Standards Alignment
- 5-PS3-1 primary
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.
View 28 supporting standards
- TEKS.SC.5.01A supporting
ask questions and define problems based on observations or information from text, phenomena, models, or investigations; - TEKS.SC.5.01B supporting
use scientific practices to plan and conduct descriptive and simple experimental investigations and use engineering practices to design solutions to problems; - TEKS.SC.5.01C supporting
demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards; - TEKS.SC.5.01D supporting
use tools, including calculators, microscopes, hand lenses, metric rulers, Celsius thermometers, prisms, concave and convex lenses, laser pointers, mirrors, digital scales, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, notebooks, timing devices, materials for building circuits, materials to support observations of habitats or organisms such as terrariums and aquariums, and materials to support digital data collection such as computers, tablets, and cameras to observe, measure, test, and analyze information; - TEKS.SC.5.01E supporting
collect observations and measurements as evidence; - TEKS.SC.5.01F supporting
construct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; and - TEKS.SC.5.01G supporting
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem. - TEKS.SC.5.02A supporting
identify advantages and limitations of models such as their size, scale, properties, and materials; - TEKS.SC.5.02B supporting
analyze data by identifying any significant features, patterns, or sources of error; - TEKS.SC.5.02C supporting
use mathematical calculations to compare patterns and relationships; and - TEKS.SC.5.02D supporting
evaluate experimental and engineering designs. - TEKS.SC.5.03A supporting
develop explanations and propose solutions supported by data and models; - TEKS.SC.5.03B supporting
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and - TEKS.SC.5.03C supporting
listen actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion. - TEKS.SC.5.04A supporting
explain how scientific discoveries and innovative solutions to problems impact science and society; and - TEKS.SC.5.04B supporting
research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers. - TEKS.SC.5.05A supporting
identify and use patterns to explain scientific phenomena or to design solutions; - TEKS.SC.5.05B supporting
identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems; - TEKS.SC.5.05C supporting
use scale, proportion, and quantity to describe, compare, or model different systems; - TEKS.SC.5.05D supporting
examine and model the parts of a system and their interdependence in the function of the system; - TEKS.SC.5.05E supporting
investigate how energy flows and matter cycles through systems and how matter is conserved; - TEKS.SC.5.05F supporting
explain the relationship between the structure and function of objects, organisms, and systems; and - TEKS.SC.5.05G supporting
explain how factors or conditions impact stability and change in objects, organisms, and systems. - TEKS.SC.5.12A supporting
observe and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem; - TEKS.SC.5.12B supporting
predict how changes in the ecosystem affect the cycling of matter and flow of energy in a food web; and - TEKS.SC.5.12C supporting
describe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem. - TEKS.SC.5.13A supporting
analyze the structures and functions of different species to identify how organisms survive in the same environment; and - TEKS.SC.5.13B supporting
explain how instinctual behavioral traits such as turtle hatchlings returning to the sea and learned behavioral traits such as orcas hunting in packs increase chances of survival. Source: The provisions of this §112.7 adopted to be effective April 26, 2022, 47 TexReg 2136.
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Lesson Overview
In this Grade 5 science lesson, students will explore how the energy found in animals' food, which is used for body repair, growth, motion, and maintaining body warmth, originally comes from the sun. Through the use of models such as diagrams and flow charts, students will visualize and describe the transfer of energy from the sun to plants and then to animals. This lesson integrates NGSS and TEKS standards focusing on matter and energy in organisms and ecosystems, emphasizing scientific practices including observation, modeling, data collection, and communication.
Learning Objectives
- Create and use models to show how energy in animals' food was once energy from the sun.
- Explain how plants capture energy from the sun and how animals obtain energy by eating plants or other animals.
- Describe the roles of energy in animals for body repair, growth, motion, and maintaining body warmth.
- Collect and organize observations and data related to energy flow in ecosystems.
- Communicate scientific explanations about energy transfer using models and evidence.
