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Unit Cover Page Unit Title: Unit 4 The Web of Life Grade Level: 5th Subject: Science Time

Frame: 19 Instructional Days (Nov 1 Nov 30) Navigation: Stage 1 . Resources . 2 GRASPS . PT Blueprint . 3 WHERETO . Calendar Strand(s) Addressed: Primary: Life Science [LS] o Matter and Energy in Ecosystems [MEE] Secondary: Engineering, Technology and Applications of Science [ETS]Scientific Inquiry o Experimental Design [ED], Use of Scientific Tools [ST], Data Analysis [DA], Explanation and Communication of Results [EC]

Designed by: Christopher A. Guanajuato, [LPS Science 5 Team Members] Brief Summary of Unit (including curricular context and unit goal(s)): This unit will continue to build on the basic skills needed to conduct scientific inquiry, with a focus on introducing students to the interconnectedness of life on Earth. Students build on the knowledge that all living things depend on the conditions in their environment. The study of the relationships between one organism and its environment builds knowledge of all organisms. With this knowledge comes an awareness of limits. Changes in an environment can be hard on organisms. Such knowledge is important because humans can change environments. To do so without awareness of possible consequences can lead to disasters. Human mobility, technology, and institutions place pressures on many ecosystems. The first step toward placing less disruptive pressure on natural systems is understanding how they work and what they need to remain healthy. Through five investigations, students are introduced to the basic concepts in environmental biology and provides students with the first steps along the path of ecological understanding, with the hope that their future steps will be considered and measured, serving the interests of all life. Students will gain experience constructing and observing an aquatic and terrestrial habitat. Students will relate the concepts of environmental biology and those introduced in the investigations to consider the flow of matter and energy in the system, identifying the members of the food web, considering symbiotic relationships, and developing a hypothesis about the possible consequences to the habitat, whether beneficial and/or harmful, due to natural disasters or the human impact.

Stage 1Identify Desired Results Established Goals:

Life Science [LS] Matter and Energy in Ecosystems


5.LS.MEE.1 Construct models of food webs to explain the interrelationship between plants, animals, and fungi within ecosystems. 5.LS.MEE.1.1 Describe the different types of nutritional relationships that exist among organisms, such as predator, prey, consumer (carnivore, herbivore, omnivore), producer, and decomposer. 5.LS.MEE.1.2 Distinguish among symbiotic relationships, such as mutualistic, commensal, and parasitic relationships.

5.LS.MEE.2 Design and construct a model to describe the interactions of systems within an ecosystem in terms of the flow of energy, cycling of matter, and the conditions for a healthy ecosystem. 5.LS.MEE.2.1 Obtain and communicate information tracing the source of energy for burning fuel or digesting food back to energy from the sun that was captured by plants through a chemical process. 5.LS.MEE.2.2 Identify the cell structure, chloroplasts, that enable plants to conduct photosynthesis. 5.LS.MEE.2.3 Identify photosynthesis as the food manufacturing process in plants. 5.LS.MEE.2.4 Compare how plants and animals obtain energy. 5.LS.MEE.2.4.1 Design a graphic organizer that illustrates the difference between plants and animals in the movement of food energy through an ecosystem.

5.LS.MEE.2.5 Use models to trace the cycling of particles of matter between the air and soil among plants, animals, and microbes. 5.LS.MEE.2.6 Use models to describe how decomposition eventually restores (recycles) some materials back to the soil for plants to use. 5.LS.MEE.2.7 Ask questions about how food provides animals with the materials they need for body repair and growth and is digested by animals to release the energy they need to maintain body warmth and allow for motion.

5.LS.MEE.3 Plan and carry out investigations to determine the role of light in plant growth. 5.L.S.MEE.4 Use information about the impact of human actions or natural disasters on the environment to support a simple hypothesis, make a prediction, or draw a conclusion. Identify and explain natural disasters and the impact of human actions. Support a conclusion about the consequences to organisms in a habitat due to natural disasters and/or the impact of human actions.

Engineering, Technology and Applications of Science [ETS]


5.ETS.ED [Experimental Design] Select an investigation that could be used to answer a specific question. 5.ETS.ED.1 Explore different scientific phenomena by asking questions. o 5.ETS.ED.1.1 Write a detailed and descriptive observation that includes qualitative and quantitative measures, including measurements and sketches.

5.ETS.ED.2 Identify whether a question is a testable question. 5.ETS.ED.3 Write a testable question in the proper format, How will [one variable I change] affect [the outcome of what is measured]?

