Angela Mangum Science lesson plan

E334 Essex Spring 2014

Science Lesson Plan: Decomposers

This is the first lesson from a unit on Consumers, Producers and Decomposers. We will be working backward, starting with decomposition.

Science Concept(s):

5th Grade: To help students understand that decomposers are an important Earth system and that Earths systems are interdependent.

Indiana Academic Standard(s):

Core Standard: Observe, describe and ask questions about how changes in one part of an ecosystem create changes in other parts of the ecosystem. --------------------------------------------------------------------------------------------------------------------5.3.1 Observe and classify common Indiana organisms as producers, consumers, decomposers, predator and prey based on their relationships and interactions with other organisms in their ecosystem. 5.3.2 Investigate the action of different decomposers and compare their role in an ecosystem with that of producers and consumers.

Learning Outcome for this Lesson:

Decomposers are responsible for recycling nutrients in the biosphere. Decomposers get energy from dead matter. Decomposers are living organisms.

Science Inquiry Activity:

Students will use the Inquiry method to identify decomposers and to set up an experiment that will demonstrate how they work. Students will travel through four learning centers using their science notebooks to record observations, create vocabulary list, and make predictions. (5E Engage, Explore, Explain, Extend, Evaluate)

Possible Student Ideas, Strategies, and Misconceptions:

Students often do not realize that there is a process that occurs when plant or animal matter decomposes.

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.

Angela Mangum Science lesson plan

E334 Essex Spring 2014

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

Science Congress (After):

Students will gather together and share data that they wrote in their notebooks. I will ask to hear what predictions that they made first. Then we will discuss the diagrams that they drew of the aquarium. We will discuss what they observed about their peers objects. Questions that we will discuss: Did you list more than one thing that causes rotting? Which one did you choose to test? How will you know what caused the decay? We will sum up the by reviewing what organisms can cause decay, what environmental factors will affect the rate of decay and how the decomposition process benefits the environment. Class will monitor progress of decomposition over the next few weeks.

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

Angela Mangum Science lesson plan

E334 Essex Spring 2014

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.

Gearing Up/Gearing Down Plan:

1. Gearing up Flow of Energy Activity Center #4 Complete the flow of energy by including decomposers in your diagram. Next to each step of the flow of energy, explain what is happening and why that step is important for humans and all life. If you do not have enough room on your diagram, number each of the steps and then complete the explanation of the steps and why they are important on the back of the diagram or on another page. (Obtained from http://astroventure.arc.nasa.gov/teachers/pdf/AV-Biolesson-5.pdf) 2. Gearing down Create a drawing of various decomposers Center #4 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.-

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

https://drive.google.com/?utm_source=en&utm_medium=button&utm_campaign=web&utm_co ntent=gotodrive&usp=gtd&authuser=0#my-drive Worksheets available from NSTA http://www.nsta.org/elementaryschool/connections.aspx#1403

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.

Angela Mangum Science lesson plan

E334 Essex Spring 2014

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