Lesson By Lesson Guide - PBworks · PDF fileLesson By Lesson Guide Ecosystems (STC) ... NC...
Transcript of Lesson By Lesson Guide - PBworks · PDF fileLesson By Lesson Guide Ecosystems (STC) ... NC...
Ecosystems Page 1
Lesson By Lesson Guide
Ecosystems
(STC)
and
Alignment Lessons
Ecosystems Page 2
Table of Contents NC Essential Standards and Clarifying Objectives ........................................................................ 3
Essential Question for Unit ............................................................................................................. 3
Pre-Unit Assessment ....................................................................................................................... 3
Notes about the Unit ....................................................................................................................... 4
Pre-Unit Preparation ....................................................................................................................... 4
Ecocolumn Set Up for Observation and Pollution Experiments .................................................... 5
Lesson 1: Thinking about Ecosystems (Lesson 1 in STC Ecosystems) .......................................... 6
Lesson 2: Setting up the Terrarium (Lesson 2 in STC Ecosystems) ............................................... 8
Lesson 3: Terrestrial Ecosystems (Alignment Lesson) ................................................................. 10
Lesson 4: Setting Up the Aquarium (Lesson 3 in STC Ecosystems)............................................. 13
Lesson 5: Aquatic Ecosystems (Alignment Lesson) ..................................................................... 15
Lesson 6: Photosynthesis and the Sun’s Radiation (Alignment Lesson)....................................... 17
Lesson 7: What is Algae? (Alignment Lesson) ............................................................................. 19
Lesson 8: Adding Animals to the Aquarium (Lesson 4 in STC Ecosystems) ............................... 21
Lesson 9: Observing the Completed Aquarium (Lesson 5 in STC Ecosystems) ........................... 23
Lesson 10: Adding Animals to the Terrarium (Lesson 6 in STC Ecosystems) ............................. 25
Lesson 11: Joining the Terrarium & Aquarium (Lesson 7 in STC Ecosystems) ........................... 27
Lesson 12: Upsetting the Stability (Lesson 8 in STC Ecosystems) ............................................... 29
Lesson 13: Reporting in Pollutants (Lesson 9 in STC Ecosystems) .............................................. 31
Lesson 14: Planning Pollution Experiments (Lesson 10 in STC Ecosystems) .............................. 33
Lesson 15: Setting Up Our Pollution Experiments (Lesson 11 in STC Ecosystems) ................... 35
Lesson 16: Observing Early Effects of Pollution (Lesson 12 in STC Ecosystems) ...................... 37
Lesson 17: Drawing Conclusions about Our Experiment (Lessons 13 & 14 in STC Ecosystems)39
Lesson 18: Examining a Real Environmental Problem (Lessons 15 & 16 in STC Ecosystems) .. 41
Lesson 19: Post-Unit Assessment: Sharing What We Know about Ecosystems (Lesson 17 in STC
Ecosystems) ................................................................................................................................... 43
Ecosystems Page 3
NC Essential Standards and Clarifying Objectives
5.L.1 Understand how structure and systems of organisms (to include the human body)
perform functions necessary for life.
5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others
require many cells that are specialized to survive.*
5.L.2 Understand the interdependence of plants and animals with their ecosystems.
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors)
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
5.P.3 Explain how the properties of some materials change as a result of heating and
cooling.
5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that
occurs between objects at different temperatures (conduction, convection, radiation).**
*Be sure to point out that the plants and animals observed throughout this unit are multicellular
organisms while microscopic decomposers, such as bacteria, are unicellular.
**In the Ecosystems unit, photosynthesis is introduced in an alignment lesson. Students will
learn that producers use the Sun’s radiant energy to produce their own food. Additionally,
students will learn that the Sun’s radiant energy warms the Earth’s water and soil.
Essential Question for Unit
How are plants and animals connected to each other and to their natural
environment?
Pre-Unit Assessment
A formative assessment probe called “Rotting Apple” is available on page 139 of Uncovering
Student Ideas in Science Volume 3 (Orange Cover), by Page Keeley et al. This particular probe
elicits students’ ideas of decay and the role of decomposers.
Another formative assessment probe called “Global Warming” is available on page 143 of
Uncovering Student Ideas in Science Volume 4 (Green Cover), by Page Keeley et al. This probe
elicits students’ ideas about global warming and pollutants that contribute to it. This particular
probe can be administered later in the unit as students set up pollution experiments.
Ecosystems Page 4
Notes about the Unit
This unit is a combination of lessons from STC Ecosystems and Alignment Lessons to meet the
expectations of the NC Essential Standards for Science. Because Alignment Lessons supplement
the Ecosystems science kit, additional materials, which are not included in the science, are
required. This chart lists lessons, needed materials, and suggested quantities:
Lesson CMAPP
Days Additional Materials, not included in the science kit Quantity
Terrestrial Ecosystems 77-78 terrestrial organisms sorting cards (available on CMAPP)
1 set per studentgroup
Aquatic Ecosystems 79-80 aquatic organisms sorting cards (available on CMAPP)
1 set per studentgroup
Photosynthesis & the Sun's Radiation
81-82
thermometers (can be borrowed from Inv. Weather Systems kit) 2
Photosynthesis & the Sun's Radiation
goose-neck desk lamp to shine on soil and water (can be borrowed from Inv. Weather Systems kit) 1
Pre-Unit Preparation
The class will need 3 2-liter bottles per group and 21 additional bottles to make 7
(1 control ecocolumn + 6 experimental class eco-columns without animals to be used
from Lesson 11 to Lesson 15 for pollution experiments).
Have student volunteers collect and prepare 2-liter, clear plastic bottles by following the
instructions in the teacher guide. Instructions can be photocopied and sent home as a
homework assignment. Bottle preparation can also be done during class time if adult
volunteers are available to cut the bottles.
If you receive green bottles (ginger ale) or contoured bottles (Coca-Cola) that cannot be
used to create ecocolumns, keep them to mix and hold pollution solutions in STC
Ecosystems Lesson 11.
Gather leaf litter for STC Ecosystems Lesson 2 – dried leaves, grass clippings, small
twigs -avoid pine needles.
terrarium
connector
aquarium
Assembled Ecocolumn
Ecosystems Page 5
Ecocolumn Set Up for Observation and Pollution Experiments *This set up should be used to avoid polluting ecocolumns that contain animals.
Students, in teams of 4, create a group ecocolumn. These ecolumns contain plants and animals and will NOT be polluted. Student teams will then pair up to study the effects of a particular type of pollution.
The class will create 7 class ecocolumns that do NOT contain animals. Six of these seven ecocolumns will be polluted. The remaining ecocolumn becomes a control. Depending on available materials, it may be necessary to have 4 class ecocolumns – 3 polluted and 1 as a control.
The teacher creates an ecocolumn with plants and animals as a replacement in the event that a group ecocolumn is not thriving as expected or if it gets knocked over.
Polluted with Fertilizer
Polluted with Salt
Control
Data collection and care of the control
ecocolumn are critical in order to
confirm the effects of pollutants within the
other ecocolumns!
Group/Team Ecocolumns
Class Ecocolumns
Teacher’s Ecocolumn
Polluted with Vinegar
Ecosystems Page 6
Lesson 1: Thinking about Ecosystems (Lesson 1 in STC Ecosystems) Students discuss an illustration of a riverbank environment and begin to consider the
relationship between living and nonliving things in the environment. Students also prepare
materials to build model ecosystems.
