life science worksheet - svsu

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Life ScienceWorksheet

GRADE LEVEL: Fifth

Topic: Organization of Living Things

Grade Level Standard: 5-1 Describe, compare, and contrast how selected

systems and processes work together in plants.

Grade Level Benchmark: 1. Compare and classify organisms into major groups on

on the basis of their structure. (III.2.MS.1)

Learning Activity(s)/Facts/Information

Central Question:How are groups of living things classified?

1. Students will define and discuss the meaning offlowering and non-flowering plants.

2. Students will examine a variety of plants (examples:fruits and vegetables) and determine whether or noteach is a flowering or non-flowering plant.

3. Field trip to a Nursery where all plants are grown on thepremises (i.e., Bordine’s). Upon return from tripstudents must categorize flowering and non-floweringplants.

Resources

Process Skills: Inferring, Investigating, Observing, Classifying, Predicting

New Vocabulary: flowering, non-flowering

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AssessmentGrade 5

ORGANIZATION OF LIVING THINGS

Classroom Assessment Example SCI.III.2.MS.1Students will classify a variety of organisms into groups according to their structure. Studentswill use the following categories:

flowering non-flowering

These categories could be used in class games such as Jeopardy or Concentration.

(Give students rubric before activity.)

Scoring of Classroom Assessment Example SCI.III.2.MS.1

Criteria Apprentice Basic Meets Exceeds

Correctness ofclassification

Classifies with60-69% accuracy

Classifies with70-79% accuracy.

Classifies with80-99% accuracy.

Classifies with100% accuracy.

Identification ofcommoncharacteristics

Lists one commoncharacteristic foreach category.

Lists twocommoncharacteristics foreach category.

Generalizesseveral keycharacteristics foreach category.

Complies adetaileddescription ofcommoncharacteristics foreach category.

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GRADE LEVEL: Fifth


Grade Level Standard: 5-1 Describe, compare, contrast how selected systems

and processes work together in plants. (5-1)

Grade Level Benchmark: 2. Describe the life cycle of a flowering plant. (III.2.MS.2)


Central Question :What are the life cycles of living things?

1. Read and discuss “Flowers and Seeds” and “What areFlowers For?”

2. Use information to complete the “Make a Flower”activity.

3. Use “Effect of Gravity on Plant Growth,” for seedgermination.

4. “What Are the Parts of a Flower?”

Activity is attached

Resources

Lab on Wheels, 5-8 LifeScience

“175 Amazing NatureExperiments,” Harlow andMorgan. Random HousePublishing.

Process Skills: Observing, Classifying, Making models, Measuring, Identifying, Comparing,Predicting, Drawing conclusions

New Vocabulary: roots, stems, leaves, flowers, fruit, seeds, embryo, pollen, ovary,

egg cell, germination, fertilization

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FLOWERS AND SEEDS

Plants reproduce (make more of themselves) by makinglots of seeds. A few of these seeds germinate if theconditions are right and grow into new plants. Apple pits,acorns, rice, and mung beans are all seeds. This pageexamines how a plant makes a seed so that when itdies, there are new plants to take its place.

Look at this picture of a poppy. The seeds form in thepod at the center of the flowers.

Many seeds can be used to grow plants at home. Try an avocado stone supported in acontainer of water. Pips and pits from all types of fruits can be grown.

THE SEED CYCLEAs a flower dies, the seeds start to form. Theseseeds can grow into new plants, which in turn makemore flowers. When these flowers die, more seedsare made again. This is known as a cycle and manyevents in nature occur in cycles. For example, theseasons, and day and night. The seed cycle cantake a very long time. If you plant an acorn, it will bemany years before the oak tree is old enough tomake more acorns. However, you can watch thecycle happening much more quickly by using plantseeds.

Plant sunflower seeds indoors in a damp potting soilduring the spring. Remember to water them. Whenthe weather becomes warm, plant the sunflowerseedlings near a wall or fence that gets a lot ofsunshine. Put a tall stick in the ground to supportthe plant as it grows. Mark the stick each week toshow how fast the plant is growing. Sunflowers canreach several feet in height. Once the plant hasflowered, the seeds form, and you can collect themto grow some more plants the following year.

