Student Log | Level 5 Module 2 | PhD Science Texas 2024 | 8.21.23

Level 5 Module 2: Ecosystems

Science Logbook

Student Name:

Great Minds® is the creator of Eureka Math® , Wit & Wisdom® , Alexandria Plan™, and PhD Science®

Published by Great Minds PBC greatminds.org

© 2024 Great Minds PBC. Except where otherwise noted, this content is published under a limited public license with the Texas Education Agency. Use limited to noncommercial educational purposes. Where indicated, teachers may copy pages for use by students in their classrooms. For more information, visit https://gm.greatminds.org/texas

Printed in the USA

1 2 3 4 5 6 7 8 9 10 XXX 25 24 23 22 21

ISBN 979-8-88588-549-2

Name:

Module Question Log

Date:

As your class agrees on the Essential Question and Phenomenon Questions, record them here.

Name:

LESSON 1 ACTIVITY GUIDE A

Record what you notice and wonder.

I Notice

Date:

I Wonder

Name:

LESSON 1 ACTIVITY GUIDE B

Date:

Draw Organisms in a Mangrove Tree Ecosystem

Use the spaces provided to draw the organisms from The Mangrove Tree. Label each organism. Write details from the text.

Name:

LESSON 2 ACTIVITY GUIDE

Date:

Develop a Mangrove Tree Ecosystem Model

Create a model showing the interactions of the organisms in the mangrove tree ecosystem. Cut out the organisms your teacher gives you. Arrange them on the next two pages, and then glue or tape them down. Add labels, arrows, or other details to complete the model.

Compare your model with a classmate’s. Record similarities and differences between your models.

Similarities

Differences

Name:

LESSON 3 ACTIVITY GUIDE

Investigate Plant Growth

Phenomenon Question: Identify the question you are investigating.

Date:

Initial Claim: Make an initial claim that answers the Phenomenon Question.

Variables: Fill in the table headings with the possible sources of matter for plant growth. In the table, write a check mark (✓) if the source of matter will be given to each plant. Write an X (×) if the source of matter will not be given to each plant.

Plant

Plant 1

Plant 2

Plan: Record your investigation plan.

Collect Data: Record your data and observations.

Measurements

Plant 1

Date

Plant 2

Date

Observations Plant 1

Date

Drawing Notes

Plant 2

Date

Drawing Notes

Name:

LESSON 5 ACTIVITY GUIDE A

Gather Evidence

Date:

Analyze the data your teacher provides. Fill in the table headings with the possible sources of matter for plant growth. Record whether a variable was given (✓) or not given (×) to each plant. Then record the change in the plant’s height and your observations.

Name:

LESSON 5 ACTIVITY GUIDE B

Make a Claim

Claim: Write your claim.

Date:

Evidence

List the evidence that supports your claim.

Reasoning

Explain how this evidence supports your claim.

Reflection: Compare your initial claim to the claim you just made. Complete these sentences: I used to think …

Now I think … because …

Name:

LESSON 6 ACTIVITY GUIDE A

Date:

Describe Interactions of Plants and Gases Day

Look at the daytime results. How did the amount of carbon dioxide change? How did the amount of oxygen change?

Draw arrows to show how the gases move into and out of a leaf during the day.

Carbon dioxide gas

Oxygen gas

Night

Look at the nighttime results. How did the amount of carbon dioxide change? How did the amount of oxygen change?

Draw arrows to show how the gases move into and out of a leaf at night.

Carbon dioxide gas

Oxygen gas

Name:

LESSON 6 ACTIVITY GUIDE B

Make a Prediction

Date:

Think about the amount of carbon dioxide over the Amazon rainforest. How does the amount of carbon dioxide during the day compare with the amount of carbon dioxide at night? Write a prediction and explain your reasoning.

How does the amount of carbon dioxide change throughout one week? Write a prediction and explain your reasoning.

Name:

LESSON 7 ACTIVITY GUIDE

Write and Support a Claim

Date:

In the air the human breathed, the amount of oxygen changed. Did photosynthesis or respiration cause the change? Write a claim.

Name:

LESSON 8 ACTIVITY GUIDE

Investigate Animal Growth

Date:

Phenomenon Question: Identify the question you plan to investigate.

