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  • 5th Grade

    Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

Performance Expectations

  1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 5-LS2-1

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

Science and Engineering Practices

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

Common Core State Standards Connections

ELA/Literacy

  • RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1)
  • SL.5.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-LS2-1)

Mathematics

  • MP.2 - Reason abstractly and quantitatively. (5-LS2-1)
  • MP.4 - Model with mathematics. (5-LS2-1)

Model Course Mapping

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  • Students will be acting as agricultural engineers as they conduct a scientific experiment to test the effectiveness of a sustainable pest-control technique called soil biosolarization that uses organic waste (oatmeal, flour or cornstarch) r ...

  • This activity is a culmination of a 16 day unit of study where students explore the biosphere's environments and ecosystems. In this final activity, students apply what they learned about plants, animals, and decomposers to design and create ...

  • Students use an ecosystem simulator to test their hypotheses about producer/consumer and predator/prey relationships. The simulation includes grass, rabbits, hawks and foxes interacting together in one ecosystem. Students can ...

  • Students identify an owl pellet's contents and practice recording and analyzing the data.

  • This resource consists of five activities for students to explore food webs and food pyramids within the context of a wetlands ecosystem. The example ecosystem is based in Ohio but would work as an ecosystem introduction in any state. The lessons hig ...

  • Students will create a terrarium, make observations of the terrarium, then develop a model to explain how matter transfers within the ecosystem. This resource describes the process of creating a terrarium (which will serve as the phenomena that th ...

  • In this lesson students participate in a classroom model of a food web. During the creation of the model, students discuss types or organisms, relationships between organisms in an ecosystem, energy, and matter. An extension activity at the end of th ...

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  • The growth of food depends on the nutrients in the soil. Participants will gain hands-on experience in doing food tests. Literature books are used to arouse students’ understanding of food sources.

Planning Curriculum gives connections to other areas of study for easier curriculum creation.