2 Interdependent Relationships in Ecosystems.pdf

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Image from:

http://www.physicalgeography.net/fundamentals/images/ecosystemmodel.gif

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Where to go for help:

Chris McGee – Science Coordinator Cathy Ely – Avery

Shayla Pott – Edgar Road Erica Tinzmann – Edgar Road

LEFT TO DO:

¨ Assessment

¨ Link to Common Core

¨ Experiences

¨ Pacing guide

¨ Materials List

¨ Trade books/Resources

¨ Key Vocab list

Essential Learning Goal(s):

Students draw conclusions based on observations about how the diversity of life strengths and ecosystem.

S 4

In addition to a level 3 students demonstrate in-‐depth inference that goes beyond what was taught which may include:

• Providing solutions to protect or improve endangered habitats both

locally and globally

3

Students explain:

• What plants need to grow

• How plants depend on animals for seed dispersal and pollination • How the diversity of life in different habitats improves the

ecosystem.

D 2

Students inconsistently explain:

• What plants need to grow

• How plants depend on animals for seed dispersal and pollination • How the diversity of life in different habitats improves the

ecosystem.

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Grade Level Narrative:

The performance expectations in second grade help students formulate answers to questions such as:

“How does land change and what are some things that cause it to change?” “What are the different kinds of land and bodies of water?”

“How are materials similar and different from one another, and how do the properties of the materials relate to their use?”

“What do plants need to grow?

“How many types of living things live in a place?”

Second grade performance expectations include PS1, LS2, LS4, ESS1, ESS2, and ETS1 Disciplinary Core Ideas from the NRC Framework. Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats.

An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.

The crosscutting concepts of patterns; cause and effect; energy and matter; structure and function; stability and change; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the second grade performance expectations, students are expected to demonstrate grade-‐

appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.

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Objectives:

• Plan and conduct an investigation to determine if plants need sunlight and

water to grow.

• Develop a simple model that mimics the function of an animal in dispersing

seeds or pollinating plants.

• Make observations of plants and animals to compare the diversity of life in

different habitats.

Students draw conclusions based

on observations about how the diversity of life

strengths and ecosystem.

Plan and conduct an investigation to determine if plants

need sunlight and water to grow.

Develop a simple model that mimics

the function of an animal in dispersing

seeds or pollinating plants.

Make observations of plants and animals to compare

the diversity of life in different habitats.

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Plan and conduct an investigation to determine if plants need sunlight and water to grow.

S 4

• Planning and conducting investigations around other variables

and determining plant reactions

3 Students independently plan and conduct investigation to determine if _{plants need sunlight and water to grow.} D 2 Students plan OR conduct and investigation.

B 1 Students are still learning what plants need to grow.

Notes:

Clarification:

• Assessment is limited to testing one variable at a time. Science and Engineering Practices:

• Planning and carrying out investigations to answer questions or test

solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

• Plan and conduct an investigation collaboratively to produce data to serve as

the basis for evidence to answer a question.

Disciplinary Core Idea(s)

• Interdependent relationships in Ecosystems • Plants depend on water and light to grow. Cross Cutting Concept(s)

• Cause and Effect

o Events have causes that generate observable patterns.

Link to Common Core •

Objective Details:

Assessment

item(s): • Resource(s): •

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Trade

Book(s): •

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Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

S 4

• Compare the way an animal interacts with a plant and which

animals are best suited for the distribution of dispersing seeds or pollinating plants.

3 Students develop a model that mimics the function of an animal in _{dispersing seeds or pollinating plants.} D 2 Students explain how animals aid in dispersing seeds or pollinating _plants. B 1 Students illustrate how seeds are dispersed and how plans are _{pollinated through various means.}

Notes:

Clarification:

• Model can be crafted, drawn or illustrated.

• A Diagram, drawing, physical replica, diorama, dramatization, or storyboard

is acceptable.

Science and Engineering Practices:

• Modeling in K–2 builds on prior experiences and progresses to include using

and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

• Develop a simple model based on evidence to represent a proposed object or

tool.

• Interdependent Relationships in ecosystems

o Plants depend on animals for pollination or to move their seeds around.