*This lesson can cover two class sessions. The focus of days 1 and 2 is to determine what
misconceptions students have about the roles of organisms in ecosystems and to prepare
materials for the building of the eco-columns.
Clarifying Objectives
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
What are ecosystems?
How do living things depend on each other?
How can a model help us understand the relationship between living things in an
ecosystem?
How does human interaction affect ecosystems?
Activity Guiding Questions
You might consider administering the
formative assessment probe called
“Rotting Apple” to begin this unit.
Students will complete a KW chart in
their science notebook that answers the
pre-assessment question: “How do
living things depend on each other?”
They can share their responses to the
question with the whole class.
Each science group will prepare their
bottles for the model ecosystem
according to the instructions teacher’s
guide. (Students can assist with
removing labels and marking bottles
however; it is strongly recommended
that adults cut the bottles for safety
reasons.)
Students (whole group) will observe
and discuss an illustration (available in
the Teacher Guide) of a riverbank
environment with an emphasis on the
interaction between animals and plants
Identify living things in the
environment.
How do the plants depend on the
animals?
How do the animals depend on the
plants?
How do the animals depend on each
other?
Which of these things need others to
survive?
Identify the nonliving things in this
environment. What part do they play in
the lives of living things?
What might be going on that you
cannot see?
Describe a situation in nature in which
one living thing depends on another
living thing.
Look at the riverbank environment
again. Imagine that a group of people
begins to set up a city in this area. What
will change? List all the changes you
Ecosystems Page 7
in this ecosystem. Ask students what question do you
have now? Be sure to leave some time at the end of
the lesson to discuss and answer any
questions that the children might have
about a riverbank ecosystem.
can think of.
What problems might occur when
humans interfere with an environment?
What could you do to help improve the
environment or clear up the problems
caused by the humans?
Science Content Words
Use these terms when teaching the lesson:
-ecology: area of science concerned with the relationship of living things to each other and their
natural environment
-ecosystem: An interconnected community of organisms interacting with and depending on one
another and the physical environment
-environment: everything that surrounds an organism and influences it
-food chain: a graphic which traces energy flow in an ecosystem; for example: sun>water
plants>fish>raccoon
-model: A small-scale version of a system that shows how the system works
-organism: a living thing
Integration Hints
A learning center can be created give students an opportunity to read books, magazines, and
maps about a variety of ecosystems found in the world. Students can observe plants and animals
in their schoolyard environment or take a trip to the zoo to observe the interaction between plants
and animals in a variety of ecosystems.
Science Notebook Helper
The science notebook can include a table of contents including topic and page number.
Students paste a copy of the illustration of the riverbank system in their notebooks.
Students can respond to the assessment questions in their science notebooks.
Students should be given additional time to complete any science notebook writings before class,
during free time, or as a homework assignment if the session times are not sufficient.
Assessment Opportunities Notice how much each student knows about the topic by listening to his or her responses to the
KW question.
Have students record some predictions in their science notebook to the following questions:
Look at the riverbank environment again. Write what will happen if a group of people
begins to set up a city near this area. What will change? List all the changes you can think
of. What problems might occur because of human interference? How could you help solve
these problems or improve the environment?
Ecosystems Page 8
Lesson 2: Setting up the Terrarium (Lesson 2 in STC Ecosystems) Students construct a model terrarium, observe it, and record their observations.
* Place the terrariums in a cup to serve as a sturdy holder. For best growth results, put the
terrariums in indirect sunlight. Placement directly on a windowsill may quickly dry out the soil.
Animals will be added to the terrarium later as seeds need sprout to provide a food source.
Throughout the unit, be sure students schedule “rainfalls” in their terraria when the soil appears
dry. Students should record the number of drops of water that their terraria will handle each
time.
Clarifying Objectives
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
In what ways do living things in an ecosystem depend on one another?
In what ways is the relationship between living and non-living things important to an
ecosystem?
Activity Guiding Questions
Set the stage for today's lesson by
holding a brief discussion on these
questions:
(Students built woodland terrariums
and freshwater aquariums as part of the
Organisms unit in 1st grade)
- What is a terrarium?
-What is an aquarium?
- Does anyone have an aquarium or
terrarium at home?
- What do they contain?
Have each student group collect the
materials.
Go over the instructions with your
students for setting up the terrarium.
Have students use these instructions
and Record Sheet 2-A to complete this
activity. You may walk around and
serve as an advisor to make sure
students accurately record the data by
using their observations.
Every few days have a student water
Which seeds do you think will
germinate first?
What will the sprouts look like?
Do you think every seed will
germinate?
Will the dead plant material change?
How about the rock?
Why will these plants be important to
the terrarium once we add animals to
it?
Ecosystems Page 9
his/her group's terrarium. This would
also be an ideal time for groups to
observe and record the development of
the seeds planted in the terrarium.
Assign each group of students to create
and maintain 2-3 additional terrariums
(without living organisms) to be used
by the class for future lessons on
pollution.
Science Content Words
Use these terms when teaching the lesson:
-germination: process by which seeds swell up and begin to sprout and develop roots
-terrarium: a closed glass or plastic container in which terrestrial organisms can live and be
observed
-terrestrial: having to do with the land or the Earth
Integration Hints
Students can observe and record the development of the seeds planted in the terrarium by having
each ecosystem group estimate the amount of seeds that germinated as a fraction and/or decimal
in their terrarium based on the amount of the seeds planted. They can use their science
notebooks to write the amount of seeds planted for each type and the amount of each seed of
each type that germinated. This data can then be converted to fractions and/or decimals.
Science Notebook Helper
Students can paste Record Sheet 2-A in their notebooks as an artifact of learning.
They can also set up a chart to record their daily observations of the terrarium over a two- or
three-week period. This chart should include a space for the date of the observation, and a space
to record details about the plant and animal life that will be added at a later date in the terrarium.
Plant characteristics should include details such as height, color, or shape.
Assessment Opportunities Record Sheet 2-A and the students’ daily observations can be used as assessments.
Ecosystems Page 10
Lesson 3: Terrestrial Ecosystems (Alignment Lesson) Students learn about terrestrial ecosystems, namely forests (tropical rain forests and deciduous
forests) and grasslands. Students discuss the elements of these ecosystems.*This lesson is not
part of the STC Ecosystems unit, but is included here to align with the NC Essential Standards
for Science.
Clarifying Objectives
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors)
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
What types of ecosystems exist on land?
What kinds of organisms might you find in these terrestrial ecosystems?
How does energy flow through an ecosystem from organism to organism?
Activity Guiding Questions
Review with students the concept that
the terraria are models of terrestrial
ecosystems. Tell students that they are
going to learn more about terrestrial
ecosystems - forests (tropical rainforest
& deciduous forest) and grassland.
Open the Terrestrial Ecosystems
PowerPoint (available on CMAPP
Days 77-78) to the directions for the
sort.
Put the students into groups for the
initial engagement activity. Give each
group a set of terrestrial sorting cards
(available on CMAPP Days 77-78).
Students can organize the cards on a
large piece of construction paper
divided into sections. Have the students
divide their construction paper into 3
sections with the following titles: "rain
forest", "deciduous forest",
"grassland".
Give the groups 5 minutes to sort the
organisms into the ecosystems to which
What are some examples of terrestrial
ecosystems?
What kinds of organisms might you
find in these terrestrial ecosystems?
Additional questions embedded in
lesson PowerPoint presentation.
Ecosystems Page 11
they belong. Students can paste the
cards to their sorting mat later.
