Disciplinary Core Ideas
PS3.D: Energy in Chemical Processes and Everyday Life
• 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). (5-PS3-1)
LS1.C: Organization for Matter and Energy Flow in Organisms
• 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. (secondary to 5-PS3-1)
Performance Expectations
Students who demonstrate understanding can:
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
Clarification Statement: Examples of models could include diagrams, and flow charts.]
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Use the Template and Resource Links to Fulfill NGSS
l. Goals for Enduring Understanding:
- The energy released from food was once energy from the sun that was captured by plants in the chemical process that forms plant matter.
- Plants get the material they need for growth mainly 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.
Essential Questions:
- How was the energy released from food once energy from the sun?
- What do plants need to live and grow?
- Where do plants get what need to live and grow?
- How was that energy captured by plants in the chemical process that forms plant matter?
- How does food provide animals with the materials they need for body repair and growth?
- How does food provide animals with the energy they need to maintain body warmth and for motion?
NGSS Note: Think, question, entertain ideas.
ll. Introductory Activities to Assess Prior Knowledge
A. Simple Activities – that assess students’ understanding of what plants need to grow.
What Living Things Need – Labeling
What Do All Living Things Need? Fill in the Blank
lll. New Knowledge – Text
A. Read about animals that live in groups and consider how this helps them.
Plant Structure – The Parts of a Plant and Flower
Photosynthesis Simplified (Elementary Levels)
B. Examples of Models (depicts the concept expressed in the reading):
Ask students to look at the model of what a plant needs and explain how this works.
Energy Flow Between Organisms – Mini-Poster
Energy Flow in Food Webs – Mini-Poster
What Plants Need to Grow – Poster
Energy Flow Between Plants and Animals – Mini-Poster (Grade 5 NGSS)
Energy Flow Between Plants and Animals – Coloring Page
lV. Experiments, Activities, Model-making (Critical Thinking)
Inquiry related to social interactions and group behaviors. Choose and Research an animal that lives in a group and then use critical thinking to complete the social interactions and group behavior sheet below about them.
PS3.D: Energy in Chemical Processes and Everyday Life
What Plants Need to Grow – Investigation (Grade 5 NGSS)
Disciplinary Core Ideas
PS3.D: Energy in Chemical Processes and Everyday Life
• 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). (5-PS3-1)
LS1.C: Organization for Matter and Energy Flow in Organisms
• 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. (secondary to 5-PS3-1)
Science and Engineering Practices
Developing and Using Models
Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.
• Use models to describe phenomena. (5-PS3-1)
Crosscutting Concepts
Energy and Matter
• Energy can be transferred in various ways and between objects. (5-PS3-1)
Performance Expectations
Students who demonstrate understanding can:
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