• Developing Possible Solutions

o Designs can be conveyed through sketches, drawings, or physical models.

o These representations are useful in communicating ideas for a problem’s solutions to other people

Cross Cutting Concept(s) • Structure and Function

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o The shape and stability of structures of natural and designed objects are related to their function(s)..

Assessment

Website(s): •

Trade

Book(s): •

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Make observations of plants and animals to compare the diversity of life in different habitats.

S 4

• Hypothesize about what makes a habitat successful through the

diversity of species.

3 Students independently make observations highlighting the diversity of _{living things in each of a variety of different habitats.} D 2 With help students make observations highlighting the diversity of _{living things in each of a variety of different habitats} B 1 Students are beginning to recognize the diversity of life in different _habitats.

Notes:

Clarification:

• Emphasis is on the diversity of living things in each of a variety of different

habitats.

• Assessment does not include specific animal and plant names in specific

habitat.

Science and Engineering Practices:

• Make observations (firsthand or from media) to collect data which can be

used to make comparisons.

• There are many different kinds of living things in any area, and they exist in

different places on land and in water.

Cross Cutting Concept(s) • None L

Assessment

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Website(s): •

Trade

Book(s): •

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PreK ???

K

Interdependent Relationships in Ecosystems

• Use observations to describe patterns of what plants and animals

(including humans) need to survive.

• Construct an argument supported by evidence for how plants and

animals (including humans) can change the environment to meet their needs.

• Use a model to represent the relationship between the needs of

different plants or animals (including humans) and the places they live.

• Communicate solutions that will reduce the impact of humans on the

land, water, air, and/or other living things in the local environment.

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• Construct an argument that some animals form groups that help

members survive.

• Analyze and interpret data from fossils to provide evidence of the

organisms and the environments in which they lived long ago.

• Construct an argument with evidence that in a particular habitat

some organisms can survive well, some survive less well, and some cannot survive at all.

• Make a claim about the merit of a solution to a problem caused when

the environment changes and the types of plants and animals that live there may change.

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Matter and Energy in Organisms and Ecosystems

• Use models to describe that energy in animals’ food (used for body

repair, growth, motion, and to maintain body warmth) was once energy from the sun.

• Support an argument that plants get the materials they need for

growth chiefly from air and water

• Develop a model to describe the movement of matter among plants,

animals, decomposers, and the environment.

MS

• Construct a scientific explanation based on evidence for the role of

photosynthesis in the cycling of matter and flow of energy into and out of organisms.

• Develop a model to describe how food is rearranged through

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and/or release energy as this matter moves through an organism.

• Analyze and interpret data to provide evidence for the effects of

resource availability on organisms and populations of organisms in an ecosystem.

• Develop a model to describe the cycling of matter and flow of energy

among living and nonliving parts of an ecosystem

• Construct an argument supported by empirical evidence that changes

to physical or biological components of an ecosystem affect populations.

• Construct an explanation that predicts patterns of interactions among

organisms across multiple ecosystems.

• Evaluate competing design solutions for maintaining biodiversity and

ecosystem services

HS

• Use a model to illustrate how photosynthesis transforms light energy

into stored chemical energy.

• Construct and revise an explanation based on evidence for how

carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-‐ based molecules.

• Use a model to illustrate that cellular respiration is a chemical

process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy

• Construct and revise an explanation based on evidence for the cycling

of matter and flow of energy in aerobic and anaerobic conditions.

• Use a mathematical representation to support claims for the cycling

of matter and flow of energy among organisms in an ecosystem.

• Develop a model to illustrate the role of photosynthesis and cellular

respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

• Use mathematical and/or computational representations to support

explanations of factors that affect carrying capacity of ecosystems at different scales.

• Use mathematical representations to support and revise

explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales

• Evaluate the claims, evidence, and reasoning that the complex

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may result in a new ecosystem.

• Design, evaluate, and refine a solution for reducing the impacts of

human activities on the environment and biodiversity

• Create or revise a simulation to test a solution to mitigate adverse

impacts of human activity on biodiversity

2 Interdependent Relationships in Ecosystems.pdf

Table of Contents

Where to go for help:

LEFT TO DO:

Essential Learning Goal(s):

Grade Level Narrative:

Objectives: