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Capstone Unit Plan - The Biosphere Grade Level: 5th

By: Rosa Argiero and Camryn BernierFebruary 10th, 2014

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Scientific Background:

Biosphere:The biosphere is associated with all living systems, such as biomes and ecosystems. This includes life on land, in water, and even life we cannot see with the naked eye. Features may include: forests, grasslands, deserts, urban/agricultural ecosystems, coastal biomes...etc. A biome is a global association of plants and animals classified by vegetation type, largely determined by climate, primarily temperature and precipitation. There are seven different biomes that exist in the biosphere: tundra, tropical savanna, temperate broadleaf forest, coniferous forest, desert, tropical forest, and chaparral.

Biomes: The tundra biome can be found near the North Pole. It is the world’s largest biome, covering 20 percent of the Earth’s surface. It is found in most parts of Greenland, parts of Alaska, northern Canada, and northern Russia. There is little vegetation because of the cold, dry climate. The average amount that the biome receives is 6-10 inches per year, mainly snowfall. Any animals found in the tundra have adaptations to keep them warm, such as extra fat or thick fur coats. In the tundra, all of the water and ground is permanently frozen; this is known as permafrost. Animals that can be found in the tundra include: polar bears, caribou, arctic fox, and snowy owl.

The tropical savanna biome environment can be found near the equator. Vegetation includes many different types of grasses and few trees. What few trees there are need to be drought-resistant because there is very little rainfall in the tropical savanna. The climate is very warm/hot and it has both a wet and dry season. Elephants, zebras, lions, and Nile crocodiles inhabit this biome.

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The temperate broadleaf forest (Deciduous Forest) is found in continental and humid subtropical climates. Approximately 20 to 60 inches of precipitation falls each year. Snow is very common in the northern regions of the biome. To prevent water loss and tissue damage from the cold winter, the trees shed their leaves because of the limited sunlight in the winter for photosynthesis. Deciduous trees are the most common type of plant in this biome. Conifer, oak and beech trees are also found in this biome. There are multiple layers in the forest: two tree layers, a shrub layer and an herb layer. Animals that inhabit this biome adapt to the cold winters by hibernation, migration, and the growth of seasonal fur coats.

The coniferous forest (Alpine) biome is located in northern parts of North America, Europe, and Asia. It has mostly evergreen and coniferous trees (trees that don’t lose their leaves in the winter). The summers are mild and the winters are very harsh. Animals found in the coniferous forests may include bears, wolverines, bald eagles, moose, and various types of birds.

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The desert biome is found in climates that receive less than 10 inches of rain each year. The amount of water that evaporate exceeds the amount of precipitation annually. Deserts can be hot or cold, but always dry. They cover about one third of earth’s surface. Hot deserts are located near the Tropic of Cancer or the Tropic of Capricorn. Little vegetation survives in deserts because of the limited rainfall. Grasses and mosses are the most prevalent vegetation. In hot deserts, animals are nocturnal so that they can sleep in their burrows under the ground during the day to avoid the extreme heat and hot sun.

Tropical forest (Tropical Rainforest) biome is found on or near the equator. It has thick, warm, and wet forests that receive a lot of rain year round. It has the same warm temperature all year. The tropical forest is home to more than half of the worlds animals. These animals include: several types of monkeys, sloths, several butterfly and bird species such as toucans and macaws, poison dart frogs, and boa constrictors. More than two thirds of the world’s plant species can be found in the tropical rainforests. These plants provide shelter for the animals that live there and provide the earth with most of its oxygen. Plants such as bamboo, coconut trees, fig trees, various types of woody trees, and kapok trees can be found in the tropical forest.

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The Chaparral biome has various types of terrain, such as flat plains, rocky hills, and mountain slopes. It is typically portrayed as the “Wild West” because it is very hot and dry. Rainfall ranges from 10-17 inches each year. Winters are very mild with an average temperature of 10 degrees Celsius, or 50 degrees Fahrenheit. Summers are extremely hot and dry with an average temperature of about 40 degrees Celsius, or 104 degrees Fahrenheit. Fires and droughts are very common in this biome. The plants that inhabit this biome adapt to the climate by growing small hard leaves with tiny hairs that retain moisture. Examples of plants in the chaparral biome are poison oak, scrub oak, Yucca Wiple and other small shrubs, trees and cacti. Some of the animals that inhabit the chaparral biome are coyotes, jack rabbits, puma, mule deer, alligator lizards, horned toads, praying mantis, honey bee and lady bugs. These animals all have adaptations to the hot and dry conditions. The Chaparral biome is found in a mid-latitude climate that lies in a belt of prevailing westerly winds, which causes this biome to be found on west coast areas. The following picture shows the areas in the world where the chaparral biome is found: west coast of the U.S., west coast of South America, Cape Town area of South Africa, western tip of Australia and the coastal areas of the Mediterranean.

