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Science and Technology/Engineering > Grade 5 > Life Science
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Science and Technology/Engineering | Grade : 5

Discipline - Life Science

Core Idea - Ecosystems: Interactions, Energy, and Dynamics

[5.LS.2.1] - Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment.

Resources:

Predecessor Standards:

  • 2.LS.2.3
    Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live.Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds.

Successor Standards:

  • 7.LS.2.3
    Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes. Clarification Statements: Cycling of matter should include the role of photosynthesis, cellular respiration, and decomposition, as well as transfer among producers, consumers (primary, secondary, and tertiary), and decomposers. Models may include food webs and food chains. State Assessment Boundary: Cycling of specific atoms (such as carbon or oxygen), or the biochemical steps of photosynthesis, cellular respiration, and decomposition are not expected in state assessment.

Same Level Standards:

  • SL.5.4
    Report on a topic, text, procedure, or solution to a mathematical problem or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace and use appropriate vocabulary. (See grade 5 Language Standards 4-6 for specific expectations regarding vocabulary.)
  • 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.LS.1.1
    Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. State Assessment Boundary: The chemical formula or molecular details about the process of photosynthesis are not expected in state assessment.
  • 5.LS.2.2
    Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.* Clarification Statement: Measures or evidence of decomposition should be on qualitative descriptions or comparisons.
  • 5.PS.3.1
    Use a model to describe that the food animals digest (a) contains energy that was once energy from the Sun, and (b) provides energy and nutrients for life processes, including body repair, growth, motion, body warmth, and reproduction. Clarification Statement: Examples of models could include diagrams and flow charts. State Assessment Boundary: Details of cellular respiration, ATP, or molecular details of the process of photosynthesis or respiration are not expected in state assessment