Initial Claim: Make an initial claim that answers the Phenomenon Question.

Variables: Fill in the table headings with the possible sources of matter for animal growth. For each source, think about the amount bears had before and after the garbage dumps closed. Write whether the bears had more, less, or about the same amount of each resource.

Time

Before Yellowstone garbage dumps closed

After Yellowstone garbage dumps closed

Prediction: Do you think closing the garbage dumps affected the mass of the bears? If so, in what way? Explain your reasoning.

Revised claim: Update your claim about where animals get matter for growth.

Name:

LESSON 9 ACTIVITY GUIDE

Model Movement of Matter

Date:

In the left column, draw a living organism from the mangrove tree ecosystem. In the right column, show how each organism obtains matter for growth.

Organism

Source of Matter for Growth

Think about how organisms obtain matter for growth. What patterns do you notice?

What do you think will happen to the small fish, large fish, and the human in the mangrove tree ecosystem after the aquatic plants are removed? Write a prediction.

Name:

LESSON 10 ACTIVITY GUIDE A

Model Bird Beaks

Date:

Beak Model Food Models Observations Bird

▪ Corks (fish)

▪ Water from bottle (nectar)

Pipette

▪ Rice (insects)

▪ Marbles in sand (hidden prey)

▪ Clay (mouse)

▪ Corks (fish)

▪ Water from bottle (nectar)

Ladle

▪ Rice (insects)

▪ Marbles in sand (hidden prey)

▪ Clay (mouse)

▪ Corks (fish)

▪ Water from bottle (nectar)

Tweezers

▪ Rice (insects)

▪ Marbles in sand (hidden prey)

▪ Clay (mouse)

▪ Corks (fish)

▪ Water from bottle (nectar)

Tongs

▪ Rice (insects)

▪ Marbles in sand (hidden prey)

▪ Clay (mouse)

▪ Corks (fish)

▪ Water from bottle (nectar)

Pair of scissors

▪ Rice (insects)

▪ Marbles in sand (hidden prey)

▪ Clay (mouse)

Name:

LESSON 10 ACTIVITY GUIDE B

Date:

Identify Animal Characteristics and Environments

Animal Characteristics Environment

Raccoon

Coyote

Gulf Killifish

Diamondback Terrapin Turtle

Name:

Date: LESSON 11 ACTIVITY GUIDE A Observe a

Record what you notice and wonder.

I Notice

I Wonder

Name:

LESSON 11 ACTIVITY GUIDE B

Describe Organism Structures

Date:

Organism Organism Structure Function

Glasswort

Cordgrass

Saltgrass

Shoal Grass

Organism Organism Structure Function

Sundew

Raccoon

Prickly Pear

Collared Peccary

Name:

LESSON 11 ACTIVITY GUIDE C

Stop and Jot

Date:

Name:

Date: LESSON 12 ACTIVITY GUIDE A

Observe an Animal’s Traits and Behavior

Animal:

Which physical traits did the animal get from its parents?

What are the animals doing?

Name:

LESSON 12 ACTIVITY GUIDE B

Identify Types of Behavior

Date:

Animal Behaviors Behavior Observations Claim (circle one) Evidence

Baby lizard hatching and walking away

Baby raccoon climbing a tree

Instinctual Learned

Instinctual Learned

Describe Behaviors

Instinctual behavior

Learned behavior

Coyote Behaviors

Behavior Observations Claim (circle one) Evidence

Jumping

Hunting

Instinctual Learned

Instinctual Learned

How do instinctual behavioral traits help the coyotes survive in their environment?

How do learned behavioral traits help the coyotes survive in their environment?

Name: Date: LESSON 13 ACTIVITY GUIDE A Observe Raspberries

Record what you notice and wonder.

I Notice

I Wonder

Name:

LESSON 13 ACTIVITY GUIDE B

Observe Moldy Raspberries

Record your observations of the moldy raspberries. Days

Date:

Name:

LESSON 13 ACTIVITY GUIDE C

Write and Support a Claim

Claim: Write your claim.

Date:

Evidence

List the evidence that supports your claim.

