measuring up to the new jersey student learning standards

The sample pack features:

• 3 full student lessons with complete Teacher Edition lessons • 1 full Table of Contents for your grade level • Correlation to the standards

Developed to meet the rigor of the standards, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking.

Standards-based lessons feature introductions that set students up for success with:

Vocabulary in Action

Relevant real-world connections

Clearly identifi ed learning goals

Connections to prior learning

Guided Instruction and Independent Learning strengthen learning with:

Deep thinking prompts

Collaborative learning

Self-evaluation

Demonstration of problem-solving logic

Application of higher-order thinking

Flexible design meets the needs of whole- or small-group instruction.Use for:

Introducing standards

Reinforcement or standards review

Intervention

Remediation

Extend learning with online digital resources!

Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment and practice. Meet the needs of all students for standards mastery with resources that pinpointstudent needs with customized practice.

Peoples Education Inc. DBA Mastery Education | 800-822-1080 | MasteryEducation.com | Fax: 201-712-0045

Measuring Up to the New Jersey Student Learning Standards Sample Pack

Science | Grade 5 | Lessons 6, 10, 11

[ 33 ]Unit 2 | Energy and Matter | masteryeducation.comCopying is prohibited.

WORDS TO KNOW

organism

microorganism

microbe

resource

environment

habitat

Lesson 6 WHAT ARE LIVING THINGS MADE OF?

THE BIG IDEA● Living things are made of matter.

● Living things diff er in size from very small to extremely large.

WHAT I NEED TO KNOWOrganisms are living things. They come in a great range of sizes. All organisms, from tiny bacteria to huge blue whales, have something in common—they are made of matter. Just like all types of matter, you can measure the mass and volume of organisms. Let’s think about the human body. It is made of solids, liquids, and gases. Our bones are solid, our blood is partly liquid, and our lungs are fi lled with gases that we breathe in from the air.

Microorganisms, or microbes, are organisms that are so tiny you cannot see them with the unaided eye. Bacteria is an example of a microbe. You have to use a microscope to make observations of microbes. Microscopes make objects look much larger than they are. For example, a microscope can make bacteria look 200 times larger than its actual size.

TURN AND TALKWhat do you think is the smallest living thing on Earth? What do you think is the largest living thing? What are these living things made of? Talk with a partner about these questions.

9781640900998_NGSS_Sci_G5_SE_interior.indb 33 3/31/2020 2:53:59 PM

[ 34 ] masteryeducation.com | Science | Level E Copying is prohibited.


One of the most powerful microscopes can magnify objects two million times their actual size. It can show the location of a single atom!

Resources provide organisms with energy they need to live. Organisms, whether they are large or small, use resources from their surroundings or environment to help them survive. A habitat is the place where an organism lives. It provides the resources needed for the organism to survive and guess what? These resources are also made of matter. Resources can be solids, liquids, or gases and include things such as food, water, and air. Many animals eat solid matter in the form of plants and other animals. Plants use water and carbon dioxide gas from the air to help make matter in the form of sugars.

WHAT I HAVE LEARNED1. Which describes a diff erence between a microbe and a

human body?

Ⓐ You cannot measure the mass of a microbe.

Ⓑ A human body is not made of tiny particles.

Ⓒ You cannot observe a microbe with the unaided eye.

Ⓓ A microbe is not made of matter.

2. How can a student identify that the amount of matter that makes up a plant has increased?

Ⓐ Draw a model of the plant to show its structures.

Ⓑ Measure the mass of the plant as it gets taller.

Ⓒ Observe the plant under a microscope.

Ⓓ Compare the plant to another kind of organism.

THINK ABOUT ITHow can a microscope help you make a model to show that all living things are made of matter?

1.

2. HINT, HINTThink about the defi nition of matter. What might be a way to fi nd out how much matter there is in an object?



WHAT ARE LIVING THINGS MADE OF? Lesson 6

3. A student looks at an organism under a microscope. The microscope magnifi es the organism so it looks 400 times larger than its actual size. What can the student most likely observe?

Ⓐ The locations of the atoms that make up the organism

Ⓑ The way the particles are arranged in the solid parts of the organism

Ⓒ The resources the organism uses to survive

Ⓓ The body structures of the organism that help it move

4. How does the amount of matter that makes up an animal decrease?

Ⓐ The animal eats food.

Ⓑ The animal drinks water.

Ⓒ The animal stores energy.

Ⓓ The animal releases waste.

5. A scale model is a representation of objects or ideas that are either smaller or larger than their actual sizes. A student wants to make a scale model to show that organisms are made of matter. The student must fi rst identify the sizes of the objects for her model. Which list shows objects in order from smallest to largest?

Ⓐ Atom, molecule, organism

Ⓑ Molecule, atom, organism

Ⓒ Organism, molecule, atom

Ⓓ Molecule, organism, atom

HINT, HINTThe amount of matter that makes up an animal can increase when it takes in, or consumes, more matter.




6. The picture shows a deer in its natural habitat.

Which is a resource made of solid matter that the deer uses to get energy?

Ⓐ Pond water

Ⓑ Grass

Ⓒ Sunlight

Ⓓ Carbon dioxide

7. Bacteria reproduce every 20 minutes. In other words, they double their number every 20 minutes. If this continued to happen for only a few days, Earth would be one giant ball of bacteria. Why does this not happen?

Ⓐ The particles that make up bacteria are too small.

Ⓑ The bacteria do not have much volume so they do not take upany space.

Ⓒ The bacteria run out of resources in their environment and cannot survive.

Ⓓ The particles that make up bacteria disappear when they get too large.

