G5+Science+U3


 * ALLMSES GRADE 5 SCIENCE CURRICULUM Hunter ** Sept 2012 – June 2013


 * Unit 3: ** Exploring Ecosystems


 * Enduring Understanding: **// Diversity is the essential component that makes up a living system //


 * (What the students should take away~ the differences between ecosystems and within ecosystems is important to the continued success of the various ecosystems) **


 * Essential Question: ** How is the diversity of ecosystems important to the culture of various people?


 * Standards: **

LE 5.1d,e- Classify populations of organisms as producers, consumers, or decomposers by the role they serve in the ecosystem (food chains and food web).

LE 3.2a- Identify populations within a community that are in competition with one another for resources.

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

= EfS Standards: =


 * A7-**Recognize the value of stories and the arts as links between the past and present


 * C1**- See the whole system, its parts, and their place within the system


 * C2-**Define what system is and determine if things are or are not systems


 * C4-**See and be able to describe the interrelatedness of at least two variables


 * C13-** Demonstrate an understanding that there is no such thing as a closed system. All systems are nestled in other systems


 * E2-**Articulate the distinguishing characteristics of a Commons and the types of measures required to keep different types of Commons healthy.


 * F2-** Explain the nature of ecosystems and bioms, their health and their interdependence within the biosphere.


 * F7-**Make a case for why global citizens should understand the basic natural laws and principals including e) materials cycle, f) energy flows, and i) photosynthesis


 * ** REMINDER each lesson will lead to the culminating project, (Mapping most assignments) **

** indicators ** ||  ** Reading Focus Skill **  || Class will create a chart indicating what was the main points of the movie, (takeaways). [|Lorax the game] View a video the [|study of ecosystems] is important ||  ||   ||   ||
 * ** Lesson ** ||  ** Vocabulary **  ||  ** Objectives/KBAD **  ||  ** Activity **  ||  ** Homework **  ||  ** Efs **
 * # || Ecosystem 278 || KBAD give a basic explanation as to why the study of ecosystems is important. || We will view the movie “Lorax”.
 * # || Embryo, germinate, life cycle, life span, Petals, Stamen, Pistil and root systems 270, 273, oary, ovule, embryo sac, George Washington Carver, Horticulture, Botany || KBAD describe the life cycle of a flowering plant.

KBAD explain who was George Washington Carver || A “Life Cycle” Chart to show the different stages of a flowering plants life cycle

Use “Science Textbook” pages 270 - 273

Review the life cycle of a [|flowering plant]

Brain pop Jr. Video and quiz about George Washington Carver. Research who was George Washington Carver (GWC) and what were his contributions to the environment. Create a GWC Chart. Life Science A64 || Narrative Writing explaining the process of the plants life cycle

Write an essay about GWC and some fun facts that you have learned about him. ||  || Sequence ||
 * # || Transpiration 271, photosynthesis, 272-3, 278, chlorophyll, producer 274, 278, consumer 274, leaf 270, 273, || KBAD identify how leaves use carbon dioxide and give off oxygen.

KBAD describe how the parts of plants make food. || Lab ~ examine a leaf under a microscope

Use “Science Textbook” pages 270, 271, 272, 273, 274, 278,

Chart your findings, using [|Leaf Charts].

How plants make food by means of [|photosynthesis.] ||  ||   || Main Idea and Details ||
 * # || Ecosystem, herbivore 278, carnivore 278, food chain 279, decomposer 279, food web 280, energy pyramid 282-283, energy transfer 278-279 || KBAD identify how food energy is passed from producers, consumers to secondary consumers.

KBAD describe how food chains in Latin America make up food webs. || Use “Science Textbook” pages 278 - 281

Review how Latin American [|food energy] is passed from plant to animal to animal in an ecosystem.

Create an Energy pyramid Use “Science Textbook” pages 282 – 284

[|Food web worksheet]

[|Producer/ consumer worksheet] || Sequence pg. 285 or  Expository Writing pg. 285

[|Energy flow essay] ||  || Sequence ||
 * # || Population 296, community 296, competition 296, 297, adaptation 297, symbiosis 298-299, predator 300, prey 300 || KBAD describe how populations in Latin America depend on and compete with one another.

KBAD explain how adaptations help Latin American plants and animals compete. || Create an in class food web (wiki space) p. 301 1-3, 5 play interactive food web games [|Food Web]

[|Predator prey]

[|Adaptation Game] || p. 301 Expository Writing ||  || Main Idea and Details ||
 * # || biom, titan arum, || KBAD identify the properties of a rain forest biome || Life Science (text Book) A24 & A25 interactive learning about elements of a [|rain forest] biome.

Create a rain forest wall display using pictures of people, animals and the physical settings of rain forest.

[|Rainforest Worksheet] ||  ||   ||   ||
 * # ||  || KBAD identify what identifies an area as a grassland || Read elements of a [|grassland] biome website.

Create a grassland wall display using pictures of people, animals and the physical settings of grasslands. ||  ||   ||   ||
 * # ||  || KBAD identify the elements of a [|desert] biome || View a desert brain pop video and quiz on the information learned.

