Teacher Edition | Level 5 Module 2 | PhD Science Texas 2024 | 8.21.23

Level 5 Module 2: Ecosystems

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Printed

ISBN 979-8-88588-531-7

End Matter

Introduction

Ecosystems Overview

ESSENTIAL QUESTION How can trees support so much life?

But then things began to change … all because of a tree.

—Susan L. Roth and Cindy Trumbore, 2011

Throughout the module, students describe and study the life around a mangrove tree, the anchor phenomenon, and build an answer to the Essential Question: How can trees support so much life? As they learn about each new concept, students revisit and refine a model to represent their understanding of matter and energy in the mangrove tree ecosystem. At the end of the module, students use their knowledge of matter and energy in organisms and ecosystems to explain the anchor phenomenon and apply these concepts in new contexts. Through these experiences, students begin to develop the enduring understanding that matter and energy move continuously through plants, animals, decomposers, and the environment and that sunlight is the original source of virtually all the energy that flows through livings things.

Lessons 1 through 7 address the Concept 1 Focus Question: How do plants grow? In Lessons 1 and 2, students observe a tree outside their classroom and begin reading the text The Mangrove Tree by Susan L. Roth and Cindy Trumbore (2011). They create an initial class anchor model of the mangrove tree ecosystem and develop ideas about how organisms within the system are connected. Reflecting on the anchor phenomenon, students organize their questions on a driving question board. Students revisit the driving question board and the anchor model throughout the module to build a coherent understanding of how matter and energy move through ecosystems. Engaging in these practices allows students to take an active role in the educational process and gives teachers insight into students’ background knowledge and current understanding

of ecosystems. In Lessons 3 through 5, students identify the criteria for conducting a fair test and design an investigation to determine where plants get matter for growth. They analyze the results of an investigation set up in advance, gathering evidence to support the claim that plants get matter for growth from air and water. Students then summarize their findings in a class anchor chart. They continue to check on their plant investigations throughout the module to gather additional evidence and reevaluate their claims. In Lessons 6 and 7, students investigate how plants and animals interact with air They analyze the movement of carbon dioxide and oxygen in plants and humans, to explain how plants and animals exchange gases between each other and the environment. Students update the class anchor model with these interactions.

Lessons 8 through 17 address the Concept 2 Focus Question: Where does life’s matter come from? In Lessons 8 and 9, students examine evidence that grizzly bears use the matter in food for growth and model the movement of matter from animals to plants in the mangrove tree ecosystem. In Lessons 10 and 11, students analyze several species of plants and animals in their environment to investigate why different organisms have specific characteristics. In Lesson 12, students differentiate between instinctual and learned behaviors by observing these behaviors demonstrated by animals and inferring how behaviors and structures promote survival in the environment. In Lessons 13 and 14, they learn about decomposers and their role in returning matter from waste and dead organisms to the environment. In Lessons 15 and 16, students observe decomposition in soil and sand to make a claim about the relationship between decomposers and soil fertility. In Lesson 17, students synthesize their knowledge by modeling the cycle of matter in an ecosystem.

Lessons 18 through 22 address the Concept 3 Focus Question: Where does life’s energy come from? In Lessons 18 through 20, students analyze the relationship between food and indicators of energy. They determine that food is a source of both matter and energy for animals and that animals can store energy in their bodies for later use. In Lessons 21 and 22, students observe evidence that plants need energy from sunlight to grow and that plants, like animals, store energy in their bodies. Students consider additional evidence from a video and other sources to support their claims about energy in plants. Finally, students model the flow of energy through the mangrove tree ecosystem, tracing the flow of energy back to the Sun.

In Lessons 23 through 29, students apply their knowledge in an engineering challenge and End-of-Module Assessment, further building on their understanding of the Essential Question: How can trees support so much life? In Lesson 23, students learn about the emerald ash borer and gather information about the harmful effects invasive species can have on ecosystems. In Lessons 24 through 26, student groups apply the engineering design process to develop solutions that may reduce the impact of the emerald ash borer. They share their proposed solutions with peers and incorporate feedback to evaluate the effectiveness of their solutions. In Lesson 27, students participate in a Socratic Seminar, revisiting the module questions and synthesizing their understanding. In Lesson 28, students reflect on their study of matter and energy in organisms and ecosystems and apply their conceptual understandings in an End-of-Module Assessment. Finally, the class debriefs the End-of-Module Assessment in Lesson 29, giving the teacher and students an opportunity to revisit concepts that need further explanation and to clarify misconceptions.

Module Map

Anchor Phenomenon: Life Around a Mangrove Tree

Essential Question: How can trees support so much life?

Ecosystems support the needs of living things as matter and energy move between organisms and the environment.

Concept 1: Living Plant Matter

Focus Question: How do plants grow?

Plants get most of the matter they need for growth from air and water.

Phenomenon Student Learning

Life Around One Tree

Phenomenon Question: What is a tree’s role in an ecosystem?

A food web shows the feeding interactions of organisms in an ecosystem.

▪ Lesson 1: Observe an ecosystem containing a tree.

▪ Lesson 2: Develop a model of feeding interactions among organisms.

Texas Essential Knowledge and Skills for Science

English Language Proficiency Standards

Phenomenon Student Learning

Seed to Tree

Phenomenon Question: Where do plants get the matter they need for growth?

Plants use matter from air and water to grow.

▪ Lesson 3: Design a fair test to determine factors that affect plant growth.

▪ Lesson 4: Plan and conduct an experimental investigation to identify the sources of matter plants need for growth.

▪ Lesson 5: Use evidence to argue that plants use matter from air and water to grow.

Gas Cycling

Phenomenon Question: How do plants and animals depend on air?

Plants and animals interact with the gases in the environment they need for survival in different but interrelated ways.

▪ Lesson 6: Analyze data to explain how gases cycle between plants and the air in ecosystems.

▪ Lesson 7: Observe and describe how gases cycle between plants, animals, and air in ecosystems.

Concept 2: Life’s Matter

Focus Question: Where does life’s matter come from?

Plants and animals depend on matter for growth and survival. Life’s matter moves between plants, animals, decomposers, and the environment as it cycles through an ecosystem.

Phenomenon Student Learning

Movement of Matter

Phenomenon Question: Where do animals get the matter they need for growth?

The movement of matter through animals can be traced back through plants to air and water.

▪ Lesson 8: Make a claim about how animals use matter from the environment.

▪ Lesson 9: Model and predict the movement of matter in the environment from plants to animals.

Texas Essential Knowledge and Skills for Science

English Language Proficiency Standards

Phenomenon

Survival

Phenomenon Question: Why do organisms have specific characteristics?

Student Learning

An organism inherits physical and behavioral characteristics from its parents and acquires learned behaviors throughout its life to obtain what it needs to survive in a specific environment.

▪ Lesson 10: Model organisms’ characteristics to determine how they enable the animals to survive in their environment.

▪ Lesson 11: Analyze organisms’ characteristics to determine how they enable the organisms to survive in their environment.

▪ Lesson 12: Identify instinctual and learned behavior traits to explain how they enable animals to survive in their environment.

Decomposition

Phenomenon Question: Where does matter go after organisms die?

Decomposers break down matter from dead organisms into materials that other organisms can use.

▪ Lesson 13: Make a claim supported by evidence about how mold grows.

▪ Lesson 14: Explain how decomposers recycle matter in an ecosystem.

Phenomenon Student Learning

Decomposers and the Environment

Phenomenon Question: How does the environment affect decomposition?

Decomposition plays a key role in maintaining healthy ecosystems by returning nutrients to the soil.

▪ Lesson 15: Use evidence to make a claim about the presence of decomposers in sand and soil.

▪ Lesson 16: Gather and analyze data to compare the amount of nutrients in sand and soil.

Matter Cycling

Phenomenon Question: How does matter move through an ecosystem?

Within an ecosystem, matter cycles among plants, animals, decomposers, and the environment as organisms live and die.

▪ Lesson 17: Model and explain how matter cycles among plants, animals, decomposers, and the environment.

Concept 3: Life’s Energy

Focus Question: Where does life’s energy come from?

Life’s energy can be traced from the Sun to plants and then to animals and decomposers as it flows through an ecosystem.

Phenomenon

Food and Energy

Phenomenon Question: How do animals obtain and use energy?

Student Learning

The energy animals get from food can be used for growth, body repair, movement, and maintaining body warmth, or it can be stored for later use.

▪ Lesson 18: Use evidence to support the claim that food is a source of both matter and energy.

▪ Lesson 19: Identify ways that animals use energy from food.

▪ Lesson 20: Analyze data to determine that animals can store energy from food for later use.

Sunlight

Phenomenon Question: How does energy move through an ecosystem?

Sunlight is the original source of energy for virtually all living things.

▪ Lesson 21: Gather evidence to support the claim that plants harness energy from sunlight.

▪ Lesson 22: Model the flow of energy through an ecosystem.

Application of Concepts

Preparation for Engineering Challenge

Phenomenon Question: How can the health of an ecosystem change?

Introduced species can change the health of an ecosystem.

▪ Lesson 23: Explain how an organism can affect the ability of other organisms to meet their needs.

Engineering Challenge

Phenomenon Question: How can we reduce the damage an invasive species causes to an ecosystem?

Reducing the impact of invasive species can protect the health of an ecosystem.

▪ Lessons 24–26: Apply the engineering design process to research, propose, and reflect on solutions to reduce the impact of an invasive species on an ecosystem.

Application of Concepts

Task

End-of-Module Socratic Seminar, Assessment, and Debrief

Essential Question: How can trees support so much life?

Student Learning

Ecosystems support the needs of living things as matter and energy move between organisms and the environment.

▪ Lesson 27: Explain how organisms survive and how matter and energy move through organisms and ecosystems. (Socratic Seminar)

▪ Lesson 28: Explain how organisms survive and how matter and energy move through organisms and ecosystems. (End-of-Module Assessment)

▪ Lesson 29: Explain how organisms survive and how matter and energy move through organisms and ecosystems. (End-of-Module Assessment Debrief)

Focus Standards*

Texas Essential Knowledge and Skills for Science

3.12 Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to

3.12B identify and describe the flow of energy in a food chain and predict how changes in a food chain such as removal of frogs from a pond or bees from a field affect the ecosystem.

3.13 Organisms and environments. The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to

3.13A explore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment; and

3.13B explore, illustrate, and compare life cycles in organisms such as beetles, crickets, radishes, or lima beans.

4.12 Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to

4.12A investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter; and

4.12B describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers.

4.13 Organisms and environments. The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to

4.13A explore and explain how structures and functions of plants such as waxy leaves and deep roots enable them to survive in their environment; and

4.13B differentiate between inherited and acquired physical traits of organisms.

5.1 Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to

5.1A ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

5.1B use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems;

5.1C demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency–approved safety standards;

5.1D use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support

* The bold text identifies standards that students should master in this module. The italicized text identifies standards that students will develop knowledge of throughout the year or will master in later modules. Italicized standards may appear as part of the assessments in this module.

observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information;

5.1E collect observations and measurements as evidence;

5.1F construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; and

5.1G develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

5.2 Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to

5.2A identify advantages and limitations of models such as their size, scale, properties, and materials;

5.2B analyze data by identifying any significant features, patterns, or sources of error; and

5.2D evaluate experimental and engineering designs.

5.3 Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to

5.3A develop explanations and propose solutions supported by data and models;

5.3B communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

5.3C listen actively to others’ explanations to identify relevant evidence and engage respectfully in scientific discussion.

5.4 Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society. The student is expected to

5.4A explain how scientific discoveries and innovative solutions to problems impact science and society

5.5 Recurring themes and concepts. The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to

5.5A identify and use patterns to explain scientific phenomena or to design solutions;

5.5B identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;

5.5D examine and model the parts of a system and their interdependence in the function of the system;

5.5E investigate how energy flows and matter cycles through systems and how matter is conserved;

5.5F explain the relationship between the structure and function of objects, organisms, and systems; and

5.5G explain how factors or conditions impact stability and change in objects, organisms, and systems.

5.12 Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to

5.12A observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem,

5.12B predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web, and

5.12C describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

5.13 Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments. The student is expected to

5.13A analyze the structures and functions of different species to identify how organisms survive in the same environment, and

5.13B explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival.

English Language Proficiency Standards

1A Use prior knowledge and experiences to understand meanings in English.

2E Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.

2I Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

3C Speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired.

3E Share information in cooperative learning interactions.

3F Ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.

Building Content Knowledge

In the Ecosystems module, students build on their understanding of how energy flows in food webs as they explore life surrounding and supported by a mangrove tree. They begin by observing a tree in its environment as they are introduced to Hargigo, a village in the east African country of Eritrea that relies on a forest of mangrove trees. Throughout the module, students identify and describe the flow of energy and cycling of matter within an ecosystem (3.12B, 4.12B). Students develop an initial anchor model that they will update throughout the module as they develop a deeper understanding of the interconnectedness of organisms

3H Narrate, describe, and explain with increasing specificity and detail as more English is acquired.

4A Learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words.

4C Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials.

4D Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text.

4F Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.

within the mangrove forest ecosystem (5.12A). Students ask questions to develop a driving question board and share ideas about how to investigate their questions.

Throughout Concept 1, students explore how plants grow. They begin by planning and implementing a fair test investigation to determine factors that affect plant growth, and use evidence from their investigation to argue that plant bodies are formed with matter from air and water (5.12A). Next, students investigate how plants and animals interact with air.

They first analyze data to determine how gases cycle between plants and the air in ecosystems. Then students observe and describe how gases cycle between plants, animals, and air in ecosystems (5.12B).

In Concept 2, students explore where life’s matter comes from. Students make a claim by using data about how animals get the matter they need for growth and model how matter moves from plants to animals (5.12B). Students determine that animals and plants have specific structures and behaviors that help them get the matter they need to survive in their environments (3.13A, 5.13A, 5.13B). Students then explore decomposers to investigate where matter goes after organisms die. After observing mold, students make a claim about how mold grows (5.12B). Students then obtain information about fungi and how fungi interact with matter (5.12A, 5.12B). Students build on their knowledge of decomposers as they investigate causes of different rates of decomposition. Students investigate the presence of decomposers in sand and soil and analyze data to determine how the number of decomposers in an ecosystem affects the amount of matter returned to the sand and soil (4.12B, 5.12A, 5.12B). Students update their anchor model to explain how matter cycles within an ecosystem between organisms and the environment (5.12A, 5.12B).

Key Terms

In this module, students learn the following terms through investigations, models, explanations, class discussions, and other experiences.

▪ Abiotic

▪ Biotic

▪ Decomposer

▪ Ecosystem

▪ Instinctual behavior

▪ Invasive species

▪ Learned behavior

▪ Matter cycle

▪ Microscopic

▪ Photosynthesis

▪ Respiration

▪ Waste

In Concept 3, students explore where life’s energy comes from. Students analyze food consumption and activity level data to support the claim that food is a source of both matter and energy. Students gather evidence to identify ways that animals use energy from food and analyze data to determine that animals can store energy for later use (5.12A, 5.12B). Students analyze and interpret information about how plants capture energy from sunlight and revisit the anchor model to show the flow of energy through an ecosystem (5.12A, 5.12B). Students gather information from data and texts to explain how an invasive organism, the emerald ash borer, can affect the ability of other organisms to meet their needs (5.12B). They use the engineering design process to develop solutions to describe a healthy ecosystem and how humans can help reduce the negative impact (5.12C) of invasive species.

Students reflect on their learning about how organisms obtain matter and energy and how matter and energy move through ecosystems, and then apply their understanding of energy in ecosystems to a new context in the End-of-Module Assessment.

Advance Materials Preparation

Several activities in this module require advanced preparation. See the lesson resources for more details on material preparation and instructions.

3–5 6 or more

5 or more days

13–14 10 days

6 days

2 days

15–16 8 days

1 day

21–22 2 weeks

Teacher Plant Growth Investigation

Mold Growth on Raspberries Investigation

Leave 50 g potting soil out to dry. Prepare green onion plants.

Purchase 1 carton of raspberries, and transfer them to a sealed container. Purchase 2 cartons of raspberries. Transfer 1 carton to a sealed container, and prepare the other carton for Lesson 15.

Purchase 1 carton of raspberries, and transfer them to a sealed container.

Decomposing Raspberries in Sand and Soil Investigation

Nutrient Testing

Radish Growth Investigation

Safety Considerations

The safety and well-being of students are of utmost importance in all classrooms, and educators must act responsibly and prudently to safeguard students. Science investigations frequently include activities, demonstrations, and experiments that require extra attention regarding safety measures. Educators must do their best to ensure a safe classroom environment.

The hands-on, minds-on activities of this module involve handling soil, observing decomposing fruit and plant matter, and handling chemicals.

Transfer raspberries to containers filled with sand and soil. Note: This preparation is concurrent with the preparation for Lesson 13. Prepare sand and soil water mixtures.

Plant radish seeds.

In addition to safety notes included in lessons, important safety measures to implement in this module include the following:

1. Teachers must explain safety expectations to students and review the expectations with students before each activity.

2. Students must listen carefully to and follow all teacher instructions. Instructions may be verbal, on classroom postings, or written in the Science Logbook or other handouts.

3. Students must demonstrate appropriate classroom behavior (e.g., no running, jumping, pushing) during science investigations. Students must handle all supplies and equipment carefully and respectfully.

4. Students and adults must wear personal protective equipment (e.g., safety goggles and/or gloves) during investigations that require the use of such equipment. In this module, anyone working with chemical substances must wear goggles and gloves.

5. Students must wash their hands after handling soil. Soil can be contaminated by pesticides, animal waste, and other substances. It is recommended that students wear gloves whenever they handle soil.

6. Water and chemical spills must be cleaned up immediately. During investigations, water and chemicals can spill onto desktops or the floor even when everyone is careful. Immediate removal of spilled water and chemicals is essential to help prevent slips, falls, and accidental skin contact with chemicals.

7. Students must never place any materials in their mouth during a science investigation. Should a student accidentally ingest a chemical substance, recommended first aid measures can

be found at the PubChem website (http://pubchem.ncbi.nlm.nih.gov). Consult the substance’s Safety and Hazards section, and refer for medical attention as needed.

8. Put away all food or drinks during science investigations. Food and drinks can be easily contaminated by investigation materials. Additionally, spilled food or drinks can disrupt investigations.

9. Students must never mix known or unknown chemical substances unless the teacher instructs them to do so. Some chemical reactions can produce toxic substances or spill over containers. To ensure safety, students must mix substances only as instructed.

10. Monitor student activity on the internet. If students are permitted access to the internet for science research purposes, their activity must be monitored to ensure it conforms with school and district policies.

More information on safety in the elementary science classroom appears in the Implementation Guide. Teachers should also follow their school’s or district’s health and safety guidelines. For additional information on safety in the science classroom, consult the Texas Education Agency–approved safety standards (5.1C).

Additional Reading for Teachers

How Does the Human Body Turn Food into Useful Energy? by Bill Robertson: (http://phdsci.link/1243)

Living Sunlight by Molly Bang and Penny Chisholm (back matter only)

Teaching Energy Across the Sciences, K–12 edited by Jeffrey Nordine

“What Is an Ecosystem?” from Khan Academy: (http://phdsci.link/1244)

Lessons 1–2 Life Around One Tree Prepare

In this module, students learn about the interdependence of organisms within an ecosystem. This module’s anchor phenomenon, the life surrounding and supported by a mangrove tree, illustrates the importance of plants in ecosystems. Throughout the module, students learn that plants acquire matter from air and water as well as energy from the Sun. They also explore how matter and energy move through an ecosystem.

In Lesson 1, students observe a tree in its environment and record what they notice and wonder about it. Students are introduced to The Mangrove Tree (Roth and Trumbore 2011), which tells the story of Hargigo, a village in the eastern African country of Eritrea that relies on a forest of mangrove trees. In Lesson 2, students develop an initial model to represent the mangrove tree ecosystem and to show the relationships between organisms that live there. This anchor model will increase in complexity as students develop a deeper understanding of the interconnectedness of organisms within ecosystems. Next, students develop a driving question board and share ideas about ways to investigate these questions.

Concept 1: Living Plant Matter

Focus Question

How do plants grow?

Phenomenon Question

What is a tree’s role in an ecosystem?

Student Learning

Knowledge Statement

A food web shows the feeding interactions of organisms in an ecosystem.

Objectives

▪ Lesson 1: Observe an ecosystem containing a tree.

▪ Lesson 2: Develop a model of feeding interactions among organisms.

Standards Addressed

Texas Essential Knowledge and Skills

4.12B Describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers. (Reviewed)

5.12A

Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem. (Introduced)

Scientific and Engineering Practices

Standard

Expectation

5.1A Ask questions and define problems based on observations or information from text, phenomena, models, or investigations.

Demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency–approved safety standards.

Scientific and Engineering Practices (continued)

5.1F Construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect.

5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

5.3C Listen actively to others’ explanations to identify relevant evidence and engage respectfully in scientific discussion. 1

Recurring Themes and Concepts

5.5D Examine and model the parts of a system and their interdependence in the function of the system.

English Language Proficiency Standards

3H Narrate, describe, and explain with increasing specificity and detail as more English is acquired.

4A Learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words.

4D Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text.

Lesson 1

Objective: Observe an ecosystem containing a tree.

Launch

Agenda

Launch (15 minutes)

Learn (25 minutes)

▪ Read About and Discuss Mangrove Tree Ecosystems (15 minutes)

▪ Explore Organism Interactions (10 minutes)

Land (5 minutes)

15 minutes

Take the class outside to observe a tree.

Have students record in their Science Logbook (Lesson 1 Activity Guide A) what they notice and wonder about the tree.

Safety Note

Tell students that they must not touch any plants or wildlife they come across while making their observations.

Return to the classroom and invite students to share their observations and questions. Students may use nonverbal signals to agree with peer responses. Use student responses to create a class notice and wonder chart.

Teacher Note

If students cannot observe a tree outdoors, display or make color copies of the tree photograph in Lesson 1 Resource A.

Teacher Note

Ensure that students notice more than just the tree. If needed, point out other organisms that students see or hear on or around the tree.

Content Area Connection: English

As students share what they notice, encourage them to use descriptive language, such as specific adjectives, to record their observations with greater precision (3H).

Sample class notice and wonder chart:

I Notice

▪ The tree is really tall.

▪ The tree has rough bark, long branches, and lots of leaves.

▪ The tree’s roots spread out at the bottom and look like they go into the ground.

▪ Grass covers the ground around the tree.

▪ Some patches of moss are growing on the tree.

▪ There are little bugs crawling on the tree. Some are ants, and some look like little flies.

▪ There is a bird’s nest on one of the branches.

▪ I hear a bird somewhere in the tree, but I don’t see it.

I Wonder

▪ How do trees grow so tall?

▪ How deep do tree roots go?

▪ What makes the tree’s leaves green?

▪ What animals live in this tree?

▪ What kind of tree is this?

▪ Does this tree make fruit?

English Language Development

Students will encounter the terms organism and interaction throughout the module. Providing the Spanish cognates for organism (organismo) and interaction (interacción) may be helpful. Students may benefit from brainstorming interactions between two organisms in a specific environment. For example, fish and corals both live within an aquatic environment. They interact when fish feed or shelter among the corals (4A).

Teacher Note

Highlight responses that describe plants and animals found on or around the tree. Explain to students that these different organisms interact as members of the same ecosystem.

An ecosystem is an interconnected system of organisms and their environment.

English Language Development

Introduce the term ecosystem explicitly. Providing the Spanish cognate ecosistema may be helpful. After introducing the term, provide scaffolds for English learners as they use the term in speaking, writing, and investigating. For more information on language scaffolds, see the English Language Development section of the Implementation Guide (4A).

Ask students to name organisms they have seen in the ecosystem around their school.

Students may need support to distinguish between environments and ecosystems. An organism’s environment refers to its surroundings. An ecosystem encompasses all interactions between living (biotic) and nonliving (abiotic) factors within an environment.

Differentiation

Students may benefit from breaking the word ecosystem into its parts: eco- and system Eco- refers to an environment. A system is an interacting group of objects (4A).

English Language Development

The word system is used frequently throughout the module. Providing the Spanish cognate sistema may be helpful. Discuss meanings of the word system in different contexts, such as a video game system or a railroad system (4A).

Sample student responses:

▪ There are lots of trees and plants around the school.

▪ Sometimes I see squirrels or birds out of the window.

▪ Different types of bugs are always crawling or flying around the flowers by the school.

▪ Students and teachers are living things. Are they part of the ecosystem, too?

Explain that students will learn about the interactions between organisms in an ecosystem as they explore the Phenomenon Question What is a tree’s role in an ecosystem? Have students record this question in the Module Question Log in their Science Logbook.

Tell students that they will now explore an ecosystem that relies on a specific type of tree: the mangrove tree.

25 minutes

Read About and Discuss Mangrove Tree Ecosystems 15 minutes

Teacher Note

Read only the designated pages from The Mangrove Tree at this time. Other pages reveal information from future lessons.

Introduce students to the book The Mangrove Tree (Roth and Trumbore 2011) as a way to learn more about ecosystems. Read pages 3 and 5 to the class.

After reading, discuss the challenges the people of Hargigo faced.

► What was life like in Hargigo before people planted the mangrove trees?

▪ There weren’t enough plants for the animals to eat.

▪ The people were hungry. I think the dry soil made it hard to grow food.

Teacher Note

Observing front and back covers of a book helps students formulate ideas about the book’s content. Provide additional prereading supports and activities as needed to enhance student comprehension of the text (4D).

Teacher Note

The Mangrove Tree does not contain page numbers. Page 3 referenced in this lesson shows the illustration of the coastline and text that begins, “By the Red Sea, in the African country of Eritrea … .” For easier reading, consider writing small page numbers in the text.

Continue reading pages 4 through 24, reading only the pages on the left side, to give students a sense of the tree’s importance to the community. During the reading, direct students to draw, label, and record information about each of the organisms mentioned in The Mangrove Tree in their Science Logbook (Lesson 1 Activity Guide B). Pause after each page to allow students to work. Then read page 19.

► What organisms did you draw? What did you show those organisms doing?

▪ I showed sheep and goats eating the leaves from the mangrove tree.

▪ I drew people taking care of the goats and sheep that eat the mangrove leaves.

▪ I showed people catching fish around the mangrove tree.

▪ I showed sea animals living in the roots of the mangrove tree. I included fish, oysters, crabs, and shrimp.

▪ I drew a mangrove tree with its roots growing in seawater.

Highlight student responses that describe organisms interacting. Explain that students will explore these types of organism interactions throughout the module.

Explore Organism Interactions

10 minutes

Distribute one organism card from Lesson 1 Resource B to each student. Have students use a modified Link Up instructional routine to students describe interactions between the organism on their card and the other organisms around the mangrove tree.

Tell students to circulate to find a student with a related (but not identical) organism card, and pair up to describe the interaction between the two organisms. Clarify to students that they may refer to their Science Logbook (Lesson 1 Activity Guide B) to help them recall information about each organism.

After all students have linked up at least three times to discuss their organisms’ interactions, invite students to share some of the interactions they discussed.

Ask students to draw arrows between the organisms they drew in their Science Logbook (Lesson 1 Activity Guide B) to represent these interactions.

Teacher Note

Link Up is an instructional routine that encourages students to make connections between key terms. It is modified in this lesson to focus on relationships between organisms. For more information, see the Instructional Routines section of the Implementation Guide.

Spotlight on Knowledge and Skills

The direction of the arrows students draw is not important at this time. The next lesson will address the meaning of these arrows as students learn about food webs (5.12B).

Check for Understanding

This task is a pre-assessment. Use students’ responses to gauge their prior and developing knowledge of how models can be used to show relationships in ecosystems.

TEKS Assessed

5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

5.5D Examine and model the parts of a system and their interdependence in the function of the system.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students use arrows to model (5.1G) interactions between organisms (5.12A) in the mangrove tree ecosystem (5.5D).

Next Steps

If students need support to model organism interactions, present students with two organism cards at a time. Ask students to revisit the information they recorded from The Mangrove Tree in their Science Logbook. Guide students to describe how the organisms interact and, if they do interact, how they could model the interaction with an arrow.

Land

5 minutes

Remind students of the challenges in Hargigo before mangrove trees were planted, such as the difficulty of growing plants in the dry soil and the lack of food for people and animals.

► How did life in Hargigo change after the mangrove trees were planted?

▪ Animals had more food because they could eat the leaves of the mangrove trees.

▪ People had more food because they could catch fish that swam around the tree roots.

▪ People had to take care of the mangrove trees.

Ask students to think of other reasons trees are important to humans and other organisms. Tell students that they can refer to the tree they observed outside, the mangrove tree, or their prior knowledge.

Sample student responses:

▪ Animals like birds and squirrels make nests in trees.

▪ Trees provide food like fruit or nuts to people and animals.

▪ We use wood from trees to build houses and make paper.

▪ People also use trees for firewood.

Record these related phenomena, and add them to the bottom of the driving question board in the following lesson.

Optional Homework

Students observe trees elsewhere in their community. They record different uses for these trees and the types of organisms they see interacting with the trees.

Lesson 2

Objective: Develop a model of feeding interactions among organisms.

Launch

3 minutes

Ask students to revisit their sketches from Lesson 1 (Lesson 1 Activity Guide B) and consider the interactions between the mangrove tree and the other organisms they drew.

Quickly review the concept of interactions by asking students to interact with a classmate or object in the classroom. Examples might include saying hello to a classmate or pushing in a chair.

► How did you interact with people or objects in our classroom?

▪ I gave my friend a high five.

▪ I walked over to the bookshelf and picked out a book on elephants.

Explain that just as students interact with their surroundings in different ways, the organisms in The Mangrove Tree also interact in different ways. Tell students that they will continue investigating the Phenomenon Question What is a tree’s role in an ecosystem? by examining how the mangrove tree interacts with other parts of the ecosystem.

Agenda

Launch (3 minutes)

Learn (39 minutes)

▪ Model Organism Interactions (14 minutes)

▪ Develop Anchor Model (10 minutes)

▪ Build Driving Question Board (15 minutes)

Land (3 minutes)

Learn

39 minutes

Model Organism Interactions 14 minutes

Show students a full set of organism cards for the mangrove tree ecosystem (Lesson 1 Resource B).

▪ Goat

▪ Sheep

▪ Crab

▪ Oyster

▪ Shrimp

Teacher Note

Students may note some differences in the organisms they described in Lesson 1 and the organisms on the cards (3H).

▪ Small fish

▪ Large fish

▪ Human

▪ Mangrove tree

Explain that students will model the interactions of organisms described in The Mangrove Tree

► What interactions can you show in your model?

▪ The goats and sheep eat the leaves of the mangrove tree.

▪ The human eats the big fish. The human might also eat or get milk from the goats and sheep.

▪ Some animals, like the crab, use the tree roots as a place to live.

▪ I think some of the organisms might live near each other but won’t eat each other. The shrimp and oyster will probably just live near the tree.

Have students individually create models in their Science Logbook (Lesson 2 Activity Guide). Distribute a copy of organism cards (Lesson 1 Resource B) to each student. Direct students to cut out and arrange the organisms and then glue or tape them down. Encourage students to add labels, arrows, or other details to decribe the interactions.

After students finish developing their individual models, ask them to briefly compare their models with a partner’s to note similarities and differences and record them in the chart in their Science Logbook (Lesson 2 Activity Guide).

▪ Clarify that human is a broad term that refers to the women, shepherds, and other villagers described in The Mangrove Tree

▪ Clarify that because the text does not provide details about the birds depicted in the pictures on pages 12 and 13, they are not included as an organism card.

English Language Development

Students will encounter the term model throughout the module. Providing the Spanish cognate modelo may be helpful. Support students by sharing examples of models they may have seen, such as a model airplane or a model of the solar system (4A).

Differentiation

Students who need extra support representing interactions can first identify a single interaction, hold the two organism cards, and discuss the interaction. Allow these students to build their model by discussing one interaction at a time.

Spotlight on Knowledge and Skills

At this point, it is acceptable for students to record multiple types of interactions in their models, such as using organisms for food, shelter, or resources (e.g., wood, wool). Later in this lesson, students will focus on the feeding relationships between organisms (5.12A).

Check for Understanding

Students model interactions between organisms in the mangrove tree ecosystem.

TEKS Assessed

5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

5.5D Examine and model the parts of a system and their interdependence in the function of the system.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students’ models (5.1G) include all organism cards (5.5D) and at least one interaction between each organism and another organism (5.12A).

Develop Anchor Model 1

Next Steps

If students need support to model organism interactions, revisit The Mangrove Tree. Reread excerpts from the book related to interactions, such as page 19: “These small creatures attract bigger fish.” For each interaction, ask students how they could represent the interactions described in the text on their models.

0 minutes

Lead a brief discussion with students to determine common features of student models.

► What are some similarities between these models?

▪ All the models show the sheep and goats eating mangrove tree leaves.

▪ Most of the models have arrows pointing between animals and the mangrove tree.

▪ All the models show humans getting food from fish. Some models show humans getting food from the sheep and goats.

► What patterns do you notice in the interactions of organisms in the mangrove ecosystem?

▪ Most of the interactions have to do with one organism eating another organism.

▪ I notice that with the interactions between animals, the larger animals usually eat the smaller animals.

Highlight student responses that mention food. Tell students that the class anchor model will represent these feeding interactions with a food web. Remind students that a food web is a model that shows the feeding interactions of organisms in an ecosystem.

Tell students that within a food web, the direction of an arrow shows which organism is eating and which organism is being eaten. Provide an example, such as the following: if a larger fish eats a smaller fish, the arrow would point from the smaller fish to the larger fish to show the direction the food moves.

► Where do the organisms in our models get their food?

▪ The people will catch and eat the fish.

▪ The sheep will eat the leaves from the mangrove tree.

▪ The large fish eats the small fish, but I’m not sure what the small fish eats.

Work together as a class to develop the anchor model. Invite students to share important interactions they think the anchor model should include. As students share, ask the rest of the class to use nonverbal signals to indicate whether they agree that the new interaction helps explain how the mangrove tree ecosystem works.

Spotlight on Knowledge and Skills

In Level 4, students describe cycling of matter through food webs (4.12B). Throughout this module, students draw on their prior knowledge to predict how changes in the ecosystem affect the cycling of matter in a food web (5.12B).

English Language Development

Students will encounter the term food web throughout the module. Students may benefit from thinking about other ways the term web can be used, such as in World Wide Web or spiderweb. The shape of a spiderweb may help students visualize the many connections between organisms in a food web.

Teacher Note

To create the anchor model, draw the organisms or affix the organism cards in Lesson 1 Resource B to a chart.

Sample anchor model:

Mangrove Tree Ecosystem

Mangrove Tree Ecosystem

Mangrove tree

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals.

Note with students the web of connections between the organisms in the mangrove tree ecosystem. Point out that drawing a model of this food web makes it easier to see more complex interactions within the ecosystem.

► Which organisms are involved in multiple feeding interactions?

▪ The big fish eats the small fish, crab, shrimp, and oysters.

▪ The leaves of the mangrove tree are eaten by both the sheep and the goat.

▪ The crab is eaten by the big fish, and the big fish is eaten by the human.

► How does the mangrove tree support different organisms?

▪ It provides food for some of the organisms.

▪ Some of the organisms use the mangrove tree for shelter.

▪ Animals can use the tree for shade when it’s sunny outside.

Human Small fish Large fish Crab Shrimp

Oysters Sheep Goat

► What questions do you have about the mangrove tree ecosystem?

▪ What do the smaller sea animals eat?

▪ How can the mangrove tree grow in the sea? I thought that plants need soil to grow.

Explain that students will use these and other questions to develop a driving question board.

Build Driving Question Board  15 minutes

Display the class notice and wonder chart from Lesson 1 and the anchor model. Point out that students have developed questions in Lessons 1 and 2 about trees and their ecosystems. Ask students to reflect on their questions and record one question they are most curious about on a sticky note.

Invite students to share the questions they wrote. After one student reads a question and places a sticky note on the driving question board, invite students who think they have a related question to read their own and place it next to the related question. Throughout the discussion, ask follow-up questions or make suggestions to help students group their questions. Continue until all students’ questions are on the driving question board.

Work together as a class to develop the first Focus Question and one or more temporary headings for other questions. Explain that the class will add other Focus Questions as they generate more questions.

Concept 1 Focus Question: How do plants grow?

Related student questions may include the following:

▪ How can the mangrove tree grow in water?

▪ What does the tree need to grow?

▪ How do trees grow so tall?

▪ How do trees grow leaves?

▪ Why don’t other plants grow well in Hargigo?

▪ Why don’t mangrove trees normally grow in Hargigo?

Differentiation

If needed, differentiate how students share or group their questions. In smaller classes, students may write more than one question to provide enough questions. Consider writing the questions for English learners or below grade-level writers as the class contributes. If groups are reluctant to offer questions, students may read each other’s questions anonymously.

Teacher Note

Only the Concept 1 Focus Question, How do plants grow?, is discussed in this lesson. Wait until later lessons to introduce the Focus Questions Where does life’s matter come from? and Where does life’s energy come from?, as students are unlikely to have initial questions that directly relate to these topics. At this time, include a temporary heading on the driving question board for food-related questions.

Some student questions may not fit into one of the two categories. If so, create a third category, Other Questions. As students revisit the driving question board in future lessons, ask them to determine whether these questions can be answered or moved to a different category based on new knowledge.

Temporary heading: Food

Related student questions may include the following:

▪ Does the mangrove tree eat?

▪ What do small sea animals around the mangrove tree eat?

▪ Do some animals only eat plants?

▪ Do some animals only eat other animals?

Explain that these questions will help students answer the Essential Question: How can trees support so much life? Write the Essential Question at the top of the driving question board and ask students to record it in the Module Question Log in their Science Logbook. Add any student-generated phenomena from Lesson 1 to the bottom of the driving question board.

Post the driving question board in a public place where it is easy to update and revisit throughout the module. Allow for space to post sample student work along the way.

Spotlight on Knowledge and Skills

The focus and relevance of student questions should improve as students continue to practice asking questions that can be investigated. To aid student growth, continually discuss which questions lead to a deeper understanding of a phenomenon and review how to improve other questions (5.1A).

Sample driving question board:

Essential Question: How can trees support so much life?

How do plants grow?

How can the mangrove tree grow in water?

What does the tree need to grow?

How do trees grow so tall? How do trees grow leaves?

Why don’t other plants grow well in Hargigo?

Related Phenomena: Birds, squirrels, and other animals make nests in trees.

Food Does the mangrove tree eat?

Why don’t mangrove trees normally grow in Hargigo?

Trees provide food like fruit or nuts to people and animals.

Do some animals only eat other animals?

What do small sea animals around the mangrove tree eat?

Do some animals only eat plants?

Trees provide shade.

People use wood from trees to build houses or make paper.

People use trees for firewood.

Land3 minutes

Display the image on page 27 of The Mangrove Tree labeled “Mangrove trees growing in seawater.” Discuss how the image relates to questions on the driving question board about how mangrove trees and other types of plants grow. Ask students to develop ideas about how the class could investigate these questions.

Sample student responses:

▪ We could talk to people who are good at growing plants, like farmers and gardeners.

▪ We could plant seeds and see what they need to grow.

▪ We could read about plants.

▪ We could observe plants growing in different ecosystems.

Inform students that over the next several lessons, they will explore the Concept 1 Focus Question: How do plants grow?

Lessons 3–5 Seed to Tree Prepare

In this lesson set, students investigate the Phenomenon Question Where do plants get the matter they need for growth? In Lesson 3, students review fair test criteria and develop initial claims about the materials needed for plant growth. In Lesson 4, students plan and conduct an investigation to identify the source or sources of this matter. Students conclude their work in Lesson 5 by analyzing the results of an investigation set up in advance and using patterns as evidence to support the claim that plants get matter for growth from air and water.

Student Learning Knowledge Statement

Plants use matter from air and water to grow.

Objectives

▪ Lesson 3: Design a fair test to determine factors that affect plant growth.

▪ Lesson 4: Plan and conduct an experimental investigation to identify the sources of matter plants need for growth.

▪ Lesson 5: Use evidence to argue that plants use matter from air and water to grow

Concept 1: Living Plant Matter

Focus Question

How do plants grow?

Phenomenon Question

Where do plants get the matter they need for growth?

Standards Addressed

Texas Essential Knowledge and Skills

Content Standards

4.12A Investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter. (Reviewed)

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem. (Addressed)

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web. (Introduced)

Scientific and Engineering Practices

5.1B Use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems.

5.1C Demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency–approved safety standards.

Use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information.

5

5.3A Develop explanations and propose solutions supported by data and models.

3, 4, 5

5

3

3

5

Recurring Themes and Concepts

Standard

5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

English Language Proficiency Standards

3F

Ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.

Student plant growth investigation (1 set per group): 16.9 oz clear plastic water bottles (2), 50 mL graduated cylinder (1), green onion plants with bulbs (2), potting soil (100 g), plastic spoon (1), digital scale (1), metric ruler (1), disposable gloves (1 pair per student), safety goggles (1 per student), paper towels, access to sunlight or grow light, access to water

test demonstration: table tennis ball (1), tennis ball (1), meter sticks (2), masking tape

4 Resource, optional)

Teacher plant growth investigation: 16.9 oz clear plastic water bottles (4), 50 mL graduated cylinder (1), green onion plants with bulbs (4), potting soil (150 g), water (75 mL), plastic spoon (1), digital scale (1), metric ruler (1), wooden skewers marked with cm lines (4), permanent marker (1), scissors (1), disposable gloves (1 pair), paper towels, access to sunlight or grow light

Prepare fair test demonstration. Measure 2 m above the floor and 1 m above a desktop. Mark the wall at each location with masking tape to prepare for fair test ball drop.

6 or More Days Before: Leave 50 g potting soil out to dry for teacher plant growth investigation. (See Lesson 5 Resource A.) 5

5 or More Days Before: Prepare green onion plants for teacher plant growth investigation. (See Lesson 5 Resource A.) Reveal results to students in Lesson 5.

Lesson 3

Objective: Design a fair test to determine factors that affect plant growth.

Launch

Agenda

Launch (7 minutes)

Learn (35 minutes)

▪ Develop Initial Claim (10 minutes)

▪ Develop Fair Test Criteria (10 minutes)

▪ Discuss Investigation Ideas (15 minutes)

Land (3 minutes)

7 minutes

Display the photograph of several sequoia trees (Lesson 3 Resource, Figure 1).

Explain that sequoias are the world’s tallest trees, growing nearly 100 yards in height (the length of a football field) and as wide as a school bus (NPS 2017d).

Allow time for students to compare the immense size of a sequoia with the size of the person in the photograph. Then display the photograph of a sequoia cone and seeds (Figure 2) next to the photograph of the trees. Inform students that the seeds of sequoia trees are located inside their cones.

Allow time for students to make observations.

Teacher Note

Consider saving copies of Lesson 3 Resource as they will be referenced and used again in Lesson 6.

Content Area Connection: English

Acknowledge that students are likely familiar with similes as readers and writers in English language arts, and explain that similes and other figurative language can be useful in science as well. Ask students why science writers might compare a giant sequoia to a football field and school bus rather than simply listing its height and width (3F).

Teacher Note

As students view the photograph of the sequoia cone and seeds, ask students to share ideas about how animals might be involved in moving the seeds (3F).

► How are the sequoia trees and their seeds different?

▪ The size of the seeds and trees are very different. The trees are huge compared to the seeds.

▪ The trees are tall and long, but the seeds are flat and oval-shaped.

► How do you think a sequoia seed changes to become a tree?

▪ Since the tree is much bigger than a seed, the seed must grow somehow.

▪ The tree has roots, a trunk, and leaves, so the seed has to grow all of those different parts.

Highlight student responses that mention growth, and note with students that a sequoia tree contains much more matter than one of its seeds.

► What questions do you have about how a sequoia seed grows into a tree?

▪ How does something so small grow to be so big?

▪ How long does it take for a sequoia tree to grow?

▪ Where does all the matter in a sequoia tree come from?

Encourage students to consider where a seed gets the matter it needs to grow into a large tree. Explain that students will gather evidence by investigating the Phenomenon Question Where do plants get the matter they need for growth? Have students record this question in their Science Logbook (Module Question Log and Lesson 3 Activity Guide).

Teacher Note

Students may be more familiar with seeds contained in fruits. Conifers, such as sequoia trees, produce cones instead of flowers and fruit. Male cones produce pollen; female cones produce ovules. Conifers are wind pollinated. Pollination occurs when an ovule is fertilized by wind-blown pollen. The fertilized ovule develops into a seed.

English Language Development

Students will encounter the term matter throughout the module. Providing the Spanish cognate materia may be helpful. Students may also benefit from discussing what they learned about matter and states of matter (i.e., solid, liquid, gas) in previous levels.

Teacher Note

In subsequent lessons, continue directing students to record new Phenomenon Questions in their Module Question Log.

Learn

35 minutes

Develop Initial Claim

10 minutes

Ask students to think about how a seed becomes a tree and consider where plants get the matter they need to grow. Continue to display the photographs of the sequoia trees and seeds during the discussion.

► What do plants need to grow?

▪ Plants need water and sunlight.

▪ Trees grow out of the ground, so I think they need soil to grow.

▪ Animals need air to breathe, so I wonder if plants do, too.

Teacher Note

If students need support identifying air as a possible source of matter, ask questions such as these (3F):

▪ When a seed grows into a tree, is a new substance forming? How do you know?

▪ Besides soil and water, what other matter can be found around a tree?

As students mention factors affecting plant growth (e.g., water, sunlight, soil, and air), create and display a class list of possible sources of plant matter.

Sample class list:

Possible Sources of Plant Matter

▪ Water

▪ Sunlight

▪ Soil

▪ Air

► Which items on our list are made of matter?

▪ Water and soil are made of matter.

▪ Air is also made of matter even though we can’t see it.

▪ I’m not sure about sunlight. Is it made of particles, like air?

Confirm that air, water, and soil are made of matter, but allow for some uncertainty about sunlight as a source of matter.

► What are some properties of matter?

▪ We learned that matter has mass.

▪ We learned that matter takes up space. Even matter that we can’t see takes up space, like when we blow air into a balloon.

► Could sunlight be a source of matter? Why or why not?

▪ I don’t think sunlight has mass. We could try putting a scale outside in the sunlight to see if the scale changes, but I don’t think sunlight has mass.

▪ I don’t think sunlight takes up space. We can’t fill up a balloon with sunlight.

► If sunlight isn’t matter, what do you think it could be?

▪ We learned in a previous lesson that light is an indicator of energy.

▪ I think sunlight is energy.

► What are some indicators of energy?

▪ Motion, light, and sound are indicators of energy.

▪ Heat and electricity are indicators of energy.

► Do we have enough evidence to claim that sunlight is energy and not matter?

▪ Yes, because sunlight is just light from the Sun, and light is an indicator of energy.

▪ Sunlight can also make things feel warm, and heat is another indicator of energy.

Agree that sunlight must be a form of energy and not matter, and cross off sunlight as a possible source of plant matter on the class list. Revisit the three remaining possible sources of matter, and ask students to write an initial claim to answer the Phenomenon Question Where do plants get the matter they need for growth? in their Science Logbook (Lesson 3 Activity Guide).

Sample student responses:

▪ Plants use matter from water and soil to grow.

▪ I think that plants get matter from the soil.

▪ Plants grow by using matter from air and water.

Differentiation

To support English learners and striving writers, provide a sentence frame (e.g., Plants get matter from .). If students need additional support, provide a word bank with the terms air, soil, and water. Ask students to complete the sentence with all the words they think apply.

Teacher Note

Divide students who made similar claims into groups.

Seven combinations of matter sources are possible:

▪ Air, soil, and water

▪ Air and soil

▪ Air and water

▪ Soil and water

▪ Air only

▪ Soil only

▪ Water only

Ask groups to brainstorm ideas about how to test their claims. Pose the following question to facilitate group discussion.

Students will use their claims to develop experimental investigation plans in the next lesson. Each possible matter source—water, soil, and air—should be tested by at least one group. If a matter source on the list is not included in any claims, ask for a group to volunteer to switch to test the missing source. Students will return to their investigation groups throughout this lesson set.

► What procedure could you use to test your claim?

▪ I think we should cover one plant so that it can’t get air and compare it to a plant that does get air.

▪ We could try to grow a plant without soil and water to see if the plant really needs soil and water to grow.

▪ We could give plants different amounts of water and see if they grow differently.

Explain to students that they will continue developing their procedure, but they must first make sure their tests are fair.

Develop Fair Test Criteria 10 minutes

Tell students that to explore the concept of a fair test, students will observe a demonstration to determine which of two types of balls bounces higher when dropped. Select two pairs of student volunteers to conduct the demonstration. Explain that one pair will test a table tennis ball by dropping it from a height of 1 m onto a desk, and that the second pair will test a tennis ball by dropping it from a height of 2 m onto the floor.

Distribute a different ball to each pair of volunteers. Have each pair conduct the test as the class observes. Clarify that one student in each pair should drop the ball, and the other student should measure the height of the bounce with a meter stick.

Record the results on a whiteboard or sheet of chart paper.

Discuss the results with the class.

► Which type of ball bounces higher? How do you know?

▪ The tennis ball bounced higher, but that might be because it dropped from a higher point than the table tennis ball.

▪ We aren’t sure. The desk is made from wood, and the floor is covered in carpet, so that might have changed how high the balls bounced.

Highlight responses that point out that the test was not fair and does not provide evidence of which type of ball bounces higher.

English Language Development

Students will encounter the terms investigate and predict throughout the module. Providing the Spanish cognates for investigate (investigar) and predict (predecir) may be helpful. These terms appear throughout the lesson as verbs (investigate, investigating, predict) or nouns (investigation, prediction).

Teacher Note

Students may need support designing a method for measuring the height of the ball bounce. Students can hold a meter stick near the ball and measure the bounce with the meter stick, or they can mark the height of the bounce with their hands and measure this height after the bounce. Students may generate other methods as well. During the discussion of fair test criteria, encourage students to recognize the importance of using the same measuring techniques.

► How should we improve this test to make it fair?

▪ We should drop the table tennis ball and the tennis ball from the same height.

▪ I think we should drop the balls onto the same surface. I don’t think balls bounce very well on carpet.

Confirm that dropping the balls from the same height onto the same surface is a fair test. By changing only one variable—the type of ball—at a time and keeping all other conditions the same, students can determine which ball bounces highest. Remind students that a variable is any condition or factor in an investigation that can change.

► What are some characteristics of a fair test?

▪ Only one variable changes at a time. For this test, we should only change the type of ball.

▪ Everything else is the same, so you know how the variable you changed affected the results.

▪ A fair test lets you test two or more things and compare the results.

▪ The results have to be measured with the right tool. If we observe without measuring, we might make a mistake.

Summarize these fair test criteria on a piece of chart paper, listing examples of investigations discussed so far.

Content Area Connection: Mathematics

Ensure that students understand the difference between the term variable as it is used in math and science. In math, a variable may represent a specific number or be used in a statement that is true for all numbers. In science, variable refers to a condition or a factor in an experiment, such as temperature or the amount of water given to a plant, that can change.

English Language Development

Which type of ball bounces higher when dropped?

Compare Multiple Items or Conditions

Change One Variable at a Time Collect Data (Observations and/or Measurements)

Two balls Type of ball (table tennis ball, tennis ball)

Keep All Other Variables Constant

Drop from the same height onto the same surface by the same person

Measure height of bounce with meter stick

Students will encounter the term characteristics throughout the module. Providing the Spanish cognate características may be helpful. Discuss the meaning of characteristics in different contexts, such as the physical or behavior characteristics of people.

Teacher Note

Students will revisit the fair test criteria chart throughout the module. Consider posting the chart in a public place so that students can reference the chart throughout this and future modules.

