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
High School

 

Science/Strand III/Content Standard 5/High School
Benchmark 2
Explain how energy flows through familiar ecosystems.

Benchmark Clarification

Energy is constantly flowing through an ecosystem. As it flows through the ecosystem, it is changed from one form of energy to another.

Students will:

  • Construct the energy relationships in an ecosystem’s food web
  • Describe how only a fraction of the available energy is used for growth and incorporated in the plant or animal itself at each stage of the food web
  • Analyze how energy transformation and the cycling of matter in ecosystems are related

Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand III/Content Standard 5/High School/Benchmark 2
Key Concept
Participants and relationships:

  • food chain
  • food web
  • energy pyramid
  • energy flow
  • producers
  • consumers
  • decomposers

See Producers (SCI.III.2.MS.3).

See Conservation of energy (SCI.IV.2.HS.4).

 

Science/Strand III/Content Standard 5/High School/Benchmark 2
Real World Context
Energy pyramids for food chains in selected ecosystems

 

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

Benchmark Question: How does energy flow through familiar ecosystems?

Focus Question: How do plants and animals that are in a habitat fit into a food web or food chain?

Note: Students will write the names of plants and animals from their habitat field trip on index cards. See previous benchmark (SCI.III.5.HS.1). If the students have not studied a specific habitat, the teacher will generate a list of names of plants and animals for the students to transfer onto index cards.

Pairs of students will create a food web using index cards with the names of given organisms from an ecosystem. Each pair of students will present an explanation of how these organisms interact with and depend on one another to the class.

Extension: Remove one species from the above food web. Explain how this change affects the flow of energy through the food web.

Constructing: (SCI.I.1.HS.1), (SCI.I.1.HS.4).

Reflecting: (SCI.II.1.HS.1), (SCI.II.1.HS.6).

 

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

The teacher will give each student a list of ten organisms and their food sources from a single ecosystem. The student will use these organisms to design a food web and will label organisms as consumers, producers, or decomposers.

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Construction of food web

Connects fewer than eight organisms to their correct food sources.

Connects eight or nine organisms to their correct food sources.

Connects all ten organisms to their correct food sources.

Connects all ten organisms to their correct food sources in an easily read manner.

Correctness of labels

Labels organisms with more than three errors.

Labels organisms with two or three errors.

Labels organisms with one error.

Labels organisms without errors.

 

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

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

Food Web.
http://www.terraquest.com/galapagos/education/reference/web.html

Successional Activity.
http://www.msta-mich.org/publications/meap/succession_lesson.pdf