NGSS. Performance Expectations. 5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water
Have them draw hills, valleys, streams, and other features on sheets of cardboard or poster paper and then add photos or drawings of the organisms they studied in the activity.
C3 Framework. Dimension 2. Geography.1.3-5. Construct maps and other graphic representations of both familiar and unfamiliar places.
select one of the plants or animals from the activity, and write a story about the food web on which it depends
Common Core. ELA-Literacy.CCRA.W.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
What happens when we remove a plant or animal from the forest ecosystem?
NGSS Crosscutting Concepts. 4 – Systems and System Models. 3-5. A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.
Ask students how they could model this process in an ecosystem using their nametags and string
NGSS Performance Expectations. 5-LS2.1. Develop a model to describe the movement of matter among plants, animals, decomposer, and the environment
Have each student select a forest organism to study
Common Core. ELA-Literacy.CCRA.W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Common Core. ELA-Literacy.CCRA.W.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Common Core. ELA-Literacy.CCRA.W.8. Draw evidence from literary or informational texts to support analysis, reflection, and research.
the transfer of energy from one organism to another
NGSS Crosscutting Concepts. 5 – Energy & Matter: Flows, Cycles & Conservation. 3-5. Energy can be transferred in various ways and between objects.
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