7. HINT, HINTAll organisms, whether tiny or large, are made of matter. Matter takes up space.




8. Transpiration is a process that plants use. During this process, water travels through a plant and evaporates from the surface of the leaf. The drawing is a model of transpiration.

Which best explains why arrows are used in the model?

Ⓐ They make the model more realistic.

Ⓑ They show movement of gas particles, which are too small to see.

Ⓒ They show that plants are made of solids, liquids, and gases.

Ⓓ They make the solid parts of a plant easier to see.

8.



WORDS TO KNOW

decomposer

food chain

producer

consumer

recycle

food web

Lesson 10WHAT EATS WHAT?

THE BIG IDEA● A food web describes the plants or animals each kind of

animal eats.

● When plants and animals die, organisms called decomposers eat them and recycle them back into the soil.

WHAT I NEED TO KNOWIf you listed your favorite organisms you might not include bacteria, worms, slugs, or mushrooms. However, you should thank these organisms because they are decomposers. To decompose means to break down or separate into parts. The decomposers break down the remains of dead animals and plants as part of a cycle to clean up our planet.

A food chain is a diagram that uses arrows to show the fl ow of food and energy from one organism to another in an ecosystem. Food chains show how energy and matter fl ow from plants to animals and pass between organisms. Plants are at the beginning of every food chain because they make food for the rest of us. Plants use energy from the sun and carbon dioxide from the air, which combine with water and minerals to make food.

Plants produce food, so they are called producers. Other animals consume, or eat, plants and animals for energy, so they are called consumers. Decomposers get their energy from dead animals and plants. Decomposers also recycle some of the matter in the dead organisms by putting it back into the soil.

Bacteria are common decomposers that are too small to see without a microscope.

THINK ABOUT ITThink of a plant. Then, think of an organism that eats plants and an organism that eats animals. Finally, think of an organism that eats dead plants and animals. How do all these organisms fi t into a cycle?



Lesson 10 WHAT EATS WHAT?

Animals eat a variety of foods. A food web is a series of overlapping food chains. Can you see some smaller food chains inside this food web? Can you identify producers, consumers, and decomposers?

Producers, consumers, and decomposers are all important. Together they move material that is used for energy through the organisms and the environment in the cycle of life.

WHAT I HAVE LEARNED1. In a food web, what type of organism comes fi rst, and what type of

organism comes last?

Ⓐ A producer comes fi rst and a consumer comes last.

Ⓑ A consumer comes fi rst and a predator comes last.

Ⓒ A producer comes fi rst and a decomposer comes last.

Ⓓ A decomposer comes fi rst and a consumer comes last.

TURN AND TALKRemember that the arrows show what eats what. Look at the arrow from the grasshopper to the fox. The arrow shows that the fl y is eaten by the fox. Some of the matter from the fl y goes into the fox, and the fox uses that matter for energy.



WHAT EATS WHAT? Lesson 10

2. Which animal in this food web is not a consumer?

Ⓐ Mouse

Ⓑ Owl

Ⓒ Snake

Ⓓ Worm

3. Which sentence is the best summary about the role of decomposers in food webs and the environment?

Ⓐ Decomposers provide food for consumers.

Ⓑ Decomposers get energy from eating other animals.

Ⓒ Decomposers recycle matter back into the soil.

Ⓓ Decomposers are not important in food webs and the environment.

3.




4. Look at this food web.

hawk

fox

squirrel

beetle

slugacornsgrass

grasshopper

robin

What is one possible food chain shown within this food web?

Ⓐ acorns grasshopper beetle

Ⓑ grass squirrel hawk beetle

Ⓒ grass robin hawk beetle

Ⓓ acorns squirrel fox hawk

5. Read this passage and answer the question.

Fungi are organisms that feed on organic matter. One kind of fungi, called white rot, had a surprisingly big part to play millions of years ago. Plants had evolved cell walls made of lignin, a strong material that let them grow taller. Lignin did not break down. When trees and plants died they quickly piled up. Luckily, 300 million years ago, white rot evolved and started eating its way through this problem. White rot can break down lignin. It cleared up the mess and started recycling plant matter in a big way!

Which sentence describes the main idea of this passage?

Ⓐ Decomposers played an important role in Earth’s history.

Ⓑ Producers, like trees, evolved to grow taller to catch more sunlight.

Ⓒ Consumers were not a big part of early Earth’s history.

Ⓓ Fungi are the only decomposers that can eat trees today.

4. HINT, HINTRemember that the arrows show what eats what. Look at the arrow from the grasshopper to the fox. The arrow shows that the grasshopper is eaten by the fox. Some of the matter from the grasshopper goes into the fox, and the fox uses that matter for energy.

5. HINT, HINTThis passage is about white rot. Look for key words about what white rot does. Then ask yourself, is white rot a producer, a consumer, or a decomposer?



WORD TO KNOW

ecosystem

decomposer

Lesson 11HOW DOES AN ECOSYSTEM MEET THE NEEDS OF MULTIPLE SPECIES?

THE BIG IDEA● Organisms can only live in places where their needs are met.

● Healthy ecosystems allow many diff erent kinds of organisms to live together across time.

● The balance of an ecosystem can be upset when a new organism arrives.

WHAT I NEED TO KNOWAnimals need air, water, food, and shelter. Humans have found ways to meet these needs nearly everywhere on Earth. Can you think of some places where humans cannot live? Why is it diffi cult or impossible to live there?

Both animals and plants have to inhabit a place where their needs are met. Plants need air, water, nutrients from the soil, and light from the sun. An ecosystem is an area in which plants and animals interact with each other, as well as with nonliving things in the environment.