Reasoning

Explain how this evidence supports your claim.

Name:

LESSON 14 ACTIVITY GUIDE A

Analyze Informational Texts

Respond to the following questions about “Looking at Mushrooms.”

1. What are some examples of fungi?

2. How are fungi similar to plants? How are they dif ferent?

Date:

3. What happens as fungi grow?

Respond to the following questions about “Recycling the Dead.”

1. What are decomposers? Include examples.

2. What happens to matter from a dead plant during decomposition?

3. Recycling is a process that allows matter to be used more than once. How do decomposers recycle matter?

4. In what ways do decomposers interact with biotic factors and nonliving factors in an ecosystem?

Name:

Date: LESSON 14 ACTIVITY GUIDE B

Compare Organisms

Complete the comparison chart.

How are plants, animals, and decomposers similar?

How are plants, animals, and decomposers different? Plants Animals Decomposers

Name:

Date: LESSON 15 ACTIVITY GUIDE A

Notice and Wonder

Record what you notice and wonder about the human mummy.

Name:

LESSON 15 ACTIVITY GUIDE B

Observe Sand and Soil

Record your observations of the sand.

Record your observations of the soil.

Record your observations from the composting video.

Date:

Name:

Date: LESSON 16 ACTIVITY GUIDE

Analyze Nutrients

Nutrient Testing Data

Record the levels of the nutrient your group tested. Then complete the table with the data from other groups.

“Recycling the Dead” Questions

What do scientists change in the two forest plots?

What are the effects of that change?

Why does the plot with more dead leaves have more nutrients in the soil?

Name:

LESSON 17 ACTIVITY GUIDE A

Model Movement of Matter

Date:

Draw a model that shows how a nutrient particle moves through an ecosystem. Include a plant, an animal that eats the plant, a decomposer, soil, and air.

Name:

LESSON 17 ACTIVITY GUIDE B

Jot–Pair–Share

In an ecosystem, how do biotic and abiotic factors interact?

Date:

Name:

LESSON 18 ACTIVITY GUIDE

Analyze Mouse Investigation Data

Draw a model of the mouse investigation.

Date:

Analyze the data from the mouse investigation.

Predict how the average distance run by mice in Group 1 would change if they were given less food. Support your prediction with evidence.

Name:

Date: LESSON 19 ACTIVITY GUIDE A

Sort Animal Cards

Record your categories. Place each animal in one category.

Energy Use Category Animals

Name:

LESSON 19 ACTIVITY GUIDE B

Relate Energy Use to Survival

Animal What structure uses energy?

Date:

How does the structure help the animal survive?

Name:

Date: LESSON 20 ACTIVITY GUIDE A Notice and Wonder

Record what you notice and wonder about the Atlas moth. I

How does the structure of the Atlas moth caterpillar relate to how it obtains energy?

How does the structure of the Atlas moth adult relate to how it obtains energy?

Name:

LESSON 20 ACTIVITY GUIDE B

Date:

Analyze Information About Grizzly Bears

Record ways that bears use energy during hibernation.

Predict how a bear’s body mass might change during hibernation. Explain your thinking.

Explain the relationship between food intake, energy use, and body mass.

Name:

LESSON 21 ACTIVITY GUIDE A

Observe Radish Plants

Record your observations of the plants in each cup.

Radish Plants in Cup A

Date:

Radish Plants in Cup B

Name:

LESSON 21 ACTIVITY GUIDE B

Record Claims and Evidence

Record claims and evidence about sunlight.

Date:

Claim

Evidence from Video

Evidence from Other Sources

Evidence from Video

Evidence from Other Sources

Name: Date:

LESSON 23 ACTIVITY GUIDE A

Analyze Ash Tree Data

Observe the table. Follow your teacher’s instructions to analyze the data.

Name:

LESSON 23 ACTIVITY GUIDE B

Explain Ecosystem Effects

Date:

Complete the chart to explain how different organisms are affected by the emerald ash borer.

Organism How does the emerald ash borer affect this organism?

Organism

How does the emerald ash borer affect this organism?

How did the introduction of emerald ash borers affect the North American forest ecosystem?

