fragile and can be hurt by wildfires,
tornadoes or hurricanes.
9) Students will receive new flash about a natural disaster.
10)
Students are broken up into their differentiated groups.
11)Students receive all the research needs to put the ecosystem back together
again.
12)
Students will fill in the necessary chart.
13)
Teacher will circulate the room during the research process.
14)
Students will write a news release about what their ecosystem
should look like after it is put back together again.
Closure (15 minutes):
Students will present their news reports to the class. The teacher will grade the news
reports based on a rubric.
Materials:

Class set of Definition sheets

Class set of crossword puzzles
Internet connection
Computer
Smart Board
Science Notebooks
Pens
Paper
Research for each ecosystem
Class Set of Research Charts
Classroom Set of Rubric
Class Set of Computers

Follow-Up Activity:
After listening to each news report, students will pick a different ecosystem and write a
paragraph about it. If students need information clarified for their assignments, they can
go to the experts of that ecosystem.
Differentiation:
Visual Learners: This lesson has many opportunities for visual learners to show their
strengths. First, the crossword puzzle gives visual learners a chance to interact with the
vocabulary words. Some students will receive photos to help them answer their question
at the beginning of the lesson. Next, visual learners will benefit from the use of
computers and child-friendly websites to fill in their chart and create a news release.
Kinesthetic leaners: Kinesthetic leaners will have the chance to move around in the
classroom when on the computers and working with a group. Students are only asked to
sit in their individual seats for the beginning of the lesson; the new report activity
encourages collaborative work.

Auditory Learners- Auditory Learners will have the vocabulary words read aloud and the
questions will be answered verbally. At the end of the lesson, each group will present
their news report to the class.
Special Education Students- The crossword puzzles and questions at the beginning of the
lesson have been differentiated for different students. The research has different length
articles. Many of the articles have pictures which go along with the reading. The
information within the research is level so all the websites provide similar information in
different ways. In this lesson students work in groups which will help them learn from
one another.

Resources:
1) Common Core Standards
2) Definitions from Miriam-Webster Dictionary
3) Natural Disaster Scenario from
https://sites.google.com/site/5thgradeecosystemswebquest/

Ecosystem- the plants and animals living in one area

Salt Marshes- area of low, flat ground that floods
What animals live in salt marshes?

1) Her___i__ C__a__
2) Ott__ __
3) W__ __ m

4)Sn__i____
5)_________
6)_________

Ocean- a body of salt water that covers almost three fourths

(3/4) of the earth's surface
Lake- a body of fresh water surrounded by land
Pond- a pool of water
Grasslands- an open area of land that is covered with grass

Forest- trees and other plants in a wooded area

Ecosystem- the plants and animals living in one area

Salt Marshes- area of low, flat ground that floods
Ocean- a body of salt water that covers almost three fourths
(3/4) of the earth's surface
Develop a food chain from the following words:

o
o
o
o
o
o
o

dolphins/whales
small fish
sun
humans
larger fish
algae
sharks

Lake- a body of fresh water surrounded by land

Pond- a pool of water

Grasslands- an open area of land that is covered with grass
Forest- trees and other plants in a wooded area

Ecosystem- the plants and animals living in one area

Salt Marshes- area of low, flat ground that floods
Ocean- a body of salt water that covers almost three fourths
(3/4) of the earth's surface
Forest- trees and other plants in a large densely wooded area
Lake- a body of fresh water surrounded by land
Pond- a pool of water
Grasslands- an open area of land that is covered with grass
Forest- trees and other plants in a wooded area
Create a food chain from these grassland animals.


Rabbit
Grasshopper

Mouse

Snake

Hawk

Ecosystem- the plants and animals living in a specific area

Salt Marshes- area of low, flat ground that floods
Ocean- a body of salt water that covers almost three fourths
(3/4) of the earth's surface
Lake- a body of fresh water surrounded by land
Pond- a pool of water
Grasslands- an open area of land that is covered with grass
Forest- trees and other plants in a wooded area
Categorize what is living and non-living in a forest:

 Break up the table into living and non-living

Categorize the words from the box

Wildlife
Trees
LessonShrubs
5

wildflowers
fungi
water

ferns

mosses

lichens

microscopic soil organisms

nutrients

rocks

sunlight

Topic: Human interaction with ecosystems

Essential Questions:
How do human activities affect ecosystems?
Key Terms and Vocabulary:
Stability- something that is not likely to change, it is fine the way it is
Deforestation- clearing, cutting down or burning tress
Eco-friendly- not harming the environment
Energy Conservation- using less energy or saving energy
Skills:
Inquiry
Literacy
Objectives:
Students will be able to demonstrate their ability to:
Predict the consequences of their actions
Gather information about how humans affect their ecosystem
Explain how human activity affects the health of an ecosystem
Examine how individuals can help their environment
Common Core Learning Standards:

air

Science:
LE 7.2d- Identify examples where human activity has had a benecial or harmful effect
on other organisms (e.g., deforestation).
Identify cause-and-effect relationships
English:
CCSS.ELA- Literacy W.5.1 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.

Pre-Assessment:
Students have previously been assessed and have mastered the concept of different types
of ecosystems. They know that ecosystems are fragile and can be damaged by natural
disasters.
Set-Induction (10 minutes):
Students will activate their prior knowledge by answering 3 questions. These questions
will be posted on chart paper and students will have 3 minutes by each question to answer
it with their group:
Name different uses of timber.
Why is land cleared of trees?
What is the effect of clearing trees on organisms that make their homes in forested
areas?