Trophic Levels/Food Chains: A food chain is the sequence of organisms eating one another, which transfers energy from one organism to the next. The sun is the original source of energy that fuels a food chain consisting of five trophic levels: producer, primary consumer, secondary consumer, top

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level consumer, and decomposer. Producers are plants that get their energy from the sun by converting the radiation into sugar through photosynthesis. Primary consumers eat plants, the producer, so they are herbivores. The top level consumer is at the top of the food chain or rather, at the end of the food chain. It is the farthest organism from the producer and it is a carnivore. Examples of top level consumers are hawks, lions, wolves and humans. Decomposers are organisms that eat the dead, decaying organisms of the food chain. Examples of decomposers are fungi. They break down nutrients in the dead organisms and return it to the soil. Producers than use the nutrients in the soil for energy.

Environmental events such as volcanic eruptions, hurricanes, forest fires, and droughts can disrupt a food chain. When a population of species declines, it causes other species to decline because it creates a limited food source. For example, if there is a forest fire, the producers are eliminated because they are all plants. Therefore, the secondary consumer’s food source is gone, which causes them to die. The cycle continues to the top level consumers until the plants grow back.

Biomass Pyramid: Only 10 percent, or 1/10, of the energy organisms intake is passed on to the next level. From the producer up through the top level consumer, 10 percent of each organism’s energy is passed on when the next organism eats it. For example, when a rabbit (secondary consumer) eats grass (producer), only ten percent of the energy in the grass is passed on to the rabbit. When a fox (primary consumer) eats the rabbit, only 10 percent of the energy in the rabbit is passed on to the fox. Therefore, the top level consumer receives the least amount of energy because it is the farthest away from the producer. Humans receive more energy from eating plants than animals because plants are producers.

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Food Web: A food web consists of all the food chains from one ecosystem. An ecosystem is the community and interactions of living and non-living things in an area. All of the interconnected and related food chains in an ecosystem make up a food web. The organisms in a food web are divided into different trophic levels (described above). Food webs are more complex than food chains. They are all connected and show specific interactions. Image from: http://media.web.britannica.com/eb-media/99/95199-036-D579DC4A.jpg

How the Spheres Interact:

Atmosphere Geosphere Hydrosphere Biosphere

Atmosphere

Ozone change Ozone changeEl Nino

Ozone change;photosynthesi

s

Geosphere Hurricanes; tsunamis; volcanoes;

wave action

Volcanic eruptions

Hurricanes; tsunamis; tectonics; erosion;

volcanoesEarthquakes;

Hurricanes; tsunami; coal,

nutrient cycles;

volcanoes

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wave action

Hydrosphere El Nino Waves Wave action photosynthesis

Biosphere

photosynthesis

The spheres are so closely connected, that one slight change in one sphere may result in a change in one or more of the other spheres. Examples of how the biosphere interacts with each of the other three spheres include: Biosphere with Geosphere: A decrease in vegetation may have resulted from increased soil erosion because there were fewer roots to hold the soil in place.Biosphere with Atmosphere: Smoke or other pollutants in the air could contaminate the lungs and health of the living things in the biosphere. Biosphere with Hydrosphere: Ash or other particles found in the water could have the potential to clog the gills of fish. Other aquatic organisms could be affected by these particles found in the water if the hydrosphere is not properly cared for.

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Lesson 1: Biomes- Temperate Broadleaf, Coniferous, and Tropical ForestBenchmarks:

➢ 5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

➢ 5-ESS3-1 (ELA/Literacy)Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Objective(s): ➢ A student will be able to identify and explain each biome.➢ A student will be able to define the word ‘biome’.➢ A student will be able to match plants and animals to the correct biome.➢ A student will be able to describe the climate of each biome.

Materials: ➢ Attachment 1: Biomes Worksheet ➢ Computer & Internet Access➢ Resources:

○ Ducksters: Biomes - http://www.ducksters.com/science/ecosystems/world_biomes.php

○ World Biomes - http://www.blueplanetbiomes.org/world_biomes.htm○ Biome Pictures

■ Temperate Broadleaf Forest: http://www.pugetsound.edu/files/pages/Kennesaw%20Mountain%2026925.jpg

■ Coniferous Forest: http://upload.wikimedia.org/wikipedia/commons/c/c3/Conifer_forest.jpg

■ Tropical Forest: http://t1.gstatic.com/images?q=tbn:ANd9GcRietM_3XdxGmTO5gye-bdU_ViyKdpxpGEO7Ckr62L9pgXH9vsk

Engage: The teacher will project pictures of each biome separately for the class to see. The teacher will show pictures of locations that represent the temperate broadleaf, coniferous and tropical forest biomes.

Students will be asked to make observations on each biome. The teacher will call on students to share their observations with the class. After each biome has been shared, the teacher will ask the students how the three forest biomes appear different. The teacher will call on volunteers to share their ideas. The teacher will post responses on the board and the class will make general differences about each biome.