Healthy ecosystems are balanced. That means they have the right mix of nonliving features and organisms that can live together across time. For example, more than 350 species live together in the sagebrush ecosystem of the western United States. Swallows, a type of bird, nest in cliff s and eat insects. Insects pollinate fl owers and eat leaves. Lizards and owls eat insects. Lizards and sage grouse hide in the sagebrush. Lizards become meals for badgers. The plants use the soil and snowmelt to produce food, and decomposers turn dead material from plants and animals back into soil.

TURN AND TALKAnimals need air, water, food, and shelter to survive. Humans are animals too! Where do you get water? Where does that water come from in the environment? Where does your food come from? What kinds of shelter can you use for protection?



Lesson 11 HOW DOES AN ECOSYSTEM MEET THE NEEDS OF MULTIPLE SPECIES?

We fi nd large and small ecosystems all over Earth. They include many diff erent types of organisms. Think about the living and nonliving things in a desert versus an ocean or a city park. Physical changes in temperature or weather or changes in organisms aff ect global ecosystems.

Living things change the physical environment. For example, prairie dogs may eat all the grass in a fi eld. The roots of trees and plants slowly break apart rocks. Humans construct buildings and farm the land. When a new kind of organism enters an ecosystem, it aff ects the whole ecosystem.

When pigs and cattle were brought to Hawaii, they ate native plants. Birds called “Hawaiian honeyeaters” could not fi nd enough nectar to eat, and some species became extinct. Scientists are helping the Hawaiian ecosystem by replanting native plants to increase the number of other native birds.

Changes to one part of an ecosystem will aff ect plants, animals, or other organisms within it. Some may survive, whereas others may move in, move out, or die.

THINK ABOUT ITThink about an animal in your environment. It might be a robin or a pigeon. It might be an ant or a mouse. What are its needs? How does it meet them in its ecosystem?



HOW DOES AN ECOSYSTEM MEET THE NEEDS OF MULTIPLE SPECIES? Lesson 11

WHAT I HAVE LEARNED1. Monarch butterfl ies and milkweed plants are two species that

interact in an ecosystem. Monarch butterfl ies drink the nectar of milkweed fl owers, while helping to pollinate the plant. The butterfl ies also lay their eggs on milkweeds, the only food that allows their caterpillars to change into butterfl ies.

If fewer milkweed plants grow, how will this aff ect the Monarch butterfl y?

Ⓐ Monarchs will just lay their eggs on a diff erent plant.

Ⓑ Monarchs and their caterpillars will have less food.

Ⓒ Monarch caterpillars will learn to eat something else.

Ⓓ Monarchs will pollinate more plants the next year.

2. A group of coyotes eats 60 prairie dogs every month. If ⅓ of the coyotes die from a disease, how many prairie dogs will the coyotes eat each month?

Ⓐ 23

Ⓑ 33

Ⓒ 40

Ⓓ 80

3. Prairie dogs, deer, and rabbits all eat the grass and other plants in a fi eld where the prairie dogs live. Fewer coyotes are now eating fewer prairie dogs. Rabbits and deer may be aff ected in a number of ways.

Think about how rabbits and deer in this ecosystem may be aff ected. Which of these sentences is not a way that they are likely to be aff ected?

Ⓐ Coyotes will eat rabbits and deer more often.

Ⓑ Rabbits and deer will have to share the food with more prairie dogs.

Ⓒ Rabbits and deer may have to leave to look for food in another fi eld.

Ⓓ Rabbits and deer may not have enough food and may die.

HINT, HINTIf ⅓ of the coyotes are gone, what is the fraction of coyotes that are still there? The coyotes that are still there will need to eat that same fraction of the rabbits. You might think about how to solve this problem if it had simpler numbers, such as imagining that ½ of the coyotes were gone. Then apply your method to the real numbers in the problem.

3.




4. The banyan tree of India gives shade to people and cattle. Squirrels nest in it and bats have colonies in it. Bats, squirrels, and birds eat the banyan tree’s red fruit.

Based on this information, which sentence is the best conclusion?

Ⓐ Banyan trees meet many needs for organisms in their ecosystem.

Ⓑ Banyan trees are useful, so we should plant them in North America.

Ⓒ If banyan trees die, there will be no more bats, squirrels, and birds.

Ⓓ Any other tree could replace the banyan trees.

5. Look at the model of the pond ecosystem. Think about how organisms’ needs are met.

Which of the following does not describe a need being met inthis ecosystem?

Ⓐ Sunlight allows the water lilies to grow.

Ⓑ The pond provides water for the organisms.

Ⓒ The fi sh and crayfi sh are food for the heron.

Ⓓ The soil provides shelter for the cattails.

4.

5. HINT, HINTWhat do plants need to live and grow? What are the needs of animals? Remember that living or nonliving parts of an ecosystem can meet these needs.