Procedure (20 minutes):

1) Students will split into 2 groups.
2) Students to learn about the consequences of human activity has on ecosystems.
3) Each group will have 20 minutes at their station.
Station 1: Deforestation (Logging)
Students will read and interpret a National Geographic article about deforestation.
Students will answer 2 questions:
What is deforestation?
What percentage of Earths land animals and plants live in forests?
In science notebooks, students will draw a picture to show a forest scene before and
after deforestation. Students will write two sentences to explain each picture.
Station 2: Planet 100: The Plastic Trash Vortex Video
Students will watch video about the Pacific Trash Vortex. The video explains that
individuals in the developing world use 30% of the worlds natural resources and
produce 30% of the worlds waste.
How does plastic hurt our environment?
What can students do to help?

In science notebooks, students will create a song/ rhyme/ rap to persuade their peers
to help keep their ecosystem healthy.
Closure(15 minutes):
Students will share their assignments with the class. The class will watch a video about
how humans harm their environment and what can be done to help.
http://pbskids.org/eekoworld/index.html?load=future
What would you invent to help the environment for the future?
Materials:
Science notebooks
Pencils
Smartboard or Computer
Internet Connection
Deforestation Article for Station 1
Making a Difference articles for homework
Follow-Up Activity:
Making a Difference
1) At home, students will read about two eco-friendly girls who improved the water
quality in their area and motivated people to help the environment.
2) Students will have the option of answering one of the following questions:
What changes could your city make to help improve the water quality and energy
conservation?
How could you motivate people in your community to help the environment?
Differentiation:
L: Students with Special Needs: During the set induction students will travel in groups
to collaboratively activate prior knowledge. Students will be broken up into differentiated
groups. This group of students will work with an article to illustrate what are the causes
and effects of deforestation.
M: Students will interact with articles, videos and personal stories to help them
understand how human interactions can harm ecosystems.
H: Gifted Learners will have the opportunity to write how they would help their
ecosystem as an assignment at home. While at school students will watch a video and
create a song to enforce the information learned.
Resources:
1) Common Core Learning Standards
2) Definitions from Miriam-Webster Dictionary
3) National Geographic- Deforestation Article Link
http://environment.nationalgeographic.com/environment/globalwarming/deforestation-overview/
4) Plastic Trash Vortex Video: http://www.youtube.com/watch?
v=xc6LvdsyJ4U&list=PLA7485AC7B8AB4EB0
5) Ecosystem video about the future:
http://pbskids.org/eekoworld/index.html?load=future

National Geographic

Deforestation

Photograph by Tomas Munita/AP Photos

Modern-Day Plague
Deforestation is clearing Earth's forests on a massive scale, often resulting in damage to the quality of the
land. Forests still cover about 30 percent of the worlds land area, but swaths the size of Panama are lost
each and every year.
The worlds rain forests could completely vanish in a hundred years at the current rate of deforestation.
Forests are cut down for many reasons, but most of them are related to money or to peoples need to
provide for their families.The biggest driver of deforestation is agriculture. Farmers cut forests to provide
more room for planting crops or grazing livestock. Often many small farmers will each clear a few acres to
feed their families by cutting down trees and burning them in a process known as slash and burn
agriculture.
Logging operations, which provide the worlds wood and paper products, also cut countless trees each year.
Loggers, some of them acting illegally, also build roads to access more and more remote forestswhich
leads to further deforestation. Forests are also cut as a result of growing urban sprawl.
Not all deforestation is intentional. Some is caused by a combination of human and natural factors like
wildfires and subsequent overgrazing, which may prevent the growth of young trees.
Deforestation has many negative effects on the environment. The most dramatic impact is a loss of habitat
for millions of species. Seventy percent of Earths land animals and plants live in forests, and many cannot
survive the deforestation that destroys their homes.
Deforestation also drives climate change. Forest soils are moist, but without protection from sun-blocking
tree cover they quickly dry out. Trees also help perpetuate the water cycle by returning water vapor back into
the atmosphere. Without trees to fill these roles, many former forest lands can quickly become barren
deserts.
Removing trees deprives the forest of portions of its canopy, which blocks the suns rays during the day and
holds in heat at night. This disruption leads to more extreme temperatures swings that can be harmful to
plants and animals.
Trees also play a critical role in absorbing the greenhouse gases that fuel global warming. Fewer forests
means larger amounts of greenhouse gases entering the atmosphereand increased speed and severity of
global warming.
The quickest solution to deforestation would be to simply stop cutting down trees. Though deforestation
rates have slowed a bit in recent years, financial realities make this unlikely to occur.
A more workable solution is to carefully manage forest resources by eliminating clear-cutting to make sure
that forest environments remain intact. The cutting that does occur should be balanced by the planting of
enough young trees to replace the older ones felled in any given forest. The number of new tree plantations
is growing each year, but their total still equals a tiny fraction of the Earths forested land.

Sample Unit Assessment

___/42pts = _____ %

Name: ________________

Date:______________

Section 1: 4 points each question. Total of 24 points

Answer questions 1-3 based on the food chain picture.

1. What would happen if the fish became extinct?

2. If there were a lot more fish than bugs, what would happen to
the food chain?

3. What would happen to the food chain if there was no sun?

4. Name 3 components of a healthy ecosystem:

5. Give one example of how humans harm ecosystems:

6. What is the difference between a food chain and a food web?

Section 2: 2 points each, total of 18 points.

Write the letter of the correct match next to each problem. (2 points each)

1.

producers

a.

when a species no longer exists

2.

consumers

b.

have to eat to get energy

3.

herbivores

c.

eat plants and animals

d.

break down dead plants and

4.

carnivores

animals to get energy

e.

5.

omnivores

the process plans use to make

their own food

f.

a place where living things interact

6.

extinct

and depend on each other

7.

ecosystem

g.

eat only meat

8.

photosynthesis

h.

eat only plants

9.

decomposer

i.

make their own food