District 11 Division of Operations & Instruction
Science












Grade 5: Ecosystems Unit
Overview
View the Video Introduction. An Ecosystem is a community of organisms that interact with each other and the environment.  Humans may affect ecosystems in many ways. The Ecosystems unit is a Science and Technology for Children (STC) kit developed by the National Science Resources Center at the Smithsonian Institute in Washington, D.C. Every organism, including humans, exists within a community of living and nonliving things, called an ecosystem. This 16 lesson unit helps students use the Scientific Process to understand the web of relationships that link organisms to one another and to their natural environment. By constructing, observing, discussing, and reading about both land and water ecosystems in this unit, students can develop a growing sensitivity to living things and what they need to survive.

Building Successful Foundations in Science - Elementary science integrates and organizes student scientific knowledge through a foundation made up of 'Bricks" of Big Ideas put together with the "Mortar" of Unifying Concepts.

Daily Lessons 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.
  • Organisms in an ecosystem are interdependent.
  • Plants and animals vary according to their environment and function.
  • Organisms have specific characteristics unique to their species. Organisms can adapt to their environment. Organisms need food, water, air, space, shelter, and sun in order to survive within their habitat.
  • An ecosystem is a community of organisms and their interaction with their environment.
  •  Energy is transferred from producers to consumers to decomposers within a food chain. All are important for a balance in the ecosystem.
  •  An ecosystem requires a balance between producers and consumers.
  • Factors that affect growth and reproduction of organisms in an ecosystem that include light, water, temperature, and soil.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

  • How do terrarium organisms differ from aquarium organisms?
  • How do specific characteristics help an organism survive? How do living organisms adapt to their environment?
  • What is an ecosystem? What are the living/nonliving parts of an ecosystem?
  • How are the needs of different organisms in an ecosystem met? 
  • How is the energy transferred within an ecosystem?
  • What is the relationship between consumers and producers in an ecosystem?

Standards

Highest Frequency Standards  High Frequency Standards  Other Standards & E-skills
Standard 1: Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (1.a, 1.b, 1.c, 1.d, 1.e, 1.f, 1.g, 1.h, 1.i)
Standard 3: Life Science: Students know and understand the characteristics and structure of living things, the process of life, and how living things interact with each other and their environment. (3.1.a, 3.1.b, 3.1.c, 3.1.d, 3.1.e, 3.2.a, 3.2.b, 3.2.c, 3.2,d, 3.2.e)
Standard 5: Students know and understand interrelationships among science, technology, and human activity and how they can effect the world. (5.a, 5.b, 5.c, 5.d)
Standard 6: Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines. (6.a. 6.b, 6.c, 6.d, 6.e, 6.f)

Students are expected to:

  • use a hand lens, pH paper, measuring devices, and other testing equipment appropriately.
  • conduct, record, and organize daily observations.
  • plan, implement, and analyze experiments and draw conclusions from the results.
  • make and test predictions.
  • identify ecosystems as stable or disturbed and recognize the causes of a disturbed ecosystem as natural or human-made.
  • read for more information about ecosystems and pollution.
  • communicate information through writing, drawing, and discussion.
  • apply previously learned information to analyze a problem and suggest solutions.
  • develop sensitivity toward living things and understand that human behavior can positively or negatively affect them.
  • respect evidence from an experiment and recognize that evidence can inform a decision.
  • develop interest in investigating ecosystems.
  • recognize the importance of repeating experiments to get valid test results.
District 11 curriculum is designed to prepare and equip students to be successful in the 21st Century. Curriculum resources and lessons included here have been aligned to the Colorado Standards for each content area. In addition, the entire program has been aligned with the knowledge, skills, and learner attributes the Partnership for 21st Century Skills promotes as necessary for success in the 21st Century. You will see the highlighted core values embedded in these lessons and activities.
 
