ECOSYSTEMS – Energy Flow, Matter Recycling, Interdependence, and Changes

The “Principal Walks in the Door Question” (Why are we doing this): How does it all work, everything outside the window? How does in keep on working? Does it ever change? Are changes good or bad?

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

Lesson Guiding Question

Concept/Vocab/CCSS Activity Assessment

1

What are relationships? What do all relationships have in common? Can relationships be stable?(Engage)

relationship, stable/stability

Ask what relationships are, and what examples of them are. Think/Pair/Share. (Do more and guide as necessary. Expect they will focus on people; work on having them expand. Make them as specific as possible) Ask them for 1-3 sentences on when a particular relationship is stable; when unstable. (Ask for kids to define stability.) Finally, relationships in the world.

Homework: One human and one non-human relationship; example of stability and non.

2

What is an ecosystem and how does the idea of relationships work in them?(Explore)

system, eco-, component

Pair: review homework and last lesson; brief whole class discussion. Explain that through the year in science we will be looking at natural relationships on earth, starting with ecosystems. First, we need to understand what a relationship is.Dictionary: in groups look up system – rephrase/summarize; then eco- (discuss roots and prefixes).Ecosystems have parts that work together in a particular place.

ELA.W6.9: Draw evidence from text.ELA.L.6.4.B: Use meanings of affixes and roots.

3

What is energy and why is it important to ecosystems? [Two days] (Explore, explain)

sun, producer, energy, solar energy, chemical energy, heat energy, energy transfer, photosynthesis

Whole class lesson on reading and note-taking from text, (introduce notebook rubric) green Sciencesaurus 299-300;different groups read: blue SS 284 – when share out have students share (in intentional order) one thing about the text structure, and one content – I'll transcribe notes [different types of energy; energy is the ability to do work, and work is ability to move; solar energy; photosynthesis; plants make their own food, storing energy in food]Then, photosynthesis: blue SS 80. Light energy transferred to /food/chemical energy during photosynthesis.

Commit and Toss (see 75 Formative Assessments)

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.5: Analyze text structure.

4

Where does the sun's energy go?(Explain)

consumer, herbivore, carnivore, omnivore, predator, scavenger, decomposer, organism, food chain (relationship)

Start day with having kids dance, run, etc. Ask how they had the energy to do so; food. Not sun. Energy (as seen in earlier reading) is energy, but has different forms. Ours comes from the sun, but we can't access it. Changes to food (chemical) energy so we can access it.Photosynthesis captures energy in plants, energy gets moved to other organisms when they consume plants, or animals; {lose heat energy}; sketch diagram of linear model – energy starts with sun and eventually dissipates.Reading: green SS 136 (higher); blue SS 137; then blue SS 133 for definitions of consumers, etc.

Homework: Sketch diagram of energy flow using organisms found in Vermont (Checklist: specific organism, producer, consumer, herbivore, carnivore, omnivore, [possibly decomposer], light energy, chemical energy, clear indication of flow of energy from sun).

[This and subsequent activities based on “Public Representations: Making Changes in Student Thinking Visible Over Time.” See lessons 10, 14, and 18.]

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.ELA.RST.6-8.7: Information expressed visually

5

Where does the sun's energy go?(Evaluate)

Time for peer and teacher assessment of sketch. Direct teaching of how to use checklist.Time to finalize project. Brief whole class about relationships. Ask open ended questions about stability.

Homework: Finalized diagram.

6

Where does my insect fit into the food chain?(Explore, extend)

terrestrial, aquatic, temperate, climate

Science lesson on definitions of vocabularyACTIVITY WITH ART TEACHER – instruction on how to draw an insect; given choice of regional insects for final project – determines place in food chain and habitat

Final product: Anatomically correct drawing of insect placed in its habitat. Includes one predator, one food source.

