Triad NGSS Unit Plan: Energy and Matter in Organisms
Triad Team Names:Teacher Candidate: Molly Farrar and Ashley Martins Science Cooperating Teacher: Eric Hauck Science Educator: Kanwaljit Dulai
School and District: Crowell Elementary, Turlock Unified School District Grade Level: 5th Grade
Science Content Area: Life Science
A. Grade Level and Standard
1. California NGSS
5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain warmth) was once energy from the sun.
Clarification Statement: Examples of models could include diagrams and flowcharts.
5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the
soil.
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in
soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth. Assessment boundary: Assessment does not include molecular explanations.
1. Three NGSS Dimensions Contained in the Standard:
a. Science and Engineering Practice:
Developing and Using Models
Modeling in 3-5 builds on K-2 experiences and progresses to building and revising simple models and using models to represent events and design solutions
● Use models to describe phenomena. (5-PS3-1) ● Develop a model to describe phenomena. (5-LS2-1)
a. Disciplinary Core Idea:
PS3.D : Energy in Chemical Processes and Everyday Life
●
●
The energy released {from} food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)
LS2.A: Interdependent Relationships in Ecosystems
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-LS2-1).
Systems and System Models
● A system can be described in terms of its components and their interactions. (5-LS2-1)
1. Common Core State Standard Connections:
a. ELA/Literacy:
RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-LS1-1)
RI.5.7 - 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. (5-PS3-1), (5-LS2-1)
RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-LS1-1)
W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-LS1-1)
b. Mathematics:
MP.2 - Reason abstractly and quantitatively. (5-LS1-1), (5-LS2-1)
MP.4 - Model with mathematics. (5-LS1-1), (5-LS2-1)
MP.5 - Use appropriate tools strategically. (5-LS1-1).
a. ELD Standard (Search the ELD Standards using the ELA Standard(s) identified above.) A. Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)
3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges 4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area
8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area
C. Productive
9. Expressing information and ideas in formal oral presentations on academic topics
10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
11. Justifying own arguments and evaluating others’ arguments in writing
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas
B. Content Research - Outline of Major Concept and Sub-Concepts in Unit
Student will need to understand that energy comes from the sun, the movement of that energy across organisms within a specific ecosystem, and the movement of matter among plants, animals, and decomposers. Students will also look at data they collect after planting a seed and controlling one variable in the seed’s growth in order to determine that plants get the materials they need for growth chiefly from air and water. Students will be presented with a scenario where they need to create a museum display thatdepicts an ecosystem and the movement of energy and matter within it. Students should have a basic understanding of: how energy is produced or used by an organism, the source, flow, and loss of energy from abiotic and biotic parts of an ecosystem, and the cycling and conservation of matter between abiotic and biotic parts of the ecosystem.
C. Summative Assessment
Imagine that a science museum is making a very large version of your model (the diorama) for a museum display. Write three captions explaining the model for members of the public who will view the display. The captions should describe:
– how the energy is produced or used by the producer and one other organism
– the cycling and conservation of matter between abiotic and biotic parts of the ecosystem – the source, flow, and loss of energy from abiotic and biotic parts of the ecosystem Rubric:
4. Exceeds 3. Proficient 2. Approaching 1. Below
Content:
Information is accurate and about the topic
3 captions describing each prompt. Back up captions with evidence and/or detailed explanations.
3 captions describing each prompt. Some captions backed up with evidence and/or detailed explanations. 2 captions describing prompts. 1 or no captions describing prompts. Model:
Neat, creative, and has all required elements.
Key features were present and labeled correctly.
Model has 4 members from the food chain: sun, producer, consumer, and decomposer.
Key features were present. Model has 4 members from the food chain: sun, producer, consumer, and decomposer.
Key features were present and some labeled correctly. Model has 2 members from the food chain.
Some key features were present and labeled.
Model has 1 member from the food chain.
Spelling and Grammar Made only one or two spelling, punctuation, or grammar errors.
Made less than 5 spelling, punctuation, or grammar errors.
Made up to 10 spelling, punctuation, or grammar errors.
Made more than 10 spelling, punctuation, or grammar errors. Participation Shared many ideas.
Took part in all activities and completed all work. Demonstrates best effort.
Took part in all activities and completed all work assigned.
Demonstrates best effort.
Did most work assigned and took part in most activities. Demonstrates some effort.
Did not take part in all of the activities. Did not do much of the work. Demonstrates little to no effort.
