Education Standards
ClimeTime - Ecosystem Restoration (pdf)
Fifth Grade Elementary Science and Integrated Subjects: Local Ecosystem Restoration
Overview
This Fifth Grade Elementary Framework for Science and Integrated Subjects - Local Ecosystem Restoration, includes detailed lesson plans, materials, and activities for students to understand the big ideas of:
- What impact do invasive species have on an ecosystem?
- How can humans create riparian areas within an ecosystem in order to return the ecosystem to healthier state?
It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among Washington Educational Service Districts ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies.
Introduction: Integrated Content Standards
Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning.
Washington Learning Standards
Washington State Science and Learning Standards
5th Grade Disciplinary Core Ideas include Physical Science, Life Science, Earth’s Systems, and Earth and Human Activity
For Local Ecosystem Restoration, students are expected to develop an understanding of:
- PS3.D: Energy in Chemical Processes and Everyday Life
- LS1.C: Organization for Matter and Energy Flow in Organisms
- LS2.A: Interdependent Relationships in Ecosystems
- LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
- ESS2.A: Earth Materials and Systems
- ESS3.C: Human Impacts on Earth Systems
- ETS1.A: Defining and Delimiting Engineering Problems
- ETS1.B: Developing Possible Solutions
Crosscutting Concepts:
- Energy and Matter
- Systems and System Models
- Scale, Proportion, and Quantity
- Cause and Effect
Science and Engineering Practices:
- Asking Questions and Defining Problems
- Developing and Using Models
- Planning and Carrying Out Investigations
- Analyzing and Interpreting Data
- Using Mathematics and Computational Thinking
- Constructing Explanations and Designing Solutions
- Engaging in Argument from Evidence
- Obtaining, Evaluating, and Communicating
Performance Expectations:
Identify Performance Expectation(s) from Next Generation Science Standards that will be your focus (Climate Science related PEs preferred but not mandatory). Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
[Clarification Statement: 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 Boundary: Assessment does not include molecular explanations.]
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
[Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.]
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Science and Engineering Practices
Which SEPs will be a focus for investigating this topic/phenomenon?
Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions.
(5-LS2-1) Develop a model to describe phenomena.
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.
(5-ESS2-1) Develop a model using an example to describe a scientific principle.
Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.
(5-ESS3-1) Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
Crosscutting Concepts
Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?
(5-LS1-2) Systems and System Models - A system can be described in terms of its components and their interactions.
(5-ESS3-1) Systems and System Models - A system can be described in terms of its components and their interactions.
English Language Arts (ELA) Standards
How will I Integrate ELA Standards (which standard, what strategy…?)
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-ESS3-1)
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1)
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS3-1)
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)
Mathematics Standards
How will I Integrate Mathematics Standards?
MP.2 Reason abstractly and quantitatively. (5-ESS2-1)
MP.4 Model with mathematics. (5-ESS2-1)
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1)
Phenomena and Routines
Phenomena
- What is an invasive species?
- Why are native plants not thriving in the restoration area?
- What do different plants need to thrive?
Phenomena Resources:
Communicating in Scientific Ways | OpenSciEd
Big Ideas
What impact do invasive species have on an ecosystem?
- They disrupt native species, often by outcompeting them or disrupting ecological processes (e.g. pollination and availability of nutrients)
- They may disrupt local economies by negatively affecting flora and fauna related to local agriculture
How can humans create riparian areas within an ecosystem in order to return the ecosystem to a healthier state?
- Remove invasive species and pollutants from the riparian zone
- Plant native vegetation along riverbanks to stabilize soil and prevent erosion.
Open Sci Ed Routines
Routine | Description of Routine |
|---|---|
Anchoring Phenomenon Routine | Develop curiosity to drive learning throughout the suite of lessons or unit based on a common experience of a phenomenon |
Navigation Routine | Establish and reinforce the connections between what we have previously done in a unit, what we are about to do, what we will do in the future, and what our driving purpose is in the contexts of the suite of lessons or unit. |
Investigation Routine | Use scientific practices to investigate and make sense of a phenomenon. |
Putting Pieces Together Routine | Take the pieces of ideas we have developed across multiple lessons and figure out how they can be connected to account for the phenomenon we have been working on. |
Problematizing Routine | Evaluate the adequacy of our scientific ideas to explain and phenomenon in order to identify what we still need to understand. |
Lesson 1: Invasive Versus Native Species
This lesson includes both a classroom component and two field experiences. It can be spread over three sessions.
Anchoring Phenomenon Routine; Investigation Routine
Teacher Materials
- Invasive vs. Native Species Slides presentation
Student Materials
- Science Journal
- Student handouts (1 per student)
- Macroinvertebrate groups
- Key to Macroinvertebrate Life in the River
- Key to Life in the Pond
- Water Sample Collection Materials (One for every group of four students)
- Turkey basters
- Ice cube trays
- Magnifying glass
- Small net
- My Soil Soil Test Kit (2 per class)
Preparation
- Gather necessary materials
- Create groups of 4 students
- Locate a previously restored riparian site
- Locate a site in need of restoration
- Arrange transportation
- Acquire parent permission
Vocabulary
- Native species
- Invasive species
- Macroinvertebrate
- Water quality
- Ecosystem
- Organism
Procedures
Session 1 (Classroom)
- Use the Slides presentation to deliver information about native species within your local area.