Call time after 5 minutes. Assess
student prior knowledge by calling the
name of each organism and letting a
representative from each group tell into
which ecosystem they placed it. Don't
tell the correct answers. The correct
answers will be provided during the
exploration lesson, and students will
have an opportunity to re-sort the cards.
Continue through the Terrestrial
Ecosystems PowerPoint, explaining the
different terrestrial ecosystems and
answering student questions. Let the
students work in their groups to
rearrange any organisms they sorted
incorrectly during the initial
engagement activity as the lesson
covers each type of terrestrial
ecosystem.
Embedded in the PowerPoint are
student discussion questions. Use these
questions to help guide student thinking
about why certain animals and plants
live in specific places, and how they
must adapt to survive. For guidance on
helping students answer these
questions, see the attached teacher
information sheet.
Science Content Words
Use these terms when teaching the lesson:
-adaptation: a change in order to fit a new situation or use
-biodiversity: a wide variety of organisms
-carnivore: a consumer which gets its energy by eating only meat/animal flesh
-consumer: an organisms that gets its energy by eating other organisms
-fertile: rich in nutrients; often used to describe soil
-forest: a area of land densely populated with trees
-grassland: a large, flat area of land with few trees which is mostly populated by tall grasses
-herbivore: a consumer which gets its energy by eating only plants and vegetation
-omnivore: a consumer which gets its energy by eating both plants and meat/animal flesh
-producer: an organism that can make its own food through the process of photosynthesis
Integration Hints
Ecosystems Page 12
As an extension on consumers, tell the students to set the producer cards to one side and focus
only on the consumer cards. Review the terms "carnivore", "herbivore", and "omnivore" with the
students. Let them work in their groups to sort the consumers based on the diet listed on each
card.
Science Notebook Helper
Guide students to understand that omnivores, carnivores, and herbivores are all a type of
consumer. A web might be helpful to assist students in classifying organisms:
The web can be extended throughout the unit to include specific examples of producers,
consumers, and decomposers.
Assessment Opportunities
Students can respond to this prompt in their science notebooks:
Ms. Tyson's class is going to Africa. They plan to visit the tropical rainforest in the Congo, and
the savanna grassland in Zimbabwe. Rob says he is excited to see all the different kinds of
climbing vines in the rainforest. Jessica says she thought that climbing vines are more abundant
in the grasslands. Who is right? Why are vines more suited to the ecosystem you picked?
Producers Decomposers
Organisms
Omnivores Carnivores
Herbivores
Consumers
Ecosystems Page 13
Lesson 4: Setting Up the Aquarium (Lesson 3 in STC Ecosystems) Students construct a model aquarium, observe it, and record their observations.
*The terrarium and aquarium should not be connected yet. Students need enough time to observe
each system separately to better understand their interconnectedness later. Place aquaria in
indirect sunlight to avoid overheating the organisms.
Clarifying Objectives
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors)
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
What do organisms need to survive in an ecosystem?
What is the role of plants and algae in an aquarium?
Activity Guiding Questions
Have students use hand lenses to notice
signs of changes in their terrariums.
Have them discuss their observations in
groups and record this information in
their science notebooks. Have them
also discuss and write predictions about
what will happen in the terrarium in the
next days and weeks.
Go over the instructions with your
students for setting up the aquarium.
Have students use these instructions
and Record Sheet 3-A/Aquarium
Observation Chart to complete this
activity.
Assign each group of students to create
and maintain 2-3 additional aquaria
(without living organisms) to be used
by the class for future lessons on
pollution.
Prompt students to read the reading
selection about Elodea, Duckweed, and
Algae.
What do aquatic organisms need?
What do plants need to live?
What do algae need to live?
What do animals need to live?
How will we provide these in our
aquaria?
Ecosystems Page 14
Science Content Words
Use these terms when teaching the lesson:
-aquatic: having to do with water
-aquarium: a glass or plastic container in which aquatic organisms can live and be observed
Integration Hints
You may include books and/or magazines of different types of pond life and water plants to
develop an independent learning center.
Science Notebook Helper
Students can paste Record Sheet 3-A in their notebooks as an artifact of learning.
They can also set up a chart for assessment that records their daily observations of the aquarium
over a two or three-week period. This chart should include a space for the date of the
observation, and a space to record details about the plant and animal life that will be added at a
later date in the aquarium. Plant and animal characteristics should include details such as height,
color, or shape.
Assessment Opportunities Use the student responses in the science notebooks for Assessment.
Ecosystems Page 15
Lesson 5: Aquatic Ecosystems (Alignment Lesson) Students learn about terrestrial ecosystems, namely forests (tropical rain forests and deciduous
forests) and grasslands. Students discuss the elements of these ecosystems. *This lesson is not
part of the STC Ecosystems unit, but is included here to align with the NC Essential Standards
for Science.
Clarifying Objectives
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors)
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
What kinds of ecosystems exist in the water?
Which types of organisms might we expect to find in aquatic ecosystems?
Activity Guiding Questions
Review with students the concept that
the aquaria are models of aquatic
ecosystems. Tell students they are
going to learn more about aquatic
ecosystems - estuaries and salt marshes,
oceans, lakes and ponds.
Open the Aquatic Ecosystems
PowerPoint to the directions for the
sort. (available on CMAPP Days 79-
80)
Put the students into groups for the
initial engagement activity. Give each
group a set of aquatic sorting cards.
Have the students divide their
construction paper into 2 sections with
the following titles: "freshwater" and
"saltwater". Give the groups 5 minutes
to sort the organisms into the
ecosystems to which they belong.
Students do not need to paste the
sorting cards in place at this time.
Call time after 5 minutes. Assess
student prior knowledge by calling the
name of each organism and letting a
representative from each group tell into
Which aquatic ecosystem is modeled
by our aquaria? Explain your answer.
(Freshwater lake, pond, or river)
Additional questions embedded in
PowerPoint presentation
Ecosystems Page 16
which ecosystem they placed it.
Don't tell the correct answers. The
correct answers will be provided during
the exploration lesson, and students
will have an opportunity to re-sort the
cards.
Continue through the PowerPoint
(available on CMAPP Days 79-80),
explaining the different aquatic
ecosystems and answering student
questions. Let the students work in their
groups to rearrange any organisms they
sorted incorrectly during the initial
engagement activity as the lesson
covers each type of aquatic ecosystem.
Embedded in the PowerPoint are
student discussion questions. Use these
questions to help guide student thinking
about why certain animals and plants
live in specific places, and how they
must adapt to survive. For guidance on
helping students answer these
questions, see the attached teacher
information sheet.
Science Content Words
In addition to terms introduced in previous lessons, use these terms when teaching the lesson:
-decomposer: an organism that gets its energy from breaking down decaying organic material;
the role of decomposers is the recycling of nutrients throughout the ecosystem.
Integration Hints Students can continue to explore the concept of producers and consumers using an interactive, online
game called Food Chain Game (link available on CMAPP Days 79-80)
Science Notebook Helper
Review the importance of accurate, scientific drawings - they should be large, clear, labeled, and
detailed.
Assessment Opportunities
Students continue to observe the aquaria and record their observations in their science notebooks
for several days.
Ecosystems Page 17
Lesson 6: Photosynthesis and the Sun’s Radiation (Alignment Lesson) Students are introduced to photosynthesis, using energy from the sun to produce food. They are
also introduced to the concept of producers in an ecosystem. *This lesson is not part of the STC
Ecosystems unit, but is included here to align with the NC Essential Standards for Science.
