Decay of Biomass. Subject: Science. Grade: Sixth. Time Required: approximately 90 minutes (over several days)

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1 Subject: Science Grade: Sixth Time Required: approximately 90 minutes (over several days) Benchmarks/TEKS: Content Skills: 6.11.j) Explain and illustrate the interactions between matter and energy in the water cycle and in the decay of biomass such as in a compost bin. (TEKS 6.8.B) Process Skills: 6.SP.1) Demonstrate safe and ethical practice in school, field, and home. (* TEKS 5.1.A) 6.SP.2) Use and dispose of materials wisely, conserve and recycle materials and resources when possible. (TEKS 5.1.B) 6.SP.5) Collect data by observing and measuring. (* TEKS 5.2.B) 6.SP.6) Gather, analyze and interpret information using selected equipment and tools to extend the senses, including graduated cylinders, beakers, calculators, microscopes, cameras, sound recorders, computers, hand lenses, metric rulers, thermometers, compasses, balances, hot plates, meter sticks, timing devices, magnets, collection nets, safety goggles. (*TEKS 6.4.A / Biology & IPC 2.B) 6.SP.7) Record data through graphic works including simple graphs, tables, maps, charts.* (TEKS 5.2.E) 6.SP.9) Classify, analyze, and interpret direct and indirect evidence to make and justify decisions and construct reasonable explanations. (*TEKS 6.2.C / Biology & IPC 2.C) 6.SP.10) Communicate problems, propose solutions, ask well-defined questions record results, and conclusions in student s own words. (*TEKS 6.2.D / Biology & IPC 2.D) 6.SP.11) Communicate problems, propose solutions, ask well-defined questions, record results, and conclusions in student s own words. (* TEKS 5.2.D) 6.SP.14) Students will use scientific words and phrases to describe the natural world. (A.B.M.T) Educational Objective: The students will observe the decay of biomass and make note of the interactions between matter and energy. Prentice Hall Connections: Chapter 8, page 286 Grade_6_Life_1_Decay_of_Biomass 1 4/29/2005

2 Prior Knowledge Student: Students should be familiar with the concepts of matter and energy. Prior Knowledge Teacher: Biomass The natural environment contains living things. It also contains the remains of living things that have died. The combined living and formerly-living material in a habitat is the habitat s biomass. Living things store energy chemically. After organisms die, the energy remains stored in the chemicals of which they are composed. In the environment are bacteria and other decomposers that break down the material in the biomass. Large are broken down into smaller. As matter is broken down energy is released in the form of heat. Compost Heap For this investigation it is recommended that the teacher create compost heap. One compost heap can serve an entire school. Only if a full sized outdoor compost heap is impossible should the teacher use the alternate method of creating a decomposition column in a two-liter bottle. The decomposition column will consist merely of a two liter bottle with the top cut off filled with organic matter. What is a compost heap?: A compost heap is simply what the name implies. It is a pile of compost, organic matter such as leaves and grass clippings, allowed to decay naturally. Compost bins are sold commercially or simple enclosures can be built cheaply according to many designs but no structure is really necessary. More information is available at the following websites What to put in the compost heap: Compost heap ingredients can include leaves, grass and plant clippings, newspapers, kitchen scraps, and soil. Time frame: Mold and other evidence of decomposition may appear within the first few days after creating your compost heap. In two or three months soft organic material such as leaves, fruits, vegetables and grain products will decompose dramatically. Moisture: It is important to keep the compost heap moist in order to observe more rapid decomposition. Avoid adding too much water to the heap or it will become waterlogged. This can create an anaerobic environment. An anaerobic environment is one that completely lacks oxygen. It is this kind of environment that will create nasty odors. Grade_6_Life_1_Decay_of_Biomass 2 4/29/2005