Discuss Investigation Ideas  15

minutes

Have students rejoin their groups, and explain that they will apply the fair test criteria to test their claims about where plants get the matter they need for growth. Show students the materials available to each group: 2 green onion plants, 2 clear plastic water bottles, potting soil, water, paper towels, disposable gloves, a plastic spoon, a graduated cylinder, a digital scale, a metric ruler, and access to sunlight. Ask groups to consider how they might use these materials to design a fair test to determine where plants get matter for growth.

Teacher Note

Throughout and after the plant investigation, encourage students to identify and demonstrate ways to conserve and dispose of materials, such as reusing plastic water bottles, taking plants home, composting the plants, or planting them in the school garden.

Pose the following questions for students to discuss in their groups. During the discussion, summarize students’ ideas on the fair test criteria chart.

► How can your test change one variable at a time?

▪ We can take away one of the things that might provide matter: air, water, or soil.

▪ We can give more water to one plant to see if it grows more.

Highlight responses that suggest removing a single variable. Have students revisit their initial claims, which may include the idea that plants need more than one variable to grow.

► What would happen if you tested two possible sources of matter, such as air and soil, in the same investigation?

▪ If we took away both variables, and the plant didn’t grow, then we wouldn’t know for sure what caused it not to grow.

▪ It would be like testing the table tennis ball and the tennis ball at different heights. We didn’t know if the bounce was caused by the type of ball, the height of the drop, or both.

Agree that students should only change one variable—air, soil, or water—at a time. Students should decide in their groups which variable to investigate. Record the variable each group chooses to ensure that all variables are tested.

Distribute a sheet of chart paper to each group. Instruct students to copy the headings from the fair test criteria chart onto their chart paper. Challenge students to discuss and evaluate experimental designs to test whether plants need the chosen matter source to grow. Tell students to record the characteristics of an investigation that meets the fair test criteria on their chart paper.

Teacher Note

Encourage students to evaluate the fair test criteria from the ball bouncing demonstration as they complete their chart. Circulate to provide support as students work.

After groups finish, invite students to share their ideas. Summarize student responses, and record fair test criteria for the plant investigation on the class chart.

Sample

Spotlight on Knowledge and Skills

Engage students in thinking about different ways to collect observations and measurements. The data they collect becomes evidence they use to construct an explanation that supports or refutes their claim (5.1E, 5.3A).

Which type of ball bounces higher when dropped?

Where do plants get the matter they need for growth? (Do they need soil to grow?)

Two balls Type of ball (table tennis ball, tennis ball)

Drop from the same height onto the same surface by the same person

Measure height of bounce with meter stick

Two plants Amount of soil (soil, no soil)

Use the same type and size of plant; place in the same type of container in the same location; give the same amount of water, air, and sunlight

Measure the mass of the plant on the first and last day

Measure the height of the plant every day

Check for Understanding

Students evaluate experimental designs to develop initial plant growth investigation plans.

TEKS Assessed

5.1B Use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems.

5.2D Evaluate experimental and engineering designs.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students discuss experimental designs and evaluate (5.2D) whether the designs meet the fair test criteria. On chart paper, students record initial plans (5.1B) to investigate how plants interact with matter to grow (5.12A) that meet all five of the fair test criteria.

Next Steps

If students need support evaluating and selecting initial experimental designs, ask guiding questions such as these: What would happen if you tested two sources of matter in the same experiment? How can your test keep all other variables constant? How do you know that a plant is growing? What are some ways you could collect data on plant growth?

Land3 minutes

Ask students to reflect on their investigation planning.

► What might be challenging about planning this fair test?

▪ Plants take time to grow, so it might take days or weeks to observe changes.

▪ I’m not sure how to measure the mass of the plant because it will be inside the container with soil and water

▪ I think it might be hard to keep everything but our variable the same.

Agree that planning fair tests requires effort and experience. Tell students they will have more time in the next lesson to finalize their investigation plan before setting up their plants.

Optional Homework

Students look for examples of plants at home or school and observe variables that might affect plant growth. For example, students might observe a withered plant with extremely dry soil and limited sunlight or a flourishing plant with moist soil and direct sunlight.

Lesson 4

Objective: Plan and conduct an experimental investigation to identify the sources of matter plants need for growth.

Agenda

Launch (4 minutes)

Learn (36 minutes)

▪ Plan Investigations (15 minutes)

▪ Conduct Investigations (21 minutes)

Land (5 minutes)

Launch 4 minutes

Ask students to revisit the initial claims they recorded in their Science Logbook (Lesson 3 Activity Guide). Students Think–Pair–Share to explain the reasoning behind their claims. After a few minutes, invite students to share their reasoning with the class.

Sample student responses:

▪ I think plants must have soil to grow because almost all plants grow in the dirt.

▪ I think plants need air and water because humans need those things to live.

Remind students that they will test these claims as they set up their plant investigations.

Learn

36 minutes

Plan Investigations

15 minutes

Have students rejoin their groups from Lesson 3 and review the fair test criteria and their initial ideas about how to investigate the Phenomenon Question Where do plants get the matter they need for growth?

Tell students that they will collaborate in their small groups to finalize an investigation plan, and then record variables in their Science Logbook (Lesson 3 Activity Guide). Instruct students to fill in the table headings with the possible sources of matter for plant growth. Tell them to write a check mark if the matter source will be given and to write an X if the matter source will not be given to each plant.

Sample student response:

Plant Water Soil Air

Plant 1 ✓ ✓ ✓

Plant 2 ✓ × ✓

Spotlight on Knowledge and Skills

Student expectations for planning and carrying out investigations become more complex and require understanding of variables, fair tests, and other important concepts. Designing their own investigations allows students to practice applying these concepts. It also provides opportunities to assess students’ understanding of this practice (5.1B).

Remind students of the materials available for their investigation, and then ask groups to record their investigation plans in their Science Logbook (Lesson 3 Activity Guide).

Explain that plans must include a step-by-step procedure. Circulate as groups discuss to monitor their work and respond to questions.

Teacher Note

Three sample investigation plans are provided in Lesson 4 Resource. However, student plans may vary significantly. Allow groups to develop unique plans as long as they address each of the fair test criteria. Investigating living plants presents many challenges. Plants kept in different locations may be exposed to differing amounts of airflow or sunlight. Students can try to reduce the effects of these differences in various ways, such as designing a barrier to shield plants from an air vent or positioning plants to ensure they receive the same duration and intensity of sunlight each day. To account for evaporation, students should use the same amount of water each day for all plants, reduce airflow, or loosely cover the soil with a barrier such as plastic wrap.

Another challenge when studying plants is taking accurate measurements without disrupting growth. Help students consider measurement options such as measuring the mass of each plant by itself, measuring the mass of the entire system, measuring the length of the entire plant, or measuring the height of the plant above the soil. Ask students to consider the advantages and disadvantages of these data collection methods.

Because plant growth is complex, investigation results will vary. In later lessons, facilitate discussions about the range of results obtained and whether investigation designs may have allowed more than one variable to change.

Differentiation

Consider allowing students who need additional support with writing to work closely with another student or dictate their investigation plans to the teacher. This allows students to create well-thought-out investigation plans despite writing challenges.

Content Area Connection: Mathematics

Prompt students to think about which measurement units they will use to measure the height and mass of the plants. Ask questions such as “Which units would show the most change?” and “Why do you think that?” (3F)

Check for Understanding

Students plan an experimental investigation to support measurements and observations of organisms.

TEKS Assessed

5.1B Use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems.

5.1D Use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students plan investigations (5.1B) in which one plant is provided all three sources of matter (5.12A) and another plant is deprived of one of the sources of matter. Students include steps to keep the other variables constant.

Next Steps

If students need support creating a plan that changes only one variable, set up a flawed sample plant investigation that changes more than one variable. Invite students to discuss how each fair test criterion does or does not apply to the sample investigation, and then change the investigation setup to meet the criteria for a fair test.

Students’ plan (5.1B) to measure plant growth using tools (5.1D) to determine which matter sources plants interact with to grow (5.12A).

If students need support creating a plan that includes measurements of plant growth, ask students how they can tell if a plant is growing. Then display the available tools and ask students which tool(s) could be used to measure how their plants grow.

Conduct Investigations  21 minutes

Groups set up their plant investigations.

Students record initial plant measurements, drawings, and observation notes in their Science Logbook (Lesson 3 Activity Guide). Encourage students to include detail in their drawings and notes, including the plant’s color and whether the plant is drooping or upright. Explain that students will observe and measure their plants throughout the module.

Safety Note

This investigation poses potential hazards. Use only bagged potting soil for the investigation. To minimize the risk, review these safety measures and look for evidence that students are following them (5.1C):

▪ Wear gloves.

▪ Wear safety goggles.

▪ Wash your hands after completing the investigation.

Sample student measurements:

Differentiation

Students who need support with fine motor skills may still participate in this investigation. Consider assigning these students to group roles that do not require fine motor skills. For example, a student can help measure the mass of the plant instead of measuring and pouring water.

Sample student observations:

Plant 1 Date Drawing Notes

10/15

Dark green, standing straight up

Plant 2

10/15

Dark green, standing straight up

Land

5 minutes

Discuss initial observations and measurements with groups, addressing any problems they encountered.

Ask students to reflect on the evidence their investigations may provide. Remind them of the initial claims they developed about where plants get the matter they need for growth.

► What evidence would support or refute your claim about plant growth?

▪ My claim is that plants get matter from soil. If the plant without soil grows, that would refute my claim.

▪ My claim is that plants get matter from water and soil, but I am only testing water. If the plant with water grows and the plant without water does not grow, then we will know these plants use water to grow. That would support part of my claim.

Explain to students that in the next lesson, they will gather more data to test their claims.

Lesson 5

Objective: Use evidence to argue that plants use matter from air and water to grow.

Agenda

Launch (10 minutes)

Learn (30 minutes)

▪ Gather Evidence of Plant Matter Sources (15 minutes)

▪ Argue from Evidence About Plant Matter Sources (15 minutes)

Land (5 minutes)

Launch

10 minutes

Have students rejoin their groups to observe and measure their plants according to the group’s investigation plan. Have students record measurements and observations in their Science Logbook (Lesson 3 Activity Guide). Allow students sufficient time to carefully measure growth and draw their plants.

Sample student measurements:

Plant 1

Sample student observations:

Date

10/15

Drawing Notes

Dark green, standing straight up

10/16

Dark green, standing straight up, small amount of growth

If time permits, discuss student data and observations.

► What changes did you observe? Are there differences between the two plants?

▪ Both plants grew a centimeter.

▪ The plant with no soil grew as much as the plant with soil.

▪ Both containers lost about one gram of mass. We’re measuring the mass of the contents all together, so I’m not sure which part lost mass.

Explain that students will continue to gather data throughout the module as their plants grow.

Teacher Note

Differences in plant growth will likely not be evident after only one or two days. Reassure students that it might take four or five days of growth to see measurable differences between the plants.

English Language Development

Students will encounter the term data throughout the module. Providing the Spanish cognate datos may be helpful. Consider pairing English and diverse learners with another student to record data from their plant investigation. Consider providing a brief explanation such as, “The data will tell us whether our plant grew. We present data with numbers.”

Learn 30 minutes

Gather Evidence of Plant Matter Sources 15 minutes

Teacher Note

As in any investigation involving living organisms, many variables can affect the outcome of the plant investigations. The air investigation in particular may not have the expected outcome (i.e., significantly less growth in the plant with limited air supply compared to the control plant), as it is extremely difficult to remove all air from the system around the plant. If the teacher-prepared plants (see Lesson 5 Resource A) do not have the expected results, consider alternatives such as these:

▪ Display Sample Plant Growth Investigation Results (Lesson 5 Resource B), and note the slow growth of the plant in the sealed bottle. Explain that in this setup, most of the air was removed from the system by squeezing the bottle and sealing it with the cap. The bottle was not opened after being sealed.

▪ Lead a discussion with students about possible reasons the investigation did not have the expected outcome.

▫ Identify the challenges of completely removing some components, such as air, from a system. Point out that it is extremely difficult to remove all air particles; therefore, plants in the air investigation may still grow because some air remains in the bottle.

▫ If students lack sufficient evidence to claim that plants need air to grow, acknowledge this and tell them that they will explore how plants use air in the next lesson set. By the end of Concept 1, students should understand that plants get most of the matter needed for growth from air and water, not soil.

Inform students that they can analyze another source of data: a plant experimental investigation that was set up a week in advance. (See Lesson 5 Resource A.)

Display the four plants and describe the investigation, including how long the plants have been growing and the experimental growing conditions. Invite students to share their initial observations.

Sample student responses:

▪ The plant growing without water looks small and dry.

▪ The plant growing in the paper towel looks the tallest.

▪ The plant growing without air doesn’t look like it grew very much.

English Language Development

Students will encounter the term analyze throughout the lessons. Sharing the Spanish cognate analizar may be helpful. Provide a student-friendly explanation, such as to look closely and carefully at something.

Announce the initial height of each plant, and then invite a student volunteer to measure the growth of each plant. Ask students to calculate the change in each plant’s height. Have students record each plant’s change in height and their observations in their Science Logbook (Lesson 5 Activity Guide A).

Differentiation

If students need support to understand how the change in height is calculated, write and label the process on the board. For example,

Initial height: 10 cm

Height after 7 days: 15 cm

Height after 7 days – initial height = change in height

15 cm – 10 cm = 5 cm

Spotlight on Knowledge and Skills

Plant is green, standing straight up, didn’t grow much

Plant is green, standing straight up, grew a lot

Discuss how the observations students recorded relate to the Phenomenon Question Where do plants get the matter they need for growth? Use a collaborative conversation routine such as Inside–Outside Circles to facilitate the discussion.

► How are plants changing as they grow?

▪ Plants start from tiny seeds and then make leaves, stems, and roots.

▪ When plants get more matter from air and water, they get taller, straighter, and greener.

► Based on your observations, where do plants get matter for growth?

▪ The plant without soil grew, so I don’t think the plant is getting matter from the soil.

▪ The plant without water seemed to shrivel up, so I think the plants need matter from water.

▪ I think plants need air to grow. The plant without air didn’t grow very much. I think it grew a little bit because some air was still in the bottle.

Students analyze and interpret data to look for patterns that indicate a cause and effect relationship between plant growth and water, soil, and air (5.2B, 5.5B, 5.12A).

Teacher Note

In the Inside–Outside Circles collaborative conversation routine, the class is divided in half, with one group forming the inside circle and the other half forming the outside circle. Students in the inside circle face students in the outside circle. The teacher poses a question, and students in each pair take turns answering it (3F).

Argue from Evidence About Plant Matter Sources 15 minutes

Explain that students will use the data they collected from the teacher investigation to make a new claim about the Phenomenon Question Where do plants get the matter they need for growth? As they collect data from their own investigations later in the module, students can consider whether the evidence supports or refutes this claim.

Have students write their claims with evidence and reasoning in their Science Logbook (Lesson 5 Activity Guide B).

Sample student response:

Claim: Plants get most of the matter they need to grow from water and air, not soil.

Evidence

List the evidence that supports your claim.

The plant without water grew 5 centimeters less than the control plant. The plant without air grew 4 centimeters less than the control plant.

Reasoning

Explain how this evidence supports your claim.

Plants get taller when they grow. The matter for that growth needs to come from somewhere around the plant. The plant without water and the plant without air did not grow as much as the plants that had both water and air. So, water and air must be sources of matter for plants.

Spotlight on Knowledge and Skills

In Level 4, students learn that plants can make their own food but need sunlight, water, and carbon dioxide (air) to stay healthy. In this lesson, students may reference prior experiences when developing ideas for their reasoning (4.12A).

The plant without soil grew about the same amount as the control plant.

If plants got matter from soil, the plant without soil would not have grown as much as the control plant.

Check for Understanding

Students use data from the teacher investigation to support their claims about plant growth.

TEKS Assessed

5.1E Collect observations and measurements as evidence.

5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students collect observations and evidence (5.1E) from the teacher investigation to support their claims that air and water, not soil, are the matter sources plants interact with to grow (5.5B, 5.12A).

Next Steps

If students need additional support to make the claim that plants use matter from air and water (not soil) to grow, revisit the results of the teacher investigation one plant at a time. Ask students to observe the results for an individual plant to determine if the missing matter variable affected the plant’s growth. Continue through the rest of the plants, and guide students to use the results to form an evidence-based claim.

Facilitate a discussion of students’ claims in which they engage in respectful argument from evidence. As necessary, guide students toward an accurate understanding of the sources of matter for plant growth.

Teacher Note

If students do not claim that plants need air and water for growth (and not soil), ask follow-up questions such as these (3F):

▪ Which plants in our investigation had everything they needed for growth? How do you know?

▪ Which plants did not grow as well as the control plant? Which materials were they missing?

▪ What could we give the plant without water to help it grow? Why would that help it grow?

Teacher Note

Confirm that plants grow by using mostly air and water, not soil.

This new substance is called living plant matter. Living plant matter is the living component of a plant that makes up its structures.

Work as a class to create an anchor chart that summarizes the key understanding that living plant matter is made of matter from air and water. Post the anchor chart in a prominent place in the classroom.

Students may ask about the role of fertilizer in plant growth. While plants get most of their matter from water and carbon dioxide gas in the air, a small percentage of plant matter comes from nutrients such as nitrogen and phosphorous. These nutrients occur naturally in ecosystems but can be supplemented by using fertilizers. Explain to students that the mass of nutrients plants need to grow is much smaller than the mass of water and carbon dioxide that plants need. Similarly, humans need vitamins and minerals to grow and to be healthy, but in relatively small amounts.

Sample anchor chart:

Living Plant Matter

• Living plant matter is formed with matter from air and water.

Ask students to revisit their initial claim in the Lesson 3 Activity Guide and compare it to the claim on the anchor chart. Instruct students to complete the sentence stems in their Science Logbook (Lesson 5 Activity Guide B).

Sample student response:

▪ I used to think plants need water and soil to grow. Now I think plants need air and water to grow, not soil, because the plant without soil grew a lot. The plants without air and water did not grow very much.

Land5 minutes

Display the poster of the Wawona Tunnel Tree (Lesson 5 Resource C, Figure 1). Invite students to share their initial reactions to the image.

Sample student responses:

▪ There’s a car driving through the tunnel in the tree. That tree must be really big!

▪ Is that tree real, or is it just a drawing?

▪ I notice there are a lot of other trees around that aren’t as big.

Emphasize that the tree is immense, and confirm to students that the poster is based on a real tree. Display the photograph of the Wawona Tunnel Tree (Lesson 5 Resource C, Figure 2), and explain that this is the tree on which the poster was based.

The tunnel was carved in 1881, and the tree fell in 1969, when it was approximately 2,100 years old (NPS 2017e).

Content Area Connection: Visual Art

Display the poster and photograph in Lesson 5 Resource C side by side, giving students uninterrupted time to view each image. Students first discuss what they notice and wonder about the images. Then they discuss what each image depicts. Invite students to compare the images’ composition and the effects of that composition. For example, students may note that in both images, the juxtaposition of a vehicle with the tree emphasizes the immense scale of the tree. In the poster, the car’s bright color and clear lines draw even more attention to the contrast between the vehicle and the tree.

Content Area Connection: History

Through discussion, help students make a connection between the source of the tree’s matter and its immense size.

► Where did the Wawona Tunnel Tree’s matter come from?

▪ It got its matter from air and water.

▪ We showed that plants can grow without soil, so the tree used air and water to grow.

► What questions do you have about this tree’s growth?

▪ How could a tree grow so large using just air and water?

▪ How do plants change air and water into living plant matter? The tree doesn’t look anything like air and water.

▪ How do plants take in air? I think they suck up water with their roots, but I don’t know about air.

▪ What does soil do for plants? Why do most plants grow in soil?

Students can research the history of tree tunnels in national parks to gain insight into how the National Park Service’s priorities have changed over time. In the early years of national parks, park officials cut tunnels through some sequoia trees to increase the parks’ public support and popularity. These tunnels weakened the trees, and the Wawona tree fell in 1969. Park officials have not cut new tree tunnels in recent years; the National Park Service has focused on allowing park ecosystems to maintain their natural balance (NPS 2017e).

Extension

Encourage students who are interested in the Wawona Tunnel Tree to research the life cycle of a sequoia tree. Ask them to look for information on the time it takes a sequoia tree to become fully grown and the amount of growth that occurs each year.

Acknowledge that it is remarkable for such a huge tree to grow using matter from air and water, and that students have evidence from only one source for this claim—the teacher investigation. In the next lesson, students will analyze data to learn more about how plants grow by using matter from air and water as they investigate the next Phenomenon Question: How do plants and animals depend on air?

Lessons 6–7

Gas Cycling Prepare

In this lesson set, students investigate how plants and animals interact with air as they explore the Phenomenon Question

How do plants and animals depend on air? In Lesson 6, students analyze experimental data to explain how plants interact with carbon dioxide and oxygen gases in the air. Students use the data to model gas cycling in plants, and to make a prediction about gas cycling in the Amazon rainforest ecosystem. In Lesson 7, students analyze experimental data to describe how animals interact with oxygen, and how plants and animals are dependent on gas exchange with each other and the environment for survival. Students then complete a Conceptual Checkpoint and update the driving question board.

Student Learning

Knowledge Statement

Plants and animals interact with the gases in the environment they need for survival in different but interrelated ways.

Objectives

▪ Lesson 6: Analyze data to explain how gases cycle between plants and the air in ecosystems.

▪ Lesson 7: Observe and describe how gases cycle between plants, animals, and air in ecosystems.

Concept 1: Living Plant Matter

Focus Question

How do plants grow?

Phenomenon Question

How do plants and animals depend on air?

Standards Addressed

Texas Essential Knowledge and Skills

Content Standards

4.12A Investigate and explain how most producers can make their own food using sunlight, water, and carbon dioxide through the cycling of matter. (Reviewed)

4.12B Describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers. (Reviewed)

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem. (Addressed)

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web. (Addressed)

Scientific and Engineering Practices

Standard Student Expectation

5.1D

Use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information.

5.1F Construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect.

5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

5.2B Analyze data by identifying any significant features, patterns, or sources of error.

5.3A Develop explanations and propose solutions supported by data and models.

7

Recurring Themes and Concepts

5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

5.5D Examine and model the parts of a system and their interdependence in the function of the system.

5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

English Language Proficiency Standards

Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Lesson 6

Objective: Analyze data to explain how gases cycle between plants and the air in ecosystems.

Agenda

Launch (5 minutes)

Learn (35 minutes)

▪ Analyze Daytime Plant-Gas Interactions (13 minutes)

▪ Analyze Nighttime Plant-Gas Interactions (13 minutes)

▪ Predict How Carbon Dioxide Cycles (9 minutes)

Launch

Land (5 minutes)

5 minutes

Display the photographs of sequoia seeds and trees (Lesson 3 Resource). Point out the person in the tree photograph to show the scale. Ask students to consider how the results of their plant investigations relate to the transformation of a sequoia seed into an enormous tree.

► What evidence do we have to show where plants, such as sequoia trees, get the matter they need for growth?

▪ We saw that the plants without water did not grow very much, so plants must need water for growth.

▪ The plant without soil still grew a lot, so plants must not get much of their matter from the soil.

▪ The plants without air didn’t grow very much, so plants must need air to grow.

Confirm that plants get almost all the matter they need for growth from water and air. Invite students to Think–Pair–Share in response to the following questions:

► What do you know about air?

▪ Air is all around us.

▪ Air is matter and is made of particles too small to see.

▪ Air is a mixture of different gases.

Highlight responses that mention that air is a mixture of different gases.

► What questions do you have about how plants interact with air?

▪ How do plants take in air?

▪ Do plants only take in some gases in the air or all of them?

▪ Do plants also release gases into the air?

Tell students that they will explore how plants and animals interact with air to answer the Phenomenon Question How do plants and animals depend on air?

Learn 35 minutes

Analyze Daytime Plant-Gas Interactions 13 minutes

Tell students that scientists conducted an investigation to learn how plants interact with different gases in the air. Explain that the scientists enclosed a small, living tree branch with leaves in a clear cylinder fitted with two gas sensors to collect data. Display the diagram of the investigation setup (Lesson 6 Resource A, Figure 1).

Explain that the two sensors are connected to a computer and that scientists measured the amount of carbon dioxide gas and oxygen gas in the air around the branch with leaves.

Tell students that the door on the end of the cylinder remained open until just before data collection began.

► Why might scientists close the cylinder before measuring the amount of carbon dioxide and oxygen gas around the leaves?

▪ We learned how gases expand if they are not contained, so maybe the cylinder is there to trap any gases the leaves give off.

▪ If the leaves take in gases from the air inside the cylinder, the door will prevent them from being replaced by the air outside the cylinder. Then the sensor will be able to measure the change.

Tell students the scientists collected data during the day. Display the diagram of the daytime results (Lesson 6 Resource A, Figure 2).

Differentiation

Students will encounter the terms carbon dioxide and oxygen throughout the module. Sharing Spanish cognates for carbon dioxide (dióxido de carbono) and oxygen (oxígeno) may be helpful. Students may benefit from viewing a visual process that shows the relationship between oxygen and carbon dioxide.

Divide the class into groups and instruct groups to analyze the daytime results and answer the first question in their Science Logbook (Lesson 6 Activity Guide A). Allow groups a few moments to work, and then invite students to share their ideas with the class.

Sample student responses:

▪ The amount of carbon dioxide gas went down, and the amount of oxygen gas went up.

▪ There was a decrease in carbon dioxide gas and an increase in oxygen gas.

Confirm that the amount of carbon dioxide gas decreased, and the amount of oxygen gas increased inside the cylinder during the day. Next, instruct groups to use arrows to create a model of the flow of gases into and out of a leaf during the day.

Sample student response: Carbon

Explain that the tree leaves absorbed carbon dioxide and released oxygen gas during the day because photosynthesis occurred in the leaves. Tell students that photosynthesis is the internal process of plants that uses matter from the environment to make food.

English Language Development

Introduce the term photosynthesis explicitly. Providing the Spanish cognate fotosíntesis may be helpful.

Teacher Note

At this level, students explore photosynthesis in plants; however, algae and cyanobacteria also produce food through photosynthesis. All photosynthetic organisms are producers.

Students will refine their definition of photosynthesis in Concept 3 to include energy from sunlight.

► Which gas do you think plants use to make food? Why do you think that?

▪ The data showed that the amount of carbon dioxide in the air around the leaves decreased, so the plant must have taken in carbon dioxide to make food.

▪ Plants must use carbon dioxide to make food because the gas goes into the leaves.

Summarize that plants use water and carbon dioxide from air to make food through the process of photosynthesis. Tell students that plants release oxygen gas as waste during photosynthesis and that waste is matter organisms release into the environment.

English Language Development

Introduce the term waste explicitly. Consider giving a brief explanation such as, “We often put waste in the trash can.”

Instruct students to title their daytime leaf models Photosynthesis.

Sample student response:

Photosynthesis Photosynthesis

Carbon dioxide gas

Oxygen gas

Spotlight on Knowledge and Skills

In Level 4, students investigate and describe how plants make food using sunlight, water, and carbon dioxide (4.12A). To begin understanding the role of photosynthesis in producing food that is used for growth, students create models to distill the understanding that plants survive by cycling abiotic factors, including carbon dioxide and oxygen gas (5.12A).

Analyze Nighttime Plant-Gas Interactions 13 minutes

Tell students that the scientists also collected data at night. Display the diagram showing the nighttime results (Lesson 6 Resource A, Figure 3).

Instruct students to work with their group to analyze the nighttime results and answer the question in their Science Logbook (Lesson 6 Activity Guide A). Allow groups time to work, and then invite students to share their ideas with the class.

Sample student responses:

▪ The amount of carbon dioxide gas went up, and the amount of oxygen gas went down.

▪ There was an increase in carbon dioxide gas and a decrease in oxygen gas.

Confirm that the amount of carbon dioxide gas increased, and the amount of oxygen gas decreased inside the cylinder at night.

Next, ask groups to draw arrows to create a model of the flow of gases into and out of a leaf at night in their Science Logbook (Lesson 6 Activity Guide A).

Teacher Note

Respiration occurs continuously in plants (i.e., not only at night). However, because photosynthesis occurs at a greater rate than respiration during the day, gas exchange during respiration is more easily detected at night.

Photosynthesis occurs primarily in the leaves of plants. Respiration occurs in leaves, stems, and roots.

Sample student response:

Carbon dioxide gas Oxygen gas

Explain that the leaves released carbon dioxide and absorbed oxygen at night because respiration occurred in the plant and that respiration is the internal process of plants that makes use of food.

English Language Development

Introduce the term respiration explicitly. Providing the Spanish cognate respiración may be helpful. Students will refine their definition of respiration in Lesson 7 and later in the module in Concept 3 as they deepen their understanding of the process.

Summarize that oxygen is absorbed, and carbon dioxide is released as waste during respiration. Instruct students to title their nighttime leaf diagrams Respiration.

Sample student response:

Respiration Respiration

Carbon dioxide gas Oxygen gas

Teacher Note

In this context, respiration refers to cellular respiration and should not be confused with breathing (the physical process of inhaling and exhaling gases). Students will learn about cells in middle school.

► Compare how the leaves interacted with gases during photosynthesis with how the leaves interacted with gases during respiration. What patterns do you notice?

▪ The way leaves interact with gases during photosynthesis and during respiration are the opposite of each other.

▪ The gas that is absorbed in one process is released in the other.

Tell students that carbon dioxide and oxygen cycle between plants and the air during photosynthesis and respiration.

Predict How Carbon Dioxide Cycles 9 minutes

Tell students they will use their leaf models to predict how carbon dioxide cycles in an ecosystem. Display the image of the global carbon dioxide model from July 27, 2020 (Lesson 6 Resource B, Figure 1). Direct students to the same image in their Science Logbook (Lesson 6 Activity Guide B).

Tell students that the image is from a model made using NASA satellite data. Explain that the image shows the amount of carbon dioxide in different places across Earth.

► What do you notice and wonder about the model?

▪ Some places in Africa and Asia have more carbon dioxide than other places.

▪ Why is the amount of carbon dioxide lower in North and South America compared to Africa and Asia?

▪ I wonder how the amount of carbon dioxide in different areas changes over time.

Differentiation

If students have visual impairments or color-vision deficiencies, allow students to work with a partner. Have the partner explain the image and their observations with students before the class discussion.

Point to the Amazon rainforest on the image. Tell students that the Amazon rainforest is the largest rainforest in the world and contains billions of trees. Tell students that the image shows daytime in the Amazon rainforest. Instruct students to Jot–Pair–Share to respond to the prompts in their Science Logbook (Lesson 6 Activity Guide B). Teacher Note

► Write a prediction that describes how the amount of carbon dioxide over the Amazon rainforest during the day compares to the amount of carbon dioxide at night. Explain your reasoning.

▪ I predict the amount of carbon dioxide over the Amazon rainforest will be higher at night than during the day. My leaf model shows that plants take in carbon dioxide during the day and release carbon dioxide at night. Since the Amazon has many plants, I predict the same pattern will happen.

► Write a prediction that describes how the amount of carbon dioxide over the Amazon rainforest changes throughout one week. Explain your reasoning.

▪ I predict the amount of carbon dioxide over the Amazon will go up every night and down every day. Since there are seven days in a week, I think that the carbon dioxide will do seven up-and-down cycles.

Check for Understanding

Students use models to predict how carbon dioxide cycles over the Amazon rainforest during the day and night.

TEKS Assessed

5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

In the Jot–Pair–Share instructional routine, pose a question, and give students time to write down their answers. Students share their responses with a partner. Pairs then share their response with small groups or the whole group. Not all students need to share their responses in the larger group. Jot–Pair–Share allows individual students to consider their thoughts about a question before collaboratively discussing the question with peers (2I).

Check for Understanding (continued)

Evidence

Students use their leaf models (5.1G) to predict that the level of carbon dioxide compared to other gases over the Amazon is higher at night compared to during the day (5.5E, 5.12B).

Next Steps

If students need support predicting how the amount of carbon dioxide over the Amazon differs from day to night, prompt students to revisit their day and night leaf models. Ask students to describe what the carbon dioxide arrows on their day and night models represent (movement into or out of leaves). Guide students to connect this movement of gases to the Amazon rainforest to predict the relative amounts of carbon dioxide in the air during the day and night.

Students use their leaf models (5.1G) to predict that the level of carbon dioxide compared to other gases over the Amazon cycles up and down every night and day throughout a week (5.5E, 5.12B).

If students need support to predict how the amount of carbon dioxide changes throughout a week, ask students to first predict how the amount of carbon dioxide changes over two full days. Guide students to extend the pattern, one day at a time, for a period of seven days.

After students have completed and shared their predictions, display the side-by-side model images of day and night over the Americas from July 27, 2020 (Lesson 6 Resource B, Figure 2).

Day Night

Next, tell students that they will observe a model of the Amazon rainforest that shows changes in the amount of carbon dioxide throughout one week. Then play the NASA carbon dioxide model video (http://phdsci.link/2382).

Ask students to compare what they observed in the images and the video to the predictions they wrote in their Science Logbook (Lesson 6 Activity Guide B).

Sample student responses:

▪ I predicted that the amount of carbon dioxide would be higher at night, and I was right.

▪ I predicted that the amount of carbon dioxide over the Amazon rainforest would go up every night and down every day, and that’s what happened in the video.

Extension

Students can compare how carbon dioxide cycles in different regions in the model video. Challenge students to explain differences in the carbon dioxide cycling over Asia, Africa, and the Americas (because Earth is rotating on its axis) or why the carbon dioxide cycling in tan-colored areas is less pronounced (because there is less vegetation in those areas) (2I).

Land5 minutes

Lead a class discussion about the ways plants interact with air.

► How does matter cycle between plants and the air at different times in an ecosystem?

▪ During the day, photosynthesis happens in plants. They absorb carbon dioxide and release oxygen as waste.

▪ Plants do respiration at night. They take in oxygen and give off carbon dioxide.

Explain that although both processes occur in plants, more photosynthesis than respiration occurs in plants over their lifetimes.

Ask students to think about how this imbalance affects the cycling of matter in an ecosystem.

► If more photosynthesis than respiration occurs in plants, what claims can we make about how gases cycle between plants and air?

▪ Plants must absorb more carbon dioxide than they release.

▪ Overall, plants release more oxygen than they absorb.

Teacher Note

The rate of plant respiration is greater than the rate of photosynthesis at certain times (e.g., at night). However, globally and over a plant’s lifetime, more photosynthesis than respiration occurs in plants, which allows plants to build and retain mass.

Point out that carbon dioxide moves from the air into plants, and oxygen moves from plants into the air. Revisit the photographs of sequoia trees and seeds (Lesson 3 Resource).

► Why do sequoia trees need carbon dioxide for growth?

▪ Sequoia trees need carbon dioxide to do photosynthesis. Photosynthesis is the process in plants that makes food.

▪ Sequoia trees need food to grow, and to make food, the trees need to absorb carbon dioxide from the air.

Tell students that in the next lesson they will investigate how plant-air interactions are related to animal-air interactions as they work to answer the Phenomenon Question How do plants and animals depend on air?

Agenda

Launch (5 minutes)

Lesson 7

Objective: Observe and describe how gases cycle between plants, animals, and air in an ecosystem.

Launch

5 minutes

Direct students to the class anchor model and ask them to consider how the plant-air interactions they explored in the last lesson apply to the mangrove tree ecosystem.

► How does the mangrove tree interact with gases in the air?

▪ In the daytime, the mangrove tree absorbs carbon dioxide and releases oxygen during photosynthesis.

▪ At night, respiration happens in the mangrove tree. The tree takes in oxygen and releases carbon dioxide.

▪ Overall, more photosynthesis than respiration occurs in the mangrove tree.

Next, direct students’ attention to the animals on the anchor model.

► What questions do you have about how the animals in the mangrove tree ecosystem interact with air?

▪ Do animals use gases the same way plants do through photosynthesis and respiration?

▪ Do animals also have a day-and-night pattern of gas cycling?

▪ Do animals use any of the gases given off by plants?

Tell students they will explore how plant and animal interactions with air are related as they continue to answer the Phenomenon Question How do plants and animals depend on air?

Learn (35 minutes)

▪ Analyze Animal-Gas Interactions (15 minutes)

▪ Update Anchor Model (10 minutes)

▪ Conceptual Checkpoint (10 minutes)

Land (5 minutes)

Learn

35 minutes

Analyze Animal-Gas Interactions 15 minutes

Invite students to observe their breathing closely.

► What do you notice and wonder about how you interact with air as you breathe?

▪ I notice that I breathe air in and then breathe air out.

▪ I wonder if the air I breathe out is different from the air I breathe in.

▪ I wonder if I absorb and give off different gases than plants do.

Remind students that humans are animals, and, like plants, animals need to interact with gases in the air for growth and survival. Display the image of the experimental setup from the previous lesson (Lesson 6 Resource A, Figure 1).

► How could we conduct a similar investigation to measure how humans interact with gases in the air?

▪ We could have a human breathe into a closed container and use sensors to measure how the gas amounts change.

▪ Maybe if we kept the doors and windows closed in a room and there were no cracks for air to escape, we could measure how the gases change in the room.

▪ We could use a special device to capture the person’s breath to measure the amounts of gases in it.

Inform students they will analyze data from an investigation conducted by scientists. Show the diagram of the investigation setup (Lesson 7 Resource A, Figure 1).

Explain that a human breathed the same air in and out of a bag through a tube for one minute and that an oxygen sensor was secured inside the other end of the bag to measure how the amount of oxygen gas changed.

Safety Note

Emphasize that the participant in this investigation breathed in and out of the bag through a tube. Remind students that they should never place a plastic bag over their head, mouth, or nose.

After reviewing the investigation, answer questions students may have about the setup. Next, show the diagram with the results (Lesson 7 Resource A, Figure 2). Inform students that scientists got the same results whether they performed the investigation during the day or at night.

Direct students to their Science Logbook (Lesson 7 Activity Guide). Instruct students to write a claim about whether photosynthesis or respiration caused the amount of oxygen to change in the air the human breathed. Encourage students to support their claim with evidence and reasoning.

Sample student response:

Respiration caused the amount of oxygen to change in the air the human breathed.

Evidence

List the evidence that supports your claim.

The amount of oxygen gas decreased in the air the human breathed.

Reasoning

Explain how this evidence supports your claim.

The tree absorbed oxygen when respiration was happening. Respiration causes the amount of oxygen to decrease in the air.

Confirm that the decrease in oxygen gas in the air the human breathed was caused by respiration happening inside the human. Explain that respiration occurs in all animals and is necessary for survival, but photosynthesis does not occur in animals. Build on student understanding and clarify that respiration is the internal process of plants and animals that makes use of food.

Teacher Note

Consider displaying the results from the plant gas investigation (Lesson 6 Resource A, Figure 2) for students to compare with the human oxygen investigation results (Lesson 7 Resource A, Figure 2). Encourage students to revisit the leaf models in their Science Logbook (Lesson 6 Activity Guide A) and compare them to how the amount of oxygen in the air the human breathed changed.

► How do you think the amount of carbon dioxide changed in the air the human breathed?

▪ Carbon dioxide is released as waste during respiration, so the amount of carbon dioxide must have increased every time the person breathed out.

▪ The amount of carbon dioxide inside the bag will go up.

Confirm that the amount of carbon dioxide increased in the air the human breathed and that carbon dioxide is released as waste during respiration.

Update Anchor Model 10 minutes

Tell students they will use their new knowledge of plant and animal interactions with air to update the anchor model.

► After animals eat leaves from the mangrove tree, how does the tree grow new leaves?

▪ Like other plants, the mangrove tree uses matter from carbon dioxide and water to make food for growth.

▪ The tree uses the food it made during photosynthesis to grow new leaves.

► How is gas cycling between plants and air related to gas cycling between animals and air?

▪ Plants release and absorb oxygen and carbon dioxide because both photosynthesis and respiration happen in plants. Only respiration occurs in animals, so they absorb oxygen and release carbon dioxide.

▪ Plants release more oxygen than they absorb. Animals can absorb that oxygen for respiration.

▪ Animals release carbon dioxide waste during respiration. Plants can absorb some of that carbon dioxide during photosynthesis.

Build on student responses to confirm that plants absorb some of the carbon dioxide waste released by animals for photosynthesis during the day. Explain that some oxygen waste released by plants is absorbed by animals in the ecosystem during respiration. Tell students that plants also reabsorb some of their oxygen at night when photosynthesis stops, and plant respiration occurs.

Elicit student ideas to guide updates to the anchor model. Show water as a matter source for plant growth and the gas cycling between plants, animals, and the air.

Sample anchor model:

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals. The mangrove tree is made of matter formed from water and carbon dioxide. Carbon dioxide gas and oxygen gas cycle between plants, animals, and air.

► How might aquatic organisms get the oxygen they need to perform respiration?

▪ Maybe the fish swim up to the surface to get oxygen.

▪ I think the oysters stay below the surface. They must have some way to get oxygen underwater. Display an unopened bottle of sparkling water. Ask students to examine the liquid inside and share their observations.

Teacher Note

The sample anchor model shows that both photosynthesis and respiration occur in plants. The thicker arrow for carbon dioxide absorption compared to carbon dioxide release represents how more photosynthesis than respiration occurs in plants over their lifetimes. A similar representation is used for oxygen.

► What do you see in the bottle?

▪ I see a clear liquid.

▪ It looks like water.

Open the bottle and have students examine the liquid again.

► What do you see in the bottle now?

▪ I see lots of bubbles in the liquid.

▪ Gas bubbles are forming and floating up to the top.

► Where do you think the bubbles came from?

▪ I’m not sure. We didn’t mix anything into the liquid, so I don’t think it’s new material.

▪ We didn’t add any heat, so I don’t think the bubbles are from evaporation.

▪ Maybe the bubbles were already inside the bottle.

Explain that carbon dioxide gas was dissolved in the water before the bottle was sealed, so it could not be seen. Tell students that opening the bottle released pressure and allowed some dissolved gas to escape as bubbles.

► How does this demonstration help us understand how aquatic organisms interact with gases underwater?

▪ There could be oxygen dissolved in the water. We can’t see it, but maybe the fish and other underwater organisms can use it for respiration.

▪ Some plants live underwater. Maybe the water has carbon dioxide gas dissolved in it, which underwater plants can absorb for photosynthesis.

Confirm that many different gases, including oxygen and carbon dioxide, can dissolve in water. Tell students that aquatic plants and animals have specialized structures to obtain the gases they need from the water to survive.

Conceptual Checkpoint 10 minutes

Tell students they will complete a Conceptual Checkpoint to demonstrate their understanding of how plant and animal interactions with air are related and are necessary for growth and survival. Distribute the Conceptual Checkpoint (Lesson 7 Resource B). Read the following passage aloud while students observe the diagram of Priestley’s experiment on the Conceptual Checkpoint.

► Joseph Priestley was an English scientist who lived in the 1700s. He performed many different investigations. In one investigation, Priestley placed a mouse and a plant inside a jar. The jar was sealed with air inside and placed near a window.

Read the prompts aloud and instruct students to record their responses on the Conceptual Checkpoint (Lesson 7 Resource B).

► Draw and label arrows to model how the organisms in the jar interact with matter in the air to survive.

Sample student response:

Teacher Note

The investigation presented is a simplified version of Priestley’s experiment. Oxygen was not known at the time, but because of his experiments, Priestley is credited as a discoverer of the element.

The ethics of using of animals in experiments have changed since the time of the Priestley experiment. Consider explaining to students that concern for the humane treatment of animals, as well as the development of computer models and other technologies, have led to alternatives to experiments that cause pain, distress, or death to animals. If necessary, tell students they should never perform this experiment at home because the conditions do not support the survival of a live mouse.

Teacher Note

In their responses to the Conceptual Checkpoint, students may or may not include plant respiration. It is acceptable for students to only show and describe the net plant gas exchange resulting from the greater amount of photosynthesis compared to respiration.

► Use evidence from your model to support the claim. Spotlight

▪ Without the mouse, the plant’s growth will decrease. The mouse breathes out carbon dioxide, which the plant needs to grow.

Conceptual Checkpoint

This Conceptual Checkpoint assesses students’ understanding of the Concept 1 Focus Question: How do plants interact with factors in an ecosystem?

TEKS Assessed

5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

5.3A Develop explanations and propose solutions supported by data and models.

5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students draw and label arrows to develop models which represent (5.1G) that the mouse absorbs oxygen and releases carbon dioxide and that the plant absorbs carbon dioxide and releases oxygen (5.12A).

Students use their model to explain (5.3A) that removing the mouse from the jar will decrease the growth of the plant because the mouse provides the carbon dioxide plants need to grow (5.5B, 5.12A).

Next Steps

To support students as they develop gas cycling models, guide them to revisit the class anchor model. Ask students to identify parts of the mangrove tree ecosystem model that apply to the simpler system in the jar.

If students need support to explain how the removal of the mouse will affect the plant’s growth, revisit the results of their investigations from Lessons 3 through 5. Point out that plants use carbon dioxide to grow. Work with students to identify how the gas cycling in the jar would change if the mouse were removed, and that there would be less carbon dioxide available for the plant to use for growth.

on Knowledge and Skills

The jar represents a closed ecosystem. Students identify the interactions between the gases, abiotic factors, and biotic components represented by the mouse and plant. Students will investigate another closed ecosystem later in this module in Concept 2 when exploring mold growing on raspberries (5.12A, 5.12B).

Land5 minutes

Revisit the Focus Question: How do plants grow? Direct students to the anchor model.

► In what ways does the mangrove tree interact with factors in its ecosystem to grow?

▪ The mangrove tree takes in water from the ecosystem for growth.

▪ The tree absorbs carbon dioxide and releases oxygen as waste during photosynthesis to produce food used for growth.

▪ Some of the extra oxygen that plants release is absorbed by animals, and the tree absorbs some of the carbon dioxide released by animals.

► Where is matter present in the anchor model? Differentiation

▪ Carbon dioxide, oxygen, water, and soil are all matter.

▪ The plant material produced from water and carbon dioxide is made of matter.

▪ Animals are made of matter.

Next, draw students’ attention to the category titled Food on the driving question board.

► Why do you think people need to eat food?

▪ Food helps us grow and get bigger.

▪ I think food gives me energy to run around and play.

Highlight student responses that mention food as a source of both matter and energy for humans. Invite students to consider whether their ideas about food also apply to organisms on the anchor model.

► What questions do you still have about the mangrove tree ecosystem?

▪ If plants make their food, where do animals get their food?

▪ Do animals use matter from air and water to grow?

▪ Do plants and animals need energy?

If students need support answering the discussion questions, ask guiding questions such as these (2I):

▪ Which sources of matter in an ecosystem become part of plants?

▪ Which gases do plants absorb and release?

▪ Which gases do animals absorb and release?

Update the driving question board with students’ questions. Point out that students have learned a lot about how plants get matter. Highlight that some questions remain about how animals get matter and about energy in the ecosystem. Replace any temporary headings on the driving question board with the following Focus Questions. Work with students to group their questions under these new headings.

Concept 2 Focus Question: Where does life’s matter come from?

Concept 3 Focus Question: Where does life’s energy come from?

Sample driving question board:

Essential Question: How can trees support so much life?

How do plants grow?

How can the mangrove tree grow in water?

How do trees grow so tall?

Why don’t other plants grow well in Hargigo?

Where does life’s matter come from?

Where does life’s energy come from?

What does the tree need to grow?

How do trees grow leaves?

Why don’t mangrove trees normally grow in Hargigo?

Related Phenomena: Birds, squirrels, and other animals make nests in trees.

Does the mangrove tree eat?

What do small sea animals around the mangrove tree eat?

Do some animals only eat plants?

Do animals use matter from air and water to grow?

Trees provide food like fruit or nuts to people and animals.

Do some animals only eat other animals?

Where do animals get energy?

What happens to energy after plants and animals use it?

Can animals get energy from sunlight like plants do?

Trees provide shade.

People use wood from trees to build houses or make paper.

People use trees for firewood.

Explain that the class will investigate these two new Focus Questions during the rest of the module. Tell students that in the next lesson, they will discover how animals obtain matter as they explore the Concept 2 Focus Question: Where does life’s matter come from?

Optional Homework

Students draw simple models of an ecosystem outside their home or community. They indicate in their models how plants interact with factors in the ecosystem. Students may add or inquire about additional features, such as food web interactions or sunlight, which will be explored through the rest of the module.

Lessons 8–9 Movement of Matter Prepare

In this lesson set, students extend their knowledge of how organisms use matter. In Lesson 8, students begin investigating the Concept 2 Focus Question, Where does life’s matter come from?, by exploring how animals get matter for body growth and repair. In Lesson 9, students analyze data and identify patterns in the movement of matter through an ecosystem to determine that animals’ food can be traced back to plants.

Student Learning Knowledge Statement

The movement of matter through animals can be traced back through plants to air and water.

Objectives

▪ Lesson 8: Make a claim about how animals use matter from the environment.

▪ Lesson 9: Model and predict the movement of matter in the environment from plants to animals.

Concept 2: Life’s Matter

Focus Question

Where does life’s matter come from?

Phenomenon Question

Where do animals get the matter they need for growth?

Standards Addressed

Scientific

Recurring Themes and Concepts

English Language Proficiency Standards

Lesson 8

Objective: Make a claim about how animals use matter from the environment.

Agenda

Launch (5 minutes)

Learn (30 minutes)

▪ Develop Initial Claim (5 minutes)

▪ Examine Historical Yellowstone Data (20 minutes)

▪ Revise Claim (5 minutes)

Land (10 minutes)

Launch

5 minutes

Display the grizzly bear photographs (Lesson 8 Resource A), and invite students to share initial observations.

► What do you notice in these photographs?

▪ The bear on the right is much bigger than the other bear!

▪ Both pictures have dates. One is from June 2018, and the other is from September 2018.

▪ The bear on the left looks like it could be fishing for food.

Reveal to students that the two photographs show the same bear, named 409 Beadnose, in June and September of the same year.

► What changed about the bear between June and September?

▪ The bear grew a lot between June and September.

▪ It looks like the bear got fatter.

▪ Its fur looks a little darker too.

► What questions do you have about these changes?

▪ Was the bear a cub in the first picture?

▪ How did the bear get so much bigger in just a few months?

Highlight student questions about the bear’s growth, and note that the bear’s body contained much more matter in September than it did in June. Ask students to recall their comparison of a sequoia seed and tree in Lesson 3 and their claim about where plants get matter for growth. Point out that animals also need matter for growth. Inform students they will investigate the bear’s growth as they explore the Phenomenon Question Where do animals get the matter they need for growth? Have students record this question in their Science Logbook (Lesson 8 Activity Guide).

Learn 30 minutes Develop Initial Claim 5 minutes

Ask students to identify possible sources of matter for animal growth.

Sample student responses:

▪ Animals get matter from food. Bears probably eat a lot of food because they are big animals.

▪ Bears drink water and breathe air like other animals. Maybe animals grow using matter from air and water like plants do.

As students suggest possible sources of animal matter (e.g., food, water, air), create a class list of their responses.

Teacher Note

Some students may feel confident in their background knowledge that food provides matter for growth. Deepen their thinking with questions such as these:

▪ What evidence shows that food provides matter for an animal’s growth?

▪ Other than food, what kinds of matter do animals take in? What evidence shows that animals do not use that matter for growth?

Sample class list:

Possible Sources of Animal Matter

▪ Water

▪ Air

▪ Food

Ask students to write an initial claim to answer the Phenomenon Question Where do animals get the matter they need for growth? in their Science Logbook (Lesson 8 Activity Guide).

Sample student responses:

▪ Animals get matter to grow when they eat food.