Teacher Edition

Peoples Education Inc. DBA Mastery Education | MasteryEducation.com | 800-822-1080 | Fax: 201-712-0045

[ ii ]

Letter to Students vi

Letter to Parents and Families vii

What You’ll See in Measuring Up to the Next Generation Science Standards viii

Unit 1 Physical and Chemical Changes

NGSS LESSON5-PS1-1 1. How Can We See Matter? 1

5-PS1-2 2. What Happens to Matter When It Transforms? 5

5-PS1-2 3. What Happens to Matter in a Chemical Reaction? 9

5-PS1-3 4. How Can We Identify Matter? 13

5-PS1-4 5. How Can Matter Transform? 19

3-5-ETS1-3, 5-PS1-4 Unit 1 Physical and Chemical Changes Lab Investigation 23

Unit 1 Building Stamina 26

Introduction

CONTENTS

9781640900998_NGSS_Sci_G5_SE_interior.indb ii 3/31/2020 2:36:21 PM

[ iii ]

Unit 2 Energy and Matter

NGSS LESSON

5-PS1-1 6. What Are Living Things Made of? 33

5-PS3-1 7. Where Does Energy Come From? 38

5-PS3-1 8. Why Do Living Things Need to Consume Food? 42

5-LS1-1 9. How Do Plants Get What They Need to Grow? 46

5-LS2-1 10. What Eats What? 51

5-LS2-1 11. How Does an Ecosystem Meet the Needs of Multiple Species? 55

5-LS2-1 12. Where Does the Matter Go? 59

3-5-ETS1-2, 5-LS2-1 Unit 2 Prairie Dog Ecosystem Lab Investigation 63


9781640900998_NGSS_Sci_G5_SE_interior.indb iii 3/31/2020 2:36:34 PM

[ iv ]

Unit 3 Earth’s Systems

NGSS LESSON5-PS2-1 13. How Does Gravity Work? 74

5-ESS2-1 14. What Is the Geosphere? 78

5-ESS2-1 15. What Is the Biosphere? 82

5-ESS2-1 16. What Is the Hydrosphere? 86

5-ESS2-1 17. What Makes Up the Atmosphere? 90

5-ESS2-1 18. How Do Earth’s Systems Interact? 94

5-ESS2-2 19. Where Is All the Water? 98

5-ESS3-1 20. How Can People Protect Earth’s Resources and Environment? 102

3-5-ETS1-1, 5-ESS2-2 Unit 3 Fresh Water Lab Investigation 106


CONTENTS

9781640900998_NGSS_Sci_G5_SE_interior.indb iv 3/31/2020 2:36:35 PM

[ v ]

References Acknowledgments 136

Correlation to the Next Generation Science Standards 137

Glossary 140

Unit 4 Space Systems

NGSS LESSON5-ESS1-1 21. How Bright Are the Stars? 116

5-ESS1-2 22. How Does the Movement of Earth and the Moon Cause Observable Patterns?

121

5-ESS1-1, 5-ESS1-2 Unit 4 Space Systems Lab Investigation 126


9781640900998_NGSS_Sci_G5_SE_interior.indb v 3/31/2020 2:36:36 PM

[ 137 ]Correlation to the Next Generation Science Standards | masteryeducation.com [ 137 ]C l i h N G i S i S d d | d i

Correlation to the Next Generation Science Standards

This worktext is customized to the Next Generation Science Standards.

NGSS Grade 5 Standards Lessons

Disciplinary Core Idea 5-PS1: Matter and Its Interactions

5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.Clarifi cation Statements: Examples of evidence could include adding air to expand a basketball, compressing

air in a syringe, dissolving sugar in water, and evaporating salt water

Assessment Boundaries: Assessment does not include the atomic-scale mechanism of evaporation and

condensation or defi ning the unseen particles.

1, 6

5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.Clarifi cation Statements: Examples of reactions or changes could include phase changes, dissolving, and

mixing that forms new substances.

Assessment Boundaries: Assessment does not include distinguishing mass and weight.

2, 3

5-PS1-3 Make observations and measurements to identify materials based on their properties.Clarifi cation Statements: Examples of materials to be identifi ed could include baking soda and other powders,

metals, minerals, and liquids. Examples of properties could include color, hardness, refl ectivity, electrical

conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an

identifi able property.

Assessment Boundaries: Assessment does not include density or distinguishing mass and weight.

4

5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

5, Unit 1 Lab

Investigation

Disciplinary Core Idea 5-PS2: Motion and Stability: Forces and Interaction

5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.Clarifi cation Statements: “Down” is a local description of the direction that points toward the center of the

spherical Earth.

Assessment Boundaries: Assessment does not include mathematical representation of gravitational force.

13

Disciplinary Core Idea 5-PS3: Energy

5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.Clarifi cation Statements: Examples of models could include diagrams, and fl ow charts.

7, 8

Disciplinary Core Idea 5-LS1: From Molecules to Organisms: Structures and Processes

5-LS1-1 Support an argument that plants get the materials they need for growth chiefl y from air and water.Clarifi cation Statements: Emphasis is on the idea that plant matter comes mostly from air and water, not

from the soil.

9

CORRELATIONS


[ 138 ] masteryeducation.com | Science | Level E

CORRELATIONS

[ 138 ] d i | S i | L l E


Disciplinary Core Idea 5-LS2: Ecosystems: Interactions, Energy, and Dynamics

5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.Clarifi cation Statements: Emphasis is on the idea that matter that is not food (air, water, decomposed

materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms,

ecosystems, and the Earth.

Assessment Boundaries: Assessment does not include molecular explanations.

10, 11, 12, Unit 2

Lab Investigation

Disciplinary Core Idea 5-ESS1: Earth’s Place in the Universe

5-ESS1-1 Support an argument that diff erences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.Assessment Boundaries: Assessment is limited to relative distances, not sizes, of stars. Assessment does not

include other factors that aff ect apparent brightness (such as stellar masses, age, stage).

21, Unit 4 Lab

Investigation

5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.Clarifi cation Statements: Examples of patterns could include the position and motion of Earth with respect to

the sun and selected stars that are visible only in particular months.

Assessment Boundaries: Assessment does not include causes of seasons.

22, Unit 4 Lab

Investigation

Disciplinary Core Idea 5-ESS2: Earth’s Systems

5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.Clarifi cation Statements: Examples could include the infl uence of the ocean on ecosystems, landform shape,

and climate; the infl uence of the atmosphere on landforms and ecosystems through weather and climate;

and the infl uence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere,

atmosphere, and biosphere are each a system.

