create and describe food chains identifying producers and consumers to demonstrate how animals depend on other living things; and
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.
Cause-and-effect relationships are relationships between two or more variables or phenomena whereby one variable or event leads to a predictable response. Events have causes—sometimes simple, sometimes multi-faceted.
Because producers exist within an ecosystem (cause), consumers have food (effect).
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.
The food chain is a model that represents the parts of the ecosystem that depend on each other for food and energy.
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 models the flow of energy from producers to consumers.
SS.2.7.B identify ways in which people are both producers and consumers
ELAR.2.7.E interact with sources in meaningful ways such as illustrating or writing
ELAR.2.13.C identify and gather relevant sources and information to answer the questions
ELAR.2.13.E demonstrate understanding of information gathered
ELAR.2.13.G use an appropriate mode of delivery, whether written, oral, or multimodal, to present result