▪ I think matter from air, water, and food helps animals grow. Animals need all these types of matter to live.

Explain that in this lesson, students will gather information about the types of matter animals need for growth and determine whether the evidence supports or refutes their claim.

Examine Historical Yellowstone Data

20 minutes

Remind students of the plant investigations they designed as a fair test to determine which sources of matter plants use to grow.

► How could we use an experimental investigation to investigate the sources of matter animals use to grow?

▪ We could use two of the same kind of animals and change one variable at a time.

▪ We could give water to one of the animals and no water to the other animal.

▪ We could measure how heavy the animals are before and after the investigation.

Explain that taking away possible sources of matter would harm the animals; however, students can look at data from wild animals that had different amounts of food, water, or air available to them at different times. Tell students they will look at this type of data from Yellowstone National Park.

Differentiation

To support English learners and striving writers, provide a sentence frame such as “Animals use matter from to grow.” To give more support, provide a word bank with the terms air, food, and water. Ask students to complete the sentence with all the words they think apply.

Spotlight on Knowledge and Skills

Discuss how field investigations involving wild animals often require different methods, tools, and techniques than investigations in laboratories (5.1B).

Display the photograph of bears scavenging for food at a garbage dump in Yellowstone National Park (Lesson 8 Resource B).

► What do you notice in the photograph?

▪ There are a lot of bears in that area.

▪ I can see “Lunch Counter for Bears” on the sign.

▪ That person on the horse is really close to the bears!

Explain to students that when Yellowstone National Park first opened, the park had open-pit garbage dumps where people would watch wild bears feed on garbage (NPS 2017b).

Discuss with students how the closing of the garbage dumps affected the bears.

► What source of matter did the bears most likely get from the garbage dumps?

▪ People throw away a lot of food, so I bet the bears were getting food from the garbage dumps.

▪ The sign in the picture says “Lunch Counter for Bears,” which makes me think the bears were eating there.

► What problems might be caused by humans leaving garbage for wild animals to eat?

▪ Animals might eat plastic or get sick.

▪ Garbage is not a healthy diet.

▪ It’s not good for the ecosystem.

Confirm that the garbage dump might harm the bears and the ecosystem. Tell students that allowing the bears access to the garbage dump led to safety concerns for visitors, so the park closed the garbage dumps in 1970. The bears likely had less food after the dumps closed.

► What kinds of data about the bears in Yellowstone do we need for our investigation?

▪ We could find measurements of the bears’ weights before and after they closed the garbage dumps.

▪ We need to know if there were changes in other variables that could have affected growth, like having more or less water to drink.

Agree that students need more information about the sources of matter available to the bears. Display the chart showing the average annual precipitation in Yellowstone National Park before and after the garbage dumps closed (US Climate Data 2018) (Lesson 8 Resource C). Explain to students that the average indicates the typical amount of precipitation.

Spotlight on Knowledge and Skills

The introduction of garbage dumps by humans resulted in a new learned behavior in bears. Human interference affected the balance of the ecosystem because bears are at the top of the Yellowstone food chain (5.12C).

► What do you notice about the precipitation data?

▪ Yellowstone gets about 22 inches of precipitation a year.

▪ We know the garbage dumps closed in 1970. This chart shows that the park got about the same amount of precipitation before and after the dumps closed.

Confirm that the average rainfall in Yellowstone was similar before and after the garbage dumps closed. Ask students whether access to air varied during these periods, and confirm that in an outdoor area such as Yellowstone, the amount of air is unlikely to change.

Ask students to complete the variable chart in their Science Logbook (Lesson 8 Activity Guide) to summarize how the closure of the garbage dumps affected the sources of matter for Yellowstone grizzly bears.

Teacher Note

Students may use symbols to represent a comparison of each source of matter before and after the garbage dumps closed. For example, students may use symbols such as > (greater than), < (less than), or ≈ (about the same amount). Given that these symbols have a precise meaning in a mathematical context, ensure that the symbols chosen by the class have an agreed-upon meaning in the context of this lesson. Consider facilitating a discussion about similarities and differences in the meanings and applications of symbols across content areas.

Tell students to review their initial claims about where animals get matter for growth and then to write a prediction in their Science Logbook (Lesson 8 Activity Guide).

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

▪ My claim is that bears use food matter for growth. If this is true, then I think bears would have less mass after the garbage dumps closed because they would probably eat less food than before.

▪ My claim is that bears use mostly water and air for growth, like plants. That means bears would be about the same size before and after the dumps closed because they took in about the same amount of water and air.

Display the chart showing the average mass of adult grizzly bears in Yellowstone before and after the garbage dumps closed (Schwartz, Miller, and Haroldson 2003) (Lesson 8 Resource D). Pose questions to students to help them analyze the data by using a collaborative conversation routine such as Think–Pair–Share.

► What data does this chart show?

▪ It shows the average mass of the adult grizzly bears in Yellowstone.

▪ The graph shows mass for both male and female bears.

▪ There are two time periods. The graph has bars for 1959 to 1970 and 1975 to 1989.

► What patterns do you notice in the data?

▪ Male grizzly bears in Yellowstone have more mass than female grizzly bears.

▪ The mass of the bears was higher before the garbage dumps closed. Males had about 50 kilograms more mass and females had about 10 kilograms more mass.

► What does this data set show about the average mass of the bears before and after the dumps closed?

▪ The bears had more mass when the garbage dumps were open.

▪ Male bears lost more mass than females after the dumps closed.

Teacher Note

Students may infer that the garbage food source was beneficial to the ecosystem because the bears gained mass. Emphasize to students that bears are adapted to eat food sources from their natural environment and that bears may lose their ability to find their own food if they become dependent on human food sources. Tell students that the increased contact between bears and humans is potentially dangerous for both species.

Adult Grizzly Bear Average Mass in Yellowstone

► Does this data set support or refute your claim about animal growth? Why?

▪ It supports my claim that animals use matter from food to grow. But bears are just one kind of animal. We should look at data for other animals.

▪ My claim was that animals use matter from food, water, and air to grow. This data set supports the part about food, but I don’t know what would happen if the bears drank more water or took in more air.

► How well does this data comparison meet the criteria for a fair test?

▪ We are comparing the same types of bears in the same place but at two different times. Food is an important variable that changed. I think the variables of air and water are pretty much constant.

▪ There might be more than one variable changing. We know the amount of food was different between the two time periods, but I think the types of food eaten by the bears might have changed too.

Revisit the fair test criteria chart from Lesson 3. Acknowledge that unknown variables may change, but many relevant variables stay relatively constant, including location, type of bears, water intake, and air intake. Help students make connections between the closing of the garbage dumps and the decrease in average bear mass.

Summarize that when animals take in food, they can use some of that matter for growth. Clarify that animals also need air and water but that they use this matter for other purposes.

Revise Claim 5 minutes

Instruct students to write a revised claim in their Science Logbook (Lesson 8 Activity Guide) to answer the Phenomenon Question Where do animals get the matter they need for growth? Tell students to support their claim with evidence and reasoning.

Teacher Note

Students may wonder why some adult animals eat but do not grow larger. If so, add a related question to the driving question board. Concept 3 will address this question, when students learn that food also provides animals with energy.

Sample student response:

Revised claim: Animals use matter from food to grow.

Evidence

List the evidence that supports your claim.

Grizzly bears in Yellowstone had more mass in 1959–1970, when they had more food, than in 1975–1989, when they had less food.

Reasoning

Explain how this evidence supports your claim.

The average mass of the bears was greater when they had more food. The amounts of water and air were the same, so the matter from food probably caused the bears to gain mass.

Check for Understanding

Students develop an explanation to identify the cause-and-effect relationship between bear mass and amount of available food.

TEKS Assessed

5.3A Develop explanations and propose solutions supported by data and models.

5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students’ explanations (5.3A) include evidence that grizzly bears have more mass between 1959 and 1970 and less mass between 1975 and 1989 (5.12A). Studentds recognize that bears have more mass when more food is available (5.5B).

Next Steps

To support students to develop an explanation, provide a copy of the data chart. Have students circle the causes and underline the effects to use as evidence in their explanation of how bears interact with matter.

Land 10 minutes

Revisit the grizzly bear photographs (Lesson 8 Resource A) from the Launch.

► How do you think this bear gained so much mass?

▪ The bear must have eaten a lot of food. Maybe it was getting ready for winter.

▪ The bear could have been a baby growing up. I think babies need to eat a lot of food so they can grow, like when my brother was a baby.

Tell students they will watch a video about brown bears in Alaska that shows 409 Beadnose (Clemons 2018) (http://phdsci.link/1189). Ask students what type of food they noticed the bears eating. Confirm that the bears ate fish, and that 409 Beadnose gained mass when she ate large amounts of food to prepare for hibernation. Clarify that during hibernation, bears eat little or no food.

Ask students to consider another way in which animals use matter.

► Think of a time when you had an injury. What did your body do to heal?

▪ I cut myself once. The skin grew back together after a while, and now I have a scar.

▪ I scraped my knee. A scab formed, and when it fell off, the skin had healed.

▪ I broke a bone in my arm before. I had to wear a cast until my arm healed.

Confirm that animals sometimes need to grow to repair injuries. Tell students that some animals, such as lizards, can even regrow body parts when injured. Display the lizard photographs (Lesson 8 Resource E) to illustrate this phenomenon. Tell students that the lizard in the first photograph dropped its tail, which is a defense mechanism that helps the lizard escape from predators. Point to the lizard’s tail in the second photograph, and tell students that the photograph shows a lizard starting to grow a new tail.

Teacher Note

Although the photographs do not show the same animal, they offer details about the ways animals can use growth to repair injuries.

► Where does a lizard get matter to grow a new tail?

▪ The lizard uses matter from food to grow a new tail.

▪ We know that an animal’s body is made from matter. Animals get matter from eating food.

Emphasize that repairing an injury often involves growth and that the matter needed for this growth comes from the animal’s food.

Agenda

Launch (4 minutes)

Lesson 9

Objective: Model and predict the movement of matter in the environment from plants to animals.

Launch

4 minutes

► What is similar and what is different about the food the bears eat?

▪ The first photograph shows a bear eating a fish. The other photograph shows a bear eating grass.

▪ Both the fish and the grass are living things.

Confirm that in both photographs, the bears are eating living organisms. Tell students that in this lesson they will explore animals’ interactions with food.

Learn (35 minutes)

▪ Model Feeding Interactions (13 minutes)

▪ Update Anchor Model (8 minutes)

▪ Trace Movement of Matter (14 minutes)

Land (6 minutes)

Display the photographs of grizzly bears eating (Lesson 9 Resource A).

Learn 35 minutes

Model Feeding Interactions 13 minutes

Inform students that they will apply what they learned in previous lessons to model feeding interactions in the mangrove tree ecosystem. Divide the class into groups, and distribute red, blue, and yellow bingo chips to each group.

Instruct groups to select one color and build a small stack of chips to represent a mangrove leaf. Next, have groups select colors to build two more stacks of chips: one to represent a goat and one to represent a human. Encourage students to make three stacks of bingo chips of varying sizes, with each stack representing a different living organism. Tell students that the smallest stack should represent the leaf and the largest stack should represent the human.

After groups develop their models of these three ecosystem components, ask them to describe their model to the class.

► Describe the components of your model. What does each component represent?

▪ The bingo chips represent the plants and animals in an ecosystem. Blue is the leaves, yellow is the goat, and red is the human.

▪ The different stacks of bingo chips represent different organisms in the ecosystem.

Highlight student responses that mention the living organisms. Tell students that the parts of an ecosystem that are living are biotic and that the biotic factors in their model ecosystem are the mangrove leaf, the goat, and the human.

English Language Development

Introduce the term biotic explicitly. Providing the Spanish cognates biótica (feminine) and biótico (masculine) may be helpful.

Spotlight on Knowledge and Skills

In previous levels, students learn about feeding interactions by predicting how changes in a food chain affect an ecosystem (3.12B) and describe the cycling of matter through a food web (4.12B). In Level 5, students build on their understanding of ecosystem interactions to predict how changes to an ecosystem affect the cycling of matter (5.12B).

► How do these components in your model ecosystem interact?

▪ All the organisms live in the same ecosystem.

▪ The goat eats the mangrove leaf, and the human eats the goat.

Instruct groups to model two feeding interactions (i.e., the goat eating the mangrove leaf and the human eating the goat). Clarify that students may move one or more chips from one stack to another stack to model each interaction.

► How does your model represent feeding interactions?

▪ First, I put chips from the mangrove leaf stack inside the goat stack, like the goat gobbled up the leaf. Then I put all those chips inside the human stack to show the human ate the goat.

▪ When I showed the goat and human eating, the chip colors got mixed up to show the matter rearranging and adding mass to the animal.

► How did your model show matter moving through an ecosystem?

▪ Our model showed animals eating matter to grow. When we added bingo chips to the other stacks, the stacks got bigger. That’s like the animal growing.

▪ The same matter can be part of a mangrove leaf, then a goat, and then a human.

Have groups continue modeling feeding interactions until all the chips from one or more stacks have been moved. Then have students use a collaborative conversation routine, such as Think–Pair–Share to analyze their model.

► What do you notice about the model when one component disappears?

▪ When the mangrove leaf is gone, the goat stops getting bigger. The human continues to eat the goat, so the goat disappears too.

▪ The goat doesn’t have anything to eat, so it dies. Then the human doesn’t have anything to eat either.

Confirm that when one part of the ecosystem is disturbed, the change can affect the cycling of matter through the ecosystem.

► What are some limitations of your model?

▪ The model doesn’t show how the plant gets food or how it grows. After a few feeding interactions, the mangrove leaf disappears.

▪ In the model, all the food matter stays inside the animal that ate it. But I don’t think animals use all the matter they eat to grow. They also produce waste from food.

Highlight responses about models showing animals taking in matter but not releasing matter.

► When do animals release matter?

▪ Animals release matter when they breathe out. Some of the air they breathe out is carbon dioxide.

▪ We release matter when we go to the bathroom.

Confirm that animals release waste matter into the environment and that this includes gaseous matter such as carbon dioxide in exhaled air, liquid matter such as urine, and solid matter such as feces. Tell students that the matter animals obtain from the environment includes gaseous matter such as oxygen in inhaled air, liquid matter such as water, and solid matter such as food.

Update Anchor Model 8 minutes

Tell students that they will use their knowledge of feeding interactions to update the class anchor model. Revisit the photographs of bears eating (Lesson 9 Resource A).

► What biotic components do you see in the photographs?

▪ The bear is biotic because it is a living organism.

▪ The grass and the fish are biotic.

► What questions do you have about the feeding interactions in the ecosystem in the photographs?

▪ What does the fish eat?

▪ Do the fish eat other fish?

Direct students’ attention to the class anchor model.

► Which organisms are still lacking sources of matter for growth in the anchor model?

▪ The model doesn’t show what the sea animals eat.

▪ We don’t know what the small fish, crab, shrimp, and oysters eat.

Confirm that students do not yet know how all the organisms, such as the crab and shrimp, get their food. Distribute a copy of the food sources information (Lesson 9 Resource B) to each student.

Direct students to use this information to add details to their initial models of the mangrove tree ecosystem in their Science Logbook (Lesson 2 Activity Guide). Circulate as students update their individual model to include the food sources for the smaller animals.

► What did you add to your ecosystem model?

▪ I added aquatic plants because all the smaller sea animals eat them.

▪ I drew arrows showing that the crab and shrimp also eat small fish.

► What components of the ecosystem does your model represent? How do they interact?

▪ Each organism is a component of the ecosystem. One way they interact is through feeding. For example, the oysters eat aquatic plants, the large fish eats the oysters, and the human eats the large fish.

▪ The environment around the tree is part of the ecosystem. Plants and animals take in air and water from the environment and then release waste into the environment.

Add aquatic plants to the anchor model and use arrows to show additional feeding interactions.

Teacher Note

As filter feeders or scavengers, the smaller aquatic animals in the mangrove tree ecosystem have varied diets. Lesson 9 Resource B uses simplified food sources for this activity.

Differentiation

Students will encounter the term aquatic throughout the module. Providing the Spanish cognate acuático may be helpful. Consider providing a brief explanation such as the following: An aquatic environment is an environment within a body of water such as an ocean, a lake, or a pond.

Sample anchor model:

Mangrove Tree Ecosystem

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals. The mangrove tree is made of matter formed from water and carbon dioxide. Carbon dioxide gas and oxygen gas cycle between plants, animals, and air.

Trace Movement of Matter 14 minutes

Inform students that they will look for patterns in how matter moves through the mangrove tree ecosystem. Assign each group a different organism from the anchor model. Instruct groups to draw a model on a piece of chart paper that explains where that organism obtains matter for growth. Clarify that students should trace the organism’s matter through as many sources as possible.

Differentiation

Assign animals with multiple food sources (e.g., crab, shrimp, large fish, human) to advanced learners. Instruct these students to trace all paths through which that organism obtains matter for growth to show the interdependent, web-like relationships.

Sample student response:

Small Large Aquatic plants

When groups complete their models, post the models around the classroom. Have groups engage in a Gallery Walk to view other’s work.

As they circulate, tell students to draw at least three organisms and the paths through which they obtain matter for growth in their Science Logbook (Lesson 9 Activity Guide).

After groups complete the Gallery Walk, have students record the patterns they notice in how animals obtain food for growth in their Science Logbook.

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

▪ All the animals’ food can be traced back to plants.

▪ Every organism needs to take in matter from something else to grow. Plants take in air and water, and animals take in food.

▪ Some animals, like oysters and sheep, eat only plants. Some animals, like large fish, eat other animals. Some animals, like shrimp and crabs, eat both plants and animals.

Next, tell students to remove the aquatic plants from their model. Then instruct students to write a prediction about what will happen to the small fish, large fish, and the human in the mangrove tree ecosystem.

Teacher Note

The Gallery Walk instructional routine deepens engagement and understanding by allowing students to share their work with peers in a gallery setting (3E).

Sample student responses:

▪ I predict that if the aquatic plant is removed, then the small fish won’t have a food source, so it won’t gain matter. Then the large fish and the human won’t have as much food.

▪ If we remove the small and large fish, then the human won’t have as much food and won’t gain as much matter.

▪ The organisms are connected in the feeding interaction. If we remove the aquatic plant, I predict that the organisms that eat the plant won’t have as much food or gain as much matter.

Check for Understanding

Students use a model to predict how one change in an ecosystem affects the cycling of matter.

TEKS Assessed

5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

Evidence

Students use their feeding interactions model (5.1G) to predict that when the aquatic plants are removed (5.12B) the other organisms will have less matter to eat and will pass less matter on to the next organism in the feeding interaction (5.5E).

Next Steps

If students need support making predictions, review the feeding interactions model to show how the goat gets matter from a mangrove leaf and the human gets matter from the goat and mangrove leaf. Remove the mangrove leaf chips from the model and ask students to predict how goat and human growth will be affected.

Emphasize to students that an animal’s food can be traced back to plants and point out that the arrows on the anchor model represent the movement of matter through the ecosystem. Tell students that animals that eat leaves, for example, are consumers. Explain that a consumer is an organism that obtains its food by eating other organisms.

English Language Development

Introduce the term consumer explicitly. Providing the Spanish cognate consumidor may be helpful. Consider asking students to share examples of organisms that are consumers.

Inform students that matter moves from the environment (air and water) to the mangrove tree to other consumers and update the anchor model explanation to include this new information.

Sample anchor model explanation:

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals. The mangrove tree is made of matter formed from water and carbon dioxide. Carbon dioxide gas and oxygen gas cycle between plants, animals, and air. Animal matter is formed with matter from food, which can be traced back to plants.

Land6 minutes

Remind students of the Concept 2 Focus Question: Where does life’s matter come from? Discuss with students their new understanding of the movement of matter in ecosystems.

► What are some similarities in the ways plants and animals obtain matter for growth?

▪ They both take in matter to grow.

▪ Plants and animals are connected in a food web. Animals’ food can be traced back to plants. So, most animal matter can be traced back to air and water.

► What are some differences in the ways plants and animals obtain matter for growth?

▪ Animals eat food. Plants take in air and water from the environment.

▪ Plants need air and water to grow, and animals need food to grow.

► In what ways does removing a source of matter affect the ecosystem?

▪ When the mangrove tree gets cut down, the other animals don’t have anything to eat.

▪ If one organism dies, the others are affected, too. The biotic components in an ecosystem interact with each other.

Update the title of the anchor chart to Life’s Matter. Summarize student responses to add key understandings to the anchor chart.

Sample anchor chart:

Life’s Matter

• Living plant matter is formed with matter from carbon dioxide and water.

• Animal matter is formed with matter from food.

• Most animal matter can be traced back to carbon dioxide and water (through plants).

Tell students they will continue to examine similarities and differences between plants and animals in the upcoming lessons.

Optional Homework

Students research animals from a different type of habitat (e.g., desert, rainforest, Arctic) and explain how the animals’ food can be traced back to plants.

Lessons 10–12 Survival Prepare

In this lesson set, students observe physical and behavioral differences among organisms to investigate the Phenomenon Question Why do organisms have specific characteristics? In Lesson 10, students add to their existing knowledge of organisms and their characteristics by observing, analyzing, modeling, and inferring the functions of various plant and animal structures. In Lesson 11, students use evidence from their observations to determine whether the organisms are part of the same ecosystem and later learn that most of the observed organisms inhabit coastal salt marshes in Texas. In Lesson 12, after exploring structural differences that are suited to specific environments, students consider various traits of young animals and distinguish physical traits from behavioral traits. They explore the differences between instinctual and learned behavior by analyzing the actions of various species. By investigating a variety of animals, plants, and environments, students distill an understanding of the inherited and learned characteristics that account for differences among organisms in an ecosystem.

Student Learning

Knowledge Statement

An organism inherits physical and behavioral characteristics from its parents and acquires learned behaviors throughout its life to obtain what it needs to survive in a specific environment.

Concept 2: Life’s Matter

Focus Question

Where does life’s matter come from?

Phenomenon Question

Why do organisms have specific characteristics?

Objectives

▪ Lesson 10: Model animals’ characteristics to determine how they enable the animals to survive in their environment.

▪ Lesson 11: Analyze organisms’ characteristics to determine how they enable the organisms to survive in their environment.

▪ Lesson 12: Identify instinctual and learned behavioral traits to explain how they enable animals to survive in their environment.

Standards Addressed

Texas Essential Knowledge and Skills

Explore and explain how external structures and functions of animals such as the neck of a giraffe or webbed feet on a duck enable them to survive in their environment.

4.13A Explore and explain how structures and functions of plants such as waxy leaves and deep roots enable them to survive in their environment. (Reviewed)

4.13B Differentiate between inherited and acquired physical traits of organisms. (Reviewed)

Analyze the structures and functions of different species to identify how organisms survive in the same environment. (Introduced)

5.13B Explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival. (Introduced)

Scientific and Engineering Practices

Standard

5.1A Ask questions and define problems based on observations or information from text, phenomena, models, or investigations.

5.1E Collect observations and measurements as evidence.

5.1F Construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect.

5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

5.3B Communicate explanations and solutions individually and collaboratively in a variety of settings and formats.

5.3C Listen actively to others’ explanations to identify important evidence and engage respectfully in scientific discussion.

Recurring Themes and Concepts

5.5A Identify and use patterns to explain scientific phenomena or to design solutions.

5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

English Language Proficiency Standards

Standard

1A Use prior knowledge and experiences to understand meanings in English.

3C Speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired.

11, 12

station): 1 qt or larger bowls (2), nonhardening modeling clay ( 1 lb), cylindrical corks (3), ladle (1), marbles (3), 4

crane and harrier

in Lesson 10 Resource A (1 set), pie tin (1), disposable pipette (1),

Lesson 10

Objective: Model animals’ characteristics to determine how they enable the animals to survive in their environment.

Agenda

Launch (5 minutes)

Learn (35 minutes)

▪ Model Bird Beaks (25 minutes)

▪ Identify Animals’ Environments (10 minutes)

Land (5 minutes)

Launch 5 minutes

Display the whooping crane and northern harrier photographs (Lesson 10 Resource A) and identify the bird in each photograph. Instruct students to observe the birds.

► What characteristics of these birds do you notice?

▪ The crane has a long neck and long legs.

▪ The harrier has orange feet with sharp claws.

Next, tell students to observe the crane’s actions, and then play the whooping crane video (http://phdsci.link/1859).

► What do you think the crane is doing?

▪ It looks like the crane is looking in the water for something. I think it’s hunting for food.

▪ Maybe the crane is eating or drinking.

► Do you think a harrier gathers food the same way as the crane? Why do you think that?

▪ No. I don’t think a harrier can walk around in the water to look for food because the harrier’s legs are too short.

▪ No. The harrier has a short beak, so it can’t stick its beak into the water to get food like the crane can.

▪ The crane has a long neck, so it can reach for food underwater. The harrier has a short neck, so it can’t do that.

Highlight student responses that mention differences between the observed physical characteristics and inferred behavioral characteristics of the two birds.

Remind students that characteristics are the observable traits of organisms. Tell students that they will find out more about the characteristics of birds and other living things as they explore the Phenomenon Question Why do organisms have specific characteristics?

Teacher Note

The video footage is from Aransas National Wildlife Refuge near Austwell, Texas. The whooping crane is the tallest and one of the rarest bird species in North America. The Aransas whooping crane population had dwindled to 18 birds by the late 1930s, but it has slowly increased because of conservation efforts. The Aransas whooping crane population is one of only three populations in the world. To learn more, visit the Texas Parks and Wildlife website about whooping cranes (http://phdsci.link/1862). Visit the Cornell Lab’s website to listen to whooping crane calls (http://phdsci.link/1865).

Spotlight on Knowledge and Skills

When students make conclusions about the harrier’s ability to gather food compared to that of the whooping crane, they use reasoning supported by evidence from the photographs and video (5.1E). In science, these conclusions are called inferences

Learn

Model

35 minutes

Bird Beaks 25 minutes

Display the bird photographs (Lesson 10 Resource B) alongside the whooping crane and northern harrier photographs (Lesson 10 Resource A). Identify the bird in each photograph.

Divide the class into four groups, and direct each group to one of the four model bird beaks stations. Tell students they will work together to gather information about the relationship between physical characteristics and behaviors of some birds.

Introduce the stations by identifying the materials that model bird beaks and the materials that model bird foods. Instruct students to use the beak models to attempt to collect the food models. Direct students’ attention to the bird photographs. Explain that students will use their findings to match the models to the birds in the photographs.

English Language Development

Students will encounter the term relationship throughout the module. Providing the Spanish cognate relación may be helpful. Consider sharing a student-friendly definition such as the way two or more things are connected.

Direct students to follow the instructions on the procedure sheet (Lesson 10 Resource C).

Tell students to complete the chart in their Science Logbook (Lesson 10 Activity Guide A) while following the procedure. Circulate to support students as they work.

After all four groups test the five beak models, bring the class back together. Ask students to share their observations and their ideas about how the models represent the bird beaks.

Sample student responses:

▪ It was easy to pick up most of the food models with the tongs. The tongs are shaped like the whooping crane’s beak.

▪ Picking up the rice was easiest with the tweezers. I think the tweezers are like the sharp beak of the piping plover.

▪ The pipette was the only tool that could suck up water from the water bottle. I think the pipette represents the hummingbird beak because they are both long and thin.

Differentiation

Students with fine motor difficulties may benefit from being in a group with students who can appropriately assist with using the beak models.

Acknowledge student responses, and reveal the bird that corresponds to each beak model. Support students as needed in comparing the shapes and functions of the beak models to the shapes and functions of the bird beaks. Teacher Note

► How do you think the shape of a bird’s beak helps the bird survive? Explain your reasoning.

▪ I think a bird’s beak helps the bird catch its food more easily. For example, the whooping crane’s beak is like the tongs, which are good for reaching and grabbing. That helps the crane get food in mud, water, and tall grass.

▪ It’s hard to pick up the rice with the tongs because the grains are so little, but the tweezers are just right. A beak shaped like tweezers would be best for a bird that eats insects.

▪ I don’t think the northern harrier’s beak can sip nectar from a flower. The harrier’s beak is too short. A hummingbird’s long beak helps the hummingbird survive by drinking from flowers.

Confirm that the shape of a bird’s beak enables the bird to eat the food it needs to survive. Explain to students that bird beak structures are different shapes and sizes because birds adapt to the food sources available to them in the environments where they live.

Identify Animals’ Environments  10 minutes

Create a three-column chart on a whiteboard or sheet of chart paper. Title the first column Animal, the second column Characteristics, and the third column Environment. Place the photographs of the whooping crane and the northern harrier (Lesson 10 Resource A) in the first column. Ask students to observe the photographs and to compare the environments in which the birds live. As students share responses, add their observations to the chart.

Sample student responses:

▪ I see grass where the crane is standing.

▪ There is a lot of water in the crane’s environment.

▪ The harrier looks like it is on part of a tree. Maybe it’s in a forest.

► Which characteristics help the crane survive in its environment? Explain your reasoning.

▪ The crane has long legs. It can walk around in deep water to look for food.

▪ It has a long beak. It can stick its beak deep into water, sand, or mud to get food.

▪ It can reach for food by stretching its long neck.

In this activity, the tongs represent the whooping crane beak, the ladle represents the roseate spoonbill beak, the pipette represents the ruby-throated hummingbird beak, the tweezers represent the piping plover beak, and the pair of scissors represent the northern harrier beak. If students need additional support, display the photograph of each bird, and hold the corresponding beak model next to the bird beak. Ask students to compare the shape of each beak with the beak model. Discuss how that shape is well suited to collect the food item modeled in the activity (3C).

► Which characteristics help the harrier survive in its environment? Explain your reasoning.

▪ The harrier has a sharp beak. Maybe it helps the harrier get food.

▪ The harrier’s feet have claws that look sharp and spread out. They can help the bird catch its food and perch on branches.

Sample class chart:

Animal Characteristics

Whooping Crane long legs long beak long neck

Environment

lakes, ponds grass

Northern Harrier sharp claws spread out claws sharp beak

forest wooded areas

Add the wildlife photographs (Lesson 10 Resource E) to the chart. Point out that, unlike the bird photographs, the new photographs do not show details of the organisms’ environment.

Ask students to consider the following questions about each animal.

► Do you think this animal lives in water or on land?

► How do you think the animal’s characteristics help the animal survive in its environment?

Then instruct students to complete the chart in their Science Logbook (Lesson 10 Activity Guide B). Tell students to circle the characteristics they think help each organism survive in its environment.

Check for Understanding

Students collect observations by analyzing organism photographs to identify organism structures that promote survival.

TEKS Assessed

5.1E Collect observations and measurements as evidence.

5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

Evidence

Students observe photographs of organisms and their environments (5.1E) and identify how the organisms’ structures help them survive in their environment (5.5F, 5.13A):

▪ Raccoons: short legs, claws

▪ Coyote: long legs

▪ Gulf Killifish: fins on bottom, side, and rear; tail like a fan

▪ Diamondback Terrapin Turtle: legs, webbed toes

Next Steps

If students need support to collect observations to identify structures that promote the organisms’ survival, provide background information about each organism such as the environment in which the organism lives and whether the organism is a predator or prey.

After students complete their own chart, invite volunteers to share their observations.

► Which characteristics helped you identify the environment each organism lives in?

▪ I think the gulf killifish lives in water. It has scales, fins, and a tail like other fish I’ve seen.

▪ The raccoon might live on land. It has claws, which might be good for digging, but not for swimming. Claws help the raccoon survive because it can climb a tree or dig up food.

▪ The coyote probably lives on land. It has long legs. Maybe it could use its legs to walk around, but not to swim.

▪ The legs of the turtle look like they’re for walking on land. The back feet look like paddles to help the turtle swim. Maybe it can live on land and in water.

Teacher Note

Students may observe that the diamondback terrapin turtle has characteristics of animals that live on land and animals that live in water. Diamondback terrapin turtles live in brackish coastal marshes of the eastern and southern United States. Although they live primarily in water, the turtles dig their nests, lay their eggs, and bask in the sun on land. If students select only one environment, ensure that they support their choice with appropriate characteristics.

As students share, add their observations to the class chart.

Sample class chart : Teacher Note

Animal Characteristics Environment

Whooping Crane long legs long beak long neck

lakes, ponds grass

Save the completed class chart for use in Lesson 11.

Northern Harrier sharp claws spread out claws sharp beak

forest wooded areas

Raccoon thick, fluffy fur short neck short legs claws

Coyote long legs pointy ears thick fur long tail

Gulf Killifish Shiny scales fins on top, bottom, side, and rear tail like a fan slits behind eye

Diamondback Terrapin Turtle hard shell legs webbed toes

land

land

water

water and land

Confirm student responses, and address misconceptions about each animal’s characteristics and environment as needed.

Then invite students to share other examples of characteristics that help animals survive in their environment.

Sample student responses:

▪ A giraffe has a long neck and long legs. Those characteristics help the giraffe reach high up in trees to eat leaves.

▪ Some insects with long, skinny legs can walk on water. They walk across the water and catch bugs on the surface of a pond.

▪ My mom and I found a spiny lizard in our yard. We could hardly see it because it blended in with the bark of the tree it was on.

Land

5 minutes

Revisit the Phenomenon Question Why do organisms have specific characteristics? Then invite volunteers to share their new knowledge.

▪ Animals have different physical characteristics, like different beaks and feet, and animals use the characteristics to survive in their environments.

▪ We know that different structures allow animals to function differently. For example, animals catch and eat different kinds of food or walk or swim in different places.

► Do you think the animals in our class chart are part of the same ecosystem? Why do you think that?

▪ I think the animals are not part of the same ecosystem. They all live in different environments.

▪ I think the animals could be part of an ecosystem that has different types of environments near each other.

Teacher Note

Common raccoons prefer to live in woodlands but have adapted well to human habitats. Raccoons have dexterous hands and feet, making them agile climbers. They use their fingers to find food, to climb trees, and to open containers such as trash cans. Gulf killifish feed on small animals that live on the bottom of coastal rivers, marshes, and bays. Unlike most fish, killifish can live in fresh water as well as in water with high salt concentrations. Coyotes live on land but are strong swimmers. They have keen senses of hearing, sight, and smell and will eat almost anything. Diamondback terrapin turtles prefer to live in brackish or salt water. They spend most of their time in the water but lay their eggs and may bask in the sun on land.

Spotlight on Knowledge and Skills

In Level 3, students explore and explain how external structures and functions of animals enable them to survive in their environment (3.13A). In this lesson set, students build upon their understanding of structures to identify how specialized body structures help organisms survive in their environment (5.13A).

Teacher Note

These insects are called water striders.

Teacher Note

The Texas spiny lizard is native to the south central United States and northeastern Mexico. The lizard’s camouflage makes it difficult to see when it’s on the bark of a tree.

► How can we determine whether the animals are part of the same ecosystem?

▪ We need to find out what the animals eat. Maybe they eat the same kinds of plants.

▪ We need to know whether the animals live in the same area and if they move matter around to each other in a food web.

Highlight student responses that mention plants.

► Do you think plants also have specific characteristics that help them survive in their environment? Why do you think that?

▪ Yes, because plants are also organisms.

▪ Yes, because there are many kinds of plants, and they have different structures and grow in different environments.

Tell students that they will explore characteristics of plants and animals from the same ecosystem in the next lesson.

Optional Homework

Students research at least one of the animals from the lesson to find out where the animal lives, what it eats, and how the animal’s characteristics help it survive.

Lesson 11

Objective: Analyze organisms’ characteristics to determine how they enable the organisms to survive in their environment.

Agenda

Launch (4 minutes)

Learn (35 minutes)

▪ Analyze Plant Structures (20 minutes)

▪ Analyze Organisms in Different Environments (15 minutes)

Land (6 minutes)

Launch

4 minutes

Display the black mangrove photograph (Lesson 11 Resource A).

Ask students to record observations and questions in the notice and wonder chart in their Science Logbook (Lesson 11 Activity Guide A).

Sample chart:

I Notice

There are trees with green leaves growing out of the water.

There are brown structures sticking up out of the water.

It looks like there are a few new green plants growing in the water.

I Wonder

What are the brown sticks poking out of the water?

Are the brown structures part of the trees?

Will the brown structures grow into new trees?

Invite students to share what they notice and wonder about the photograph. Highlight responses that focus on the parts of the plant and the environment. Reveal to students that the plants in the photograph are black mangroves and that the brown structures poking out of the water are parts of the mangroves.

Learn

35 minutes

Analyze Plant Structures

20 minutes

Ask students to use their prior learning or experiences to name plant structures. Make a list of the plant structures on chart paper

Sample list:

▪ Stem

▪ Leaves

▪ Roots

▪ Flowers

▪ Fruits

▪ Nuts

▪ Spines

Teacher Note

Black mangroves live in the mangrove shrublands of Texas but are expanding into the coastal salt marshes because of freeze-free winters resulting from increased global temperatures. Inform students that the number of black mangroves is increasing along the coast because they are well suited to the changing environment.

Teacher Note

Students may wonder whether the black mangroves in the photograph are connected to Dr. Sato’s project in The Mangrove Tree. The black mangrove, Avicennia germinans, is not the same species as the mangroves Dr. Sato’s team grew as part of the Manzanar Project, but the two species have some similar characteristics.

Teacher Note

If students need a visual reference, display the plant diagram (Lesson 11 Resource B), and explain that the diagram does not represent every plant. Alternatively, draw a plant on the board and label the structures. Students will observe in this lesson that not all plants have the same structures.

Instruct students to discuss with a partner the ways each structure on the class list can vary among plants. Invite volunteers to share their ideas.

Sample student responses:

▪ Flowers can be many different colors, shapes, and sizes.

▪ The stems of plants can be different heights, colors, and thicknesses.

▪ Some plants have a lot of roots. Other plants have only a few roots. Some roots are skinny, and other roots are big and thick.

▪ Not all plants have the same structures.

Acknowledge student responses, and highlight the diversity among plant structures.

► Why do you think plant structures differ between types of plants?

▪ Maybe different structures do different things for the plants.

▪ Plants have different structures to get the sunlight, water, and air they need to survive.

Highlight student responses about the ways that different plant structures help plants meet their needs, and agree with students that plants need sunlight, water, and air to survive.

As needed, review the results of students’ fair tests from Lesson 3.

Tell students that they will explore how plants use their structures to get what they need from their environment. Divide the class into four groups. Give each group one plant card (Lesson 11 Resource C). Have students use their observations of the photograph and evidence from the text on the card to discuss how the plant’s structures help the plant survive in its environment. Instruct students to complete the corresponding row in the chart in their Science Logbook (Lesson 11 Activity Guide B) during their discussion.

After groups discuss the plant on their card, engage students in a modified Jigsaw routine. To facilitate this routine, select one student from each group to remain in place as an “expert” to share information about their group’s plant with visiting students. Guide other group members to gather information by visiting the expert from each of the other groups. Finally, instruct students to return to their original groups to share their information.

Bring the class back together to discuss students’ new knowledge. Add the plant photographs and students’ observations of structures and functions to the class chart.

Spotlight on Knowledge and Skills

In Level 4, students explore the structures of plants that enable them to survive in their environment (4.13A). In this lesson set, students analyze the structures of different organisms and identify how they help the organisms survive in their environments (5.13A).

Sample class chart:

Organism

Organism Structure Function

Glasswort Leaves and stems Storing water

Cordgrass Roots that connect underground Holding the plant in place as water levels change

Saltgrass Leaves that remove extra salt Making water usable

Shoal Grass Tiny pockets in leaves Helping leaves float and storing oxygen

► What similarities between the plants did you notice?

▪ All the plants live in wet environments. Three of the plants live in salty water.

▪ The plants have similar green stems and leafy structures that stick up.

► What differences between the plants did you notice?

▪ Shoal grass is the only plant that lives all the way under water.

▪ Cordgrass can grow taller than the other plants.

Prompt students to use a nonverbal signal to communicate whether they think the plants could be part of the same ecosystem. Invite a few students to share their rationale.

Sample student responses:

▪ I think the plants could be part of the same ecosystem. They all look like they live in the same kind of wet environment.

▪ I think the plants could be part of the same ecosystem. Their structures are similar.

► What additional information would help us determine whether the plants are part of the same ecosystem?

▪ Knowing where the plants live would help us determine if they are part of the same ecosystem.

▪ We would need to know what animals eat the plants and whether those animals and plants are all connected in a food web.

Display the animals class chart from the previous lesson alongside the plants class chart. Invite students to Think–Pair–Share to compare the characteristics and environments of the organisms and determine which of the organisms could be part of the same ecosystem.

Sample student responses:

▪ I think all the organisms that live in a wet environment could be part of the same ecosystem. The turtle and killifish could live near the aquatic plants and feed on other organisms that live there.

▪ Coyotes and raccoons could probably survive in the same ecosystem as the aquatic plants and eat the turtles or killifish. The whooping crane could eat the killifish.

▪ I’m not sure if the northern harrier would be part of the same ecosystem. Maybe there are other organisms that the harrier could eat that also live in the area.

Next, display and identify the map of the Texas coastline (Lesson 11 Resource D). Point to the areas along the coastline, and reveal to students that the organisms they have been studying live in an environment called the coastal salt marsh.

Tell students that salt marshes are wetlands where saltwater tides flood and drain. Explain that organisms that live in Texas’s coastal salt marshes have characteristics that allow them to tolerate the daily changes in water level and salt concentration.

Analyze Organisms in Different Environments 15 minutes

Tell students they will use their knowledge of the ways specific structures help plants and animals survive to investigate how different plants and animals deal with challenges in their environments.

Introduce students to the organism stations (Lesson 11 Resource E). Then divide the class into four groups. Explain that groups will take turns visiting each station, where they will watch a video and record their observations in the second chart in their Science Logbook (Lesson 11 Activity Guide B). Inform students that they will then receive an organism challenge card (Lesson 11 Resource F) with a photograph and facts about that organism. Explain that students will use the information on the organism challenge card to complete their chart with more evidence about the organism’s survival structures.

Houston Galveston

Gulf of Mexico

Corpus Christi

Brownsville

Assign each group to a station. After students watch the video and record observations at the station, distribute the organism challenge cards. As students work, circulate to support teamwork, cue students to move to the next station, and encourage students to record detailed observations and evidence. Collect the organism challenge cards from each station before groups rotate.

Teacher Note

Each station is summarized in the following list:

▪ Sundew Station: Students watch a time-lapse video of a sundew capturing an insect. Students also observe a photograph of a sundew.

▪ Raccoon Station: Students watch a video of a raccoon descending a tree. Students also observe a photograph of a raccoon paw.

▪ Prickly Pear Station: Students watch a video of a collared peccary feeding on a prickly pear and a video of a bird eating seeds from the plant’s fruit. Students also observe a photograph of cactus spines.

▪ Collared Peccary Station: Students watch a video of a collared peccary feeding on prickly pear in the dry season. Students also observe a photograph of a collared peccary.

After the groups visit all stations, bring students back together as a class.

► What did you observe about the four organisms and their structures?

▪ In the video of the sundew, the plant looked like it had sticky hairs and was trapping a bug. I found out from the card that the plant has structures to trap and digest insects for food!

▪ The raccoon climbed down the tree. The card said their back feet go backward so they can climb down trees.

Acknowledge students’ observations. Update the class chart with the photographs (Lesson 11 Resource F) and student observations.

Teacher Note

Carnivorous plants are found in nutrient poor soils in wetlands. These plants carry out photosynthesis to make food. The insects they take in are more important as a source of two key nutrients, nitrogen and phosphorus, than as a source of energy.

Sample class chart:

Organism Organism Structure Function

Glasswort Leaves and stems Storing water

Cordgrass Roots that connect underground Holding the plant in place as water levels change

Saltgrass Leaves that remove extra salt Making water usable

Shoal Grass Tiny pockets in leaves Helping leaves float and storing oxygen

Sundew Leaves with sticky hairs that can move to trap insects Getting food

Raccoon Paws with claws Eating and climbing

Organism Organism Structure Function

Prickly Pear Stems that have spines Fruit

Collared Peccary Teeth and tusks

Protecting against some animals

Spreading seeds

Chewing tough plants and crushing hard seeds

Have students work in their group to determine whether the new organisms they added to the chart are part of the same ecosystem as the organisms in the Texas coastal salt marsh. Work with students to agree that only the raccoon is part of this same ecosystem. Instruct students to circle the raccoon in their Science Logbook (Lesson 11 Activity Guide B). Then tell students to underline the structures in the second column of the chart that help the raccoon survive.

Direct students to engage in a collaborative conversation routine, such as Think–Pair–Share to determine how the organisms’ structures help them survive in the Texas coastal salt marsh environment.

Sample student responses:

▪ The raccoon has sharp claws that help it climb trees and find food, like fish, in the water.

▪ The glasswort and saltgrass use their leaves to store water and remove the salt so it can be used.

▪ Shoal grass has tiny pockets in its leaves that help it float so the plant can get sunlight.

Confirm that each species has structures that enable them to survive in the environment.

Check for Understanding

Students collect observations of different organisms’ structures and analyze the structures to identify which organism lives in the Texas coastal salt marsh.

TEKS Assessed

5.1E Collect observations and measurements as evidence.

5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

Evidence

Students collect observations (5.1E) from the organism cards and the class chart to explain how Texas coastal salt marsh organism structures help the organisms survive in that environment (5.5F, 5.13A).

Next Steps

If students need support to analyze structures of organisms that promote survival, review information about what plants and animals need to survive. Ask students which characteristics on the organism cards connect to those ideas.

Teacher Note

Land6 minutes

Play the raccoon climbing video (http://phdsci.link/1076) and ask students what they notice about the raccoons that may help these animals survive in their environment.

Have students Stop and Jot a response in their Science Logbook (Lesson 11 Activity Guide C).

Provide students the opportunity to share ideas about the video and continue until all students have had a chance to share their response. Remind students that if someone shares something similar to their response they should check it off on their list and share a different idea.

A Stop and Jot instructional routine provides students an opportunity to write a brief response and then to share their response with the class (3C).

Differentiation

To support English learners and striving writers, provide sentence frames such as these (3C):

▪ The raccoon needs to live.

▪ Characteristics that would allow the raccoon to get are

Sample student responses:

▪ The big raccoon is carrying the little raccoon.

▪ Both raccoons have paws and claws to climb the tree.

▪ Maybe the bigger raccoon is the mother and is teaching the baby how to climb a tree.

▪ Climbing a tree can help the raccoons escape from animals that want to eat them.

Explain that raccoons’ claws and paws are structures that help the raccoons gather food and escape to safety to better survive in their environment. Highlight responses that mention the mother raccoon teaching her baby how to climb a tree.

Tell students that in the next lesson they will closely observe the characteristics of parents and their offspring as students continue to pursue the answer to the Phenomenon Question Why do organisms have specific characteristics?

Optional Homework

Students go outside and observe a plant or animal, its characteristics, and the structures that help the plant or animal survive in its environment.

Lesson 12

Objective: Identify instinctual and learned behavior traits to explain how they enable animals to survive in their environment.

Agenda

Launch (6 minutes)

Learn (30 minutes)

▪ Identify Inherited Traits (17 minutes)

▪ Identify Instinctual and Learned Behaviors (13 minutes)

Land (9 minutes)

Launch

6 minutes

Display the hummingbirds photograph (Lesson 12 Resource A). Tell students to observe the physical characteristics of each organism.

Spotlight on Knowledge and Skills

This lesson builds on students’ prior knowledge that the relationship and interactions between parents and offspring result in the acquisition of traits and behaviors (4.13B, 1A).

► What physical characteristics do you think the offspring inherited from the parent?

▪ Characteristics like a beak and wings are from the parent.

▪ The feathers of the offspring are the same color as the parent. I think that means they are inherited.

Review with students that traits are differences in characteristics of individuals of the same species, and inherited traits are traits that offspring receive from their parents.

► How do you know which traits an offspring inherited from its parents?

▪ The offspring’s inherited traits usually look like the parents’ traits.

▪ If the offspring is born with a trait, then the trait is most likely inherited from its parents.

Confirm that both plants and animals inherit traits from their parents. For example, a young plant has leaves similar to those of the parent plants, and young animals have body parts similar to their parents’ body parts.

Ask students to Think–Pair–Share in response to the following questions while continuing to observe the hummingbirds photograph (Lesson 12 Resource A).

► What do you think the hummingbirds in the photograph are doing?

▪ I think the parent might be feeding the offspring.

▪ It looks like the baby hummingbirds are opening their mouths for food.

Confirm that the young hummingbirds are waiting for their parent to feed them.

► Do you think that when hummingbirds hatch they know how to get food from their parents? Explain your reasoning.

▪ No, I don’t think hummingbirds know how to get food when they hatch. I think their parents teach them how to open their mouth to get food.

▪ Yes, I think hummingbirds are born knowing how to eat. I have a baby brother, and my mom did not have to teach him how to eat.

▪ I think baby hummingbirds might be like little kids. They might have an idea of how to get the food, but they still have to learn a little bit from their parents.

► Besides eating, what else do hummingbirds do to grow and survive? How do you think they know what to do?

▪ They eventually have to fly. I think when they are big enough, they learn from their parents.

▪ They need to know how to make a nest. I’m not sure if they are born knowing how or if their parents teach them.

▪ They need to learn which animals are dangerous to them. I think hummingbirds learn this from their parents.

Tell students that in this lesson they will investigate the characteristics that animals living in the Texas coastal salt marsh get from their parents.

Learn

30 minutes

Identify Inherited Traits  17 minutes

Divide the class into groups and distribute one animal card (see Lesson 12 Resource B) to each group. Have students discuss the animals on their card and ask students to determine which physical traits the offspring received from their parents. Tell students to record their observation in their Science Logbook (Lesson 12 Activity Guide A).

As students work, create a three-column chart on a whiteboard or sheet of chart paper, and title the chart Animal Characteristics. Label the first column Physical Traits. Leave the second and third columns untitled. Display a set of animal cards nearby.

Lead a discussion about students’ observations. As each group presents, draw students’ attention to the corresponding animal card. As students share physical traits of their assigned animal, record their observations in the first column of the chart. Inform students that these characteristics are inherited traits.

Sample class chart:

Physical Traits

▪ Feathers and beak

▪ Color of fur

▪ Shape and size of ears, nose, tail, and other parts

▪ Number of legs

▪ Wings

Ask groups to observe their animal cards again and this time to focus on what the animals are doing in the photograph. Instruct students to record their observations in their Science Logbook (Lesson 12 Activity Guide A). Allow groups a few minutes to discuss their observations, and then discuss as a class groups’ observations. Draw students’ attention to the displayed photographs.

► What behaviors do the young animals display?

▪ The coot and the owl are eating food that their parent is feeding to them.

▪ The baby crane looks like it’s following its parent.

▪ The young raccoon looks like it’s hiding or resting near its parent.

▪ I think the young coyote is going for a walk with its parent.

► Are these behaviors similar to what young humans do? Explain your reasoning.

▪ Yes, because human babies get food from their parents, too.

▪ They are similar because babies usually sit with their parents like the baby raccoon is doing.

▪ Yes, because kids go for walks with their parents just like the coyotes are doing.

► How do young animals and humans know that they need to eat and to move?

▪ I think they are born wanting to eat. They just know that they’re hungry and need food.

▪ My parents didn’t have to teach my baby sister how to drink from a bottle—she just did it. I think it is the same for young animals.

▪ My baby brother cried when he was hungry. Now he is learning to pick up food with his hands to feed himself. The young animals have to learn how to get their own food, too.

▪ I think baby animals and humans want to move around. Babies crawl and then they try to stand up. Then they learn how to walk.

Spotlight on Knowledge and Skills

In this lesson, students revisit their understanding of inherited and acquired traits (4.13B). Students build upon prior experiences to gain the knowledge that behaviors can be instinctual or learned and allows students to explain how some organisms can increase their chances of survival in their environments (5.13B).