How did the introduction of mangrove trees affect the Hargigo ecosystem?

Name: Date:

LESSON 24 ACTIVITY GUIDE A

Name:

LESSON 24 ACTIVITY GUIDE B

Engineering Challenge

Ask: Define the problem. Identify the criteria and constraints.

Problem:

Date:

Criteria Constraints

Imagine: Research. Brainstorm solutions. Select a solution.

Record your research questions.

Record notes from your research.

Brainstorm solutions with your group.

What solutions have people tried?

How might you improve these solutions?

What other solutions could you try?

Plan: Gather materials. Generate a detailed design.

What materials or resources would you need to test your solution?

How will you implement your plan?

How will your plan impact the ecosystem?

Share: Receive feedback.

Plan the Presentation

Use the checklist and the notes space provided to plan your presentation.

We can explain the materials we would use in our design and why we chose them. We can explain the ways our solution changes the impact of the emerald ash borer.

We can explain the ways our solution helps create a healthy ecosystem. We each have a role for the presentation.

Presentation Notes

Create: Build a prototype. Test and evaluate.

How would you test your solution to make sure it works?

How would you know whether your solution was successful?

How would you use test data to evaluate your solution?

Name:

LESSON 26 ACTIVITY GUIDE A

Ask Questions

Date:

During presentations, ask questions about the group’s solution and design process. Choose one of the questions below, or ask one of your own.

▪ What materials would you use in your design? Why did you choose those materials?

▪ How does your solution reduce the impact of the emerald ash borer?

▪ How does your solution help create a healthy ecosystem?

▪ How does your solution change the ways organisms interact with matter and energy in the ecosystem?

▪ How do human actions in your solution help the forest ecosystems where ash trees live?

Or write your own question:

Name:

LESSON 26 ACTIVITY GUIDE B

Reflect on the Share Stage

Use this checklist to reflect on your knowledge.

Date:

I can explain the materials we would use in our design and why we chose them.

I can explain the ways our solution changes the impact of the emerald ash borer.

I can explain the ways our solution helps create a healthy ecosystem.

I can explain how our solution changes the way organisms interact with matter and energy in the ecosystem.

Use this checklist to reflect on your participation.

I contributed to my group’s presentation.

I listened actively to other groups’ presentations.

I asked other groups questions about their design.

Teacher Comments

Name:

LESSON 27 ACTIVITY GUIDE A

Date:

Key Terms About Matter and Energy in Organisms and Ecosystems

Key Terms

Cut out the key terms related to organisms and ecosystems.

Map

Create a relationship map in the space below. Place the terms on the page. Draw arrows or other symbols to connect them. Write words that show the relationships between the terms. Glue the terms to the paper.

Name: Date: LESSON 27 ACTIVITY GUIDE B

Answer the Essential Question

Essential Question: How can trees support so much life?

Name:

LESSON 27 ACTIVITY GUIDE C

Collaborative Conversation Strategies

Date:

Choose one or two strategies with sample sentence frames that you want to use in the Socratic Seminar. Circle them or cut them out.

Make a connection between ideas.

Explain your thinking.

That idea relates to .

I think that because .

Add to what someone else says.

I agree with and , I also think .

I like that idea because .

Offer an example to support your own or someone else’s idea.

An example of that is .

Share a different point of view.

I politely disagree with because .

That’s a good point, but I think .

Ask a question about someone else’s idea.

I have a question about

In other words, are you saying ?

Return to a question or an idea.

Let’s go back to what said about .

Let’s go back to the question (or idea) that .

Explain why an idea is important.

That idea is important because .

Encourage someone to tell more about their ideas.

The idea that is interesting. Can you say more about that?

Summarize the conversation.

I think the main idea is .

Do we agree that ?

Bibliography

Ecosystems

Bardoe, Cheryl. 2011. “Looking at Mushrooms.” Ask: The Fungus among Us, October 2011.

Jung, Alan P., Tamera S. Curtis, Michael J. Turner, and J. Timothy Lightfoot. 2010. “Physical Activity and Food Consumption in High- and Low-Active Inbred Mouse Strains.” Medicine & Science in Sports & Exercise, 42(10): 1826–1833. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2935502/

Kowalski, Kathiann. 2014. “Recycling the Dead.” Science News for Students, September 27, 2014. https://www.sciencenewsforstudents.org/article/recycling-dead.