5.ETS.ED.4 Recognize the variables that need to be controlled in order for the experiment to be considered fair.

5.ETS.ST [Use of Scientific Tools] Select tools and procedures needed to conduct a simple experiment. 5.ETS.ST.1 Identify common scientific tools and what they measure, such as a thermometer, graduated cylinder, beaker, ruler (metric), timer, and pan balance (scale). 5.ETS.ST.2 Select and use the appropriate tools, with guidance, to investigate a specific question. o 5.ETS.ST.2.1 Identify dimensions, such as length, width, height, speed, acceleration, temperature, volume, and record the units of measure associated with a scientific tool, such as Fahrenheit and Celsius for temperature; liters for volume of liquid; the Newton for unit of force, grams for mass; milliseconds/ seconds/ minutes/hours for time.

5.ETS.DA [Data Analysis] Record raw data into a given table, graph, or diagram. 5.ETS.DA.1 Maintain a science notebook that includes observations, questions, hypotheses, procedure, materials, data, diagrams, and explanations. 5.ETS.DA.2 Identify the key parts of a table, graph or diagram. 5.ETS.DA.3 Interpret the results of a set of recorded data. 5.ETS.DA.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations. o 5.ETS.DA.1.1 Compare the results of a set of data across multiple investigations by finding central modes of tendency, such as mean, median, mode, and range.

5.ETS.DA.5 Recognize a faulty interpretation of data that is due to experimental error. 5.ETS.DA.6 Recognize that people may interpret the same results in different ways.

5.ETS.EC [Explanation and Communication of Results] Draw a conclusion supported by evidence. 5.ETS.EC.1 Draw a conclusion based on findings from multiple investigations of similar phenomena. 5.ETS.EC.2 Compare the results of an investigation with what scientists already accept about this question. 5.ETS.EC.3 Effectively communicate the results gathered from an investigation in written, visual and/or verbal formats.

What understandings are desired? To meet the established goals, students will need to understand that o All living and non-living matter and energy is connected and flows through the biosphere. [LS Matter and Energy in Ecosystems] What essential questions will be considered? To understand, students will need to consider such questions as

How do living things interact with one another and with the non-living elements of their environment? [LS Matter and Energy in Ecosystems]
The first step toward placing less disruptive pressure on natural systems is understanding how they work and what they need to remain healthy.

What key knowledge and skills will students acquire as a result of this unit? Students will know Life Science [LS] Matter and Energy in Ecosystems
Terrestrial Environments Investigation Students set up terrariums, observe them for 2 weeks, and describe the environmental factors that contribute to the terrarium environment.

Everything that surrounds an organism makes up the organisms environment. Terrestrial environments include both living and nonliving factors.

Aquatic Environments Investigation Students set up freshwater aquariums with fish and plants. They monitor the environmental factors in the systems, testing the acidity of the water using a chemical indicator.

Aquatic environments include living and nonliving factors. Carbon dioxide produced by aquatic organisms changes the acidity of the water. The chain of feeding relationships between a series of organisms is called a food chain. The impact of natural disasters and/or human actions on any environment can have beneficial and/or harmful consequences.

Sorting Out Life Investigation (2-3 Sessions) Students use ecosystem sorting cards to reflect on organizing concepts in ecology and develop the vocabulary associated with those concepts. Through a Jane Goodall video, students become familiar with a specific population study of chimpanzees.

A population is all the interacting individuals of one kind in an area. A community is all the interacting populations in a specified area. An ecosystem is a system of interacting organisms and nonliving factors in a specified area.

Finding the Energy Investigation (7 Sessions) Students measure energy in food by burning it. They learn that food is produced by photosynthetic organisms and explore how food energy moves from one trophic level to another through feeding relationships.

Food is energy-rich organic matter that organisms need for life. Energy is measured in kilocalories. In photosynthesis, food is made from water and carbon dioxide with light. Feeding relationships define trophic levels: producers, consumers (herbivore, carnivore, omnivore), and decomposers; predator, prey Organisms are also connected to each other in their relationships with one another

(symbiosis): mutualism, commensalism, and parasitism.


Mono Lake Investigation (3 Sessions) Students use Mono Lake, an important alkaline lake, as a simple ecosystem case study. They study the functional roles of populations to construct a food web.

The sequence of organisms that eat one another is a food chain. All the feeding relationships in an ecosystem define the food web for that system. The Mono Lake ecosystem is defined by interactions among organisms and physical factors.