Teacher Note

Highlight student responses that describe ways of acquiring behaviors.

Explain that a behavior that occurs without being learned or taught is an instinctual behavior. Instinctual behaviors seem to happen automatically. A behavior that requires experience and memory is a learned behavior

English Language Development

Introduce the terms instinctual behavior and learned behavior explicitly. Ask students to share some of their instinctual and learned behaviors (3C).

Ethology is the study of animal behavior. Some species included as examples in this lesson have been the subject of ethological study. These studies reveal that young coyotes, born with instinctual abilities such as running and jumping, hone their hunting skills through observation and experience (Bekoff and Wells 1986) and that whooping crane chicks learn migratory routes from their parents and other adult cranes by traveling with them (Mueller et al. 2013).

Update the chart by titling the second column Instinctual Behavioral Traits and the third column Learned Behavioral Traits. Add students’ observations to the chart.

Sample class chart:

Physical Traits Instinctual Behavioral Traits Learned Behavioral Traits

▪ Feathers and beak

▪ Color of fur

▪ Shape and size of ears, nose, tail, and other parts

▪ Number of legs

▪ Wings

▪ Wanting to eat and drink

▪ Wanting to move

▪ Breathing

▪ Getting own food

▪ Walking steadily

Identify Instinctual and Learned Behaviors 13 minutes

Tell students they will next practice identifying types of behaviors by watching two videos. Explain that students will use their observations from the videos as evidence to make a claim about the type of behavior shown.

Play the hatching sand lizard video (http://phdsci.link/2386). Instruct students to complete the chart in their Science Logbook (Lesson 12 Activity Guide B) by recording observations, circling a claim, and recording evidence for their claim. Then, play the raccoon climbing video (http://phdsci.link/1076). Have students complete the chart for the raccoon video.

Sample student response: Teacher Note

Behavior Observations Claim (circle one) Evidence

Baby lizard hatching and walking away

Lizard hatches Lizard runs away

Instinctual Learned

The lizard didn’t have a chance to learn or be taught how to walk, so that’s instinctual. There were no parent lizards around to teach the lizard what to do after it hatched.

The hatching sand lizard video showcases several instinctual lizard behaviors, such as moving, breathing, blinking, and smelling with its tongue. Although the sample student responses focus on hatching and moving, all these instinctual behaviors are acceptable student responses for this activity.

Baby raccoon climbing a tree

Parent and baby

Parent is carrying the baby

Instinctual Learned

The baby raccoon couldn’t climb the tree without help from its parent.

The baby raccoon didn’t seem like it knew what to do.

The parent needed to show the baby raccoon how to reach and get into the tree.

After students record their claims and evidence, place students in pairs. Ask students to share with their partner how they can tell the difference between instinctual and learned behaviors. Emphasize that students should look for patterns in each type of behavior as they discuss.

Then have pairs develop a description of each type of behavior and record the descriptions in their Science Logbook (Lesson 12 Activity Guide B). Invite students to share their responses with the class.

Sample student responses:

▪ Instinctual behaviors just happen automatically. An adult animal doesn’t have to show the young animal what to do. An instinctual behavior doesn’t require teaching.

▪ A learned behavior takes practice. The adult animal might show the young animal how to do something. The animal must remember how to do the behavior.

Direct student attention to the class chart. Initiate a class discussion to categorize the behaviors that students observed in the videos as either instinctual or learned. Encourage students to support their claims with evidence. Then, write the behaviors of the hatching lizards and the baby raccoons on the class chart.

Differentiation

Some students may benefit from additional support when identifying patterns. Guide students to look for similarities among behaviors, such as learned behaviors being taught. Prompt student thinking with questions such as these:

▪ What did you see in the video?

▪ What made you think that this behavior is instinctual (or learned)?

▪ What do instinctual (or learned) behaviors have in common?

Sample class chart:

Physical Traits

▪ Feathers and beak

▪ Color of fur

▪ Shape and size of ears, nose, tail, and other parts

▪ Number of legs

▪ Wings

Instinctual Behavioral Traits

▪ Wanting to eat and drink

▪ Wanting to move

▪ Breathing

▪ Hatching and running away

Learned Behavioral Traits

▪ Getting own food

▪ Walking steadily

▪ Climbing

As needed, encourage students to revise their descriptions and evidence for instinctual and learned behaviors. Tell students they will use these descriptions to evaluate other animal behaviors.

Land9 minutes

Tell students they will use their descriptions of instinctual and learned behaviors to evaluate two coyote behaviors: jumping and hunting.

Direct students to the second chart in their Science Logbook (Lesson 12 Activity Guide B). Play the coyote pups video (http://phdsci.link/1801) from 0:28–0:45, which shows baby coyotes playing outside their den. Provide students with time to complete the chart. Remind students to use their descriptions of instinctual and learned behaviors as their evidence.

Next, play the coyote hunting video (http://phdsci.link/1802), which shows an adult coyote demonstrating the leap-and-pin technique used when hunting small prey, such as mice. Again, provide students with time to complete the chart in their Science Logbooks.

Sample student response:

Behavior Observations

Jumping The pups look like they have just learned to walk.

Claim (circle one) Evidence

Instinctual Learned

It looks like the jumping behavior happens automatically, without being taught.

Hunting The adult coyote looks carefully to plan where it will land when it jumps.

Instinctual Learned

It had to practice to be able to jump and land on an exact spot.

Ask students to think about how these behaviors help coyotes survive in their environment. Instruct students to respond to the questions in their Science Logbook (Lesson 12 Activity Guide B).

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

▪ Moving around keeps the baby coyotes safe with their parents.

▪ Being hungry is important to keep animals alive.

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

▪ Hunting helps the coyote find food to eat.

▪ If animals don’t learn how to hunt, they will die.

Check for Understanding

Students collect observations of coyote behavior patterns to explain how behavioral traits increase the coyotes’ chances of survival.

TEKS Assessed

5.1E Collect observations and measurements as evidence.

5.5A Identify and use patterns to explain phenomena or design solutions.

5.13B Explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival.

Check for Understanding (continued)

Evidence

Students observe (5.1E) behavioral patterns (5.5A) to identify coyote jumping as an instinctual behavioral trait and hunting as a learned behavioral trait (5.13B).

Students explain how instinctual and learned behavioral traits lead to increased survival (5.13B).

Next Steps

To support students using patterns to explain phenomena, consider showing additional videos or images of the instinctual behaviors. Guide students to infer that this behavior occurs without being taught.

If students do not differentiate between instinctual and learned behaviors, consider providing additional examples of each or assigning the Optional Homework as additional practice.

Revisit the class traits chart. Initiate a class discussion to identify the coyote behaviors students observed as either instinctual or learned. Summarize students’ observations to update the class chart.

Sample class chart:

Physical Traits

▪ Feathers and beak

▪ Color of fur

▪ Shape and size of ears, nose, tail, and other parts

▪ Number of legs

▪ Wings

Instinctual Behavioral Traits

▪ Wanting to eat and drink

▪ Wanting to move

▪ Breathing

▪ Hatching and running away

▪ Jumping

Learned Behavioral Traits

▪ Getting own food

▪ Walking steadily

▪ Climbing

▪ Hunting

Display the class chart and photographs from Lesson 11 that show organisms in the Texas coastal salt marsh ecosystem. Prompt students to distill their understanding of the Phenomenon Question Why do organisms have specific characteristics?

Sample student responses:

▪ Organisms have specific structures to survive in their environment.

▪ Different characteristics help animals or plants get what they need to live.

▪ Offspring inherit physical traits from their parents.

▪ Animals do instinctual behaviors such as eating automatically, but they also learn behaviors such as hunting from their parents. These behaviors help them survive.

Remind students as necessary that plants and animals have specific characteristics. Summarize that these characteristics help the organisms to get what they need from their environment and that the environment provides what organisms need in the form of matter.

Confirm student responses, and clarify misconceptions as needed.

Extension

Draw students’ attention to the anchor model, and remind students that they traced how matter moves from the environment to plants and then to animals. Wonder aloud whether this movement of matter stops at animals that other animals do not eat.

► What do you think happens to matter in animals and plants that are not eaten?

▪ The matter might stay in the animal or plant.

▪ I don’t see dead animals lying around on the ground, so they must go somewhere.

Explain that, in the next lesson set, students will explore the Phenomenon Question Where does matter go after organisms die?

Optional Homework

Students describe a new skill to a family member. Students explain to the family member why the skill is a learned behavior and not an instinctual behavior.

Have students conduct additional research on the organisms observed in these lessons to construct a food web. For information about organisms that live in the Texas coastal salt marsh and surrounding environments, direct students to the Texas Parks and Wildlife Department website (https://tpwd.texas.gov)

Lessons 13–14 Decomposition Prepare

In this lesson set, students extend their knowledge of how organisms interact with matter to include decomposers as they continue to work toward an explanation of the cycling of matter in an ecosystem. In Lesson 13, students observe mold growing on raspberries and make a claim about how the mold gets matter for growth in a closed system. In Lesson 14, students obtain information from selected texts to explain how decomposers recycle matter in an ecosystem. This lesson set also formally introduces students to two major categories of organisms: fungi and bacteria.

Student Learning

Knowledge Statement

Decomposers break down matter from dead organisms into materials that other organisms can use.

Objectives

▪ Lesson 13: Make a claim supported by evidence about how mold grows.

▪ Lesson 14: Explain how decomposers recycle matter in an ecosystem.

Concept 2: Life’s Matter

Focus Question

Where does life’s matter come from?

Phenomenon Question

Where does matter go after organisms die?

Standards Addressed

Texas Essential Knowledge and Skills

Scientific and Engineering Practices

tools,

microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information.

Recurring Themes and Concepts

English Language Proficiency Standards

Lesson 13

Objective: Make a claim supported by evidence about how mold grows.

Agenda

Launch (8 minutes)

Learn (32 minutes)

▪ Observe Mold on Raspberries (20 minutes)

▪ Make a Claim (12 minutes)

Land (5 minutes)

Launch

8 minutes

Explain that the raspberries are part of the living plant when they are growing on the bush. When the raspberries are separated from the plant, they no longer receive substances, such as water, that keep them alive and allow them to grow. They also cannot get rid of wastes. Without the plant, the raspberries begin to die.

Teacher Note

While raspberries do contain seeds that can grow, the fruit itself cannot continue to live and grow when separated from the plant.

Display the photograph of a raspberry bush (Lesson 13 Resource A).

Show students the container of raspberries purchased 10 days ago.

Safety Note

This investigation poses potential hazards. To minimize the risk, review these safety measures and look for evidence that students are following them (5.1C).

▪ Do not open the lids of the containers.

▪ Wear safety goggles.

▪ Wear gloves.

▪ Do not touch or eat the raspberries.

▪ Wash your hands after completing the investigation.

Ask students to observe this system (i.e., the raspberries and their container) and record observations and questions in the notice and wonder chart in their Science Logbook (Lesson 13 Activity Guide A).

Sample notice and wonder chart:

I Notice

▪ The raspberries look like they shriveled up.

▪ The raspberries are darker in color than the ones on the bush.

▪ There are spots of white or gray mold all over the raspberries.

▪ There’s a liquid in the bottom of the container.

I Wonder

▪ Why did the raspberries shrink?

▪ Where did the mold come from?

▪ What is mold?

▪ Why is mold fuzzy?

▪ Is mold a type of plant?

▪ What is the liquid in the container?

Invite students to share what they notice and wonder about the raspberries. If needed, help students identify the white and gray material on the raspberries as mold.

► Where else have you seen mold?

▪ I’ve seen mold on old bread.

▪ Mold grows on fruit that’s been sitting around for a long time, like the raspberries.

Teacher Note

If students find the sight of decomposition unsettling, remind them that they are observing a natural process.

Tell students that mold tends to grow on food after a period of time, but mold does not usually grow on plants that are still living and growing. Explain that students will learn more about how the mold and raspberries are interacting as they continue to investigate the Phenomenon Question Where does matter go after organisms die?

Learn

32 minutes

Observe Mold on Raspberries  2

0 minutes

Show students the photograph taken of the raspberries immediately after purchase, and invite students to share their observations.

Sample student responses:

▪ The raspberries look similar to the raspberries on the bush we saw at the beginning of class.

▪ I don’t see any mold on the fresh raspberries.

Review safety guidelines for working with the raspberries, and then divide the class into three groups. Distribute disposable gloves and safety goggles to each student. Place the prepared raspberry containers and a digital scale in different locations in the classroom. Have groups rotate to observe the three containers.

Place a digital scale next to each container so groups can measure and record the mass of each container. Students should record these data points and other observations in their Science Logbook (Lesson 13 Activity Guide B).

Teacher Note

Consider having the whole class briefly view each container of raspberries in order, starting with the most recently purchased raspberries. Viewing them in order gives students a general sense of how the system changes over time. They can then take more detailed notes about each system when they observe the raspberries in their groups (3E).

Differentiation

If students have difficulty with the writing requirements of this activity, consider allowing students to draw their observations.

Sample observations:

Days Since Purchase Mold Raspberries Mass (g) Other

2 days There are several small spots of mold.

The raspberries look a little shriveled.

The starting mass was 157 grams. The current mass is 157 grams. The mass stayed the same.

There is a reddish liquid in the bottom of the container

6 days All of the raspberries have mold. A couple of them are covered in mold.

10 days There is a lot of mold. It looks like a blanket over all of the raspberries.

Make a Claim  12 minutes

The raspberries are smaller and darker.

The starting mass was 138 grams. The current mass is 138 grams. The mass stayed the same.

There are bubbles and a reddish liquid in the bottom of the container.

The raspberries are hard to see under the mold.

The starting mass was 143 grams. The current mass is 143 grams. The mass stayed the same.

There’s more liquid and some bubbles.

When students have recorded their observations, analyze the data as a class.

► What patterns do you notice in how the components of each system change over time?

▪ The longer the container of raspberries sits out, the more mold there is. In the picture of the fresh raspberries, you can’t see any mold. The two-day-old raspberries have a little mold. The ten-day-old raspberries have the most mold.

▪ The raspberries are getting smaller and darker over time.

▪ The containers seem to have more liquid and more bubbles over time.

Ensure that students notice that the amount of mold, liquid, and bubbles increases over time, and that the size of the raspberries decreases over time. Confirm that the differences between the containers indicate how each system changes over time. Tell students that although the containers are different systems, they all started with the same components and will undergo similar processes (e.g., the raspberries in all the systems looked similar on the second day after purchase).

► How do you think the components of the system interact?

▪ When mold grows, it looks like a new material. I think matter from the raspberries is going into the mold. The raspberries get smaller as the mold gets bigger. Also, the mold grows on top of the raspberries.

▪ The liquid and gas bubbles might be new materials. Or they might have been inside the raspberries.

Guide students make the connection between the decreasing size of the raspberries and the increasing size of the mold. Point out that the containers are closed systems, so matter is not entering or leaving the system.

Clarify that mold is a living organism. Have students use their observations to make a claim and support their claim with evidence and reasoning to explain where the mold gets the matter it needs for growth in their Science Logbook (Lesson 13 Activity Guide C).

Teacher Note

Students may have observed that the mass of each container does not change as the raspberries mold. If students do not make this observation, guide them to make it now.

Sample student response:

Claim: The mold gets matter for growth from the dead raspberries.

Evidence

List the evidence that supports your claim.

The mass of each system stays the same over time.

Reasoning

Explain how this evidence supports your claim.

The system is closed. Matter is not coming in or out. The mold is growing using matter from somewhere inside the container, like the air or raspberries.

As the mold grows, the raspberries get smaller

The particles in the raspberry are moving out of the raspberry. We know matter doesn’t leave the container, and we can see the mold growing larger. So, the mold must take in matter from the raspberries to grow.

Mold is growing on top of the raspberries. All of the mold in the container is on top of the raspberries. The mold isn’t growing on the plastic container, so there must be something in the raspberries that helps the mold grow.

Check for Understanding

Students investigate how matter cycles in a closed system to develop an explanation that mold gets the matter it needs to grow from raspberries.

TEKS Assessed

5.3A Develop explanations and propose solutions supported by data and models.

5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Check for Understanding (continued) Evidence

Students use observations of the interactions between the organisms (5.12A) to explain (5.3A) that mold gets matter for growth from dead raspberries (5.5E).

Next Steps

If students have difficulty making or supporting their claim, remind students of how other organisms obtain matter for growth. Revisit learning from Lessons 3 through 5 about plant growth and Lessons 8 through 9 about animal growth. Have students consider the types of matter the mold can access within the containers. Point out that while the raspberries seem to be getting smaller, their matter cannot be destroyed or leave the system, so they are likely a source of matter for the mold.

Land5 minutes

Invite students to share their claims, evidence, and reasoning. Through discussion, agree that the evidence students gathered suggests that the raspberries are a source of matter for the mold’s growth.

► What observations do we still need to explain?

▪ What are the bubbles in the container?

▪ Why is there liquid in the bottom of the container?

▪ Where does the mold come from in the first place? Was it inside the raspberries, or in the air?

Highlight responses that mention gas bubbles forming. Tell students that in the next lesson, they will read informational texts to learn more about what is happening to the raspberries.

Lesson 14

Objective: Explain how decomposers recycle matter in an ecosystem.

Agenda

Launch (1 minute)

Learn (35 minutes)

▪ Read About Fungi (10 minutes)

▪ Read About Decomposition (25 minutes)

Land (9 minutes)

Launch 1 minute

Remind students that they still have observations about the moldy raspberries that they cannot yet explain. Tell students that in this lesson, they will learn more about how mold grows by reading two informational texts.

Learn

35 minutes

Read About Fungi

10 minutes

Teacher Note

Consider printing copies of “Looking at Mushrooms” and “Recycling the Dead.” Students can follow along during the read aloud and refer to their copies as they answer the questions in their Science Logbook.

Teacher Note

Introduce the excerpts from “Looking at Mushrooms” (Bardoe 2011) (Lesson 14 Resource A).

Read the first excerpt to the class, and then have students write responses to the first two questions in their Science Logbook (Lesson 14 Activity Guide A).

Invite students to discuss their responses as a class.

Reread the excerpt as needed to clarify responses.

► What are some examples of fungi?

▪ Yeast and mold are types of fungi.

▪ Mildew and mushrooms are fungi.

As students share their written responses to the text-based questions in this lesson, consider using a collaborative conversation routine such as Mix and Mingle. Students share ideas about a topic or question while moving around the classroom. After a question or topic is posed, students circulate before pairing up with a peer to discuss. After a few moments, students are given a signal to move around again before stopping to pair up with a different partner to discuss the same or a new topic or question. This routine provides students time to think as well as an opportunity to share their ideas with a variety of peers (3E).

► How are fungi similar to plants? How are they different?

▪ Plants and fungi don’t move and often grow in soil.

▪ Plants can make their own food, but fungi can’t.

Confirm that fungi are a group of living organisms that are separate from plants and animals, and that the mold the students observed on the raspberries is a type of fungus. Explain that fungus is the singular form of the plural word fungi.

Read the final two excerpts to the class, and then have students write a response to the third question in their Science Logbook (Lesson 14 Activity Guide A). Ask students to share their responses.

► What happens as fungi grow?

▪ Fungi are made of tiny strands. These strands are too small to see alone. When many strands grow together, you can see them.

▪ Some fungi take in dead plant matter as food.

▪ When fungi break down dead plants, they release nutrients that were inside the plants.

Explain that when fungi begin growing, they are microscopic, or too small to see with the naked eye. Microscopic organisms can only be observed through microscopes.

English Language Development

Introduce the term microscopic explicitly. Providing the Spanish cognate microscópico may be helpful. Students may benefit from a brief explanation of the term, such as the following: “An object that is microscopic is so small you cannot see it without using a tool that enlarges its image.” Students may also benefit by relating microscopic to the term microscope, as in “Scientists often use a tool called a microscope to see very small objects” (4A).

English Language Development

Students will encounter the term fungi throughout the lesson. Providing the Spanish cognate hongos may be helpful. Consider showing students photographs of different types of fungi, such as mold and mushrooms (4A).

Content Area Connection: English

Explain that some nouns that come from Latin and end in -us take -i as a plural ending rather than a more common plural ending such as -s or -es. Challenge students to come up with the plural form of other -us words that follow this rule, such as cactus and nucleus (4A).

Ask students to summarize their learning about fungi, and ensure that students grasp the following key points: Spotlight on Knowledge and Skills

▪ Fungi are living organisms.

▪ Fungi are neither plants nor animals.

▪ Fungi can be microscopic.

In Level 4, students learn about mushrooms as they describe the mushroom’s role in cycling matter through the Big Thicket ecosystem (4.12B). In this lesson, students learn how decomposers interact with and recycled matter within an ecosystem (5.12A, 5.12B).

▪ Fungi cannot make their own food, but they can grow by using matter from dead plants.

▪ Examples of fungi include yeast, mold, mildew, and mushrooms.

► What questions do you still have about fungi?

▪ How do fungi eat? Do they have mouths?

▪ Do all fungi eat dead plants?

Explain that students will read a second article to look for answers to their questions.

Read About Decomposition 25 minutes

Introduce the article “Recycling the Dead” (Kowalski 2014) (Lesson 14 Resource B). Read the introduction through “Welcome to the world of rot.”

Have students write a response to the first question for this text in their Science Logbook (Lesson 14 Activity Guide A). Then invite students to discuss their responses as a class.

► What are decomposers? Include examples.

▪ Decomposers are living organisms that break down dead organisms.

▪ Fungi and bacteria are decomposers. The article also mentions insects and worms.

Tell students that a decomposer is an organism that breaks down dead plant and animal matter. Explain that this process is called decomposition, which the article also refers to as rot or decay.

Point out that the article mentions bacteria, and that bacteria are another group of microscopic organisms that are separate from plants, animals, and fungi. Display the illustration of several shapes of bacteria (Lesson 14 Resource C) and discuss the microscopic scale shown in the image.

English Language Development

Introduce the term decomposer explicitly. Providing the Spanish cognate descomponedor may be helpful. Students may benefit from a brief explanation of the term, such as the following: “A mushroom is a decomposer. It breaks down matter that is no longer living” (4A).

Content Area Connection: English Support student comprehension of this complex text by conducting multiple reads. During the initial read aloud, students note what they notice and wonder, including unknown words. During a second read, students determine the text’s main ideas and supporting key details, jotting notes such as a Boxes and Bullets chart. Finally, students reread sections of the text and respond to questions about decomposition in their Science Logbook quoting accurately from the text as needed.

Spotlight on Knowledge and Skills

If needed, clarify that insects and worms do play a role in breaking down dead organisms, but like other animals, they eat food and excrete waste. Later in the lesson, students learn that as decomposers, fungi and bacteria recycle matter in a different way (5.12A, 5.12B).

Continue reading the sections titled “Why we need rot” and “The ‘fabric’ of plants”

While reading, pause at key points to allow students to write responses to the second and third questions for this text in their Science Logbook (Lesson 14 Activity Guide A). Then ask students to share their responses.

► What happens to matter from a dead plant during decomposition?

▪ The decomposer breaks apart the particles in the plant matter. This releases sugars like glucose. Decomposition also results in the release of carbon dioxide.

▪ The decomposer uses sugar to grow and reproduce.

▪ Carbon dioxide and other matter is released as waste into the environment.

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

▪ Decomposers grow and reproduce using matter from dead organisms.

▪ When a plant dies, decomposers break down the plant matter and release carbon dioxide as a waste product. Then other plants can use that carbon dioxide to make new living matter.

▪ Decomposers release other nutrients from dead plants and animals, like nitrogen and phosphorous. Other organisms can use those nutrients.

Reread the following quote from the article: “Decomposition releases the chemicals that are critical for life.” Emphasize to students that decomposers break down dead plant and animal matter and release waste products that other organisms need to live (e.g., decomposers release carbon dioxide that plants can use to grow).

► How does the information in the articles we read help explain your observations of the moldy raspberries?

▪ Mold is a kind of decomposer. This supports our claim that the mold is growing using matter from the dead raspberries.

▪ Decomposers release waste products. The gas bubbles we observed might be carbon dioxide.

▪ If the mold is breaking down the raspberries, the liquid might be coming from the raspberries as they get broken down. That might explain why they’re shrinking, too.

Teacher Note

The final section of the text (“The DIRT on decay”) is discussed in Lesson 16.

▪ Fungi like mold can be microscopic. They can also live inside plants and animals. This explains where the mold on the raspberries might have come from. It could have been inside the container or the fresh raspberries but it was too small to see.

Instruct students to answer the last question in their Science Logbook (Lesson 14 Activity Guide A). Then invite students to share their ideas with the class.

▪ They break down the matter in dead plants and animals, which makes the matter available in the environment for other organisms to use.

▪ Decomposers use matter to grow and release nutrients into the ecosystem for plants and animals to use so they can grow.

Highlight responses that focus on how organisms interact with biotic and abiotic (nonliving) factors in an ecosystem to cycle matter.

Land9 minutes

Revisit the Phenomenon Question Where does matter go after organisms die? Allow students a few minutes to Think–Pair–Share in response to this question.

Next, ask students to work collaboratively using the Mix and Mingle routine to complete the comparison chart in their Science Logbook (Lesson 14 Activity Guide B) to help them synthesize their knowledge about how different types of organisms interact with matter. Display the anchor chart and anchor model to help students recall their learning from previous lessons. As students complete the comparison chart, circulate to provide support.

Spotlight on Knowledge and Skills

Students may notice a similarity between decomposition and digestion. If students are curious about the difference, acknowledge that both processes break down plant and animal matter into smaller components. However, matter digested and released by animals as solid waste is not broken down enough for plants to use. Decomposition breaks down these substances further into forms that plants can use (5.12A).

Sample student response:

How are plants, animals, and decomposers similar?

▪ Living things

▪ Use matter from the environment to grow

▪ Produce waste products

How are plants, animals, and decomposers different?

Plants

▪ Use matter from air and water to grow

▪ Produce oxygen as a waste product

▪ Take in carbon dioxide

Animals

▪ Use matter from food to grow

▪ Produce carbon dioxide, urine, and feces as waste products

▪ Breathe oxygen

Decomposers

▪ Use matter from dead organisms to grow

▪ Produce carbon dioxide, nitrogen, phosphorous, and other substances as waste products

▪ Unsure if they breathe or take in gases

Check for Understanding

Students collaboratively communicate similarities and differences in organisms to identify the ways each type of organism interacts with biotic and abiotic factors in an ecosystem.

TEKS Assessed

5.3B Communicate explanations and solutions individually and collaboratively in a variety of settings and formats.

5.5A Identify and use patterns to explain scientific phenomena or to design solutions.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students work collaboratively with peers (5.3B) to list the following similarities and differences (5.5A) between the ways organisms interact with the biotic and abiotic factors in an ecosystem (5.12A).

▪ The organisms are all biotic.

▪ The organisms all use matter from the same environment to grow.

▪ The organisms all produce waste products.

▪ The organisms get matter for growth from different biotic sources.

▪ The organisms produce different types of waste products.

▪ Some organisms use abiotic factors to grow, while others produce abiotic factors.

Next Steps

If students need support while working collaboratively to identify patterns in their observations, prompt students to write a brief statement about the types of matter each organism uses and releases. Students can then circle or highlight similarities and differences in their observations.

Inform students that they will continue learning about decomposers in the next lesson set as they explore the Phenomenon Question How does the environment affect decomposition?

Optional Homework

Students look for fungi, such as mushrooms, near their home. Students record possible sources of matter that the fungi might use for growth.

Lessons 15–16 Decomposers and the Environment Prepare

In this lesson set, students build on their knowledge of decomposers by examining the Phenomenon Question How does the environment affect decomposition? Students are introduced to the phenomenon of a natural mummy and wonder about its lack of decomposition. Their questioning leads to investigations about what causes different rates of decomposition and how the number of decomposers in an ecosystem affects the amount of matter returned to the soil. Students examine sand and soil samples, gathering evidence about the amount of nutrients generated by decomposers in each sample. They use this information to construct an explanation of the relationship between decomposition and the environment.

Student Learning Knowledge Statement

Decomposition plays a key role in maintaining healthy ecosystems by returning nutrients to the soil.

Concept 2: Life’s Matter

Focus Question

Where does life’s matter come from?

Phenomenon Question

How does the environment affect decomposition?

Objectives

▪ Lesson 15: Use evidence to make a claim about the presence of decomposers in sand and soil.

▪ Lesson 16: Gather and analyze data to compare the amount of nutrients in sand and soil.

Standards Addressed

Texas Essential Knowledge and Skills

Content Standards Standard Student Expectation

Describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers. (Reviewed)

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem. (Addressed)

15, 16

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web. (Addressed) 16

Scientific and Engineering Practices

Standard Student Expectation

5.1A Ask questions and define problems based on observations or information from text, phenomena, models, or investigations. 15

5.1B Use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems. 15, 16

5.1C Demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency–approved safety standards. 16

Scientific and Engineering Practices (continued)

Use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information.

Recurring Themes and Concepts

English Language Proficiency Standards

Teacher Preparation Lesson(s)

8 Days Before: Transfer raspberries to containers filled with sand and soil. (See Lesson 15 Resource B.) Note: This preparation is concurrent with the preparation

Lesson 15

Objective: Use evidence to make a claim about the presence of decomposers in sand and soil.

Agenda

Launch (7 minutes)

Learn (31 minutes)

▪ Compare Decomposing Raspberries (5 minutes)

▪ Observe Sand and Soil (13 minutes)

▪ Discuss Sand and Soil Formation (13 minutes)

Land (7 minutes)

Launch 7 minutes

Display the photograph of a human mummy (Lesson 15 Resource A). Explain that scientists estimate that this man lived between 3351 and 3017 BCE, which was over 5,000 years ago.

Ask students to observe the mummy and complete the notice and wonder chart in their Science Logbook (Lesson 15 Activity Guide A).

Content Area Connection: Mathematics

Students may wonder why the years 3351 BCE and 3017 BCE appear to be greater than the current year. Show students a timeline that includes years BCE. Challenge students to determine how old the mummy is.

Sample notice and wonder chart:

I Notice

▪ It looks like the skin is torn on his forehead. You can see the skull.

▪ He’s lying in sand with a jar behind him.

▪ There’s some curly hair on his head.

▪ The skin looks dark, stiff, and cracked.

I Wonder

▪ How could his skin and hair last for over 5,000 years?

▪ Why didn’t the body decompose?

▪ Who was this person?

▪ Where was the mummy found?

▪ Did people do special things to keep his body from decomposing?

Explain that this man, known to scientists as Gebelein Man A, was buried in a shallow grave in the Egyptian desert about 5,000 years ago. The body was discovered about 100 years ago and was named after the location where it was found. Gebelein Man A is considered a natural mummy because natural environmental conditions, rather than intentional preparations, preserved the body and prevented decay (British Museum 2018; Katz 2018).

Highlight questions from students’ notice and wonder charts that relate to the body’s lack of decomposition. Point out that the preservation of a body for more than 5,000 years seems to contradict students’ recent readings about decomposers breaking down dead organisms. Wonder aloud that there must be something about the environment in which the mummy was found that prevented it from decomposing. Inform students that they will explore the relationship between decomposition and the environment by investigating the Phenomenon Question How does the environment affect decomposition?

Teacher Note

Several factors led to the natural preservation of this body, including the environment’s salinity and hot, arid climate. In this lesson, students will focus on how the presence of decomposers in sand compares to the presence of decomposers in soil.

Learn 31 minutes

Compare Decomposing Raspberries 5 minutes

Acknowledge that there are many ways the environment may affect decomposition. Tell students that they will begin by focusing on one factor: the material covering the ground. Inform students that

because the natural mummy was found in a sandy environment, they will compare sand with another common ground covering, soil. Display two containers of decomposing raspberries, one containing soil and one containing sand.

►

What differences do you notice between the components of the two systems?

▪ One system has soil, and one has sand.

▪ The system with soil has more mold on the raspberries than the system with sand.

Display photographs taken of each system when they were first set up so students can observe the variables that were constant in both systems. Inform students that the only variable that changed was the type of material in the bottom of the container.

► What might have caused more mold to grow in one system?

▪ I think soil must help mold grow somehow.

▪ The soil might have microscopic mold in it, like we read about in the article about mushroom hunting.

▪ Sand might kill decomposers.

Highlight student responses about how sand or soil may affect decomposition. Explain to students that they will observe sand and soil to further investigate how these materials affect decomposition.

Observe Sand and Soil 1

3 minutes

Divide the class into groups, and distribute a container of sand, a handheld magnifier, disposable gloves, and a plastic spoon to each group.

Safety Note

This investigation poses potential hazards. To minimize the risk, review these safety measures and look for evidence that students are following them (5.1C).

▪ Wear disposable gloves throughout the activity.

▪ Do not let the handheld magnifier touch your eyes.

▪ Do not put sand or soil in your eyes or mouth.

▪ If you get sand or soil on your hands, wash your hands immediately.

Instruct groups to dig through the sand with the spoon and examine the sand with the handheld magnifier. As they work, instruct students to record their observations in their Science Logbook (Lesson 15 Activity Guide B). When groups have had time to investigate their sand samples, invite students to share their observations.

Sample student responses:

▪ The sand looks like different-colored grains of salt.

▪ When we magnified the sand grains, we saw that lots of them have sharp edges.

▪ The sand looks like lots of tiny rocks.

Next, distribute a container of soil and a paper towel to each group. Explain that the soil is the same type used in the closed system with the raspberries. Instruct students to use the paper towels to clean sand particles off their spoons.

Direct groups to examine the soil by using the handheld magnifier. Encourage students to dig through the soil by using the plastic spoon. As they work, instruct students to record their observations in their Science Logbook (Lesson 15 Activity Guide B). When groups have had time to investigate their soil samples, invite students to share their observations.

Sample student responses:

▪ I noticed rocks and bits of dirt.

▪ I saw small bits of plant matter, like pieces of roots and leaves.

▪ There was a small insect crawling through our soil.

Display the photographs of sand and soil (Lesson 15 Resource C).

Differentiation

Students with visual impairments may benefit from pouring some of the sand onto a dark-colored piece of paper as they make their observations. Students can also work with a partner who explicitly describes some of the observations, such as the color or shape of the sand grains.

Highlight some of the differences between the materials that make up sand and soil, and ask students to consider how these differences may have affected mold growth in the two containers of raspberries.

Discuss Sand and Soil Formation 13 minutes

Bring the class back together, and invite students to share how they think sand forms.

Sample student responses:

▪ I think sand is formed from weathering because it looks like rocks that were broken into smaller and smaller pieces.

▪ Most of the sand pieces look like really tiny rocks. I think they came from bigger rocks, and forces from water, wind, plants, and other things broke them down.

▪ Erosion is the movement of weathered rock. Erosion could gather pieces of sand together. For example, the ocean waves could carry tiny rocks onto the shore and make a sandy beach.

Confirm that sand is formed by the weathering and erosion of rock.

► What is similar about the materials that make up sand and soil? What is different?

▪ Both sand and soil are made of lots of tiny bits of matter.

▪ Both sand and soil have little rocks in them.

▪ The sand looks like it’s made mostly of rocks, but the soil is different. It seems softer than sand.

▪ The soil has some bits of plant parts in it, like pieces of roots and leaves. I didn’t see any plant matter in the sand.

Confirm that soil, like sand, contains small pieces of weathered rock.

► What biotic factors do you notice in the sand or soil?

▪ The leaves are biotic.

▪ The bugs are biotic because they are alive.

▪ I’m not sure if dead animal material is biotic.

▪ I don’t think there are any biotic factors in the sand.

Spotlight on Knowledge and Skills

As necessary, review that weathering is a process in which materials exert force on a rock and break it into smaller pieces, and erosion is the movement of the weathered rock (4.10B, 5.10C). Consider performing a quick demonstration of weathering by breaking a sugar cube into smaller and smaller pieces until students can see individual grains of sugar.

Agree that soil contains small pieces of dead plant and/or animal matter that is not alive. Explain that dead animal matter is still considered to be biotic because it was once part of a living organism, but matter that has never been alive, such as rock or sand, is considered abiotic.

English Language Development

Introduce the term abiotic explicitly. Providing the Spanish cognates abiótica (feminine) and abiótico (masculine) may be helpful.

► What abiotic factors do you notice in the sand or soil?

▪ The little bits of rock are abiotic.

▪ Tiny rocks in the soil are abiotic.

▪ Sand is abiotic.

Play the time-lapse composting video of earthworms and other animals eating kitchen waste (van Egmond 2017) (http://phdsci.link/2387) twice. Then, have students record their observations in their Science Logbook (Lesson 15 Activity guide B).

Sample student responses:

▪ Worms moved through the soil and vegetable pieces.

▪ The vegetable pieces got smaller and smaller.

▪ The soil looks more packed together at the end of the video.

▪ The soil is made of biotic factors.

Explain that some animals, such as worms, feed on biotic factors in the environment, such as dead organisms, fallen leaves, and feces. Tell students that these animals break down materials into smaller pieces, and then decomposers such as fungi and bacteria break down the materials into even smaller particles.

► How does the video help explain the materials you observed in the soil?

▪ We saw some really small plant pieces. I think a worm or another small animal helped break down that plant matter into smaller pieces.

▪ Soil isn’t just little pieces of rocks, like sand is. It also has broken-down parts of lots of different dead organisms in it.

Now that students have compared the composition and formation of sand and soil, ask them to make a claim with evidence about which is likely to contain more decomposers. Consider using the Whip Around routine to increase student engagement.

Sample student responses:

▪ Decomposers are more likely to be in soil because they need matter from dead organisms to live and grow. We didn’t see any matter from dead organisms in the sand.

▪ I think soil contains more decomposers because we saw that the raspberries in sand had less mold, and the mummy didn’t decompose in sand.

▪ Soil has plant and animal matter, like animal waste and dead leaves. I think more decomposers are found in soil than in sand because they have more of what they need to grow.

Check for Understanding

Students explain that decomposers cycle matter through soil in an ecosystem.

TEKS Assessed

5.3B Communicate explanations and solutions individually and collaboratively in a variety of settings and formats.

5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students’ explanations (5.3B) describe that more decomposers live in soil because it contains more plant and animal matter (5.5E) for the decomposer to use (5.12A).

Next Steps

If students need support to develop and support a claim with evidence that more decomposers live in soil, revisit the soil and sand activity and earthworm video to review matter and how it is used by decomposers.

Agree that decomposers are more likely to live in soil because soil contains more dead plant and animal matter than sand, and decomposers need this matter to live.

Teacher Note

The Whip Around routine serves as a quick check for understanding of each student’s thinking or as a culminating reflection on learning (3E).

Land

7 minutes

Ask students to consider how the presence of decomposers in soil may affect plant growth. Remind students that in Lesson 4, some groups set up plants with and without soil. Allow some time for all students to observe and measure their investigation plants and record the information in their Science Logbook (Lesson 3 Activity Guide). Invite students to share the progress of their investigations.

► What evidence have you gathered so far about the source of matter for plant growth?

▪ Our plant without water has grown about one centimeter. Our plant with water has grown about ten centimeters. So far, this evidence supports our claim that plants need water to grow.

▪ So far, our plant without air has grown just as much as the plant with air. It might be because we couldn’t remove all of the air from the system.

► What observations have you made about how soil affects plant growth?

▪ Our plant without soil is a little bit taller than the plant with soil.

▪ The plant with soil looks like it’s a darker green than the plant without soil.

Tell students that in the next lesson they will investigate how decomposers in the soil affect plant growth. Students will revisit their plant investigations as a class in Concept 3.

Optional Homework

Students research other examples of naturally preserved mummies. Students look for patterns in the type of environments in which mummies are found. Have students reflect on why mummies tend to form in certain environments and how environmental factors relate to the presence of decomposers.

Lesson 16

Objective: Gather and analyze data to compare the amount of nutrients in sand and soil.

Agenda

Launch (4 minutes)

Learn (37 minutes)

▪ Test Nutrient Levels (8 minutes)

▪ Explore Nutrient-Deficient Plants (9 minutes)

▪ Analyze Data (10 minutes)

▪ Read About Nutrients and Growth (10 minutes)

Launch

Land (4 minutes)

4 minutes

Remind students of their claims that soil contains more decomposers than sand. Point out that a lack of decomposers in sand could help explain how the Gebelein Man A mummy was preserved for more than 5,000 years and also why more mold grew on the raspberries placed on soil than those placed on sand.

Show students a soil test kit, and explain that the kit will allow them to test their claim. Then reread the last two sentences of the section “The ‘fabric’ of plants” in “Recycling the Dead” (Kowalski 2014) (Lesson 14 Resource B): “Rot also releases nitrogen, phosphorus, and about two dozen other nutrients. Living things need these to grow and prosper.” Review with students that a nutrient is something that living organisms need to survive and grow.

Tell students that they can use the soil test kits to test materials for the presence of three nutrients: nitrogen, phosphorous, and potassium. Clarify that these nutrients are abiotic.

► If soil contains more decomposers than sand, which material do you predict contains more of these nutrients?

▪ I think the soil will contain more nutrients than the sand. Decomposers live in the soil, take in matter, and release nutrients as waste.

▪ If soil contains more decomposers and more dead plant and animal matter to break down, then it should have more nutrients.

English Language Development

Students will encounter the term nutrient throughout the module. Providing the Spanish cognate nutriente may be helpful.

▪ I’m not sure. If nutrients can come from things other than decomposers, then sand might contain nutrients, too.

Explain that testing both sand and soil for the presence of nutrients will provide students with more information about the relationship between nutrients and decomposers.

Learn

37 minutes

Test Nutrient Levels 8 minutes

Safety Note

This investigation poses potential hazards. To minimize the risk, review these safety measures and look for evidence that students are following them (5.1C):

▪ Wear disposable gloves throughout the activity.

▪ Do not inhale or ingest the powder inside the capsules.

Introduce the Sand Station and Soil Station (Lesson 16 Resource A). Explain that the soil test kits require the sand and soil to be mixed with water. Review safety guidelines, and then divide the class into six groups. Each group will test the levels of one nutrient in both sand and soil. Assign two groups to test nitrogen (purple capsules), two groups to test phosphorous (blue capsules), and two groups to test potassium (orange capsules). Distribute 2 test tubes, 2 capsules of the same color, disposable gloves, and 2 procedure sheets (see Lesson 16 Resource B) to each group. Each group’s capsules and test tube caps should match in color.

Direct students to follow the instructions on the Nutrient Testing Procedure Sheet (Lesson 16 Resource B). Instruct students to take their procedure sheet with them to the Sand or Soil station to complete those steps of the procedure. Circulate as students prepare the nutrient tests, and provide support as needed.

When all groups have shaken their test tubes, tell students to leave the test tubes undisturbed for 10 minutes. Tell students that they will analyze their nutrient test results later in the lesson.

Teacher Note

Consider assigning the following roles within each group, or allow students to choose their own roles (3E):

▪ Liquid adder

▪ Capsule opener

▪ Test tube shaker

▪ Time keeper and data recorder (For large classes, this role can be divided into two roles.)

Explore Nutrient-Deficient Plants 9 minutes

Display the plant nutrient comparison photographs (Lesson 16 Resource C). Tell students that the photographs show examples of plants with sufficient and deficient nutrient intake. Explain that the nutrient deficient plants did not receive enough nutrients to stay healthy and that the nutrient sufficient plants did receive all the nutrients they need to stay healthy.

Nutrient Sufficient

Nutrient Deficient

Soybean

nitrogen deficient

English Language Development

Students will encounter the terms nutrient deficient and nutrient sufficient throughout the module.

deficient

deficient

Soybean plant

plant,

Green tomato Green tomato, calcium

Cocoa tree

Cocoa tree, potassium

Have students Think–Pair–Share to respond to the following questions.

► How are the nutrient-deficient plants different from the nutrient-sufficient plants?

▪ The leaves of the nutrient-deficient soybean plant are yellow instead of green.

▪ The tomato without enough calcium has a big brown spot. It looks like it might die, or it could be rotten.

▪ The leaves from the cocoa tree without enough potassium are brown around the edges.

► Can plants grow without nutrients? Support your claim with evidence.

▪ Plants can grow without nutrients. The nutrient-deficient plants are still growing, but they look different.

▪ I don’t know if plants can grow without nutrients. The nutrient-deficient plants don’t look as green as the nutrient-sufficient plants, and they don’t look healthy.

Confirm that plants can grow without sufficient nutrients because plants get most of their matter from air and water. Explain that plants require small amounts of nutrients to be healthy, and that nutrient-deficient plants cannot grow and function as well as plants that receive enough nutrients.

Analyze Data 10 minutes

When groups’ test tubes have been sitting undisturbed for at least 10 minutes, display the chart provided in the soil test kit. Instruct groups to compare the color of each tube to the chart and record their results in the data table in their Science Logbook (Lesson 16 Activity Guide). Invite groups to share their results and instruct students to record results for each nutrient in the table

Sample student responses:

Teacher Note

When discussing nutrient-sufficient and nutrient-deficient plants, it may help to point out that people—and all animals— also need to consume nutrients to stay healthy. For example, not getting enough iron can lead to anemia, which causes a person to feel tired or weak. People can still live and grow without sufficient nutrients, but they are healthier with nutrients in their diet. People can get nutrients by eating a variety of fruits and vegetables and by taking vitamins.

► What patterns do you notice in the data?

▪ The sand has very low levels of all three nutrients we tested.

▪ The soil has medium levels of all three nutrients we tested.

▪ The soil has more of the nutrients we tested than the sand has.

► Does our testing support the claim that soil contains more decomposers than sand?

▪ Yes, the testing we did supports our claim. Decomposers release waste products like nitrogen and phosphorous. A material with more decomposers would have more of these waste products.

▪ This test supports our claim. There must not be much decomposition happening in the sand because the sand doesn’t have many nutrients.

Agree that the test results support the claim that soil contains more decomposers than sand. Point out that the presence of nutrients is not definitive proof that soil contains more decomposers than sand. However, because the nutrients are waste products of decomposers, their presence suggests that decomposers are more active in the soil.

Remind students of the evidence they gathered during the plant investigation that plants do not need soil to grow.

► If plants do not need soil to grow, why do you think so many plants grow in soil?

▪ Soil has a lot of nutrients in it, so it’s probably easier for plants to get nutrients if they grow in soil.

▪ I don’t think most plants would be very healthy if they grew in sand or water because they wouldn’t get many nutrients.

Emphasize the idea that plants can grow without nutrients, but the nutrients they get from soil help them grow and function normally.

Read About Nutrients and Growth  10 minutes

Revisit the article “Recycling the Dead” (Lesson 14 Resource B). Read “The DIRT on decay” section to the class, pausing at key moments for students to record responses to the questions in their Science Logbook (Lesson 16 Activity Guide). After reading, invite students to share their responses.

► What do scientists change in the two forest plots?

▪ They take fallen leaves away from one place in the forest and move the leaves to another plot so that one plot has more dead leaves than the other

► What are the effects of that change?

▪ The plot with more dead leaves ends up with more nutrients in the soil. This means it can grow healthier plants that live longer.

▪ The plot with fewer dead leaves is less fertile. There are not as many nutrients in the soil for plants to use.

▪ The number of decomposers changes in the plot with fewer leaves. I think there are fewer decomposers over time because there is not as much dead matter from plants and animals for decomposers to use.

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

▪ Worms and other decomposers have more leaves to break down, so more nutrients are released into the soil.

▪ The plot with fewer leaves doesn’t provide worms and other decomposers with enough matter to help them grow, so they can’t release as many nutrients into the soil.

Highlight responses that mention the connection between dead leaves, decomposers, and nutrient-rich soil. Explain that if decomposers do not have the matter they need for growth, they may not be able to live in that area, and that environment will lack the nutrients that are normally returned to the soil by decomposers.

Differentiation

Consider providing sentence frames such as the following to support English learners and striving writers:

▪ The soil in the plot covered with more leaves has _____ nutrients.

▪ The soil in the plot covered with fewer leaves has _____ nutrients because

Check for Understanding

Students identify cause-and-effect relationships in a forest ecosystem to describe matter cycling.

TEKS Assessed

5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web

Evidence

Students describe that adding dead leaves to the forest plot caused more nutrients in the soil for plants to grow (5.5B, 5.12B).

Next Steps

To support students in identifying the causeand-effect relationship between dead leaves and nutrients for plants, review the role of decomposers in ecosystems.

Land

4 minutes

Display the photograph of the human mummy (Lesson 15 Resource A).

► Think about the relationship between decomposers and the environment. Why do you think the mummy did not decompose?

▪ There weren’t enough decomposers in the environment to break it down.

▪ Sand doesn’t have many decomposers in it.

► How do decomposers help ecosystems stay healthy?

▪ Decomposers break down dead organisms and return nutrients to the soil. Plants need enough nutrients to grow normally.

▪ Decomposers help nutrients return to the environment so that plants and animals can get what they need to survive.

Emphasize that decomposers are essential to the healthy functioning of an ecosystem because they return matter to the air, soil, and water to be used again by other organisms. Tell students they will continue to explore the cycling of matter in the next lesson set.

Lesson 17 Matter Cycling Prepare

In Lesson 17, students synthesize their knowledge from Lessons 3 through 16 to model how matter cycles within an ecosystem. Students draw models to show how a particle of matter can move from the environment to plants and animals and back to the environment through decomposition. After reflecting on the interdependence of an ecosystem’s components, students apply their understanding of matter cycling and organism survival to the mangrove tree ecosystem. Finally, students complete a Conceptual Checkpoint by explaining the relationship between structure and function and organism survival in an ecosystem.

Student Learning

Knowledge Statement

Within an ecosystem, matter cycles among plants, animals, decomposers, and the environment as organisms live and die.

Objective

▪ Lesson 17: Model and explain how matter cycles among plants, animals, decomposers, and the environment.

Concept 2: Life’s Matter

Focus Question

Where does life’s matter come from?

Phenomenon Question

How does matter move through an ecosystem?

Texas

Scientific and Engineering Practices

Recurring Themes and Concepts

English Language Proficiency Standards

Lesson 17

Objective: Model and explain how matter cycles among plants, animals, decomposers, and the environment.

Agenda

Launch (7 minutes)

Learn (33 minutes)

▪ Model Movement of Matter (13 minutes)

▪ Update Anchor Model (10 minutes)

▪ Conceptual Checkpoint (10 minutes)

Land (5 minutes)

Launch  7 minutes

Tell students that they will use what they have learned so far to model the decomposition of a dead leaf. Divide the class into groups, and distribute bingo chips to each group. Direct groups to first build a small stack of chips to represent a leaf. Next, ask groups to build another small stack of chips to represent a decomposer, such as a mushroom.

► When decomposers break down a leaf, what happens to the matter that gets released?

▪ Decomposers use some of the matter to grow.

▪ The matter goes into the environment, and another plant might use it as nutrients.

Direct groups to use bingo chips to model what happens to the matter in the leaf during decomposition. After groups develop their models, ask them to describe their models to the class.

► How does your model show the movement of matter during decomposition?

▪ We broke apart the leaf stack to show the decomposer breaking apart the particles in the leaf.

▪ We showed a couple of the chips becoming part of the decomposer. The decomposer is taking in some matter to grow.

▪ We showed some of the chips from the leaf being left out as waste. The waste could be carbon dioxide or nutrients like nitrogen.

If needed, allow groups to revise their models to show plant matter breaking down, some matter being used by the decomposer, and some matter being released into the environment.

► What might happen to the matter that is released into the environment? Where might it go after that?

▪ It might go into the air. A plant can use carbon dioxide from the air to grow.

▪ It might go into the soil. A plant can absorb nutrients from the soil and use them to stay healthy.

