I.Grade Level/Unit Number:Grade 6 Unit Four

II:Unit Title:Ecosystem Interactions

III.Unit Length:7 weeks

  1. Objectives Included:

Number / Competency or Objective / RBT Tag
1.01 / Identify and create questions and hypotheses that can be answered through scientific investigations. / A1
1.02 / Develop appropriate experimental procedures for:
  • Given questions.
  • Student generated questions.
/ B3
1.03 / Apply safety procedures in the laboratory and in field studies:
  • Recognize potential hazards.
  • Manipulate materials and equipment.
  • Conduct appropriate procedures.
/ A3
1.04 / Analyze variables in scientific investigations:
  • Identify dependent and independent.
  • Use of a control.
  • Manipulate.
  • Describe relationships between.
  • Define operationally.
/ B4
1.05 / Analyze evidence to:
  • Explain observations.
  • Make inferences and predictions.
  • Develop the relationship between evidence and explanation.
/ C3 (c4)
1.06 / Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:
  • Measurement.
  • Analysis of data.
  • Graphing.
  • Prediction models.
/ A2
1.07 / Prepare models and/or computer simulations to:
  • Test hypotheses.
  • Evaluate how data fit.
/ B2
1.08 / Use oral and written language to:
  • Communicate findings.
  • Defend conclusions of scientific investigations.
/ A1
1.09 / Use technologies and information systems to:
Research.
  • Gather and analyze data.
  • Visualize data.
  • Disseminate findings to others
/ A1
1.10 / Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:
  • Scientific text.
  • Articles.
  • Events in the popular press.
/ B4
2.01 / Explore evidence that "technology" has many definitions.
  • Artifact or hardware.
  • Methodology or technique.
  • System of production.
  • Social-technical system.
/ B3
2.02 / Use information systems to:
  • Identify scientific needs, human needs, or problems that are subject to technological solution.
  • Locate resources to obtain and test ideas.
/ B3
2.03 / Evaluate technological designs for:
  • Application of scientific principles.
  • Risks and benefits.
  • Constraints of design.
  • Consistent testing protocols.
/ B4
4.01 / 4.01 Describe the flow of energy and matter in natural systems:
  • Energy flows through ecosystems in one direction, from the sun through producers to consumers to decomposers.
  • Matter is transferred from one organism to another and between organisms and their environments.
  • Water, nitrogen, carbon dioxide, and oxygen are substances cycled between the living and non-living environments.
/ C4 (C3)
4.02 / Evaluate the significant role of decomposers. / B5
4.03 / Examine evidence that green plants make food.
  • Photosynthesis is a process carried on by green plants and other organisms containing chlorophyll.
  • During photosynthesis, light energy is converted into stored energy which the plant, in turn, uses to carry out its life processes.
/ B3
4.04 / Evaluate the significance of photosynthesis to other organisms:
  • The major source of atmospheric oxygen is photosynthesis.
  • Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis.
  • Green plants are the producers of food that is used directly or indirectly by consumers.
/ B5
4.05 / Evaluate designed systems for ability to enable growth of certain plants and animals. / B5
7.02 / Investigate factors that determine the growth and survival of organisms including:
  • Light.
  • Temperature range.
  • Mineral availability.
  • Soil/rock type.
  • Water.
  • Energy.
/ B6 (D6)
7.03 / Explain how changes in habitat may affect organisms. / B2

V. NC English Language Proficiency (ELP) Standard 4 (2008)- for Limited English Proficient students (LEP)

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

VI. Materials Needed:

1

  • Empty 2 liter bottles

•Soil

•Rock pieces

•Saran wrap

•Ziploc Bags (Quart)

•Paper towels

•Lima beans

•Pinto beans

•Stereoscopes

•Copies of the first chapter of Silent Spring

•Large clear area (outdoors is ideal!)

•Small paper squares (about 30 per student)

  • Two thirds should be white. The other one third another color or white with a colored marking.