Success Criteria
- Students can build and explain a model illustrating the flow of energy from the sun to plants and then to animals.
- Students can identify and describe the uses of energy in animals’ bodies.
- Students can collect and record observations about energy sources and transfers.
- Students can communicate their understanding clearly using scientific vocabulary and models.
- Students demonstrate safe and responsible use of tools and materials during investigations.
Prerequisite Knowledge
Students should understand basic concepts of plants and animals, including that plants need sunlight to grow and animals eat plants or other animals for food. They should be familiar with simple models like diagrams and flow charts and have experience making observations and asking questions.
Key Vocabulary
- Energy
- Sunlight
- Plants
- Animals
- Food
- Model
- Energy transfer
- Body repair
- Growth
- Motion
- Body warmth
- Photosynthesis (conceptual)
- Ecosystem
Materials and Resources
- Chart paper or whiteboard
- Markers or dry erase markers
- Printed diagrams or flow charts showing energy flow
- Sample food items or pictures representing plants and animals
- Modeling materials (e.g., paper, string, arrows)
- Observation notebooks or science journals
- Tools for measuring or observing (optional: magnifying glasses, digital tablets for drawing)
Teacher Preparation
- Prepare or gather simple models (diagrams, flow charts) illustrating energy flow from the sun to plants and animals.
- Prepare guiding questions to facilitate discussion about energy use in animals.
- Arrange materials for student groups to create their own models.
- Review safety procedures for classroom investigations and use of materials.
- Prepare observation sheets or graphic organizers for data collection.
Detailed Lesson Notes
Understanding Energy Flow in Ecosystems
Energy in ecosystems flows from the sun to plants and then to animals. Plants capture sunlight energy through a chemical process that forms plant matter using air and water. Animals obtain energy by eating plants or other animals. This energy is used by animals for body repair, growth, motion, and to maintain body warmth. Understanding this flow helps explain how living things survive and interact within ecosystems.
Models as Tools for Scientific Understanding
Models such as diagrams and flow charts help represent complex processes like energy flow in ecosystems. They simplify and visualize how energy moves from the sun to plants and then to animals. Models have advantages, such as making invisible processes visible, but also limitations, like scale or detail. Students should learn to develop, use, and evaluate models to explain scientific phenomena.
Energy in Animals’ Food Originates from the Sun
The energy animals get from food was originally captured by plants from sunlight. Plants convert sunlight into chemical energy stored in their tissues. When animals eat plants or other animals, they obtain this stored energy. This energy supports vital functions such as repairing body tissues, growing, moving, and maintaining body temperature. This concept connects the sun’s energy to all living organisms in a food chain.
Scientific Practices in Investigating Energy Flow
Students will engage in asking questions, making observations, collecting data, and constructing models to explore energy flow. They will use tools and materials safely and effectively to support their investigations. Organizing data in graphic organizers like flow charts or concept maps helps students identify patterns and cause-effect relationships in energy transfer.
Common Misconceptions and Clarifications
A common misconception is that animals get energy directly from the sun. Clarify that animals get energy from the food they eat, which contains energy originally captured by plants from the sun. Another misconception is that soil provides energy to plants; emphasize that plants get energy from sunlight and materials for growth mainly from air and water. Models help clarify these ideas by showing energy pathways.
Worked Examples
Worked Example 1
Scenario
Look at this flow chart: Sunlight → Plant → Animal → Uses energy for body repair, growth, motion, and warmth. Explain how the energy moves through this system.
Explanation
The sun provides energy to plants through sunlight. Plants convert this energy into food energy stored in their tissues. When animals eat plants, they obtain this stored energy. Animals then use this energy for important functions like repairing their bodies, growing, moving, and keeping warm. This shows that the energy in animals’ food originally came from the sun.
Answer Guide
Energy starts from the sun and is captured by plants. Animals eat plants to get that energy and use it for body repair, growth, motion, and warmth.