Assessment Boundaries: Assessment is limited to the interactions of two systems at a time.

14, 15, 16, 17, 18

5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.Assessment Boundaries: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice

caps, and does not include the atmosphere.

19, Unit 3 Lab

Investigation

Disciplinary Core Idea 5-ESS3: Earth and Human Activity

5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

20

Disciplinary Core Idea 3-5-ETS1: Engineering Design

3-5-ETS1-1 Define a simple design proble m refl ecting a need or a want that includes specifi ed criteria for success and constraints on materials, time, or cost.

Unit 3 Lab

Investigation


[ 139 ]Correlation to the Next Generation Science Standards | masteryeducation.com [ 139 ]C l i h N G i S i S d d | d i


3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Unit 2 Lab

Investigation

3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Unit 1 Lab

Investigation



WORDS TO KNOW

organism

microorganism

microbe

resource

environment

habitat


THE BIG IDEA● Living things are made of matter.

● Living things diff er in size from very small to extremely large.

WHAT I NEED TO KNOWOrganisms are living things. They come in a great range of sizes. All organisms, from tiny bacteria to huge blue whales, have something in common—they are made of matter. Just like all types of matter, you can measure the mass and volume of organisms. Let’s think about the human body. It is made of solids, liquids, and gases. Our bones are solid, our blood is partly liquid, and our lungs are fi lled with gases that we breathe in from the air.

Microorganisms, or microbes, are organisms that are so tiny you cannot see them with the unaided eye. Bacteria is an example of a microbe. You have to use a microscope to make observations of microbes. Microscopes make objects look much larger than they are. For example, a microscope can make bacteria look 200 times larger than its actual size.

TURN AND TALKWhat do you think is the smallest living thing on Earth? What do you think is the largest living thing? What are these living things made of? Talk with a partner about these questions.




One of the most powerful microscopes can magnify objects two million times their actual size. It can show the location of a single atom!

Resources provide organisms with energy they need to live. Organisms, whether they are large or small, use resources from their surroundings or environment to help them survive. A habitat is the place where an organism lives. It provides the resources needed for the organism to survive and guess what? These resources are also made of matter. Resources can be solids, liquids, or gases and include things such as food, water, and air. Many animals eat solid matter in the form of plants and other animals. Plants use water and carbon dioxide gas from the air to help make matter in the form of sugars.

WHAT I HAVE LEARNED1. Which describes a diff erence between a microbe and a

human body?

Ⓐ You cannot measure the mass of a microbe.

Ⓑ A human body is not made of tiny particles.

Ⓒ You cannot observe a microbe with the unaided eye.

Ⓓ A microbe is not made of matter.

[DOK 3]

2. How can a student identify that the amount of matter that makes up a plant has increased?

Ⓐ Draw a model of the plant to show its structures.

Ⓑ Measure the mass of the plant as it gets taller.

Ⓒ Observe the plant under a microscope.

Ⓓ Compare the plant to another kind of organism.

[DOK 3]

THINK ABOUT ITHow can a microscope help you make a model to show that all living things are made of matter?

1.

Ⓒ

2. HINT, HINTThink about the defi nition of matter. What might be a way to fi nd out how much matter there is in an object? Ⓑ




3. A student looks at an organism under a microscope. The microscope magnifi es the organism so it looks 400 times larger than its actual size. What can the student most likely observe?

Ⓐ The locations of the atoms that make up the organism

Ⓑ The way the particles are arranged in the solid parts of the organism

Ⓒ The resources the organism uses to survive

Ⓓ The body structures of the organism that help it move

[DOK 2]

4. How does the amount of matter that makes up an animal decrease?

Ⓐ The animal eats food.

Ⓑ The animal drinks water.

Ⓒ The animal stores energy.

Ⓓ The animal releases waste.

[DOK 2]

5. A scale model is a representation of objects or ideas that are either smaller or larger than their actual sizes. A student wants to make a scale model to show that organisms are made of matter. The student must fi rst identify the sizes of the objects for her model. Which list shows objects in order from smallest to largest?

Ⓐ Atom, molecule, organism

Ⓑ Molecule, atom, organism

Ⓒ Organism, molecule, atom

Ⓓ Molecule, organism, atom

[DOK 1]

Ⓓ

HINT, HINTThe amount of matter that makes up an animal can increase when it takes in, or consumes, more matter.

Ⓓ

Ⓐ




6. The picture shows a deer in its natural habitat.

Which is a resource made of solid matter that the deer uses to get energy?

Ⓐ Pond water

Ⓑ Grass

Ⓒ Sunlight

Ⓓ Carbon dioxide

[DOK 2]

7. Bacteria reproduce every 20 minutes. In other words, they double their number every 20 minutes. If this continued to happen for only a few days, Earth would be one giant ball of bacteria. Why does this not happen?

Ⓐ The particles that make up bacteria are too small.

Ⓑ The bacteria do not have much volume so they do not take upany space.

Ⓒ The bacteria run out of resources in their environment and cannot survive.

Ⓓ The particles that make up bacteria disappear when they get too large.

[DOK 3]

Ⓑ

7. HINT, HINTAll organisms, whether tiny or large, are made of matter. Matter takes up space.

Ⓒ




8. Transpiration is a process that plants use. During this process, water travels through a plant and evaporates from the surface of the leaf. The drawing is a model of transpiration.

Which best explains why arrows are used in the model?

Ⓐ They make the model more realistic.

Ⓑ They show movement of gas particles, which are too small to see.