3 Odor: Odor is a by-product of decomposition. Odors may be strong at first, but will probably mellow after some time. The strongest odors come from animal products such as meat and dairy products. Grapefruit rinds and grass cuttings can also produce strong odors. If you use food scraps, mix in leaves, twigs and dried grass to reduce odors. Putting a layer of soil on top of contents also lessens the odor. Vocabulary: Biomass (biomasa) the total mass of living and formerly-living material within a given area Decay (decaer) to break down into component parts, to rot Decomposition (decomposición) the breakdown of organic matter from larger to smaller Organic (orgánico) of, or related to, or derived from living organisms More Information: For ideas on teaching vocabulary see District Strategies: Automaticity, Word Walls, or Word Wall Extension documents in the General Resources section of the CD. NOTE: Above are words that students should be able to use and their definitions. These definitions are not appropriate for students to copy and memorize. For additional information see the Life Science module on the CD Rom. Materials: [ I = per individual student, L = per lab group, C = per classroom, T = for teacher use ] o Compost Heap (C) created by teacher or students a month or two prior to this study o Organic matter (L) see Advanced Preparation o Soil (L) recommended, about a handful o Science Journal (I) - every student should have a journal where their science work can be collected o Thermometer* (L) o Two liter bottle (L) with the top cut off See District Strategies: Using Manipulatives document in the General Resources section of the CD. *This is a state mandated tool. Grade_6_Life_1_Decay_of_Biomass 3 4/29/2005

4 Advanced Preparation: The teacher will gather materials. Enough organic matter should be gathered to fill one two-liter bottle for each lab group. Students can be encouraged to bring materials from home. Compost heap ingredients can include leaves, grass and plant clippings, newspapers, kitchen scraps, and soil. The teacher will need to make a decision about how two-liter bottles will be used. There are basically two ways that lab groups can use the bottles. Method 1 (Recommended): The teacher and/or students create a compost heap outside of the classroom but with easy access. On the first day of the investigation some organic material is made available to students. Lab groups fill two-liter bottles with organic matter and use them for observation. At the end of each class period the two-liter bottles can be taken outside and emptied into the compost heap. Method 2: If the creation of a compost heap is impossible then the twoliter bottles filled with organic matter can become smaller versions of the compost heap and kept in the classroom. This method is not recommended, however, since the climate-controlled conditions inside most classrooms are not conducive to rapid decomposition. Bottles are prepared by cutting off the top and poking several small holes in the sides of the bottle. Holes can be made with a thumb tack or a diaper pin. Procedures: 1. The teacher will engage the students by asking them what happens to living creatures after they die. From here the teacher will lead a guided discussion in which the following points are made. When living things die they decompose. Decomposition breaks down organic matter from larger to smaller. (See District Strategies: Discussion Guide document in the General Resources section of the CD.) 2. The teacher will tell the students that they will be investigating decomposition over the next few weeks. 3. The teacher will distribute a two liter bottle to each lab group. The bottle will either have been prepared ahead of time by the teacher or the students will prepare the bottle. (see Advanced Preparation) 4. The students will put organic matter in the bottle. Grade_6_Life_1_Decay_of_Biomass 4 4/29/2005

5 5. The students will make observations of the organic matter in the twoliter bottle. 6. Over the next few weeks students will make observations of the decomposition. Observations should include reading the temperature within the compost and comparing this temperature to ambient temperature. 7. The students will record their observations of the decomposition in their Science Journal. 8. When the students make their observation, the teacher will take this opportunity to lead the students in a guided discussion. The main points of the discussion are as follows. Decomposition breaks down organic matter from larger to smaller. As decomposition occurs energy is released in the form of heat. (The temperature within the organic matter of the Decomposition Column should be slightly higher than room temperature.) (See District Strategies: Discussion Guide document in the General Resources section of the CD.) 9. After several weeks of observations the students will complete the Student Investigation Sheet. 10. As an elaboration the students can vary factors under which decomposition occurs to see how this affects decay. For example, students could add different amounts of moisture to different compost heaps or vary exposure to light to see if these factors affect decomposition. 11. The teacher can use the rubric provided to evaluate student mastery. Modifications/Differentiations: GT ESL/Bilingual For ideas on teaching vocabulary to ESL students see District Strategies: Verbal/Visual Word Association document in the General Resources section of the CD. Special Education Grade_6_Life_1_Decay_of_Biomass 5 4/29/2005