Engage
Teacher Activity
Introduce the lesson by asking students where they think animals get their energy from. Show pictures of the sun, plants, and animals and facilitate a brief discussion to activate prior knowledge.
Student Activity
Students share their ideas about animal energy sources and listen to peers. They observe pictures and think about the connection between the sun, plants, and animals.
Explanation
This phase activates students’ prior knowledge and sets the purpose for learning about energy flow from the sun to animals through food.
Examples
- Students mention food as an energy source for animals.
- Some students may connect sunlight to plant growth.
- Students show curiosity about how energy moves in ecosystems.
Explore
Teacher Activity
Provide students with materials to create simple models (diagrams or flow charts) showing how energy moves from the sun to plants and then to animals. Guide them to include uses of energy in animals such as growth and motion.
Student Activity
In groups, students build models illustrating energy flow from the sun to animals’ food and how animals use that energy. They discuss and record observations in their notebooks.
Explanation
Students actively construct models to represent energy transfer, deepening their understanding through hands-on learning and collaboration.
Examples
- Models show arrows from sun to plants to animals.
- Students include uses of energy like body repair and motion in their models.
- Students ask questions and share ideas about energy use.
Explain
Teacher Activity
Lead a class discussion to review students’ models. Explain the scientific concept that energy in animals’ food was once energy from the sun captured by plants. Use diagrams to clarify and address misconceptions.
Student Activity
Students present their models and listen to explanations. They ask questions and refine their understanding based on teacher input.
Explanation
This phase consolidates learning by connecting student models to scientific explanations and clarifying misunderstandings.
Examples
- Students explain energy flow using correct scientific terms.
- Students recognize the sun as the original energy source.
- Students understand the uses of energy in animals.
Elaborate
Teacher Activity
Challenge students to think about what would happen if plants did not get sunlight. Facilitate a discussion or have students write about how this would affect animals and energy flow.
Student Activity
Students discuss or write explanations about the impact of sunlight absence on plants and animals’ energy.
Explanation
This phase extends understanding by applying concepts to new situations, reinforcing the importance of the sun in ecosystems.
Examples
- Students predict that animals would have less or no energy.
- Students explain the dependency of animals on plants for energy.
- Students connect energy flow disruption to ecosystem changes.
Evaluate
Teacher Activity
Assess students’ understanding through a quiz or exit ticket where they describe energy flow using a model or explain how energy in animals’ food relates to the sun.
Student Activity
Students complete the assessment by drawing or writing explanations about energy flow from the sun to animals.
Explanation
This phase measures students’ mastery of learning objectives and their ability to use models to explain energy transfer.
Examples
- Students accurately depict energy flow in models.
- Students explain energy uses in animals.
- Students identify the sun as the original energy source.
Classroom Activity
In groups, students build models illustrating energy flow from the sun to animals’ food and how animals use that energy. They discuss and record observations in their notebooks.
Guided Practice
Guided Practice 1
Prompt
What is the original source of energy for the food animals eat?
Teacher Answer Guide
The sun is the original source of energy for the food animals eat.
Guided Practice 2
Prompt
Draw a simple diagram showing how energy moves from the sun to animals.
Teacher Answer Guide
A diagram with arrows showing energy moving from the sun to plants and then to animals.
Guided Practice 3
Prompt
Explain why animals need energy from food and what they use it for.
Teacher Answer Guide
Animals need energy from food to repair their bodies, grow, move, and keep warm.
Guided Practice 4
Prompt
If plants did not get energy from the sun, what would happen to animals? Explain your reasoning.
Teacher Answer Guide
Without energy from the sun, plants cannot make food, so animals would not get energy and could not survive.
Guided Practice 5
Prompt
Create a flow chart that includes the sun, plants, animals, and at least three ways animals use energy. Explain your flow chart.
Teacher Answer Guide
The flow chart shows energy from the sun to plants, then to animals, which use it for body repair, growth, motion, and warmth. This explains how energy flows through the ecosystem.