- Insert handouts and data tables into science notebooks.
Session 2 (Field Experience #1)
- Arrive at the previously restored riparian site and make observations of the native species that have been planted in the established riparian zone. Record observations in science notebooks.
- Distribute water sample materials to groups of students
- Students will collect water samples directly from the water source. Immediately observe, identify, and record the macroinvertebrates found in their water samples.
- Use the collected data to determine the quality of the water samples as an indicator of the health of the ecosystem.
- Collect soil samples, following the provided directions that come with the kit.
- Student observation of riparian site
- Instruct students to spread out around the site and silently observe their surroundings, recording their observations in their journals
Session 3 (Field Experience #2)
- Arrive at the restoration site and make observations of the native and invasive species. Record observations in science notebooks.
- Distribute water sample materials to groups of students
- Students will collect water samples directly from the water source. Immediately observe, identify, and record the macroinvertebrates found in their water samples.
- Use the collected data to determine the quality of the water samples as an indicator of the health of the ecosystem.
- Collect soil samples, following the provided directions that come with the kit.
- Student observation of restoration site
- Instruct students to spread out around the site and silently observe their surroundings, recording their observations in their journals
Lesson 2: Why is Soil Important
This lesson includes two classroom components and a field experience. It can be spread over three sessions.
Anchoring Phenomenon Routine; Navigation Routine; Investigation Routine; Putting Pieces Together Routine
Teacher Materials
- Why is Soil Important Slides presentation
- Site Plan Slides Presentation
- “Every Tree for Itself” game instruction
- Poker Chips
Student Materials
- Science Journal
- Student handouts (1 per student)
- Map of the restoration site
- List of native plants to be planted
- Planting Materials
- Native plants
- Chokecherry; Water birch; Gray rabbbitbrush; Snowberry; Kinnikinnick; Indian Blanketflower; Columbine; Mock Orange
- Shovels (approximately one for every two students)
- Rakes (two for the entire class)
- Flagging Materials (colored plastic ribbon)
- Mixture of water and plant fertilizer based on the needs of the soil
- Native plants
Preparation
- Gather necessary materials
- Determine appropriate native plants and order them
- Create a list of native plants that students will be planting for student use (list must include plant name, sun requirements, planting directions, quantity of plants to be planted, and color of flagging material to be used)
- Label poker chips according to the “Every Tree for Itself” teacher instructions
- Create a map of the restoration site
- Arrange transportation
- Acquire parent permission
Vocabulary
- Soil
- Clay
- Sand
- Silt
- Nutrients
- Weathering
- Erosion
- Property
- Restoration
Procedures
Session 1 (Classroom)
- Use the Why is Soil Important? Slides presentation to deliver information about different types of soil and the impact soil has on an ecosystem.
- Insert soil data table handouts and soil analysis questions into science notebooks.
- After guided discussion of soil test results, students work in groups to answer analysis questions.
- Students play “Every Tree for Itself”
Session 2 (Classroom)
- Use the Homeowners Guide to Riparian Buffers to identify existing problems in the restoration site and propose solutions to those problems.
- Insert native plant information sheets into science notebooks for plants that will be available for planting.
- Model how to use native plant information to determine planting locations to label on the site map.
- Students create their own restoration plan for their site using the data collected.
Session 3 (Field Experience #3)
- Assign students locations on the site map and plants that will be planted there
- Transport students to the site
- Provide a demonstration of proper planting techniques
- Distribute planting supplies to groups
- Plants
- Shovels
- Rakes
- Flagging
- Students will plant and flag their plants according to the site plan
- After planting and flagging is complete, apply the mixture of water and fertilizer
Appendix: Lesson Resources
Presenter Slides: Lesson 1, Session 1
Lesson 1 Slides: Invasive vs. Native Species | Alison Crowley, WWCCD
Presenter Slides: Lesson 2, Session 1
Lesson 2 Slides: Why Is Soil Important | Alison Crowley, WWCCD
Video 1: What Are Invasive Species (Lesson 1, Session 1)
What Are Invasive Species? | Explore Nature | YouTube
Video 2: Why Plant Native Trees? (Lesson 1, Session 1)
Why Plant Native Trees? | The Right Green | YouTube
Video 3: Types of Soil (Lesson 2, Session 1)
Types of Soil | Next Generation Science | YouTube
Handout 1: Aquatic Macroinvertebrates (Lesson 1, Session 1)
Aquatic Macroinvertebrates | National Park Service
Handout 2: Key to Macroinvertebrate Life (Lesson 1, Session 1)
Key to Macroinvertebrate Life in the River | University of Wisconsin-Extension
Handout 3: Key to Life in the Pond (Lesson 1, Session 1)
Key to Life in the Pond | University of Wisconsin-Extension
Handout 4: Homeowner’s Guide to Riparian Buffers (Lesson 2, Session 2)
Homeowner's Guide to Riparian Buffers| Creating Urban Riparian Buffers (CURB)
Attribution and License
Attribution
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License
Cover image by congerdesign from Pixabay
License
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This resource was adapted from How do Plants Grow and Survive? by ClimeTime and licensed under a Creative Commons Attribution 4.0 International License. Access the original work for free in the ClimeTime group on the OER Commons Washington Hub.
This resource was made possible by funding from the ClimeTime initiative, a state-led network for climate science learning that helps teachers and their students understand climate science issues affecting Washington communities.