Explore: The main activity for this explore section is for students to research their assigned biome in

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preparation for them to complete a biome brochure (elaborate). They will be researching the three forest biomes, but only completing a brochure on one of the three biomes assigned by the teacher. Students will be researching using the websites listed above. By fifth grade, they should be able to look at websites and determine which information is appropriate to use in their research, and which is not.

As the students begin their research, the teacher will be walking around the room to ensure that the students are using the appropriate websites. Students can work together to share information, but the worksheet should be completed individually. * Students should be reminded about Internet safety and should be instructed to use only the resources listed above.

Explain: Students will take their information collected from their research to begin constructing their biome brochures. The teacher will first show examples of completed brochures to give students an idea of what to include in their own brochures.

The teacher will grade the brochures based on the rubric found in the attachments section (Attachment 2). The teacher should tell the students what to include in the brochure: animals, climate, plants, pictures, and descriptive words.

Students will construct a brochure of one of the three forest biomes using the brochure option in Microsoft Publisher. The brochure will contain examples of plants, animals, and a description of the climate. It will include pictures, and written text demonstrating their knowledge of the biome.

Upon completion of the brochure, each student will present their brochures to the rest of the class.

Elaborate: Students will complete a matching activity (Attachment 3). Using the words, pictures, and titles of the biomes, they will match all of the words and pictures to the correct biome. The teacher will walk around the room as the students complete this exercise in pairs, and informally check for accuracy and completion.

The students and teacher will work together as a class after all of the pairs have completed the exercise, and match all of the words and pictures together as a class.

Evaluate:

Objective(s) Assessment Tool/Where it’s Taught

How is the tool used to Evaluate the Objective(s)?

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A student will be able to identify and the three each biome.

Students will complete the worksheet about each biome. (Explore)

Worksheet: The teacher will collect the worksheet and give points for completion.

A student will be able to define the word ‘biome’.

By completing the worksheet about each biome and completing a biome brochure, the students will have an understanding about what a biome is. (Explore & Explain)

Brochure: The teacher will complete a formative assessment by listening to the accuracy of the students’ descriptions of the biomes.

A student will be able to match plants and animals to the correct biome.

Teacher will assess their knowledge of the biomes based on the accuracy of their biome brochure, and their completion of the matching activity (Attachment 3). (Explain & Elaborate)

Teacher will walk around the classroom and have conversations with the students about their research and biomes. (Explore, Explain, Elaborate)

Matching Activity: The teacher will walk around the room while the students complete the matching activity and check for accuracy.

A student will be able to describe the climate of each biome.

Teacher will assess their knowledge of the biomes based on the accuracy of their biome brochure, and their completion of the matching activity (Attachment 3). (Explain & Elaborate)Teacher will walk around the classroom and have conversations with the students about their


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research and biomes. (Explore, Explain, Elaborate)

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Lesson 2: Biomes- Tundra, Desert, Chaparral, and Tropical Savanna Benchmark:

➢ 5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Objective(s): ➢ A student will be able to identify and explain the biomes.➢ A student will be able to match plants and animals to the correct biome.➢ A student will be able to describe the climate of each biome.

Materials: ➢ Biomes Worksheet (Attachment 1) ➢ Computer & Internet Access➢ Resources:

○ Ducksters: Biomes - http://www.ducksters.com/science/ecosystems/world_biomes.php

○ World Biomes - http://www.blueplanetbiomes.org/world_biomes.htm○ Biome Pictures

■ Tundra: https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcR7L_SAlLBJ11h2tH1n_ksCQ9I6QNPWLwyKVWdfuRhQY3kune-BYg

■ Desert: http://www.blueplanetbiomes.org/images/dry_desert.jpg ■ Chaparral: http://www.blueplanetbiomes.org/images/chaparral.jpg ■ Tropical Savannah:

http://room42.wikispaces.com/file/view/savanna2.jpg/33510387/savanna2.jpg

Engage: The teacher will project pictures of the tundra, desert, chaparral, and tropical savanna biomes separately for the class to see. The teacher will show pictures of locations that represent the tundra, desert, tropical savanna, and chaparral biomes. Students will be asked to make observations on each biome. The teacher will call on students to share their observations with the class. The teacher will call on volunteers to share their ideas. The teacher will post responses on the board and the class will make general differences about each biome.

Explore: The main activity for this explore section is for students to research their assigned biome in preparation for them to complete a biome brochure (elaborate). They will be researching the four biomes they observed in the engage section, but only completing a brochure on one of the four biomes assigned by the teacher. Students will be researching using the resources listed above. By fifth grade, they should be able to look at websites and determine which information is appropriate to use in their research, and which is not.

As the students begin their research, the teacher will be walking around the room to ensure

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that the students are using the appropriate resources. Students can work together to share information, but the worksheet should be completed individually. * Students should be reminded about Internet safety and should be instructed to use only the resources listed above.

