Content Standard(s):
Science 10 ) Construct and interpret models (e.g., diagrams, flow charts) to explain
that energy in animals' food is used for body repair, growth, motion, and
maintenance of body warmth and was once energy from the sun.
Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Energy and Matter
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
Through constructing and using models, explain that energy in animals' food used for body repair, growth, motion, and maintenance of body warmth was once energy from the sun. Teacher Vocabulary:
Model
Energy
Repair
Growth
Motion
Maintenance
Animal
Plant Knowledge:
Students know:
The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water).
Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. Skills:
Students are able to:
Use models to describe a phenomenon that includes the idea that energy in animals' food was once energy from the sun. Students identify and describe the components of the model that are relevant for describing the phenomenon, including the following:
Energy.
The sun.
Animals, including their bodily functions (e.g., body repair, growth, motion, body warmth maintenance).
Plants. Identify and describe the relevant relationships between components, including the following:
The relationship between plants and the energy they get from sunlight to produce food.
The relationship between food and the energy and materials that animals require for bodily functions (e.g., body repair, growth, motion, body warmth maintenance).
The relationship between animals and the food they eat, which is either other animals or plants (or both), to obtain energy for bodily functions and materials for growth and repair. Use the models to describe causal accounts of the relationships between energy from the sun and animals' needs for energy, including that:
Since all food can eventually be traced back to plants, all of the energy that animals use for body repair, growth, motion, and body warmth maintenance is energy that once came from the sun.
Energy from the sun is transferred to animals through a chain of events that begins with plants producing food then being eaten by animals. Understanding:
Students understand that:
Energy can be transferred in various ways and between objects. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Science 11 ) Create a model to illustrate the transfer of matter among producers;
consumers, including scavengers and decomposers; and the environment.
NAEP Framework
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Developing and Using Models
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Evidence Of Student Attainment:
Students:
Construct and use models to illustrate the transfer of matter among producers; consumers, including scavengers and decomposers; and the environment. Teacher Vocabulary:
Model
Transfer
Matter
Producer
Consumer
Decomposer
Environment Knowledge:
Students know:
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 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 different 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.
Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. Skills:
Students are able to:
Develop a model to describe a phenomenon that includes the movement of matter within an ecosystem, identifying the relevant components such as matter, plants, animals, decomposers, and environment.
Describe the relationships among components that are relevant for describing the phenomenon, including the relationships in the system between organisms that consume other organisms, including the following:
Animals that consume other animals.
Animals that consume plants.
Organisms that consume dead plants and animals.
The movement of matter between organisms during consumption. Use the model to describe the following:
The cycling of matter in the system between plants, animals, decomposers, and the environment.
How interactions in the system of plants, animals, decomposers, and the environment allow multiple species to meet their needs.
That newly introduced species can affect the balance of interactions in a system (e.g., a new animal that has no predators consumes much of another organism's food within the ecosystem).
That changing an aspect (e.g., organisms or environment) of the ecosystem will affect other aspects of the ecosystem. Understanding:
Students understand that:
A system can be described in terms of its components, like producers, consumers, and the environment, and their interactions, like the cycling of matter. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