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WHAT ARE FLOWERS FOR ?

Flowers are the part of the plant that help make sure that the plant reproduces. Flowerscontain pollen (the male part) and ova (the female part), which together can makeseeds that will grow into new plants.

LOOKING INSIDE A FLOWEREvery flower contains a range of very complicated structures, each with its ownfunction to perform. The basic structures are shown below. To discover these foryourself, pick a common flower and cut it in half. You will then be able to see allthe parts, such as the stamen, style, sepals, and petals. If it is a flower that isfertilized by insects, you will see the nectar at the base of the flower, where theinsects look for food.

A daisy is made up ofmany tiny flowers. Theymake a large landingplatform for callinginsects. These insectspick up pollen as theywander around theflower.

Foxgloves are re-pollinated by largebumblebees. The floweris shaped like a bell. Thebee crawls inside tocollect the nectar andpicks up pollen as it goes.

Yellow flowers such asthe buttercup are aparticular favorite ofmany small insects. Trywearing yellow clothes ona sunny day and see ifinsects visit you.

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NectariesWhere nectar ismade. Withoutnectar, insects wouldnot visit, andpollination could notoccur.

StemThe stem needs to bestrong enough to holdup the flower.

SepalsThese make a toughprotective cover for thedelicate flower toprevent damage whenit is still in bud.

OvaryA pollen grain onthe stigma travelsdown to the ovary,if it enters theovary, fertilizationoccurs and a seed

StamenAnthers (at the tipof the stamen)produce pollen.Pollen sticks toinsects that visit theflower and is carriedto other flowers.

PetalsThe flower advertises itself toinsects by having brightpetals. Petals advertise thatnectar is inside.

PistilThis is the female part ofthe flower. When pollenbrushes onto the stigma(tip of the pistil),pollination occurs.

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MAKE A FLOWER

EQUIPMENT

Green and yellow colored paper (or paper andpaints)

TapeGreen flexible straw

PROCEDUREThe best way to find out how a flower works is tomake one yourself. You can even pollinate thismodel flower yourself

Trace the shape of each part of the flower ontocolored paper. You will need to make five petals, fivesepals, one pistil, six stamens, and two leaves.1. Poke the straw, which will be the flower's stem,

through the middle of the sepals.2. Push the narrow end of the petals into the end of

the straw. You may find it easier if you fold thenarrow part of the petal down the middle first.

3. Push the pistil into the straw in the same way.4. Arrange the stamens in a circle around the pistil

by pushing them into the straw too.5. Tape the leaves to the lower part of the stem.

You can make different model flowers by changing the color and number of petals. Youcan also vary the length and number of stamens andpistils. There are many possible variations on the samebasic idea. There are thousands of different flowers,and the next page will help you to identify some ofthem.

POLLINATE YOUR FLOWERBalance a small amount of baking flour on the anthers.Make your finger into a bee by painting it. Put a smalldrop of honey right inside the flower to representnectar. As the "bee" enters the flower, some of the"pollen" will rub off onto its body.

TAKEN FROM175 Amazing Nature Experiments, Harlow andMorgan.

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EFFECT OF GRAVITY ON PLANT GROWTH

ACTIVITYWhat factors are important for seed germination?

MATERIALS72 lima bean seedsBeakerPaper towels18 small jars with lidsWarm dark drawerElectric lampRefrigeratorLabels

GETTING STARTED1. Soak all the seeds in a beaker of water overnight. Remove the seeds and dry

with a paper towel.2. Put several layers of paper towels in each of the jars. Wet paper towels in nine

of the jars. Label these jars "wet." Label other nine jars "dry."3 . Place four seeds into each of the 18 jars. Make sure the seeds are touching

the paper towels. Seal each jar with its lid.4. Place three jars marked "dry" and three jars marked "wet" under an electric

lamp. Place three jars marked "dry" and three jars marked "wet" in therefrigerator . Place the remaining jars in a warm dark drawer .