Explain: Students will take their information collected from their research to begin constructing their biome brochures. The teacher will first show examples of completed brochures to give students an idea of what to include in their own.

The teacher will grade the brochures based on the rubric found in the attachments section (Attachment 2). The teacher should tell the students what to include in the brochure: animals, climate, plants, pictures, and descriptive words.

Elaborate: Students will construct a brochure of one of the four biomes using the brochure option in Microsoft Publisher. The brochure will contain examples of plants, animals, and a description of the climate. It will include pictures, and written text demonstrating their knowledge of the biome.

Upon completion of the brochure, each student will present them in a quick showing of the brochure.

Evaluate:



A student will be able to identify and the three each biome.

Students will complete the worksheet about each biome. (Explore)

Worksheet: The teacher will collect the worksheet and give points for completion.

A student will be able to define the word ‘biome’.

By completing the worksheet about each biome and completing a biome brochure, the students will have an understanding about what a biome is. (Explore & Explain)

Brochure: The teacher will complete a formative assessment by listening to the accuracy of the students’ descriptions of the biomes.

A student will be able to Teacher will assess their Matching Activity: The

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match the plants and animals of each biome.

knowledge of the biomes based on the accuracy of their biome brochure, and their completion of the matching activity (Attachment 3). (Explain & Elaborate)


teacher will walk around the room while the students complete the matching activity and check for accuracy.

A student will be able to describe the climate of each biome.

Teacher will assess their knowledge of the biomes based on the accuracy of their biome brochure, and their completion of the matching activity (Attachment 3). (Explain & Elaborate)



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Lesson 3: Food ChainsBenchmark:

➢ 5-PS3-1: Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

Objectives: ➢ A student will be able to define ‘food chain’.➢ A student will be able to list the different trophic levels and identify organisms of

each level. ➢ A student will be able to explain that the sun is the original source of energy that

fuels a food chain.

Materials: ➢ Attachment 4: Food Chains Worksheet➢ Attachment 5: Short Story Rubric➢ Resources:

http://www.ecokids.ca/PUB/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm

Engage: The teacher will ask the students the following questions:

What is a food chain?What organisms make up a food chain?Are their levels to a food chain?What is the original source of energy that fuels a food chain?

The teacher will call on students to share their ideas.

Explore: The teacher will write the four trophic levels on the board: producers, primary consumers, secondary consumers, top-level consumers, and decomposers. The teacher will ask the class the following questions to guide them to the definitions of each trophic level:

What do you think a producer is?What do you think a primary consumer is?What do you think a secondary consumer is?What do you think a top-level consumer is?What do you think a decomposer is?

As the teacher calls on volunteers to share their ideas, the teacher will write the students ideas on the board next to each trophic level. If the students do not know some of the levels, the teacher will help clarify what each level is.

Next, the students will be asked to explore the ecokids website. The task will be to match the organisms to their correct spot in the food chain. Students will be asked to do the forest food chain and the northern food chain on the website. While doing the food chains, students will become familiar with the different types of organisms that are in a food chain.

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Explain: The teacher will hand out the Food Chains Worksheet to each student. Students will be asked to create a food chain with humans as the top-level consumer. Once they have filled in each trophic level. The students will be asked to write an explanation for why they chose the organisms for each level of the food chain.

Elaborate: The teacher will lead the class in a discussion about how environmental factors can affect a food chain. The teacher will ask the following questions to guide the conversation:

In what ways can food chains be interrupted/disturbed?What type of events in nature can disrupt a food chain? What are some examples?How are humans affected by disruptions in the food chain? What are some examples?How can humans prevent disruptions in the food chain?

The teacher will ask different students to share their ideas to make sure that all students get the chance to speak.

Evaluate: Students will identify their favorite animal and write a short story in which the animal is a part of a food chain – including other organisms from all trophic levels and the sun.



A student will be able to define ‘food chain’.

After the class discussion on food chains (Engage), students will be able to define ‘food chain’.Students will have a deeper understand of what a food chain is from creating their own food chain (Explain and Evaluate).

The teacher will use the student’s responses in the food chain discussion to evaluate their prior understanding of food chains. The food chains that the students create on the worksheet and their short stories will allow the teacher to evaluate if the students understand what food chains are.

A student will be able to list the different trophic levels and identify organisms of each level.

The food chain worksheet (explain) and the short story (evaluate) will give students the opportunity

The food chain worksheet (explain) will be used to assess if the students are able to identify organisms

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to show if they know the trophic levels and are able to identify organisms for each level.

for each trophic level. The short story (evaluate) will give students the opportunity to show if they can list and understand the trophic levels, and are able to identify organisms for each level.

A student will be able to explain that the sun is the original source of energy that fuels a food chain.

The food chains discussion (engage) will teach the students that the sun is the original source of energy. Students will be given the opportunity to explain that the sun is the source of energy in the short story (evaluate).

The teacher will use the student’s responses in the food chain discussion to evaluate their prior understanding of the sun being the energy source of a food chain. The teacher will use the student’s short stories to evaluate if the student’s understand that the sun is the original source of energy of the food chain.

Lesson 4: Biomass Pyramid

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Benchmarks:➢ 5-LS2-1: Develop a model to describe the movement of matter among plants,

animals, decomposers, and the environment.

Objectives:➢ A student will be able to identify the amount of energy that is passed on from one

trophic level to the next.➢ A student will be able to create a diagram that represents the movement of energy

through a food chain.

Materials: ➢ A student’s completed food chain worksheet from Lesson 3➢ Attachment 6: Biomass Pyramid➢ Attachment 7: Energy Transfer Worksheet➢ Trophic level group labels➢ Bucket of sand➢ 5 empty containers➢ Shovel ➢ Spoon➢ Tape➢ Paper➢ Markers

Engage:The teacher will write the following question on the board:

Do you think humans receive more energy from eating plants or animals?

The students will be asked to “think, pair, share”. They will take a minute to think about the question and then talk to their classmates sitting around them about the question. The teacher will then call on volunteers to share their ideas with the class and ask them to explain their reasoning behind their answer.

Next, the teacher will ask the class to “think, pair, share” on another question:Does thinking about animals position in the food chain change your answers?

The teacher will call on new volunteers to share their ideas.

Explore:The teacher will lead the class in an activity to find the answer to the question on the board: Do you think humans receive more energy from eating plants or animals?

The teacher will use a food chain that one of the students created in the Food Chains Lesson to be modeled in the energy transfer activity.

Energy Transfer Activity Directions:

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1. To start the activity, the teacher will divide the class into six groups, each representing a trophic level and one group representing the sun. The teacher will give each group a piece of paper that says trophic level they represent.

2. The groups will line up in a line starting with the sun to the top- level consumers. The decomposers group will not be in the food chain line, they will sit off to the side. The teacher will hand out an empty container to each group. The teacher will tell the class that they will be focusing on the amount of energy that is passed on from one level to the next as one organism “eats” another.

3. The teacher will give a student in the sun group a full bucket of sand representing energy. As the sun shines down on the producer, energy will be taken in by the producers or plants. The teacher will ask one volunteer from the producer group to transfer 1/10 of the sun’s energy (sand) to the producer’s empty container using a shovel. The teacher will explain to the class that only 1/10 of the energy is passed on to each trophic level. The students will have to estimate the amount of sand that they transfer. It does not have to be exact.

4. Next, the primary consumer will “eat” the producer. The teacher will ask a volunteer from the primary consumer group to transfer 1/10 of the energy (sand) to their empty bucket. the bucket of sand will be transferred to the primary consumer group.

5. The secondary consumers and top-level consumers will repeat this procedure. As the amount of sand gets small, the students will have to switch to using a spoon.

6. The teacher will ask:If the top-level consumers dies, what will happen to their body?The teacher will call on volunteers to share their predictions. The class will demonstrate the transfer of energy from the top-level consumers to the decomposers in the same procedure that the other levels used.

Each group will be instructed to write the name of their trophic level on a half sheet of paper and tape it to their container of sand. The teacher will ask the groups to place their containers in the front of the room in the order they exist in the food chain (decomposers on the side). Students will be asked to return to their desks.

Explain:The teacher will lead a discussion on what occurred in the activity by asking the class the following questions:

Where did the energy in the food chain originally come from?Was the same amount of energy transferred to each trophic level?What happened to the amount of energy as it traveled through the food chain? Look at the containers.

Students will be asked to go back to their trophic level groups and sit with them. They will be asked to draw a diagram that represents the amount of energy that is passed through a food chain.

The teacher will ask each group to present and explain their diagrams to the class.

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The teacher will project and explain the diagram of the biomass pyramid (Attachment 6) to give the students a better visual of the transfer of energy.

Elaborate:Once each group has created a diagram representing the biomass pyramid, they will be asked to work with their group to solve the following question:

If a ray of sunlight, containing 1000J, hits a carrot plant how much energy (measured in joules) would be transferred to the secondary consumer, a fox?

The teacher will explain that joules is a measurement of energy. To guide students in figuring out this problem, the teacher can suggest that students figure out how much energy is transferred to the the producer and the primary consumer.

Evaluate:Students will be given the Energy Transfer Worksheet (Attachment 7) to complete individually.



A student will be able to identify the amount of energy that is passed on from one trophic level to the next.

The energy transfer activity (explore) teaches the students that 1/10 of the energy is passed on to each trophic level.The problem in the elaborate section and the energy transfer worksheet (evaluate) assess the student’s understanding of the amount of energy that is transferred.