A Academic Preparedness: the foundation required for either higher education, or high-wage, high skills jobs
C Cultural Competence: the ability to understand and interpret political and cultural events from multiple perspectives in a global society, a core competency in 21st Century Skills
H High-Functioning Team Member Skills: collaboration is a core competency in 21st Century Skills
I Innovative Thinking and Problem Solving Skills: a core competency for 21st Century Skills
E Effective Use of Information Technology: a core competency for 21st Century Skills
V Vital Participation in Civic Responsibility: "share knowledge and participate ethically and productively as members of our democratic society" Standards for the 21st-Century Learner from American Library Assoc.
E Effective Communication Skills: a core competency for 21st Century Skills

Sample Units
District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:  

Lesson 1: Pre-Unit Assessment “Thinking About Ecosystems”
Duration: @ 1 class period
 
Enduring Understanding: Organisms in an ecosystem are interdependent.
Essential Questions:  What is an ecosystem? What are the living/nonliving parts of an ecosystem? How are the needs of different organisms in an ecosystem met? 
Assessment:  

Activities

  1. Notebook Writing: Creative Story: Choose one relationship they see in the riverbank environment and write a story about how each of the living things depends on the other.  (Teacher’s Guide Unit Investigations, p.8, Extension 1)

  2. Reading: “Eco Words” (Ecosystems; STC Books, p.7-10)

  3. Field Trip (TG Unit Investigations, p.8, Ext.3) Plan a field trip to a local environment: an aquarium, a pond, an arboretum, or even the local pet shop.  As an alternative, you might invite a naturalist, zookeeper, fish hobbyist, or pet shop proprietor to visit your class.

  4. Interactions in Ecosystems - This includes vocabulary pre-instruction resource that focuses on essential vocabulary and reading standards with all questions and activities presented in the CSAP format. Interactions in Ecosystems Answer Key

Differentiation
Extension: Read and listen to the Audio Leveled Reader, Interactions In Ecosystems (5),  complete the Interactions in Ecosystems (5) Practice, then check your answers using the Interactions In Ecosystems (5) Answers.
Support:  Read and listen to the Audio Leveled Reader, Earth's Ecosystems (3), complete the Earth's Ecosystems (3) Practice, then check your answers using the Earth's Ecosystems (3) Answers.

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Lesson 2: Setting Up the Terrarium
Enduring Understanding:  Organisms in an ecosystem are interdependent.
Essential Questions:  How do specific characteristics help an organism survive? How do living organisms adapt to their environment?
Assessment:  

Activities

  1. Notebook Writing: Prediction (TG Unit Investigations, p.17, Final Activity 1) Ask students to predict in their notebooks what they think will happen in their terraria in the next week or so.  Then have them share predictions with the class.  You may want to use the following questions to guide the discussion:

    • Which seeds do you think will germinate (sprout) first?
    • What will the sprouts look like?
    • Do you think every seed will germinate?
    • Will the dead plant material change?  Will the rock change?
    • Why will these plants be important to the terrarium once we add animals to it?

  2. Activity: Germination Experiments (TG Unit Investigations, p.18, Ext.2) Have the students carry out some simple germination experiments.  They can use seeds from their lunch (apple, orange, peach, cherry), from the playground (acorn, dandelion, grass, maple), or from the grocery store (lima bean, mung bean).  Ask them to investigate a particular question, such as; will seeds germinate faster in the light or in the dark?  Or, they can simply lay the seeds on wet paper towels or sponges to see what sprouts.

  3. Notebook Writing: Prediction

Differentiation
 Extension: 
Support: Complete one of the six vocabulary activities.

