Science - 2019-20
3.5 - Living Systems and Processes : Ecosystems
The student will investigate and understand that aquatic and terrestrial ecosystems support a diversity of organisms. Key ideas include
a) ecosystems are made of living and nonliving components of the environment; and
- describe basic living and nonliving components in different types of terrestrial and aquatic ecosystems. Bloom's Level: Understand
- compare and contrast plants and animals that compose aquatic and terrestrial ecosystems. Bloom's Level: Analyze
b) relationships exist among organisms in an ecosystem.
- differentiate between producers, consumers, and decomposers and identify examples of each within aquatic and terrestrial ecosystems. Bloom's Level: Analyze / Understand
- construct and analyze a food chain that models relationships and the flow of energy within an ecosystem. Bloom's Level: Create / Analyze
- explain how a change in one part of a food chain might affect the rest of the food chain. Bloom's Level: Understand / Apply
- identify the sun as the source of energy in food chains. Bloom's Level: Knowledge
Ecosystems are diverse in both their living and non-living components. These complex environments lead to a diversity of organisms that engage in a variety of relationships as they strive to meet life needs.
UNDERSTANDING THE STANDARD
- All ecosystems are affected by complex biotic (living) and abiotic (nonliving) interactions involving exchange of matter and energy.
- An ecosystem supports a diversity of organisms that interact with each other and their nonliving environment.
- Water-related ecosystems include those with fresh water or salt water.
- Examples of aquatic ecosystems include ponds, marshes, swamps, streams, rivers, and oceans.
- Dry- land ecosystems include deserts, grasslands, rain forests, and forests.
- There are distinct differences in the non-living and living components that make up pond, marshland, swamp, stream river, ocean, desert, grassland, rainforest, and forest ecosystems.
- Organisms depends on each other and on the nonliving components of their environments. They often compete for resources.
- Nonliving components of an environment include sunlight, water, nutrients, soil, and air. Students are NOT expected to know additional nonliving components in third grade.
- A food chain shows a feeding relationship among organisms in a specific area or environment that illustrates the flow of energy in the ecosystem.
- The arrows in a food chain illustrate the flow of energy from one organism to another.
- The arrows always point to the organism doing the eating (receiving the energy)
· How do plants and animals compete for the same natural resources within their dry-land and/or water ecosystem?
· How can you describe the major water-related and dry-land related ecosystems?
· How are water-related and dry-land ecosystems similar and different?
· Why is the sun vital to food chains?
· What happens when part of a food chain is changed?
In order to meet this standard, it is expected that students will
- describe living and nonliving components in different types of terrestrial and aquatic ecosystems.
- describe major
water-related ecosystems and examples of animals and plants that live in each.
- describe major
dry-land ecosystems and examples of animals and plants that live in each.
- compare and
contrast water-related and dry-land ecosystems.
- explain how
animals and plants use resources in their ecosystem.
- differentiate between producers, consumers, and decomposers
- identify examples of producers, consumers, and decomposers found in each aquatic and terrestrial ecosystem
- construct food chains found in each ecosystem
- analyze what could happen to the food chain if one part is changed.
- identify the sun as the source of energy in food chains