Agree that the matter may be used by a plant, and wonder aloud what may happen to the matter after the plant uses it. Introduce the Phenomenon Question How does matter move through an ecosystem?

Model Movement of Matter

13 minutes

Ask groups to draw a model in their Science Logbook (Lesson 17 Activity Guide A) that shows how a nutrient particle moves through an ecosystem. Tell students that their model should include a plant, an animal that eats the plant, a decomposer, soil, and air. Distribute colored pencils to each group. Instruct students to draw the nutrient particle as a colored dot, just as they used colored bingo chips to represent particles in recent models.

Instruct students to draw a star beside biotic factors and to underline the abiotic factors on their models. Have students discuss their models with their group, and tell students to revise their models as needed to reflect new thinking.

Sample student response:

Invite students to describe their models and the key components they included with the class.

Sample student responses:

▪ My model shows a nutrient particle in the soil. The plant absorbs the nutrient particle from the soil, and then an animal eats the plant and the nutrient particle. When the animal dies, a decomposer in the soil breaks down the animal matter and releases the nutrient particle back into the soil.

▪ In my model, I showed how the nutrient particle moves from the soil to a plant, then to an animal, and finally back to the soil. Matter moves from one organism to another. The decomposer releases the nutrient particle back into the soil.

Build on student responses to emphasize that the nutrient particle moves throughout the ecosystem and may end up back where it started. Explain that matter cycles in an ecosystem: decomposers release nutrients into the environment, animals use instinctual and learned behaviors to find food and take in the nutrients, those animals die, and decomposers return the nutrients to the environment again

Tell students that the matter cycle refers to the continuous movement of matter within an ecosystem.

English Language Development

Introduce the term matter cycle explicitly. Providing the Spanish cognate ciclo de materia may be helpful. Discuss the meaning of cycle within different contexts, such as the water cycle or the life cycle of an animal.

Ask students to reflect on their model and to Jot–Pair–Share to respond to the question in their Science Logbook (Lesson 17 Activity Guide B).

Sample student responses:

▪ Plants need abiotic factors like carbon dioxide, water, and nutrients. Animals need plants, which are biotic. Decomposers are biotic, and they release the abiotic factors into the environment when they break down dead plant and animal matter.

▪ Animals wouldn’t have food without plants. Animals can eat plants or other animals. Without plants, animals would die. The plants need abiotic factors from the environment, like air and water. Plants also need decomposers to break down organisms and release nutrients into the soil so the plants can be healthy.

Lead a class discussion to emphasize that by cycling matter, an ecosystem performs functions that its individual components cannot.

► What are some limitations of our models?

▪ Decomposers also break down dead plants and animal waste. My model just shows an animal body decomposing.

▪ Matter is not recycled only by decomposers. Plants and animals also release matter that other organisms can use. For example, plants release oxygen that animals use.

▪ Another animal, like a fox, might eat the bird in my model. Then the bird’s matter wouldn’t decompose into the soil because it would be used by the fox. When the fox dies, it might decompose into the soil.

Acknowledge that students’ models have limitations, but point out that the models demonstrate one of the pathways through which matter cycles within an ecosystem.

Spotlight on Knowledge and Skills

Point out to students that their models and explanations help describe not just the journey of a particular nutrient but also the processes that happen all around them in the natural world as matter is recycled in an ecosystem (5.12B, 3H).

Direct students’ attention to the anchor chart. Work as a class to summarize key ideas from recent lessons, and add them to the anchor chart.

Sample anchor chart:

Life’s Matter

• Plant matter is formed with matter from carbon dioxide and water.

• Animal matter is formed with matter from food.

• Most animal matter can be traced back to carbon dioxide and water (through plants).

• Decomposers use matter from dead organisms as food and return matter to the environment where it can be used by other organisms.

• The nutrients in soil help plants function and stay healthy.

• Matter cycles within an ecosystem between organisms and the environment.

• Some animals inherit structures and behaviors that help them find food, and some animals learn how to find food to survive.

Update Anchor Model  10 minutes

Next, display the anchor model. Ask students to apply their knowledge of matter cycling to the mangrove tree ecosystem.

► What do you think happens to dead plant and animal matter in the mangrove tree ecosystem?

▪ Decomposers break down the dead plants and animals and return the nutrients to the soil and air.

▪ Dead fish or mangrove leaves might be in the water. Do decomposers live in water? If they do, they could decompose the dead fish and leaves.

Confirm that microscopic decomposers may be located in the ecosystem around the mangrove tree. Ask students to consider what happens to dead organisms in aquatic ecosystems, and clarify that decomposers can be found in salt water and fresh water as well as in soil. Update the anchor model to reflect students’ new understanding.

Sample anchor model:

Carbondioxide

Mangrove Tree Ecosystem Air

Water

Mangrove tree

Oxygen

Carbondioxide

Small fish

Large fish Crab

Aquatic plants

Shrimp

Oxygen

Sheep Goat

Oysters

Human

Gases

Fungi & Bacteria

Dead matter

Nutrients

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals. The mangrove tree is made of matter formed from water and carbon dioxide. Carbon dioxide gas and oxygen gas cycle between plants, animals, and air. Animal matter is formed with matter from food, which can be traced back to plants. Decomposers use matter from dead organisms as food and return matter to the environment where it can be used by other organisms. Some animals inherit structures and behaviors that help them find food, and some animals learn how to find food to survive.

Point out that students may have questions about how the mangrove tree obtains nutrients, and offer to read another section of The Mangrove Tree (Roth and Trumbore 2011) to learn more. Read page 9 to the class, and ask students to listen for details about nutrients.

► Where does the mangrove tree get nutrients?

▪ People give it fertilizer that contains nutrients like nitrogen and phosphorous.

▪ People give it “extra nutrients,” so it’s probably getting some nutrients from the environment. Are there nutrients in the salt water or in the ground around the mangrove tree?

▪ I wonder if the mangrove tree grows in the soil under the water. Can it use nutrients in the water or soil?

Clarify that organisms can only survive in environments in which their particular needs are met. Highlight examples of organisms from previous lessons, such as raccoons and bears that use structures and behaviors for survival. Point out that mangrove trees do not naturally grow in the sea in Hargigo because the environment does not provide all of the nutrients the mangrove trees need. Therefore, humans provide the trees with the extra nutrients they need to function and stay healthy.

Prompt students to identify an organism from the anchor model and the organism’s behavior that moves matter through the ecosystem. Have students explain how the behavior allows the organism to survive.

► How could we learn if the behavior is

instinctual or learned?

▪ We would need to know if it was a trait inherited from their parent to see if it is an instinctual behavior trait.

▪ We would need to know if it was taught to them to know if it is a learned behavior trait.

Direct students’ attention to the anchor model and focus on the marine ecosystem. Next, tell students they will look at an example of an animal that uses behaviors to meet its needs in the ocean.

Conceptual Checkpoint 10 minutes

Tell students that they will complete a Conceptual Checkpoint to demonstrate their understanding that instinctual and learned behaviors are important to animals. Display the whooping crane migration photograph (Lesson 17 Resource A).

► What do you notice and wonder about the photograph?

▪ There are birds flying behind a machine.

▪ Why are they flying so close to that airplane?

▪ What kind of birds are they?

Explain that the photograph shows birds being led by an aircraft while migrating. Remind students when birds migrate, they move from one region or environment to another, usually according to the seasons.

Tell students that the birds in the photograph are whooping cranes and that they are migrating from Wisconsin to Florida in fall.

Explain to students that scientists noticed that the number of whooping cranes in Wisconsin was decreasing. Tell students that a scientist is flying the aircraft in the photograph.

Distribute a copy of the Conceptual Checkpoint (Lesson 17 Resource B) to each student. Tell students they will complete the Conceptual Checkpoint independently. Read aloud the first prompt as students read along silently. Instruct students to choose one structure (i.e., legs, neck, or beak) and to write an explanation that describes how whooping cranes use that structure to survive.

Teacher Note

In Level 3, students learn about migration as they investigate how animals survive seasonal changes. Remind students of this learning as necessary.

Teacher Note

Consider pointing out the location of Wisconsin and Florida on a map of the United States.

► Choose one of these structures. Explain how the structure helps the whooping crane survive in the wetland. Use evidence from the photograph to support your answer.

▪ The whooping crane’s long legs help it stand in shallow water so that it can find food.

▪ The whooping crane’s long beak helps it search the water and snatch food like crabs.

▪ The long neck helps the whooping crane dive its beak into deeper water to get food.

Direct students to the images and text in their Conceptual Checkpoint. Support students as necessary with reading the text. Read aloud the prompt, and instruct students to circle a claim describing whooping crane migration as either an instinctual or learned behavior. Instruct students to use evidence from the photographs and text to inform their answer.

► Circle the claim supported by evidence from the photographs and text.

▪ Migration is an instinctual behavior for whooping cranes.

▪ Migration is a learned behavior for whooping cranes.

After all students have finished circling their responses, point out the photographs and data table in the next item. Direct students to use evidence from the table to write a response to the next item.

► Use evidence from the table to explain how migration helps whooping cranes survive.

▪ Rivers freeze in the winter in Wisconsin, but the rivers don’t freeze in Florida. Whooping cranes get their food from the water. Whooping cranes need to migrate so they can get food in the winter.

Conceptual Checkpoint

This Conceptual Checkpoint assesses students’ understanding of the Concept 2 Focus Question: Where does life’s matter come from?

TEKS Assessed

5.1E Collect observations and measurements as evidence.

5.3A Develop explanations and propose solutions supported by data and models.

5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

5.13B Explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival.

Evidence

Students use observations from a whooping crane photograph (5.1E) to identify a whooping crane's legs, neck, or beak help it survive (5.13A) in a wetland ecosystem because the structures help it find and eat food (5.5F).

Students use observations of scientists helping whooping cranes migrate (5.1E) to determine (5.5B) that migration is a learned behavior (5.13B).

Students use observations from photographs and information from a table as evidence to explain (5.3A) that migration is important for whooping cranes so that they can gather food in the winter to survive (5.5B, 5.13B).

Next Steps

If students need support in collecting observations, ask questions such as these: What structures does the bird use to help it survive? How do these structures help the bird survive in the wetland?

If students need support using observations to determine learned behavior, remind them of the video in which the raccoon mother teaches her offspring to climb a tree.

If students need support using the sources as evidence to explain that whooping cranes migrate so that they can gather food in the winter, ask questions such as these: What is the difference between rivers in Florida and Wisconsin in the winter? How would this difference affect a whooping crane’s ability to survive?

Debrief the Conceptual Checkpoint by highlighting evidence from the photographs and captions that scientists taught whooping cranes how to migrate. Confirm that whooping crane migration is a learned behavior. Explain that this learned behavior allows the whooping cranes to travel from Wisconsin to Florida each fall to find food and avoid harsh temperatures in winter. Confirm that flying to a warmer wetland and finding food provides whooping cranes with a greater chance of survival in their environment.

Land

5 minutes

Turn students’ attention to the driving question board, and ask students whether their new knowledge helps answer any of their questions. As students listen to their peers, they can use nonverbal signals to indicate whether they agree or disagree with each peer’s ideas.

Ask students which questions on the driving question board remain unanswered. Highlight any questions related to energy, and tell students that in upcoming lessons, they will begin exploring the Concept 3 Focus Question: Where does life’s energy come from?

Optional Homework

Students observe local ecosystems and look for evidence that matter is cycling among components of the ecosystem, such as mushrooms decomposing a log or an animal eating a plant.

Lessons 18–20 Food and Energy

Prepare

In this lesson set, students consider why animals need food—even when not all animals are growing—as they explore the Phenomenon Question How do animals obtain and use energy? In Lesson 18, students analyze food consumption and activity level data to identify the relationship between food and energy. In Lesson 19, students examine photographs of animals to identify different ways that animals use energy. In Lesson 20 students analyze grizzly bear mass before and after hibernation to explain that animals can store energy from food for later use.

Student Learning

Knowledge Statement

The energy animals get from food can be used for growth, body repair, movement, and maintaining body warmth, or it can be stored for later use.

Objectives

▪ Lesson 18: Use evidence to support the claim that food is a source of both matter and energy.

▪ Lesson 19: Identify ways that animals use energy from food.

▪ Lesson 20: Analyze data to determine that animals can store energy from food for later use.

Concept 3: Life’s Energy

Focus Question

Where does life’s energy come from?

Phenomenon Question

How do animals obtain and use energy?

Standards Addressed

Texas Essential Knowledge and Skills

Scientific and Engineering Practices

Recurring Themes and Concepts

English Language Proficiency Standards

2E Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.

Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.

Materials

Lesson 18

Objective: Use evidence to support the claim that food is a source of both matter and energy.

Agenda

Launch (5 minutes)

Learn (34 minutes)

▪ Evaluate a Fair Test (14 minutes)

▪ Identify Relationships (20 minutes)

Land (6 minutes)

Launch

5 minutes

Remind students that they previously learned that animals use the matter in food for growth. Encourage students to think about the food requirements of people at different ages.

► How do you use the matter you get from food?

▪ I must be using the matter from food to grow taller.

▪ I think my body uses the matter from food to grow.

► Adults stop growing at a certain age. Why do you think adults still need food?

▪ We learned that people and other animals can use the matter in food to repair injuries.

▪ I’ve heard that athletes eat more food than most people because they get more exercise. I’m not sure how eating a lot of food helps you exercise, though.

▪ I feel like I have more energy after I eat. Maybe adults do too.

Highlight responses that mention a link between food and energy or activity levels, and tell students they will explore the many functions of food as they investigate the Phenomenon Question How do animals obtain and use energy?

Learn

34 minutes

Evaluate a Fair Test 14 minutes

Inform students that a group of scientists wondered whether there is a relationship between how much food animals eat and how active they are, so they studied mice with differing activity levels. One group of mice, labeled High Activity, ran about 6.4 km per day.

The other group of mice, labeled Low Activity, ran about 1.6 km per day. The scientists measured the amount of food each mouse ate and the distance it ran on a wheel each day.

Distribute the mouse investigation description (Jung et al. 2010) (Lesson 18 Resource A), and chorally read the passages.

Then ask students to draw a model of the investigation in their Science Logbook (Lesson 18 Activity Guide) to help them visualize the investigation’s setup.

Sample student response:

Group 2

Group 1

Invite a few students to share their models. Then display the fair test criteria chart from Lesson 3.

Teacher Note

Students may not be familiar with kilometers as a unit of measure for distance. Explain that a kilometer is a metric unit for distance and 1 kilometer is equal to 1,000 meters. Using a meter stick, show students the length of one meter. Tell students that 6.4 km is equal to 6,400 meters.

Teacher Note

During the reading, provide copies of the text or project a large version at the front of the classroom. Read a passage aloud to model fluent reading. Ask students to use their eyes or an index card to follow along with the text. Then have all students reread the passage aloud in unison (4F).

► Does this study meet the criteria of a fair test? Why or why not?

▪ Yes, it was a fair test because all of the mice were the same age and female. They also had the same cages, were given the same type of food, and had a wheel.

▪ One variable was changed at a time because the only thing that was different between the mice was their activity level. One group was more active than the other group.

▪ I don’t think the study could be completely fair because not all mice are exactly the same.

► What are your predictions about the results of this investigation?

▪ I think the high-activity mice will eat more food than the low-activity mice.

▪ The mice that run more will eat more food and gain more mass.

Identify Relationships 20 minutes

Display the results of the mouse investigation (Lesson 18 Resource B) and direct students to the same table in their Science Logbook (Lesson 18 Activity Guide). Distribute colored pencils to students. Tell students to compare the Group 1 data to the Group 2 data and look for patterns. Instruct students to annotate the table to show relationships between the two groups of mice. Encourage students to use different colors to denote different relationships. Encourage students to use their models to make sense of the data.

Differentiation

To support students who need support reading tables, provide an enlarged table and encourage students to use a ruler or index card to help them view each row of data (4F).

Spotlight on Knowledge and Skills

Students analyze and interpret data to look for patterns to determine the relationship between food and energy for motion. Students should use patterns as evidence to support an explanation for how the mice are using food (5.2B, 2E).

Content Area Connection: Mathematics

Students can find the difference in the mass of the mice. They can compare the average amount of food eaten per day by each group. They can also compare the average distance run per day for each group.

Teacher Note

After students analyze the data, ask them to share their initial observations with the class.

As students share, consider annotating the displayed copy of the data table (Lesson 18 Resource B). Encourage students to revise their data tables to note relevant relationships in the data.

► What differences do you notice between the two groups of mice?

▪ Group 1 includes the high-activity mice and Group 2 includes the low-activity mice.

▪ Group 1 ran more and ate more food than Group 2.

▪ Both groups gained mass, but Group 1 gained a little more mass.

► What relationships do you notice in the data between food, running, and mass?

▪ The mice that ran more ate more food than the mice that ran less.

▪ The group that ate more food gained more mass, even though they ran more.

▪ Both groups gained mass, but I wonder why the more active mice gained a little more mass than the less active mice.

► Which mice used more energy? How do you know?

▪ I think Group 1 used more energy than Group 2 because the Group 1 mice ran a longer distance.

▪ The high-activity mice moved more than the low-activity mice, so they must have used more energy. Movement is an indicator of energy.

► What does this data set show about how the mice used the food?

▪ Both groups gained a little bit of mass, so they must have used some of the food as matter for growth.

▪ The mice that ran more ate more food, so I think they needed the food to have enough energy to run.

Confirm that animals get energy from the food they eat.

Ask students to reflect on the relationship between food and energy, and then have students respond to the question in their Science Logbook (Lesson 18 Activity Guide). Tell students to use evidence from the mouse investigation to support their predictions with the class.

Differentiation

To support English learners and striving writers, consider providing sentence frames such as the following:

The (high-activity/low-activity) mice ate (more/less) food than the (high-activity/low-activity) mice ate.

Teacher Note

Point out that even though Group 1 did gain more mass, the difference in mass gain between the two groups is relatively small. Encourage students to come up with an explanation for these data points as they learn more about the relationship between food, activity, and body mass in the next lessons.

Sample student responses:

▪ The data table shows that mice get energy from food, and we know that running requires energy. I predict that the mice will run a shorter average distance if they were given less food because they’d have less energy available.

▪ The Group 1 mice will have less energy to run if they get less food, so I think the distance they run will decrease.

Check for Understanding

Students use evidence to support predictions about how a change in food availability will affect the distance run by mice.

TEKS Assessed

5.1E Collect observations and measurements as evidence.

5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

Evidence

Students collect evidence (5.1E) from the mouse investigation showing that mice get energy from food (5.5E) to support their predictions that mice with less food available will run a shorter distance (5.12B).

Next Steps

If students need support using evidence to support predictions, revisit the mouse investigation data. Point out the data points related food and energy. Guide students to predict how the activity level of mice in Group 1 would change if they had less food, and encourage students to support their predictions by using the Group 2 data.

Land6 minutes

Help students synthesize their ideas about how animals use food, emphasizing the idea that animals get both matter and energy from the food they eat.

► Were these two groups of mice using food in the same way? Why or why not?

▪ Both groups of mice used matter from food to grow and energy from food to run. But Group 1 needed more energy because they ran much farther, which explains why they ate more food.

► What evidence supports the claim that animals get both matter and energy from food?

▪ Some of the food was used for growth, but a lot of it wasn’t. For example, Group 1 ate 6 grams of food per day but only gained 4.2 grams total. The mice must have used some of the food for energy, too.

Ask students to recall a time when they used a lot of energy, such as running for an extended time.

► What changes did you notice in your body when you used a lot of energy?

▪ I got hot and started to sweat.

▪ My heart started beating faster.

▪ I started breathing faster.

Highlight responses that mention an increased breathing rate. Remind students that humans are animals. Ask students to recall what they learned about how animals interact with air.

Sample student responses:

▪ Animals interact with air as respiration happens in their bodies.

▪ Animals take in oxygen and release carbon dioxide as waste during respiration by breathing.

▪ Respiration is the process that makes use of food.

Tell students that animals need to breathe faster when they use more energy because their bodies need to take in more oxygen for respiration. Remind students that respiration is an internal process of plants and animals that makes use of food. Tell students that animals perform more respiration when they use lots of energy.

► What do you think happens to food during respiration?

▪ Respiration must get the energy out of food so the animal can use it.

▪ Maybe the energy is locked in food and respiration releases it.

Update the definition of respiration to an internal process of plants and animals that releases energy from food.

Emphasize that animals use some of the energy from food for movement. Explain that in the next lesson, students will explore other ways animals use energy.

Lesson 19

Objective: Identify ways that animals use energy from food.

Agenda

Launch (10 minutes)

Learn (30 minutes)

▪ Gather Evidence (20 minutes)

▪ Relate Energy Use to Survival (10 minutes)

Land (5 minutes)

Launch 10 minutes

Ask students to stand up and do 20 jumping jacks, counting out loud as they jump.

Ask students to identify the indicators of energy they experienced in their own bodies during this activity.

Sample student responses:

▪ I was moving and making sound as I counted.

▪ Heat is an indicator of energy. I felt warm after doing the jumping jacks.

▪ I can feel and hear my heart beating after doing the jumping jacks.

Point out that these indicators of energy are signs that the students’ bodies are using energy.

► In what ways do all animals, including humans, need energy to survive?

▪ We need energy to be able to walk, run, and jump.

▪ We just saw that energy can help us warm up or stay warm.

▪ Energy keeps our bodies working. My heart moves when it beats, so it must be using energy.

During the discussion, listen for initial student claims about how animals use energy and record them on a piece of chart paper.

Differentiation

For students with limited mobility, consider alternatives to jumping jacks such as seated arm circles or neck rotations.

Sample class list:

Ways Animals Use Energy

▪ Moving

▪ Staying warm

▪ Making sounds

Learn 30 minutes

Gather Evidence 20 minutes

Explain that students will complete a Category Sort to find evidence of animals using energy in different ways.

Tell students they will examine animal cards and place them into groups based on how the animals are using energy. Display the cheetah and polar bear cards (see Lesson 19 Resource), and help students practice developing categories of animal energy use.

Teacher Note

In the Category Sort task, students receive a set of cards that each contain a term or image. Students sort the cards into student-generated categories. This task supports students in thinking critically about the relationships or patterns among concepts (2E).

► What evidence of these two animals using energy can you see?

▪ The cheetah is using energy to run really fast. I can see dust below the cheetah, and all of its paws are off the ground.

▪ The polar bear looks like it is walking in the snow, so it is using energy to move.

▪ I think the polar bear is using energy to stay warm. It must be very cold because there is snow and ice in the picture.

Divide the class into groups and distribute sticky notes and a set of animal cards (see Lesson 19 Resource) to each group. Direct groups to use the sticky notes to develop category names as they sort the animal cards. Encourage groups to think about the different indicators of energy as they develop their categories. Note with students that, like the polar bear, the animals in the photographs may be using energy in multiple ways. Explain that each animal can be placed in only one category, so groups should decide on the category they think fits best.

Tell students to record the category names and the animals in each category in the table in their Science Logbook (Lesson 19 Activity Guide A).

Sample student response:

Energy Use Category

Animals

Moving Cheetah, catfish, impalas, owl

Staying warm Polar bear, cardinal, squirrel

Growing Butterfly, deer, queen bee, snake, hermit crab

Healing injuries Lizard, sea star

When all groups have finished sorting the cards, invite students to share how they categorized animal energy uses.

Sample student responses:

▪ We grouped animals that were running, flying, or swimming together because they are all moving.

▪ We put animals living in cold environments in a group together because they have to use energy to stay warm.

► Which animals might fit into more than one category?

▪ The owl could fit into two categories because it is moving but it is also staying warm.

▪ We put the snake in the growing category, but I think it also moves around to shed its skin.

► Which animals did you find difficult to place into a category?

▪ I wasn’t sure how the caterpillar and butterfly are using energy. Does it take energy for the caterpillar to become a butterfly?

▪ We made a category for animals growing since there were a few examples of animals doing this. But does it take energy to grow?

► Where do animals get the matter they need for growth and other functions?

▪ Animals get matter from food.

▪ They use the matter in food to grow.

► What happens to the matter in food after it is eaten by an animal? Does it change, or does it stay the same?

▪ It changes. The matter that makes up my body doesn’t look like the food I eat.

▪ When we made the bingo chip models, matter from the leaf became part of the goat, so I think plant matter must change to become part of an animal.

Highlight student responses that mention particles of matter rearranging as animals use the matter in food to grow. Explain that energy is required to rearrange the particles that are used for growth. Without energy, animals could not grow.

Turn students’ attention back to the class list of ways animals use energy.

► What can we add to our list of ways animals, including humans, use energy?

▪ I think we should add “growing.” The cards showed a lot of animals growing and developing.

▪ We also saw animals growing to heal an injury. I think we can add “healing injuries.”

Teacher Note

If necessary, revisit the bingo chip models to demonstrate how animals build body matter from food. As students move the bingo chips around, point out that energy is required to break apart the particles of food and rearrange them for use in growth and other functions.

As students describe new categories, add them to the class list and revise existing categories as needed.

Sample class list:

Ways Animals Use Energy

▪ Moving

▪ Staying warm

▪ Making sounds

▪ Growing ▪ Healing injuries

Relate Energy Use to Survival

10 minutes

Review with students that they have identified some animal functions that use energy. Tell students they will now relate the ways animals use energy to the structures animals use to survive.

Direct students to the table in their Science Logbook (Lesson 19 Activity Guide B). Instruct groups to observe the animal cards again (see Lesson 19 Resource). Tell students to select four animals whose use of energy is directly related to a structure of the animal’s body. Ask students to record the animals they selected in the first column of the table. Then, have students record structures they identified in the second column. Finally, have students record how the structure helps the animal survive.

Spotlight on Knowledge and Skills

All the ways animals use energy involve energy transformations. Students will learn more about energy transformations in future modules (5.8A).

Sample student response: Animal What structure uses energy?

Cheetah Legs

How does the structure help the animal survive?

The cheetah uses its legs to run fast so it can catch its food.

Impala Legs

Sea star Arm

Owl Wings

Impalas use their legs to run fast to get away from predators.

The sea star uses its arms to move around and find food.

The owl uses its wings to fly so it can find food and get away from predators.

Lead a class discussion to highlight relationships between energy, structure, and survival. Tell students that the structures animals use to survive will not grow or function without energy.

Check for Understanding

Students observe animal photographs to analyze the relationship between how animals use energy and the structures they use to survive.

TEKS Assessed

5.1E Collect observations and measurements as evidence.

5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

Evidence

Students collect observations (5.1E) from animal photographs and analyze the animals’ structures and functions to explain how animals use energy and their structures to survive (5.5F, 5.13A).

Next Steps

If students need support relating energy use to structures and survival, display an animal card showing a clear use of a structure (e.g., legs or wings). Ask students to observe which structure(s) the animal is using in the photograph. Then display the class list of energy indicators and guide students to connect the use of the structure with the use of energy. Finally, ask students how the animal’s survival would be affected if it could not use the structure.

Land

5 minutes

Review with students that animals need the energy they get from food to survive.

► When do animals use energy?

▪ Animals use energy whenever they move.

▪ They use energy to grow or repair injuries.

▪ Animals might use more energy in cold places because they need to use extra energy to stay warm.

► Do you think there is a time when animals do not use energy?

▪ When we’re sleeping we don’t really move much, but we’re still breathing with our lungs. So I’m not sure.

▪ I don’t think so. Animals always have something moving inside their bodies, like their lungs or heart, to keep them alive.

Guide students toward the understanding that animals are constantly using energy to maintain body functions.

► How often do people and other animals eat?

▪ I eat breakfast, lunch, a snack, and dinner, so every few hours.

▪ We feed our dogs twice a day. If we leave too much food out for them, they’ll eat too much and gain a lot of mass.

Point out that animals do not need to eat constantly to supply their bodies with energy. Explain that in the next lesson, students will explore how animals can go for periods without food and still have enough energy to survive.

Lesson 20

Objective: Analyze data to determine that animals can store energy from food for later use.

Agenda

Launch (8 minutes)

Learn (30 minutes)

▪ Learn About Hibernation (15 minutes)

▪ Explain Relationships Between Food, Energy, and Body Mass (15 minutes)

Land (7 minutes)

Launch 8 minutes

Display the Atlas moth photographs (Lesson 20 Resource A). Distribute information about the Atlas moth (Lesson 20 Resource B), and read the passage aloud with students.

Ask students to record their observations and questions about the Atlas moth in their Science Logbook (Lesson 20 Activity Guide A). Direct students to focus their questions on the moth’s energy needs.

When students have had time to complete the chart, invite them to share their thoughts with the class.

Sample student response:

I Notice

▪ The caterpillar is eating a leaf.

▪ The caterpillar is bright green, and the moth is orange, brown, and yellow.

▪ The moth is bigger than a person’s hands.

▪ The body of the adult moth is a little smaller than the body of the caterpillar.

▪ The moth’s mouthparts aren’t easy to see.

I Wonder

▪ How does the moth get its energy?

▪ How does the moth live without eating food?

▪ Why does the moth die after a week or two?

▪ How long can animals live without eating?

Ask students to consider how the moth uses energy despite not eating as an adult. Have students Think–Pair–Share to respond to the following questions:

► How do you know that the Atlas moth is using energy?

▪ The moth moves around when it flies.

▪ The passage says the moths look for a mate, and the females lay their eggs.

▪ The moth needs energy to grow and change from a caterpillar to a moth.

► We know that the adult moth does not eat. How do you think it gets energy?

▪ The moth eats leaves when it is a caterpillar. I wonder if the adult moth can use energy from the food it ate as a caterpillar.

▪ I think the moth must be getting energy from another source that we don’t know about.

Explain that in this lesson, students will investigate how animals get energy during periods when they are not eating.

Learn 30 minutes

Learn About Hibernation 15 minutes

Note with students that they have already studied another animal that does not eat for long periods at a time: the grizzly bear. Display the grizzly bear photographs (Lesson 8 Resource A). Remind students that the two photographs show 409 Beadnose in June and September of the same year.

Spotlight on Knowledge and Skills

In Level 3, students learn about hibernation as they explore how temperature and precipitation affect animal growth and behavior (3.12A). In this lesson, students use hibernation to explore the relationship between food and energy (5.12B).

English Language Development

► How did the bear change between June and September?

▪ The bear gained a lot of mass between June and September.

▪ We’re not sure how old 409 Beadnose is, so maybe it’s still growing. Explain that each winter, grizzly bears enter a state of inactivity called hibernation.

Wonder aloud why bears would gain so much mass in the months before winter.

Place students in pairs and distribute the grizzly bear information sheet (Lesson 20 Resource C). Have pairs read through the information.

As they read, instruct pairs to record ways that bears use energy during hibernation in their Science Logbook (Lesson 20 Activity Guide B). Then invite pairs to share a their ideas.

Students will encounter the term hibernation throughout this lesson. Providing the Spanish cognate hibernación may be helpful. Students may benefit from examining and discussing images of animals during hibernation (2E).

Teacher Note

Partners may take turns reading the entire passage or different sections of the passage (4F).

Differentiation

If students need an additional challenge, ask pairs to reread the grizzly bear information to identify learned and instinctual behaviors. For example, hunting for food is a learned behavior. Examples of instinctual behaviors include hibernation, reacting quickly to danger, and waking from hibernation.

Sample student responses:

▪ Bears breathe once every 45 seconds.

▪ Their heart beats more slowly, only 8–19 times per minute.

▪ They use energy to keep warm. Their bodies stay within 12 degrees of their normal temperature.

▪ Sometimes they wake up and leave their den.

Point out that because a bear’s heart rate, respiration, and body temperature decrease during hibernation, the bear uses less energy than it does when it is active. Even so, the bear still uses energy for these processes. Discuss with students how the bear’s food intake relates to its energy use. Ask students to share what they know about the amount of food grizzly bears eat at different times of the year.

Sample student responses:

▪ The bears gain a lot of mass between June and September because they eat so much food during the summer. The information we read says that they spend most of their time eating right before hibernation.

▪ Bears hibernate during the winter, and they don’t eat at all during hibernation.

► What type of behavior is hibernation? Why do you think that?

▪ I think hibernation is a learned behavior, but I’m not sure. We know bears learn to hunt so they probably learn when it is time to hibernate.

▪ I think hibernation is an instinctual behavior. Maybe grizzly bears inherit the behavior from their parents.

Point out that the bears’ pattern of eating large amounts of food when they are most active aligns with what students have learned about food and energy use. Inform students that hibernation is an instinctual behavior that is passed from parent to offspring. Wonder aloud how bears are able to use energy during hibernation to keep their bodies warm and to keep their organs functioning if they are not eating.

Explain Relationships Between Food, Energy, and Body Mass 15 minutes

Remind students of the relationships they observed in Lesson 18 between food intake, energy use, and body mass in mice. Invite students to make a prediction in their Science Logbook (Lesson 20 Activity Guide B) about how a bear’s body mass might change over the course of hibernation.

Sample student responses:

▪ I think a bear would not gain any mass during hibernation because it is not eating.

▪ I think a bear loses mass during hibernation. It is not eating, but it is still using energy, so the bear must be able to store energy in its body somehow to use while it hibernates.

Display the graph showing grizzly bear weight by season (Keay 2001) (Lesson 20 Resource D). Tell students that the data is from an 8-year study and that the graph shows the average mass gain of four groups of grizzly bears in the months leading up to hibernation.

Teacher Note

This data set was obtained from a study that measured the masses of grizzly bears in Denali National Park and Preserve during the months of May and September from 1991 to 1998.

► How does the mass of the bears change between May and September?

▪ The bears gain a lot of mass between May and September.

Explain that the graph shows the average mass of the bears in May and September over many years, which means that each year the bears typically had about this amount of mass in May and September.

Students may wonder why the data seem to show that male adult bears do not gain much mass between May and September. Explain that the study does not explicitly address the similarity of the data. However, researchers were able to record only 8 September masses for male adult bears compared to 32 May masses. Male adult bears also emerge from hibernation earlier than female adult bears, which may account for more mass gain by May.

Discuss the challenges of studying wild animals over long periods of time (e.g., mortality, movement, relocation).

Grizzly Bear Average Mass by Season

► Choose a group of bears. Based on this data, what can we say about the typical mass of bears in that group in May of any given year?

▪ Male subadults usually have a mass of about 90 kilograms each year in May.

▪ A female adult typically has about 100 kilograms of mass in May.

► What can we say about the bears’ masses from year to year?

▪ The bears have less mass in May, more in September, and then less again the following May.

▪ The bears’ mass is constantly going up and down.

Clarify that grizzly bears begin hibernation in the fall and emerge from hibernation between February and May.

► What could explain why the bears gain so much mass during the months leading up to hibernation?

▪ The bears gain mass because they eat so much food during the summer months.

▪ I’ve heard that some animals, like bears, store body fat to help them get through the winter. I bet that’s why they gain so much mass.

► What could explain why the bears lose mass during hibernation?

▪ The bears don’t eat during hibernation, but they’re still using energy. Does that make them lose mass?

▪ I think they are storing up energy when they gain mass and then using that energy during hibernation somehow.

Confirm that animals can store energy from food in their bodies. During periods when animals do not have access to food, they can use the energy stored in their bodies to perform functions necessary for survival, such as staying warm, breathing, and keeping their heart beating. Have students revisit their predictions about how a bear’s body mass changes and record in their Science Logbook (Lesson 20 Activity Guide B) an explanation of the relationship between food intake, energy use, and body mass.

Sample student response:

▪ Bears, and all animals, get matter and energy from food. They can use the matter in food to grow and gain body mass. They can also store energy in their bodies and use this energy later when they don’t have enough food to eat.

Land

7 minutes

Return to the example of the Atlas moth from the Launch. Display Figure 1 and Figure 4 (Lesson 20 Resource A).

Ask students to consider how the moth uses its structures to obtain energy as a caterpillar and as an adult. Have students respond to the questions in their Science Logbook (Lesson 20 Activity Guide A).

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

▪ The caterpillar has mouthparts that can chew through leaves. The mouth structure allows the caterpillar to obtain energy by eating plants.

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

▪ The adult does not have mouthparts that work, so it cannot eat. The lack of a mouth structure means the adult must use the energy it stored as a caterpillar to meet its energy needs.

Check for Understanding

Students observe photographs of the Atlas moth to analyze how the moth’s structures relate to how it obtains energy to survive.

TEKS Assessed

5.1E Collect observations and measurements as evidence.

5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

Evidence

Students collect observations (5.1E) from photographs of the Atlas moth as a caterpillar and as an adult to analyze how the moth’s structures relate to how it obtains energy to survive (5.13A). Students explain that the caterpillar has working mouthparts so it can obtain energy by eating leaves, but the adult does not, so it cannot eat and must use stored energy to survive (5.5F, 5.13A).

Next Steps

If students need support connecting a structure to an animal’s energy needs, ask students to closely observe the photograph of the caterpillar. Ask students how the caterpillar obtains energy and to identify the structure the caterpillar uses to perform that function.

Then ask students to observe the adult and point out that the adult does not have the same structure. To help students understand that the adult moth must use stored energy, ask students how a hibernating bear meets its energy needs.

Teacher Note

Consider using this as an opportunity for students to explore the structures and functions of the Atlas moth during its life cycle.

Have groups ofstudents discuss the similarities and differences between the life cycle stage and the structures used toobtain energy. Use the Atlas moth photographs (Lesson20Resource A) to compare the structures and their functions ateach stage inthe life cycle. Use questions such asthese tohelp students with their comparisons.

▪ What structures of the Atlas moth do you observe at each stage in the life cycle?

▪ How do the structures change throughout the Atlas moth’s life cycle?

Use class discussion to review that, although the Atlas moth undergoes a series of changes during its life cycle, the structures of the moth are necessary for the moth to obtain energy and survive.

Emphasize that animals use structures and behaviors to obtain matter and can store energy from food in their bodies. Have students consider where the energy in food comes from.

► Where does the energy in food come from?

▪ Food can be animals, and we know that animals have stored energy in their bodies. So when one animal eats another animal, they take in that stored energy.

▪ Food can also be plants. I wonder if plants also store energy somehow.

Optional Homework

Students research an animal that stores energy for migration, hibernation, or metamorphosis. Examples of migratory animals include monarch butterflies, Chinook salmon, Adélie penguins, wildebeest, and Arctic terns. A wide variety of insect and amphibian species undergo metamorphosis.

Content Area Connection: English

If some or all students complete this optional homework, provide an opportunity for students to present their findings in a format that reinforces grade-level writing or speaking standards. Students may summarize their findings orally, with or without a visual, or they may share their findings in a written format, such as a list or labeled diagram showing the stages of the animal's metamorphosis.

Lessons 21–22 Sunlight Prepare

In this lesson set, students build on their knowledge of how animals obtain energy as they explore the Phenomenon Question

How does energy move through an ecosystem? In Lesson 21, students obtain information from video and text to deepen their understanding of photosynthesis from Concept 1. Students synthesize information from this and other sources to support claims about how plants obtain and use energy from sunlight. In Lesson 22, students model the flow of energy through an ecosystem, tracing the energy of humans and other animals through plants and ultimately to the Sun. Finally, students demonstrate what they learned in Concept 3 by completing a Conceptual Checkpoint.

Student Learning

Knowledge Statement

Sunlight is the original source of energy for virtually all living things.

Objectives

▪ Lesson 21: Gather evidence to support the claim that plants harness energy from sunlight.

▪ Lesson 22: Model the flow of energy through an ecosystem.

Concept 3: Life’s Energy

Focus Question

Where does life’s energy come from?

Phenomenon Question

How does energy move through an ecosystem?

Standards Addressed

Texas Essential Knowledge and Skills

Scientific and Engineering Practices

Recurring Themes and Concepts

English Language Proficiency Standards

Lesson 21

Objective: Gather evidence to support the claim that plants harness energy from sunlight.

Agenda

Launch (5 minutes)

Learn (32 minutes)

▪ Observe the Photosynthesis Process (12 minutes)

▪ Support Claims with Evidence (20 minutes)

Land (8 minutes)

Launch

5 minutes

Show students the radish plants grown with and without sunlight as well as several radish seeds for comparison. Explain that these plants grew in the same conditions except for one variable: sunlight. Tell students that the plants in cup A grew in sunlight, and the plants in cup B grew in darkness. Instruct students to use the comparison chart in their Science Logbook (Lesson 21 Activity Guide A) to record their observations of the plants in each cup.

Sample student response:

Radish Plants in Cup A

▪ Most have green leaves.

▪ Most have a red stem.

▪ Most have big leaves and a sturdy stem.

Radish Plants in Cup B

▪ Most have yellow leaves.

▪ Most have a white stem.

▪ Many have small leaves and a long, weak stem. Some are bent over and look dead.

Invite students to share their observations of each plant with the class. Then discuss the role of sunlight in the plants’ growth.

► How did sunlight affect the plants in cup A?

▪ The plants in cup A look healthier and more sturdy. They also have bigger, greener leaves.

▪ The plants that grew in sunlight have a red stem that looks like the color a radish stem should be. I wonder if sunlight helps make their stems turn red.

► How did the lack of sunlight affect the plants in cup B?

▪ The plants in cup B didn’t grow as much as the plants that got sunlight.

▪ The plants don’t look very healthy. Some of them look dead.

Point out that radishes, like many plants, are a source of matter and energy for animals that eat them. Explain that in this lesson, students will investigate how the relationship between sunlight and plants affects other living things as they explore the Phenomenon Question How does energy move through an ecosystem?

Learn 32 minutes

Observe the Photosynthesis Process

12 minutes

Ask students to revisit their learning about plants from Concept 1, focusing on the process of photosynthesis.

► What have we already discovered about photosynthesis?

▪ Photosynthesis happens in plants but not animals.

▪ Plants make food they use for growth through photosynthesis.

▪ During photosynthesis, carbon dioxide is absorbed and oxygen is released as waste.

▪ Photosynthesis only happens during the day.

Remind students that plants are producers because they make their own food through the process of photosynthesis.

Tell students they will learn more about how plants make their own food as they watch a video.

Spotlight on Knowledge and Skills

In Level 2, students identify plants as a producer and demonstrate that animals depend on plants for food (2.12B). In Level 4, students investigate producers to explain how they make their own food (4.12A).

English Language Development

Students will encounter the term producer throughout the module. Providing the Spanish cognate productor may be helpful. Ask students to share examples of organisms that are producers.

Play the photosynthesis video (http://phdsci.link/2390). Have students listen for claims that the narrator makes about sunlight. Ask students to record the claims on slips of paper, and then use the Snowball routine to have them share the claims with the class. Teacher Note

As students share, create a class claims chart on a whiteboard or a sheet of chart paper. Guide students toward the three claims: sunlight is energy, plants harness energy from sunlight, and energy flows from sunlight through all living things. Have students record these claims in their Science Logbook (Lesson 21 Activity Guide B).

Sample class chart: Claim Evidence from Video

▪ Sunlight is energy.

▪ Plants harness energy from sunlight.

▪ Energy flows from sunlight through all living things.

Support Claims with Evidence

Evidence from Other Sources

In the Snowball routine, students anonymously write a response or answer to a prompt or question on a piece of paper. Students crumple the paper into a “snowball” and then toss their snowballs around the room. After a short time, students select the snowball closest to them and prepare to share the response written on the paper with the class.

20 minutes

Distribute a copy of the video transcript to each student (Lesson 21 Resource B). Explain to students that they should look closely at the transcript to determine whether the information provides evidence to support the claims on the class chart. Demonstrate a targeted read to identify supporting evidence in the text. During the activity, tell students to record evidence next to each claim in their Science Logbook (Lesson 21 Activity Guide B).

► What evidence supports the claim that sunlight is energy?

▪ Light energy comes from the Sun.

▪ The transcript says that plants use light energy from the Sun.

► What evidence supports the claim that plants harness energy from sunlight?

▪ The video transcript says that plants make their own food from the Sun’s energy during photosynthesis.

▪ We learned that plants use light energy from the Sun to make food.

► What evidence supports the claim that energy flows from sunlight through all living things?

▪ When we eat things made by plants, our bodies use matter from those plants to help us function.

▪ We saw in the video that nearly everything we eat is either a food made by plants or an animal that eats plants.

Record this evidence on the class claims chart.

Sample class chart:

Claim Evidence from Video

▪ Sunlight is energy. ▪ “Plants use light energy from the sun...”

▪ Plants harness energy from sunlight.

▪ “...[P]lants can miraculously make their own food from the Sun’s energy in the process of photosynthesis.”

▪ “Plants use light energy from the Sun as well as a gas called carbon dioxide, along with water, to produce sugar which plants use as food.”

Evidence from Other Sources

▪ Energy flows from sunlight through all living things.

▪ “When we eat plants, our bodies use sugars from those plants to help us function.”

▪ “Nearly everything we eat is either a food made by plants, or an animal that eats plants.”

After students summarize evidence from the video that supports each claim, explain the importance of evaluating a claim using information from several sources.

Ask students to consider what they know from previous lessons in this module, previous modules, and other sources. Instruct students to use supporting evidence from these sources in their Science Logbook (Lesson 21 Activity Guide B). As needed, help students recall learning from previous lessons, or invite students to share experiences they may have that support these claims. Then have students use the Mix and Mingle routine to discuss their evidence. Students should carry their Science Logbook with them during the routine to record ideas as they discuss evidence with different partners.

Invite students to share their evidence from other sources, and record the evidence on the class claims chart.

Sample class chart:

Claim Evidence from Video Evidence from Other Sources

▪ Sunlight is energy.

▪ “Plants use light energy from the sun.”

▪ We know that light and heat are both indicators of energy. Sunlight has both of these indicators.

Content Area Connection: English

Videos and articles are a great source for students to obtain information. However, students must also learn to evaluate the information presented in such sources. As students build a foundation of scientific knowledge and experiences and as they evaluate new information, they should consider whether the new information makes sense and whether information from other sources supports it (4C).

▪ Plants harness energy from sunlight.

▪ “Plants can miraculously make their own food from the Sun’s energy in the process of photosynthesis.”

▪ “Plants use light energy from the Sun as well as a gas called carbon dioxide, along with water, to produce sugar which plants use as food.”

▪ We know that plants need light to grow.

▪ We saw that the radishes growing in the dark didn’t look healthy and were starting to die. The ones growing in sunlight had bigger leaves and strong red stems.

▪ Energy flows from sunlight through all living things.

▪ “When we eat plants, our bodies use sugars from those plants to help us function.”

▪ “Nearly everything we eat is either a food made by plants, or an animal that eats plants.”

▪ We saw how animals, including mice and bears, get energy from food. Food can be traced back to plants, and plants make their food by using energy from sunlight.

Check for Understanding

Students use evidence from multiple sources to support claims about the role of energy from sunlight in ecosystems.

TEKS Assessed

5.1E Collect observations and measurements as evidence.

5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students collect evidence (5.1E) from multiple sources to support the claims in the class chart. Students provide at least one piece of evidence from the video and one piece of evidence from another source to support the claim that sunlight is energy, plants harness energy from sunlight, and energy flows from sunlight through all living things (5.5E, 5.12A).

Next Steps

If students need support recording evidence for the claim that sunlight is energy, provide them with a list of energy indicators. Ask students if sunlight contains any of the indicators. If students need support recording evidence that plants harness energy from sunlight, ask students to observe the radish seeds grown in light and in darkness and compare their observations.

If students need support recording evidence that energy flows from sunlight through all living things, prompt students to recall examples from the lessons of animals obtaining energy. Help students trace the energy back through the food web to plants.

As a class, update the definition of photosynthesis to reflect students’ new understanding: photosynthesis is the internal process plants use to produce food that stores energy from sunlight.

Land

8 minutes

Revisit students’ plant investigations from Lesson 4. Give students time to observe and measure their investigation plants and to record this information in their Science Logbook (Lesson 3 Activity Guide). Invite students to share their observations from the investigation.

► Based on the data you gathered, what matter do plants need for growth?

▪ Our investigation tested whether plants need soil to grow. Both plants grew a lot. The plant in the paper towel isn’t as green, but it’s a little bit taller. This supports the claim that plants don’t need soil to grow.

▪ We sealed one of our plants in a bottle and squeezed out most of the air. The plant grew a little bit, but it is a lot smaller than the plant that got lots of air. This means that plants must need air to grow.

▪ We tested to see if plants need water to grow. The plant that got water is really tall, but the plant with no water barely grew at all. Our test supports the claim that plants need water for growth.

Summarize the results of students’ plant investigation by concluding that plants need air and water to grow

Display the radish plants from the Launch. Point out that the radish plants in cup B had access to air and water, but they do not look healthy. Ask students to explain the role of sunlight in plant growth.

Sample student responses:

▪ The plants in cup B had air and water, but they didn’t have energy from sunlight, so they couldn’t use the air and water to do photosynthesis and grow. That’s why they look unhealthy.

▪ The plants in cup A used energy from sunlight and matter from air and water to grow taller. They used some of the energy to grow, and the rest is stored in the plant’s body.

▪ Plants need both matter and energy to grow.

Teacher Note

If students’ results from the plant investigation do not support the claim that plants need air and water to grow, lead a discussion about possible reasons why their results do not support this claim. Have students reflect on their experimental designs and share what they would change if they repeated the experiment.

Teacher Note

Students may wonder how the radishes grown in the dark had energy to grow. Explain that when plants produce seeds, they store energy in them for young plants to use as they start growing. Point out that most seeds begin growing under the soil, where sunlight does not reach them, so the young plants use energy stored in the seed to start growing. Students may benefit from hearing about examples of seeds that humans and other animals use for energy, such as grains (e.g., rice and oats), legumes (e.g., peanuts and soybeans), or nuts (e.g., cashews and walnuts).

Remind students that animals often eat radishes as food. Tell students that animals that eat radishes, for example, are consumers. Remind students that a consumer is an organism that obtains its food by eating other organisms. Ask students to use evidence to predict which set of radish plants would provide more energy to a consumer that eats them.

Sample student responses:

▪ The plants in cup A would provide more energy than the ones in cup B because they received sunlight and stored some of that energy in their bodies.

▪ A consumer would get more energy from the plants in cup A because they are bigger and have more energy stored in them than the plants in cup B.

Tell students that in the next lesson they will apply their knowledge of energy flow in ecosystems to update the anchor model and anchor chart and to complete a Conceptual Checkpoint.

Optional Homework

Students observe a tree growing outside in their community and explain to someone at home how it uses and stores energy from sunlight.

Lesson 22

Objective: Model the flow of energy through an ecosystem.

Agenda

Launch (7 minutes)

Learn (33 minutes)

▪ Update Anchor Model (12 minutes)

▪ Update Anchor Chart (9 minutes)

▪ Conceptual Checkpoint (12 minutes)

Land (5 minutes)

Launch 7 minutes

Read page 17 of The Mangrove Tree (Roth and Trumbore 2011) to the class. Ask students to listen for evidence of energy in the mangrove tree ecosystem.

► What evidence does this passage offer to indicate that mangrove trees have energy?

▪ It says that the branches are used to fuel fires. We know that fuels have energy.

▪ Fires give off light and heat, which are indicators of energy. The wood must have energy stored in it.

► Where does the energy in the mangrove trees come from?

▪ The energy comes from the Sun.

▪ The trees store the Sun’s energy in their bodies.

► How do other organisms benefit from the energy the mangrove tree captures?

▪ The people make fires with branches from the mangrove trees so they can cook their food.

▪ Animals are consumers that get energy from eating the leaves of the mangrove trees.

▪ The mangrove trees provide food for animals, so people have more meat to eat and more milk to drink. The children are healthier because they have more food.

Highlight responses that mention how different organisms use the energy the mangrove trees capture. Explain that in this lesson, students will model the flow of energy through the mangrove tree ecosystem.

Content Area Connection: English

To ensure that students draw directly from the book and not just prior knowledge, ask them to briefly cite where in the text or illustration they found their answer. Students can cite explicit and/or implicit information from the text.