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Lesson 3: Setting Up the Aquarium
Enduring Understanding:  Organisms in an ecosystem are interdependent.
Essential Questions:  How do specific characteristics help an organism survive? How do living organisms adapt to their environment? What are the living/nonliving parts of an ecosystem? How are the needs of different organisms in an ecosystem met?   
Assessment:  

Activities

  1. Notebook Writing: Library Research (TG Unit Investigations, p.29, Ext.1) Hundreds of interesting plants live in and around ponds: water lilies, cattails, irises, horsetails, and arrowheads, to name just a few.  Ask students to choose one, do some library research about its life cycle, and draw it.  They can then share what they learned with the class.
    Key Elements:  Students should be able to discuss the life cycle and include a labeled drawing. (TG Unit Investigations, p.29, Ext.1)

  2. Activity: New Plant Observation (TG Unit Investigations, p.29, Ext.3) Invite students to choose a plant that grows in the school yard, neighborhood, local park, or backyard, or one that thrives in a local watery environment.  Have them observe the plant carefully, then ask them to do the following:

    • List the ways the plant is similar to elodea.
    • List the ways in which the plant is different from elodea.
    • Have the students make the same comparisons between their new plant and duckweed.

  3. Notebook Writing: Library Research 

Differentiation
 Extension: Build your own Virtual Fish Aquarium.
Support:  

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Lesson 4: Adding Animals to the Aquarium
Enduring Understanding:  Organisms in an ecosystem are interdependent.
Essential Questions:  How do specific characteristics help an organism survive? How do living organisms adapt to their environment?
What are the living/nonliving parts of an ecosystem? How are the needs of different organisms in an ecosystem met? 
Assessment:  

Activities

  1. Notebook Writing: What Would It Be Like to Live in Water? (TG Unit Investigations, p.43, Ext.1) As a creative writing activity, ask students to imagine they are fish or snails.  What would it be like to live in water?  Key Elements- Evidence of Understanding: Students should include information in their stories about food and protection/shelter. 

  2. Reading: “Generalists and Specialists” (Ecosystems; STC Books, p.11-13)

  3. Math: Just How Slow Is a Snail’s Pace? (TG Unit Investigations, p.43, Ext.3) Math: Just How Slow Is a Snail’s Pace? Challenge students to find a way to measure how far their snail travels in ten minutes.  At that pace, how long would it take for a snail to travel one mile? (TG Unit Investigations, p.43, Ext. 3)

  4. Notebook Writing: What Would It Be Like to Live in Water?

Differentiation
 Extension: 
Support: Complete one of the six vocabulary activities. 

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Lesson 5: Observing the Completed Aquarium
Enduring Understanding:  Organisms in an ecosystem are interdependent.
Essential Questions:  How do specific characteristics help an organism survive? How do living organisms adapt to their environment?
What is an ecosystem? What are the living/nonliving parts of an ecosystem? How are the needs of different organisms in an ecosystem met? 
Assessment:  

Activities

  1. Notebook Writing: Constructed Response A “Interdependence in an Aquarium” (Embedded Assessment Package, p.53-61) What might be some consequences to your aquarium if all the plants in it died?  Provide specific examples to explain your answer.  You may include a picture to help explain your answer.
    Key Elements- Evidence of Understanding:
    ·             Explains in a logical sequence how all the components of the aquarium would be affected if all the plants in it died.
    ·             Demonstrates understanding of the interdependence between the snails, fish and plants.
    What might be some consequences to your aquarium if all the plants in it died?  Provide specific examples to explain your answer. You may include a picture to help explain your answer.      
    Note: A description would have more detail than the student saying “everything would die”.  Instead, it would explain how the dying plants would affect the other components in the aquarium.  It would show a clear understanding of the interdependent relationship between all the components.  (This is clearly demonstrated in the proficient student samples.) (Embedded Assessment Package, p.53-61)

  2. Reading: “What Eats What?” (Ecosystems; STC Books, p.14-16)

  3. Reading: Inside Ecosystems (5) by Mary Jefferson  

  4. Technology: www.fossweb.com  Click on: Grades 3-6, Environments, Virtual Aquarium

  5. Brainstorming About Other Aquatic Ecosystems (TG Unit Investigations, p.57, Ext.1) Hold a brainstorming session about other aquatic ecosystems, both salt water and fresh water.  Have students list as many ecosystems as they can and web the dependent and interdependent relationships. 