5. Leave for two days, observe the jars for signs of germination.

MAKING SURE6. You are given five radish seeds. How could you find out if these seeds will

germinate?7. Most of the seeds produced by a wild plant never grow to produce new plants.

Give one reason why this happens.8. Pine is a conifer. Maple is an angiosperm. Name two important differences

between a pine tree and a maple tree.9. How do flowering plants benefit people?

KEEPING TRACK1. Record the number of seeds that germinated in each group.2. Compare your results with your classmates' results.

SUMMING UP1. Is moisture needed for seed germination?2. Is light needed for seed germination?3. Is temperature an important factor in seed germination?

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ACTIVITY1. Examine the outside of a dry bean seed. Then examine the outside of a bean

seed that has been soaked in water. The outside of the seed is the seed coat.How does the seed coat of the wet seed compare to the dry seed?

2. Find the scar like mark on the seed coat where the seed was attached to theovary. This is the hilum.

3. Remove the seed coat from the soaked bean seed with a scalpel.4. Under the seed coat are the cotyledons, the white material which make up the

bulk of the seed. Gently pry apart the two halves.5. Find the part of the seed that looks like a tiny plant. This is the embryo. The

leaf like part is the epicotyl. The epicotyl will grow into plant leaves. The stem-like part is the hypocotyl. The hypocotyl will grow into the plant stem. The tipend is the radicule or future plant roots.

6. Add three drops of iodine to the surface of the cotyledons. Do they containstarch? What do you think the starch is used for? What does this seed contain.

ACTIVITYHow do embryo plants grow?

Soak 20 bean seeds in a beaker of waterovernight. Cut the top off a large milk carton.Fill the milk carton two thirds full of pottingsoil. Plant the bean seeds by placing them inthe soil at a depth of 1 cm. Place the milkcarton near a sunny window. Water theseeds daily but do not over water. Each daydig up two seeds so that changesunderground can be observed. Record thechanges you observe.

What happens to the cotyledons? Did all of the seeds grow? If not, why not?

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WHAT ARE THE PARTS OF A FLOWER?

MATERIALSFlowerScalpelHand lens

GETTING STARTED1. Refer to the parts of a flower shown after the section “What are flowers for?”

Locate the receptacle, sepals, calyx, and petals on your flower.2. Remove the petals.3. Locate the single stalk like structure in the center attached to the base of each

flower. Examine it closely and you will see that it is made up of three parts.Identify each part.

4. Locate the several short stalk like structures that surround the pistil. What arethese structures called?

5. Locate the anther and the filament. Remove the anther. Examine it with a handlens.

6. With a scalpel, slice the ovary open lengthwise and locate the tiny seed likestructures inside. These are ovules which will become seeds. Examine theovules with a hand lens.

KEEPING TRACK1. Draw and label the parts of the flower which you have identified.

SUMMING UP1. What are the reproductive organs of a seed plant?2. What is the function of each organ?

An incomplete flower has one or more parts missing. For example, flowers of manycommon trees do not have petals or sepals. Some plants, such as corn, produce twodifferent incomplete flowers. Male flowers with stamens are in the tassel at the top ofthe plant. Female flowers with pistils are in the ears of the corn plant. Some plantsproduce only one kind of flower, male or female.

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AssessmentGrade 5


Classroom Assessment Example SCI.III.2.MS.2Students will create a model (PowerPoint presentation, flip-book, flowchart picture book, song,poem) illustrating the development of a flowering plant (seed plant flower[fertilization/fruit development] cycling back to seed.)




Correctness ofplantdevelopmentsequence

Shows inaccuratesequence ofdevelopmentalstages of aflowering plant.

Illustrates partialsequence ofdevelopmentalstages of aflowering plant.

Illustrates propersequence ofdevelopmentalstage of aflowering plant.

Illustrates detailedexamples ofnumerousflowering plantsmoving throughtheirdevelopmentalstages.

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GRADE LEVEL: Fifth


Grade Level Standard: 5-1 Describe, compare, and contrast how selected

systems and processes work together in plants.

