KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK

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1 KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK Topic: Plant and Animal Interactions 6 th Grade Science Ecology & Energy Flow (Interdependence) Percent of time: 15 % = 4-5 Weeks Overview: Classifying organisms in their roles of transferring energy through the ecosystem, identifying biotic (living) and abiotic (nonliving) elements, and analyzing environments in biomes. Essential Question(s): How do living things interact with one another and with the non-living elements of their environment? What are the major differences in characteristics of biomes? How is energy transferred in an ecosystem? Where does the energy in an ecosystem come from? Tier III Vocabulary: producer, consumer, herbivore, carnivore, omnivore, decomposer, scavenger, food chain, food web, energy pyramid, ecology, ecosystem, biotic, abiotic, community, population, biosphere, biome, savanna, desert, tundra, taiga, coniferous forest, temperate deciduous forest, grassland, rainforest, marine ecosystem, freshwater ecosystem, Interdependence *Tier II Vocabulary should be taught as referenced in the text. How does each role (producer, consumer, decomposer, and scavenger) contribute to the success of an ecosystem? Standards (GLE and SPI): : Examine the roles of consumers, producers, scavengers and decomposers in a biological community : Describe how matter and energy are transferred through an ecosystem : Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment : Analyze the environments and the interdependence among organisms found in the world s major biomes. SPI Classify organisms as producers, consumers, scavengers, or decomposers according to their role in a food chain or food web. SPI Interpret how materials and energy are transferred through an ecosystem. SPI Identify the biotic and abiotic elements of the major biomes. SPI Identify the environmental conditions and interdependencies among organisms found in the major biomes. Media/Technology Integration: Websites: (students can take turns and justify placement), strategies/ (students create food chains online), body- parts.html

2 Producers, consumers, Decomposers, Scilinks Code: HSM1221, Topic: Predator/prey Scilinks Code: HSM1205, Topic: Food Chains and Food Webs Scilinks Code: HSM0594, Videos: Bill Nye-Food Webs, Bill Nye-Biodiversity, Discovery Education: Planet Earth, Mr. Parr songs Resources: Books: Textbook pages Activities/Games: Project Wild-Oh Deer, How Many Bears Probes: Listed with particular GLEs are probes. These probes are formative assessments that can be used with your students. The volume and number of the probes correlate to the books Uncovering Student Ideas in Science. All four volumes are located in your school s professional library. Probe for GLE : Rotting Apple, Vol 3, #18, Probe for GLE : Where would it Fall? Vol 4, #22 Cross-Curricular Connections/Applications ELA/Literacy Standard: CCSS.ELA.W6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Application: Students should write about the impact of eliminating organisms from a food web or energy pyramid. Numeracy Connections/Applications: CCSS.Math.Content.6.SP.B.5 Summarize numerical data sets in relation to their context, such as by: CCSS.Math.Content.6.SP.B.5.b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Application: Observe and measure the various decomposition rates of organic and nonorganic materials. Resource: BottleBiology.org ACT Standard: - Determine whether given information supports or contradicts a simple hypothesis or conclusion, and why Connections/Applications: - Communicate findings of an experiment and compare conclusions with those of peers - Using the Biology in a Box specimen sets, student pairs will create a table that allows them to hypothesize and investigate which animals are associated with various skulls, skins, feathers, etc. and to hypothesize which biome the animal lives in -Students will compare their findings with another peer pair group to discuss/support their conclusions

3 Consumers Glossary Vocabulary Definition Organisms that eat other organisms. Producers Organisms that use direct sunlight to make food. Scavengers Consumers that eat dead plants and animals. Decomposers Food Chain Food Web Ecosystem Biotic Organisms that get energy by breaking down dead organisms. One pathway showing the flow of energy through an ecosystem. A diagram showing feeding relationships between organisms in an ecosystem. A community of organisms and their abiotic environment. Describes the living elements in the environment. Abiotic Describes the nonliving elements in the environment. Biome Ecology Interdependence Energy pyramid Community Population Biosphere Savanna Desert Tundra Taiga Coniferous forest A large area that contains plants and animals specific to its climate. The study of interactions of organisms with one another and with their environment. Relying on one another: IE: Organisms relying on one another for survival A diagram that shows the representative energy levels in a food web with a single top predator at the top and the producers in that ecosystem in the bottom level. The group of organisms or populations living and interacting in a particular environment. A group of individuals of the same species occupying a particular area. The part of the earth s crust, waters, and atmosphere that supports life. Open grasslands, usually with scattered bushes or rees, characteristic of much of tropical Africa. A region so arid because of little rainfall that it supports only sparse and widely spaced vegetation at all. A cold, treeless, usually lowland are of far northern regions characterized by permafrost. A forest located in the Earth s far northern regions, consisting of mainly cone-bearing trees and some deciduous trees. Found just south of the tundra. Composed primarily of con-bearing, needle-leaved or scale-leaved evergreen trees; have long winters and