Learn 33 minutes

Update Anchor Model 12 minutes

Revisit the anchor model, and ask students how the people and animals of Hargigo get energy. As students respond, trace the path of energy through the components of the anchor model.

Sample student responses:

▪ The people eat milk and meat from the sheep and goats. They also eat fish.

▪ The sheep and goats get energy by eating the leaves of the mangrove tree.

▪ The big fish get energy by eating smaller animals in the water.

▪ The small animals in the water eat aquatic plants or even smaller animals.

► Where does the mangrove tree get energy?

▪ The mangrove tree gets energy from the Sun.

Update the anchor model by drawing a sun in the sky. Use student suggestions to add arrows representing the flow of energy from the Sun to plants and then to animals.

Then extend the discussion to decomposers.

► Should we show energy flowing to decomposers? Why or why not?

▪ Yes, we should show decomposers getting energy from dead things. Decomposers need energy to grow.

▪ Yes. If decomposers get matter from plants and animals they can get energy from them also.

Teacher Note

The anchor model updates for Concept 3 appear in blue. Blue lines represent the flow of energy, and many of them will overlap with existing black lines showing the movement of matter. In the classroom, consider using a yellow or orange highlighter to show the flow of energy through the ecosystem so that both lines are visible to students (4C).

Teacher Note

At this level the anchor model does not fully represent the flow of energy. Most of the energy in an ecosystem dissipates as thermal energy. Additionally, animals do not consume all energy-containing parts of an organism, such as bark, woody stems, bones, hooves, and hair.

Sample

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals. The mangrove tree is made of matter formed from water and carbon dioxide. Carbon dioxide gas and oxygen gas cycle between plants, animals, and air. Animal matter is formed with matter from food, which can be traced back to plants. Decomposers use matter from dead organisms as food and return matter to the environment where it can be used by other organisms. Some animals inherit structures and behaviors that help them find food, and some animals learn how to find food to survive. Plants store energy from sunlight through the process of photosynthesis. The energy stored in plant matter is transferred to animals that eat plants and then to animals that eat other animals.

Update Anchor Chart 9 minutes

Ask students to reflect on the updates to the anchor model.

► Why did we add a sun in the sky?

▪ We added the Sun to our model because all the energy in the ecosystem comes from sunlight.

► Why did we add arrows representing the flow of energy?

▪ We added arrows to show how energy flows from the Sun to producers and then to consumers and decomposers.

▪ We added arrows to show how animals don’t just get matter from their food. They also get energy.

▪ The arrows show that plants get energy from the Sun to make food and grow. Animals need energy from food to move, grow, repair injuries, and stay warm.

Add the heading Life’s Energy to the anchor chart, and use student responses to summarize new knowledge.

Sample anchor chart:

Life’s Matter

• Living plant matter is formed with matter from carbon dioxide and water.

• Animal matter is formed with matter from food.

• Most animal matter can be traced back to carbon dioxide and water (through plants).

• Decomposers use matter from dead organisms as food and return matter to the environment where it can be used by other organisms.

• The nutrients in soil help plants function and stay healthy.

• Matter cycles within an ecosystem between organisms and the environment.

• Some animals inherit structures and behaviors that help them find food, and some animals learn how to find food to survive.

Life’s Energy

• Plants capture energy from the Sun and use it to make food and grow.

• Animals get energy from food.

• Animals use energy for growth, body repair, and movement and to maintain body warmth.

• Energy flows through an ecosystem from the Sun to plants and then to animals and decomposers.

Conceptual Checkpoint 12 minutes

Inform students that they will complete a Conceptual Checkpoint to demonstrate their knowledge of energy flow in ecosystems. Display the food web (Lesson 22 Resource A). Distribute a color copy of the food web to each student. Inform students that they will use the food web to complete the Conceptual Checkpoint. Read aloud the text at the top of the page.

Teacher Note

Clarify for students that the food web does not represent all species in the Amazon rainforest ecosystem, nor does it include all the feeding interactions for the species shown.

Jaguar

Spider monkey

Brazil nut tree Palm tree

Agouti Macaw

Next, display the Amazon rainforest images and read the accompanying text aloud (Lesson 22 Resource B).

Extension

Consider introducing students to the term deforestation to describe the human activity of clearing forested land. Students can discuss the impact deforestation has on the environment, such as habitat loss, disrupted energy flow and matter cycling, species becoming endangered or extinct, and pollution. For current data on deforestation and its causes, visit the Global Forest Watch website (http://phdsci.link/2402).

Ask students what they notice about the photographs.

Sample student responses:

▪ The photograph from 1986 has a lot more green areas than the one from 2001.

▪ People removed a lot of trees from the forest.

Build on student responses to confirm that there were fewer trees in the Amazon rainforest in 2001 than there were in 1986.

Instruct students to observe the food web and then to respond to the prompts on their Conceptual Checkpoint (Lesson 22 Resource C).

► Observe the food web. Write a prediction that describes how energy flow in the ecosystem will change if there are fewer trees in the Amazon rainforest.

▪ I predict that when there are fewer trees in the Amazon rainforest, the energy flow in the ecosystem will decrease.

► Use evidence from the food web model to support your prediction.

▪ Trees store energy from sunlight during photosynthesis. The trees use some of that energy for their own needs. The agouti, spider monkey, and macaw also get their energy from the trees when they eat leaves and other plant parts. The jaguar gets energy when it eats the agouti, spider monkey, or macaw. Plants store energy, so there is less energy available to flow to all organisms in the food web when there are fewer trees.

Differentiation

If students need support to write a prediction and provide evidence for their thinking, ask students to focus on one interaction between a plant and animal from the food web (e.g., palm tree and macaw). Then ask students to think about how the energy flow would change if there were fewer trees in the ecosystem.

Conceptual Checkpoint

This Conceptual Checkpoint assesses students’ understanding of the Concept 3 Focus Question: Where does life’s energy come from? Students should demonstrate an understanding of how energy captured by plants is the basis for all energy flow through an ecosystem.

TEKS Assessed

5.3A Develop explanations and propose solutions supported by data and models.

5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

Evidence

Students use the food web model (5.3A) to predict that fewer trees in the Amazon rainforest decreases energy flow through the ecosystem (5.12B).

Next Steps

If students need support to predict how energy flow will change, revisit the class anchor model. Ask students to predict how energy flow in the mangrove tree ecosystem would change if the mangrove tree was removed. Then assist students in transferring their understanding to the Amazon rainforest ecosystem.

Students use the food web model to explain (5.3A) that less energy will be available to other species in the Amazon rainforest if there are fewer trees (5.12B) because energy flow in the ecosystem begins by plants storing energy (5.5E).

If students need support to predict how energy flow will change, direct students to compare the Amazon rainforest images. Ask students to analyze the food web and determine which species were visibly reduced in the 2001 image (i.e., trees). Then cover the tree photos on the food web and ask students how the ability of the other organisms to obtain energy will change if trees are removed.

Land5 minutes

Revisit the Phenomenon Question How does energy move through an ecosystem? Direct student attention back to the anchor model, and point out the many relationships students uncovered within a single ecosystem. Ask students to consider what would happen to the flow of energy if components of the ecosystem changed.

► What might happen if we removed one of the organisms from the anchor model?

▪ If the organism is a food source for other animals, those animals might not get enough matter and energy.

▪ If the mangrove tree was removed, almost all the animals would be affected.

► What might happen if we added a new organism to the anchor model?

▪ I think a new kind of animal could take matter and energy from other animals.

▪ I don’t think one more organism would make much of a difference.

▪ I think the new organism would become part of the food web. It would eat some things, but it might also get eaten by others.

Emphasize that each organism in an ecosystem depends on other living things and that the health of the ecosystem as a whole depends on these interactions. Explain that in the next lesson, students will explore what happens after the introduction of a new organism into an ecosystem.

Lesson 23 Healthy Ecosystems

Prepare

Throughout the module, students have built an understanding of how matter cycles and energy flows through plants, animals, decomposers, and the environment in an ecosystem. In Lesson 23, students synthesize this knowledge to distill the concept of healthy ecosystems. After modeling a change in the balance of an ecosystem, students combine information from data and selected texts to describe how the emerald ash borer species is changing the health of ecosystems in North American forests. This sets the stage for the engineering challenge introduced in Lesson 24.

Student Learning

Knowledge Statement

Introduced species can change the health of an ecosystem.

Objective

▪ Lesson 23: Explain how an organism can affect the ability of other organisms to meet their needs.

Application of Concepts Task

Preparation for Engineering Challenge

Phenomenon Question

How can the health of an ecosystem change?

Scientific and Engineering Practices

Recurring Themes and Concepts

English Language Proficiency Standards

Lesson 23

Objective: Explain how an organism can affect the ability of other organisms to meet their needs.

Agenda

Launch (8 minutes)

Learn (32 minutes)

▪ Describe Ecosystem Health (5 minutes)

▪ Learn About the Emerald Ash Borer (4 minutes)

▪ Analyze Ash Tree Data (10 minutes)

Launch 8 minutes

Explain that students will use the analogy of a web to model the mangrove tree ecosystem. Divide the class into groups of approximately 10 students each, and have each group stand in a circle. Assign one student in each group to pass around a ball of yarn once the activity begins. Distribute name tags to the remaining students so that each represents an organism from the mangrove tree ecosystem.

Explain that the yarn will represent feeding interactions in the ecosystem. Begin with a consumer, such as the human or big fish. Hand the students representing the organism a ball of yarn. Ask the class where this organism gets the matter it needs to grow. Students can respond chorally or by pointing to the student who represents the next organism. The first student continues to hold the end of the yarn as the ball is passed to the student representing the second organism. Ask the class where this second organism gets matter.

When the yarn arrives at a plant, the yarn can be passed to a student representing a decomposer. Point out that although plants do not feed on decomposers because plants are producers that make their own food, they rely on decomposers to release carbon dioxide and other matter needed for growth and functioning. When the yarn reaches a decomposer, the yarn can be passed to any other organism because decomposers grow by using matter from dead organisms and their waste. The cycle begins again, and groups continue to pass the yarn around until it forms a web by reaching every student at least once.

▪ Read About Ecosystem Impacts (13 minutes)

Land (5 minutes)

Teacher Note

For small groups, combine the roles of small aquatic animals such as the shrimp and crab. For large groups, divide the role of decomposers into fungi and bacteria.

Sheep

Decomposers Shrimp

Tell groups they will model how the ecosystem might change if one species was removed. Focus on aquatic plants as an example.

► What could cause all the aquatic plants in an ecosystem to die?

▪ The water could dry up.

▪ Pollution in the water could kill them.

▪ Something might eat them. If the population of crabs or shrimp grew a lot, they might eat all the aquatic plants.

Agree that several different factors could remove aquatic plants from the ecosystem. Explain that groups will use their yarn webs to represent the effects of removing aquatic plants. Identify the aquatic plants, and tell students representing those plants to drop their yarn. Next, identify the organisms that eat aquatic plants, and tell students representing those organisms to drop their yarn. Then identify organisms that eat consumers of aquatic plants, and tell students representing those organisms to drop their yarn as well. Continue until all relevant organisms in the ecosystem have been affected. Reflect with students on the drastic change in the amount of food available to those organisms.

Introduce the Phenomenon Question How can the health of an ecosystem change? Explain that in this lesson, students will continue exploring how organisms within an ecosystem affect one another.

Extension

Students can create another model and select another variable to change, such as removing a different organism, adding an organism, or changing one species’ population size. They can also create a similar model for a local ecosystem, researching organisms and their food sources as needed.

Learn 32 minutes

Describe Ecosystem Health 5 minutes

Explain that ecologists often use terms such as health or balance to describe the state of an ecosystem. Ask students to use evidence from their yarn webs to describe the health of the mangrove tree ecosystem.

► When was the ecosystem healthy? Why?

▪ Before the aquatic plants died, all the animals had food to eat.

▪ In the first model we made, the ecosystem was healthy. All the organisms had the matter and energy they needed.

► When was the ecosystem less healthy? Why?

▪ When the aquatic plants died, the ecosystem went out of balance. All the animals that ate aquatic plants ran out of food. Then the animals that ate those smaller animals ran out of food.

▪ When aquatic plants were removed, all the organisms were affected. Even the decomposers would have fewer dead plants and animals to decompose. Other plants might not have as many nutrients to use.

▪ When the producers were removed, the consumers didn’t have enough food to eat.

► What do you think it means for an ecosystem to be healthy?

▪ An ecosystem is healthy when everything in the food web has enough to eat.

▪ In a healthy ecosystem, all the organisms have the matter and energy they need to live.

▪ I think it also means that one population doesn’t get too big and eat too much food.

Review the ideas that organisms can only survive in environments in which their needs are met and that organisms rely on each other and the environment to obtain the matter and energy necessary for life. Tell students that many ecologists consider an ecosystem to be balanced or healthy when its web of interactions is stable. This means that many species can meet their needs without the ecosystem changing too much.

Ask students to reflect on the yarn web used to represent the health of the mangrove tree ecosystem.

► What are the limitations of this model?

▪ Some organisms get matter and energy from more than one organism. For example, if humans don’t have as many fish to eat, they might be able to eat more sheep and goats.

▪ There are other organisms in Hargigo we didn’t show, like other plants on land.

▪ It only shows feeding interactions. Removing aquatic plants would affect the ecosystem in other ways, like having less oxygen for animals to use.

Acknowledge the complexity and challenges of modeling the health of an ecosystem.

Learn About the Emerald Ash Borer 4 minutes

Explain to students that the introduction of a new species is another factor that can change the health of an ecosystem.

Remind students that mangrove trees do not naturally grow in some of the places Dr. Sato planted them. If needed, reread pages 3 and 5 from The Mangrove Tree (Roth and Trumbore 2011), and then read page 7.

► Why did Dr. Sato plant mangrove trees on the shore of the Red Sea?

▪ There was not enough food. The animals and families were starving. The mangrove tree would provide food for the animals, which meant more food for people.

▪ Most plants couldn’t grow in Hargigo because it’s too dry and dusty. The mangrove trees could grow in the salty seawater.

Agree that a new organism, the mangrove tree, was introduced in Hargigo to help the people and other animals in the village. Explain that nonnative organisms can be introduced to places for a variety of reasons. Some are introduced by humans intentionally, as the mangrove tree was. Others are introduced accidentally.

Teacher Note

If students mentioned an invasive or introduced species in the Launch discussion, highlight those responses as examples.

Tell students they will observe another organism that is new to its current ecosystem. Display the photograph of an emerald ash borer (Lesson 23 Resource A), but do not tell students what it is.

► What do you notice about this organism?

▪ It looks like a type of insect.

▪ It is shiny green with a little bit of yellow.

▪ It has large black eyes.

▪ It might have wings.

► What do you wonder about the organism?

▪ What does it eat?

▪ How large is it?

▪ How did it arrive to the new ecosystem?

▪ Where does it live? Does it live in our state?

After students share, inform them that the photograph shows a type of beetle called an emerald ash borer.

Explain that students will learn about how the emerald ash borer affects the health of certain ecosystems in North America. They will then compare these effects to those of the mangrove trees in Hargigo.

Analyze Ash Tree Data 10 minutes

Explain that arborists, specialists who care for trees, first detected the emerald ash borer living in the United States in 2002. Inform students that humans accidentally introduced the emerald ash borer to North America. Scientists noticed that ash trees were present in many ecosystems where the beetle

Teacher Note

Background for teachers: The emerald ash borer (EAB) is a beetle from northeastern Asia. It was unintentionally introduced to the United States in the 1990s, most likely in a cargo ship or airplane that was carrying wood, and was first discovered in Michigan in 2002. Adult emerald ash borers lay eggs on ash trees, in cracks in the bark. Larvae hatch and feed on the inner bark of the tree. The damage disrupts the tree’s water and nutrient transportation systems, eventually killing the tree. EAB is still spreading across the United States and Canada.

was found. Inform students that they will analyze data about ash trees and that the data could provide evidence about the effects emerald ash borers have on the ecosystems in which they live.

Direct students to the data table that shows data for live ash trees (NPS 2017a) in their Science Logbook (Lesson 23 Activity Guide A). Explain that this table shows the estimated number of living ash trees in national parks in the Washington, DC, area. Tell students that scientists think that the number of emerald ash borers has since increased.

Content Area Connection: Mathematics

Challenge students to use their rounding skills to estimate the difference in the population of the trees at a given park. Ask questions such as “What place would you round to before finding the difference? Hundreds? Thousands? Ten thousands? Why?”

Have students analyze the data table in their Science Logbook (Lesson 23 Activity Guide A) to identify patterns. Encourage students to annotate the table to show their thinking. Discuss students’ findings as a class.

► What patterns do you notice in the data?

▪ Most of the parks had fewer live ash trees in 2014 through 2017 than in 2010 through 2013.

▪ The number of ash trees changed by different amounts. For example, the ash trees in National Capital Parks–East went down by 43,256 trees, and Rock Creek Park went down by 605 trees.

▪ Two parks did not have a decrease in ash trees: Prince William Forest and Wolf Trap.

► What effects might the emerald ash borer have on ash trees?

▪ I think the emerald ash borers kill the ash trees somehow. The total number of ash trees decreased a lot in the Washington, DC, area.

► Does the data set prove that emerald ash borers cause ash trees to die? What other evidence would support that claim?

▪ No, the data set does not prove the claim. We would need to know about other variables in the ecosystem. Something else could be causing ash trees to die, like a drought or other organisms.

▪ Are other trees dying or just ash trees? If many kinds of trees are dying, there might be another cause.

▪ Are there emerald ash borers in the Prince William Forest and Wolf Trap parks? If those are the only two parks without ash borers, it would support the claim that ash borers kill the ash trees.

▪ How does the emerald ash borer interact with ash trees? Can a small insect kill a tree?

Point out that events occurring at the same time may or may not have a cause and effect relationship, and students will need to gather more information to understand whether emerald ash borers can cause ash trees to die.

Read About Ecosystem Impacts 13 minutes

Introduce the article “Emerald Ash Borer Invasion of North American Forests” (Rice and Klooster 2014) (Lesson 23 Resource B). Display the article or provide students with a copy, and then read both excerpts to the class. While reading, pause after key details and ask students to orally paraphrase the idea with a partner.

English Language Development

After reading aloud an important word that is likely unfamiliar to students, stop and briefly define the term and provide an example sentence. Then reread the text’s sentence without interruption and continue reading. Unfamiliar terms that are important to students’ understanding of this article may include larvae, circulatory system, integral, extinction, exclusively, temporarily, toxic, and canopy gaps. English learners may benefit from additional vocabulary supports such as images illustrating these terms (4F).

After reading the excerpts, ask students to complete the chart in their Science Logbook (Lesson 23 Activity Guide B) by recording examples of how different organisms are affected by the emerald ash borer. Keep the article visible so students can refer to the text.

Sample student response:

Organism How does the emerald ash borer affect this organism?

Ash tree Larvae eat the inner bark of the tree, which cuts off the tree’s circulation. Trees can die within a few years.

Insects and spiders

Many insects and spiders get food and shelter from ash trees. Some species only eat ash trees. These species may become extinct because they will not have food.

Teacher Note

Consider allowing students who need writing supports to annotate a copy of the article instead of writing in their science logbooks. Students can circle the organisms affected by the emerald ash borer and underline the effects. Ensure that these students orally describe the effects in their own words; speaking about the effects will help students process the information.

Woodpeckers and some other birds

Caterpillars and butterflies

These birds get food and shelter from dead ash trees. For a while, they may have more food and shelter because there are more dead ash trees.

When ash trees die, more sunlight can reach the ground. This can cause some plants to become more toxic. Caterpillars that eat those plants may die.

Explain that students will combine information from the article about the emerald ash borer and the data on living ash trees in the Washington, DC, area to explain how the beetle affects other organisms.

► What other changes might the emerald ash borer cause in an ecosystem?

▪ Other animals might be consumers of emerald ash borers. So, those other animals might actually have more food.

▪ For a while, the soil might have more nutrients because decomposers would decompose the dead ash trees.

► How might the emerald ash borer have different effects in different ecosystems?

▪ It would probably kill ash trees in any ecosystem that has ash trees.

▪ Are there ash trees in Asia? Can the emerald ash borer eat different types of trees? In ecosystems without ash trees, it might not kill so many trees.

▪ Different ecosystems have different species of plants and animals. For example, the emerald ash borer would only affect woodpeckers in ecosystems that have woodpeckers.

▪ Ecosystems with a lot of ash trees may become unstable faster than ecosystems with just a few ash trees.

Point out that the article and the data from the Washington, DC, area national parks each describe different ecosystems. However, some patterns in the emerald ash borer’s effects remain consistent across ecosystems with ash trees.

Land5 minutes

Inform students that they will compare the effects of the emerald ash borer and the mangrove tree on the ecosystems into which they were introduced. Have students contrast the effects of the two organisms by using a collaborative conversation routine such as Inside–Outside Circles or Think–Pair–Share.

As students share, capture their ideas on the whiteboard or a piece of chart paper.

Teacher Note

Consider revisiting The Mangrove Tree. Focus on reading the right side of the book to remind students of the effects the introduction of the mangrove tree had on the Hargigo ecosystem (4F).

Sample class chart:

Effects of Moving Emerald Ash Borer to North America Effects of Humans Planting Mangrove Trees in Hargigo Ecosystem

▪ Kills ash trees

▪ Causes many insects to have less food

▪ Causes some animals to have less shelter, but some birds have more shelter for a while

▪ Harms many organisms, and some may become extinct

▪ Does not kill other organisms (that we know of)

▪ Provides food for animals that eat plants and animals that eat those animals

▪ Provides shelter for some animals

▪ Helps many organisms, including people

Direct students to respond to the questions in their Science Logbook (Lesson 23 Activity Guide B).

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

▪ The emerald ash borer kills ash trees. So areas with lots of ash trees no longer have as many trees left.

▪ When the ash trees die, other organisms may not have food or a home to live in, and plants may not have the nutrients they need from the ash trees.

▪ The dead ash trees may provide matter for decomposers, and the emerald ash borer may become food for other organisms.

► How did the introduction ofmangrove trees affect the Hargigo ecosystem?

▪ The mangrove tree leaves are a source of food for the goats and many animals living in the water.

▪ The mangrove tree provides shelter and food for organisms, including humans. Since the goats are able to eat more, the humans are able to eat healthier goats.

▪ Maybe the mangrove tree roots will grow where aquatic plants used to grow and then those plants will no longer have a place to live in the ecosystem.

Check for Understanding

Students develop an explanation to describe the effects of humans introducing emerald ash borers and mangrove trees into an ecosystem.

TEKS Assessed

5.3A Develop explanations and propose solutions supported by data and models.

5.12C Describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

Evidence

Students use evidence (5.3A) to explain that the mangrove tree has an overall positive effect on the Hargigo ecosystem by describing the effects the tree has on other organisms (5.12C).

Students use evidence (5.3A) to explain that the emerald ash borer has an overall negative effect on organisms in North American ecosystems (5.12C).

Students identify that human activity can be beneficial or harmful to an ecosystem (5.12C).

Next Steps

If students are unable to describe the effects of the emerald ash borer on the mangrove trees or other organisms, reread the excerpts from the emerald ash borer article or The Mangrove Tree in a small group. After reading about an effect on organisms, have students draw a model of the relevant interactions of those organisms and describe the resulting effects.

Lead a discussion to guide students to the understanding that, based on the evidence the class gathered, the mangrove tree has an overall positive effect on the health of the Hargigo ecosystem, while the emerald ash borer has an overall negative effect on the health of North American forest ecosystems.

Explain that the emerald ash borer is an example of an invasive species, or a species that is not native to an ecosystem (that is, it arrived from a different ecosystem) and has the tendency to spread rapidly and disrupt the health of the ecosystem.

Spotlight on Knowledge and Skills

Introduced species can affect many organisms in the environment where they are introduced and in different ways. Clarify for students that an introduced species can positively affect some organisms while negatively affecting others, so determining whether an introduced species is beneficial to an ecosystem’s health is a matter of perspective (5.12C).

English Language Development

Introduce the term invasive species explicitly. Providing the Spanish cognate especie invasora may be helpful. Explain that invade (verb) means the act of taking over an area. Consider having students act out an invasion and take over an area of the classroom to help them visualize the concepts of invasion and invasive species.

Introduce students to the next Phenomenon Question: How can we reduce the damage an invasive species causes to an ecosystem? Explain that in the next lesson, students will participate in an engineering challenge to develop solutions that could protect the health of North American forest ecosystems from the effects of the emerald ash borer.

Optional Homework

Students research invasive species in their local area and share what they find with someone at home.

Lessons 24–26 Reducing the Impact of Invasive Species Prepare

In the previous lesson, students learned about invasive species and their capacity for ecosystem disruption. In Lessons 24 through 26, students participate in an engineering challenge by applying their knowledge of cause and effect relationships in ecosystems to develop solutions to reduce the negative impact of an invasive species. In Lesson 24, students conduct research and define the problem to solve. In Lesson 25, students put their research into action, considering criteria and constraints as they generate and select possible solutions. In Lesson 26, students present their solutions to peers, respectfully critique one another’s solutions, and discuss ways to improve their designs. Students conclude the challenge by creating an action plan that describes how their solutions might move through the full engineering design process.

Student Learning

Knowledge Statement

Reducing the impact of invasive species can protect the health of an ecosystem.

Application of Concepts

Task

Engineering Challenge

Phenomenon Question

How can we reduce the damage an invasive species causes to an ecosystem?

Objective

▪ Lessons 24–26: Apply the engineering design process to research, propose, and reflect on solutions to reduce the impact of an invasive species on an ecosystem.

Standards Addressed

Texas Essential Knowledge and Skills

3.12B Identify and describe the flow of energy in a food chain and predict how changes in a food chain such as the removal of frogs from a pond or bees from a field affect the ecosystem. (Reviewed)

4.12B Describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers. (Reviewed) 24, 25

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem. (Addressed)

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web. (Addressed)

5.12C Describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem. (Addressed)

Scientific and Engineering Practices

5.1A Ask questions and define problems based on observations or information from text, phenomena, models, or investigations.

5.1B Use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems.

Scientific and Engineering Practices (continued)

5.1C Demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency–approved safety standards. 24, 25

5.3B Communicate explanations and solutions individually and collaboratively in a variety of settings and formats.  24, 25, 26

5.4A Explain how scientific discoveries and innovative solutions to problems impact science and society.  24, 25, 26

Recurring Themes and Concepts

5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

5.5D Examine and model the parts of a system and their interdependence in the function of the system.  24, 25

5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.  24, 25, 26

5.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.  24, 25, 26

English Language Proficiency Standards

3E Share information in cooperative learning interactions.

Lesson 24

Objective: Apply the engineering design process to research, propose, and reflect on solutions to reduce the impact of an invasive species on an ecosystem.

Agenda

Launch (8 minutes)

Learn (30 minutes)

▪ Define a Problem (5 minutes)

▪ Conduct Research (25 minutes)

Land (7 minutes)

Launch 8 minutes

Teacher Note

Review the Engineering Challenge rubric (Lesson 24 Resource A) before beginning Lesson 24. Use the rubric to assess students throughout the Engineering Challenge. This assessment serves as the summative assessment for the standards addressed in these lessons. Additional Checks for Understanding identify additional points of evidence to consider. Look and listen for evidence of student engagement in each stage of the engineering design process.

Introduce the Phenomenon Question How can we reduce the damage an invasive species causes to an ecosystem? Ask students to recall the negative effects of the emerald ash borer on ecosystems that contain ash trees. Explain that in upcoming lessons, students will participate in an engineering challenge and develop solutions to reduce these effects.

Have students review the engineering design process diagram in their Science Logbook (Lesson 24 Activity Guide A) and briefly describe the stages to a partner.

Read the afterword (pages 26–31) of The Mangrove Tree (Roth and Trumbore 2011) to the class and have students listen for ways Dr. Sato used the engineering design process.

As they listen, students can use a nonverbal signal to indicate when they hear a relevant detail. Periodically pause to allow students to point out their detail and explain how it relates to one of the engineering design process stages.

Content Area Connection: History

Students can learn more about the Manzanar War Relocation Center, where Gordon Sato lived as a teenager during World War II. Resources such as “Japanese Americans at Manzanar” by the National Park Service (2015) (http://phdsci.link/1194) describe the forced internment of Japanese Americans during World War II and daily life in Manzanar. Learning more about Manzanar can help students appreciate the importance of Gordon Sato growing corn to feed his family in the desert environment.

Sample student responses:

▪ Dr. Sato wanted to solve the problem of people in Eritrea not having enough food. This relates to the Ask stage because he was defining the problem.

▪ For the Imagine stage, Dr. Sato imagined the solution of using mangrove trees to provide food when he saw a camel eating the leaves of a native mangrove tree.

▪ He did experiments to learn what nutrients mangrove trees needed to grow in seawater. Research is part of the Imagine stage.

▪ He used the Share stage when he shared what he knew about growing mangrove trees with people in Hargigo. Those people helped plant about one million mangrove trees.

▪ In Mauritania, Dr. Sato’s team learned they did not need to irrigate the trees because the roots got water from under the ground. This is part of the Improve stage because they found a way to make their design better.

▪ Dr. Sato is using what he learned to think about the new problem of how to grow mangrove trees in deserts. That is part of the Ask stage because he is defining a new problem, but it could also relate to the Imagine stage because he is brainstorming solutions.

Point out that although The Mangrove Tree does not include many details about how Dr. Sato’s team engaged in the Plan and Create stages, such a complex project likely required significant planning, prototyping, and testing.

Tell students they will focus on the Ask, Imagine, and Plan stages of the engineering design process to explore solutions to problems caused by the emerald ash borer.

Learn

30 minutes

Define a Problem 5 minutes

Review with students that the engineering design process usually begins by defining the problem in the Ask stage. Give students the example question: How does the emerald ash borer affect how matter cycles through the ecosystem? Point out that the question relates to the emerald ash borer and

Teacher Note

If the emerald ash borer is not present in local ecosystems, students may choose to focus their solutions on preventing the species’ spread. If desired, focus the engineering challenge on a different invasive species and its effects on a local ecosystem.

its effect on how organisms interact with matter in the forest ecosystem. Prompt students to define problems that include specific information about biotic and abiotic factors in the ecosystem and how they interact with the emerald ash borer. Remind students that the emerald ash borer kills ash trees and the absence of ash trees affects other organisms in the ecosystem. Have students define a problem using their knowledge of the emerald ash borer from the text and of organisms in the ecosystem from the modeling activity in the previous lesson. Tell students to record the problem in the Ask section of their Science Logbook (Lesson 24 Activity Guide B).

Sample student responses:

▪ Emerald ash borers kill ash trees by eating the trees’ inner bark.

▪ Removing ash trees also causes problems for other organisms like spiders and butterflies. It hurts the health of the ecosystem.

Check for Understanding

Students use information from texts to define a problem that the emerald ash borer causes in its ecosystem.

TEKS Assessed

5.1A Ask questions and define problems based on observations or information from text, phenomena, models, or investigations.

5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

Evidence

Students use a model and information from texts to define the problem (5.1A) of the emerald ash borer killing ash trees. Students identify that this causes (5.5B) changes in the cycling of matter in the ecosystem (5.12B).

Next Steps

If students need support defining the problem, review how the emerald ash borer affects ash trees, as well as how other organisms are affected by the loss of ash trees. Ask students to choose one organism affected by this change and describe how the change affects that organism’s ability to obtain matter.

Through discussion, develop a class statement to describe the problem. Record the class problem on a piece of chart paper.

Sample problem:

▪ The emerald ash borer is causing ash trees in North America to die. This removes food and shelter for many other species and damages the health of the ecosystems here.

Conduct Research 25 minutes

Remind students that the Ask stage also includes identifying criteria and constraints. Suggest that before students complete this task, they should move to the Imagine stage and research the emerald ash borer to gather more information. Point out the two-sided arrows in the engineering design process diagram (Lesson 24 Resource B), and remind students that engineers often move back and forth between stages of the engineering design process.

► How could we research information about the emerald ash borer?

▪ We could do experiments with emerald ash borers and ash wood.

▪ We could read information from books or the internet to learn more about it.

Inform students they have access to online and printed resources for research (see Lesson 24 Resource C). Prompt students to engage in a collaborative conversation routine such as Think–Pair–Share to discuss what they already know about how the emerald ash borer interacts with biotic and abiotic factors in the forest ecosystem. Explain to students that information about how the emerald ash borer interacts with the ecosystem can inform solutions that lessen the negative impact of the species on the ecosystem. Discuss the focus for students’ research.

► What information could help us design a solution to the problem?

▪ We could find out what can kill the emerald ash borer. Killing all the beetles could solve the problem.

▪ Is there a way to remove the emerald ash borers from the trees? This might save the trees.

▪ Is it possible to stop the emerald ash borers from getting to more trees? That could stop the problem from getting worse.

▪ We could learn about solutions other people have tried and see how those worked.

Content Area Connection: English

During their research, students can apply strategies for referencing multiple sources, locating answers to a question efficiently, paraphrasing information in notes, and citing sources. Before students read, note that they may encounter some unfamiliar words or words with multiple meanings in the texts. Remind students to read for comprehension and to stop and confer with peers as needed, even if this means they will read at a slower pace than they would in a more familiar text. Choose a short excerpt from one of the research texts and model how to use context and/ or morphological clues to figure out the meaning of a word.

Help students develop several research questions, and tell students to record them in the Imagine section of their Science Logbook (Lesson 24 Activity Guide B).

Check for Understanding

Students develop research questions about how the emerald ash borer interacts with biotic and abiotic factors to determine its impact on the ecosystem.

TEKS Assessed

5.1A Ask questions and define problems based on observations or information from text, phenomena, models, or investigations.

5.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

Evidence

Students develop research questions (5.1A) that describe how emerald ash borers interact with biotic and abiotic factors (5.12A) to determine the impact the changes have on the forest ecosystem (5.5G).

Next Steps

If students need support developing a research question, ask them to identify a biotic or abiotic factor that the emerald ash borer interacts with. Ask students to identify information about this interaction needed to develop solutions that reduce the impact of the emerald ash borer.

Sample research questions:

▪ Is there a way to remove the emerald ash borers from an ecosystem without killing them?

▪ How does the emerald ash borer get to new trees?

▪ What solutions have people tried, and how did those work?

Introduce students to the texts they will use, and then review classroom guidelines for text-based research. Have students work in small groups as they research, and ask them to record notes in the Imagine section of their Science Logbook (Lesson 24 Activity Guide B). Circulate to support their work.

Differentiation

When forming groups, consider the needs of each student, and develop groups with a variety of abilities and interests (3E).

Land

7 minutes

Have students share key research findings by using the Give One–Get One–Move On routine.

On sticky notes or index cards, tell students to write brief notes about two or three key ideas from their research, focusing on knowledge that could help them design solutions to the problem. Then have students circulate to share the information with peers.

Explain that students will use the information from their research to develop solutions in the next lesson.

Optional Homework

Students research the effects of emerald ash borers on local ecosystems to date, if any.

Teacher Note

In the Give One–Get One–Move On routine, students engage in these steps:

▪ Students record key ideas on index cards or sticky notes.

▪ Students circulate and locate a partner with whom to share their key ideas.

▪ Announce “Give One” to indicate that students should share an idea and “Get One” from another student.

▪ Announce “Move On” to indicate that students should circulate again to find a new partner and repeat the process, explaining the new idea to the new partner.

This routine encourages students to distill key ideas and builds students’ knowledge through discussion with multiple peers (3E).

Lesson 25

Objective: Apply the engineering design process to research, propose, and reflect on solutions to reduce the impact of an invasive species on an ecosystem.

Agenda

Launch (3 minutes)

Learn (30 minutes)

▪ Identify Criteria and Constraints (8 minutes)

▪ Generate Solutions (15 minutes)

▪ Select a Solution (7 minutes)

Land (12 minutes)

Launch

3 minutes

Ask students to imagine the best- and worst-case scenarios involving the emerald ash borer in North America.

Sample best-case scenario responses:

▪ The emerald ash borer would be completely removed from North American ecosystems.

▪ Ash trees would grow back.

▪ Species that need ash trees for food and shelter would be able to meet their needs.

Sample worst-case scenario responses:

▪ All the ash trees in North America would die. Then emerald ash borers might die too, but if they can eat other trees, they might start killing another type of tree.

▪ Other species that can only eat ash trees or use them for shelter would become extinct.

▪ Many animals wouldn’t have enough food if ash trees and some animal species die out. Animal populations would get smaller.

▪ Other plants could also have problems. Getting too much sunlight could hurt them or make them produce toxic substances that kill caterpillars.

Learn 30 minutes

Identify Criteria and Constraints 8 minutes

Explain to students that they will use what they have learned about the emerald ash borer through lessons and their research to identify the criteria and constraints for their solutions.

Criteria should incorporate the successes of the best-case scenarios and avoid the problems of the worst-case scenarios.

Teacher Note

If necessary, review the meanings of the terms criteria and constraints

As a class, develop the criteria for solutions.

Record criteria on a piece of chart paper as students record them in the Ask section of their Science Logbook (Lesson 24 Activity Guide B). To facilitate students’ thinking about criteria, ask questions such as the following:

► What would stop the problem from getting worse?

▪ Once emerald ash borers are detected in a tree, it may be too late to save that tree. But we could stop the insects from spreading to other trees.

▪ Emerald ash borers have not spread to every part of North America yet. We might be able to stop them from entering more ecosystems.

► How will we know if a solution is successful?

▪ There will be no emerald ash borers in North America.

▪ There will be around the same number of ash trees as there were before the emerald ash borer arrived.

▪ Organisms in ecosystems with ash trees will be able to meet their needs.

Discuss and record a class list of constraints on the chart paper as students record them in their Science Logbook (Lesson 24 Activity Guide B). Guide the discussion with questions such as the following:

► What unintended negative effects could solutions have?

▪ Chemicals like insecticides might kill other insects. They might also pollute the environment and hurt other organisms.

▪ Introducing organisms to kill or eat the emerald ash borers might change the health of the ecosystem in other ways.

▪ If people aren’t allowed to sell ash wood, they might have less money.

▪ Criteria what is needed; the requirements

▪ Constraints what is possible; the limitations

Teacher Note

To facilitate the discussion of criteria and constraints, focus students on a specific geographic location and group that will implement the solution. The sample responses in this lesson focus on North American forests and imagine that a United States federal agency would implement the solution in collaboration with state or local governments. Alternatively, students could focus on ecosystems within their state or local community and identify a local organization that could implement the solution.

► What are the limitations on materials? Cost? Time?

▪ We can’t design a solution with materials we can’t get. Also, some chemicals are banned because they hurt the environment. Even if we can get a chemical, we might only be able to get a small amount of it.

▪ Government agencies can’t spend more money than they have.

▪ Our solution can’t take too long to start working because ash trees are dying already. New emerald ash borers are born about once a year. So maybe the solution should start solving the problem in one year or less.

Sample criteria and constraints: Criteria

▪ Eliminates or reduces emerald ash borers in North America

▪ Stops emerald ash borers from spreading to new locations

▪ Restores the health of ecosystems

Generate Solutions 15 minutes

Constraints

▪ Must not harm other organisms

▪ Uses materials the agency has access to

▪ Is something the agency can afford

▪ Results in noticeable effects within one year

Students thoroughly defined the problem in the Ask stage, and they began the Imagine stage by researching the emerald ash borer. They now continue to the other actions associated with the Imagine stage: brainstorming solutions and selecting a solution.

Divide the class into small groups. Students work in their groups to generate possible solutions, recording responses to the following questions in the Imagine section of their Science Logbook (Lesson 24 Activity Guide B).

Spotlight on Knowledge and Skills

Help students reflect on how the need to manage invasive species’ effects has grown over time due in part to increased long-distance travel by humans, which can introduce organisms to new ecosystems. Reinforce the idea that people seek new technologies as their needs and wants change (5.4A).

Sample student responses:

► What solutions have people tried?

▪ People cut down trees containing emerald ash borers and destroy the wood. I think this kills the insects inside the tree.

▪ You can put insecticides on healthy ash trees to stop the emerald ash borer from getting in. You can also treat trees once they have the beetle inside, but it can be hard to save the tree.

▪ There are species of wasps native to China that kill young emerald ash borers. People have released those wasps in some parts of the United States.

▪ Some places with emerald ash borers have a quarantine. That means ash wood from that place can’t be moved to other places.

► How might you improve these solutions?

▪ We could try to detect the emerald ash borer earlier. That would improve the solution of destroying infested trees.

▪ We could stop ash wood from being moved out of all places, not just places that already have the emerald ash borer. Some people might spread the insect before they know the trees have it.

▪ We could test insecticides to look for ones that only affect the emerald ash borer and don’t harm other organisms.

► What other solutions could you try?

▪ Woodpeckers eat emerald ash borers. We could breed more woodpeckers and release them in forests.

▪ We could make traps that catch emerald ash borers.

▪ We could plant ash trees in places that don’t have the emerald ash borer. Then if the emerald ash borer dies out, we could move those trees to replace the dead ash trees.

▪ We could seal the cracks in ash trees so the larvae can’t get in.

Select a Solution 7 minutes

Have students work in their groups to compare the solutions they generated in their Science Logbook (Lesson 24 Activity Guide B) and select one solution that they predict will best meet the criteria and constraints. This could be an improvement to an existing solution, or it may be a new solution.

Acknowledge that students have limited information about the effects of potential solutions; ask students to use the available information to predict how each potential solution would meet the criteria and constraints they identified. Suggest to students that they annotate potential solutions in their Science Logbook with notes to record their thinking. If needed, model how to evaluate a possible solution.

Spotlight on Knowledge and Skills

Point out that engineers solve problems by improving existing technologies as well as developing new ones. Engineers may improve technologies to increase benefits, decrease risks, and meet societal demands (5.4A).

Land 12 minutes

Ask students to work in their groups to plan their selected solution using the Plan section of their Science Logbook (Lesson 24 Activity Guide B). Inform students that their plan should describe their solution and any materials or resources needed to implement it and that the plan should explain how their solution will affect the cycling of matter to improve the health of the ecosystem. Tell students that in the next lesson, groups will present their proposal to the class on chart paper and compare their proposed solutions with those of their peers.

Introduce students to the presentation checklist in the Share section of their Science Logbook (Lesson 24 Activity Guide B). Review the checklist with students and answer any clarifying questions about the checklist or the requirements for the presentation.

Give groups time to plan their presentations for their proposed solutions. Encourage students to record notes in the Share section of their Science Logbook.

Teacher Note

Consider providing extra chart paper if students want to draw a diagram of their plan.

Teacher Note

Students may need more time to prepare the proposal before their presentations. Encourage students to use technology that allows them to share documents and work on them simultaneously. Students can continue to collaborate outside of class time (3E).

Sample student proposal:

Emerald Ash Borer Solution

Description

We will teach volunteers how to identify trees soon after the emerald ash borer moves in. Volunteers will walk in the woods and find early signs like extra woodpeckers and sprouts growing from tree roots. Then we will cut down those trees and give the wood to local people to burn for heat or cooking.

We will raise money by asking for donations from local businesses around our community for this plan. The funds will buy materials to print fliers that inform people about the emerald ash borer so we can recruit volunteers to help us. We will also need chainsaws and other tree removal equipment to clear the ash trees away and turn them into firewood.

Materials

Recruiting fliers: paper, markers, printing supplies

Training: photographs of emerald ash borers, emerald ash borer larvae, healthy ash trees, diseased ash trees, woodpeckers, sprouts growing from tree roots

Removing trees: chainsaws, trucks or trailers, log splitter

How Our Plan Impacts the Ecosystem

Once people find and remove trees affected by the emerald ash borer, the larvae will die, and there will be fewer living emerald ash trees. Decomposers will break down the tree stumps into nutrients that plants and animals can use. There will be more sunlight in the areas where the trees are, so different plants might grow. New ash trees might also grow. When the ash trees come back, animals that use ash trees for shade and food will be able to return too.

Check for Understanding

Students design a solution to stop the emerald ash borer from killing ash trees and predict how removing the emerald ash borer changes the cycling of matter and flow of energy in the ecosystem.

TEKS Assessed

5.1B Use scientific practices to plan and conduct simple descriptive investigations and use engineering practices to design solutions to problems.

5.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.

5.12B Predict how changes in the ecosystem affect the cycling of matter and the flow of energy in a food web.

Evidence

Students draft a solution to stop the emerald ash borer from killing ash trees (5.1B). They predict how their solution changes the cycling of matter and flow of energy among organisms (5.12B) in the forest ecosystem (5.5G).

Next Steps

If students need support, they may benefit from revisiting resources that describe other attempted solutions. Students can evaluate these solutions and analyze how they affect the cycling of matter and flow of energy in the ecosystem. Students identify strengths and weaknesses of the solutions and develop ideas to improve them.

Lesson 26

Objective: Apply the engineering design process to research, propose, and reflect on solutions to reduce the impact of an invasive species on an ecosystem.

Agenda

Launch (5 minutes)

Learn (32 minutes)

▪ Share a Solution (22 minutes)

▪ Develop an Action Plan (10 minutes)

Land (8 minutes)

Launch

5 minutes

Inform students that, in a modified Jigsaw instructional routine, they will either present or listen to proposed solutions to reduce the impact of the emerald ash borer.

Students who listen to other groups will have time to ask questions and provide feedback.

Allow time for groups to review their solutions, finalize their proposals, and decide which role each group member will have in the modified Jigsaw.

Teacher Note

In this modified Jigsaw, one student from the group presents the design. The remaining group members circulate and listen to other groups’ presentations. For classes with large groups, two students in each group may remain to present the design (3E).

Learn

32 minutes

Share a Solution 22 minutes

Gather the class for the presentations. Remind students of the expectations for moving around the room and listening to presentations. Then direct students to begin the modified Jigsaw. Presenting students stay with their proposals as members of other groups circulate to listen. Tell students to listen to each group’s presentation and encourage students to ask questions during the presentations using their Science Logbook (Lesson 26 Activity Guide A).

Teacher Note

The Student Logbook (Lesson 26 Activity Guide A) helps promote student engagement. Students may use one of the questions provided or create their own question. Students are not required to write their questions before asking them.

Allow groups to share diagrams and explain their proposals during their presentations. Circulate as students present, and make sure they answer the following questions.

► How does your solution reduce the impact of emerald ash borers to restore a healthy ecosystem?

▪ Our solution removes the infected ash trees so that the ash borer can’t spread to new trees. This will help the other ash trees stay healthy and not disrupt the other animals who depend on it.

▪ Our solution kills all the ash borers without removing the trees, so animals who depend on the trees, and the plants and decomposers who live below it will not be affected.

► In what ways does your solution change how organisms interact with matter and energy in the ecosystem?

▪ When we cut down the ash trees, organisms who depend on hiding in the trees to escape predators may end up as food more easily so predators will have more food and more energy to keep hunting.

▪ Cutting down the trees will allow smaller trees and plants to grow, which produces more food for some animals. Decomposers will break down the tree trunks into nutrients that can be used by other organisms.

▪ Killing the ash borers will save more trees that help cycle oxygen and carbon dioxide for organisms to use to breathe and keep the ecosystem healthy.

► In what ways do human actions in your solution benefit the forest ecosystems where ash trees live?

▪ In our solution, we are working to remove the emerald ash borers so that the ash trees can live. The ash trees are native to the forest, and it is where they belong. They provide homes, shelter, food, and oxygen for organisms so saving the ash trees helps the ecosystem stay healthy and balanced.

▪ Cutting down trees in this case is beneficial because it also prevents the emerald ash borer from causing more destruction. More sunlight will reach smaller trees and plants so they are able to grow, which will help feed some animals that become food for other animals. Smaller trees will grow larger and provide homes and shelter for the animals who live in the ecosystem.

After each group’s presentation, instruct students to write one piece of feedback on a sticky note. Clarify that the feedback may identify one strength or one idea for improvement for this group’s solution.

Teacher Note

Consider using a timer to help organize the flow of student movement. The number of minutes allocated per group will depend on the number of groups.

Differentiation

If students need support to write feedback, prompt them to use the list of questions in the Science Logbook (Lesson 26 Activity Guide A) for guidance. Consider providing sentence starters such as the following:

▪ I liked how you explained .

▪ I thought you could say more about

Check for Understanding

Students communicate how their proposed solution reduces the impact the emerald ash borer has on the ecosystem and how human action helps restore a healthy ecosystem.

TEKS Assessed

5.3B Communicate explanations and solutions individually and collaboratively in a variety of settings and formats.

5.5G Explain how factors or conditions impact stability and change in objects, organisms, and systems.

5.12C Describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

Evidence

Students communicate how their proposed solution (5.3B) reduces emerald ash borer impacts to restore a healthy ecosystem (5.5G), including how human actions can result in beneficial changes to the forest ecosystem (5.12C).

Next Steps

If students need support communicating how their proposed solution solves the problem, refer students to the in-class resources. Ask students to use the resources to find answers for how eliminating emerald ash borers will help the trees stay alive, and what humans can do to assist in this process.

After students have listened to several groups, have them return to their own groups to discuss ideas they learned from other proposed solutions. To facilitate discussion, ask students to answer the following questions in their groups:

► What did you learn from other groups’ proposed solutions?

► What feedback did peers share with you about your solution?

Have students reflect on their knowledge and participation in their Science Logbook (Lesson 26 Activity Guide B).

Develop an Action Plan 10 minutes

Display the engineering design process diagram (Lesson 24 Resource B). Point out that students have worked on the Ask, Imagine, and Plan stages during this engineering challenge.

Explain that students will not implement their solutions, but they can describe the next steps they would take if they implemented the solutions.

Ask groups to discuss the Create stage and then respond to the questions in the Create section of their Science Logbook (Lesson 24 Activity Guide B).

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

▪ We could build one trap for emerald ash borers.

▪ We could choose a small area with ash trees and try our solution there.

► How would you know whether your solution was successful?

▪ We would count the number of trees affected by the emerald ash borer before and after we started setting our beetle traps.

▪ First, we would count the number of ash trees in the forests we’re working in. Second, we would count the number of trees in the same forests each year. Third, we would make a data table to show how the number of trees changes over time.

► How would you use test data to evaluate your solution?

▪ If emerald ash borers kill fewer trees, the solution might be working. We would keep improving the solution to stop even more emerald ash borers.

▪ If the number of live ash trees goes down, the solution might not be working. We would analyze the data and improve our design.

Content Area Connection: Mathematics

As they create their Action Plans, prompt students to think about how math can be used to help them implement and evaluate their solution.

Land

8 minutes

Revisit the Phenomenon Question How can we reduce the damage an invasive species causes to an ecosystem?

► How did you apply your knowledge of ecosystem health to solve a problem?

▪ We knew that many organisms depend on ash trees. Our solution had to work quickly because ash trees are already dying.

▪ It helped to know that, in an ecosystem, all organisms are connected. We had to think about how our solution might affect other organisms in the ecosystem.

Return to The Mangrove Tree as an example of applying scientific knowledge and the design process to solve problems.

Read pages 11 through 19 to the class.

► How did planting mangrove trees help solve problems?

▪ People were not starving anymore because they had more meat and milk.

▪ Mother animals made more milk to feed their babies. The animals also lived longer.

▪ People used the trees’ branches to make fires to cook food.

Reinforce the idea that, like Dr. Sato, students can use scientific knowledge and the engineering design process to help solve serious problems.

Revisit the driving question board and draw students’ attention to each of the Focus Questions. Ask students to explain how their work throughout the module has led to an understanding of the Essential Question: How can trees support so much life? Tell students they are now ready to complete an End-of-Module Assessment as a summary of their new knowledge.

Optional Homework

Students write a letter to a local government official describing the problems caused by an invasive species and include their proposed solution.