D. The Unit Plan
Unit Plan Table*Lesson Standard (by number) and Objective(s) for the Lesson Primary Instructional Strategy** Summary of Instructional Sequence of Lesson
Strategies for Students Who Typically Struggle with Science (English Learners, Exceptional Students) Assessment Summary (Briefly describe and label as Diagnostic, Formative, or Summative) 1 5-LS1-1 Direct Instruction / Engage / Guided discovery ● Teachers will show students both terrariums - one with healthy plant and the other with smaller/less healthy plant. Teacher will ask students, “What do you notice about these two plants? Why do you think one grew more than the other?” Students will discuss in groups and draw a picture of what they observe. Students will also write about what they see and why they think the plants look the way they do in their science journals.
● Teacher asks: “What do you notice and what do you wonder?” Teacher fills out T chart with students’ observations and wonderings. ● Teacher explains
that students are going to grow their own plants and choose a variable to change. Students will make daily observations and keep data in their science journals on the growth and ● Provide guided notes showing students how to report data ● Model strategies for close reading for passage ● Heterogeneous groupings of the students ● Frequent checks for understanding ● Appropriate DOK questions No assessment; first time learning for students about how to look at phenomenon
appearance of plant.
● Teacher will pass out a reading passage about photosynthesis and read whole class. After the reading, student groups will have to determine what variable they want to change for their plant. ● Students set up
2 LS1-5 Explore / Investigate Phenomenon / Group Discussion ● Student will be in heterogeneous groups to support each other. ● They will move
through 3 stations to describe how food is an energy source for living things and how that energy is transferred from the sun. They will discuss how all energy originates from the sun and is transferred to living things to use for body repair, growth, body warmth and motion.
● Station 1: Students will focus on the question: How does food provide energy for people? They will each get a slice of bread in a plastic bag. They will add water to the bag and squish the bread around. They will record their observations in their notebook through writing and picture modeling. They will discuss and compare what happens to the bread to what happens during the digestion process. ● Station 2: Students
will focus on the question: How does energy transfer from the sun to plants? Students will stack cups in order ● Assist students in chunking down the amount of info into manageable pieces. ● Frequent checks for understanding ● Heterogeneous groupings of the students ● Use of manipulatives ● Multiple ways to demonstrate knowledge through either writing or picture modeling. Review students findings and discuss Student documentation of plant growth in science notebook
showing how energy is
transferred through 3 different food chains. The students will then draw a model in their notebooks to represent one food chain that they created. They need to use pictures, labels, and complete sentence explanations for what is happening in their model. ● Station 3: Students
will focus on the question: where does energy come from? They will draw a picture and discuss with their group something that they ate today. They will work backwards from the food item to investigate where the food source came from.They will discuss and answer the question: does all food come from the same place? ● Whole group will
discuss what they observed and any questions that were raised from the investigation.
3 LS1-5 6.SP.A.2
Explore/Explain ● Students will continue to analyze the information they have been given or have found. ● Students will begin
to create a food chain using the information they know about: food chains, producers, consumers, and decomposers. Students will focus on the grassland ecosystem. ● Students will
present their food chain drawings to their small groups. Group members will critique their peers’ drawings. Students will be given the
opportunity to edit and revise their original drawings after group feedback. ● Heterogeneous groupings of the students ● Frequent checks for understanding ● Presenting in front of small groups instead of whole class Teachers circulate, check, & discuss food chains with groups. Offer suggestion for students that are having difficulty in determining correct order of food chain or making connections with where energy comes from. Student documentation of plant growth in science notebook
4 LS1-5 6.SP.A.2
Explain / Whole Group
● Students will create a food chain based on what they ate for lunch. They will do this by creating paper links.
● Students will be required to label their chain with the vocabulary: producers, consumers, decomposers, herbivores, carnivores, and predators ● We will display
food chains and have students make connections between the different food chains and how they create a food web. ● Heterogeneous groupings of the students ● Frequent checks for understanding ● Sentence frames ● Modeling correct language and pronunciation Whole class discussion Food chain links Student connections made - written in science journal Student documentation of plant growth in science notebook
5 LS1-5 6.SP.A.2
Extension ● Students will be given the opportunity to research an ecosystem in California that we have not discussed in class.
● They will begin with a plant or animal in the ecosystem and create a food chain that begins with the sun and ends with a
decomposer. ● Based on their
research they will describe in their science notebooks how each plant or animal gets its energy, how the energy is used, and how much energy is lost between organisms. ● Heterogeneous groupings of the students ● Frequent checks for understanding ● Assist students in chunking down the amount of info into manageable pieces. Formative Assessment: Student science notebook Student documentation of plant growth in science notebook
6 LS1-5 Evaluate ● Summative assessment: Imagine that a science museum is making a very large version of your model (the diorama) for a museum display. Write three captions explaining the model for members of the public who will view the display. The captions should describe: – how the energy is produced or used by the producer and one other organism – the cycling and conservation of matter between abiotic and biotic parts of the ecosystem
– the source, flow, and loss of energy from abiotic and biotic parts of the ecosystem
● Rubric: *See below
● Review the rubric and have the students self-evaluate their findings Summative: Student will go through the same process based on the scenario provided
4. Exceeds 3. Proficient 2. Approaching 1. Below Content:
Information is accurate and about the topic
3 captions describing each prompt. Back up captions with evidence and/or detailed explanations.