Energy transfer worksheet and elaborate practice problem: The teacher will use the tools to assess the student’s understanding of the amount of energy that is passed on from one level to the next.

A student will be able to create a diagram that represents the movement of energy through a food chain.

The students create diagrams (explain) of energy transfer in groups. They are also assessed individually on their understanding of energy transfer by creating their own diagrams in the energy transfer worksheet (evaluate).

Energy transfer worksheet: The energy transfer worksheet evaluates the student’s understanding of the movement of energy through the food chain. Teachers will use the worksheet to assess their understanding based on

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the detail they put into their diagrams and if they put the correct amount of energy that is transferred.

Lesson 5: Food Webs

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Benchmarks: ➢ 5-LS2-1 (Disciplinary Core Idea): The food of almost any kind of animal can be

traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.

➢ 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

➢ 5-ESS3-1: Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments

Objective(s): ➢ A student will be able to define ‘food web’. ➢ A student will be able to compare and contrast food webs and food chains. ➢ A student will be able to explain how environmental factors influence the organisms

in food chains and food webs.

Materials: ➢ Computer/Internet Access ➢ Resources:

○ Scholastic StudyJams - Food Webs Video: http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm

➢ Ball of Yarn ➢ Index Cards➢ Hole Punch➢ Marker➢ Attachment 8: Food Chain/Web Venn Diagram

Engage: Teacher will present the Scholastic StudyJams - Food Web Video. This video goes into depth about what a food web is, and how it is different from a food chain.The teacher will ask follow-up questions after the video is completed:

What is a food web? From the video, how do you think a food web is different from a food chain? What examples did they use in the video?

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What other examples of a food web from real life can you think of?

Explore: Food Webs Activity - Adapted from: http://www.riverventure.org/charleston/resources/pdf/food%20web%20game.pdf

After watching the video in the Explore section and talking about the differences between food chains and food webs, students will complete this activity to further their understanding of food webs.

Food Webs Activity Directions:1. Write the names of various plants and animals (a variety of types) on index cards.

You can use the list below, construct your own, or have participants select their own organism. Be sure to include: the sun, plants, plant eaters, and flesh eaters in the array. Example list: sun, grasshopper, robin, grass, berry brush, hawk, quail, dandelion, mouse, worm, rabbit, cow, flea, meadowlark, owl, wheat, tick, fox, weeds, coyote, mushrooms, microscopic bacteria...etc.

2. Punch holes in each card and give each participant a card and a piece of string to hang the card around his/her neck.

3. Have individuals identify energy (or food) sources. As each one is identified, pass a ball of yarn between the two people. For example: One student is a cow, and one is the grass. The cow will take the ball of yarn, hold onto one end of the string and pass the rest of the ball to the grass. The grass will hold onto the yarn and pass the rest of the ball to “what it eats,” in this case, the sun. Be sure that the sun is connected to all the plants. Once the string gets to the sun, cut it off, and start again in another place.

4. Continue building the web, making the relationships as complex as time and numbers of participants allow. Students can be in as many chains as you have time for; they do not have to be in all of the chains.

Elaborate: Students and teacher will discuss the food web after it’s formed. After discussing the food web, the teacher could ask what would happen if a species were removed from the web. Have a student pull on the strings they hold; anyone who feels a tug is directly affected by that organism. Those “organisms” affected directly could then pull on their strings and more organisms are affected. Have different students pull on their strings. When the “sun” pulls on its string, everyone should be affected. Have some organisms drop their string (become extinct) and see who is affected. Have students tell you if certain populations will grow or decline. The teacher can represent nature and cause any type of problem to occur; for example, a wildfire could occur, but some birds were able to fly away and some types of trees reseed well after a fire. The teacher defines what happens and who is affected; the students then reveal what would happen. New species could also move into the area at any time disrupting the web.

Evaluate:

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Students will create their own accurate food web using organisms of their choice. They will be directed to the website http://www.gould.edu.au/foodwebs/kids_web.htm and will be instructed to complete one of the four options for the food webs (marine, African grassland, Antarctic, or Austrailian grasslands). Teacher will walk around the room as students complete these online food webs and check for accuracy and completion.

Students will fill in a venn diagram to compare and contrast food webs and food chains (Attachment 5). This can be completed either after the Food Web Activity, or directly after the food web video in the Engage. If students have trouble completing the Venn Diagram after the video - it would be a good idea to complete the diagram after the Food Web Activity after they have a further understanding of food webs.

After students complete the Venn Diagrams on their own, the class will come together, students will share their responses and ideas, and together will create a class diagram using ideas from every student.



A student will be able to define ‘food web’.

After students watch the short video (Engage) they will be led to class discussion about what a food web is. Students will also be able to define a ‘food web’ after completion of the food web activity (Explore).Students will create their own food web from the website http://www.gould.edu.au/foodwebs/kids_web.htm

Video: The teacher will assess students based on their responses in the discussion following the short video.