National Park Service (NPS). 2017. “Ash Tree Update 2017.” NPS.gov. https://www.nps.gov/articles/ash-tree-update.htm.

Rice, Kevin B., and Wendy Klooster. 2014. Emerald Ash Borer Invasion of North American Forests. Ohio State University Extension, Ohio Agricultural Research and Development Center. Accessed February 5, 2019.

https://cpb-us-w2.wpmucdn.com/u.osu.edu/dist/b/3829/files/2014/05/EAB-impact-on-forests-2in13le.pdf.

Roth, Susan L., and Cindy Trumbore. 2011. The Mangrove Tree: Planting Trees to Feed Families. New York: Lee & Low Books.

Credits

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this logbook.

Ecosystems

Page 23, Andrew J Christensen and Helen-Nicole Kostis/NASA; page 33 (from top), Eric Isselee/Shutterstock.com, Jim Cumming/Shutterstock.com, CageBirds/Shutterstock.com, Miiko/Shutterstock.com; page 37 (from top), barmalini/Shutterstock.com, Scott Nodine/Alamy Stock Photo, chem wifi/Shutterstock.com, Danita Delimont/ Alamy Stock Photo; page 38 (from top), backpacking/Shutterstock.com, Eric Isselee/Shutterstock.com, Sundry Photography/Shutterstock.com, Jerry L. Ferrara/Science Source

All other images are the property of Great Minds.

Acknowledgments

Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum:

Amanda Abbood, Nashrah Ahmed, Maria Albina, Ana Alvarez, Lindsay Arensbak, Lynne Askin-Roush, Marissa Axtell, Brian Aycock, Keith Bannister, Nina Barcelli, Trevor Barnes, John Barnett, Greg Bartus, Michele Baskin, Koi Beard, Tocarra Bell, Brianna Bemel, Kerry Benson, Sanobar Bhaidani, David Blair, Ranell Blue, Jennifer Bolton, Sandy Brooks, Bridget Brown, Taylor Brown, Dan Brubaker, Carolyn Buck, Sharon Buckby, Lisa Buckley, Kristan Buckman, Becky Bundy, Sarah Bushnell, Eric Canan, Adam Cardais, Crystal Cizmar, Emily Cizmas, Rolanda Clark, Elizabeth Clarkin-Breslin, Christina Cooper, Kim Cotter, Karen Covington, Gary Crespo, Madeline Cronk, Lisa Crowe, Allison Davidson, Kristin Davis, Brandon Dawson, Megan Dean, Katherine DeLong, Julie Dent, Jill Diniz, Erin Doble, Delsena Draper, Amy Dupre, Jami Duty, Jessica Dyer, Lily Eisermann, Alison Engel, Sandy Engelman, Tamara Estrada, Lindsay Farinella, De Edra Farley, Ubaldo Feliciano-Hernández, Molly Fife, Lisa Fiorilli, Soudea Forbes, Mark Foster, Richard Fox, Peter Fraser, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Patricia Gilbert, Ellen Goldstein, Laurie Gonsoulin, Pamela Goodner, Kristen Gray, Lorraine Griffith, Dennis Hamel, Heather Harkins, Cassie Hart, Kristen Hayes, Sarah Henchey, Marcela Hernández, Abbi Hoerst, Jessica Holman, Missy Holzer, Matthew Hoover, Robert Hunter, Jennifer Hurd, Rachel Hylton, Robert Ingram Jr., Mamie Jennings, Reagan Johnson, Yuria Joo, Marsha Kaplan, Frankie Katz, Ashley Kelley, Robert Kelly, Lisa King, Suzanne Klein, Betsy Kolodziej, Sarah Kopec, Jenny Kostka, Drew Krepp, Rachel Lachiusa, Brittany Langlitz, Mike Latzke, Lori Leclair, Catherine Lee, Jennifer Leonberger, Jessica Levine, Caren Limbrick, Latoya Lindsay, Sarah Lomanno, Katherine Longo, Scott Loper, Susan Lyons, Kristi Madden, David Malone, Carolyn Mammen, Katrina Mangold, Stacie McClintock, Miranda McDaniel, Megan McKinley-Hicks, Cindy Medici, Ivonne Mercado, Sandra Mercado, Kevin Mesiar, Patty Messersmith, Brian Methe, Patricia Mickelberry, Marisa Miller, Sara Montgomery, Melissa Morgan, Mackenzie Most, Lynne Munson, Mary-Lise Nazaire, Corinne Newbegin, Darin Newton, Bekka Nolan, Tara O’Hare, Gillia Olson, Max Oosterbaan, Tamara Otto, Catherine Paladino, Meagan Palamara, Christine Palmtag, Mallory Park, Marya Parr, Joshua Paschdag, Emily Paulson, Emily Peterson, Margaret Petty, Nina Phelps, Jeffrey Plank, Judy Plazyk, Amelia Poppe, Lizette Porras, Jeanine Porzio, Jennifer Raspiller, Dan Ray, Brianna Reilly, Jocelyn Rice, Leandra Rizzo, Sally Robichaux, Cortni Robinson, Jeff Robinson, Todd Rogers, Karen Rollhauser, Allyson Romero, Angel Rosado Vega, Carol Rose, Angela Rothermel, Kim Rudolph, Megan Russo, Isabel Saraiva, Vicki Saxton, Michelle Schaut, Lauren Scheck, Gina Schenck, Stephanie Schoembs, Amy Schoon, Jesse Semeyn, Rudolph Shaffer, Khushali Shah, Nawshin Sharif,

