Food Production and Energy for Life

Grade 5 : Standard 3 - Flow of Matter and Energy

Conceptual Strand 3

Matter and energy flow through the biosphere.

Guiding Question 3

What scientific information explains how matter and energy flow through the biosphere?

Grade Level Expectations

Checks for Understanding

State Performance Indicators

GLE 0507.3.1 Demonstrate how all living things rely on the process of photosynthesis to obtain energy.

0507.3.1 Identify the cell structures that enable plants to conduct photosynthesis.

0507.3.2 Design a graphic organizer that illustrates the difference between plants and animals in the movement of food energy through an ecosystem.

SPI 0507.3.1 Identify photosynthesis as the food manufacturing process in plants.

SPI 0507.3.2 Compare how plants and animals obtain energy.

Tennessee Vocabulary 2009 Version with this Unit

photosynthesis

Bedtime Five

Day 1 Animal Classification (Invertebrates and Vertebrates)

Divide class into small groups. Give each group a set of animal pictures. Without any additional information ask students to group photos into categories. Discuss how different groups decided to divide animals into groups.

Invertebrates Vertebrates
Discuss how scientists had the task of grouping animals. The first division is vertebrates and invertebrates.
Brain Pop Invertebrates http://www.brainpop.com/science/diversityoflife/invertebrates/
Read Tennessee Science Workbook Chapter 1 Part 2 "How Are Animals Classified?"
pages 8-13 invertebrates
Add this chart to Science Notebook. Use chart to play Who Wants to Be a Millionaire? http://www.quia.com/rr/11806.html?AP_rand=25781411

Invertebrate					Vertebrate
Arthropods	Porifera Sponges	Echinoderms arms or spines that radiate from the center of their body (starfish)	Segmented Worms bodies that are divided into segments bristles (earthworm)	Mollusks soft, skin-like organ covered with a hard outside shell (oyster, mussel, clam, squid, octopus, snail)	Mammals	Reptiles	Amphibians	Fish	Birds
					have hair or fur	have dry skins and scales	have smooth wet or slimy skins	have scales, fins and tails	have wings and feathers
Arachnids (Spiders Scorpions Mites) 8 legs 2 body parts					live on land - breathe air	live mainly on land - breathe air	spend part of their life in water and part on land - can breathe in water (gills) or on land (lungs)	live entirely in water - breathe underwater (using gills)	live on land - breathe air
Insects 6 legs 3 body parts					live young - feed their young milk	lay eggs on land	lay eggs in the water	lay eggs	lay eggs
Crustaceans (crab, lobster and barnacle)					warm blooded	cold blooded	cold blooded	cold blooded	warm blooded

Days 2-3 Animal Classification (Mammals, Reptiles, Amphibians, Fish, and Birds)

1. PowerPoint http://jc-schools.net/write/sci/Classification_files/frame.htm

2. Brain Pop Vertebrates http://www.brainpop.com/science/diversityoflife/vertebrates/

3. Tennessee Science Workbook Chapter 1 Part 2 "How Are Animals Classified?" pages 14-18

4. Graphic Organizer

5. Make graphic organizer

Mammals

hair on some or most of its body
female feeds young with milk from her body
Warm-blooded Vertebrates

Fish

covered with scales

breathe with gills

cold-blooded

Reptiles

covered with dry scales or rough plates

slither across the ground or crawl on short legs

cold-blooded

Amphibians

moist skin without scales, feathers, or tough plates

when young live in water and breathe with gills

adult breathes with lungs

cold blooded

Birds

covered with feathers

wings, scaly legs, beak

lays eggs

warm-blooded

6. Classification Game http://www.sheppardsoftware.com/content/animals/kidscorner/classification/kc_classification_mammals.htm