6 Assessment: The formative assessment for this learning experience will include evaluating how well the students explained and illustrated the decay of biomass. Introduction to Cells Rubric Criteria: The teacher can use the following rubric to evaluate mastery of the educational objective. Score Student explains the interaction of matter and energy in the decay of biomass. Student illustrates the interaction of matter and energy in the decay of biomass. Student meets all of the criteria below. explains how big break down to smaller s explains that energy is released as heat illustrates big breaking down into smaller illustrates the release of heat energy (See example below) Student meets three of the criteria below. explains how big break down to smaller s explains that energy is released as heat illustrates big breaking down into smaller illustrates the release of heat energy (See example below) Student meets two of the criteria below. explains how big break down to smaller s explains that energy is released as heat illustrates big breaking down into smaller illustrates the release of heat energy (See example below) Student meets one of the criteria below. explains how big break down to smaller s explains that energy is released as heat illustrates big breaking down into smaller illustrates the release of heat energy (See example below) Grade_6_Life_1_Decay_of_Biomass 6 4/29/2005

7 The score obtained from the rubric above can be converted to a science grade. 4 = A 3 = B 2 = C 1 = D Interdisciplinary Connections: Mathematic Benchmarks that are covered in this lesson: A. Identify and apply everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics. (TEKS b6.11a) E. Use tools such as the formula chart, real objects, manipulatives, technology or techniques such as mental math, estimation or number sense to solve problems. (TEKS b6.11d) F. Communicate mathematical ideas using language (focusing on vocabulary), efficient tools, appropriate units, and graphical, numerical, physical or algebraic mathematical models, (TEKS b6.12a) 22. Solve problems by collecting, organizing, displaying, and interpreting data. (TEKS b6.10d) Language Arts Benchmarks that are covered in this lesson: The student will: 1. eliminate barriers to effective listening, including focusing his or her attention (TEKS 6.1B) 3. monitor his/her own understanding of the spoken message and seek clarification as needed (TEKS 6.2D) 4. connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening. (TEKS 6.4.A) 6. write to express, discover, record, develop, reflect on ideas such as by composing personal narratives, journals, and/or autobiographies. (TEKS 6.15A,F) 12. write legibly by selecting cursive or manuscript as appropriate. (TEKS 6.16A) 15. write with accurate spelling of syllable constructions, including closed, open, consonant before le, and syllable boundary patterns. (TEKS 6.16C) Additional Documents: Class Score Sheet Student Investigation Sheet (English/Spanish) Grade_6_Life_1_Decay_of_Biomass 7 4/29/2005

8 Class Score Sheet Student Name Grade_6_Life_1_Decay_of_Biomass 8 4/29/2005

9 Student Investigation Sheet Name Explain what happens as organic matter decays within the compost heap. You must include the concepts of matter and energy. Write the words listed below in the diagram to illustrate the interactions of matter and energy in the decay of biomass. BIG MOLECULES, SMALL MOLECULES, DECOMPOSITION, HEAT ENERGY Grade_6_Life_1_Decay_of_Biomass 9 4/29/2005

10 Hoja de investigación para el estudiante Nombre Expliqua lo que sucede durante el decaimiento de materia orgánica dentro del montón de abono. Debes incluir los conceptos de la materia y la energía. Escribe las palabras abajo en el esquema para ilustrar las interacciones de la materia y la energía en el decaimiento de la biomasa. MOLECULAS GRANDES, MOLECULAS PEQUEÑAS, DECOMPOSICION, ENERGIA CALÓRICA Grade_6_Life_1_Decay_of_Biomass 10 4/29/2005