Grade Level Benchmark: 3. Describe evidence that plants make and store food.

(III.2.MS.3)


Central Question:How do living things obtain and use energy?

1. “How Plants Make Food”

2. “Leaves in Light and Dark”

3. “Leaves Give Off Something Else”


Resources

How Nature Works, ReadersDigest.

175 Amazing NatureExperiments, Random House,Harlow and Morgan.

Process Skills:

New Vocabulary: processes and products of food production and transport,

photosynthesis, starch, sugar, oxygen, carbon dioxide, water

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HOW PLANTS MAKE FOOD

During photosynthesis, plants "fix" carbon from the carbon dioxide in air, meaning thatthey lock it up in energy rich substances such as glucose and starch. Taken together,the earth's living plants represent a huge store of carbon, which plant eating animalsuse as a food source.

Carbon dioxide gets into a plant through tiny pores, called stomata, on the undersurfaceof the leaves. The other raw material needed for photosynthesis – water – travels up aplant's stem and across the leaves in tiny veins. The cells just under the surface of theleaf are packed with tiny green discs called chloroplasts. These are full of chlorophyll,and it is here that the first steps of photosynthesis are carried out.

PHOTOSYNTHESIS AT WORKPhotosynthesis uses simple raw materials—carbon dioxide and water. It combinesthem to form glucose, and oxygen is given off as a byproduct. This simple soundingprocess is actually a complicated chain of many different chemical reactions. Only thefirst step uses chlorophyll and has to take place in daylight. The reactions that use theenergy captured by chlorophyll to build up glucose can take place in the dark.

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EXPERIMENT

TESTING A POTATO FOR STARCHBy means of photosynthesis in its leaves, a potato plant produces glucose (asugar), which is converted into starch. Much of its starch is stored underground inswollen areas known as tubers. This experiment shows that a potato tuber is largelymade up of starch.

MATERIALSIodineDropperPotato

PROCEDURESlice the potato in half, an put a few drops of iodine onto the cut surface. The iodinewill change from orange-yellow to blue-black, showing that the potato containsstarch. If you cut a thick slice off the potato and look at it under a microscope, thestarch will show up as tiny oval grains.

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LEAVES IN LIGHT AND DARK

Adult supervision is advised for this experiment. This experiment lets you compare theeffects of keeping the leaves of a living plant in sunlight and in darkness.

YOU WILL NEEDPanDropperHeat-Resistant BeakerBlack PlasticTapeAlcoholScissorsPetri DishTweezers

PROCEDURE1. Wrap some of a plants leaves in black plastic so that no light can get through.

Now place the plant on a window sill, and leave it for two days. When this timeis up, pick two leaves – one that has been in the light, and one that has beencovered – and carry out steps two and three.

2. Pour about 3 ½ fl. oz. (100 ml) of alcohol into a heat proof beaker. Stand this ina pan of water and heat until the alcohol boils. Take the pan and beaker off theheat. With the tweezers, drop each leaf into the hot water for one minute, andthen into the beaker. Leave until they are almost white.

3. Put each leaf into a petri dish or saucer, and add some iodine. The coveredleaf does not contain starch, so the iodine will not change its color. The leafthat was exposed to light turns blue-black when iodine is added, showing thatphotosynthesis takes place (and produces starch) only in light.

GREEN ENERGYThe last several pages showed that plants need water and sunlight and that theygive off oxygen. On these two pages you can find out what they use the sunlight for,and what happens if plants are kept in the dark. You will find out that oxygen is notthe only thing that plants make that we need.

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PLANTS IN THE DARKFor this experiment you will need a brickwith an indentation in one side. Place thebrick, indentation face down, on an area ofgreen grass (but ask an adult first as thiswill spoil the lawn.) Each day carefully lookunder the brick and then replace it inexactly the same place. Compare thegrass underneath the brick with the rest ofthe lawn. The grass will turn yellowbecause it was hidden from the light.