*A gooseneck desk lamp and thermometers are needed for this investigation – check if they are
available to borrow from the Investigating Weather Systems kit. You might have one group of
students set up the investigation with the lamp and record temperature data as a class.
Clarifying Objectives
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors)
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem
5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that
occurs between objects at different temperatures (conduction, convection, radiation).
Focus Question(s)
Where does energy come from?
How do organisms receive the Sun's energy?
How does energy move from one organism to another?
Activity Guiding Questions
Open Photosynthesis PowerPoint
(available on CMAPP Days 81-82) and
project for students.
Ask students to write the answer to the
initial engagement question in their
science notebooks. Then, ask them to
share their answers in their groups. This
will serve as a pre-assessment to see
who has been exposed to the idea of
photosynthesis before, and who has
common misconceptions about how
plants get energy.
A data table is included as a slide in the
PowerPoint for student and teacher
reference.
Have the students get their aquaria and
terraria.
The students will be taking the
temperature of the surface of the soil
before and after heating it with a
heat/light source.
Next, they will take the temperature of
The Group Discussion questions are
included on the PowerPoint to help the
students articulate what is going on in
the terrarium and aquarium models
when heat and light energy are applied.
How did the heat source make the soil
and water warmer without touching
them?
(Solar radiation travels in waves from
the Sun to the Earth, much like the light
and heat travel from the lamp to the
models. The energy flows in waves
away from the source and interacts
with whatever it touches in its path.)
What effect does the Sun's radiation
have on plant growth?
(Plants need solar radiation to grow
and live, so there will be more plants in
places where there is more solar
radiation. Therefore, the surface of the
water will have a higher concentration
of algae growth than the deeper area of
Ecosystems Page 18
the surface of the aquarium water and
at the bottom of the aquarium.
They will record the temperature before
the heat/light source is applied and
afterward.
The exploration is aimed at having
students see how a model of the Sun
can help us understand how the real
Sun's energy radiates in waves through
space and heats our planet without
touching it.
The exploration is also guiding the
students toward understanding that the
surface of an aquatic ecosystem is
receiving the most solar radiation, and
therefore would have the most
producers like algae.
the aquarium.)
Science Content Words
Use these terms when teaching the lesson:
-photosynthesis: the process by which plants use carbon dioxide and sunlight to create sugar for
themselves for food, as well as oxygen.
-producer: any organism that makes its own food from the sun's light using photosynthesis.
-radiation: A way that heat energy can travel; radiation occurs when heat energy leaves its
source and travels through water or air to reach its destination.
Integration Hints
Hundreds of interesting plants live in and around ponds: water lilies, cattails, irises, horsetails,
and arrowheads, to name a few. Ask students to choose one and do some research about its life
cycle and share drawings and illustrations of the plant.
Students review the Photosynthesis Rap featured in the PowerPoint presentation and create hand
motions or a dance to help them remember the features of photosynthesis.
Science Notebook Helper
Students will continue to observe the terraria and aquaria and record observations in their science
notebooks. Students create a chart, similar to the one in the PowerPoint presentation, to track
temperature readings of water and soil.
Assessment Opportunities
Assess student knowledge of the flow of energy starting with the sun's radiation and continuing
through the food chain from producers to consumers.
The question can be found in the PowerPoint under "Evaluation Question":
On a field trip to the zoo, Jamari and James were outside the lion's pen. Jamari claimed the lion
is a carnivore and is not dependent on the sun's light for energy since it only eats animals. How
should James respond to Jamari's idea about how lions get energy?
Ecosystems Page 19
Lesson 7: What is Algae? (Alignment Lesson) Students study another producer that is part of some aquatic ecosystems: algae. *This lesson is
not part of the STC Ecosystems unit, but is included here to align with the NC Essential
Standards for Science.
Clarifying Objectives
5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others
require many cells that are specialized to survive.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors)
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem
5.P.3.1 Explain the effects of the transfer of heat (either by direct contact or at a distance) that
occurs between objects at different temperatures (conduction, convection, radiation).
Focus Question(s)
How do organisms receive the Sun's energy?
How does energy move from one organism to another?
Activity Guiding Questions
Open the What is Algae? PowerPoint.
(available on CMAPP Days 81-82)
Ask the students what they already
know about algae. Let them discuss in
their groups what prior knowledge they
have.
If the students are having trouble
accessing prior knowledge, prompt
them by asking about trips to ponds or
rivers, or the green algae that grows in
fish aquariums.
Allow the children to work in groups to
make observations of the algae.
Follow along with the PowerPoint for
questions that the students can ask one
another and opportunities to write in
the science notebook.
Could too much algae be a bad thing
for ecosystems? Why or why not?
(When people add fertilizers to water
through run-off, certain types of algae
can flourish too much, causing
something called an ‘algae bloom'.
Algae blooms can cause the water to
become thicker and uncomfortable for
fish and other animals living there. The
algae can also block all sunlight from
reaching the bottom of the lake or pond
floor. That leads to other pond/lake
plants dying off from lack of sunlight.)
Science Content Words
Use these terms when teaching the lesson:
-photosynthesis: the process by which plants use carbon dioxide and sunlight to create sugar for
themselves for food, as well as oxygen.
-producer: any organism that makes its own food from the sun's light using photosynthesis.
Ecosystems Page 20
-radiation: A way that heat energy can travel; radiation occurs when heat energy leaves its
source and travels through water or air to reach its destination.
Integration Hints
Hundreds of interesting plants live in and around ponds: water lilies, cattails, irises, horsetails,
and arrowheads, to name a few. Ask students to choose one and do some research about its life
cycle and share drawings and illustrations of the plant.
Students review the Photosynthesis Rap featured in the PowerPoint presentation and create hand
motions or a dance to help them remember the features of photosynthesis.
Science Notebook Helper
A Venn diagram can be used for students to compare and contrast plants and algae.
Students continue recording their observations of the terraria and aquaria in their science
notebooks.
Assessment Opportunities Science Notebook Evaluation Question:
In Stonybrook Lake, the water has become slightly more acidic than usual. This is causing the
algae that live in the lake to disappear quickly. How will this impact the fish that live in
Stonybrook Lake?
(The best answers include explanation of the algae as a food source, as well as a reducer of
carbon dioxide pollution and a producer of oxygen for the fish.)
Ecosystems Page 21
Lesson 8: Adding Animals to the Aquarium (Lesson 4 in STC Ecosystems) Students build a model aquatic ecosystem and observe the relationships between aquatic plants,
algae, fish (mosquito fish or guppies), and snails. Students begin to discuss the roles of
organisms in the ecosystem.
Clarifying Objectives
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors)
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
Why are different types of organisms important to the survival of an ecosystem?
Activity Guiding Questions
Distribute a copy of Recording Sheet
4A, or use it as a model for
recordkeeping, for students to record
their observations of the aquaria.
Review student instructions for adding
animals to the aquarium. Remind
students to use a net or spoon to handle
the animals.
Circulate the classroom and help
students focus their observations or
assist them with the transfer of animals.
Prompt students to share initial
observations of the aquatic animals.
Briefly touch on the idea
of interdependence - the concept, not
the term - so students can begin
thinking about it. Students will come up
with their own definition in the next
lesson.
Ask students to define ecosystem.
Wrap up the discussion by telling
students they will be creating a
terrestrial ecosystem by adding animals
to their terraria. Explain that they will
later join the land and water ecosystems
in an ecocolumn and observe the effect
one has on the other.
Describe elodea, duckweed, and algae.
How are they alike? Different?
What does it mean that plants and algae
are producers?