•Plastic or paper bags

•The Lorax- by Dr Seuss

•Worm myths

•Clear 2 liter bottles (2 per group)

•Utility knife

•Scissors

•Screen

•Rubber band

•Newspaper

•Soil

•Water

•Rubber gloves

•Tape

•Construction paper (dark colors)

•Worm logs (paper for observation)

•Butcher paper

•Sticky notes

•Yarn

•Cards with pictures and/or names of organisms in a familiar environment

•Computer and internet access

•1 large yellow disk labeled the sun

•20 plastic bags with 20 crackers, pretzels, or nuts (be careful with allergies!)

•7 empty plastic bags

•Large pyramid diagram

•Index cards

•Pictures of plant and animal communities

•Cards describing roles of players in the drama of photosynthesis

•Chalk or colored yarn/twine (green, brown)

•Large poster paper or white boards

•Glue

•Markers

1

VII.Notes to Teacher:

Unit four deals with the idea that that there are multiple levels of interactions that take place on our planet. Students are reminded that the interaction can occur between biotic and abiotic factors that occur in their environment.

It is vital that interactions occur to ensure the world, as we know it. Food chains and food webs represent the natural selection of organisms as they survive in their habitat. Water, nitrogen, carbon dioxide and oxygen are substances that are used by organisms and recycled to the environment, sometimes in a different form. Finally the sun is our main source of energy interactions. The sun allows the process of photosynthesis to occur in green plants ensuring that there is not only oxygen but also nutrients for multiple organisms within a variety of ecosystems.

Students need to use technologies that are available to them to help in their exploration and research of new ideas within this unit. There are many interactive Internet sites, WebQuests, and literature links that are found via the World Wide Web.

VIII. Big Idea

Energy flows through ecosystems in one direction from producer to consumer-to-consumer, etc., and eventually to decomposer throughout the system. The sun is our main energy source. Green plants use energy from the Sun, gases from the air and nutrients from the environment to produce food through the process of photosynthesis. Consumers get their energy by eating producers or other consumers or both. Organic matter is transferred from one organism to another and between organisms and their environment, but the transfer of energy and matter is never 100% efficient. Some energy is transferred to the environment in the process.

Decomposers break down dead or decaying organisms for nourishment, but a large part of the matter is returned to the ecosystem to serve as nutrients for other organisms, especially producers.

Water, nitrogen, carbon dioxide and oxygen are substances that are used by organisms and recycled to the environment, sometimes in a different form. Plants use carbon dioxide to produce food and release oxygen to the environment. Animals, as well as plants, use oxygen to carry on bodily processes and release carbon dioxide back into the environment. The Earth’s ecosystem is a complex, but delicately balanced, system where all organisms depend upon all others to fulfill their role in the system.

Technology has been used throughout history to develop improved methods of support growth, development, and reproduction of organisms.

IX. Major Goals

  • What are the major processes and concepts in the scientific method?
  • How can information systems be used to locate resources to obtain and test ideas?
  • How does energy flow through food web/ food chain?
  • How does water, carbon, and nitrogen move through the environment?
  • How do decomposers fit in the food chain or food web?
  • Why is photosynthesis important?
  • How does photosynthesis compare to respiration?
  • What types of organisms do photosynthesis?
  • How do oxygen and carbon dioxide move in & out of plants?
  • How do plants fit in the food web or food chain?
  • Which systems provide the optimal growth under certain conditions?
  • Why is the interaction of an organism essential for its survival?
  • What abiotic factors affect growth and survival of organism?
  • How does habitat destruction affect biodiversity?

X. Global Content

NC SCS
Grade 6 / Activity title / 21st century goal
1.01, 1.02, 1.03, 1.04,1.05,1.06, 1.07, 1.08, 2.02, 4.01, 4.02, 4.05, 7.02, 7.03 / Wonderful Worm Worlds /
  • Working on a teams- teamwork
  • Explaining a concept to other-communication skills
  • Conveying thought or opinion effectively- Communication skills
  • Organizing and relating ideas when writing- Language Skill/writing

1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 1.09, 1.10, 2.02, 4.03, 4.04, 4.05 / Life in a bottle /
  • Working on a teams- teamwork
  • Explaining a concept to other-communication skills
  • Conveying thought or opinion effectively- Communication skills
  • Organizing and relating ideas when writing- Language Skill/writing