Ⓒ They show that plants are made of solids, liquids, and gases.

Ⓓ They make the solid parts of a plant easier to see.

[DOK 3]

8.

Ⓑ




TEACHER NOTESSTANDARDS 5-PS1-1

Performance Expectation

Develop a model to describe that matter is made of particles too small to be seen.

Disciplinary Core Idea

PS1.A Structure and Properties of Matter - Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the infl ation and shape of a balloon and the eff ects of air on larger particles or objects.

Science and Engineering Practices

Developing and Using Models - Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

● Develop a model to describe phenomena.

Cross Cutting Concepts

Scale, Proportion, and Quantity. Natural objects exist from the very small to the immensely large.

Prerequisite Knowledge & Standards

2.PS1.A Structure and Properties of Matter

● Diff erent kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classifi ed by its observable properties.

● Diff erent properties are suited to diff erent purposes.

● A great variety of objects can be built up from a small set of pieces.

Math Connection

MP.2 Reason abstractly and quantitatively.

MP.4 Model with mathematics.

5.NBT.A.1 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

5.MD.C.3 Recognize volume as an attribute of solid fi gures and understand concepts of volume measurement

5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvisedunits.

ELA Connection

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 effi ciently.

9781640901025_NGSS_Sci_G5_ATE_U2.indd 36 3/31/2020 2:59:06 PM



TEACHER NOTESMisconceptions

● Particles possess the same properties as the materials they compose. For example, atoms of copper are “orange and shiny,” gas molecules are transparent, and solid molecules are hard. (2)

● Particles are often misrepresented in sketches. No diff erentiation is made between atoms and molecules. (2)

● Particles are viewed as mini-versions of the substances they comprise. (2).

TIPS FOR THE STRUGGLING LEARNER• Have students make a model in the form of a labeled drawing to show that an organism is made

of matter. The model should illustrate that atoms are smaller than molecules and molecules are smaller than a whole organism. Point out that this is true, even for tiny microbes.

• When discussing magnifi cation of microscopes, help students visualize how much larger something appears when it is magnifi ed just 10 times. Give students pieces of string that are 5 centimeters long and one that is 50 centimeters long. Alternatively, draw lines on the board to show students these two lengths and point out that the 50 centimeter line is 10 times longer than the 5 centimeter line.

TIPS FOR THE ENGLISH LANGUAGE LEARNER• Some English language learners may have diffi culty understanding the physical properties of matter

because they are unfamiliar with the multiple meaning word mass. Using dictionaries, have students look up the diff erent defi nitions of mass. Then have them write a sentence for each defi nition of mass. Ask volunteers to share their sentences with the class. Point out that words often have multiple meanings depending on their context. Repeat the activity for the word matter.

ACTIVITIES FOR THE ADVANCED LEARNER• Ask students to research how the development of microscopes has benefi tted society. Students

should choose an area of interest such as human medicine, engineering, or botany (plant studies). They can write brief summaries of their fi ndings.

• Challenge students to create scale models to compare the sizes of two organisms, such as a microbe and a mouse. Using a scale of millimeters or centimeters the models should show the relative sizes, or lengths, of the two organisms.



WORDS TO KNOW

decomposer

food chain

producer

consumer

recycle

food web

Lesson 10WHAT EATS WHAT?

THE BIG IDEA● A food web describes the plants or animals each kind of

animal eats.

● When plants and animals die, organisms called decomposers eat them and recycle them back into the soil.

WHAT I NEED TO KNOWIf you listed your favorite organisms you might not include bacteria, worms, slugs, or mushrooms. However, you should thank these organisms because they are decomposers. To decompose means to break down or separate into parts. The decomposers break down the remains of dead animals and plants as part of a cycle to clean up our planet.

A food chain is a diagram that uses arrows to show the fl ow of food and energy from one organism to another in an ecosystem. Food chains show how energy and matter fl ow from plants to animals and pass between organisms. Plants are at the beginning of every food chain because they make food for the rest of us. Plants use energy from the sun and carbon dioxide from the air, which combine with water and minerals to make food.

Plants produce food, so they are called producers. Other animals consume, or eat, plants and animals for energy, so they are called consumers. Decomposers get their energy from dead animals and plants. Decomposers also recycle some of the matter in the dead organisms by putting it back into the soil.

Bacteria are common decomposers that are too small to see without a microscope.

THINK ABOUT ITThink of a plant. Then, think of an organism that eats plants and an organism that eats animals. Finally, think of an organism that eats dead plants and animals. How do all these organisms fi t into a cycle?




Animals eat a variety of foods. A food web is a series of overlapping food chains. Can you see some smaller food chains inside this food web? Can you identify producers, consumers, and decomposers?

Producers, consumers, and decomposers are all important. Together they move material that is used for energy through the organisms and the environment in the cycle of life.

WHAT I HAVE LEARNED1. In a food web, what type of organism comes fi rst, and what type of

organism comes last?

Ⓐ A producer comes fi rst and a consumer comes last.

Ⓑ A consumer comes fi rst and a predator comes last.

Ⓒ A producer comes fi rst and a decomposer comes last.

Ⓓ A decomposer comes fi rst and a consumer comes last.

[DOK 1]

TURN AND TALKRemember that the arrows show what eats what. Look at the arrow from the grasshopper to the fox. The arrow shows that the fl y is eaten by the fox. Some of the matter from the fl y goes into the fox, and the fox uses that matter for energy.

Ⓒ




2. Which animal in this food web is not a consumer?

Ⓐ Mouse

Ⓑ Owl

Ⓒ Snake

Ⓓ Worm

[DOK 2]

3. Which sentence is the best summary about the role of decomposers in food webs and the environment?

Ⓐ Decomposers provide food for consumers.