Other (Science in Social Perspectives) Develop an attitude of respect and understanding for life. Environments are the space, conditions, and factors that affect an individuals and a populations ability to survive and quality of life. Changes in environments can be natural or influenced by humans. Some changes are beneficial, some are harmful, and some are neither beneficial nor harmful.

Students will be able to


Engineering, Technology and Applications of Science [ETS] Scientific Inquiry and Life Science [LS]

Understand that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge.

Aquatic Environments Investigation o o o o Observe and describe changes in an aquarium over time. Use a chemical indicator to indirectly measure an environmental factor. Relate differences in acid content to changes in carbon dioxide. Identify and explain natural disaster and the impact of human actions on a similar environment. o Support a conclusion about the consequences (beneficial and/or harmful) in a habitat due to natural disasters and/or the impact of human actions. Organize and maintain scientific investigation work in a Science Notebook. Write detailed scientific observations.

Terrestrial Environments Investigation Gain experience with the major environmental factors in terrestrial and aquatic systems. o Observe and describe changes in a terrarium over time. o Write descriptions and/or draw diagrams of a sequence of steps, events, or observations of changes over time. o Observe and describe changes in complex systems over time. o Organize and communicate observations. Apply mathematics in the context of science. o Employ appropriate tools to gather data such as measures of length, weight, temperature, and liquid volume. Conduct basic research by developing a KWL chart. o Acquire vocabulary associated with environmental biology.

Sorting Out Life Investigation o Analyze and sort images on cards to determine which represent individuals, populations, communities, and ecosystems. o Identify biotic and abiotic elements. o Relate the characteristics of a population, community, and ecosystem.

Sorting Out Life Investigation o Research the functional roles of organisms in an ecosystem. o Use data to construct feeding relationships (food web). Make predictions based on patterns of observation and information gathered (rather than guessing). o Develop at least one specific hypothesis that is confirmed or rejected after conducting a scientific investigation. Apply scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, organizing, and relating. o Conduct a systemic investigation. Finding the Energy Investigation Investigate and measure the amount of energy from a food source. Determine the mass of production needed to support primary, secondary, and third-level consumers. Relate food webs to trophic levels. Infer how energy moves through an ecosystem.

Curricular and Instructional Resources


LEAD Science 5 Curriculum Development Site Investigations & Correlated FOSS Modules

[MS: Populations & Ecosystems Module] Sorting out Life (2-3 Sessions) Finding the Energy (7 Sessions) Mono Lake (2-3 Sessions) [5-6 Environments Module] Aquatic Environments Terrestrial Environments FOSSweb Interactive activities FOSS Middle School Science Notebooks (reference) Interactive Science with Interactive Notebooks The 5 E Learning Cycle Model Inquiry Approach Ecosystems, Biomes, and Habitats Planet Pals Enchanted Learning Biomes and Habitats

Stage 2Determine Acceptable Evidence What evidence will show that students understand? Performance Task Ideas: 1) Terrestrial or Aquatic Habitat Model: All living things depend on the conditions in their environment. Changes in an environment can be hard on organisms. Such knowledge is important because humans can change environments. To do so without awareness of possible consequences can lead to disasters. Human mobility, technology, and institutions place pressures on many ecosystems. The first step toward placing less disruptive pressure on natural systems is understanding how they work and what they need to remain healthy. Your mission is to educate others about how a habitat works and what it takes to keep it healthy. You may choose a habitat of your choice and build a model of it to describe how matter and energy flow through the food web, possible symbiotic relationships, and the possible impacts (beneficial and/or harmful) that may occur due to natural disasters or human actions. Goal:

Your task is The goal is to The problem or challenge is The obstacles to overcome are

Role: You are You have been asked to Your job is Audience: Your clients are The target audience is You need to convince Situation: The context you find yourself in is The challenge involves dealing with Product, Performance, and Purpose: You need to develop in order to You will create in order to

Standards and Criteria for Success: Your performance needs to Your work will be judged by Your product must meet the following standards: I can A successful result will be

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):


Quizzes and Investigations (Labs) Questioning/Prompts Science Notebook Homework Assignments Participation

Student Self-Assessment and Reflection:


Self-Assess Reflect:

Performance Task Blueprint What understandings and goals will be assessed through this task?

What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met? Through what authentic performance task will students demonstrate understanding?
Task Overview:

What student products and performances will provide evidence of desired understandings?

By what criteria will student products and performances be evaluated?

Stage 3Plan Learning Experiences and Instruction


Where Hooking/holding Engage Rethink/revise/refine Evaluate Tailored Organized [WHERETO]:

a.

Stage 3Plan Learning Experiences and Instruction Calendar


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