What is the role of plants and algae in
an aquarium?
What might happen if you were to put
too many plants and algae in the
aquarium?
What are similarities among the
mosquito fish (or guppies)?
Differences?
What are similarities among the snails?
Differences?
How are the fish and snails alike and
different in the ways they look and
move? How do these characteristics
help each organism interact with its
environment?
How does each animal contribute to the
environment?
How can we find out if animals can live
without plants?
How will you know if one living thing
depends on another for some of its
needs?
Predict how the land ecosystem will be
Ecosystems Page 22
Guide students through the reading
selections about fish and snails. similar to the water ecosystem you just
created.
Science Content Words
Review these terms: producer, consumer, decomposer
Use these terms when teaching the lesson:
-food chain: a way to trace the Sun’s energy from one organism to another
-niche: the specific role an organism plays within its ecosystem
-symbiosis: a close, prolonged relationship between two organisms of different species that may,
but not necessarily, benefit the organisms
Integration Hints
You might extend the lesson to include symbiosis. A free video clip from StudyJams is available
on CMAPP. Additional information can be found at www.en.wikipedia.org/wiki/symbiosis (This
link is available on CMAPP.)
Science Notebook Helper
Have students paste Record Sheet 4-A in their science notebook.
Have students add notes about what they learned or questions they have about what they have
observed in their aquaria and terraria.
Assessment Opportunities Use the student responses in the science notebooks for Assessment.
Ecosystems Page 23
Lesson 9: Observing the Completed Aquarium (Lesson 5 in STC Ecosystems) Students create a web to summarize their observations of the aquaria. The concepts of
dependent and interdependent relationships are developed.
*This lesson provides an opportunity to introduce abiotic (nonliving) and biotic (living) factors
in the aquatic ecosystem.
Clarifying Objectives
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors)
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
How is a community of living and nonliving things dependent/interdependent in an
ecosystem?
What evidence do you have that this dependent/interdependent relationship exists?
Activity Guiding Questions
Explain that you will help students
visualize the relationships in their
aquaria by recording their observations
in a special way called webbing.
Create a web with the
word aquarium in the center, living
things branching off one side,
and nonliving things branching off the
other side.
Elicit details from students and add
them to the web. Living things should
be subdivided into animals, plants, and
algae. For example, elodea and
duckweed would be listed under the
subdivision plants.
Once every element is included in the
web, begin introducing the concepts of
dependence and interdependence. Use a
single arrow to indicate dependent
relationships. For example, light --->
plants. Use a double arrow to indicate
interdependent relationships. For
example, snail <---> elodea.
Prompt students to look at all the
How could you
define ecosystem knowing that your
aquarium is one type of ecosystem?
Which relationships in our web are
dependent - where one thing depended
on another?
Which relationships in our web are
interdependent - where the things
depended on one another?
Ecosystems Page 24
relationships and discuss the meaning
of dependent and interdependent.
Cover or erase one of the items, such as
the snail, and ask students to name
those things in the ecosystem affected
by the loss of the snail. Use this
example to demonstrate the importance
of interdependent relationships.
Guide students through the reading
"Growing Plants: How Seed Spring to
Life."
Science Content Words
Use these terms when teaching the lesson:
-abiotic factors: nonliving things in an ecosystem such as light, air, and soil
-biotic factors: living things in an ecosystems such as animals and plants
-dependent relationships: relying on another; for example, plants rely on the sun for its light
-interdependent relationship: relying on one another; for example, elodea is a producer and
provides food for a snail. It also provides shelter and adds oxygen to the water. The snail eats
dead leaves and adds fertilizer in the form of feces. The snail also gives off carbon dioxide,
which plants use.
Integration Hints
Students can further observe the germination development of seeds by growing several types of
seeds on a wet paper towel in a plastic bag. They can compare and contrast the development of
each of the different seeds.
Science Notebook Helper
Students need to record the Aquarium web in their notebooks, noting the relationships between
abiotic and biotic factors. Students also need to continue to record their observations of their
terrariums and aquaria.
Assessment Opportunities Use the student responses in the science notebooks for Assessment.
Ecosystems Page 25
Lesson 10: Adding Animals to the Terrarium (Lesson 6 in STC Ecosystems) Students create a model ecosystem and observe the relationships between crickets, isopods, and
plants. They examine the dependent and interdependent relationships within the model terrestrial
ecosystem.
*Once animals have been added to the terraria, students should add a small piece of potato for
the crickets to eat.
Clarifying Objectives
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors)
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
What is the importance of plants (producers) and living organisms (consumers and
decomposers) in maintaining a stable ecosystem?
Activity Guiding Questions
After students observe their terraria, ask
them to revisit the predictions they
made in Lesson 2 regarding the seeds in
the terraria. Prompt them to compare
the growth of their terraria with their
predictions. Invite students to share
their observations and what they have
learned about seed germination.
Review the instructions for adding
isopods and crickets to the terrarium.
Remind students to be gentle when
handling the animals.
Distribute Record Sheet 6A, or use it as
a model, for students to record their
observations.
Circulate the classroom to be sure
students are handling the animals
appropriately. Remind students to use
hand lenses while observing.
How long did it take for the seeds to
germinate?
Can you observe any roots? Compare
the different plants' roots.
What happened to the seed coats on the
seeds? What is the job of the seed
coats?
Why are plants called producers?
Why did we wait until now to add the
animals?
Compare and contrast the terrarium
plants with the plants placed in the
aquarium.
How are the crickets alike? Different?
How are the crickets and isopods
(pillbugs) alike? Different?
What are some things the animals did?
Science Content Words
Review terms introduced in previous lessons.
Ecosystems Page 26
Integration Hints
Many cricket behaviors are similar to human behaviors: touching, cleaning, hiding, and fighting.
Challenge students to observe cricket behavior and compare it to human behavior.
Science Notebook Helper
Students paste Record Sheet 6-A in their notebooks or have students draw a detailed and labeled
drawing of an isopod and cricket. Get students thinking more about interdependent relationships
by asking them to predict what might happen to the ecosystem of any plant or animal life was
destroyed or harmed.
Assessment Opportunities Have students complete a Venn diagram in their science notebooks comparing and contrasting
the land (terrarium) and water (aquarium) ecosystems. Encourage them to use their previous
observations and notes as a guide for this assessment.
Ecosystems Page 27
Lesson 11: Joining the Terrarium & Aquarium (Lesson 7 in STC Ecosystems) Students link their aquaria and terraria and begin to predict how one ecosystem will affect the
other.
*Duplicate the blackline master of the Terrestrial Food Chain Wheel for this lesson. Collect the
Food Chain Wheels for use in a later lesson.
Clarifying Objectives
Focus Question(s)
Why are food chains necessary for the maintaining an ecosystem’s stability? How are the
two systems (terrarium and aquarium) dependently and interdependently related?
Activity Guiding Questions
Tell students they will be connecting
the terrestrial and aquatic ecosystems
together to begin observing how they
affect one another. Student teams will
then pick up their team terrarium,
aquarium, and connector piece. Give
students a few minutes to observe their
two ecosystems and jot down
observations. Invite them to share what
they have observed or learned about the
terrarium through reading.
Distribute a copy of the Terrestrial
Food Chain Wheel to each student and
review the directions. Remind students
to cut carefully and remove the inner
circle because inaccurate cutting may
skew the wheel's reading.
Once the wheels are created, students
can work with a partner to discuss
relationships they see on the model.
Use a Terrestrial Food Chain Wheel (as
a transparency or under a document
cam) to guide a discussion on food
chains.