Extension

Consider playing the video “‘Kudzu Kid’ Invents Killer Device” (CNN 2011) (http://phdsci.link/1195) for students. It shows how a teenage boy designed and created a tool to help eliminate an invasive species called kudzu.

Lessons 27–29 The Cycle of Life Prepare

In Lessons 27 through 29, students synthesize their learning from the module and articulate their understanding of matter and energy in organisms and ecosystems in a Socratic Seminar and End-of-Module Assessment. In Lesson 27, students discuss the Essential Question in a Socratic Seminar and capture their thoughts in writing. In Lesson 28, they briefly revisit the driving question board to reflect on their progress and then individually complete the End-of-Module Assessment. During the End-of-Module Assessment, students apply their knowledge of how organisms survive and how matter and energy move through ecosystems. In this module’s culminating lesson, Lesson 29, students debrief the assessment and look ahead to the next module.

Student Learning Knowledge Statement

Ecosystems support the needs of living things as matter and energy move between organisms and the environment.

Application of Concepts

Socratic Seminar

End-of-Module Assessment

Phenomenon Question

How can trees support so much life?

(Essential Question)

Objectives

▪ Lesson 27: Explain how organisms survive and how matter and energy move through ecosystems. (Socratic Seminar)

▪ Lesson 28: Explain how organisms survive and how matter and energy move through ecosystems. (End-of-Module Assessment)

▪ Lesson 29: Explain how organisms survive and how matter and energy move through ecosystems. (End-of-Module Assessment Debrief)

Standards Addressed*

Texas Essential Knowledge and Skills

Content Standards

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem. (Mastered)

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web. (Mastered)

29

28, 29

5.12C Describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem. (Mastered) 27, 28, 29

5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment. (Mastered)

5.13B Explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival. (Mastered)

29

* Students may apply these standards in instructional activities or in the End-of-Module Assessment. See the End-of-Module Assessment rubric for specific standards the assessment addresses.

Scientific and Engineering Practices

Standard

5.1F Construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect.

5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

5.3A Develop explanations and propose solutions supported by data and models.

5.3C Listen actively to others’ explanations to identify relevant evidence and engage respectfully in scientific discussion.

5.4A Explain how scientific discoveries and innovative solutions to problems impact science and society.

Recurring Themes and Concepts

5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

English Language Proficiency Standards

Standard

Ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.

Lesson 27

Objective: Explain how organisms survive and how matter and energy move through ecosystems. (Socratic Seminar)

Agenda

Launch (7 minutes)

Learn (33 minutes)

▪ Prepare for Socratic Seminar (8 minutes)

▪ Engage in Socratic Seminar (25 minutes)

Land (5 minutes)

Launch 7 minutes

Tell students they will make a relationship map to show connections among key terms learned throughout the module. To begin, have students cut out the key terms in their Science Logbook (Lesson 27 Activity Guide A). Individually, have students arrange the terms in their Science Logbook to show relationships between the terms. Tell students they can draw arrows or other symbols and write words between the terms to express the relationships. Once students organize their map, instruct students to glue the terms in place.

Learn 33 minutes

Prepare for Socratic Seminar 8 minutes

Tell students they will share their understanding of the Essential Question with each other through a Socratic Seminar discussion.

First, students write an initial response to the Essential Question, How can trees support so much life?, in their Science Logbook (Lesson 27 Activity Guide B) as a Quick Write. When students finish, ask them to draw a line below their responses. Tell students that at the end of the seminar, they will revisit their responses to see how their thoughts have changed.

Content Area Connection: English

This Socratic Seminar allows students to use their speaking and listening skills to express and deepen their science content knowledge. In a Socratic Seminar, students prepare for and participate in a collaborative, evidence-based, academic conversation. See the Socratic Seminar resource in the Implementation Guide for more background.

In this discussion, students should work toward grade-level expectations for speaking and listening (3F).

Engage in Socratic Seminar  25 minutes

As needed, review the routines and expectations for participating effectively in a Socratic Seminar, including classroom guidelines and resources for speaking and listening. Have students review the collaborative conversation strategies in their Science Logbook (Lesson 27 Activity Guide C). Explain that this resource reminds students of different ways they can participate in a collaborative conversation and provides sentence frames to support student participation.

Instruct students to choose one or two conversation strategies to use as a visual reminder of effective ways to contribute to the discussion and cut out or circle those cards as a visual reminder.

Remind students that during the seminar they should incorporate science terminology learned during the module.

Tell students they can refer to their relationship map from this lesson’s Launch, the anchor chart, the anchor model, and other classroom resources to support their discussion.

Display and read aloud the Essential Question to prompt the discussion: How can trees support so much life?

Students discuss the question. In the Socratic Seminar, students respond to one another directly, with minimal teacher facilitation. Students can remind one another of conversation norms, ask for evidence, and pose questions to extend the conversation.

Differentiation

Before students begin the Socratic Seminar, read aloud the sentence frames provided to students.

After the discussion, encourage students to share which sentence frames were most helpful to them during the discussion (3F).

English Language Development

English learners may benefit from having a word bank available to use as they participate in the Socratic Seminar discussion. Include words such as ecosystem, organism, environment, matter, energy, food, nutrient, decomposer, and waste (3F).

As needed, step in briefly to reinforce norms for collaborative conversations.

Consider posing one or two questions midway through the seminar to spur additional conversation, such as the following:

► What would happen if a component of an ecosystem (producers, consumers, or decomposers) was missing?

► What would happen if a new organism was introduced to the ecosystem?

► What is similar about the ways matter and energy move through ecosystems? What is different?

► How do different organisms use their structures, functions, and behaviors to survive in the same ecosystem?

Content Area Connection: English

To reinforce the listening skill of summarizing a speaker’s points, consider pausing midway through the seminar to allow students to jot notes in their Science Logbook on others’ contributions. They can use these notes when they revisit their Quick Writes.

Check for Understanding

As students engage in the Socratic Seminar, take notes on their participation, content knowledge, and use of scientific language. To monitor student participation and the flow of the conversation, consider writing each student’s name around the edge of a piece of paper before the lesson and drawing lines between speakers during the conversation.

TEKS Assessed

5.3C Listen actively to others’ explanations to identify relevant evidence and engage respectfully in scientific discussion.

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

5.12C Describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

5.13B Explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival.

Evidence

As students engage in scientific discussion (5.3C), listen for evidence that all students

▪ describe how organisms interact with biotic and abiotic factors to survive in an ecosystem (5.12A);

▪ understand how matter cycles and energy flows in a food web (5.12B);

▪ explain that a healthy ecosystem is one in which all organisms can meet their needs and that human activities can affect ecosystem health (5.12C); and

▪ describe how organisms use specific structures, functions (5.13A), learned behaviors, and instinctual behaviors to survive in an ecosystem (5.13B).

Next Steps

If students express misconceptions about organisms and ecosystems, meet with them individually or in a small group before the End-of-Module Assessment. Provide additional hands-on investigations of phenomena related to their misunderstanding, and help students use precise language to construct explanations of those phenomena.

Land

5 minutes

Instruct students to reread their Quick Write from the beginning of the lesson. Tell them to summarize below the line how the Socratic Seminar reinforced or changed their thinking. Encourage students to share examples of how their thinking evolved during the discussion.

Explain that in the next lesson, students will apply their understanding of organisms and ecosystems in an End-of-Module Assessment.

Lesson 28

Objective: Explain how organisms survive and how matter and energy move through ecosystems. (End-of-Module Assessment)

Agenda

Launch (5 minutes)

Learn (38 minutes)

▪ Complete the End-of-Module Assessment (38 minutes)

Land (2 minutes)

Launch 5 minutes

Teacher Note

In this lesson, students take an End-of-Module Assessment that assesses standards addressed in the Ecosystems Module. All standards are summatively assessed throughout the grade level in Conceptual Checkpoints, Engineering and Science Challenges, and End-of-Module and End-of-Spotlight Assessments. For additional evidence of student understanding of the content, scientific and engineering practices, and recurring themes and concepts, assign Benchmark 2 found in the Assessment Pack and in the digital platform. This assessment includes items related to standards addressed in the Earth Processes Module, Spotlight Lessons on Physical Properties of Matter, and the Ecosystems Module.

Return to the driving question board, and ask students to share reflections on how their understanding has grown since applying what they learned about organisms and ecosystems.

To help students

Teacher Note

reflect on their learning, ask questions such as the following:

► What have you learned about how organisms survive in ecosystems?

► What have you learned about matter and energy?

► How has your understanding of the questions on the driving question board changed?

Ask students to share any new questions that might lead to future investigations.

Display the driving question board with the anchor chart and anchor model to help students make connections.

Extension

Students can research or investigate these questions independently by using available school resources or as optional homework.

Learn 38 minutes

Complete the End-of-Module Assessment

38 minutes

Prepare students for the End-of-Module Assessment by explaining that the assessment is a way for them to show all the knowledge they have developed through their study of organisms and ecosystems. Remind students to provide detailed explanations and to use the resources posted in the room if needed.

Read aloud the following information to students.

► Raine Island is a small island off the coast of Australia. One species in the Raine Island ecosystem is the green sea turtle. Green sea turtles spend most of their life in the ocean. Female green sea turtles leave the ocean to make nests and lay eggs on the beach. Each nest has about 100 eggs. Most of the green sea turtles that hatch from these eggs do not survive. Only about one out of every 1,000 hatchlings will survive long enough to reproduce. When female sea turtles are between 20 and 50 years old, they return to Raine Island to lay eggs.

Distribute a copy of the Raine Island ecosystem model (Lesson 28 Resource) to each student. Point out that the beach ecosystem model shows green sea turtles and other species that live in the Raine Island ecosystem. Tell students they will use this model to apply their knowledge of organisms and ecosystems in the End-of-Module Assessment.

Distribute the End-of-Module Assessment. Read aloud the assessment items.

Students complete the End-of-Module Assessment individually. If needed, provide additional time for students to finish.

Differentiation

Teacher Note

To prepare for the next lesson, review End-of-Module Assessment responses to provide rubric scores and actionable feedback to students on a separate page from the assessment. (See the rubric and sample responses in the End-of-Module Assessment section of this book.) In the next lesson, students review their own assessment responses and then the teacher feedback. Also, select an exemplar student response for each question to share with students, or plan to provide the sample student responses provided in the Teacher Edition. If selecting student responses, remember to remove identifying information and to select diverse student responses.

When providing feedback, be sure to guide students to focus on specific areas of improvement to deepen their understanding of module concepts. For students who need remediation, offer opportunities to revisit portions of the module.

2 minutes

Tell students that in the next lesson, they will share their thinking about the End-of-Module Assessment questions.

Lesson 29

Objective: Explain how organisms survive and how matter and energy move through ecosystems. (End-of-Module Assessment Debrief)

Agenda

Launch (8 minutes)

Learn (27 minutes)

▪ Debrief the End-of-Module Assessment (17 minutes)

▪ Revise End-of-Module Assessment Responses (10 minutes)

Land (10 minutes)

Launch 8 minutes

Explain that in this lesson, students will review the End-of-Module Assessment, discuss responses, and then have an opportunity to revise their answers. First, they will review the assessment rubric and assess their own responses to begin reflecting on their learning.

Share the End-of-Module Assessment rubric with students, and distribute their individual responses (without teacher feedback, if possible). Students reflect on their own responses, recording their self-assessment feedback on their copy of the rubric.

Next, distribute written teacher feedback on students’ End-of-Module Assessments. Students review the teacher feedback of their own responses independently and write on sticky notes any questions they want to discuss with the class. Students post their questions, either anonymously or with their names. Quickly review students’ questions as they post them and plan which questions to discuss first.

Learn 27 minutes

Debrief the End-of-Module Assessment

17 minutes

Distribute copies of sample responses that meet expectations, one response per assessment item. Students compare the sample responses to the rubric criteria and annotate those responses with the evidence of each rubric criterion they demonstrate.

Discuss each assessment item, posing relevant student questions from the Launch. Provide sentence frames such as the following to encourage all students to participate in the discussion.

▪ In the sample response, I notice

▪ That makes me wonder .

▪ That makes me realize .

▪ I thought . How does that relate to ?

▪ I would add because .

Discuss the remaining student questions. As needed, encourage students to review their Science Logbook, the anchor model, the anchor chart, and other resources for evidence during the discussion.

Revise End-of-Module Assessment Responses

10 minutes

Students revise their End-of-Module Assessment responses by using a different color pen or pencil, applying new ideas from the debrief conversation to deepen their responses.

Teacher Note

Depending on school and classroom guidelines and routines, decide whether to score and provide feedback on these revised responses.

Land

10 minutes

Display the module concept statements (Lesson 29 Resource A) one at a time.

Explain that each sentence states a key learning associated with a section of the anchor chart. Display the anchor chart for student reference. Read aloud one concept statement and ask students to identify the section of the anchor chart to which the statement is most related. Students can indicate their responses by pointing to the relevant section of the anchor chart or by writing that section’s heading on individual whiteboards. As needed, have students discuss each statement to demonstrate understanding of its meaning.

Sample student responses:

▪ Living Plant Matter: Plants get most of the matter they need for growth from carbon dioxide and water.

▪ Life’s Matter: Plants and animals depend on matter for growth and survival. Life’s matter moves between plants, animals, decomposers, and the environment as it cycles through an ecosystem.

▪ Life’s Energy: Life’s energy can be traced from the Sun to plants and then to animals and decomposers as it flows through an ecosystem.

Display all the module concept statements alongside the module’s Recurring Themes and Concepts (Lesson 29 Resource B).

Introduce these Recurring Themes and Concepts as understandings that provide a link between scientific ideas. Point to the visuals one at a time, and ask students to relate each of the displayed Recurring Themes and Concepts to the relevant module concept statements.

Pose the following questions. As students discuss, indicate these connections either by layering connections on students’ prior terminology concept maps or by creating a visual of the module’s enduring knowledge.

► How do the concept statements relate to structure and function?

▪ Plants have structures that help them breathe in carbon dioxide and release oxygen gas into the environment. This produces oxygen gas for humans to live.

▪ Many organisms have structures that help them find matter to eat. Finding enough food allows organisms to survive.

Teacher Note

Point out the connection between the module concept statements (Lesson 29 Resource A) and the key details on the anchor chart. Display the following sentence as an example of the module’s main idea, which the key details support: Ecosystems support the needs of living things as matter and energy move between organisms and the environment.

As an alternative to reading the module concept statements, students can practice summarizing their learning by writing sentences about each section of the anchor chart.

Teacher Note

This lesson highlights several Recurring Themes and Concepts because these concepts help explain the content that students explore in this module. Connections to other Recurring Themes and Concepts can be highlighted in the discussion as they naturally appear.

► How do the concept statements relate to stability and change?

▪ An ecosystem must be stable so that the organisms that live there can meet their needs for survival.

▪ If there are changes to some of the organisms in a food web, then the movement of energy and matter will change.

► How do the concept statements relate to systems?

▪ Two statements are about the movement of matter or energy in an ecosystem. Plants, animals, decomposers, and the environment are all parts of that system.

▪ Creating models of an ecosystem lets us see how different parts of the system depend on each other.

► How do the concept statements relate to energy and matter?

▪ Energy from the Sun flows through an ecosystem. The energy flows to plants and then to animals and decomposers.

▪ Matter cycles through an ecosystem. Plants get matter from carbon dioxide and water. Then the matter moves between different organisms until it returns to the environment.

Sample visual:

Plants and animals depend on matter for growth and survival.

Plants get most of the matter they need for growth from carbon dioxide and water.

Life's matter moves between plants, animals, decomposers, and the environment as it cycles through an ecosystem.

Life's energy can be traced from the Sun to plants and then to animals and decomposers as it flows through an ecosystem.

Teacher Note

This visual can be created for each individual module, or subsequent module concept statements and Recurring Themes and Concepts can be layered on this visual to create a yearlong visual that captures the enduring knowledge from all modules. The style of this visual will vary from classroom to classroom because of teacher preferences and because the visual is student generated.

After discussing connections, guide students to continue to reflect on their learning and consider how it has grown during the module. Ask questions such as the following. Invite students to share their thinking with the class.

► What do you notice about the connections? Why are the connections between Recurring Themes and Concepts and our module concept statements important?

► What do you hope to learn next to deepen your understanding?

Optional Homework

Students research a desert or polar ecosystem and create a model to show the movement of matter and energy. Students present their model to an adult or classmates.

Student End-of-Module Assessment, Sample Responses, and Rubric

LEVEL 5 MODULE 2: ECOSYSTEMS

Observe the Raine Island ecosystem model. After green sea turtle hatchlings leave their nests, they move toward the water .

1.

Moving toward the water is an instinctual behavior. Explain how this behavior helps green sea turtle hatchlings survive. Use evidence fr om the model to support your explanation.

a.

In the Raine Island ecosystem, frigatebirds eat ghost crabs. Fill in the blank.

b.

is an abiotic factor that helps ghost crabs survive. Look at the abiotic factor you identified. Use evidence from the model to explain how ghost crabs interact with this factor to survive.

In the Raine Island ecosystem, frigatebirds eat ghost crabs. Fill in the blank.

c.

is a biotic factor that helps ghost crabs survive.

Look at the biotic factor you identified. Use evidence from the model to explain how ghost crabs interact with this fact or to survive.

Observe the Raine Island ecosystem model. Cir cle the statement that describes a healthy ecosystem.

d.

▪ All organisms have structures that help them survive.

▪ All organisms use instinctual and learned behaviors.

▪ All organisms gain the energy and matter they need to survive.

Use the diagrams to answer the questions. The diagram shows the body structures of green sea turtle hatchlings. Head Back flippers

2.

Tail Front flippers

On the diagram, circle the name of one structure that green sea turtle hatchlings use to move across the sand.

a.

Look at the structure you circled. Explain how this structure helps green sea turtle hatchlings survive. Use evidence from the Raine Island ecosystem model to support your explanation.

b.

The diagram shows the body structures of ghost crabs.

Legs

Pinchers Eyes

Body

On the diagram, circle the name of one structure that ghost crabs use to grab green sea turtle hatchlings.

c.

Look at the structure you circled. Explain how this structure helps ghost crabs survive. Use evidence from the Raine Island ecosystem model to support your explanation.

Human activity can affect the Raine Island ecosystem by disturbing underwater sand. The water becomes cloudy, and sunlight cannot reach eelgrass on the ocean floor. As a result, the number of eelgrass plants decreases.

3.

The diagram shows the feeding interactions of organisms in the ecosystem. Tiger shark Green sea turtle

Fish

Eelgrass

Circle two statements that describe what will happen to green sea turtles when the number of eelgrass plants decreases.

a.

▪ Green sea turtles will get less matter.

▪ Green sea turtles will get more matter.

▪ Green sea turtles will get less energy.

▪ Green sea turtles will get more energy.

▪ Green sea turtles will get less sunlight.

▪ Green sea turtles will get more sunlight.

Complete the chart to explain how human activity may affect the tiger sharks’ ability to meet their needs. Use evidence from the diagram to support your answer.

b.

Effect on Tiger Sharks

Human Activity

Humans make the water cloudy, which blocks sunlight. The number of eelgrass plants decreases.

Humans reduce their activity in the ecosystem. The water does not become cloudy.

Observe the Raine Island ecosystem model. After green sea turtle hatchlings leave their nests, they move toward the water

1.

Moving toward the water is an instinctual behavior. Explain how this behavior helps green sea turtle hatchlings survive. Use evidence fr om the model to support your explanation. Moving toward the water increases chances of survival because there are many birds and crabs on the beach that will eat the turtles.

a.

In the Raine Island ecosystem, frigatebirds eat ghost crabs. Fill in the blank. Sand is an abiotic factor that helps ghost crabs survive.

b.

Look at the abiotic factor you identified. Use evidence from the model to explain how ghost crabs interact with this factor to survive.

In the model, the crabs dig shelters in the sand. Hiding in shelters helps crabs survive by avoiding predators.

In the Raine Island ecosystem, frigatebirds eat ghost crabs. Fill in the blank.

c.

The green sea turtle hatchling is a biotic factor that helps ghost crabs survive. Look at the biotic factor you identified. Use evidence from the model to explain how ghost crabs interact with this factor to survive. The model shows the crabs eat green sea turtle hatchlings. Crabs gain matter and energy from food to survive.

Observe the Raine Island ecosystem model. Cir cle the statement that describes a healthy ecosystem.

d.

▪ All organisms have structures that help them survive.

▪ All organisms use instinctual and learned behaviors.

▪ All organisms gain the energy and matter they need to survive.

Use the diagrams to answer the questions.

2.

The diagram shows the body structures of green sea turtle hatchlings.

Front flippers

Back flippers

On the diagram, circle the name of one structure that green sea turtle hatchlings use to move across the sand.

a.

Look at the structure you circled. Explain how this structure helps green sea turtle hatchlings survive. Use evidence from the Raine Island ecosystem model to support your explanation.

b.

In the model, the sea turtles use their flippers to move toward the water and away from the different consumers trying to eat them.

structures of ghost crabs. body

The diagram shows the

Legs

Pinchers Eyes

Body

On the diagram, circle the name of one structure that ghost crabs use to grab green sea turtle hatchlings.

c.

Look at the structure you circled. Explain how this structure helps ghost crabs survive. Use evidence from the Raine Island ecosystem model to support your explanation. The model shows the crab holding the turtle with its pinchers, so the crabs can eat the turtles to get matter and energy for growth.

Human activity can affect the Raine Island ecosystem by disturbing underwater sand. The water becomes cloudy, and sunlight cannot reach eelgrass on the ocean floor. As a result, the number of eelgrass plants decreases.

3.

The diagram shows the feeding interactions of organisms in the ecosystem.

Fish

Tiger shark Green sea turtle

Eelgrass

Circle two statements that describe what will happen to green sea turtles when the number of eelgrass plants decreases.

a.

▪ Green sea turtles will get less matter.

▪ Green sea turtles will get more matter.

▪ Green sea turtles will get less energy.

▪ Green sea turtles will get more energy.

▪ Green sea turtles will get less sunlight.

▪ Green sea turtles will get more sunlight.

Complete the chart to explain how human activity may affect the tiger sharks’ ability to meet their needs. Use evidence from the diagram to support your answer.

b.

Effect on Tiger Sharks

If there aren’t many eelgrass plants, the turtles won’t have enough food to eat. If the turtles die, then the tiger shark won’t be able to get as much matter or energy and they could also die.

If the water is clear, the eelgrass can get enough sunlight to grow. Then the turtle will have a source of food and the tiger shark can get matter and energy from the turtles.

Human Activity

Humans make the water cloudy, which blocks sunlight. The number of eelgrass plants decreases.

Humans reduce their activity in the ecosystem. The water does not become cloudy.

LEVEL 5 MODULE 2: ECOSYSTEMS

End-of-Module Assessment Rubric

Score each student’s End-of-Module Assessment. The rubric describes evidence of student work that meets expectations. Use the blank spaces as needed to record evidence of student work that exceeds or falls below expectations. Name:

Date:

The student uses the Raine Island ecosystem model (5.1G) to explain how the instinctual behavior of green sea turtle hatchlings moving toward the water increases their chance of survival (5.13B) by helping them escape predators (5.5B).

The student uses the Raine Island ecosystem model (5.1G) to identify sand as an abiotic factor and explain (5.3A) how ghost crabs hide in sand to survive (5.12A).

Item TEKS Assessed 1 Does Not Yet Meet Expectations

Incorrect

Approaches Expectations

Incorrect

Correct

Correct

The student uses the Raine Island ecosystem model (5.1G) to identify green sea turtle hatchlings as a biotic factor and explain (5.3A) how ghost crabs obtain matter and/or energy from eating green sea turtle hatchlings to survive (5.12A).

The student uses the Raine Island ecosystem model (5.1G) to define a healthy ecosystem (5.12C) as one where all organisms get the energy and matter they need to survive (5.5E).

The student uses a model (5.1G) to identify sea turtle flippers as structures that help the turtles move across the sand (5.5F, 5.13A).

The student uses a model to explain (5.3A) how flippers help sea turtles survive (5.13A) by moving the turtles across the sand to the ocean and avoiding consumers (5.5F).

The student uses a model (5.1G) to identify ghost crab pinchers as structures that help the crabs dig shelters and obtain food (5.5F, 5.13A).

Incorrect

Incorrect

Correct

Correct

The student uses a model to explain (5.3A) how ghost crab pinchers help the crabs dig shelters (5.5F) and obtain food needed to survive (5.13A).

The student uses a model (5.1G) to identify that the decrease in eelgrass causes (5.5B) a decrease in the matter and energy available to green sea turtles (5.12B).

The student explains (5.3A) that human activity results in less eelgrass for green sea turtles, which results in less food for tiger sharks (5.5B). Reducing human activity protects the eelgrass, providing food for the green sea turtles, which are a food source for the tiger sharks (5.12C).

End-of-Module Assessment Alignment Map

For teacher reference, this alignment map lists the Texas Essential Knowledge and Skills assessed by each item in the End-of-Module Assessment.

1a ▪ 5.13B Explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival.

1b ▪ 5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

1c ▪ 5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

1d ▪ 5.12C Describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

2a ▪ 5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

2b ▪ 5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

2c ▪ 5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

2d ▪ 5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

▪ 5.5E Investigate how energy flows and matter cycles through systems and how matter is conserved.

▪ 5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

▪ 5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

▪ 5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

▪ 5.5F Explain the relationship between the structure and function of objects, organisms, and systems.

Item Content Standards

3a

▪ 5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

Scientific and Engineering Practices

▪ 5.1G Develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

3b

▪ 5.12C Describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

▪ 5.3A Develop explanations and propose solutions supported by data and models.

Recurring Themes and Concepts

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

▪ 5.5B Identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems.

Contents

Lesson 1 Resource A: Tree Photograph

Appendix A Module

EcosystemsStorylineResources

Lesson 1 Resource B: Mangrove Tree Ecosystem Organism Cards

Lesson 3 Resource: Sequoia Tree and Seed Photographs

Lesson 4 Resource: Sample Student Plant Growth Investigation Plans

Lesson 5 Resource A: Teacher Plant Growth Investigation Setup Instructions

Lesson 5 Resource B: Sample Plant Growth Investigation Results

Lesson 5 Resource C: Wawona Tunnel Tree Images

Lesson 6 Resource A: Plant Gas Investigation Diagrams

Lesson 6 Resource B: NASA Carbon Dioxide Model Images

Lesson 7 Resource A: Human Oxygen Investigation Diagrams

Lesson 7 Resource B: Conceptual Checkpoint

Lesson 8 Resource A: Grizzly Bear Photographs

Lesson 8 Resource B: Yellowstone Garbage Dump Photograph

Lesson 8 Resource C: Yellowstone Average Annual Precipitation Graph

Lesson 8 Resource D: Adult Grizzly Bear Mass Graph

Lesson 8 Resource E: Lizard Photographs

Lesson 9 Resource A: Bear Photographs

Lesson 9 Resource B: Food Sources Information

Lesson 10 Resource A: Whooping Crane and Northern Harrier Photographs

Lesson 10 Resource B: Bird Photographs

Lesson 10 Resource C: Model Bird Beaks Procedure Sheet

Lesson 10 Resource D: Model Bird Beaks Setup Instructions

Lesson 10 Resource E: Wildlife Photographs

Lesson 11 Resource A: Black Mangrove Photograph

Lesson 11 Resource B: Plant Diagram

Lesson 11 Resource C: Plant Cards

Lesson 11 Resource D: Map of Texas Coastline

Lesson 11 Resource E: Organism Stations Setup Instructions

Lesson 11 Resource F: Organism Challenge Cards

Lesson 12 Resource A: Hummingbirds Photograph

Lesson 12 Resource B: Animal Cards

Lesson 13 Resource A: Raspberry Bush Photograph

Lesson 13 Resource B: Mold Growth on Raspberries Investigation Setup Instructions

Lesson 14 Resource A: Mushroom Article Excerpts

Lesson 14 Resource B: Decomposition Article Adaptation

Lesson 14 Resource C: Bacteria Illustration

Lesson 15 Resource A: Human Mummy Photograph

Lesson 15 Resource B: Decomposing Raspberries in Sand and Soil Investigation Setup Instructions

Lesson 15 Resource C: Sand and Soil Photographs

Lesson 16 Resource A: Nutrient Testing Setup Instructions

Lesson 16 Resource B: Nutrient Testing Procedure Sheet

Lesson 16 Resource C: Plant Nutrient Comparison Chart

Lesson 17 Resource A: Whooping Crane Migration Photograph

Lesson 17 Resource B: Conceptual Checkpoint

Lesson 18 Resource A: Mouse Investigation Description

Lesson 18 Resource B: Mouse Investigation Results

Lesson 19 Resource: Animal Cards

Lesson 20 Resource A: Atlas Moth Photographs

Lesson 20 Resource B: Atlas Moth Information

Lesson 20 Resource C: Grizzly Bear Information

Lesson 20 Resource D: Grizzly Bear Mass by Season Graph

Lesson 21 Resource A: Radish Growth Investigation Setup Instructions

Lesson 21 Resource B: Photosynthesis Video Transcript

Lesson 22 Resource A: Amazon Rainforest Food Web

Lesson 22 Resource B: Amazon Rainforest Images

Lesson 22 Resource C: Conceptual Checkpoint

Lesson 23 Resource A: Emerald Ash Borer Photograph

Lesson 23 Resource B: Emerald Ash Borer Excerpts

Lesson 24 Resource A: Engineering Challenge Rubric

Lesson 24 Resource B: Engineering Design Process

Lesson 24 Resource C: Emerald Ash Borer Resources

Lesson 28 Resource: Raine Island Ecosystem Model

Lesson 29 Resource A: Module Concept Statements

Lesson 29 Resource B: Recurring Themes and Concepts

Sequoia Tree and Seed Photographs Figure

Sample Student Plant Growth Investigation Plans

Variable: Water

Conditions: Plant is given soil and air but no water. Procedure

1. Measure the mass of each plant by itself.

2. Add 50 grams of potting soil to one bottle. To the other bottle, add 50 grams of potting soil that has been allow ed to dry out.

3. Plant one green onion in each bottle.

4. Water the plant in the soil that is not dried out with 25 milliliters of water. Do not water the plant that has been added to the dry soil.

5. Plac e the bottles next to each other in the window.

6. Each day, measure the height of each plant from the soil to the top of the plant and make observations.

7. O n the final day, remove the plants from the bottles and shake off any soil. Measure the mass of each plant b y itself.

Investigation Setup

Variable: Soil Conditions: Plant is given water and air but placed in paper towels instead of soil. Procedure

1. Measure the mass of each plant by itself.

2. Add 50 grams of potting soil to one bottle. Fill the other bottle up to the same level with crumpled paper to wels.

3. Plant one green onion in each bottle.

4. Water each plant with 25 milliliters of water.

5. Place the bottles next to each other in the window.

6. Each day, measure the height of each plant from the soil or paper towel to the top of the plant and make observ ations.

7. On the final day, remove the plants from the bottles. Shake off any soil, and remove any paper towel debris. Measur e the mass of each plant by itself.

Investigation Setup

Variable: Air

Conditions: Plant is given soil and water. Bottle is squeezed to remove air and sealed with cap.

Procedure

1. Measure the mass of each plant by itself.

2. Add 50 grams of potting soil to each bottle.

3. Plant one green onion in each bottle.

4. Water each plant with 25 milliliters of water.

5. Squeeze the air out of one bottle, and seal the bottle with the cap to keep air out.

6. Place the bottles next to each other in the window.

7. Each day, measure the height of each plant from the soil to the top of the plant and make observations.

8. O n the final day, remove the plants from the bottles and shake off any soil. Measure the mass of each plant b y itself. Investigation Setup

LESSON 5 RESOURCE A Teacher Plant Growth Investigation Setup Instructions

Timing Note: Begin preparation at least six days before Lesson 5 by leaving 50 g (about ¹ cup) ² o f potting soil out to dry. Prepare plants at least five days before the lesson. Mark four wooden skewers at cen timeter intervals to track plant growth.

Advanced

Materials: 16.9 oz clear plastic water bottles (4), 50 mL graduated cylinder (1), green onion plants with bulbs (4), potting soil (150 g), water (75 mL), plastic spoon (1), digital scale (1), metric ruler (1), wooden skewers marked with cm lines (4), permanent marker (1), scissors (1), disposable gloves (1 pair), paper towels, access to sunlight or grow light Preparation

1. Trim the green onion plants to 10 cm in length from the base of each bulb.

2. Prepare each plant to grow in different conditions. (Note: Use a skewer to dig holes in the soil-filled bottles. The holes should be wide and deep enough to cover the base of the green onion plants.)

a. To test the need for water, place a green onion plant in a bottle filled with 50 g of dry potting soil. Do not add water. Insert a skewer into the soil. Label this bottle Plant 1.

b. To test the need for soil, place a green onion plant in a bottle with crumpled paper towels at the bottom and add 25 m L of water. Insert a skewer into the paper towels. Label this bottle Plant 2.

c. To test the need for air, place a green onion plant in a bottle filled with 50 g of potting soil and add 25 mL of water. Trim a skewer to the height of the bottle. Squeeze the bottle to remove as much air as possible. Insert the skewer into the soil, and then seal the bottle with a cap. Label this bottle Plant 3.

d. To establish a control, place a green onion plant in a bottle filled with 50 g of potting soil and add 25 mL of water. Insert a skewer into the soil. Label this bottle Plant 4.

3. Record the initial height of each plant above the soil or paper towel.

4. Place the plants in a sunny window, and allow them to grow for at least five days.

Plant 3 (No Air)

Conditions: Plant is given soil and water. Bottle is squeezed to remove air and sealed with a cap.

Tunnel Tree Images Figure 1

Diagrams

Model Images

Figure 1

Amount of oxygen gas

LESSON 7 RESOURCE B

Conceptual Checkpoint

a. Draw and label arrows to model how the organisms in the jar interact with matter in the air to survive.

b. Read the claim.

Claim: If the mouse is removed from the jar, then the plant’s growth will decrease.

Use evidence fr om your model to support the claim.

Source: Data from US Climate Data (2018).

Source: Data from Schwartz, Miller, and Haroldson (2003).

LESSON

Information

Food Sources

Shrimp

Shrimp eat tiny aquatic plants and small fish.

Small fish

Small fish eat aquatic plants.

Oyster

Oysters are filter feeders, which means they eat tiny aquatic plants floating in the water.

Crab

Crabs eat aquatic plants and small fish.

Whooping Crane and Northern Harrier

Photographs

Whooping Crane

Northern Harrier

Ruby-throated Hummingbird

LESSON 10

Model Bird Beaks Procedure Sheet

This procedure sheet provides student instructions for the bird beak modeling activity. Print and cut out one sheet for each station. Consider using card stock and laminating for future use.

Model Bird Beaks Procedure Sheet

1. Select a beak model to test. Test the beak model by trying to collect each food model.

2. In your Science Logbook (Lesson 10 Activity Guide A), cross out the food models that you could not collect. Circle or highlight the food models that you could collect.

3. Record observations about the testing process. Identify which food models were easiest to collect.

4. Compar e the beak model to the bird beaks in the photographs. Which bird’s beak do you think the beak model repr esents? Write the name of the bird.

5. Repeat steps 1 through 4 for each beak model.

D

LESSON 10 RESOURCE

Model Bird Beaks Setup Instructions

Follow the instructions to set up four identical bird beak modeling stations before the lesson.

1 ( lb), 4

Materials (1 set per station): 1 qt or larger bowls (2), nonhardening modeling clay

cylindrical corks (3), ladle (1), marbles (3), bird photographs in Lesson 10 Resource B (1 set), crane and harrier photographs in Lesson 10 Resource A (1 set), pie tin (1), disposable pipette (1), procedure sheet in Lesson 10 Resource C (1), uncooked rice (1 cup), sand (1 cup), scissors (1), tongs (1), tweezers (1), small plastic water bottle (1), access to water

Corresponding Bird

Note: The materials are intended to represent the following items:

Ruby-throated hummingbird beak

Roseate spoonbill beak

Piping plover beak

Whooping crane beak

Northern harrier beak

Corresponding Food

Beak Models

Model Bird Beak

Pipette

Model Food

Fish

Flower with nectar

Insects

Buried prey

Mouse or other small prey

Ladle

Tweezers

Tongs

Scissors

Food Models

Corks in water

Filled water bottle

Rice

Marbles in sand

Clay

Preparation for each station:

1. Gather one of each beak model: disposable pipette, ladle, tweezers, tongs, and pair of blunt tip scissors.

3 cylindrical corks to the bowl.

3 marbles in the sand.

2. Fill a bowl with water, and add

3. Add sand to a bowl, and bury

4. Form a lump of nonhardening clay to resemble a mouse of approximately 2 inches in length.

5. Add uncooked rice to a pie tin.

6. Fill a small water bottle with water.

7. At each station, place one of each beak model, one of each food model, one copy of the crane and harrier photographs (Lesson 10 Resource A), and one copy of the bird photographs (Lesson 10 Resource B).

Diamondback Terrapin Turtle

Plant Cards

Print and cut out two copies of each plant card. Consider using card stock and laminating for multiple uses. Distribute one card to each group during the modified Jigsaw routine. Attach the second set of cards in the first column of the class chart.

Cordgrass

Cordgrass lives in salt marshes and can grow up to 7 feet tall. It has strong roots that connect underground and hold the plant in place as the water levels change.

Glasswort

Glasswort lives in salt marshes and along beaches around the world. It stores water in its leaves and stems.

Shoal grass is a type of seagrass that lives underwater in a wide range of temperatures and salt concentrations. Tiny pockets in the leaves store oxygen and help the leaves float.

Saltgrass can grow in very salty water. The surface of each leaf is made of tiny structures that can remove extra salt and allow the plant to use the water.

Saltgrass

Shoal Grass

LESSON 11 RESOURCE

structions

Setup In

Stations

Organism

Follow the instructions to set up the organism stations before the lesson.

Materials: computers or tablets (4), organism challenge cards in Lesson 11 Resource F (1 set)

Preparation

1. Place one computer or tablet at each station.

2. Print and cut out the organism challenge cards in Lesson 11 Resource F. Consider printing on cardstock and laminating for future use.

3. Cue the videos at each station.

a. Sundew Station video ( http://phdsci.link/1793 )

b. Raccoon Station video ( http://phdsci.link/2388 )

c. Prickly Pear Station video ( http://phdsci.link/1796 )

d. Collared Peccary Station video ( http://phdsci.link/1795 )

Procedure

After a group views the video(s) at a station and records observations, distribute the corresponding organism challenge car d. Collect cards before students rotate to the next station, and then repeat the process.

LESSON 11 RESOURCE F

Organism Challenge Cards

Print and cut out two copies of each organism challenge card. Consider using cardstock and laminating for multiple uses. Follow the procedure in Lesson 11 Resource E for distributing the cards to each station. Attach the second set of cards to the first column of the class chart during the ac tivity.

Raccoon

Raccoons have long fingers with sharp claws. The claws make it easier for raccoons to hide from predators or get food. To climb down a tree, a raccoon rotates its hind feet so they point backward. Raccoons use their paws to get insects, fish, amphibians, and bird eggs.

Sundew

Sundews produce nectar to attract insects. Sticky hairs cover the leaves. Sundews use their structures to trap and digest insects for food.

Collared Peccary

One of the collared peccary’s favorite foods is the prickly pear cactus. Collared peccaries scoot the prickly pear along the ground to remove most of the thorns. Then they use their sharp teeth to shred and eat the plant.

Prickly Pear

Like other cactuses, prickly pears have spines instead of leaves. These spines protect the plant from many animals. Birds and other animals feed on the fruit of the prickly pear and spread the seeds through their droppings.

LESSON 12 RESOURCE B Animal Cards

Print and cut out two of each animal card. Distribute one card to each group during the identify inherited traits activity. Display the second set of cards during the activity. American Coot

Whooping Crane

LESSON 13 RESOURCE B

Mold Growth on Raspberries Investigation Setup Instructions

Advanced Timing Note: To prepare for this lesson, purchase cartons of raspberries (approx. 6 oz each) at the following times.

▪ Purchase 1 carton 10 days before Lesson 13.

▪ Purchase 2 cartons 6 days before Lesson 13. The additional carton of raspberries should be prepared for Lesson 15 on this day (see Lesson 15 Resource B).

▪ Purchase 1 carton 2 days before Lesson 13.

Materials: 6 oz cartons of raspberries (3), 12 oz or larger clear plastic containers with lids (3), digital scale (1)

Preparation

1. Immediately after purchasing the raspberries, transfer them to a clear plastic container.

2. Take an initial photograph of one of the containers so students can observe the raspberries’ appearanc e before mold growth.

3. Seal the container with a lid, and label it with the number of days mold will be allowed to grow.

4. Measure the starting mass of the system (raspberries and container) in grams, and write it on the con tainer label.

5. Place away from direct sunlight. Do not refrigerate.

Notes

▪ Raspberries work well for this demonstration because they decompose rapidly. If purchasing multiple cartons o f raspberries is not an option, buy one carton 10 days before Lesson 13 and take photographs of the container after 2, 6, and 10 days. Make sure to measure the mass of the container again after 2 and 6 days and provide these measurements in the corresponding photographs. Use this container for the Lesson 13 Launch, and display the photographs for students during the Lesson 13 Learn.

▪ Consider using tape to secure container lids. Decomposition produces gas, which may cause lids to open.

▪ Resealable plastic bags may be used as an alternative to plastic containers. Use tape to ensure a strong seal.

The excerpts are from the article “Looking at Mushrooms” by Cheryl Bardoe in the October 2011 issue of Ask:

The Fungus among Us

Excerpt 1

Equipped with a magnifying glass, pocket knife, and fishing tackle box, mushroom scientist Greg Mueller is going on a treasure hunt. “I never know what I might find,” he says, striking out along a woodland path at the Chicago Botanic Garden in Illinois. “And what I find today may be different four days from now.”

After decades as a mycologist (a scientist who studies fungi), Mueller knows that mushrooms are here-todaygonetomorrow treasures. He jokes about becoming a geologist someday, “because rocks never move.” But he isn’t really discouraged—he knows that forests are full of fungi. In fact, the world is full of fungi. Fungi take many forms. They include the yeast that makes holes in bread as it rises, the fuzzy mold that w arns us not to eat an old jar of spaghetti sauce, smelly mildew, and the mushrooms that pop up overnight from the forest floor. For many years, scientists thought fungi were plants because they didn’t move and many sprouted from soil. U nlike plants, however, fungi cannot make their own food.

Excerpt 2

While keeping a hopeful eye on the forest floor, Mueller explains that fungi are often present even when we don’t see them. Fungi grow in hair-like threads called hyphae. These strands spread through soil, rotting wood, or wherever a fungus seeks water and food. A single strand is too small to see with the naked eye, but Mueller points out white spots on a fallen tree where many have massed together, creating a visible web called a mycelium.

Excerpt 3

Most fungi we happen to see on our walk, such as tiny yellow fairy cups and the meaty chicken-of-thewoods, are breaking down dead plant matter, recycling its nutrients back into the soil. As fungal hyphae spread through a fallen tree to gather food, they destroy the stiff [materials in] the wood, making the nutrients inside available. Mueller breaks a chunk of decaying wood from a tree, and it almost crumbles to sawdust in his fingers. That’s a sign that fungi have done their work. “We’d have piles of dead trees miles high if we didn’t have fungi,” he says. “We wouldn’t even be able to walk around the earth because of all the dead trees.”

Adaptation

The following is adapted from “Recycling the Dead” by Kathiann Kowalski (2014). E ventually, all living things die. And except in very rare cases, all of those dead things will rot. But that’s not the end of it. What rots will wind up becoming part of something else. This is how nature recycles. Just as death marks the end of an old life, the decay and decomposition that soon follo w provide material for new life.

“Decomposition breaks apart dead bodies,” explains Anne Pringle. She’s a biologist at Harvard University in Cambridge, M ass.

When any organism dies, fungi and bacteria get to work breaking it down. Put another way, they decompose things. (I t’s the mirror image of composing, where something is created.) Some decomposers live in leaves or hang out in the guts of dead animals. These fungi and bacteria act like built-in destructors.

This brightly colored fungus is one of thousands of decomposer organisms at work in the forest surrounding Lake Frank in Maryland. Fungi secrete enzymes that break down the nutrients in the wood. The fungi then can take in those nutrients.

Soon, more decomposers will join them. Soil contains thousands of types of single-celled fungi and bacteria that take things apart. Mushrooms and other multi-celled fungi also can get into the act. So can insects, worms and other invertebrates.

Yes, rotting can be yucky and disgusting. Still, it is vitally important. Decomposition aids farmers, preserves for est health and even helps make biofuels. That is why so many scientists are interested in decay. …

rot.

Why we need rot

Decomposition isn’t just the end of everything. It’s also the start. Without decay, none of us would exist.

“Life would end without rot,” observes Knute Nadelhoffer. He’s an ecologist at the University of Michigan in Ann Arbor. “Decomposition releases the chemicals that are critical for life.” Decomposers mine them from the dead so that these recycled materials can feed the living.

In the carbon cycle, decomposers break down dead material from plants and other organisms and release carbon dioxide into the atmosphere, where it’s available to plants for photosynthesis.

The most important thing recycled by rot is carbon. This substance is the physical basis of all life on Earth.

After death, decomposition releases carbon into the air, soil and water. Living things capture this liberated carbon to build new life. It’s all part of what scientists call the carbon cycle

“The carbon cycle really is about life and death,” observes Melanie Mayes. She’s a geologist and soils scientist at Oak Ridge National Laboratory in Tennessee.

The carbon cycle starts with plants. In the presence of sunlight, green plants combine carbon dioxide from the air with water. This process, called photosynthesis, creates the simple sugar glucose. It’s made of nothing more than the carbon, oxygen and hydrogen in those starting materials.

Plants use glucose and other sugars to grow and fuel all of their activities, from breathing and growth to r eproduction. When plants die, carbon and other nutrients stay in their fibers. Stems, roots, wood, bark and leaves all contain these fibers.

The “fabric” of plants

“Think of a leaf like a piece of cloth,” says Jeff Blanchard. This biologist works at the University of Massachusetts—or UMass—in Amherst. Cloth is woven with different threads, and each thread is made of fibers spun together.

Here, Mary Hagen studies soil microbes that decompose plant material in the absence of oxygen. To do this, she uses a special oxygen-free chamber at UMass Amherst. Likewise, the walls of each plant cell contain fibers made of differing amounts of carbon, hydrogen and oxygen. … When a plant dies, microbes and even larger fungi break down these fibers. They do so by releasing enzymes. Enzymes are [substances] made by living things that speed up chemical reactions. Here, different enzymes help snip apart chemical bonds that hold together the fibers’ [particles]. Snipping those bonds releases nutrients, including glucose. … The decomposer organism can use that sugar for growth, reproduction and other activities. Along the way, it releases carbon dioxide back into the air as waste. That sends carbon back for reuse as part of that neverending carbon cycle. But carbon is far from the only thing that gets recycled this way. Rot also releases nitrogen, phosphorus and about two dozen other nutrients. Living things need these to grow and prosper.

One way that scientists study decomposition at Harvard Forest in Massachusetts is by burying wood blocks in the soil and seeing how long they take to rot and disappear.

The DIRT on decay

The world would be very different if the rates at which things decay were to change. To find out how different, Nadelhoffer and other scientists are probing rot in forests around the world. Study sites include the Michigan Biological Station in Ann Arbor and the Harvard Forest near Petersham, Mass.

DIRT. It stands for Detritus Input and Removal Treatments. Detritus is debris. I n a forest, it includes the leaves that fall and litter the ground. Scientists on the DIRT team add or remove leaf litter from particular parts of a forest.

They call one series of these experiments

“Every year in fall, we take all the litter off an experimental plot and we put it on another plot,” explains N adelhoffer. The researchers then measure what happens to each plot.

Over time, leaf-starved forest soils undergo a range of changes. Scientists refer to the carbon-rich materials r eleased from once-living organisms as organic matter . Soils deprived of leaf litter have less organic matter. That’s because there are no more decomposing leaves to supply carbon, nitrogen, phosphorus and other nutrients. The soils deprived of leaf litter also do a poorer job of releasing nutrients back to plants. The types of microbes present and the numbers of each also change. Meanwhile, forest soils given bonus leaf litter become more fertile. Some farmers use the same idea. Tilling means plo wing. In no-till farming, growers just leave plant stalks and other debris on their fields, instead of plowing them under after a crop’s harvest. Since plowing can release some of the soil’s carbon to the air, no-till can keep the soil more fertile, or carbon-rich.

No-till farming aims to increase soil fertility by leaving plant wastes to decompose on the soil.

As the debris rots, much of its carbon returns to the air as carbon dioxide. “But some of it—along with the nitrogen and other elements needed to sustain plant growth—stays in the soil and makes it more fertile,” explains Nadelhoffer.

LESSON 15 RESOURCE B

Decomposing Raspberries in Sand and Soil Investigation Setup Instructions

Advanced Timing Note: Preparation for this investigation should be done 6 days before Lesson 13

Materials: 6 oz carton of raspberries (1), 12 oz or larger clear plastic containers with lids (2), sand 1 ( cup), 2 soil 1 ( cup) 2

Preparation

1. Fill one container with appr oximately 1 cm of sand. Fill the other container with approximately 1 cm of soil.

2. Immediately after purchasing the raspberries, transfer half of the raspberries to the container with sand and the o ther half to the container with soil. Raspberries should be placed on top of the sand and soil, not mixed in.

3. Take initial photographs of both containers so students can observe the raspberries’ appearance bef ore mold growth.

4. Seal the containers with lids, and label them as Sand and Soil, respectively.

5. Place away from direct sunlight. Do not refrigerate.

Notes

▪ Consider using tape to secure container lids. Decomposition produces gas, which may cause lids to open.

▪ Resealable plastic bags may be used as an alternative to plastic containers. Use tape to ensure a strong seal.

LESSON 16 RESOURCE A

Instructions

Nutrient Testing Setup

Follow the instructions to prepare the sand and soil mixtures and set up the stations before the lesson.

Advanced Timing Note: Prepare the sand and soil mixtures 1 day before Lesson 16.

Materials: 8 oz clear plastic jars with lids (2), permanent markers (2), disposable pipettes (2), sand (3 tbsp), soil (3 tbsp), soil test kit (1), ac cess to water

Materials Note : The soil test kit in the Module 2 kit contains 12 test tubes with colored caps, 4 blue capsules for phosphorus, 4 purple capsules for nitrogen, 4 orange caps for potassium, and 6 nutrient level charts. If not using the Module 2 kit, ensure that the soil kit used has at least these components. Preparation

1. Use a permanent marker to label one jar Sand and one jar Soil.

2. Add 3 tbsp of sand to the jar labeled Sand and fill the rest of the jar w ith water.

3. Add 3 tbsp of soil to the jar labeled Soil and fill the rest of the jar w ith water.

4. Tightly seal both jars with their lids. Shake both jars vigorously for 1 minute. After shaking, leave the jars undisturbed until the c ontents settle.

5. Use a permanent marker to draw a line at the 4 mL mark on each test tube of the soil test kit.

6. At each station, place 1 disposable pipette, 1 permanent marker, and 1 prepared sample (soil or sand).

Procedure

Follow the procedure as outlined in the lesson to distribute nutrient testing materials to each group. Studen ts will follow the procedure sheet (see Lesson 16 Resource B) during the lesson.

LESSON 16

The procedure sheet provides student directions for the investigation. Print and cut out two procedure sheets for each group.