FOOD PRODUCERSAnimals obtain their energy to live and grow by eating. Green plants have to maketheir own food. They make food in their leaves. There is a green chemical in theleaves called chlorophyll. It is the chlorophyll that converts sunlight energy into foodenergy. It does this by combining water (taken in by the roots) and carbon dioxidegas (taken in through the leaves) to form sugars. When there is no light, sugarscannot be made and eventually the plant will die.

As the sugars are produced, oxygen is formed as a waste product and is given offby the leaf along with surplus water. So plants are vital to us in two ways. They giveout oxygen for us to breathe, and they make food energy that we can eat.

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LEAVES GIVE OFF SOMETHING ELSE

EQUIPMENTSmall jar of waterFunnelBottle to go over the funnelCoinsPondweed

PROCEDUREArrange the equipment as shown. Thebottle upside down over the funnel must befull of water. You may find this easier bysetting up the experiment underwater in asink. Start the experiment underwater in asink. Start the experiment in bright light andwatch to see if bubbles start forming. Movethe experiment to a shady place and see ifthe bubbles appear more or less quickly.The bubbles coming off consist of a mostimportant gas. This gas is called oxygenand it is given off by all green leaves.Oxygen is one of the gasses in the air allaround you, and it is the one your bodyabsorbs when you breathe in. All animalsneed oxygen to stay alive. This is anotherreason why plants are so important. If there were no plants, there would be nooxygen to breathe.

If a glowing splint re-lights in a jar of gas, the gas is oxygen. Ask an adult to try thisfor you.

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AssessmentGrade 5


Classroom Assessment Example SCI.III.2.MS.3Students will respond to the following scenario and justify their answers based on theirknowledge of the food-making process and food storage organs of plants.

The agricultural company “Potatoes R Us” claims that growing potatoes in a high CO2

atmosphere will produce bigger crops. If potatoes are grown under two different concentrationsof CO2, then what is the best evidence to determine which potato plants are making and storingmore food?

A. Amount of CO2 produced by plantsB. Sizes of potatoesC. Amount of oxygen used by plantsD. How long it takes for seeds to germinate

Select the best answer. Write a letter to the company, “Potatoes R Us,” citing at least two piecesof scientific evidence that would support your answer.




Correctness ofanswer

Selects correctanswer (B, size ofpotatoes).




Accuracy ofjustification

Fails to give anaccurate reasonfor that answer.

Gives only oneaccurate scientificreason to justifythat answer

Gives twoaccurate scientificreasons to justifythat answer.

Gives severaldetailed scientificreasons to justifythat answer.

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GRADE LEVEL: Fifth

Topic: Ecosystems

Grade Level Standard: 5-2 Interpret the interrelationships among populations

and the transfer of energy throughout the ecosystem.

Grade Level Benchmark: 1. Describe how organisms acquire energy directly or

indirectly from sunlight. (III.5.MS.2)


Central Question:How is energy distributed to living things in anecosystem?

1. “Respiration: Photosynthesis”

2. Draw or write a diagram of a food web.

3. “Ecosystem –Food Web”


Resources

A Source Book For theBiological Sciences, Harcourt,Brace and World, Inc.Discovery Works Populationsand Ecosystems, 5th Grade,Silver Burdett Ginn

Process Skills: Observing, Measuring, Controlling variables, Communicating

New Vocabulary: sunlight, plants, food, photosynthesis, producers, consumers,

food webs

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RESPIRATION PHOTOSYNTHESISPresence of CO2 Presence of O

Area: Life Science

Subject: Cells. Obj. 3.4Living Things. Obj. 8Ecosystems. Obj. 8

OBJECTIVEThis activity is appropriate for all ages. It works well as a demonstration or ahands-on activity. It shows the presence of Carbon Dioxide in our breath and thepresence of Oxygen in plant respiration.

TERMSphotosynthesis the process in which the energy of sunlight is trapped by

chlorophyll and used to make food

respiration the process by which food is broken down and energy isreleased

TIMEPart one 15 minutesPart two 1 to 2 hours

BACKGROUNDPhotosynthesis is the process by which green organisms make food. An organismthat makes its own food is a producer. Green plants are producers.Photosynthesis is the source of food for almost every other organism. Inphotosynthesis, carbon dioxide and water are combined with the aid of energyfrom light. The products of photosynthesis are sugars and oxygen.