Ⓑ Decomposers get energy from eating other animals.

Ⓒ Decomposers recycle matter back into the soil.

Ⓓ Decomposers are not important in food webs and the environment.

[D OK 3]

Ⓓ

3.

Ⓒ




4. Look at this food web.

hawk

fox

squirrel

beetle

slugacornsgrass

grasshopper

robin

What is one possible food chain shown within this food web?

Ⓐ acorns grasshopper beetle

Ⓑ grass squirrel hawk beetle

Ⓒ grass robin hawk beetle

Ⓓ acorns squirrel fox hawk

[DOK 3]

5. Read this passage and answer the question.

Fungi are organisms that feed on organic matter. One kind of fungi, called white rot, had a surprisingly big part to play millions of years ago. Plants had evolved cell walls made of lignin, a strong material that let them grow taller. Lignin did not break down. When trees and plants died they quickly piled up. Luckily, 300 million years ago, white rot evolved and started eating its way through this problem. White rot can break down lignin. It cleared up the mess and started recycling plant matter in a big way!

Which sentence describes the main idea of this passage?

Ⓐ Decomposers played an important role in Earth’s history.

Ⓑ Producers, like trees, evolved to grow taller to catch more sunlight.

Ⓒ Consumers were not a big part of early Earth’s history.

Ⓓ Fungi are the only decomposers that can eat trees today.

[DOK 3]

4. HINT, HINTRemember that the arrows show what eats what. Look at the arrow from the grasshopper to the fox. The arrow shows that the grasshopper is eaten by the fox. Some of the matter from the grasshopper goes into the fox, and the fox uses that matter for energy.

Ⓑ

5. HINT, HINTThis passage is about white rot. Look for key words about what white rot does. Then ask yourself, is white rot a producer, a consumer, or a decomposer?

Ⓐ




TEACHER NOTESSTANDARDS 5-LS2-1


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


LS2.A: Interdependent Relationships in Ecosystems - The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil.

Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of diff erent types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.


Developing and Using Models. Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

● Develop a model to describe phenomena.

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

● Science explanations describe the mechanisms for natural events.


Systems and System Models. A system can be described in terms of its components and their interactions.


PS1.A Structure and Properties of Matter




● There are many diff erent kinds of living things in any area, and they exist in diff erent places on land and in water.

● Living things aff ect the physical characteristics of their regions.

Math Connection






TEACHER NOTESELA Connection


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.

Misconceptions

● Food webs are interpreted as simple food chains. (3)

● Organisms higher in a food web eat everything that is lower in the food web. (3)

● Food chains involve predator and prey, but not producers. (3)

● Decomposers release some energy that is cycled back to plants. (3)

TIPS FOR THE STRUGGLING LEARNER• If students are struggling with the cycling of matter through the living Earth system, have them

work in small groups to track the fl ow of matter through a specifi c food chain. Select a specifi c food chain presented in a book or video, or conduct observations of the local ecosystem. Point out that each organism in the chain provides matter to the animal that eats it, each animal uses what it eats for energy, and any matter not used goes back into the earth.

TIPS FOR THE ENGLISH LANGUAGE LEARNER• Allow students for whom English is a second language to manipulate visual images to support their

understanding of terms like producer, consumer, and decomposer, and become familiar with various animals in webs under discussion. Print or cut out images of organisms in a food web, labeled with animals’ names, and have students work in pairs to fi rst sort them by category, then arrange them in chains and webs.

ACTIVITIES FOR THE ADVANCED LEARNER• For students needing a challenge, have them research and create food webs for a diff erent

ecosystem and share them with the class (e.g., ocean, lake, river, polar, desert, tundra, or other biomes).



WORD TO KNOW

ecosystem

decomposer

Lesson 11HOW DOES AN ECOSYSTEM MEET THE NEEDS OF MULTIPLE SPECIES?

THE BIG IDEA● Organisms can only live in places where their needs are met.

● Healthy ecosystems allow many diff erent kinds of organisms to live together across time.

● The balance of an ecosystem can be upset when a new organism arrives.

WHAT I NEED TO KNOWAnimals need air, water, food, and shelter. Humans have found ways to meet these needs nearly everywhere on Earth. Can you think of some places where humans cannot live? Why is it diffi cult or impossible to live there?

Both animals and plants have to inhabit a place where their needs are met. Plants need air, water, nutrients from the soil, and light from the sun. An ecosystem is an area in which plants and animals interact with each other, as well as with nonliving things in the environment.

Healthy ecosystems are balanced. That means they have the right mix of nonliving features and organisms that can live together across time. For example, more than 350 species live together in the sagebrush ecosystem of the western United States. Swallows, a type of bird, nest in cliff s and eat insects. Insects pollinate fl owers and eat leaves. Lizards and owls eat insects. Lizards and sage grouse hide in the sagebrush. Lizards become meals for badgers. The plants use the soil and snowmelt to produce food, and decomposers turn dead material from plants and animals back into soil.

TURN AND TALKAnimals need air, water, food, and shelter to survive. Humans are animals too! Where do you get water? Where does that water come from in the environment? Where does your food come from? What kinds of shelter can you use for protection?




We fi nd large and small ecosystems all over Earth. They include many diff erent types of organisms. Think about the living and nonliving things in a desert versus an ocean or a city park. Physical changes in temperature or weather or changes in organisms aff ect global ecosystems.

Living things change the physical environment. For example, prairie dogs may eat all the grass in a fi eld. The roots of trees and plants slowly break apart rocks. Humans construct buildings and farm the land. When a new kind of organism enters an ecosystem, it aff ects the whole ecosystem.