Food Web Activity: Teacher will be able to assess students understanding of a food web after completing the food web activity.

Create Your Own Food Web:

A student will be able to compare and contrast food webs and food chains.

Teacher will ask questions about the differences between a food chain and a food web following the video (Engage). Students will complete a Venn Diagram (Evaluate) comparing and contrasting food chains

Video: The teacher will assess students understanding of similarities and differences of food chains and food webs based on the class discussion after the video.

Venn Diagram: Teacher

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and food webs. will assess students understanding of comparing and contrasting food chains and food webs based on accuracy of the Venn Diagram when the class comes together to create a class diagram.

A student will be able to explain how environmental factors influence the organisms in food chains and food webs.

Students will participate in the Food Web Activity (Explore) and explain how certain environmental factors influence the organisms in food webs (Explain).

Food Web Activity: Teacher will assess students understanding of environmental factors influencing the organisms in the food chains and food webs by assessing students understanding of who/what is affected by different environmental factors.

Lesson 6: How the Spheres Interact

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Benchmarks: ➢ 5-ESS2-1: Develop a model using an example to describe ways the geosphere,

biosphere, hydrosphere, and/or atmosphere interact.➢ 5-ESS2-1 (Disciplinary Core Ideas): Earth’s major systems are the geosphere (solid

and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.

Objective(s): ➢ A student will be able to explain how all four spheres interact with each other.➢ A student will be able to define ‘biosphere’.➢ A student will be able to describe how environmental factors affect how the spheres

interact.

Materials: Computer and projector

Engage: The will write the following spheres on the board spaced out from one another: hydrosphere, geosphere, and atmosphere. The teacher will ask the students to describe and list parts of each sphere. The teacher will list the student’s answers under each sphere on the board.

Next, the teacher will guide the class into developing a definition of ‘biosphere’.

Explore: The teacher will show video clips on various natural disasters. As the students watch the video clips, they will be asked to think about how the environment is affected.

Hurricane: www.youtube.com/watch?v=-Kou0HBpX4A Forest fire: http://www.youtube.com/watch?v=RGu8_tPkIGk Oil spill: http://www.youtube.com/watch?v=-OVNd6Fa9fgVolcanic eruption: http://www.youtube.com/watch?v=DPchWu5GB4M

Explain: Students will be asked to talk with their classmates about how the spheres, food chains, and food webs were affected by each of the disasters. The teacher will call on volunteers to share their thoughts with the rest of the class.

Elaborate: Students will be asked to draw a picture of their backyard demonstrating how the four spheres interact with one another. They will need to include all four spheres (bio-, atmo-,

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hydro-, and geo-)

Evaluate: Students will create a poster in groups of 2-4 demonstrating the interactions of all four spheres. Students must include one environmental factor and show how it affects all of the spheres. The poster must include pictures of the elements that exist in each sphere, including examples of how the sphere interact with one another. Students will be asked to present the poster in their groups



A student will be able to explain how all four spheres interact with each other.

Discussion on the spheres (engage) and creating the poster (evaluate).

The teacher will use the discussion to assess the student’s prior knowledge on how the spheres interact with one another. The poster will used to assess what the students understanding of the interaction among the spheres is.

A student will be able to define ‘biosphere’.

The class development of ‘biosphere’ will teach the students the students its definition (engage).

The class discussion on the definition of ‘biosphere’ will allow the teacher to assess the student’s understanding of the term.

A student will be able to describe how environmental factors affect how the spheres interact.

By watching the video clips of the disasters (explore), the students will learn how environmental factors affect the spheres.

The teacher will used the class discussion on the video clips (explain) to use the student’s understanding of how environmental factors affect the spheres.

Attachment 1: Biomes Research Worksheet

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Name: ________________________________

Name of Biome What is the climate like in this biome?

What plants and animals thrive in

this biome?

Any other facts about this biome?

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Attachment 2: Biome Brochure Rubric

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Student Name: _________________________________________ Biome: ____________________________

CATEGORY 4 3 2 1

Content All facts in the brochure are accurate.

Most of the facts in the brochure are accurate.

Some of the facts in the brochure are accurate.

Few-none of the facts in the brochure are accurate.

Knowledge Gained

Student can accurately answer all questions related to the biome.

Student can accurately answer most questions related to the biome.

Student can answer some questions related to the biome.

Student appear to have little knowledge about the biome.

Graphics/Pictures

Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text, but there are too few.

Graphics do not go with the accompanying text or appear to be randomly placed.

Attractiveness & Organization

The brochure has exceptionally attractive formatting and is well-organized.

The brochure has attractive formatting and well-organized information.

The brochure has well- organized information.

The brochures formatting and organization is somewhat confusing.

Attachment 3: Biome Matching Game (Cut each picture/phrase out) *More pictures and words may be added.