Respiration is another plant process. The cell process of respiration results in arelease of energy from food. The energy from respiration is used for all theactivities of the cells metabolism. Carbon dioxide and water are products ofrespiration.

MATERIALSH2OPhenol Red indicator (purchase at pool supply store)Aquatic plants work best, however, carrot tops, grass, or other plants do workLight sourceTest tube

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PROCEDURESActivity 1: Using 2 sets of plants, place one in the dark and leave one in the

light. Measure their growth rate daily.

Activity 2: Check the affect colored light has on plant growth. Use coloredcellophane to produce red, blue, and green light.

Activity 3: Lights set up at different angles to the plants will cause the plantsto bend towards the light. This can be shown to a class as a wholeby demonstration.

Activity 4: Plant a bean or similar seed. Cover with a box that has a hole cutin one side and place in a window. Plant will bend towards the holein order to get light.

EVALUATIONHave students average and graph the information from these experiments.

ADDITIONAL RESOURCESA Source Book for the Biological Sciences, Harcourt, Brace and World, Inc.

TAKEN FROMScience in a Sack

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MAKING A FOOD WEBLab Sheet

Draw or write a diagram of a food web that could be found in this pondecosystem. Use arrows to show the flow of energy in the web. Identify theproducers, consumers, and decomposers in your web.

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A FOOD WEB

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LIFE SCIENCEEcosystems

Food Web

The diagram below shows a food web. Study the food web, answerquestions, and discuss ideas related to this food web.

1. What do the arrows in the diagram represent?

2. Explain why a snake may be called a “secondary consumer.”

3. How does the plant obtain its energy supply?

4. Discuss how the organisms in this food web are supported by the non-living parts of the environment? Be specific in the ways in which air,water, sunlight, soil, and rocks support the organisms in the food web.

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ENERGY FLOW IN ECOSYSTEMSJustified Multiple-Choice Questions

In order to respond to a justified multiple-choice question, students first mark the bestanswer and then explain in several sentences why they chose that answer (see thefollowing examples). Justified multiple-choice questions require students to explaintheir understanding of the big ideas of science. Teachers use holistic scoring guides toscore students’ responses to justified multiple-choice questions (see the followingexamples).

Directions: Please circle the best answer for each of the following items.Explain why you chose your answer.

The Rodriguez family went hiking in the woods.

1. On their hike they discussed the flow of energy in the ecosystem. Which set ofdiagrams show how the energy flows in this ecosystem?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

A Sampler of Science Assessments-Elementary

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ENERGY FLOW IN ECOSYSTEMSScoring Guide - Grade 5

1. Energy Flow in Ecosystem Correct Answer C

Score Point 4 Multiple-choice selection is correct (the student) may not circle aselection, but may write the correct distractor, A, B, C, or D, alongwith the response), and the rationale demonstrates a clearunderstanding of the relationship between the living and nonlivingaspects of an ecosystem and the interdependence of living thingswithin an ecosystem.

The student response indicates that the energy in anecosystem begins with the sun and is changed by plants into aform available to some animals. Those animals then provideenergy for other animals in the predator/prey relationships.

Score Point 3 Multiple-choice selection is correct (the student may not circle aselection, but may write the correct distractor, A, B, C, or D, whichmay be correct, along with the response), and the rationaledemonstrates an adequate understanding of the relationshipbetween the living and nonliving aspects of an ecosystem and theinterdependence of living things within an ecosystem.

The students response may indicate that the energy in anecosystem goes from plants to animals. However, anunderstanding of the process of energy flow from the sun toplants is not evident.

Score Point 2 Multiple-choice selection is correct (the student may not circle aselection, but may write the correct distractor, A, B, C, or D, whichmay be correct, along with the response), and the rationaledemonstrates little or no understanding of the relationshipbetween the living and nonliving aspects of an ecosystem and theinterdependence of living things within an ecosystem.