Prompt students to develop a web,
similar to the web created for the
aquarium. Remind students that a
single arrow represents a dependent
relationship, while a double arrow
represents an interdependent
relationship.
Wrap up by explaining that ecosystems
What are the dependent relationships
on the wheel?
What are the interdependent
relationships on the wheel?
How are the plants in the two systems
alike?
What do they need to live?
What do plants give to their ecosystem?
Compare two animals, one from each
ecosystem: Do they need the same
things to live? What do they give to
their ecosystem?
How could something that happens in
the terrarium affect the aquarium?
Give a real world example where a land
ecosystem influences a water
ecosystem of vice versa. (for example,
flooding)
Ecosystems Page 28
do not exist alone and that they all
touch each other in some way.
Review instructions for students to join
the ecosystems into an ecocolumn.
Assign each group of students to
combine and maintain 2-3 additional
ecocolumns (without living organisms)
to be used by the class for future
lessons on pollution.
Science Content Words
Use terms introduced in previous lessons.
Integration Hints
Once the ecocolumn is created by connecting a terrarium to an aquarium, prompt students to
write a paragraph in their notebooks predicting how a change in the terrarium might cause a
change in the aquarium.
Science Notebook Helper
Have students refer to the web that was created to show the interconnected relationships of biotic
and abiotic factors in the aquarium. Prompt students to create a web for the terrarium that shows
the interconnected relationships between biotic and abiotic factors in the terrarium. Students
continue recording their observations of the terraria and aquaria.
Assessment Opportunities Are students recognizing producers and consumers in the terrarium as well as in the aquarium?
Are they able to explain the interconnected relationships between biotic and abiotic factors in the
terrarium?
Ecosystems Page 29
Lesson 12: Upsetting the Stability (Lesson 8 in STC Ecosystems) Students identify stable and disturbed ecosystems. They consider effects of natural disturbances
and read about how humans can affect ecosystems.
Clarifying Objectives
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
In what ways can natural disasters disrupt a stable ecosystem? In what ways can human
activity create an unbalanced ecosystem?
Activity Guiding Questions
Invite students to share their ideas from
the previous lesson regarding how one
ecosystem might affect the other. Then
encourage students to talk about ways
those ecosystems may have
become naturally disturbed, i.e. births,
deaths, plants that have died or were
eaten.
After discussing ways the ecosystems
may have been naturally disturbed,
discuss other natural disruptive forces
on Earth, such as hurricanes, volcanoes,
earthquakes, fire, etc.)
Explain that natural disasters account
for only part of ecological disruption.
Unfortunately, humans are responsible
for the rest through the release of
pollutants.
Prompt students to jot down in their
science notebooks a list of ways
humans pollute.
After a few minutes, invite students to
share their thoughts and record them on
a class list.
Guide students to speculate on which
ways humans pollute could be
duplicated in a class ecosystem to
study, using common, easily obtainable
materials that are not toxic in small
doses. After some ideas are shared,
introduce vinegar, fertilizer, and salt as
three common pollutants.
Explain how the model ecosystems
may have become naturally disturbed.
What are the results of these natural
disturbances?
List some ways that humans pollute the
environment.
What are the results man-made
disturbances (pollution)?
How can we model some ways that
humans pollute the environment?
How can we use vinegar, fertilizer, and
salt to simulate/model three common
pollutants?
Ecosystems Page 30
Students will test vinegar (simulates
acid rain) with pH paper.
Divide students into 6 groups. Each
group will read about one of three
common pollutants and prepare a
presentation for Lesson 9 in STC
Ecosystems. Two groups per pollutant.
Science Content Words
Use these terms when teaching the lesson:
-pollutant: a harmful or unpleasant substance which can have negative effects on an ecosystem
when spread through the air, water, or soil
Integration Hints
-Reading the book The Wump World by Bill Peet would give students a fictional, yet realistic
example of the adverse affects of pollution on an ecosystem. (A link to this story read aloud on
YouTube is available on CMAPP.)
Science Notebook Helper
Students should continue to record their observations of their group’s eco-columns. They should
be looking for ways one ecosystem might have an effect on the other.
Assessment Opportunities Students work in small, cooperative groups to prepare a brief presentation to share with the class
about pollutants.
Ecosystems Page 31
Lesson 13: Reporting in Pollutants (Lesson 9 in STC Ecosystems) Students learn about human-made pollutants and their effects on the environment. Students
begin to think about ways to simulate the effects of pollution in ecocolumns.
Clarifying Objectives
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
What are the results of humans releasing pollutants into the environment? Are there any
trade-offs?
Activity Guiding Questions
Set the stage for student presentations
by explaining each group has read
about one pollutant that affects our
environment, but today they will learn
about all three pollutants from peer
presenters.
Review proper listening skills and
encourage students to jot down
information in their science notebooks.
Proceed with the presentations and
question/answer session.
*Another alternative would be to have three
different pollutant groups present to each other.
This arrangement would give students more
time to present and allow students to hear the
information about a pollutant only once.
What questions do you have?
What evidence is available to support
your claim?
Science Content Words
Use these terms when teaching the lesson:
-trade-off: the act of giving up one thing in order to get another
Integration Hints
-A guest speaker would be an ideal way for students to learn about the causes, effects, and
solutions of pollution and pollutants in the real world. Some suggestions include: Wake County
Waste Management, City of Raleigh Stormwater Education, or City of Raleigh Environment and
Sustainability. (Links provided on CMAPP)
-Consider recording the presentations with a FlipCam or an iPad so the presentation can be
reviewed at a later time.
Ecosystems Page 32
Science Notebook Helper
In addition to recording observations of the ecocolumns, students should jot down notes about
the common pollutants during group presentations.
Assessment Opportunities Are students explaining the effects of their particular pollutant on the environment? Are students
beginning to understand the idea of “trade-offs”?
Ecosystems Page 33
Lesson 14: Planning Pollution Experiments (Lesson 10 in STC Ecosystems) Student teams plan controlled experiments to study the effects of pollution.
*Assign each student team a pollutant (salt, vinegar, or fertilizer). Use green or contoured 2L
bottles that may have been collected for mixing and holding pollutant solutions. It’s important to
note that ecocolumns containing animals should NOT be polluted. Pollution experiments should
occur in the class ecocolumns that are not inhabited by animals.
Clarifying Objectives
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
What are the possible effects of pollutants on model ecosystems? How can the study of
these effects help us solve real world pollution problems?
Activity Guiding Questions
Invite students to recall what they
learned about the three pollutants
during the presentations in Lesson 9:
-What causes each type of pollution?
-What are the effects of these kinds of
pollutants?
-Why do we continue to use fossil fuels,
road salt, and fertilizers?
Group students in no more than six
teams or 4 or 5 students. Each team will
select an ecocolumn and label it with
team names (on masking or painters'
tape).
Introduce the experiment using the race
analogy: When you run a race, what
question are you trying to answer?
How do you set up the race to make it a
fair test? What things must be kept the
same for all runners?
Guide students to discuss how they
could use a fair test to set up three
experiments on pollution.
Introduce the term control and
designate an ecocolumn as a control,
which will not be polluted.
Distribute Record Sheet 10A and
review each step with students as this
may be their first experience planning
an experiment. Step 1 - How many
-What causes each type of pollution?
-What are the effects of these kinds of
pollutants?
-Why do we continue to use fossil fuels,
road salt, and fertilizers?
-When you run a race, what question
are you trying to answer?
-How do you set up the race to make it
a fair test?