7. Classification Game by Habitat http://www.sheppardsoftware.com/content/animals/kidscorner/kidscorner_games.htm

Resources

Lesson with Charts http://www.everythingesl.net/lessons/animalstwo.php
- Chart http://www.everythingesl.net/downloads/classifying.pdf
Lesson with PowerPoint http://www.teachingandlearningresources.co.uk/classification01.shtml
Classification, Cells, & Microorganisms http://www.marsci.uga.edu/gaseagrant/MicroWord/GA%20AC%205.doc
http://www.ngsp.com/Portals/0/Downloads/1005064_lm.pdf
Houghton Mifflin Science Graphic Organizers http://www.eduplace.com/science/hmsc/content/organizer/index.html
Animals with Backbones http://www.ngsp.com/Portals/0/Downloads/41458_tg.pdf

Day 4 Photosynthesis

1. TCAP Coach Lesson 5 Photosynthesis pages 34-37

2. BrainPop on Photosynthesis http://www.brainpop.com/science/cellularlifeandgenetics/photosynthesis/

3. BrainPop on Algae http://www.brainpop.com/science/diversityoflife/algae/

Oxygen- Carbon Dioxide Cycle

http://www.eduplace.com/science/hmxs/ls/pdf/4rs_1_2-5.pdf

http://155.44.225.28/science/hmxs/ls/pdf/3rs_1_3-3.pdf

Day 5 Food Chains

1. Tennessee Science Workbook Chapter 2 Part 3 pages 40-41 "What is a Food Web?"

2. Carnivore, Herbivore, Omnivore Game http://www.sheppardsoftware.com/content/animals/kidscorner/animaldiet/omnivore.htm

3. TCAP Coach Lesson 6 - Food and Energy in an Ecosystem Pages 38-40

4. Make graphic organizer for carnivore, herbivore, and omnivore.

5. Review Producers and Consumers. Go over Decomposers (consume dead or decaying organisms including bacteria, and fungi. Some animals including millipedes, woodlice and worms are decomposers.)

6. United Streaming

Producers, Consumers, and Decomposers (04:39)

7. Make graphic organizer for producers, consumers, and decomposers.

8. Ocean Food Chain http://macmillanmh.com/science/2008/student/na/scienceinmotion/Common/SIM.html?Module=../Grade5/Chapter3-FoodChain/

9. What are Food Chains and Food Webs http://www.woodlands-junior.kent.sch.uk/Homework/fooodchains.htm

10. Food Webs http://www.gould.edu.au/foodwebs/kids_web.htm

Resources

Graphic Chart http://www.planetpals.com/foodchain.html

Day 6 Food Webs & Energy Pyramids

1. Read Who Eats What? (Food Chains and Food Webs) by Patricia Lauber to the class.

2. Tennessee Science Workbook Chapter 2 Part 3 pages 42-46 "What is a Food Web?"

3. Energy Pyramid http://www.harcourtschool.com/activity/science_up_close/314/deploy/interface.html

4. Make graphic organizer with the four levels of consumers. (http://www.science-class.net/Graphic_Organizers/GO_food_chains.pdf)

These come in different levels depending on what they eat:

Primary consumers (eat primary producers): cows, rabbits, tadpoles, ants, zooplankton, mice.

Secondary consumers (eat primary consumers) : frogs, small fish, krill, spiders.

Tertiary consumers (eat secondary consumers): snakes, raccoons, foxes, fish.

Quaternary consumers (eat tertiary consumers): wolves, sharks, coyotes, hawks, bobcats

5. Online Food Web Activities

Build a Food Web http://teacher.scholastic.com/activities/explorer/ecosystems/be_an_explorer/map/form_wildcats.htm#

Food Webs http://www.gould.edu.au/foodwebs/kids_web.htm
Create a Food Web http://www.vtaide.com/png/foodchains.htm & http://www.vtaide.com/png/foodweb.htm
Lesson Plan with Worksheet http://www.bbc.co.uk/schools/scienceclips/teachersresources/ages10_11/tr_interdependence_lp.shtml#

Online Food Web http://www.bbc.co.uk/schools/scienceclips/ages/10_11/interdependence.shtml

Pond Food Web (can change population of animals and see chain reaction) http://www.eduweb.com/portfolio/earthsystems/food/foodweb4.html

Create an online web. http://www.vtaide.com/png/foodchains.htm

Day 7 Review and Test

Resources

http://www.science-class.net/Graphic_Organizers/GO_ecovocab_wheel.pdf