Exploring A Decomposition Community
Summary
In this classroom lab setting, students will construct Decomposition Columns from two-liter plastic bottles. Students will gather organic material and observe activity in the column. Students will record observations and construction steps in their science notebook. Student observation and conversation will generate testable questions that teams will choose. Teams will be given the option to extend the activity and test their questions/predictions.
CollapseLearning Goals
Students will work together to construct a decomposition column. They will observe activity in the column and predict how changing elements may vary column activity. Students will use tools to measure and record data. Students will describe column activity in words and/or pictures to share with others.
Key Concepts:
-Understanding relationships between organisms in the decomposition process
-Describing energy sources and uses in the decomposition process
-Synthesis of data and observations to make predictions about the global community.
Key Words:
-Decomposition
-Ecosystem
-Organic
-Food chains
-Carbon and nitrogen cycles
-Recycling
-Landfills
-Bacteria
-Fungi
Key Concepts:
-Understanding relationships between organisms in the decomposition process
-Describing energy sources and uses in the decomposition process
-Synthesis of data and observations to make predictions about the global community.
Key Words:
-Decomposition
-Ecosystem
-Organic
-Food chains
-Carbon and nitrogen cycles
-Recycling
-Landfills
-Bacteria
-Fungi
Context for Use
Grade 5 self-contained classroom, 28 students
Classroom has 28 students desks, one large table, one counter with a sink and drinking fountain, one counter with 5 computers and about 5 feet of work space.
This is activity will be done in the fall, but could be done in the spring.
Classroom has 28 students desks, one large table, one counter with a sink and drinking fountain, one counter with 5 computers and about 5 feet of work space.
This is activity will be done in the fall, but could be done in the spring.
Description and Teaching Materials
This is the first science unit of the fall.
1.Students will be introduced to Science Notebooks - purpose, show place for notes, table of contents, index, cover.
2.T-chart about decomposition
-What do you know?
-What do you want to know?
3. Construct columns as teams (Bottle Biology, p. 14)
4. Choose ingredients - define organic (Students and teacher will bring in from outside of class.)
5. Fill column; weigh and record in science notebook - describing color, texture, smell and shape.
6. Record process, questions, differences with others, etc.
7.Observe over several days, record observations, discuss with other teams. Measure height changes. Note color shape and texture changes.
8. Look for appearance of any "critters," such as flies, beetles, slugs, etc. Describe and draw or photograph activity.
9. Predict what will continue to happen in the column.
10. Discuss with other teams how the decomposition columns relate to our global society.
11. Review t-chart. Have students record what they have learned in the process. Remind them about recording key words in the index.
12. Allow some students to continue columns and vary ingredients as interest dictates. Require sharing of results.
13. Teacher collects science notebooks and writes feedback throughout. Note misconceptions and bring up in group discussions as necessary.
14. Final evaluation based on student summary of their learning after T-chart review, group interaction, attention and observation, process. Students will not be graded lower for dead critters or inactive columns. Process and observation is the focus! [file 'www.bottlebiology.org']
1.Students will be introduced to Science Notebooks - purpose, show place for notes, table of contents, index, cover.
2.T-chart about decomposition
-What do you know?
-What do you want to know?
3. Construct columns as teams (Bottle Biology, p. 14)
4. Choose ingredients - define organic (Students and teacher will bring in from outside of class.)
5. Fill column; weigh and record in science notebook - describing color, texture, smell and shape.
6. Record process, questions, differences with others, etc.
7.Observe over several days, record observations, discuss with other teams. Measure height changes. Note color shape and texture changes.
8. Look for appearance of any "critters," such as flies, beetles, slugs, etc. Describe and draw or photograph activity.
9. Predict what will continue to happen in the column.
10. Discuss with other teams how the decomposition columns relate to our global society.
11. Review t-chart. Have students record what they have learned in the process. Remind them about recording key words in the index.
12. Allow some students to continue columns and vary ingredients as interest dictates. Require sharing of results.
13. Teacher collects science notebooks and writes feedback throughout. Note misconceptions and bring up in group discussions as necessary.
14. Final evaluation based on student summary of their learning after T-chart review, group interaction, attention and observation, process. Students will not be graded lower for dead critters or inactive columns. Process and observation is the focus! [file 'www.bottlebiology.org']
Teaching Notes and Tips
This activity will serve as in introduction to the interdependence of earth's living systems on one another. In the past I began with a nature walk and observation of living and non-living things. Now, I'm trusting that these conversations will happen spontaneously as students build their decomposition columns. In the past I created a packet of worksheets and vocabulary words for students. Now I will have students use science notebooks and record pertinent vocabulary in their notebooks and indexes. In the past I would have them read about Ecosystems from a text and construct food chains with paper cards. Now they will be able to observe one example of the life cycle and should be a jumping off point for further discussion as they make predictions about global implications based on their column observations.
Assessment
1. Teacher observation of group work and individual participation: Is student engaged? Is student generating questions? Is student involved in discussion? Is student contributing to the building process?
2. Science notebooks: Does student have a science notebook with data and observations? Has student used the index? Has student designed a cover appropriate for the topic of study? Has student/team developed questions, generated predictions and synthesized data?
3. Decomposition Column: Did students build a column? Does it function? Did they collect organic material? Were they involved in the process? Can they analyze how to improve a future column? Can they predict how changes in the column would change the decomposition process? Are these findings/observations recorded and/or discussed with team and class?
2. Science notebooks: Does student have a science notebook with data and observations? Has student used the index? Has student designed a cover appropriate for the topic of study? Has student/team developed questions, generated predictions and synthesized data?
3. Decomposition Column: Did students build a column? Does it function? Did they collect organic material? Were they involved in the process? Can they analyze how to improve a future column? Can they predict how changes in the column would change the decomposition process? Are these findings/observations recorded and/or discussed with team and class?
Standards
Grade 5, IV Life Science, F. Flow of Matter and Energy, #1,2 & 3 relationships in ecosystems