Differentiation
 Extension: Complete the  Inside Ecosystems (5) Practice, then check your answers using the Inside Ecosystems (5) Answers.
Support: Complete one of the six vocabulary activities.

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Lesson 6: Adding Animals to the Terrarium
 Enduring Understandings:  An ecosystem is a community of organisms and their interaction with their environment.  Energy is transferred from producers to consumers to decomposers within a food chain. All are important for a balance in the ecosystem.
Essential Questions:  How do terrarium organisms differ from aquarium organisms?
How do specific characteristics help an organism survive? How do living organisms adapt to their environment?
 Assessment:  

Activities

  1. Reading: “Dead and Done?” (Ecosystems; STC Books, p.17-19)

  2. How Ecosystems Change by Ellen Chapman (Leveled Book, p.12-14)

  3. Activity: Observing Microscopic Organisms (TG Unit Investigations p.64-65, Ext.6) Supply your students with microscopes and droppers so they can observe microscopic organisms in their aquarium water.  Have students put a drop or two of aquarium water on a slide, place a cover slip over the droplets, and place it under the microscope.  Ask students to draw their findings.  Also have them research the term “microorganisms” and identify what type of microorganisms they have found.  Students can repeat this activity in later lessons.  Ask them to predict how the number and type of microorganisms may change as the aquarium sits. 

Differentiation
 Extension: Webquest on Ecosystems - This was designed by Shelly Knight at Lincoln Elementary School.
Support:  Read and listen to the Audio Leveled Reader, Pond Life (4). Complete the Pond Life (4) Practice, then check your answers using the Pond Life (4) Answers

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Lesson 7: Joining the Terrarium and Aquarium
Enduring Understanding:  An ecosystem is a community of organisms and their interaction with their environment.  Energy is transferred from producers to consumers to decomposers within a food chain. All are important for a balance in the ecosystem.
Essential Questions:  How do terrarium organisms differ from aquarium organisms? What is an ecosystem?
Assessment: Relationships in an Ecosystem (Embedded Assessment Package, p.11-50)

Activities

  1. Notebook Writing: “What is an Ecosystem?” (Ecosystems; STC Books, p. 24) There are a number of commercial card games and board games on ecosystems.  Have students create their own ecosystem card or board games.  Discuss how these games can be modeled after commercial games like Monopoly, Jeopardy, Life, and Uno, or can be their original creation. 

  2. Create a Game (TG Unit Investigations p.79, Ext.2) 

  3. Ecological Disasters Bulletin Board (TG Unit Investigations, p.79, Ext.3) Ask students to bring in and discuss examples from magazines or newspapers of both natural and human-made ecological disasters.  These can be viewed by others on a classroom or hallway bulletin board. 

  4. Embedded Performance Assessment: “Relationships in an Ecosystem” (Embedded Assessment Package, p.11-50)
    Embedded Performance Tab: Relationships in an Ecosystem
    Embedded Assessment Package Guide, Task User’s Guide, p.11-19
    Embedded Assessment Package Guide, Rubrics, p.21-22
    Embedded Assessment Package Guide, Samples of Student Work, p.23-40
    Embedded Assessment Package Guide, Blackline Masters, p.41-50

Differentiation
 Extension: The Dirt on Soil - Enter a subterranean explorer and shrink down to discover the microscopic ecosystem that lives beneath the surface.
Support:  Complete one of the six vocabulary activities.

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Lesson 8: Upsetting the Stability
Enduring Understandings:  Organisms have specific characteristics unique to their species. Organisms can adapt to their environment. Organisms need food, water, air, space, shelter, and sun in order to survive within their habitat.
Essential Questions:  How are the needs of different organisms in an ecosystem met?  How is the energy transferred within an ecosystem?
What is the relationship between consumers and producers in an ecosystem?
Assessment:  

Activities

  1. Notebook Writing: “Protecting Ecosystems” (Ecosystems; STC Books, p.38)

  2. Reading: “Hot Enough For You?” (Ecosystems; STC Books, p.25-27)

  3. Reading: “Snakes Rule” (Ecosystems; STC Books, p.28-30)

  4. Reading: How Ecosystems Change (5) (Leveled Book, p.2-3 and p.10-12)

  5. Reading: “Florida Fire Ecology” (Ecosystems; STC Books, p.31-34)

  6. Reading: “Tale of the Cod” (Ecosystems; STC Books, p.35-37)

Differentiation
 Extension: Complete the How Ecosystems Change (5) Practice, then check your answers using the How Ecosystems Change (5) Answers.
Support: Complete one of the six vocabulary activities. 

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Lesson 9: Reporting on Pollutants
Enduring Understanding: Organisms have specific characteristics unique to their species. Organisms can adapt to their environment. Organisms need food, water, air, space, shelter, and sun in order to survive within their habitat.
Essential Questions:  How are the needs of different organisms in an ecosystem met? What is the relationship between consumers and producers in an ecosystem?
Assessment:  

Activities

  1. Notebook Writing: Constructed Response B “Pollutants in our City” (Embedded Assessment Package, p.62-71) Speculate how all three pollutants we are studying (acid rain, fertilizer, and salts) affect our city.  Address what their sources and impacts might be.  You may include a picture to help explain your answer. Discuss the following Key Elements- Evidence of Understanding:
    -     Identifies all three pollutants and their sources.
    -Acid rain from the burning of fossil fuels
    -Fertilizer from excess fertilization of crops
    -Salt from road salt put on road to melt ice and increase traction for cars
    -Thoroughly discusses how the pollutants impact our city.
    -Acid rain can disturb ecosystems, especially aquatic ones.  It also impacts our soils.
    -Fertilizer (excess) can cause population explosions in plants and bacteria that impact the ecosystem.
    -Salt dissolves in water and gets moved to roadsides where it harms plants and soaks into the ground.  When salt reaches a body of water it can disrupt the ecosystem.
    Note: Students may discuss trade-offs of the use of these pollutants. They may also mention that one pollutant is more harmful than another to the specific region in which the student lives.

  2. Guest Speakers (TG Unit Investigations, p.96) Guest Speakers can help to underscore the fact that pollutants cause problems in the real world. Here are some ideas for speakers:
         A representative from a local industry to talk about what his or her company is doing to curb pollution.
         An agent from the state agricultural extension service or a farmer to talk about farming or landscaping practices in your area.
         An official from the highway department to talk about how roads are de-iced in your area (if this applies to where you live)
         A naturalist, forest ranger, or environmental educator to talk about some of the effects pollutants have on the environment.
         An environmental lawyer to explain pollution control laws.

Differentiation
 Extension: 
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Lesson 10: Planning Pollution Experiments
Enduring Understanding:  Organisms have specific characteristics unique to their species. Organisms can adapt to their environment. Organisms need food, water, air, space, shelter, and sun in order to survive within their habitat.
Essential Questions:  How do specific characteristics help an organism survive? How are the needs of different organisms in an ecosystem met? 
Assessment:  

Activities

  1. Notebook Writing: Importance of Control Ecocolumn (TG Unit Investigations, p.102, Final Activity) Challenge students to write in their notebooks several reasons why the control ecocolumn is important in the experiment.
  2. Activity: Investigate a Different Pollutant (TG Unit Investigations, p.103, Ext.2) Encourage students to investigate a pollutant other than the three discussed in this lesson.  If the students want to implement an experiment using that pollutant, create an additional class ecocolumn that contains plants and algae only.

