Science
Strand III
Use Scientific Knowledge from the Life Sciences in Real-World Contexts

 

Science/Strand III
Content Standard 5
All students will explain how parts of an ecosystem are related and how they interact; explain how energy is distributed to living things in an ecosystem; investigate and explain how communities of living things change over a period of time; describe how materials cycle through an ecosystem and get reused in the environment; and analyze how humans and the environment interact. (Ecosystems)

 

Science/Strand III/Content Standard 5
Middle School

 

Science/Strand III/Content Standard 5/Middle School
Benchmark 2
Describe how all organisms acquire energy directly or indirectly from the sunlight.

Benchmark Clarification

Producers, such as green plants and algae, make their own food through the process of photosynthesis. Consumers cannot make their own food. They must consume other organisms to obtain energy. All organisms can serve as energy sources (food) for other organisms.Students will:

  • Demonstrate how energy flows through simple food chains and food webs
  • Recognize that sunlight is the direct source of energy for all producers

See Photosynthesis and food use (SCI.III.2.MS.3) Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand III/Content Standard 5/Middle School/Benchmark 2
Key Concept

  • sunlight
  • plants
  • food
  • photosynthesis
  • producers
  • consumers
  • food webs

 

Science/Strand III/Content Standard 5/Middle School/Benchmark 2
Real World Context
Selected food webs, including humans

 

Science/Strand III/Content Standard 5/Middle School/Benchmark 2
Instructional Example

Benchmark Question: How is energy distributed to living things in an ecosystem?

Focus Question: How does energy move through a food web?

In small groups, students will draw a picture of a double cheeseburger and list the contents in a table (include all possible items on a typical burger, including condiments). They will identify the contents as coming from a plant or animal. They will draw a food chain showing how the various contents can be traced back to the sun. Each group will present their food chain to the class and discuss similarities and differences. The class will discuss the following questions:

  • What is the primary energy source?
  • Why is sunlight so important?
  • What organisms are the producers?
  • What organisms are the consumers?
  • How do producers and consumers acquire energy?
  • Does the Sun’s energy stop at the consumer level?
  • What will happen to your leftovers?

Extension: Analyze owl pellets to identify members of a food chain.

Constructing: (SCI.I.1.MS.1), (SCI.I.1.MS.6).

Reflecting: (SCI.II.1.MS.1), (SCI.II.1.MS.2), (SCI.II.1.MS.3), (SCI.II.1.MS.5).

 

Science/Strand III/Content Standard 5/Middle School/Benchmark 2
Assessment Example

Students will select a presentation format (concept map, poster, or 3-D display) and design a food web to present at a parent open house.

The food web should:

  • Use arrows that represent the direction and flow of energy from one organism to another
  • Identify the role each organism plays in its food web (producer, consumer, decomposer)

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Completeness of illustration

Shows none or limited flow of energy through the food web.

Shows most of the energy flow correctly through the food web.

Illustrates the correct flow of energy through the food web.

Extends connections to include other organisms outside of the food web.

Correctness of identification

Identifies few producers, consumers, and decomposers.

Identifies some producers, consumers, and decomposers.

Identifies all producers, consumers, and decomposers.

Identifies all producers, consumers, and decomposers and extends to include identification of organisms outside of the primary food web.

 

Science/Strand III/Content Standard 5/Middle School/Benchmark 2
Resources

Webliography.
http://mtn.merit.edu/mcf/SCI.III.5.MS.2.html

Ecology. MSU ASSESSMENT PROJECT. Michigan State University, 1997. Environment — Block 1 Seventh Grade — Baylor College of Medicine.

http://ericir.syr.edu/Projects/Newton/9/photosy.html

Exploring Environments. AIMS.
http://wwws.aimsedu.org/aimscatalog/default.tpl

Field Detectives. AIMS.
http://wwws.aimsedu.org/aimscatalog/default.tpl

Food Web / Ocean Life. Bill Nye Video. Disney Educational (800/295-5010).

Lobster in a Lunchbox. PROJECT WILD.

http://www.projectwild.org/

Owl Pellets. PROJECT WILD.

http://www.projectwild.org/