3 captions describing each prompt. Some captions backed up with evidence and/or detailed explanations. 2 captions describing prompts. 1 or no captions describing prompts. Model:
Neat, creative, and has all required elements.
Key features were present and labeled correctly.
Model has 4 members from the food chain: sun, producer, consumer, and decomposer.
Key features were present. Model has 4 members from the food chain: sun, producer, consumer, and decomposer.
Key features were present and some labeled correctly. Model has 2 members from the food chain.
Some key features were present and labeled.
Model has 1 member from the food chain.
Spelling and Grammar Made only one or two spelling, punctuation, or grammar errors.
Made less than 5 spelling, punctuation, or grammar errors.
Made up to 10 spelling, punctuation, or grammar errors.
Made more than 10 spelling, punctuation, or grammar errors. Participation Shared many ideas.
Took part in all activities and completed all work. Demonstrates best effort.
Took part in all activities and completed all work assigned.
Demonstrates best effort.
Did most work assigned and took part in most activities. Demonstrates some effort.
Did not take part in all of the activities. Did not do much of the work. Demonstrates little to no effort.
E. Lesson Plans, Support Materials
In this section, include any support materials that you used for each lesson. Including your assessments is also recommended, since they play a central role in your curriculum design. All files have been made public and can be opened by anyone.
● Ecosystem Article https://newsela.com/read/elem-sci-ecosystems/id/29113/
● Generation Genius video on Food Chains and Webs: https://www.youtube.com/watch?v=aofOmK_POEk
●
Generation Genius video on Stored energy in food:
https://www.youtube.com/watch?v=IrugDvLQwmU
● Crash Course video on Decomposers:
https://www.youtube.com/watch?v=uB61rfeeAsM
● Station notes page:
https://docs.google.com/document/d/1IuGIHJgzD7LJRC07fyZJlhDNyWm9qCkNek_kK2
nT0Iw/edit?usp=sharing
● Lesson 1 Terrarium Observation Notes:
https://docs.google.com/document/d/16GqCAk466D0kTbUfxdF0cfr4utG33QhexuFvR1K
Ly0M/edit?usp=sharing
● Unit Powerpoint:
https://docs.google.com/presentation/d/1Dtu4IOfeKczyzq2PvVSjLKFlWQa9d2mTO7QQ
c9eMeOo/edit?usp=sharing
Student Sample of Phenomenon Observations
Plant Terrariums Plant Terrariums
F. Summative Assessment
Imagine that a science museum is making a very large version of your model (the diorama) for a museum display. Write three captions explaining the model for members of the public who will view the display. The captions should describe:
– how the energy is produced or used by the producer and one other organism
– the cycling and conservation of matter between abiotic and biotic parts of the ecosystem – the source, flow, and loss of energy from abiotic and biotic parts of the ecosystem Rubric for final assessment:
4. Exceeds 3. Proficient 2. Approaching 1. Below
Content:
Information is accurate and about the topic
3 captions describing each prompt. Back up captions with evidence and/or detailed explanations.
3 captions describing each prompt. Some captions backed up with evidence and/or detailed explanations.
2 captions describing
prompts. 1 or no captions describing prompts.
Model:
Neat, creative, and has all required elements.
Key features were present and labeled correctly.
Model has 4 members from the food chain: sun, producer, consumer, and decomposer.
Key features were present. Model has 4 members from the food chain: sun, producer, consumer, and decomposer.
Key features were present and some labeled correctly. Model has 2 members from the food chain.
Some key features were present and labeled.
Model has 1 member from the food chain.
Spelling and Grammar Made only one or two spelling, punctuation, or grammar errors.
Made less than 5 spelling, punctuation, or grammar errors.
Made up to 10 spelling, punctuation, or grammar errors.
Made more than 10 spelling, punctuation, or grammar errors. Participation Shared many ideas.
Took part in all activities and completed all work. Demonstrates best effort.
Took part in all activities and completed all work assigned.
Demonstrates best effort.
Did most work assigned and took part in most activities. Demonstrates some effort.
Did not take part in all of the activities. Did not do much of the work. Demonstrates little to no effort.