  3. Activity: “Do It Yourself Smog” (Ecosystems; STC Books, p.43-44)

Differentiation
 Extension: 
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Lesson 11: Setting Up Our Pollution Experiments
Enduring Understanding:  Organisms have specific characteristics unique to their species. Organisms can adapt to their environment. Organisms need food, water, air, space, shelter, and sun in order to survive within their habitat.
Essential Questions:  How do specific characteristics help an organism survive? How do living organisms adapt to their environment?
How are the needs of different organisms in an ecosystem met? 
Assessment:  

Activities

  1. Water Testing (TG Unit Investigations, p.114, Ext.1)  Encourage students to bring in small samples of local water to test with pH paper. They might collect rainwater or snow, pond water, puddle water, or even tap water. 
  2. Change in Ecosystems Fluency Organizer  - This includes vocabulary pre-instruction resource that focuses on essential vocabulary and reading standards. All questions and activities presented in the CSAP format. Change in Ecosystems Answer Key

Differentiation
 Extension: 
Support:  

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Lesson 12: Observing Early Effects of Pollution
Enduring Understanding: Organisms have specific characteristics unique to their species. Organisms can adapt to their environment. Organisms need food, water, air, space, shelter, and sun in order to survive within their habitat.
Essential Questions: How do specific characteristics help an organism survive? How do living organisms adapt to their environment?
 Assessment:  

Activities

  1. Reading: American Indian Legend or Myth (TG Unit Investigations, p.120, Ext.2) Have students find and read a legend or myth portraying American Indian beliefs about plants.  

  2. Math: A Look at Graphs and Maps (TG Unit Investigations, p.120, Ext.4) Provide students with graphs on ecology; for example, one that shows the changing populations of various endangered species. You can also provide maps; for example, one illustrating the rate of decline of rain forests in South America.  Have students analyze these graphs and maps. 

  3. Media Stories on Animals Rescued from Human-Made Pollution (TG Unit Investigations, p.120, Ext.1) Sometimes animals have to be rescued from human-made pollutions.  For instance, a bird drowns if its feathers get covered with oil, and a small animal can starve if a plastic ring from a six-pack of soda gets caught around its neck.  Ask students to look for stories in the news about animals rescued from human-made pollution.  Put the stories on a special bulletin board.

Differentiation
 Extension: Atlantis Ecosystems Interactive Review Game – Review the vocabulary for this unit while you clean up pollution in an ecosystem. 
Support:  

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Lesson 13: Where Do the Pollutants Go?
Enduring Understanding:  Organisms have specific characteristics unique to their species. Organisms can adapt to their environment. Organisms need food, water, air, space, shelter, and sun in order to survive within their habitat.
Essential Questions:  How do specific characteristics help an organism survive? How do living organisms adapt to their environment?
Assessment:  

Activities

  1. Notebook Writing: Experiment Results Report (TG Unit Investigations, p.127, Final Activity 1) Ask students to plan a report that briefly discusses their experimental results.  They will give these reports in Lesson 14.  After that, the whole class will try to make some inferences about the effects of each pollutant on the organisms in the ecocolumns and about how these pollutants could also affect animals.

  2. Have students find a feather and dip it in oil. Then have them try to clean it off.  Is it difficult?  Discuss how different kinds of human-made pollutants affect birds in real life. (TG Unit Investigations, p.127, Ext.1)

  3. How Quickly Does a Plant Absorb a Pollutant?  Do a class experiment to see how quickly a plant absorbs a pollutant.  Put a white carnation into a vase.  Add a couple of drops of red food coloring to one of the pollutant solutions.  Place the solution in the vase and observe the carnation for a couple of days.  Discuss what happens and include data in the notebooks.  (TG Unit Investigations, p.127, Ext.2.)

  4. How does the Water Cycle move pollutants around? Listen to the Water Cycle Song. Discuss how air pollutants can make their way into streams and rivers. Could pollution from other states and countries make their way into Colorado rivers and streams. Whose responsibility is it to reduce the amount of air and water pollution in our ecosystem?

