PLANT AND ANIMAL CELLS
Science: 5-2.1 Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole). Formative Assessment Write Like a Scientist: Students will illustrate and identify the major structures of a plant and animal cell. (DOK 1) (SEP 2) Notebook Entry: Students will explain how a cell would be affected if the mitochondria or nucleus stopped functioning properly. (DOK 2) Notebook Entry: Choose two cell structures (organelles) and describe the relationship between each. (DOK 2) Parts of a Cell Video. Watch the video then turn to your WRITE LIKE A SCIENTIST. Illustrate a plant cell. Label each part. Then Illustrate an animal cell. Label each part. Last Identify the major structures in a plant and an animal cell. Use the diagrams of each type of cell below to help you. |
Click here to go to the Organelle Interactive Glossary
Click here to visit the Plant and Animal Cells Interactive Website
ECOSYSTEMS
Science: 5-2.2 Summarize the composition of an ecosystem, considering both biotic factors (including populations, to the level of microorganisms, and communities) and abiotic factors.
Pre-Assessment:
*Students will discuss an illustration of a riverbank environment. (DOK 1)
*Students will construct a model terrarium, observe it, and record their observations of biotic and abiotic factors. (DOK 3)
Formative Assessment: Notebook Entries of recorded observations ( Keep your notebooks organized!!!)
*Students build a model aquatic ecosystem and observe the relationships between plants and algae. (DOK 2)
* Students classify animals into populations or communities. (DOK 2).
Pre-Assessment:
*Students will discuss an illustration of a riverbank environment. (DOK 1)
*Students will construct a model terrarium, observe it, and record their observations of biotic and abiotic factors. (DOK 3)
Formative Assessment: Notebook Entries of recorded observations ( Keep your notebooks organized!!!)
*Students build a model aquatic ecosystem and observe the relationships between plants and algae. (DOK 2)
* Students classify animals into populations or communities. (DOK 2).
Click the ABDO digital e-Book picture (Student Learning Commons) Read: The Science of Life: Ecosystems Biotic and Abiotic Reading Selection
POPULATIONS
5-2.3 Compare the characteristics of different ecosystems (including estuaries/salt marshes, oceans, lakes and ponds, forests, and grasslands
Formative Assessment: Write Like a Scientist 2: Illustrate and Summarize the components of an aquatic or terrestrial ecosystem. (DOK 2)
5-2.4 Identify the roles of organisms as they interact and depend on one another through food chains and food webs in an ecosystem, considering producers and consumers (herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predators and prey, and parasites and hosts.
*Record your observations of the aquarium after you add the animals. Draw and Label your aquarium and everything in it. (DOK 2)
* Create a class web to summarize their observations of the aquaria (DOK 4)
*FORMATIVE ASSESSMENT: Claims, Evidence and Reasoning Chart
Formative Assessment: Write Like a Scientist 2: Illustrate and Summarize the components of an aquatic or terrestrial ecosystem. (DOK 2)
5-2.4 Identify the roles of organisms as they interact and depend on one another through food chains and food webs in an ecosystem, considering producers and consumers (herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predators and prey, and parasites and hosts.
*Record your observations of the aquarium after you add the animals. Draw and Label your aquarium and everything in it. (DOK 2)
* Create a class web to summarize their observations of the aquaria (DOK 4)
*FORMATIVE ASSESSMENT: Claims, Evidence and Reasoning Chart
Producers and Composures
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Herbivore, Omnivores, Carnivore
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Decomposers
Energy Pyramid & Food Web
Click on the link above to the ABDO Digital e-book in the student learning commons: Read Ecosystems pp. 14-21
More Food Chains
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Energy Pyramid and Food Web
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CLOSE READ ACTIVITY: Click here to read the article Geography for Kids: Food Chain
WRITE LIKE A SCIENTIST:Explain what a producers, consumers, decomposers, predators, and prey are. After explaining each, identify their role in an ecosystem. Using a graphic organizer, construct a food chain model to demonstrate how they interact with one another in an ecosystem. (DOK 3)
Freshwater Ecosystems: Read the text and learn about the ecosystem.
*Formative Assessment:
Using information from direct observations of the terrestrial and aquatic ecosystems, students predict how one ecosystem might affect the other. (DOK 4)
*Claims, Evidence and Reasoning Chart
*Write Like A Scientist 4: Using a Venn Diagram, collaborate with a partner to compare and contrast the characteristics of an aquatic and terrestrial ecosystem. (From Writing Activity 2) (DOK 2)
Click the picture to do the activity
How many bears live in the forest activity: participate in an activity to learn about how limiting factors affect populations in an ecosystem. (DOK 3).
LIMITING FACTORS
Science: 5-2.5 Explain how limiting factors (including food, water, space, and shelter) affect populations in ecosystems.
*Students will closely read the Limiting Factors article and complete a claims, evidence and reasoning chart.
*Formative Assessment: Claims, Evidence and Reasoning chart
*Students will closely read the Limiting Factors article and complete a claims, evidence and reasoning chart.
*Formative Assessment: Claims, Evidence and Reasoning chart
Discuss the interdependence of organisms within an ecosystem. Students complete a Claims, Evidence and Reasoning chart.
Changes in Ecosystems: Students click here to read about how humans can affect ecosystems. Identify Stable and disturbed ecosystems.
Pollution
Click to Watch Brain Pop: Water Pollution
Click to watch Brain Pop: Air Pollution