Lawrence Shea, Aaron Shields, Cindy Shimmel, Maria Shingleton, Melissa Shofner, Erika Silva, Kerwyn Simpson, Laura Sirak-Schaeffer, Amy Snyder, Victoria Soileau, Rachel Stack, Isaac Stauffer, Leigh Sterten, Marianne Strayton, Mary Sudul, Lisa Sweeney, Elizabeth Szablya, Annie Wentz Tete, Heidi Theisen, Brian Thompson, Lauren Trahan, Olga Tuman, Kimberly Tyler, Jennifer VanDragt, Tracy Vigliotti, Freddy Wang, Lara Webb, Dave White, Charmaine Whitman, Erica Wilkins, Tiffany Williams, Erin Wilson, Mark Wise, Glenda Wisenburn-Burke, Armetta Wright, Howard Yaffe, Nazanene Yaqubie, Christina Young, Amy Zaffuto, Cat Zarate, and Suzanne Zimbler.

Colleagues and Contributors

We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

Tricia Boese, Thomas Brasdefer, Andrew Chen, Arthur Eisenkraft, Pat Flanagan, Rachel Gritzer, Fran Hess, Kim Marcus, Fred Myers, Jim O’Malley, Neela Roy, Ed Six, and Larry Stowe

Where do you get matter you need to grow? Where do you get energy to stay alive? To find out, grow plants and learn how mangrove trees help fight hunger. Follow food back to its source, and discover that every meal can be traced to plants and to the Sun. What happens to matter and energy when organisms die? Investigate how one organism’s death allows other organisms to live. Use your knowledge to explain how all living things are connected through the cycling of matter and the flow of energy. Along the way, ask yourself, How does my new knowledge help me understand the world?

LEVEL 5 MODULES

1 EARTH PROCESSES with Spotlight Lessons on Physical Properties of Matter

2 ECOSYSTEMS

3 SUN, EARTH, AND MOON SYSTEM with Spotlight Lessons and a Capstone Project on Forces, Motion, and Energy

ON THE COVER

Mariposa Grove

Kerne Erickson, American, 1946–Acrylic on canvas Private Collection

Mariposa Grove artwork by Kerne Erickson © Greg Young Publishing, Inc.

ISBN 979-8-88588-549-2

Great Minds® brings teachers and scholars together to craft exemplary instructional materials that inspire joy in teaching and learning. PhD Science®, Eureka Math®, Eureka Math2 ®, and our English curriculum Wit & Wisdom® all give teachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the sciences, mathematics, and the humanities.

9 798885 885492 A