Create a desert wall display using pictures of people, animals and the physical settings of different [|desert] s. ||  ||   ||   ||
 * # || Succession 304 primary succession 304-305, secondary succession 306-307 extinction 308, Erosion, Variable || KBAD identify how changes in Latin American ecosystems affect the organisms there. //(Shrinking Glaciers in South America)//

KBAD explain how these changes can cause the extinction of some organisms. || Lab~ Investigate Erosion The rate at which water causes erosion.

Brain pop video and quiz about erosion

Earth Science text book Big Idea Pg T172 & T173 || Lab~ write-up ||  || Cause and Effect ||
 * # || Pollution 312, acid rain 312, habitat 313, conservation 314, reclamation 316 || KBAD explain how people’s actions can change the environment.

KBAD describe how the environment can be protected and restored. || Read the “Science Textbook”, about pollution, acid rain, conservation and reclamation. Pages 312 -316

Explore ideas that we as a class can do to [|save the earth] || p. 317 Persuasive Writing ||  || Main Idea and Details ||
 * # || Ecosystem, herbivore, carnivore, food chain, decomposer, food web, energy pyramid || KBAD identify how food energy is passed from Canada’s plant to animal to animal in an ecosystem.

KBAD describe how food chains specific to Canada make up food webs. || Lab~ || Lab Write-up ||  || Sequence ||
 * # || Population, community, competition, adaptation, symbiosis, predator, prey || KBAD describe how Canada’s populations depend on and compete with one another.

KBAD explain how adaptations help Canada’s’ plants and animals compete. || Lab~ || Lab Write-up ||  || Main Idea and Details ||
 * # ||  || KBAD identify the elements of an [|temperate deciduous forest] biome || Create a temperate forest wall display using pictures of people, animals and the physical settings of a [|temperate deciduous forest.] ||   ||   || Interrelationships ||
 * # || Glaciers, Glaciologist || KBAD identify the elements of the [|Tundra] biome || Create a Tundra wall display using pictures of people, animals and the physical settings of [|Tundra]. ||  ||   || Interrelationships ||
 * # ||  || KBAD identify the elements of the [|Taiga] biome || Create a Taiga wall display using pictures of people, animals and the physical settings of [|Taiga] . ||   ||   || Interrelationships ||
 * # || Pollution, acid rain, habitat, conservation, reclamation || KBAD identify how changes in Canadian ecosystems affect the organisms there.

KBAD explain how these changes can cause the extinction of some organisms and what can be done to preserve the ecosystem. || Review [|Waste management] in Canada

The melting of the [|Columbia Ice] field in Canada news article.

Photos of [|receding glaciers]

Lab~ How Can I Help Protect the Water [|Ecosystems in Canada]? || Lab Write-up ||  || Cause and Effect ||
 * # || Conservation, nonrenewable resources, renewable resources, naturalist, protection and restoration || KBAD explain how people’s actions can change the Canadian environment.

KBAD describe how the Canadian environment can be protected and restored. || Lab~ Research what can be done to keep [|Canada Clean] || Lab Write-up ||  || Main Idea and Details ||


 * Performance Task: **

// National Geographic // magazine is searching for tween environmental stewards. You must create a virtual tour of ecosystems in Latin America or Canada that demonstrates your commitment to environmental stewardship.


 * Culminating Activities/Long Term Projects: **


 * SWBAT investigate food in Latin American and Canadian countries.
 * In some parts of the world, meat protein is scarce. Find out what kids of items some people eat to add protein to their diets. Present a report to share what you learn.
 * SWBAT appreciate the impact of environmentalists.
 * Read about the life of a well-known naturalist, such as Rachel Carson, Henry David Thoreau, John Burroughs, or John Muir. In a written or oral report, share what you learned.
 * SWBAT research an organism’s impact on humans.
 * Learn more about the parasites that affect people, such as tapeworms or the viruses that cause smallpox or influenza. Then, in an oral or written report, share what you have learned.


 * __ Unit 3: __**


 * // Exploring Ecosystems //**


 * //__ Enduring Understanding: __//****// Diversity is the essential component that makes up a living system //**


 * //__ Essential Question: __//**


 * // How is the diversity of ecosystems important to the culture of various peoples? //**


 * Standards: **


 * LE 5.1d,e ** - Classify populations of organisms as producers, consumers, or decomposers by the role they serve in the ecosystem (food chains and food web).


 * LE 3.2a ** - Identify populations within a community that are in competition with one another for resources.


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


 * Unit 3: ** Exploring Ecosystems


 * Performance Task: **

National Geographic magazine is searching for tween environmental stewards. You must create a virtual tour of ecosystems in Latin America and Canada that demonstrates your commitment to environmental stewardship.


 * ** Student Name ** || ** List the functions and the parts of a flowering plant ** || ** Identify and create an Energy Pyramid ** || ** Identify properties of a biom ** || ** Identify a biom on goggle map ** || ** Create virtual tour ** ||


 * Unit 3: ** Exploring Ecosystems


 * Performance Task: **

National Geographic magazine is searching for tween environmental stewards. You must create a virtual tour of ecosystems in Latin America and Canada that demonstrates your commitment to environmental stewardship.


 * ** Name ** || ** Come up with seed idea ** || ** Create an outline ** || ** Rough draft ** || ** Final assignment ** ||