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Temperate Broadleaf Has all 4 Seasons

Coniferous Forest Conifer Trees

Tropical Forest “Rainforest”

Tropical Savannah Chapparal DesertHot & Dry

Little RainTundra Hot & Cold Lots of Rain Year-Round

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Attachment 4: Food Chain Worksheet

Name:_____________________________

Date:_________________

Class:________________

Food Chains

Please provide one example of an organism for each trophic level. Make sure your examples match up with one another in the food chain.

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Producer:

⇓ ⇓Primary Consumer:

⇓ ⇓Secondary Consumer:

⇓ ⇓Top-Level Consumer:

Decomposer:

Please write a paragraph explaining why you chose each organism for each trophic level.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Attachment 5: Short Story Rubric

Food Chain Short Story Rubric

CATEGORY 4 3 2 1

Content An accurate food chain is created. A different organism fits each trophic level correctly. All trophic levels are mentioned,

An accurate food chain is created. Most organisms fit the correct trophic level. Most trophic levels are mentioned, including the

A food chain is created with some errors. Some organisms fit the correct trophic level. Some trophic levels are mentioned.

A food chain is created with many errors. Few organisms fit the correct trophic level. Some trophic levels are mentioned, The sun is not

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including the sun as the primary energy source.

sun as the primary energy source.

The sun may or may not be mentioned as the primary energy source.

mentioned.

Grammar Less than five words are spelled incorrectly. Sentences are complete and correct punctuation is used.

Less than seven words are spelled incorrectly. Most sentences are complete and correct punctuation is used.

Less than nine words are spelled incorrectly. Some sentences are incomplete and correct punctuation is sometimes used.

Too many words are misspelled to understand the story. Most sentences are incomplete and correct punctuation is rarely used.

Organization The story is well organized by the correct order of the food chain. The ideas are clear.

The story is organized by the correct order of the food chain. The ideas are pretty clear.

The story is somewhat organized by the correct order of the food chain. The ideas are not clear.

The story is not organized by the correct order of the food chain. The ideas are not clear.

Descriptive Each organism and trophic level is described in detail. Appropriate adjectives are used.

Most organisms and trophic levels are described in detail. Appropriate adjectives are used.

Some organisms and trophic levels are described in detail. Appropriate adjectives are used.

Few organisms and trophic levels are described in detail. Inappropriate adjectives are used.

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Attachment 6: Biomass Pyramid

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Attachment 7: Energy Transfer Worksheet

Name:_____________________________

Date:_________________

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Class:________________

Energy Transfer

Please fill in the blanks. Each question is worth 1 point.

1. Approximately _________ of an organism’s energy is transferred from oneorganism to the next.

2. Humans receive more energy from eating _________________, than they do from

eating ____________________.

3. Would a polar bear receive more energy eating algae or a walrus?

____________________________

4. If a hungry wolf had the choice to eat a 8 ounce piece of meat from a fox or a squirrel, which animal should he eat to receive more energy?

________________________

In the space provided below, please draw a diagram representing the transfer of energy from the sun to each trophic level. Make sure to label the amount of energy that is passed on to each level and label each trophic level.

Attachment 8: Venn Diagram

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References

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Benders-Hyde, E. "Blue Planet Biomes - World Biomes." Blue Planet Biomes - World Biomes. N.p., n.d. Web. 04 Feb. 2014. <http://www.blueplanetbiomes.org/world_biomes.htm>.

"Build the Food Chain!" Build the Food Chain! Earth Day Canada, n.d. Web. 05 Feb. 2014. <http://www.ecokids.ca/PUB/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm>.

"Food Web." National Geographic Education. National Geographic, 2014. Web. 05 Feb. 2014. <http://education.nationalgeographic.com/education/encyclopedia/food-web/?ar_a=1>.

"Gould League - Food Webs - Build Your Own." Gould League - Food Webs - Build Your Own. The Gould League, 2005. Web. 06 Feb. 2014. <http://www.gould.edu.au/foodwebs/kids_web.htm>.

"Interactions in the Earth System." Interactions in the Earth System. N.p., n.d. Web. 05 Feb. 2014. <http://www.ucmp.berkeley.edu/education/dynamic/session4/sess4_interactions.htm>.

Kreger, Chris. "Earth System Science." Earth System Science. Wheeling Jesuit University, 10 Nov. 2004. Web. 06 Feb. 2014. <http://www.cotf.edu/ete/ess/essmain.html>

"RubiStar Home." RubiStar Home. N.p., n.d. Web. 04 Feb. 2014. <http://rubistar.4teachers.org/>.

"StudyJams." StudyJams. Scholastic, 2014. Web. 05 Feb. 2014. <http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-webs.htm>.

"World Biomes and Ecosystems." Science for Kids:. Technological Solutions, Inc., Feb. 2014. Web. 03 Feb. 2014. <http://www.ducksters.com/science/ecosystems/world_biomes.php>.

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