Multiple-choice select is not correct (the student does notcircle or write a selection along with the response) and therationale provides a somewhat logical argument that is foundedon a scientific concept related to the incorrect answer.

Score Point 1 Multiple-choice selection is incorrect and the rationale isinappropriate, or the multiple-choice selection is correct but therationale is a restatement of the answer. For example, “The hawkeats the snake, the snake eats the mouse, and the mouse eatsthe grain.”

No Score Multiple-choice response is incorrect. Response is a straightrewrite of the stem. Response states, “because that’s so” etc. Nomultiple-choice selection, and no response. (Mark condition code.)

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A grass rabbits foxes

B oak tree caterpillars blue titmouse

C rosebush greenflies parasite ongreenflies

Use letters A, B and C, to match the pyramids of numbers shown below with thefood chains shown above.

(i) Describe in detail how you would collect the information needed to construct apyramid of numbers for a food chain.

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AssessmentGrade 5

ECOSYSTEMS

Classroom Assessment Example SCI.III.5.MS.2Students will select a presentation format (concept map, poster or 3-D display) and design a foodweb to present at a parent open house.

The food web should: Use arrows that represent the direction ad flow of energy from one organism to another Identify the role each organism plays in its food web (producer, consumer, decomposer)




Completeness ofillustration

Shows none orlimited flow ofenergy throughthe food web.

Shows most ofthe energy flowcorrectly throughthe food web.

Illustrates thecorrect flow ofenergy throughthe food web.

Extendsconnections toinclude otherorganisms outsideof the food web.

Correctness ofidentification

Identifies fewproducers,consumers, anddecomposers.

Identifies someproducers,consumers, anddecomposers.

Identifies allproducers,consumers, anddecomposers.

Identifies allproducers,consumers, anddecomposers andextends to includeidentification oforganisms outsideof the primaryfood web.

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GRADE LEVEL: Fifth

Topic: Ecosystems

Grade Level Standard: 5-2 Interpret the interrelationships among populations

and the transfer of energy throughout the ecosystem.

Grade Level Benchmark: 2. Predict the effects of changes in one population in a

food web on other populations. (III.5.MS.3)


Central Question:How do communities of living things change over aperiod of time?

1. “What is a Food Chain?”

2. Informational reading about various ecosystems/biomes. (Rain Forests, Prairies, Arctic Tundra,Deserts, Wetlands, Temperate Forests).

3. Dissect owl pellets.


Resources

Michigan Science CurriculumEcozone Series Lynnstone,Rourke Enterprises (See 5-1enabler 3)AIMS

Process Skills: Observing, Communicating, Controlling variables, Hypothesize

New Vocabulary: natural balance, population, dependence, survival, community,

bio-diversity, introduction of non-native species

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WHAT IS A FOOD CHAIN?

How Does a Food Chain Recycle?

SUBJECT:Plant and Animal Cells

GROUP SIZE:Individual

TIME:Two 40 minute periods

TEACHING STRATEGIES:ObservationDemonstrationGuided Discovery

VOCABULARY:Energy, Organisms, Food Chain, Food Web, Predator, Prey, Habitat

CONCEPTS/OUTCOMES:There is an interrelationship between food chains/webs, and energy is transferredfrom one to another.

PROCESSES:Observing, Classifying, Inferring, Investigating

SAFETY TIPS:For extension/home work follow-up, be sure wrappers and food containers arebrought in clean and free of food debris/odor.

CAREERS:Game Manager, Zoo Keeper, Ecologist

RESOURCES:Science Lesson Plans. Department of Mathematics and Science Education,Detroit Public Schools, 1986.

GENERAL OBJECTIVE:The learner will know that living things require energy and there must be aninterchange of energy in a balanced environment if living things are to survive.

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OVERVIEW:Through a series of three activities, students will be able to better understand theinterrelationships between animals and plants in a food chain and food web.

LESSON OBJECTIVES:The students will be able to construct a model of a food chain and correctlysequence the organisms in a food chain.

The students will be able (through the use of food chains) to demonstrate theinterdependence of life forms in a given habitat.

