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Science Concept(s):
5th Grade: To help students understand that decomposers are an important Earth system and that Earths systems are interdependent.
Launch/Engage (Before):
Discuss worksheet, all living things. After reading ? Students will decide what they would like factors of decomposition that they would like to test temperature, air, water or light. Students will be divided up into groups of 4 or 5.
Exploration (During):
Each table will have a laminated sheet of paper that will include directions. Center #1 Prompts for Science notebook: 1. What do bugs, slugs, bacteria and fungi have in common? 2. In what ways will air, water, temperature and light affect decomposition? Sample answers: They are all consumers, they all need energy, and they all produce byproducts. Center #2 Sort and categorize various pictures of animals, plants, fish, insects, and fungi etc. (producers, consumers, prey, predators) Center #3 Set up experiment in an aquarium or individual plastic bags. Students will choose one, a dead bug, bread, vegetable, fruit, grass clippings. Once they choose a test object they will place their object in the test environment. Those using the aquarium will then put their name on a popsicle stick and place it the dirt next to their object. They will draw a diagram of the aquarium and note such things as how deep their object was buried, whether their object appears to have already begun to decompose-is it a fresh apple/carrot etc. The aquarium will be left uncovered. Those using zip lock bags will place their test object and compost in the bag. The bag will be left out at room temperature, the other will be placed in the refrigerator. (Those testing water will do the same except they will add water to both of their bags) Center number #4 (Gearing up or Gearing Down) Option A: Create a diagram featuring the energy flow between consumers, producers and decomposers.- gearing up Option B: Create their own vocabulary list. Must include at least 10 words. They may use their books or any other resources in the classroom.-all students must do. Option C: Draw a picture of various decomposers- label each and explain what they do to break down material. Make a prediction about how many decomposers they will find in 1 square inch of dirt.-gearing down
Assessment Plan:
I will check to see how well they are filling out their science notebooks. Have they completed their diagram? Did they find 10 vocabulary words? Did they write their predictions? Did they
describe their experiment? Although they will be working in groups, each student will need to complete their own notebook. I will also monitor whether they are participating with their group and if they are staying on task.
Materials Needed:
Science Notebook, colored pencils, aquarium and zip lock bags, popsicle sticks, test objects to decay, compost, Photos of various bugs, plastic wrap, camera, NSTA worksheets (see below)
References:
Is it Living Worksheet? We used this one I class. http://tinyurl.com/klahhta or
NSTA Worksheets Decomposition Worksheet http://www.nsta.org/elementaryschool/connections/201403SpringInClassDecomposerObservatio nPage.pdf Criteria for Living Things http://www.nsta.org/elementaryschool/connections/201403Roghaar.pdf Harr, Natalie., Spring, Patty. (2014). Our world without decomposers. How Scary! Science and Children, March 2014, Vol. 51, No. 7, pg. 28 37.
NASA, Astro-venture, Lesson 5: Decomposers get energy from dead things, Biology Education Guide, pg. 125 http://astroventure.arc.nasa.gov/teachers/pdf/AV-Biolesson-5.pdf