Independent Practice
- Foundational: What is the original source of energy for the food animals eat?
- Developing: Draw a simple diagram showing how energy moves from the sun to animals.
- Application: Explain why animals need energy from food and what they use it for.
- Analysis: If plants did not get energy from the sun, what would happen to animals? Explain your reasoning.
- Challenge: Create a flow chart that includes the sun, plants, animals, and at least three ways animals use energy. Explain your flow chart.
Independent Practice Teacher Answer Key
- 1. The original source of energy for the food animals eat is the sun.
- 2. A diagram showing an arrow from the sun to a plant, then an arrow from the plant to an animal.
- 3. Animals need energy from food to repair their bodies, grow, move, and maintain body warmth.
- 4. If plants did not get energy from the sun, they could not make food. Without plants, animals would not get energy from food and would not be able to survive.
- 5. A flow chart showing the sun providing energy to plants, plants providing energy to animals, and animals using energy for body repair, growth, motion, and warmth. The explanation is that energy flows from the sun to plants and then to animals, which use it for vital functions.
Guiding Questions
- Where does the energy in animals’ food come from?
- How do plants capture energy from the sun?
- What do animals use energy for?
- How can we represent energy flow using models?
- What happens if plants don’t get sunlight?
Common Misconceptions
- Animals get energy directly from the sun instead of from food that comes from plants.
- Soil provides energy to plants rather than sunlight being the energy source.
- Energy flow is a one-step process, not involving multiple transfers from sun to plants to animals.
Differentiation
Support and Intervention
Provide sentence starters for explanations. Use visual aids and labeled diagrams to support understanding. Allow students to work in pairs or small groups for model building.
English-Language Learner Support
Use simple language and repeat key vocabulary. Provide pictures and realia to illustrate concepts. Encourage use of bilingual dictionaries or translation apps for key terms.
Advanced and Extension
Challenge students to research and present on photosynthesis in simple terms. Have students create more detailed models including decomposers and energy loss. Encourage students to write a short report explaining energy flow with scientific vocabulary.
Assessment
- Observe student participation in discussions and model-building activities.
- Review students’ models and explanations for accuracy.
- Ask probing questions during elaboration to check understanding.
- Draw a model showing how energy moves from the sun to animals.
- Write one way animals use energy from food.
- Write a paragraph explaining how energy in animals’ food was once energy from the sun.
- Create a detailed flow chart showing energy flow in an ecosystem including plants and animals.
Answer Guide
- What is the original source of energy for the food animals eat?
Answer: The sun is the original source of energy for the food animals eat. - Draw a simple diagram showing how energy moves from the sun to animals.
Answer: A diagram with arrows showing energy moving from the sun to plants and then to animals. - Explain why animals need energy from food and what they use it for.
Answer: Animals need energy from food to repair their bodies, grow, move, and keep warm. - If plants did not get energy from the sun, what would happen to animals? Explain your reasoning.
Answer: Without energy from the sun, plants cannot make food, so animals would not get energy and could not survive. - Create a flow chart that includes the sun, plants, animals, and at least three ways animals use energy. Explain your flow chart.
Answer: The flow chart shows energy from the sun to plants, then to animals, which use it for body repair, growth, motion, and warmth. This explains how energy flows through the ecosystem.
Real-Life Application
Encourage students to discuss with family members where the food they eat comes from and how the sun’s energy is involved. Students can share their models and explanations at home.
Homework or Home Connection
- Encourage students to discuss with family members where the food they eat comes from and how the sun’s energy is involved. Students can share their models and explanations at home.
Lesson Summary
Students learned that the energy animals get from food originally comes from the sun. Plants capture sunlight energy and store it as food energy, which animals obtain by eating plants or other animals. This energy supports vital functions like body repair, growth, motion, and maintaining body warmth. Using models such as diagrams and flow charts helped students visualize and explain this energy flow, connecting the sun to all living things in an ecosystem.
Teacher Notes
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.