MATERIALS FOR MOTIVATOR: (for each student)One 8" X 1" paper strip of each of the following colors: yellow, green, brown, blue,red; paste and pencil

MOTIVATOR:Advanced Preparation:Construct a paper chain of five links as shown in the illustration.

1. Show the students the paper chain. Say: "This is a paper chain. A chainmade of loops called links. We can use a chain to show how animals dependon the sun and green plants for food.” Distribute paste and pencils tostudents.

2. Pass a brown strip to each student Say: "The brown strip stands for agrasshopper. Write the word grasshopper on the strip after I write it on thechalkboard. Then, fasten the ends together with paste to form a loop. Youhave made the first link of our food chain."

3. Ask: "What does the grasshopper eat?" (grass) Pass out a green strip toeach student. Say: "The green strip represents grass. Write 'grass' on thestrip after I write it on the chalkboard. Make another loop but attach this loopthrough the brown loop. You have made a food chain that has two links" Ask:"How can we add to our food chain? What does the grass need to grow?"(sunlight)

4. Say: "Yes, every green plant needs sunlight. We must begin our food chainwith sunlight." Hand out a yellow strip to each student. Say: "Write 'sunlight'on your piece of yellow paper after I write it on the chalkboard."

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5. Ask: "Where shall we put the sunlight link?" (connect it to the grass link) Say:"Yes, now you have a food chain that begins with sunlight which enablesplants to grow. Then you have an animal that eats grass. All food chainsbegin with sunlight.”

6. Ask: "How can we add to our food chain?" (add an animal that eatsgrasshoppers such as a toad or frog) Write the words toad and frog on thechalkboard. Pass the blue strip. Tell the students they may write the nametoad or frog on the blue strip.

7. Ask: "Where will the blue link be added?" (to the brown link)8. Pass out red strip. Say: "Finally, a snake may eat the frog. Write the word

'snake' on the red strip after I write it on the chalkboard.”9. Ask: "Where will the red link be added to our chain ? " (at the blue link)10. Ask students to point to the links in their food chain as you name them in this

sequence: snake, frog (or toad), grasshopper, grass, sunlight. Say: "Nomatter how long our food chain is, the first link is always sunlight. Animals eatanimals that eat plants that cannot grow without sunlight. If there were nosunlight, there would be nothing living on the Earth.”

MATERIALS FOR PROCEDURE:Pictures of cow, man, pig, apple, grass, horse, cat, mouse; twenty (20) pieces ofstring, 2 feet long; forty (40) straight pins, food chain diagram

PROCEDURE:1. Say: "We are going to play a game, but before we start the game, let's first

review some terms important to the game." Ask: "What is a food chain?" (afood chain is made of the animals and plants that provide food to each other)"What is a predator?" (animal that hunts other animals) .'What is prey?" (ananimal hunted for food).

2. Mount pictures on chalkboard. Say to children: "You must tie a string fromsomething that is eaten to something that catches it. Watch as I attach oneend of the string to the grass, which is eaten, and the other end to the cow,which eats the grass." Ask: "Can you match other pairs of something eaten tosomething eating it?" We will continue attaching strings until we cannot findany more pairs. The winner is the one who attaches the last string. You maychallenge any string."

3. After the game is finished, ask: "What do these strings attached to thepictures look like?" (spider webs) "The strings connecting the animals withtheir food is called a food web."

4. Repeat game with different set of animals and plants (owl, fox, chicken, corn,man, mouse).

5. Ask: "How is a food web different from a food chain?" (a food web consists ofmany food chains within a habitat)

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List Items Here:

EXTENSION/FOLLOW-UP/HOMEWORK:1. Ask the students to bring in a food-product label wrapper or container. The

label should list contents. Each student uses their label (food product) as the"END PRODUCT." See illustration. Trace the movement of your foodchain/web backwards, identifying as many items as you can.

APPLICATION:1. Have students write a "what if" story where they are to hypothesize the

consequences of one component of a food chain being missing.2. Make a compost pile near school. Discuss the ongoing activity in the pile and

implications to the environment.

SOURCE CONTENTS END PRODUCT

life science worksheet - svsu

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