7

Food is an essential component of ecosystems: what is food and how does it fit into our definition of energy? (Explore, extend)

food, sugar (glucose), CO2, H20,

qualitative, quantitative

Give Is It Food probe.Review definition of energy; what does that mean in an ecosystem (can perform the processes necessary to live). Let's keep thinking about energy that plants make and store. Reinforce idea that energy is stored in food. Make connection that a lima bean is food. Ask students to brainstorm with this idea about energy and storage in food, and how they could demonstrate this. (Put some in baggies on window sill and some in closet – soak beans overnight before putting in baggy.) Discuss appropriate data table and appropriate data to measure; qualitative, quantitative. For 2 weeks measure stalk length and one specific leaf length. Use data table; graph results using double line graph (one for stalk, one for leaf). See that both grow, thus sun no necessary at this point; food energy stored in bean. Then put in soil on window sill and note that over time both look equally healthy.

Predictions with supportive evidence.

ELA.RST.6-8.3: Follow a multistep procedure.ELA.RST.6-8.7: Information expressed visually.ELA.W.6.1: Write arguments with relevant evidence.

Math.6.SP.B.4: Display numerical data.

8

What else does food give us besides energy? (Explore, explain)

Matter, nutrient

Discuss Is It Food. Students responsible for note-taking.Let's think about that lima bean (list other favorite foods). What else does it do for you? Review of ability to perform processes. Also gives materials (matter) organisms need to grow, repair, reproduce. Matter is the “stuff” that all objects and substances in the universe are made of. Food is matter that we eat that contains both matter and stored energy (photosynthesis begins the process of turning non-food matter into food; glucose).

9

How does matter move in an ecosystem? (Explain)

recycle, biotic, abiotic

Give definitions/review of matter – be explicit about biotic and abiotic (photosynthesis). We've thought about how energy flows through an ecosystem, now we will think about matter. In ecosystems it helps to think about matter as nutrients.Students start with this video (https://www.youtube.com/watch?v=o_RBHfjZsUQ) – take notes. Discuss note-taking from video, necessity of pausing and relistening. Then this video (https://www.youtube.com/watch?v=bCgcl_mPvsw)

Homework: Reading on decomposers. Question: Why are decomposers an important component in an ecosystem?

ELA.SL.6.2: Interpret information from diverse media.ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

10

All the matter we have now in the universe is all there ever has been. How can that be? (Explain)

Review homework (review Journal Prompt Rubric).Sketch simple cyclic model, using same organisms from energy. Discuss differences between energy and matter models. (See lessons 4, 14, and 18.)

Finish sketch (will not create finalized copy). Checklist: matter, specific organism, producer, consumer, decomposer, herbivore, carnivore, omnivore, clear indication of recycling of matter through ecosystem.

11

What happens to various materials when we bury them in soil for 3 months? (Engage)

Math.6.SP.B.5.B: Describe attribute under investigation, how measured, and units of measurement.

Students bring various materials that can fit in a baggie (food stuffs, organic materials, pieces of plastic, etc.) which are hung in the classroom for two weeks. Prepare pages in notebook for data: qualitative and quantitative. Mass item in baggie. Mass again at appropriate intervals.

Prediction on what will happen to the specific materials that students bring in while in baggie, and after being buried in compost for 3 months. Unearth in 3 months.

12

How is the concept of the recycling of matter in ecosystems illustrated in poetry? (Engage, explain)

metaphor, analogy, shrapnel, debris, light year, protein, lime, clay, hallowed, equity, stanza

Read and guide students in explication of Mary Oliver's Bone Poem

Journal Prompt: How does Mary Oliver write about the recycling of matter in an ecosystem. Make sure to use the following vocabulary: recycling, decomposition/decomposers, matter, producer, carnivore, soil.

ELA.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.RL.6.2:Determine a theme or central idea of a text and how conveyed through particular details.ELA.RL.6.4: Determine meaning of words and phrases as they are used in a text, including figurative and connotative meanings.ELA.RL.6.9: Compare and contrast texts in different forms or genres.ELA.W.6.1: Write arguments with relevant evidence.

13

Why do scientists use different types of models? (Extend)

interdependent, model

Ask students to give as many examples of models as possible. Discuss role of model, benefits and limits. Review difference in energy (linear) and matter (cyclic) models – uses/purposes/advantages and limits. Do these truly show what goes on in ecosystem?

Journal prompt: Discuss what the food chain model represents, and what are two or three difficulties of the model. Discuss what the recycling model represents, and what are two or three difficulties of the model.

