identify and illustrate how living organisms depend on each other through food chain.
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
identify and illustrate how living organisms depend on each other through food chains.
create and describe food chains identifying producers and consumers to demonstrate how animals depend on other living things; and
identify and describe the flow of energy in a food chain and predict how changes in a food chain such as removal of frogs from a pond or bees from a field affect the ecosystem;
describe the cycling of matter and flow of energy through food webs, including the roles of the Sun, producers, consumers, and decomposers; and
Patterns are regular sequences that can be found throughout nature.
In a food chain, the order of the organisms follows a consistent general pattern starting with a producer and ending with a consumer.
A system is a whole made of parts that work together. It has components and boundaries. It can interact with or be part of other systems.
Each organism in an ecosystem needs a sufficient supply of its food source to survive. The balance between population size and resources available is maintained by the consumers. For example, too many rabbits can eat all the plants, which will cause the rabbits to die. Wolves eat rabbits, keeping the population smaller.
Energy flows within a system or between systems through transfers and transformations. Matter is cycled within systems through physical and chemical processes. It is important to note that in kindergarten–grade 2, the foundation of flow of energy and cycling of matter is built by identifying the forms of energy and properties of matter. In grades 3–8, students learn that matter and energy are conserved, changing forms but maintaining quantities.
A food chain follows the flow of energy from producers to consumers. The matter in an organism is cycled up through the food chain as it is consumed by the next organism.
Math.1.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.1.1.F analyze mathematical relationships to connect and communicate mathematical ideas
ELAR.1.6.G evaluate details to determine what is most important with adult assistance
ELAR.1.6.H synthesize information to create new understanding with adult assistance
ELAR.1.13.D demonstrate understanding of information gathered with adult assistance
ELAR.1.13.E use an appropriate mode of delivery, whether written, oral, or multimodal, to present results