1.01, 1.02, 1.03.1.04, 1.05, 1.06, 1.07, 1.08, 2.02, 4.01, 4.03, 4.04 / Photosynthesis – The Mystery and Magic of Green Plants /
  • Working on a teams- teamwork
  • Explaining a concept to other-communication skills
  • Identifying cause and effect relationships- Language skills /reading
  • Conveying thought or opinion effectively- Communication skills
  • Organizing and relating ideas when writing- Language Skill/writing

1.01, 1.03, 1.04, 1.05, 1.06, 1.08, 2.02, 4.01, 7.01 / Food Chains, Webs, and Pyramids /
  • Working on a teams- teamwork
  • Explaining a concept to other-communication skills
  • Conveying thought or opinion effectively- Communication skills
  • Organizing and relating ideas when writing- Language Skill/writing

1.01, 1.05, 1.07, 1.08, 1.09, 2.02, 2.03, 2.04, 7.03 / Literature, Science, Technology, and Society Solve an Environmental Issue /
  • Working on a teams- teamwork
  • Explaining a concept to other-communication skills
  • Identifying cause and effect relationships- Language skills /reading
  • Conveying thought or opinion effectively- Communication skills
  • Organizing and relating ideas when writing- Language Skill/writing
  • Locating and choosing appropriate reference materials- LA-Reading

Wonderful Worm Worlds

Objectives:

1.01, 1.02, 1.03, 1.04,1.05,1.06, 1.07, 1.08, 2.02, 4.01, 4.02, 4.05, 7.02, 7.03

Materials:

1

  • Worm myths
  • Clear 2 liter bottles (2 per group)
  • Utility knife
  • Scissors
  • Screen
  • Rubber band
  • Newspaper
  • Soil
  • Water
  • Rubber gloves
  • Tape
  • Construction paper (dark colors)
  • Worm logs (paper for observation

1

Notes To teacher: SEE INDIVIDUAL PARTS OF LESSON

Engage:

The students will be given a list of Earthworm Myths. The students will be given time to assess whether each myth is true or false.

Earth Worm Myths:

Question Number / Myth / Teacher information and answer
1. / If a worm is cut in half, two worms will be the result. / FALSE- if a worm is cut in half it will die. In best circumstance, a worm that has lost only ¼ of its body could survive. Many pieces will not survive.
2. / Worms only eat, mate and sleep at night. / FALSE-If the worms’ environment remains dark they will stay active through the daylight hours also.
3. / Worms are harmful to plants. / FALSE- worms are the plants biggest supporters.
4 / Keeping a worm bin is hard work. / TRUE and FALSE- Life is hard work, but the benefits of keeping a worm bin far outweigh the effort.
5 / All worms are the same. / FALSE- There are over 3,000 different species of worms that are as diverse in appearance and living environments as humans.
6 / There are both male and female worms. / TRUE- But most species of worms are hermaphroditic.
7 / Worms carry diseases. / TRUE- All creatures are susceptible to disease, however in many cases Earthworms are able to reverse pathogenic effects in their environment and there are no worm diseases communicable to humans. It is important to wear gloves when working in the worm bin to protect the cocoons from the humans’ oils on our hands.
8 / Worms need light to see. / FALSE- Worms have no eyes, but they do sense light and dive for cover.
9 / Worms like dry, hot places. / FALSE- Worms for the most part need a cool moist place to live.
10 / Worms don’t make any noise. / FALSE- At the peak of their breeding season you may hear worm song in the bin. The sound is created by them sliding by each other and feeding in large number.
11 / Worms can’t hear. / TRUE and FALSE- Worms do not have ears, but are adversely affected by many vibrations, such as car travel or being placed too close to the clothes dryer or stereo.
12 / Worms chew their food like a cow. / FALSE- Worms do not chew, they have no teeth. Worms have a crop and a gizzard for grinding their food.
13 / Worms have no blood. / FALSE- Worms have hemoglobin and a circulatory system much like ours.
14 / Worms are only good as fish bait / FALSE- Ecological sportsman use artificial lures. Worms are 76% protein and used as human food in parts of the world.
15 / Worms can only move forward. / FASLE- Worms use their setae and longitudinal muscles to move in any direction.