ELA.W.6.1: Write arguments with relevant evidence.

14 What will be a more complete model for relationships in an ecosystem? (Extend)

aquatic, terrestrial

In pairs students develop model after discussion of what seems to be missing from earlier two models (energy flow and matter recycling).Research on Vermont woodlands organisms (or teacher provides). Create list of 5-10 for producers, omnivores, carnivores, herbivores, decomposers. (See lessons 4, 10, and 18.)

15What is a food web? What does it show about ecosystems? (Explain)

direct, indirect, interdependent, cause, effect

Reading on food webs (blue SS 138).Ecosystems are interdependent. The are defined by both indirect and direct relationships. An event in an ecosystem can affec a component that is not directly related to that event.

ELA.RST.6-8.2: Determine central ideas; provide accurate summary.

16

Do living things only need each other to survive and reproduce? What are all the things that limit a population? What are the variables? (Explore)

biotic, abiotic, population, individual

Water, food, warmth, sunlight, shelter, pollution

Journal prompt: In a paragraph show how a drought (extended cold winter, etc.) could affect a carnivore. Use specific organisms found in Vermont woodlands.

ELA.W.6.1: Write arguments with relevant evidence.

17

What happens throughout when one component (living or non-living) decreases/increases? What about human caused changes? (Engage, explore)

extinction, equilibrium, stability, disturbance, disruption, system

Look at simulation.http://www.learner.org/courses/envsci/interactives/ecology/producers.php – do producers first, then food webhttp://www.abpischools.org.uk/page/modules/population_growth/activity.cfm?coSiteNavigation_allTopic=1

Discuss; do prompt.

Do Deadly Links game (http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf). Discuss. How different from/similar to simulation?

Journal prompt following effect through food web of change in one component. Be sure to include discussion of disturbance and stability.

ELA.RST.6-8.9: Compare information from simulations with that in text.ELA.W.6.1: Write arguments with relevant evidence.Math.6.SP.B.5: Summarize numerical data sets in relation to context.

ISTE Technology standards: 1c. Creativity and innovation;use models and simulations to explore complex systems and issues

18How can we improve our model? What was missing? (Explore)

Relational model

Review earlier models. Review linear and cyclic model. How can we better model ecosystems?Have students find ways to show changes in ecosystems. (See lessons 4, 10, and 14.)

19Can we determine if these changes in a food web/ecosystem are good or bad? (Evaluate)

ELA.W.6.1: Write arguments with relevant evidence.

Whole class brainstorming discussion on the guiding question. Then Reading on recovery from Mount St. Helens eruption and reestablishment of Vermont forests after sheep farming, West Virginia chemical spill.

Vermont Forests: https://www.uvm.edu/landscape/learn/Downloads/scrapbooks/forests2.pdf

Writing prompt: Are changes to ecosystems good or bad? Be sure to include discussion of disturbance and stability.

ADDITIONAL RESOURCESRubric: Daily Notebook Entries

Goes above and beyond Gets it! Almost

Class notes

Written in own words; extends guiding question and concept; response insightful; evidence drawn from own experience and research; uses new science vocabulary

Includes guiding question; includes most important details; some notes in own words; thinking is evident through questions and connections; includes all relevant vocabulary with definitions if necessary

Includes all of teacher notes, and nothing more

Investigations

Makes new connections and extends thinking; presents thinking about experimental design

Includes what you did and what you observed; includes relevant parts of inquiry

Attempts to write down what was done and what happened, but not organized; missing some part of inquiry

Graphics: diagrams, graphs, maps, sketches

Includes some independent graphics; makes new connections and extends thinking

All data is organized; accurately includes all necessary representations (which have labels, titles, and appropriate units of measurement)

Attempts at graphics

Clarity and organization

Complete, neat, and organized

Goes above and beyond Gets it! Almost

Class notes

Written in own words; extends guiding question and concept; response insightful; evidence drawn from own experience and research; uses new science vocabulary

Includes guiding question; includes most important details; some notes in own words; thinking is evident through questions and connections; includes all relevant vocabulary with definitions if necessary

Includes all of teacher notes, and nothing more

Investigations

Makes new connections and extends thinking; presents thinking about experimental design

