Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Grade 5 Quarter 1 Science

2017-2018
Energy through an Ecosystem

Scientists Name __________________________________

Homeroom ______________________________________

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Foldable for student notebook

Glue cut out foldable here

Given what you have learned about parts of the food chain, are the any
categories that go in another category? Why or Why not? Give
examples.
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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Foldable for student notebook

Tear page out of packet
Cut along dotted lines ONLY
Fold along solid lines
Glue the box the states Glue Here
Affix or Attach to the previous page in your packet.
Complete definitions of each part of a food chain

Glue Here

Parts of a Food Chain

Carnivores

Omnivores

Herbivores

Producers

Consumers

Decomposers

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Mystery Creature Step 1

Conservationists found an organism deep in the jungle. They are not sure if it is a
plant or an animal, but they are sure that it seems sick. Using what you discussed
today, where do you think this mysterious creature belongs? Is it a producer or a
consumer?

Circle one of the following responses and write proof for why you chose this
answer.

a.) The organism is a producer. It is a producer because it has leaves. The

leaves prove it is a producer because
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b.) The organism is a consumer. It is a consumer because it has a mouth and

teeth. The mouth and teeth prove it is a consumer because
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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Chesapeake Bay Food Chain

Play the food chain games available at

o http://sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.ht
m
o http://djsci.weebly.com
Review the parts of a food chain
o _________________________
o _________________________
o _________________________
o _________________________
o _________________________
In your groups use the cards provided to create a Chesapeake Bay food
Chain.
Write down your food chain, including the position each organism plays, in
the space provided below
After your food chain is complete, add the energy source to the beginning of
the chain.

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Creature Features: All Part of a Whole

Complete graphic organizer. Place the name of each category in the box along with examples of organisms.

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Photosynthesis Lab
Prediction: What will happen when a leaf is covered with an aluminum foil square for a week?

Ex) When the leaf is covered with an aluminum foil leaf for a week it will become wet, purple and shrink
to of the original size.

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Step 1: Cut out a 1 inch x 1 inch aluminum square.

Step 2: Choose a leaf.

Step 3: Draw the leaf and describe it using words.

Step 4: Affix or attach aluminum foil to the top of the leaf using a paper clip

Step 5: Wait until next class

Step 6: Remove aluminum foil and paper clip. Hold onto the items and place in trash when
available.

Step 7: Draw the leaf and describe it using words.

Step 8: Identify any changes

Before: After:

What changes occurred and why do you think they happened?

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Mystery Creature: Photosynthesis

What are the three ingredients a plant needs to survive?

a.) Oxygen, sunlight and water
b.) Carbon dioxide, sunlight and water
c.) Soil, sunlight and water
d.) Carbon dioxide, soil and water

Mystery Creature: The scientists have some puzzling results from a few tests they ran. How could todays
experiment help determine the needs of the unknown organism?
Below are three findings of the scientists. Sketch a picture of each finding.

Fruit flies in the enclosure After exposure to sunlight, After withholding sunlight,
seem to disappear the organism seems to be the organism seems to
straight and full of color droop and become dull
colored

Choose one of the above observations and explain why this may be happening to the mystery creature.

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Bubbling Plants

Prediction: As an underwater plant is moved closer to a light source it will

produce more/less bubbles.

Procedure:

1. Students will log onto the website:

http://www.reading.ac.uk/virtualexperiments/ves/preloader-photosynthesis-
full.html

2. The teacher will model for students how the light source can be moved 20 cm
away from the test tube and brought within 10 cm of the test tube holding a sprig
of Elodea.

3. Press Start when ready and a count how many bubbles are produced in 1 minute.
The timer on the screen can help you keep track of time.

4. Students will record their data for 3 trials.

5. Repeat steps 3 and 4 for 15cm and 10 cm. Record Results.

Bubbling Plants Lab Sheet

Light Distance Trial 1 Trial 2 Trial 3 Average Number
from Elodea # of Bubbles # of Bubbles # of Bubbles of Bubbles

20 cm

15 cm

10 cm

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Explanation:

Explain your results. Why do you believe that the relationship between the light
distance and the bubbles exists? What does this show us about the source of
energy for photosynthesis and plants?

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Mystery Creature

The organism was placed into a chamber where the air composition was controlled. Below are the findings
of each chamber after one week. Using the data, decide if this organism is a plant or an animal. Explain
your findings using information from the data chart.

80

70

60
Gas composition of Air in %

50

40 Oxygen Amount
Carbon Dioxide Amount
30

20

10

0
Week 1 Week 2 Week 3 Week 4

Amount of Time

The mystery creature is a __________________________. I know this

because the data shows
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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Foldable Notebook item

Tear page out of packet
Cut along dotted lines ONLY
Fold along solid lines
Glue the box the states Glue Here
Affix or Attach to the next page in your packet.
Complete the 4 purposes for animals food

Animals Food
Cut foldable on dotted lines. Fold on the solid Four Purposes of
lines. This section will be thrown away.

Glue Here

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Foldable for student notebook

Glue cut out foldable here

Give an example of how you have used energy for at least 2 of these
purposes this year.
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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Decomposed! Game
Rules and Directions

1. Choose a dealer

2. Dealer gives 5 cards to each player.

3. The remainder of the cards are placed into the middle between the players in a Nutrient
Pile.

4. Player proceeds clockwise beginning with the player to the immediate left of the dealer.

5. When it Is the players turn, they can begin to make matches along any food chain.

6. Each match must begin with a producer.

7. Each match must contain at least 3 cards.

8. If a player does not have a match and it is the players turn, they may either choose the top
card from the Nutrient Pile or from the Detritus Pile

9. If the player chooses from the Detritus Pile then the player must use the first card chosen

10. Each player must discard at the end of their turn and must end on a discard.

11. The player who matches all of their cards and ends on a discard pays Balanced and wins
the game.

12. If you are not the winner- you have been Decomposed!

Reflection:

Is it important for energy to move from one organism to another? Explain why organisms must
fit into a food chain.
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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Mystery Creature Food Chain Part 2

1.) Is it important for energy to move from one organism to another? Circle the correct
response.
a. Yes, because consumers can't gain energy from the sun but can get it from producers
b. Yes, because producers gain energy by eating consumers
c. No, because producers gain energy by eating consumers
d. No, because consumers can get energy from the sun

Our sick organism was placed in many different seats of a food chain. At first, he was
placed as a producer and then placed as a consumer. According to the data table, how would
you classify the organism after 3 weeks?
Placement in Week 1 Week 2 Week 3 Please put a check
the Food mark in the box you
Chain think our organism
belongs.
Producer with Stood up Continued to Flourishing
lots of sun, straight be brightly with
water and with brightcolored and continued
carbon coloration grew a growth
dioxide. quarter of an
inch
Consumer Stood up Started to Very
with lots of straight bend and look lethargic
fruit flies with bright less energetic and sickly
coloration colors.
Explain why you placed a checkmark in the above box, using information from the data table.
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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Hydroponic Space Challenge

Plant Need Why Important Challenge in Space

Water

Air

Light

Nutrients

Growing Media

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

1. Draw and label a diagram of your hydroponic system.

2. Where did the plants get the materials they need for growth?

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Scientists Name:____________________________ Date:_______________ G4Q1 ( - +)

Mystery Creature Final Thoughts

Scientists would like you to make the determination of what this Mystery Creature is based on many observations.

1. Circle one of the following statements.

This organism is a plant

This organism is an animal

2. Explain why you chose your answer using evidence from this unit. Please reference any labs completed or
observations made about the organism.
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