4 moderate to high annual precipitation Temperate deciduous forest Grassland Rainforest A forest characterized by trees that shed their leaves in the fall. An area dominated by grass or grass-like vegetation. Found in tropical, subtropical, and temperate regions. A tropical forest, usually of tall, densely growing, broadleaved evergreen trees in an area of high annual rainfall. Marine ecosystem Complex of living organisms in the ocean environment Freshwater ecosystem Herbivore Complex of living organisms in lakes, rivers, streams, and ponds. An organism that eats plants Omnivore An organism that eats plant and meat Carnivore An organism that eats meat Review Vocabulary: adaptations, predator, prey, commensalism, mutualism, parasitism, competition, symbiotic relationship, permafrost, organism, habitat

5 Grade: 6 Domain/Subject: Science Module: Ecology and Energy Flow Materials: list of organisms in the Temperature Deciduous Forest Emerging Learner Grade Level Learner Advanced Learner List standards here. GLE Describe how matter and energy are transferred through an ecosystem. I Can Statements: I can draw a food chain and identify the different roles of the organisms within it. Students will create a food web with at least 10 organisms. Each food web must include at least one of the following: producer, consumer, decomposer, scavenger. Students may choose to draw the organisms or write the name of the organism. Each organism should be on a card, so that they can be moved and manipulated as needed. Each organism must also be labeled with its role in the ecosystem (such as producer, consumer, decomposer, and scavenger). Students will create a food web with at least 10 organisms. Each food web must include at least one of the following: producer, consumer, decomposer, scavenger. Students may choose to draw the organisms or write the name of the organism. Each organism should be on a card, so that they can be moved and manipulated as needed. Each organism must also be labeled with its role in the ecosystem (such as producer, consumer, decomposer, and scavenger). Students will create a food web with at least 10 organisms. Each food web must include at least one of the following: producer, consumer, decomposer, scavenger. Students may choose to draw the organisms or write the name of the organism. Each organism should be on a card, so that they can be moved and manipulated as needed. Each organism must also be labeled with its role in the ecosystem (such as producer, consumer, decomposer, and scavenger). Emerging learners will create the same food web, but may choose just organisms from the attached list instead of 10. Another alternative is for students to complete a partial food web. For instance, they may be given the producers for a web and have to add the consumers. After creating the food web, remove one organism of your choice and explain how that will affect each of the other organisms in the food web. Implementation ESSENTIAL QUESTIONS How do different organism rely on each other for energy within an ecosystem? Common Misconceptions: Students often think that the arrows will point from the first organism to the next, but the arrows represent the flow of energy so must be pointing from the organism that gets eaten to the organism that does the eating. The size of an organism does not determine what they eat. For instance, large animals don t always consume meat. Decomposers breakdown materials. This is an excellent application of the Law of Conservation of Energy because the amount of energy and materials are the same after the decomposers have done their job. Model use of academic science vocabulary: food web, consumer, producer, decomposer, scavenger Notes to Teacher: Students will often have difficulty knowing what organisms will eat. Be sure to tell them (and guide them) that they need to choose animals that would naturally interact with each other. For example, an elephant and a bear would probably not have an encounter with each other in nature. If the students have already learned about the biomes, have them create a food web for a specific biome. Students need to manipulate several food webs before they generate their own.

6 Temperature Deciduous Forest Organisms Producers: Grass Acorn Berries Consumers: Red- - - tailed hawk Squirrel Fox Eats: squirrel, rabbit, mouse, snake Eats: all producers Eats: berries, squirrel, rabbit, mouse Ant Rabbit Mouse Eats: all producers Eats: grass, berries Easts: grass, berries Black bear White- - - tailed deer Snake Eats: grass, berries, ant, mouse, squirrel, rabbit Eats: all producers Eats: squirrel, mouse, rabbit

7 Decomposers: Bacteria Fungi Earthworm Scavenger: Turkey vulture