When pigs and cattle were brought to Hawaii, they ate native plants. Birds called “Hawaiian honeyeaters” could not fi nd enough nectar to eat, and some species became extinct. Scientists are helping the Hawaiian ecosystem by replanting native plants to increase the number of other native birds.

Changes to one part of an ecosystem will aff ect plants, animals, or other organisms within it. Some may survive, whereas others may move in, move out, or die.

THINK ABOUT ITThink about an animal in your environment. It might be a robin or a pigeon. It might be an ant or a mouse. What are its needs? How does it meet them in its ecosystem?




WHAT I HAVE LEARNED1. Monarch butterfl ies and milkweed plants are two species that

interact in an ecosystem. Monarch butterfl ies drink the nectar of milkweed fl owers, while helping to pollinate the plant. The butterfl ies also lay their eggs on milkweeds, the only food that allows their caterpillars to change into butterfl ies.

If fewer milkweed plants grow, how will this aff ect the Monarch butterfl y?

Ⓐ Monarchs will just lay their eggs on a diff erent plant.

Ⓑ Monarchs and their caterpillars will have less food.

Ⓒ Monarch caterpillars will learn to eat something else.

Ⓓ Monarchs will pollinate more plants the next year.

[DOK 2]

2. A group of coyotes eats 60 prairie dogs every month. If ⅓ of the coyotes die from a disease, how many prairie dogs will the coyotes eat each month?

Ⓐ 23

Ⓑ 33

Ⓒ 40

Ⓓ 80

[DOK 2]

3. Prairie dogs, deer, and rabbits all eat the grass and other plants in a fi eld where the prairie dogs live. Fewer coyotes are now eating fewer prairie dogs. Rabbits and deer may be aff ected in a number of ways.

Think about how rabbits and deer in this ecosystem may be aff ected. Which of these sentences is not a way that they are likely to be aff ected?

Ⓐ Coyotes will eat rabbits and deer more often.

Ⓑ Rabbits and deer will have to share the food with more prairie dogs.

Ⓒ Rabbits and deer may have to leave to look for food in another fi eld.

Ⓓ Rabbits and deer may not have enough food and may die.

[DOK 3]

Ⓑ

HINT, HINTIf ⅓ of the coyotes are gone, what is the fraction of coyotes that are still there? The coyotes that are still there will need to eat that same fraction of the rabbits. You might think about how to solve this problem if it had simpler numbers, such as imagining that ½ of the coyotes were gone. Then apply your method to the real numbers in the problem.

Ⓒ

3.

Ⓐ




4. The banyan tree of India gives shade to people and cattle. Squirrels nest in it and bats have colonies in it. Bats, squirrels, and birds eat the banyan tree’s red fruit.

Based on this information, which sentence is the best conclusion?

Ⓐ Banyan trees meet many needs for organisms in their ecosystem.

Ⓑ Banyan trees are useful, so we should plant them in North America.

Ⓒ If banyan trees die, there will be no more bats, squirrels, and birds.

Ⓓ Any other tree could replace the banyan trees.

[DOK 3]

5. Look at the model of the pond ecosystem. Think about how organisms’ needs are met.

Which of the following does not describe a need being met inthis ecosystem?

Ⓐ Sunlight allows the water lilies to grow.

Ⓑ The pond provides water for the organisms.

Ⓒ The fi sh and crayfi sh are food for the heron.

Ⓓ The soil provides shelter for the cattails.

[DOK 3]

4.

Ⓐ

5. HINT, HINTWhat do plants need to live and grow? What are the needs of animals? Remember that living or nonliving parts of an ecosystem can meet these needs.

Ⓓ




TEACHER NOTESSTANDARDS 5-LS2-1


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


LS2.A: Interdependent Relationships in Ecosystems - We can trace the food of almost any kind of animal back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met.

A healthy ecosystem is one in which multiple species of diff erent types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.


Developing and Using Models. Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

● Develop a model to describe phenomena. Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

● Science explanations describe the mechanisms for natural events.


Systems and System Models. A system can be described in terms of its components and their interactions.


PS1.A Structure and Properties of Matter




● There are many diff erent kinds of living things in any area, and they exist in diff erent places on land and in water.

● Living things aff ect the physical characteristics of their regions.

Math Connection






TEACHER NOTESELA Connection


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.

Misconceptions

● Varying the population size of a species may not aff ect an ecosystem because some organisms are not important. (3)

● Ecosystems are not a functioning whole but simply a collection of organisms. (3)

● Ecosystems change little over time. (3)

TIPS FOR THE STRUGGLING LEARNER• If students struggle with the complexity of multiple animals with multiple needs being met in an

ecosystem, choose one ecosystem to study as a class. List the plants and animals and their needs. Have partners research one specifi c organism and how the ecosystem meets its needs. Then create a class poster of the ecosystem, on which all groups draw and annotate their fi ndings. Make sure the poster represents nonliving things such as sun, soil, water, and shelter.

TIPS FOR THE ENGLISH LANGUAGE LEARNER• Support students who are English language learners by studying an ecosystem in their home

countries, or by having them draw an ecosystem with labels in both their languages. Make sure they include a variety of examples of needs being met for both plants and animals, and that nonliving things such as sun, soil, water, and shelter are represented.

ACTIVITIES FOR THE ADVANCED LEARNER• For students who need a challenge, have them explore why a specifi c species became extinct or

how scientists are attempting to reintroduce or preserve a species. If possible, have them write questions to interview a ranger, biologist, or botanist about threats, changes, or interventions to a local ecosystem.


measuring up to the new jersey student learning standards

Documents