Includes what you did and what you observed; includes relevant parts of inquiry

Attempts to write down what was done and what happened, but not organized; missing some part of inquiry

Graphics: diagrams, graphs, maps, sketches

Includes some independent graphics; makes new connections and extends thinking

All data is organized; accurately includes all necessary representations (which have labels, titles, and appropriate units of measurement)

Attempts at graphics

Clarity and organization

Complete, neat, and organized

Rubric: Response to Notebook Prompt

Goes above and beyond Gets it! Almost

Concept (including statement/purpose and supporting evidence)

Concept extended with questions; response insightful; evidence drawn from own experience and research; uses new science vocabulary

Concept clearly ad-dressed using appropriate evidence; all necessary vocabulary used accurately; science concepts accurate

Concept touched on incompletely

Extensions

Questions, connections, and thinking are clear, logical and insightful

Meaningful questions asked; important connections made

Attempts questions and connections

Writing

Tone and voice appropriate and unique for content; engaging; appropriate grammar and mechanics

Complete sentences; appropriate tone and voice; logical structure (ideas are in order)

Little attention to making response a piece of writing

CHECKLIST FOR SKETCH OF DIAGRAM SHOWING THE FLOW OF ENERGY THROUGH AN ECOSYSTEM

Checklist for sketch of a diagram showing the flow of energy through an ecosystem.

At least four specific wild (not domestic) organisms found in VermontIndication of each organism's role in the energy flow: producer, consumer (include if the consumer is an herbivore, carnivore, or omnivore), decomposerWhere the sun's energy (solar energy) is converted to food/chemical energyDirection of energy flow

Checklist for sketch of a diagram showing the flow of energy through an ecosystem.

At least four specific wild (not domestic) organisms found in VermontIndication of each organism's role in the energy flow: producer, consumer (include if the consumer is an herbivore, carnivore, or omnivore), decomposerWhere the sun's energy (solar energy) is converted to food/chemical energyDirection of energy flow

Checklist for sketch of a diagram showing the flow of energy through an ecosystem.

At least four specific wild (not domestic) organisms found in VermontIndication of each organism's role in the energy flow: producer, consumer (include if the consumer is an herbivore, carnivore, or omnivore), decomposerWhere the sun's energy (solar energy) is converted to food/chemical energyDirection of energy flow

CHECKLIST FOR SKETCH OF DIAGRAM SHOWING THE RECYCLING OF MATTER THROUGH AN ECOSYSTEM

Checklist for sketch of a diagram showing the recycling of energy through an ecosystem.

At least four specific wild (not domestic) organisms found in VermontIndication of each organism's role in the recycling of matter: producer, consumer (include if the consumer is an herbivore, carnivore, or omnivore), decomposerInclude soilIndication (using arrows) of the process of recycling

Checklist for sketch of a diagram showing the recycling of energy through an ecosystem.

At least four specific wild (not domestic) organisms found in VermontIndication of each organism's role in the recycling of matter: producer, consumer (include if the consumer is an herbivore, carnivore, or omnivore), decomposerInclude soilIndication (using arrows) of the process of recycling

Checklist for sketch of a diagram showing the recycling of energy through an ecosystem.

At least four specific wild (not domestic) organisms found in VermontIndication of each organism's role in the recycling of matter: producer, consumer (include if the consumer is an herbivore, carnivore, or omnivore), decomposerInclude soilIndication (using arrows) of the process of recycling

BIBLIOGRAPHY

Deadly Links game, US Fish and Wildlife Service, http://www.fws.gov/uploadedFiles/Region_1/NWRS/Zone_2/Inland_Northwest_Complex/Turnbull/Documents/EE/Endangered_Species/Deadly%20Links.pdf

Great Source (publisher), Sciencesaurus: A Student Handbook, (ISBN-13:978-0-669-51015-7.

Great Source (publisher), Sciencesaurus: A Student Handbook, (ISBN-13:978-0-669-52916-6.

Keely, Page, Science Formative Assessment, Corwin Press 2008.

Keeley, Page, and Joyce Tugel, Uncovering Student Ideas in Science: 25 New Formative Assessment Probes, Vol.4. NSTA 2009.