Grossman, Shelly and Weitzel, Toby. Recycle with Worms: The Red wigglers connection. Sheild Publication, Eagle RiverWI. 1997. ISBN- 0-914116-32-0

The above will be used for class discussion on the different qualities of an Earthworm. The students can complete this for their pre-assessment on the topic, or it can be used to provoke an interest in the topic as an interactive discussion.

Explore:

The students will participate in a worm habitat design. This project will lend itself to several different activities. It is vital that this portion of the lesson is completed.

NOTE TO TEACHER- A week prior to this activity, have the students collect clean and clear 2-liter bottles from home. The clear bottles work best in order to see the phenomena that will occur when the worms tunnel. Each team will need 2-bottles to make this habitat. Adjust your plans and group size according to the supplies that you have.

Directions:

  1. Each group will need two-2liter bottles. These bottles should be clean (no sticky soda or detergent residue please! This could affect the habitat) Each bottle should be cut as shown below: (Cuts can be started with a utility knife by an adult)

Leaving Part “A”

Leaving part “B”

  1. Turn piece “A” upside down so it fits into piece “B”. The screen will keep the worms from escaping from the bottom of the habitat. Cover the mouth of part “A” with plastic screen or cheese cloth. (Something that will allow water to exit if needed during the observation of the home)
  2. Add a soil mixture to part “A”- See below for the mixture recipe.
  3. Fill the worm habitat (Part “a”) almost full (Leave about 2-3 inches at the top)
  4. Add 10—20 worms to each habitat. Worms should be handled with moist hands to keep them from drying out.
  5. Make a paper tube out of black construction paper that will cover the outside of the bottle and can be removed for observations.
  6. The top should be left open and uncovered.
  7. Give the worms a first feeding. Make sure that the student record what is given (about one cm of food)
  8. Keep a log of what was fed to the worms and where in the bottle you placed this food. Worms should be fed 2-3 times per school week. (Mon., Wed., Fri.) Remove any food that gets moldy. When feeding, have the student also make observation on the worm habitat.
  9. Keep your habitat in a dark place- keep your classroom cool.

Soil mixture recipe:

  1. 2 parts compost (soil)
  2. 1 part newspaper that has been shredded into pieces or strips.
  3. Add just enough water to the above materials until the mixture is able to form a solid ball , but it should not be dripping.

The teacher might ask the following questions as this activity is progressing and student make observations over a period of time:

  • What kinds of food are being eaten?
  • Were there any changes made by the worms to the habitat?
  • Are there any changes in the worms as observed on the daily basis? Changes in population?
  • Are there any unexplained observations that you made that we need to further research?
  • Make a diagram of how the cycling of the food in relationship to the worms is occurring.

Adapted From “Earth’s Crust.” CIBL-Center For Inquiry Based Learning. Workshop and

Appelhof, Mary, Mary Frances Fenton , and Barbara L. Harris . Worms Eat Our Garbage: Classroom Activities for a Better Environment. Kalamazoo, MI: Flower Press, 1993.

Explain

NOTE TO TEACHER- Secure access to a computer lab with Internet. Have the site open before the students enter the lab for the URL is a long one!

URL: this link allows you to have many opportunities to choose from for the exploration.

Students will explore the following website that houses a WebQuest on worms. The students will explore different worm facts on an individual paced level. At the end of the WebQuest there is an interactive quiz to assess the students’ knowledge from this activity. is my favorite.

Elaborate:

Part one: “How do worms move through the soil?” This activity will explain myth # 15 to the students.

NOTE TO TEACHER: Earthworms use their setae and two kinds of muscles to move through the soils. Like the claws on a cat, the setae can be extended as well as pulled back in depending on the situation. These bristles and setae push against the surface to prevent the worm from moving when the muscles are contracting. Circular muscles are short and circle the worm’s body. When these muscles are tightened, it elongates the worms making them long and skinny. The other set of muscles are called the long muscles. These muscles run lengthwise on the worm’s body. When these muscles tighten it brings the worm’s segments closer together shortening the worm’s body.