Science Learning PacketGrade 5, Week 3:

Ecosystem Restoration Suggested science learning activities for SPS students during the COVID-19 school closure.

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Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible.

If you have difficulty accessing the material or have any questions, please contact your student’s teacher.

Elementary Science Learning ActivityMaterials to accompany Lesson 7

Grade 5

Ecosystem Restoration: Matter and Energy in a Rain Forest

Investigation Packet

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Hello Families,

We have been thinking about you and hope you and your family are well and safe during this time. Being at home is different than HAVING to be at home and we wanted to offer you instructional opportunities. If we were at school, we’d be in a 5th grade classroom beginning a study on ecosystems but since we’re all at home, you are welcome to join your student in these series of lessons. We all know learning is more fun and more meaningful when we share our ideas and learn from one another.

Amplify Science is the science program that was adopted by our district to use in our classrooms this year.

While Amplify Science lessons are designed to be done in the classroom with peers, there are some activities that students can complete at home with your support. To make it as easy as possible to do these activities at home, I am providing you with the following resources:

● Lesson Packet. This optional support will provide step-by-step instructions if you wish to guide yourstudents through the activities. Students use the space provided to draw and/or write their ideas andcan also include what other family members contribute. Students can also just use a pencil and paperto record their ideas.

● Lesson Videos. The Seattle Public Schools’ Science Department created this packet to be used with orwithout the video. We created a series of videos you can access either on our SPS Webpagehttps://tinyurl.com/SciLessons or through Seattle’s Public television programming on SPS TV(local channel 26), social media (Facebook and Instagram: @SeattlePublicSchools, Twitter:@SeaPubSchools), and our SPSTV YouTube channel. KOMONews.com will also host on-demand videos under the tab “Lesson Plan” and broadcast on channel KOMO 4.3. Thesesupplemental learning videos feature short segments supporting a variety of grade levels. Allvideos will be close captioned on YouTube.

• Access to Home Language on YouTube: YouTube provides closed captioning in manylanguages if this helpful to your family. Once on the site you will: Click CC (bottom right of video) Click Setting (the gear next to CC) Click Subtitles/CC Click Auto-translate Choose your language

Should you have the option to use the internet, these are the device requirements.

However, you can complete these lessons WITHOUT electronic devices!

● Desktops and Laptops (Windows 7+, Mac OS 10.11+) - Suggested browsers: Chrome & Safari ● Chromebooks - Suggested browser: Chrome ● iPads that support iOS11.3+ (iPad5+) - Suggested browser: Safari

Sincerely,

Ms. Benita and Seattle Public Schools Science Department

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This packet has content materials for the last lesson in Chapter 1 and the first in Chapter 2 of Ecosystem Restoration

Chapter 1 Lesson Pages in the Packet 1.7 5-12Chapter, 2 Lesson 1 13-17

Video will reference pages 2-6

If you do have a computer and internet access, here is how to obtain access to the available Amplify online resources

● For the simulation, navigate tohttps://apps.learning.amplify.com/ecosystemrestoration/#/

● For the book, Matter Makes It All Up,navigate tohttps://learning.amplify.com/books/9781943228515/#page=1

● Select “Log In with Amplify” button● Enter teacher-provided username

and password (see below)

Username: s.seattle1@tryamplify.net

Password: SeattleSci2020

Video Lesson 1.7: Food Webs and Animals in the Ecosystem

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In real ecosystems, food webs are very complex. Food Webs helps us understand how molecules flow through an ecosystem. This page is from the book, Matter Makes It All Up. Use the food web to discuss and answer the questions.

What do you think would happen to the food web if there were no carp or frogs?

Video Lesson 1.7: Food Webs and Animals in the Ecosystem

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What do you think would happen to the food web if there were no bladderwort plants or marsh grass?

Where do food molecules in an ecosystem come from?

Thinking about page 17 and what we read in Matter Makes It All Up, what do we now know about food webs?

Video Lesson 1.7: Food Webs and Animals in the Ecosystem

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Evidence Talk: Animals in the Rain Forest Ecosystem

1. Read the question and the claim below.

2. Read each Evidence Card carefully. (You may want to take turns readingthe cards aloud with a family member.) Write important ideas below.

3. Talk about the evidence that supports the claim. Try to connect relateddata and scientific ideas together.

4. See if you and a family member can come to agreement on whether theclaim is supported by the evidence.

5. If there is no agreement, discuss the reasons why you still disagree.

Question: Why aren’t the jaguars and sloths growing and thriving?

Claim: The jaguars and sloths aren’t growing and thriving because there are not enough plants in the project area.

Notes:

Video Lesson 1.7: Food Webs and Animals in the Ecosystem

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You can cut out these cards and share your ideas with a family member. If you do not have a pair of scissors, it is not necessary for the activity—but your brain is necessary!

Video Lesson 1.7: Food Webs and Animals in the Ecosystem

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This page left blank so students can cut out the cards on page 8.

Video Lesson 1.7: Food Webs and Animals in the Ecosystem

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Rain Forest Restoration Plan 1

1. Write a scientific argument that answers the question below.2. Include scientific ideas about what happened to the organisms and to the

molecules.3. Your audience is Natural Resources Rescue.

Question: Why aren’t the jaguars and sloths growing and thriving?

The jaguars and sloths aren’t growing and thriving because there are not enough plants in the project area.

Video Lesson 1.7: Food Webs and Animals in the Ecosystem

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These sentence starters may be helpful in getting you started talking about evidence and writing with it.

Scientific Language for Evidence Talk Ways to share ideas:

• I think because .

• The evidence shows that .

• This idea is important because .

Ways to respond to others:

• I agree because .

• I disagree because .

Questions to ask during the discussion:

• What evidence supports the claim?

• What is the source of the evidence? or From where didyou find the evidence?

• Can you say more about why the evidence you sharedsupports the claim?

Scientific Language for Writing Arguments

• The evidence is .

• I know from that .

• This means that .

Video Lesson 1.7: Food Webs and Animals in the Ecosystem

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We’ll make a restoration plan for how to help the rain forest ecosystem recover. What are some actions Natural Resources Rescue could take to help the animals grow and thrive? Why will these action steps help?

Draw your ideas before you write, and label them--it helps!

Rain Forest Restoration Plan 1

Chapter 2: Lesson 1 

Question 1: Compare and contrast the project area with the healthy rainforest. What do you notice?

________________________________

________________________________

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Data About Cecropia Trees Project Area Healthy Rainforest

Number of Cecropia

Trees

188 596

Average Height

4 Meters (13 feet)

12 Meters (40 feet)

Average width of leaves

0.1 Meters (0.3 feet)

0.3 Meters (1 foot)

The researchers from Natural Resources Rescue collected this data. They measured trees in a healthy part of the rainforest and in the project area.

Question 2: What ideas do you have about this data? _____________________________________

_____________________________________

_____________________________________

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Keep this question in mind for the rest of Chapter 2

Question 3: Why do you think that some plants grow more than others? ________________________________

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Question 4: Where do you think the plants might be getting their food molecules? ___________________________________

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Question 5:

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Question 6: What is matter? ___________________________________

___________________________________

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Question 7: Do you think water is made of matter? Do you think air is made of matter? Do you think sunlight is made of matter? Explain your thinking. ___________________________________

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Question 8: Which of these things (water, air, light) we just investigated should be added to the Matter Chart? Which should not be added? ________________________________

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Vocabulary: 

*For each word look up the definition. Then insert or draw a picture to helpyou remember what the words mean.

Word Definition Picture

Ecologist

Ecosystem

Molecule

Organism

Restoration

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