-What things must be kept the same for
all runners?
-What question will your team try to
answer?
-What things will we have to keep the
same for the ecocolumns we will test?
Ecosystems Page 34
dropperfuls of water will cause runoff
into the aquarium, based on previous
recordings of watering? Step 2-
formulate an experimental question.
Step 3- name constants such as light,
temperature, etc. Step 4- changes in the
ecocolumn include color, size of plants,
change in algae amounts, deaths, and
odor.
Prompt student teams to discuss the
record sheet, fact sheets, and to reach
an agreement about an experiment.
Collect the completed record sheets.
Science Content Words
Use these terms when teaching the lesson:
-fair test: altering or changing only one variable in an experiment; in this case, the variable is the
addition of a pollutant (salt, fertilizer, or vinegar)
-control: in this case, the ecocolumn that is not undergoing pollution
-variable: the part of an experiment that is changed or tested
Integration Hints
To reinforce the idea of a fair test, take students outdoors to run a race. Let students make the
rules. Afterwards, talk about whether it was a fair test or not.
Science Notebook Helper
-Students can paste Record Sheet 10-A: Planning Worksheet (available in the Teacher Guide)
in their notebooks for Lesson 13.
-Have students use their notebooks to write several reasons why the control eco-column is
important in the experiment.
Assessment Opportunities Use Record Sheet 10-A: Planning to make sure each team has a clear, workable plan that
incorporates sound questions, observations, and predictions. Are students able to explain the
notion of a fair test? Do they recognize the role of the control in the experiment? Are students
making predictions about the effects of pollutants on the ecocolumn?
Ecosystems Page 35
Lesson 15: Setting Up Our Pollution Experiments (Lesson 11 in STC
Ecosystems) Student teams carry out their controlled experiments.
Clarifying Objectives
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
Why is data collection essential in conducting experiments? Why is testing before polluting
an important process of this experiment?
Activity Guiding Questions
Invite one student team to tell the class
briefly about its plan for the pollution
experiment. Guide the team to include
information on what they will do, how
often they will do it, what changes they
will look for, and why the class control
ecocolumn is important. Encourage
students to ask questions. Prompt
students to share what they remember
from their experience with pH,
readings, and presentations about it.
Guide students to understand pollutants
might affect the acidity of the
ecocolumn so they first need to test the
unpolluted ecocolumns.
Prompt student teams to pick up their
ecocolumn and distribute pH paper.
Guide the testing with pH paper: 1) test
the water in the experiment's
ecocolumn (touch water for 2
seconds) 2) test the soil in the
experiment's ecocolumn (press soil for
2 seconds to absorb moisture) 3) test
twice to average results
Survey class for results and prompt
students to pick up needed materials for
their experiments.
Distribute Record Sheet 10A to its
appropriate group; distribute and
review Record Sheet 11A to each
student, or use it as a model for keeping
record of the experiment.
The gist of this investigation is to guide
students through the process of testing pH and
making comparisons since the idea of a fair test
in science is most likely a new concept to
students.
Ecosystems Page 36
As teams conduct their experiments,
circulate the classroom to be sure teams
are working cooperatively, following
plans, measuring accurately, and
keeping records of their experiments.
Call for attention and ask students to
discuss how they implemented their
plans. Guide students to predict how
the acidity may or may not have
changed.
Prompt students to test their
experimental ecocolumn for pH and
compare this reading with earlier
results.
Student volunteers should test the pH
of the control ecocolumn and these
results should be compared with the
results of the polluted ecocolumns.
Collect Record Sheets 10A and 11A.
Science Content Words
Review these terms when teaching the lesson: fair test, control, variable, pollutant
Integration Hints
To practice testing pH, invite students to test local samples such as tap water, collected
rainwater, or water in a puddle (from rainfall or snow/ice melt).
Science Notebook Helper
Students can paste Record Sheet 11-A: Keeping a Record of Our Experiment in their
notebooks.
Assessment Opportunities Record Sheet 11-A and the students’ daily observations can be reviewed.
Ecosystems Page 37
Lesson 16: Observing Early Effects of Pollution (Lesson 12 in STC
Ecosystems) Student teams observe, record, and evaluate the effects of pollutants.
*Wait three days before moving on to the next lesson so the effects of the pollution experiments
will escalate.
Clarifying Objectives
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
What are the effects of pollutants on our ecosystems?
Activity Guiding Questions
Invite student teams to pick up their
polluted ecocolumn and use hand
lenses to observe. Ask them to describe
and discuss with their team any
changes they observe. Introduce Record
Sheet 12A, or use it as a model, for
students to record observations of their
ecocolumns and the control
ecocolumns.
Distribute pH paper while students
review their notes and compare current
observations of the ecocolumns. The
Observation Table on Record Sheet
12A should be completed.
Prompt students to test the polluted
ecocolumn, their team ecocolumn
(containing animals), and the control.
Pair the teams using the same pollutant
and give team time to compare data and
complete the table on Record Sheet
12A.
Lead a class discussion where students
describe the observable effects of each
pollutant.
Collect Record Sheet 12A. Duplicate
Record Sheets 10A, 11A, and 12A in
Lesson 13 so each student has a copy of
his/her team's work.
Describe how your team’s terrarium
looks today. How soon after you added
the pollutant did you begin to notice
changes?
How does your team’s terrarium
compare with the other terrarium that
was polluted in the same way?
Why might two ecocolumns polluted
by the same pollutant show different
results? (One team may have used a
stronger pollutant solution than the
other.)
Describe how the control ecocolumn
looks today. Why is the control
ecocolumn important to your
experiment?
How do your team’s ecocolumn
(unpolluted, with animals) look?
Have any of the aquaria used in the
experiment changed? If so, how have
they changed?
If there is no change, why is it
important to record “no change”?
For teams working with acid rain:
What is the pH of your team’s
terrarium? Has this changed in any way
since the last lesson?
Do you think that any acid rain has
entered the aquaria used in the
experiment? If so, what evidence can
you provide to support your answer?
Ecosystems Page 38
Science Content Words
Review terms introduced in previous lessons.
Integration Hints
Students can create a food chain wheel for their aquaria, just like the Terrestrial Food Chain
Wheel, in class or for homework.
Science Notebook Helper
-Students can paste Record Sheet 12-A: Observing Early Effects of the Pollution
Experiments in their notebooks.
-Have students record in their science notebooks predictions about what will happen to their test
eco-columns as they continue to pollute them.
Assessment Opportunities -Use their science notebook predictions to assess their understanding of the effects of pollution
on an ecosystem.
-Use student verbal responses to assess their understanding of the relationship between the living
organisms and plants in ecosystem. Are students beginning to infer that since the plants in the
terraria polluted with salt and vinegar have been damaged, their crickets –had they been in the
terria- would have starved as well?
Ecosystems Page 39
Lesson 17: Drawing Conclusions about Our Experiment (Lessons 13 & 14 in
STC Ecosystems) Students pool and analyze their data from the pollution experiments. Through a reading
selection, students connect what they have learned about pollution to a real world environmental
problem in the Chesapeake Bay.
*The Record Sheets for Lesson 13 include excellent questions to help students analyze the
results of the pollution experiments and to make inferences about what might have happened to
the animals had they been in the polluted ecocolumn. The gist of this lesson is to connect the
idea of using models (ecocolumns) in experiments to simulate what is happening in the
Chesapeake Bay.
Clarifying Objectives
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
Why is it important for scientists to use models to answer questions?
What conclusions can be drawn from the pollution experiments?