Differentiation
 Extension: 
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Lesson 14: Drawing Conclusions About Our Experiment
Enduring Understanding: 
Essential Questions:  How do specific characteristics help an organism survive? What is an ecosystem? How are the needs of different organisms in an ecosystem met? 
Assessment:  

Activities

  1. Notebook Writing: Constructed Response C  “Pollution in an Ecosystem” (Embedded Assessment Package, p.72-76)
    Look back at the poster you and your partner created for the Relationships in an Ecosystem performance assessment. What might happen if a particular pollutant was introduced into that ecosystem?
    Identify a pollutant that might impact your ecosystem.  Describe its possible source.
    Describe in depth how this pollutant affects (directly and indirectly) the living and non-living components in your ecosystem. What chain of events might happen when the pollutant enters your ecosystem? You may include a picture to help explain your answer.
    Key Elements- Evidence of Understanding:
    Description specifically names a pollutant (acid rain, salt, fertilizer or any other pollutant that could have been researched).  A reasonable source of this pollutant is identified.
    Description of why they chose this specific pollutant and its relevance to their ecosystem. The pollutant discussed is appropriate for that specific environment.
    Thoroughly discusses the sequence of events of one pollutant and its effects on their given ecosystem. Direct and indirect consequences are stated.
    Note: It is most important for the student to give realistic possibilities with sound reasons to support it.

  2. Technology: Video “Living on the Edge”, discussion in Teacher’s Guide (TG Unit Investigations, p.136)

Differentiation
 Extension: 
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Lesson 15: Examining a Real Environmental Problem
Enduring Understandings:  Organisms have specific characteristics unique to their species. Organisms can adapt to their environment. Organisms need food, water, air, space, shelter, and sun in order to survive within their habitat.
Essential Questions:  What is an ecosystem? What are the living/nonliving parts of an ecosystem? How are the needs of different organisms in an ecosystem met? 
Assessment:  

Activities

  1. Artwork in the Presentations  (TG Unit Investigations, p.148, Ext.1) Artwork can give evidence of conceptual understanding and really dress up a presentation.  Encourage students to draw pictures or maps, make models, create collages, or design displays to use in their presentations.  (TG Unit Investigations, p.148, Ext.1)

Differentiation
 Extension: Ecosystems: Endangered Species Maps, Plants, and Animals - National Geographic site with student activities
Support:  

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Lesson 16: Holding the Mini-Conference “A Look at Trade-Offs”
Enduring Understandings:  Organisms have specific characteristics unique to their species. Organisms can adapt to their environment. Organisms need food, water, air, space, shelter, and sun in order to survive within their habitat.
Essential Questions:  How do terrarium organisms differ from aquarium organisms? How are the needs of different organisms in an ecosystem met? 
How is the energy transferred within an ecosystem?
Assessment:  

Activities

  1. Notebook Writing: Reflective Writing (TG Unit Investigations, p.167, Final Activity 2) Bring the project to a close with a reflective writing activity.  Let students select one of the following topics:

    • Healthy plants are one key to a healthy ecosystem, both on land and in the water.  Can you describe why this might be true?
    • Think about your pollutant.  Describe the similarities between what happened in the polluted ecocolumn and what is happening to the bay.
    • What positive contributions can you make to ecosystems that are experiencing problems similar to those of the Chesapeake Bay?

Differentiation
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Lesson 17:  Post-Unit Assessment
Enduring Understandings:  Organisms have specific characteristics unique to their species. Organisms can adapt to their environment. Organisms need food, water, air, space, shelter, and sun in order to survive within their habitat.
Essential Questions:  How are the needs of different organisms in an ecosystem met? 
Assessment:  

Activities

  1. Performance Assessment following Lesson 7 takes the place of this lesson.

Differentiation
 Extension: 
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Science Leveled Readers With Audio

Changes in Ecosystems (4) Changes in Ecosystems (4) Practice Changes in Ecosystems (4) Answers
Ecosystems (4) Ecosystems (4) Practice Ecosystems (4) Answers
Ecosystem Changes (4) Ecosystem Changes (4) Practice Ecosystem Changes (4) Answers
Life in an Ecosystem (5) Life in an Ecosystem (5) Practice Life in an Ecosystem (5) Answers
Ecosystems (6) Ecosystems (6) Practice Ecosystems (6) Answers