1. Make sure your group has these materials:

▪ 2 test tubes ▪ 2 capsules (the same color as your test tube caps)

▪ Disposable gloves

2. On one test tube, write Sand. On the other test tube, write Soil.

3. Now you will collect your samples. Choose one group member to take the Sand test tube and a copy of this procedur e sheet to the Sand Station. Choose another group member to take the Soil test tube and a copy of this procedure sheet to the Soil Station. At the stations, the chosen group members should follow these steps:

a. Use the dropper to move liquid from the jar to the test tube. Do not move sediment or other matter floating in the jar .

b. Stop when the liquid in the test tube reaches the line.

c. Bring the test tube back to your group.

4. When both group members return, follow these steps to add a capsule to each test tube:

a. Hold the capsule over the test tube.

b. To open the capsule, gently wiggle the outer half and pull it slowly upward.

c. Pour the powder from the capsule into the test tube. Gently tap the capsule to make sure all the powder fell out.

d. Place the cap on the test tube.

e. Shake the test tube for 1 minute.

5. Let both test tubes sit for 10 minutes. Do not touch the tubes during this time.

6. Compare each test tube with the Nutrient Level Chart. Find the color on the chart that best matches the color of the liquid in the test tube.

7. Record the results in your Science Logbook.

LESSON

Name:

1. Observe the photograph of the whooping crane.

Whooping cranes are tall and loud birds that live in wetland environments. Whooping cranes eat animals, such as minnows, frogs, crayfish, crabs, and snails.

Whooping cranes have long legs, a long neck, and a long beak. Choose one of these structures. Explain how the structur e helps the whooping crane survive in the wetland. Use evidence from the photograph to support your answer.

Scientists noticed that the number of whooping cranes in Wisconsin was decreasing. They brought whooping crane eggs to a laboratory to hatch. The scientists raised the chicks using similar behaviors as whooping crane parents use.

2.

Observe the photographs and read the text.

Scientists use bird puppets and dress as whooping cranes while caring for young bir ds.

Young whooping cranes follow an aircraft when they ar e ready to fly.

Whooping cranes follow a scientist flying an aircraft to Florida for winter.

Cir cle the claim supported by evidence from the photographs and text.

▪ Migration is an instinctual behavior for whooping cranes.

▪ Migration is a learned behavior for whooping cranes.

Description

Mouse Investigation

Scientists were curious about the relationship between food and the activity level of animals. They selected 5 mice with higher activity levels and 5 mice with lower activity levels for the study.

All 10 mice were adult females of the same age. Each mouse was placed in its own cage, and all the cages wer e identical. The scientists fed all of the mice the same type of food. Each cage contained an exercise wheel that measured the distance the mouse ran each day. Each day, the scientists recorded how much food the mice ate and how far they ran. The scientists also measur ed the mass of the mice every week for 13 weeks (Jung et al. 2010).

LESSON 19 RESOURCE

Animal Cards

Print and cut out one set of animal cards per group. Print and cut out an additional copy of the cheetah and polar bear cards for display during the lesson. Consider printing on card stock and laminating the cards for future use.

A polar bear walks on snow-covered ice.

A cheetah runs across the savanna.

A cardinal sits on a branch and fluffs up its feathers.

A caterpillar (left) becomes a butterfly (right).

A lizard missing part of its tail (left) regrows the tail (right).

A queen bee develops from a larva (left) to an adult (right, marked with blue paint).

A catfish swims in a pond.

A deer’s new antlers (left) fully develop over time (right).

An owl flies through the snow.

A group of young impalas run and jump through tall grass.

A snake sheds its old, worn layer of skin.

A squirrel holds an acorn during winter.

A hermit crab’s shell becomes too small, so the crab exchanges it for a larger one.

A sea star missing part of an arm (left) regrows the arm (right).

The Atlas moth begins its life cycle as a small egg on a leaf. The caterpillar emerges from its egg and begins eating. The Atlas moth caterpillar uses its mouthparts to consume large amounts of leaf material. Next, the caterpillar spins a cocoon around itself. The Atlas moth emerges from the cocoon as an adult. Because the mouthparts of the adult Atlas moth do not work, it cannot eat after emerging fr om its cocoon. The moths live as adults for only about two weeks. During that time, they seek out a mate and then female moths lay eggs.

LESSON 20 RESOURCE C Grizzly Bear Information

The excerpts are from the article “Grizzly Bears” by the National Park Service (2018).

Bears spend most of their time feeding, especially during “hyperphagia,” the period in autumn when they may gain more than three pounds per day until they enter their dens to hibernate. …

The body temperature of a hibernating bear remains within 12°F [6.7°C] of their normal body temperature. This enables bears to react more quickly to danger than hibernators who have to warm up first. …

Respiration in bears, normally 6–10 br eaths per minute, decreases to 1 breath every 45 seconds during hibernation, and their heart rate drops fr om 40–50 beats per minute during the summer to 8–19 beats per minute during hibernation.

Bears sometimes awaken and leave their dens during the winter, but they generally do not eat, drink, defecate, or urinate during hibernation. …

Greater Y ellowstone grizzly bears begin to emerge from their dens in early February, and most bears have left their dens by early May.

LESSON 21 RESOURCE A

Radish Growth Investigation Setup

Instructions

Timing Note: Prepare plants at least 2 weeks before Lesson 21.

Advanced

Materials: 3 oz clear plastic cups (2), radish seeds (30), potting soil (1 cup), access to water

Preparation

1. Fill each plastic cup with potting soil up to about 2 cm from the top of the cup.

2. Place 15 radish seeds on top of the soil in each cup, and cover the seeds with an additional 1 cm of soil.

3. Pour equal amounts of water over the soil in each cup. Ensure that the soil is moist, but do not ov ersaturate it. Note: The amount of water needed will vary depending on the type of soil used.

4. Label one cup A, and place it in a window that is exposed to a moderate amount of sunlight.

5. Label the other cup B, and place it in a dark cabinet or closet, with no exposure to any type of natural or artif icial light.

6. Check the soil each day, and water as necessary.

Notes

▪ Consider taking photographs as the plants grow so students can compare them (or in case the plant in cup B dies bef ore Lesson 21).

▪ To control for temperature and humidity differences, consider placing cup B in a covered shoebox in the same location as cup A. Ensure that air, but not light, can enter the box.

If you were to stay outside in the Sun all day without eating, would you get hungry? Of course, you would! Humans cannot make food from the Sun.

But plants can miraculously make their own food from the Sun’s energy in the process of photosynthesis. How? Plants use light energy fr om the Sun as well as a gas called carbon dioxide, along with water, to produce sugar that plants use as food.

In this process, plants give off water and a gas called oxygen. Oxygen is very important because we br eathe it in, and our bodies need it to work properly. Most animals also need oxygen. Plants are largely responsible for the continuous supply of oxygen on Earth, and this is one reason why photosynthesis is so important. Photosynthesis is a complicated process, but it can be summarized by the following statement: Plants take in carbon dioxide and water and, using light fr om the Sun, they produce sugar and oxygen.

Sugars produced by plants are very important because they are used by plant cells as food to carry out life pr ocesses. When we eat plants, our bodies use sugars from those plants to help us function. Nearly everything we eat is either a food made by plants, or an animal that eats plants. So, as you can see, without plants and the process of photosynthesis, we would have a very hard time surviving!

Food Web

tLESSON 22 RESOURCE A Amazon Rainfores

The Amazon rainforest in South America is the largest rainforest on Earth and contains more species than any other land ecosystem. Brazil nut trees and palm trees are two of the most common tree species in the Amazon ra inforest.

The food web shows some of the feeding interactions between species in the Amazon rainforest ecosystem.

Jaguar

Spider monkey

Brazil nut tree

Palm tree

Agouti

Macaw

B Amazon Rainforest Images

The photographs show the same area of the Amazon rainforest. The first photograph was taken in 1986. The second photograph was taken in 2001, after people cut down some of the trees.

Conceptual Checkpoint

Name:     Observe the food web. Write a prediction that describes how energy flow in the ecosystem will change if there are fewer trees in the Amazon rainforest. Use evidence from the food web model

Excerpts

Emerald Ash Borer

The excerpts are from “Emerald Ash Borer Invasion of North American Forests ” by Kevin B. Rice and Wendy Klooster (2014).

Excerpt 1

The emerald ash borer (EAB) is an invasive insect that was accidentally introduced fr om Asia into North America during the early 1990s, although not discovered until 2002. Since establishing near Detroit, Michigan, EAB has killed millions of ash trees including more than 99% of the ash trees growing in the forests of southeast Michigan.

Adult EAB feed on the leaves of ash trees and cause little damage; however, the beetle’s larvae feed on the inner bark and create galleries that cut off the ash tree’s circulatory system. This can kill the tree within just a few years.

Adult EAB

As of May 2010, EAB has been detected in 13 states and two Canadian provinces, and it continues to spread each year. Ash trees are an integral part of many different ecosystems, and the disappearance of these trees will have dramatic effects on forest communities. The Ohio State University, Michigan State University, and the USDA Forest Service have been collaborating on an investigation of the ecological impacts of the widespread ash mortality caused by EAB.

Excerpt 2 Widespread ash mortality severely alters forest habitats. Such a disturbance can negatively affect native animals. For instance, scientists have observed a reduction in ground beetle populations in areas heavily impacted by EAB. At least 282 arthropods (insects and spiders) rely on North American ash trees as a source of food and shelter. As EAB continues to kill ash trees, many species including butterflies, beetles, moths, flies, and true bugs are becoming at risk of extinction. In particular, at least 44 species of arthropods that feed exclusively on ash trees will be severely impacted. As all ash trees are killed, these animals will be at risk of extinction as their food and shelter are eliminated. However, animals such as woodpeckers and cavity-nesting birds that use dead trees as a resource for food and shelter may temporarily increase.

EAB larva

The banded ash clearwing borer is at risk of extinction due to widespread death of ash trees caused by EAB.

Native butterfly populations may also be affected, as some plants on which caterpillars feed become more toxic when grown in sun rather than in shade. Therefore, canopy gaps created by dying ash trees may increase the toxicity of native plants, thereby negatively affecting insects that feed on them. Scientists at The Ohio State University are currently studying the effects of canopy gaps on giant swallowtail butterfly development and growth.

gaps created by EAB may affect the growth and survival of giant swallowtail butterfly caterpillars.

Canopy

The student demonstr ates safe practices during the engineering challenge as outlined in Texas Education Agency –approved safety standards (5.1C).

The student uses a model and in formation from text to define the problem (5.1A) by explaining the effect (5.5B) the emerald ash borer has on the cycling of matter in the ecosystem (5.12B).

The student describes ho w emerald ash borers interact with the ecosystem (5.12A) and develops research questions (5.1A) to determine changes to the ecosystem (5.5G).

The student drafts a solution to the emerald ash borer problem (5.1B) and describes and predicts how their solu tion will change (5.5G) the cycling of matter in the ecosystem (5.12B).

The student communicates about their design (5.3B), including how their design results in beneficial changes (5.5G) to the ecosystem (5.12C).

For teacher reference, this alignment map lists the Texas Essential Knowledge and Skills

Assessed in each stage of the engineering design process during the Engineering Challenge.

5.5B Identify and investigate cause-and-e ffect relationships to explain scientific phenomena or analyze problems.

▪

▪

5.1A Ask questions and def ine problems based on observations or information from text, phenomena, models , or investigations.

▪

▪ 5.1C Demonstrate safe practic es and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency–approved safety standards.

5.5G Explain how factors or c onditions impact stability and change in objects, organisms, and systems.

5.1A Ask questions and def ine problems based on observations or information from text , phenomena, models, or investigations.

▪

5.12B Predict how c hanges in the ecos ystem affect the cycling of matter and flow of energy in a food web.

▪

▪

▪ 5.5G Explain how factors or c onditions impact stability and change in objects, organisms, and systems.

▪ 5.5G Explain how factors or c onditions impact stability and change in objects, organisms, and systems.

5.1C Demonstrate safe practic es and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency–approved safety standards.

▪

5.12A Observe and describe ho w a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

▪ 5.1B Use scientific practices to plan and conduct simple descriptiv e investigations and use engineering practices to design solutions to problems.

5.12B Predict how changes in the ecos ystem affect the cycling of matter and flow of energy in a food web.

▪

▪ 5.1C Demonstrate safe practic es and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency–approved safety standards.

▪ 5.3B Communicate explanations and solutions individually and collabor atively in a variety of settings and formats.

5.12C Describe a healthy ecos ystem and how human activities can be beneficial or harmful to an ecosystem.

▪

Plan

Share

▪ 5.1C Demonstrate safe practic es and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency–approved safety standards.

LESSON

Emerald Ash Borer Resources

Students should use the resources available in their school and community as they research. If a school or local library is available, reach out to library personnel to collaborate on resource curation and supports for students. Provide informational texts at varying complexity levels to meet students’ reading needs. Students may benefit from access to audio and visual resources in addition to printed texts. Use these local resources and the sites in the table to synthesize information and build background kno wledge before coaching students as they research.

Note: Do not share this resource list directly with students. Use these links to curate and compile information f or students as appropriate.

Site URL

http://phdsci.link/1203

http://phdsci.link/1196

http://phdsci.link/1198

http://phdsci.link/1199

http://phdsci.link/1200

http://phdsci.link/1201

http://phdsci.link/1202

Title and Source

Animal Invaders: Emerald Ash Borer , Susan H. Gray (2008)

“Emerald Ash Borer Frequently Asked Questions,” North Carolina Forest Servic e (2017)

“Insects Invade,” US Department of Agriculture and Forest Service (2014)

“Little Green Bug Eating Its Way Through Ash Trees,” Philadelphia Inquirer , adap ted by Newsela (2014)

“Signs and Symptoms of the Emerald Ash Borer,” Michigan State University Extension (Wilson and Rebek 2005)

“The Bug That’s Eating America,” Time (Hamilton 2011)

“The Emerald Ash Borer’s Domino Effect on Human Health,” W ashington Post (Clark 2013)

Raine Island Ecosystem Model

Frigatebirds fighting over a turtle

Ghost crab digging shelter

Frigatebird with crab

Green sea turtle hatching in sand

Frigatebird

Green sea turtles moving towards the ocean

Ghost crab with turtle

Plants get most of the matter they need for growth from air and water.

Plants and animals depend on matter for growth and survival.

Life’s matter moves between plants, animals, decomposers, and the environment as it cycles through an ecosystem.

Life’s energy can be traced from the Sun to plants and then to animals and decomposers as it flows through an ecosystem.

Scale, Proportion, and Quantity

Energy and Matter

Structure and Function

Stability and Change

Appendix A

Ecosystems Storyline

Anchor Phenomenon: Life Around a Mangrove Tree

Essential Question: How can trees support so much life?

Conceptual Overview

Ecosystems support the needs of living things as matter and energy move between organisms and the environment.

1. Plants get most of the matter they need for growth from air and water.

2. Plants and animals depend on matter for growth and survival. Life’s matter moves between plants, animals, decomposers, and the environment as it cycles through an ecosystem.

3. Life’s energy can be traced from the Sun to plants and then to animals and decomposers as it flows through an ecosystem.

Focus Content Standards

5.12A Observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem.

5.12B Predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web.

5.12C Describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.

5.13A Analyze the structures and functions of different species to identify how organisms survive in the same environment.

5.13B Explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavior traits such as orcas hunting in packs increase chances of survival.

Concept 1: Living Plant Matter (Lessons 1–7)

Focus Question: How do plants grow?

Lessons 1–2

Phenomenon Question: What is a tree’s role in an ecosystem?

Phenomenon: Life Around One Tree

Lesson Set Objective: Students ask questions and develop an initial model to represent the relationships between organisms in the mangrove tree ecosystem.

Knowledge Statement: A food web shows the feeding interactions of organisms in an ecosystem.

Wonder:* To begin, we venture outside with our Science Logbook and spend some time making observations of a tree by our school. We notice that the tree is really tall. Some other organisms also live on or near the tree. We wonder how these organisms interact in the ecosystem around the tree, and our teacher shares that the system of living things around the tree we observed is called an ecosystem. An ecosystem is an interconnected system of organisms and their environment.

We begin reading The Mangrove Tree (Roth and Trumbore 2011) and learn about Hargigo, a village where people and animals depend on mangrove trees for survival. We record information about the different organisms in the mangrove tree ecosystem and identify ways the organisms interact with each other. We notice that many of the interactions involve getting food from another organism.

Organize: We work together to develop an anchor model to show the feeding relationships in the mangrove tree ecosystem.

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals.

* The purple headings indicate the relevant content stage within the content learning cycle. See the Implementation Guide for more information on the content learning cycle.

Next, we build a driving question board to keep track of our questions about ecosystems and interactions between organisms. We add these questions, along with related phenomena, to the driving question board.

Essential Question: How can trees support so much life? Food

How do plants grow?

How can the mangrove tree grow in water?

How do trees grow so tall? How do trees grow leaves?

Related Phenomena:

What does the tree need to grow? Why don’t other plants grow well in Hargigo?

Birds, squirrels, and other animals make nests in trees.

Does the mangrove tree eat?

Why don’t mangrove trees normally grow in Hargigo?

Trees provide food like fruit or nuts to people and animals.

Do some animals only eat other animals?

Trees provide shade.

What do small sea animals around the mangrove tree eat?

Do some animals only eat plants?

People use wood from trees to build houses or make paper.

People use trees for firewood.

Next Steps: Through class discussion, we agree that the best place to start answering the Essential Question is with the question How do plants grow?

Lessons 3–5

Phenomenon Question: Where do plants get the matter they need for growth?

Phenomenon: Seed to Tree

Lesson Set Objective: Students plan and conduct an experimental investigation to determine the sources of matter for plant growth. Students analyze the results of an experimental investigation set up in advance and use patterns as evidence to support the claim that plants get matter for growth from air and water.

Knowledge Statement: Plants use matter from air and water to grow.

Reveal: Our teacher begins by showing us images of giant sequoia trees and their seeds. We wonder how a small seed can become such a large, heavy tree. Our teacher asks us to share where we think trees get matter for growth, and our ideas include water, sunlight, soil, and air.

We develop criteria for a fair test, and we use this knowledge to plan and carry out experimental investigations to explore which sources of matter (water, air, soil) contribute to plant growth.

Because it will take several days to start to see results, we examine some plants that our teacher set up in advance. We measure the height and mass of the plants and compare this data set to the starting data our teacher gathered. We notice that plants without air or water did not grow much. We also notice that plants grown without soil grew as much as the control plant. This shows us that plants need only air and water to grow.

Distill: We use our new knowledge to begin our anchor chart.

Living Plant Matter

Wonder: Our teacher shows us a picture of the Wawona Tunnel Tree, and we wonder how the tree used matter from just air and water to grow so large.

Next Steps: We will analyze data to obtain additional information about how plants use matter to grow.

Lessons 6–7

Phenomenon Question: How do plants and animals depend on air?

Phenomenon: Gas Cycling

Organize: We use our knowledge of particles and the formation of new substances to develop an initial model of how plants use matter from air and water to grow.

Reveal: We examine experimental data to determine that plants take in carbon dioxide and release oxygen back into the air as a waste product during the day.

• Living plant matter is formed with matter from air and water.

Lesson Set Objective: Students explore how plants and animals interact with air in the ecosystem. Students analyze experimental data to determine how plants and animals interact with carbon dioxide and oxygen gas in the air. Students determine that both plants and animals perform gas exchange by taking in gases needed for life and releasing others as waste.

Knowledge Statement: Plants and animals interact with the gases inthe environment they need for survival in different but interrelated ways.

Organize: We draw a model that uses arrows to show the flow of gases into and out of a leaf during daytime.

Reveal: We examine additional experimental data to determine that plants take in oxygen and release carbon dioxide as a waste product during the night.

Organize: We draw another model that uses arrows to show the flow of oxygen into and carbon dioxide out of the leaf during nighttime, a process known as respiration which is the internal process of plants that makes use of food.

Reveal: We wonder whether animals produce waste from breathing. We observe results from an investigation measuring how the amount of oxygen gas changes when a human breathed the same air from a bag. We make a claim about whether photosynthesis or respiration caused the amount of oxygen gas to change in the human breath. From the investigation, we see that respiration is an internal process of plants and animals that makes use of food.

Distill: We use our new knowledge of organisms interacting with air to revise the anchor model. We show that plants take in and release particles of water and that plants and animals take in and release particles of carbon dioxide and oxygen from the air.

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals. The mangrove tree is made of matter formed from water and carbon dioxide. Carbon dioxide gas and oxygen gas cycle between plants, animals, and air.

Know: We complete a Conceptual Checkpoint to determine how plants interact with factors in an ecosystem and how plant and animal interactions with air are related.

Organize: We wonder how to show matter and energy in our anchor model, and we use our new questions to update the driving question board with Focus Questions for Concepts 2 and 3.

Essential Question: How can trees support so much life? Where does life’s matter come from?

How do plants grow?

How can the mangrove tree grow in water?

What does the tree need to grow? How do trees grow so tall?

Where does life’s energy come from?

Why don’t other plants grow well in Hargigo?

Does the mangrove tree eat?

What do small sea animals around the mangrove tree eat?

Related

Phenomena:

How do trees grow leaves? Why don’t mangrove trees normally grow in Hargigo?

Birds, squirrels, and other animals make nests in trees.

Do some animals only eat plants?

Do animals use matter from air and water to grow?

Trees provide food like fruit or nuts to people and animals.

Do some animals only eat other animals?

Where do animals get energy? What happens to energy after plants and animals use it?

Can animals get energy from sunlight like plants do?

Trees provide shade.

People use wood from trees to build houses or make paper.

People use trees for firewood.

Next Steps: Now that we know where plants get their matter for growth, we agree that our next steps are to investigate where other organisms get their matter for growth.

Concept 2: Life’s Matter (Lessons 8–17)

Focus Question: Where does life’s matter come from?

Lessons 8–9

Phenomenon Question: Where do animals get the matter they need for growth?

Phenomenon: Movement of Matter

Lesson Set Objective: Students explore how animals get matter for body growth and repair. Students then analyze data and identify patterns in the movement of matter through an ecosystem to determine that animals’ food can be traced back to plants.

Knowledge Statement: The movement of matter in animals can be traced back through plants to water and air.

Wonder: We begin by examining images of a grizzly bear shown at different times of year, and we see that the bear grows a lot between June and September. We wonder how the bear grew so quickly and where it got the matter needed for growth.

Organize: We write an initial claim about the source of matter for animal growth.

Reveal: We examine historical data from Yellowstone National Park and learn that bears in the park had access to food in garbage dumps when the park first opened, but the dumps were closed in 1970 because of concerns for human safety. We determine that bears’ access to water and air did not significantly differ before and after 1970, and we discuss how access to each of these sources of matter likely affected the bears. Our teacher provides data about the average mass of grizzly bears in Yellowstone before and after 1970, and we see that bears had more mass before 1970, when they had access to food in the garbage dumps.

Distill: We conclude that bears, and all animals, use the matter in food for growth and body repair. We represent this process with bingo chips, and then we refine our model to show animals releasing waste products.

Next, we revise our anchor model to show the food sources for all the animals in the mangrove tree ecosystem. Based on this revision, we can see that all the food that animals eat can be traced back to plants.

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals. The mangrove tree is made of matter formed from water and carbon dioxide. Carbon dioxide gas and oxygen gas cycle between plants, animals, and air. Animal matter is formed with matter from food, which can be traced back to plants.

We also update the title of the anchor chart and add information about how animals get matter for growth.

Life’s Matter

• Living plant matter is formed from carbon dioxide and water.

• Animal matter is formed with matter from food.

• Most animal matter can be traced back to carbon dioxide and water (through plants).

Next Steps: After comparing the way plants and animals get matter for growth, we decide to look more closely at the similarities and differences between organisms.

Lessons 10–12

Phenomenon Question: Why do organisms have specific characteristics?

Phenomenon: Survival

Lesson Set Objective: Students observe physical and behavioral differences among plants and animals in a coastal environment to determine why different organisms have specific characteristics. Students also use their observations to differentiate between instinctual and learned behaviors.

Knowledge Statement: An organism inherits physical and behavioral characteristics from its parents and acquires learned behaviors throughout its life to obtain what it needs to survive in a specific environment.

Wonder: We begin by observing two birds and wondering why they have different physical and behavioral characteristics.

Organize: We model the feeding behavior of different birds by using tools and simulated foods, and we determine that the shape of a bird’s beak is related to the way the beak functions. Then we observe photographs of different animals and consider the animals’ physical characteristics to infer the type of environment the animals live in. We use information we learn about the animals’ environment to predict whether the animals are part of the same ecosystem.

Reveal: We determine that animals have specific physical characteristics to survive in their environment and wonder whether the same is true for plants.

Organize: Our teacher shows us a photograph of a black mangrove, and we wonder about the structures that we see poking out of the water. We recall our prior experiences with plants and discuss the different plant structures we have seen. We then observe plant cards that have photographs and text describing different plants’ characteristics and environment.

Reveal: By analyzing the structures, functions, and environments of the plants and animals on our class charts, we determine that the organisms are part of the same ecosystem. Our teacher reveals that the plants and animals live in the coastal salt marsh environment of Texas.

Organize: We visit stations where we watch videos and examine photographs of organisms that have different structures and environments. We find out that only one organism from the stations, the raccoon, lives in the same ecosystem as the other organisms on our class charts.

Distill: By learning about a diverse array of organisms, we determine that plants and animals have characteristics that help them survive in a specific environment. Now that we have concluded that plant and animal characteristics are suited to the organism’s environment, we wonder how parent animals affect the characteristics of their offspring.

Organize: We observe images of animals with their offspring and compare their physical traits. In extending the discussion to the behaviors of young animals, we draw parallels to humans and begin to look for similarities. We use our initial understanding to categorize behaviors of young animals as instinctual or learned.

Reveal: We watch videos of a lizard hatching and a raccoon climbing a tree to distill differences between instinctual and learned behaviors, and then we apply our new understanding to novel scenarios as we label the behaviors of coyotes.

Distill: We synthesize our understanding of plant and animal characteristics by concluding that organisms inherit physical traits and instinctual behaviors from their parents but also learn behaviors as they develop. We now know that different organisms have specific characteristics to survive in their environment.

Next Steps: Our teacher points to the anchor model and reminds us that we have traced how matter moves throughout an ecosystem. We agree that we need to determine what happens to matter in organisms after they die.

Lessons 13–14

Phenomenon Question: Where does matter go after organisms die?

Phenomenon: Decomposition

Lesson Set Objective: After they observe raspberries decomposing in a closed system, students gather evidence to support the argument that decomposers get matter for growth from dead organisms. They also obtain information from selected texts to explain how decomposers recycle matter in an ecosystem.

Knowledge Statement: Decomposers get the matter they need for survival from dead organisms and return matter to the environment that can be used by other organisms.

Wonder: We observe mold growing on raspberries in a closed system and determine that the raspberries are no longer living.

Organize: We wonder how mold and raspberries interact, so we decide to look at how the system changes over time.

Reveal: We observe raspberries purchased on different days and notice a relationship between the age of the raspberries, the amount of mold, and the size of the raspberries. Older raspberries look smaller and have more mold, and their container has more liquid and bubbles. We learn that mold is a living organism.

Organize: We use our observations to make a claim that the mold gets matter for growth from the raspberries. We agree that we need more information about mold to help us explain our observations, the bubbles and liquid in the container, and how the mold got into the container with the raspberries.

Reveal: We read an article called “Looking at Mushrooms” (Bardoe 2011) to gather more information, and the text explains that mold is a type of fungus. We learn that fungi are living things that are neither plant nor animal, that they can be microscopic, and that they can grow using matter from dead organisms.

From an article called “Recycling the Dead” (Kowalski 2014), we learn that decomposers such as bacteria and fungi break down matter in dead organisms. This process releases matter that decomposers use to grow and waste products such as carbon dioxide and nutrients.

Distill: We synthesize our knowledge of how organisms interact with matter by comparing how plants, animals, and decomposers obtain matter for growth and the types of waste they produce.

Next Steps: We agree that we need to learn more about decomposers and how the environment affects decomposition.

Lessons 15–16

Phenomenon Question: How does the environment affect decomposition?

Phenomenon: Decomposers and the Environment

Lesson Set Objective: Students construct an explanation of the relationship between decomposition and the environment by investigating the causes of different rates of decomposition and how the number of decomposers in an ecosystem affects the amount of matter returned to the soil.

Knowledge Statement: Decomposition plays a key role in maintaining healthy ecosystems by returning nutrients to the soil.

Wonder: Our teacher shows us an example of an organism that has not decomposed: a natural mummy. We learn that the mummy was buried in the Egyptian desert over 5,000 years ago and determine that something about the environment must have prevented it from decomposing.

Organize: Because sand covered the mummy, we decide to compare different ground coverings to see how they affect decomposition.

Reveal: We begin by observing mold growth on raspberries in two containers. One container has sand in it, and one has soil. We notice that the raspberries in the container with soil have much more mold on them than the raspberries in the container with sand. We determine that the sand and soil must affect the rates of decomposition, and we decide to look more closely at each material.

We use hand lenses to observe samples of soil and sand. We notice that soil contains small rocks, bits of dirt, and small pieces of plant parts, such as roots and leaves. The sand just looks like lots of tiny rocks.

We also watch a video of worms and other animals eating food scraps, and we determine that small animals like worms and insects in the soil help break down dead plant matter into smaller pieces. This helps to explain why we saw small plant parts in soil. We conclude that soil is more likely than sand to contain decomposers because soil has matter that decomposers can use for food.

So we can investigate the nutrients released as decomposers break down dead organisms, our teacher shows us nutrient test kits that test for three nutrients: nitrogen, phosphorous, and potassium.

Organize: We decide that testing the level of nutrients in both sand and soil will give us evidence about which material can support more decomposers. Because we predicted that soil has more decomposers, we expect it to contain more nutrients as well.

Reveal: We test the nutrient levels in sand and soil and discover that soil contains more nutrients. This evidence supports our prediction about the number of decomposers in soil.

By reading an informational text and observing images of nutrient-deficient plants, we learn that plants need nutrients to stay healthy. When plants die, decomposers break down the matter in their bodies and return those nutrients to the soil.

Distill: We revisit the phenomenon of the natural mummy and use our new knowledge to explain the relationship between decomposers, the environment, and the long preservation of the mummy. We explain that a lack of decomposers in the mummy’s environment prevented it from decomposing.

Next Steps: We need to synthesize our knowledge about decomposers and matter cycling in ecosystems.

Lesson 17

Phenomenon Question: How does matter move through an ecosystem?

Phenomenon: Matter Cycling

Lesson Set Objective: Students illustrate the interdependence of an ecosystem’s components by drawing models to show how a particle of matter can move from the environment to plants and animals and back to the environment through decomposition.

Knowledge Statement: Within an ecosystem, matter cycles among plants, animals, decomposers, and the environment as organisms live and die.

Distill: We use bingo chips to model a decomposer breaking down plant matter. We show that decomposers use some of the matter for growth and that some of the matter returns to the environment. We then draw a model to show how a nutrient particle cycles from the soil to a plant to an animal that eats the plant and then back to the soil after the animal dies and decomposes.

We determine that matter can cycle through an ecosystem, between organisms and the environment, as organisms live and die. We use our new understanding of how matter cycles through an ecosystem to update the anchor chart and anchor model.

Life’s Matter

• Living plant matter is formed with matter from carbon dioxide and water.

• Animal matter is formed with matter from food.

• Most animal matter can be traced back to carbon dioxide and water (through plants).

• Decomposers use matter from dead organisms as food and return matter to the environment where it can be used by other organisms.

• The nutrients in soil help plants function and stay healthy.

• Matter cycles within an ecosystem between organisms and the environment.

• Some animals inherit structures and behaviors that help them find food, and some animals learn how to find food to survive.

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals. The mangrove tree is made of matter formed from water and carbon dioxide. Carbon dioxide gas and oxygen gas cycle between plants, animals, and air. Animal matter is formed with matter from food, which can be traced back to plants. Decomposers use matter from dead organisms as food and return matter to the environment where it can be used by other organisms. Some animals inherit structures and behaviors that help them find food, and some animals learn how to find food to survive.

Know: We complete a Conceptual Checkpoint by explaining how animals use structures and learned behaviors to help them find food to increase their chance of survival in their environment.

Next Steps: We revisit the driving question board to see which questions we can answer and which remain unanswered. We agree that we need to explore where life’s energy comes from.

Concept 3: Life’s Energy (Lessons 18–22)

Focus Question: Where does life’s energy come from?

Lessons 18–20

Phenomenon Question: How do animals obtain and use energy?

Phenomenon: Food and Energy

Lesson Set Objective: Students explore the relationship between food and energy by analyzing data to identify patterns in how animals use the energy they get from food.

Knowledge Statement: The energy animals get from food can be used for growth, body repair, movement, and maintaining body warmth, or it can be stored for later use.

Wonder: Our teacher asks us to consider how we use food. We know that we use the matter in food for growth, but we also realize that some animals, such as adult animals, need food even after they stop growing.

Organize: We determine that animals must need food for more than just matter, so we investigate what else animals use food for.

Reveal: We learn about a scientific study involving mice. We evaluate the experiment to determine whether it was a fair test, and we then observe the results to identify relationships between food intake, activity levels, and the mass of the mice. We determine that the higher-activity mice ate more food, so we infer that animals use food to obtain energy for movement.

Organize: We agree that energy is released from food through respiration and update the definition of respiration to the internal process of plants and animals that releases useful energy from food. We saw how animals use the energy in food for movement and decide to look for other ways that animals use energy.

Reveal: We study animal cards to find examples of animals using energy and find relationships between energy, structure, and survival.

Distill: We determine that animals use energy from food to move, stay warm, grow, and heal injuries. Structures that animals use to survive would not grow or operate without energy.

Organize: Our teacher asks us whether there are times when animals do not use energy, and we determine that animals always use energy. We learn about the Atlas moth, which eats only when it is a caterpillar. When it turns into an adult moth, it does not have working mouthparts and can’t eat. We decide that we need to learn more about how animals obtain energy when they don’t have access to food.

Reveal: We learn about grizzly bear hibernation and find evidence that bears still use energy to breathe, stay warm, and keep their hearts beating during hibernation. We also learn that bears do not eat for many months during hibernation, but they do eat large amounts of food and gain a lot of mass before they hibernate.

Distill: We use our knowledge of the relationship between food intake, activity levels, and body mass to infer that bears must store energy from food in their bodies to use during periods when they don’t eat. Our teacher shows us a data set that confirms that bears lose a lot of mass during hibernation. This provides further evidence that animals can store energy from food in their bodies and then use it (and lose body mass) during times when they do not eat.

Next Steps: We know that there is energy in food and that the food animals eat can be traced back to plants, so we decide to investigate how energy gets into food.

Lessons 21–22

Phenomenon Question: How does energy move through an ecosystem?

Phenomenon: Sunlight

Organize: Our teacher shows us two groups of radishes: one group grown in sunlight and the other group grown in the dark. We wonder how sunlight causes the differences we observe in the two groups of plants.

Lesson Set Objective: Students obtain information about how plants capture energy from sunlight and model how that energy flows through an ecosystem.

Knowledge Statement: Sunlight is the original source of energy for virtually all living things.

Reveal: We view The Process of Photosynthesis and listen for claims the narrator makes about plants and energy. We record these claims:

▪ Sunlight is energy.

▪ Plants harness energy from sunlight.

▪ Energy flows from sunlight through all living things.

We analyze the script from the video and record evidence to support each claim. We also discuss evidence from other sources that supports each claim.

Distill: We revisit the radish plants, and our teacher points out that both sets of plants had access to all the matter they needed to grow. We explain that the plants grown in sunlight were able to harness energy from it, which allowed them to use the matter in air and water to grow through the process of photosynthesis. We infer that these radishes would provide more energy to a consumer than the radishes grown in the dark.

We revisit The Mangrove Tree and listen for ways organisms in the ecosystem use the energy that a mangrove tree captures. We use this information to revise the anchor model to include the flow of energy.

The organisms in the mangrove tree ecosystem are connected in a food web. Some animals eat plants, and some eat other animals. The mangrove tree is made of matter formed from water and carbon dioxide. Carbon dioxide gas and oxygen gas cycle between plants, animals, and air. Animal matter is formed with matter from food, which can be traced back to plants. Decomposers use matter from dead organisms as food and return matter to the environment where it can be used by other organisms. Some animals inherit structures and behaviors that help them find food, and some animals learn how to find food to survive. Plants store energy from sunlight through the process of photosynthesis. The energy stored in plant matter is transferred to animals that eat plants and then to animals that eat other animals.

Finally, we update the anchor chart to reflect our new learning about life’s energy.

Life’s Matter …

Life’s Energy

• Plants capture energy from the Sun and use it to make food and grow.

• Animals get energy from food.

• Animals use energy for growth, body repair, and movement and to maintain body warmth.

• Energy flows through an ecosystem from the Sun to plants and then to animals and decomposers.

Know: We complete a Conceptual Checkpoint to demonstrate our understanding of how energy flows in the Amazon rainforest ecosystem.

Next Steps: We consider what would happen to the flow of energy through an ecosystem if a component of the ecosystem changed. We agree that we need to learn more about how changes to one part of an ecosystem affect the rest of the ecosystem

Application of Concepts (Lessons 23–29): Engineering Challenge, Socratic Seminar, End-of-Module Assessment

Essential Question: How can trees support so much life?

Lesson 23 (Preparation for Engineering Challenge)

Phenomenon Question: How can the health of an ecosystem change?

Phenomenon: Ecosystem Health

Lesson Set Objective: Students combine information from data and selected texts to describe how the emerald ash borer species is changing the health of ecosystems in North American forests.

Knowledge Statement: Introduced species can change the health of an ecosystem.

Organize: We begin by modeling the web of interactions in the mangrove tree ecosystem. Each student represents a different organism, and we pass a ball of yarn around to the other organisms we interact with. We model the effects of one type of organism dying by having the student who represents that organism let go of the yarn. Then all the organisms that depend on that organism for food drop their yarn. We see the damaging effects of the loss of a single type of organism. We learn that the ecosystem was balanced when all the organisms had enough food to eat, and it was less balanced after the organism died and other organisms lost their source of matter and energy.

Reveal: Our teacher tells us about the emerald ash borer, a type of beetle that people accidentally introduced into ecosystems in North America. We analyze a data set that indicates ash trees are dying. We also read an article explaining how the emerald ash borers damage ash trees and affect many other organisms in ecosystems where the beetles live.

Distill: We compare the effects of two introduced species: the emerald ash borer and the mangrove tree. We determine that the intentional introduction of the mangrove tree by humans had a positive effect on many organisms in its ecosystem, whereas the accidental introduction of the emerald ash borer by humans had a negative effect on many organisms in its ecosystem. We learn that the emerald ash borer is considered an invasive species.

Next Steps: We agree that we need to focus on solutions that can reduce the impact of the emerald ash borer.

Lessons 24–26 (Engineering Challenge)

Phenomenon Question: How can we reduce the damage an invasive species causes to an ecosystem?

Phenomenon: Reducing the Impact of Invasive Species

Lesson Set Objective: Students apply their knowledge of cause and effect relationships in ecosystems to develop solutions to reduce the negative impact of the emerald ash borer. Students conduct research to define the problem and generate solutions according to the determined criteria and constraints. Students argue the merits of their proposals with classmates and then reflect on their solutions based on peer feedback.

Knowledge Statement: Reducing the impact of invasive species can protect the health of an ecosystem.

Organize: To refresh our understanding of the engineering design process, our teacher reads the afterword of The Mangrove Tree as we listen for ways that Dr. Sato used different stages of the process.

Know: We define the problem that the emerald ash borer causes: It kills ash trees, which takes food and shelter from many other organisms and damages the health of ecosystems in North American forests. We conduct research on the emerald ash borer to learn more about how it lives, where it came from, and previous attempts to remove it from ecosystems.

We use our knowledge of the emerald ash borer and the problem we defined to develop criteria and constraints for solutions. We spend time developing solutions to the emerald ash borer problem in groups. Next, we share our proposed solution with the class, explaining how it meets the criteria and constraints and how it would help restore balance to the ecosystems affected by the emerald ash borer. Because we cannot implement our solutions, we develop an action plan detailing the steps we would take to implement the solution and how we could evaluate its effectiveness.

Next Steps: We are ready to demonstrate what we learned throughout the module in a Socratic Seminar and End-of-Module Assessment.

Lessons 27–29 (Socratic Seminar, End-of-Module Assessment, End-of-Module Assessment Debrief)

Phenomenon Question: How can trees support so much life?

(Essential Question)

Phenomenon: The Cycle of Life

Lesson Set Objective: Students apply their knowledge of systems to construct explanations of how organisms survive and matter and energy move through ecosystems.

Knowledge Statement: Ecosystems support the needs of living things as matter and energy move between organisms and the environment.

Distill: As a class, we participate in a Socratic Seminar and discuss our Essential Question: How can trees support so much life? We use the driving question board, anchor chart, and anchor model to help us answer this question.

Know: We show our understanding of matter and energy in organisms and ecosystems in the End-of-Module Assessment. Finally, we reflect on our learning throughout the module.

Next Steps: We discuss any remaining questions about ecosystems as well as connections to Recurring Themes and Concepts.

Appendix B

Ecosystems Glossary

Appendix C

Ecosystems Content-Specific Words, General Academic Words, and Spanish Cognates

Key Terms (Tier Two or Three)

Word(s) Spanish Cognate

Abiotic Abiótica (f.), Abiótico (m.)

Biotic Biótica (f.), Biótico (m.)

Decomposer Descomponedor Ecosystem Ecosistema

Instinctual behavior None

Invasive species Especie invasora

Learned behavior

None

Matter cycle Ciclo de materia

Microscopic Microscópico

Photosynthesis Fotosíntesis

Respiration Respiración

Waste None

Content-Specific Words (Tier Three)

Word(s) Spanish Cognate

Aquatic Acuático

Carbon dioxide Dióxido de carbono

Consumer Consumidor

Energy Energía

Environment None

Food None

Food web None

Fungi Hongos

Hibernation Hibernación

Matter Materia

Nutrient Nutriente

Nutrient deficient None

Nutrient sufficient None

Organism Organismo

Oxygen Oxígeno

Producer Productor

General Academic Words (Tier Two)

Word(s) Spanish Cognate

Analyze Analizar

Characteristics Características

Data Datos

Interaction Interacción

Investigate Investigar

Model Modelo

General Academic Words (Tier Two) (continued)

Word(s) Spanish Cognate

Predict Predecir

Relationship Relación System Sistema

End Matter

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Texas Essential Knowledge and Skills for English Language Arts and Reading, 19 Tex. Admin. Code § 110 (2017).

Texas Essential Knowledge and Skills for Science, 19 Tex. Admin. Code § 112 (2017).

van Egmond, Wim. 2017. “Vermicompost—Life in the Compost Bin.” Vimeo video, 1:00, posted December 12, 2017. https://vimeo.com/246948827.

US Climate Data. 2018. “Climate Yellowstone National Park—Wyoming.” United States, Wyoming. Accessed February 5, 2019.

https://www.usclimatedata.com/climate/yellowstone-nationalpark/wyoming/united-states/uswy0292

US Department of Agriculture and Forest Service (USFS). 2014. “Insects Invade.” USFS Student Magazine. January 2014. Accessed December 20, 2018. http://www.scholastic.com/insectsinvade/ USFS_StudentMagazine.pdf.

Wilson, Mary, and Eric Rebek. 2005. “Signs and Symptoms of the Emerald Ash Borer.” Michigan State University Extension. Accessed December 5, 2018. https://www2.illinois.gov/sites/agr/Insects/Pests/ EmeraldAshBorer/Documents/signsandsymptomsofeab.pdf

Credits

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material

Ecosystems

Pages 41 and 71 (left), 334 Fernando Tatay/Shutterstock.com; pages 41 and 71 (right), 335, Quincy Russell, Mona Lisa Production/Science Source; pages 64, 344, Mariposa Grove artwork by Kerne Erickson © Greg Young Publishing Inc.; pages 65, 345, World History Archive/Alamy Stock Photo; pages 78, 80, 349, 350, Andrew J Christensen and Helen-Nicole Kostis/NASA; pages 99, 102, 230, 254, 354, 355, Courtesy U.S. National Park Service; pages 109 (left), 358, Matt Jeppson/Shutterstock.com; pages 109 (right), 359, PHOTO FUN/Shutterstock.com; pages 110 (left), 360, Kevin Wells Photography/ shutterstock.com; pages 110 (right), 361, fluidmediafactory/shutterstock. com; pages 125 (left), 129 and 363 (top), Al Mueller/Shutterstock.com; pages 125 (right), 127 (left), 129 and 363 (bottom), Harry Collins Photography/ Shutterstock.com; page 127 (center), Steve Byland/Shutterstock.com,

is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.

(right), Brian E Kushner/Shutterstock.com; page 131 (from top), Al Mueller/ Shutterstock.com, Harry Collins Photography/Shutterstock.com, Eric Isselee/Shutterstock.com, Jim Cumming/Shutterstock.com, CageBirds/ Shutterstock.com, Miiko/Shutterstock.com; pages 134, 370, Doug Moyer/ Moment Open/Getty Images; page 137 (from top), barmalini/Shutterstock. com, Scott Nodine/Alamy Stock Photo, chem wifi/Shutterstock.com, Danita Delimont/Alamy Stock Photo; page 141 (from top), barmalini/Shutterstock. com, Scott Nodine/Alamy Stock Photo, chem wifi/Shutterstock.com, Danita Delimont/Alamy Stock Photo, backpacking/Shutterstock.com, Eric Isselee/ Shutterstock.com; pages 142 (top), 376, Sundry Photography/Shutterstock. com; pages 142 (bottom), 377, Jerry L. Ferrara/Science Source; pages 145, 378, Agnieszka Bacal/Shutterstock.com; pages 159, 381, Wolf_139/

Shutterstock.com; pages 178, 192, 389, © The Trustees of the British Museum. All rights reserved; pages 181 (left), 391, Ivan Banchev/Shutterstock.com; pages 181, (right), 392, Elnur/Shutterstock.com; 188, 396 (clockwise from top left), AVANGARD Photography/Shutterstock.com, “Glycine Max” by H. Zell, courtesy Wikimedia Commons, is licensed under https://creativecommons.org /licenses/by-sa/3.0/, Miyuki Satake/Shutterstock.com, “Cacao Plant with Potassium Deficiency” by Scott King, courtesy Flickr, is licensed under the Creative Commons Attribution 2.0 Generic license, http://creativecommons. org/licenses/by/2.0, Saranya Loisamutr/Shutterstock.com, NataliaL/ Shutterstock.com; pages 205, 397, 399 (bottom), Mark J. Barrett/Alamy Stock Photo; pages 221 (left), 403 (top left), Marcel Brekelmans/Shutterstock. com; pages 221 (right), 403 (top right), Vaclav Sebek/Shutterstock.com; pages 228 (top left), 406, Sutat Khrueawong/Shutterstock.com; pages 228 (top right), 407, Mathisa/Shutterstock.com; pages 228 (bottom left), 408, Cocos Bounty/Shutterstock.com; pages 228 (bottom right), 409, Natursports/Shutterstock.com; pages 253, 415, Composite photo: Jacques Jangoux/Science Source, Francois Gohier/Science Source, Art Wolfe/ Science Source; pages 254, 416, Universal Images Group North America LLC

/Alamy Stock Photo; pages 264, 418, Monique van Someren/Shutterstock. com; page 332, StoneMonkeyswk/Shutterstock.com; page 333, Composite photo: EngravingFactory/Shutterstock.com, Babich Alexander/Shutterstock. com, LAATA9/Shutterstock.com, NataLima/Shutterstock.com, Alexander_P/ Shutterstock.com, derGriza/Shutterstock.com, LIORIKI/Shutterstock. com, Panptys/Shutterstock.com, Dolimac/Shutterstock.com; pppage 362, Composite photo: NataLima/Shutterstock.com, Alexander_P/Shutterstock. com, LAATA9/Shutterstock.com, derGriza/Shutterstock.com; page 368 (top), Eric Isselee/Shutterstock.com, (bottom), Jim Cumming/Shutterstock.com; page 369 (top), CageBirds/Shutterstock.com, (bottom), Miiko/Shutterstock; page 372 (left), barmalini/Shutterstock.com, (right), Scott Nodine/Alamy Stock Photo; 373 (left), chem wifi/Shutterstock.com, (right), Danita Delimont/ Alamy Stock Photo; page 376 (left), backpacker/Shutterstock.com, (right), bozmp/Shutterstock.com; page 377 (left), Sundry Photography/Shutterstock. com (right), Doug Moyer/Shutterstock.com; page 379 (left), Keneva Photography/Shutterstock.com, (right), SCOTT E NELSON/Shutterstock.com; page 380 (clockwise from top left), MTKhaled mahmud/Shutterstock.com,

Arterra/Universal Images Group/Getty Images, Warren Metcalf/Shutterstock. com; page 383, “Looking at Mushrooms” adapted from “A Walk in the Woods with a Mushroom Scientist” by Cheryl Bardoe, from The Fungus among Us, Ask magazine, October 2011. Copyright © 2011 by Carus Publishing Company. Adapted and reproduced with permission. All Cricket Media material is copyrighted by Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited; pages 384–386, “Recycling the Dead” by Kathiann Kowalski, Science News for Students, September 27, 2014. Used with permission.; page 384, Photograph courtesy Kathiann Kowalski; page 385, Carbon cycle photo courtesy Melanie A. Hayes; page 386, (top) Courtesy Jeffrey Blanchard/University of Massachusetts Amherst, (bottom) Alix Contosta/University of New Hampshire; page 387, Photo by Dave Clark, USDA Agricultural Research Service; page 398, Agami Photo Agency/Shutterstock.com; page 399 (top), International Crane Foundation, (center), Natural History Collection/Alamy Stock Photo; page 400 (top), Gayle Luebke /Alamy Stock Photo, (bottom), joel zatz /Alamy Stock Photo; page 403 (bottom from left), sezer66/Shutterstock.com, sezer66/Shutterstock.com, Mike Trunchon / Shutterstock.com; page 404 (top, from left) Lehrer/Shutterstock.com, Konstantin Gushcha/Shutterstock. com, dossyl/Shutterstock.com, raulbaenacasado/Shutterstock.com, (center, from left) Ysbrand Cosijn/Shutterstock.com, Matt Gibson/Shutterstock. com, Bk87/Shutterstock.com, (bottom, from left) Villers Steyn/Shutterstock. com, Ondrej Prosicky/Shutterstock.com; page 405 (top left) Neil Burton/ Shutterstock.com, (top right), Mark_Kostich/Shutterstock.com, (bottom, from left) life_in_a_pixel/Shutterstock.com, JaysonPhotography/Shutterstock. com, DangBen/Shutterstock.com; pages 419–421, “Emerald Ash Borer

Invasion of North American Forests” article by Kevin B. Rice and Wendy Kooster; page 419, Adult EAB photo courtesy David Cappaert, Bugwood.org; page 420, EAB larva photo courtesy OSU Extension Publishing; page 421, (top), Banded Ash Borer photo courtesy David G. Nielsen, (bottom), butterfly photo by Serguei Koultchitskii/Shutterstock.com

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,

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

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.

ON THE COVER

Mariposa Grove

Kerne Erickson, American, 1946–

Acrylic on canvas

Private Collection

Mariposa Grove artwork by Kerne Erickson

© Greg Young Publishing, Inc.

Students examine ecosystems to explain how one mangrove tree can support abundant life. They design experiments and read texts that reveal how plants use matter chiefly from air and water—not soil—to grow. By modeling ecosystems, students learn that matter cycles continuously through plants, animals, decomposers, and the environment and discover that the energy used by virtually all living things begins as sunlight. Students apply their new knowledge of ecosystems to design solutions to reduce the effects of invasive species.

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

ISBN 979-8-88588-531-7 798885

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.