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Cycles, Systems, and Webs

Unit Plan

Cycles, Systems, and Webs

Objectives

In this unit, students will investigate the connections and similarities between plant anatomy, simple electric circuits, and food webs. Students will also learn how to construct and care for terrariums. Students will:

  • identify parts of a plant and their functions.

  • explain how each plant part helps the plant to survive in its environment.

  • understand how food webs transfer energy from one organism to another.

  • understand how food webs support the ecosystem.

  • construct their own terrarium and identify major components of that system.

  • understand what terrariums need in order to survive.

Essential Questions

  • How do the structures and functions of living things allow them to meet their needs?

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

Formative Assessment

  • View
    Name: ____________________________ Date: ________
    Directions: Read each question and circle the best answer.
    1. This plant part brings water and minerals from the soil.

    A

    flower

    B

    stem

    C

    root

    D
    leaf
    2. This plant part traps sunlight and makes food.

    A

    flower

    B

    stem

    C

    root

    D
    leaf
    3. This plant part helps grow food for the plant.

    A

    flower

    B

    stem

    C

    root

    D

    leaf
    4. This plant part brings water and other nutrients to the other parts of the plant.

    A

    flower

    B

    stem

    C

    root

    D
    leaf
    5. A carnivore is an animal that eats

    A

    plants.

    B

    meat.

    C

    plants and meat.

    D
    nothing.
    6. An omnivore is an animal that eats

    A

    plants.

    B

    meat.

    C

    plants and meat.

    D
    nothing.
    7. A herbivore is an animal that eats

    A

    plants.

    B

    meat.

    C

    plants and meat.

    D
    nothing.

    Multiple Choice Answer Key:

    1. C

    2. D

    3. A

    4. B

    5. B

    6. C

    7. A

     

     

     

    Short Answer Items

     

    8. Explain the process of constructing a terrarium when given the following materials: soil, seeds, water, pebbles, and a two-liter bottle. Also, explain what plants need in order to survive in their environment.

    ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    9. Create a food chain with the following information in the box below. Make sure to use arrows to show how energy is transferred from living thing to living thing.

    • A fox eats the rabbit.

    • A plant absorbs sunlight .

    • An eagle eats the fox.

    • A rabbit eats the plant.

     

    Short-Answer Key and Scoring Rubrics:

    8.Explain the process of constructing a terrarium when given the following materials: soil, seeds, water, pebbles, and a two-liter bottle. Also, explain what plants need in order to survive in their environment.

    Points

    Description

    2

    • Student has clearly described the process of constructing a terrarium and included all the materials listed in the prompt.

    • Student has clearly explained what plants need for survival (soil, water, sunlight).

    • Student has excellent use of grammar and punctuation.

    1

    • Student has somewhat described the process of constructing a terrarium and included most of the materials listed in the prompt.

    • Student has explained what plants need for survival but may have excluded some details about plant survival.

    • Student has satisfactory use of grammar and punctuation.

    0
    • Student did not understand the prompt or did not attempt to answer it.

     

    9.Create a food chain with the following information in the box below. Make sure to use arrows to show how energy is transferred from living thing to living thing.

     

    Points

    Description

    2

    • Student clearly shows the sequence of the sun and organisms in the correct order.

    • Student clearly shows the correct direction of energy arrows. Arrows should point toward the organism that is consuming the energy.

     

    ex. SUN PLANT RABBIT FOX EAGLE

    1

    • Student shows the sequence of the sun and organisms in an incorrect order.

    or

    • Student shows the incorrect direction of energy arrows.

    0
    • Student does not understand the prompt or does not attempt to answer it.

     

    Performance Assessment:

    Part 1: Plant Anatomy

    Write a paragraph about the parts of a plant and their functions; then compare and contrast the needs of a plant with the needs of a human.
    Plant Anatomy Scoring Rubric:

    Points

    Description

    2
    The student:

    • describes all the parts of the plant and their functions.

    • compares/contrasts a plant and a human clearly.

    1
    The student:

    • describes some of the parts of the plant and some of their functions.

    • compares/contrasts a plant and a human somewhat.

    0
    The student:

    • does not describe any parts of a plant and their functions.

    • does not compare/contrast a plant and a human.

     

    Part 2: Food Webs
    Students should make a portfolio to show what they’ve learned about food webs. The portfolio should include pictures, poems, facts, and links to Web sites describing food webs.
    Food-Web Scoring Rubric:

     

    Points

    Description

    2
    The student’s portfolio:

    • is complete and includes a variety of pictures, poems, facts, links, and other items.

    • shows understanding of food webs.

    • is neat, creative, and colorful.

    1
    The student’s portfolio:

    • is partially complete and includes some pictures, poems, facts, links, or other items.

    • shows some understanding, but is incomplete.

    • is somewhat neat, creative, and colorful.

    0

    The student did not understand the assignment or made no attempt to complete it.

    Part 3: Terrarium

    Write a reflective paragraph of at least five sentences about the needs and growth of a terrarium and the terrarium ecosystem.
    Terrarium Scoring Rubric:

    Points

    Description

    2
    The student:

    • fully explains the needs and growth of a terrarium and its ecosystem.

    • has at least five sentences that include key details.

    • shows correct usage of grammar and punctuation.

    1
    The student:

    • shows some understanding of the needs and growth of a terrarium and its ecosystem.

    • has fewer than five sentences.

    • shows satisfactory use of grammar and punctuation.

    0

    The student did not understand the prompt or made no attempt to answer it.
DRAFT 05/25/2010
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