 

Earth's Ecosystems (3) Earth's Ecosystems (3) Practice Earth's Ecosystems (3) Answers
Changes in Ecosystems (4) Changes in Ecosystems (4) Practice Changes in Ecosystems (4) Answers
Ecosystems (4) Ecosystems (4) Practice Ecosystems (4) Answers
Ecosystem Changes (4) Ecosystem Changes (4) Practice Ecosystem Changes (4) Answers
Pond Life (4) Pond Life (4) Practice Pond Life (4) Answers
How Ecosystems Change (5) How Ecosystems Change (5) Practice How Ecosystems Change (5) Answers
Inside Ecosystems (5) Inside Ecosystems (5) Practice Inside Ecosystems (5) Answers
Interactions In Ecosystems (5) Interactions in Ecosystems (5) Practice Interactions In Ecosystems (5) Answers
Life in an Ecosystem (5) Life in an Ecosystem (5) Practice Life in an Ecosystem (5) Answers
Biomes (6) Biomes (6) Practice Biomes (6) Answers
Ecosystems (6) Ecosystems (6) Practice Ecosystems (6) Answers

Unit Vocabulary

Use the Visual Thesaurus and use the approved login and password to the right:   User name - es35@d11.org and the password is d112009


1. mutation - a change caused by genes in an organism
2. offspring - a parent’s child
3. adaptations - changes organism make in order to survive
4. natural selection - a process with many changes over time that help an organism survive
5. community - the group of all the populations in an area
6. cycle - a repeating process or flow of materials through a system
 7. ecosystem - all the living and nonliving things in an area
8. energy pyramid - a diagram showing the flow of energy through a food chain
9. habitat - the place in an ecosystem where an organism lives
10. niche - the job that an organism has in an ecosystem
11. population - a group of organisms of one species that live in an area at the same time
12. producer - an organism that makes its own food
13. consumer - an organism that eats other organisms for energy
14. decomposer - an organism that breaks down other organisms
15. food chain -  a simple path of energy from one organism to another
16. herbivore - plant eater
17. carnivore - meat eater
18. photosynthesis - process a plant uses to change sunlight to energy
19. Ecosystem  - a community of organisms that interact with each other and the environment

Research confirms that students must have at least 6 opportunities through varied means to experience the same vocabulary before it can be applied. Here are 6 sample methods for teaching the vocabulary for this unit: These examples are endorsed by the Mid-Continental Research in Education Laboratory (McREL) Six Step Strategy to Improving Vocabulary.
Step 1: Teacher Defines Word 
Step 2: Student Defines Word with Examples
Step 3: Student Identifies or Designs a Visual Representation
Step 4: Practice With Games
Step 5: Practice Application
Step 6: Apply in Written and Oral Communication

Step 1-3
 Frayer Model for Vocabulary

Step 4: Vocabulary Bingo

Step 4 - 5: Picture Puzzle Vocabulary Practice

Step 3-4: PowerPoint Partners Game Vocabulary Review

Steps 1, 2, 4: Ecosystems Quizlet

Step 6: Science Notebook

Parents

During the quarter, your child will be learning to construct and care for an ecosystem. If you have been considering a low maintenance pet for your child, he or she will have learned about the requirements for nurturing and supporting a fresh water aquarium or terrarium ecosystem that could include living animals such as small amphibians, reptiles or mammals. An aquarium or terrarium may be a relatively low cost investment to support your child's interest in science. Let your child teach you what he or she has learned about ecosystems. Your child is also at the age that he or she can discuss conceptual issues about our environment and changes we see occurring in our community. As you drive through the community and observe the changes taking place, ask for your child's opinion on whether he or she believes the development is being conducted in an environmentally responsible manner. Fifth graders can observe and communicate  the degree to which all living organisms are interconnected.  

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