Activity Guiding Questions
Have each group share the observations
and results of their pollution
experiment.
Record their responses on chart paper.
Have groups working with their same
pollutants add information that was not
reported by the other group.
Circle statements that same pollutant
groups agreed on and underline
statements they disagreed about.
Have these groups reach conclusions
about why their results may have
differed.
Have the class make predictions about
each pollutant’s effect on animals in a
polluted ecosystem. Record these
predictions on the chart.
Have students read about the
Chesapeake Bay’s problems in the
Student Activity guide. Discuss the
reading selection with the class.
Share the “Living on the Edge” video
with the class.
Have students label the next section in
their notebooks-Understand/Question
Which findings are in full agreement?
Which findings are disputed (not in
agreement)?
Would you like to add any new
information?
How might we clear up a dispute?
Why do you think the results differed?
Why might predictions differ?
Questions to discuss related to the reading
selection:
What are the main problems in the
Chesapeake Bay?
How are the Chesapeake Bay’s
problems similar to the problems you
experienced with your team’s polluted
ecocolumn or would have experienced
if ecocolumn containing animals had been
polluted?
Describe a situation where too much of
something is going into the bay.
Describe a situation where too much of
something is being taken out of the bay.
After completing the reading selection,
Ecosystems Page 40
and write new information they learned
or questions they have in their science
notebooks. Leave 10 minutes at the end of the
session to discuss answer questions
students have with the whole class.
describe another ecosystem that is similar
to the Chesapeake Bay.
Questions to discuss during and after the
Living on the Edge video:
What supports much of the life in the
bay?
How have the millions of people who
moved into the bay area affected it?
In what ways do people use the bay? In
what ways have people damaged the
bay?
Science Content Words
Use terms introduced in previous lessons as well as these terms found in the reading selection:
-watershed: an area of land whose waters all drain into the same place
-algae blooms: too many algae cloud the water and block light from reaching underwater
grasses; caused by too many nutrients in water from sewage and fertilizers
-sediment: tiny bits of soil that are often transported by water or wind
-trade-off: the act of giving up/quitting one thing to receive another
Integration Hints
-Have students continue to water, observe and record data about their non-polluted eco-columns.
-Show the video “Living on the Edge” provided in Premium Content. Visit
www.carolinacurriculum.com and select Premium Content from the upper right corner. Log in
using [email protected] and wakecounty, then select “View Ecosystems Premium
Content.” The Living on the Edge video is located under “Video Resources.”
Science Notebook Helper
-Students can paste the Lesson 13 Record sheets in their science notebooks.
-Students can write facts they learned from the reading selection and video in their science
notebooks.
Assessment Opportunities
Are students making inferences about the possible effects of pollution on the animals in the
ecocolumn, had the animals been in the polluted ecocolumns? Do they recognize the importance
and value of using models to assist scientists with answering questions?
Ecosystems Page 41
Lesson 18: Examining a Real Environmental Problem (Lessons 15 & 16 in
STC Ecosystems) Students read about pollution in the Chesapeake Bay from various perspectives and discuss
possible solutions and trade-offs.
*This lesson may cover two class sessions so student groups can prepare a brief presentation.
Assign 5 groups of students a point of view concerning the Chesapeake Bay problem. The point
of view reading selections are available in Lesson 15 of the Teacher Guide.
Clarifying Objectives
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
How can experiments help us understand real environmental problems? How can valuing
different perspectives help solve these problems?
Activity Guiding Questions
Review the key points of the
Chesapeake Bay problem focusing on
the term “trade-offs” with the class.
Have groups read their assigned point
of view sheet and discuss what the
environmental problems, needs, and
solutions would be from this
perspective.
Have students use their group’s point of
view to complete Record Sheet 15-A:
Problem Solving Sheet.
As a final activity, have students
prepare a mini-conference that
addresses their group’s perspective of
the bay’s problems, solutions proposed,
and trade-offs that might occur. They
need to be sure to include and
advantages and disadvantages that
might result in the solutions projected. Use the Final Activities (pg. 171 in the
Teacher’s Guide) to give students the
requirements for these conferences.
Encourage students to use their creative
talents to make impressive
presentations.
Students should answer the questions in
their group’s point of view sheet. What are the similarities in the ways
that different groups contribute to the
problem? What are the differences? What are the similarities in the
solutions that different groups propose?
What are the differences? Which solutions are mentioned more
than once? Which solutions seem to
oppose each other?
Science Content Words
Use terms introduced in previous lessons.
Ecosystems Page 42
Integration Hints
Students should utilize school and local libraries, as well as the internet for research.
Guests can be invited to these mini-conferences or they can be taped and shared with the school,
grade level, or other classes.
Science Notebook Helper
Students need to continue to record their observations of their ecocolumns.
Students should also jot down notes for the mini-conference and presentations.
Assessment Opportunities A teacher or student rubric can be used for assessment of the mini-conferences and presentations.
Ecosystems Page 43
Lesson 19: Post-Unit Assessment: Sharing What We Know about Ecosystems
(Lesson 17 in STC Ecosystems) This post-unit assessment is matched to the pre-unit assessment of students’ ideas about the
complex relationships that exist between biotic and abiotic factors in an ecosystem.
Clarifying Objectives
5.L.2 Understand the interdependence of plants and animals with their ecosystems.
5.L.2.1 Compare the characteristics of several common ecosystems, including estuaries and salt
marshes, oceans, lakes and ponds, forests, and grasslands.
5.L.2.2 Classify the organisms within an ecosystem according to the function they serve:
producers, consumers, or decomposers (biotic factors)
5.L.2.3 Infer the effects that may result from the interconnected relationship of plants and
animals to their ecosystem.
Focus Question(s)
What is the complex relationship between living organisms and plants in an ecosystem? In
what ways do human activity positively and negatively affect an ecosystem?
Activity Guiding Questions
If you haven’t already, you might
revisit the formative assessment probe
that was administered at the start of the
unit. Allow students to answer in a
different color to “stick with” their
initial thoughts or to add more
information to capture their new
learning. Have students use the Want to Learn
(W) in their science notebooks to
reflect on the questions they had at the
beginning of the unit. Have students complete the Learn (L)
section of the K-W-L chart completed
at the beginning of the unit. Have students also use the Riverbank
illustration to record their thoughts
about what they learned the complex
interdependent and dependent
relationship between the ecosystem and
humans. Students share their thoughts and ideas
with the class
Identify living things in the
environment.
How do the plants depend on the
animals?
How do the animals depend on the
plants?
How do the animals depend on each
other?
Which of these things need others to
survive?
Identify the nonliving things in this
environment. What part do they play in
the lives of living things?
What might be going on that you
cannot see?
Describe a situation in nature in which
one living thing depends on another
living thing.
Look at the riverbank environment
again. Imagine that a group of people
begins to set up a city in this area. What
will change? List all the changes you
can think of.
Ecosystems Page 44
Answer any questions they still have
about the topics covered in the unit. What problems might occur when
humans interfere with an environment?
What could you do to help improve the
environment or clear up the problems
caused by the humans?
Science Content Words
Use terms introduced throughout the unit.
Integration Hints
Students can complete projects such as researching pond plants that they may have started earlier
in the unit. If projects are complete, students can share their findings with the class.
Science Notebook Helper
Students final notebook entries should include incorporate new vocabulary and facts learned
throughout the unit.
Assessment Opportunities These last entries can assess the student’s understanding of the concepts and ideas covered in the
unit. These reflections should contain clear, concise, and accurate information for mastery.