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The Arizona STEM Acceleration Project

Will they Survive? 4th/6th crossover project

6th Grade Lesson 1

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The Fungi Attacks

A 6th grade STEM lesson

Desiree Clark

11/8/2023

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Notes for teachers

In this interdisciplinary project, 4th and 6th-grade students will work together to explore the Arizona state standards for science. The focus will be on the impact of human activities on the environment, the competition for energy and resources in ecosystems, the factors that cause species to change, and the human influences on these factors. At the end of their exploration, they will create a 3D model of an animal and its ecosystem. They will also provide written explanations that present their findings based on environmental data analysis.

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  • Weeks 1-2: The first two weeks of this unit can be completed independently in a 6th-grade classroom only.
  • Weeks 3-4: 4th and 6th grade students will collaborate to gather and analyze data.

List of Materials

  • Attack of the Killer Fungi from the Wonder of Science
  • Notice/Wonder Chart like this example from Teachers Pay Teachers
  • Ecosystem pictures from unsplash.com
  • paper for models
  • Energy Flow Reading
  • Food Chain cards (you can get them for free from Teacherpayteachers)

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Standards

*Bolded standards directly applies to this lesson

  • 6.L2U3.11: Use evidence to construct an argument regarding the impact of human activities on the environment and how they positively and negatively affect the competition for energy and resources in ecosystems.
  • 6.L2U1.13: Develop and use models to demonstrate the interdependence of organisms and their environment including biotic and abiotic factors.
  • 6.L2U1.14: Construct a model that shows the cycling of matter and flow of energy in ecosystems.
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Standards

Engineering:

STANDARD 2.0 CREATE ENGINEERING SOLUTIONS BY APPLYING A STRUCTURED PROBLEM-SOLVING/DECISIONMAKING PROCESS

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Objectives:

The student will be able to create a model that shows the interdependence of biotic and abiotic factors in their assigned ecosystem.

The student will be able to identify the difference between biotic and abiotic factors.

The student will be able to create a model of an ecosystem with examples of biotic and abiotic factors.

The student will be able to create a food web for a given ecosystem.

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Agenda

This should be 1-2 class periods of 60-90 mins.

Lesson Completion:

  1. Phenomena video with I wonder and notice chart
  2. Class discussion
  3. Biotic and Abiotic Connections
  4. Create Model showing connections
  5. Food Chains and Webs
  6. Create Food Webs
  7. Class presentations and discussions
  8. Assessment and Food Web walk

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Phenomena: Attack of the Killer Fungi

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Show the video and have students write down what they notice and what they wonder while watching. Have a discussion of what they notice from the video. Lead the discussion towards the idea of biotic and abiotic factors.

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Part 1: Biotic and Abiotic Connections

  • This activity should be completed as small groups of no more than 4-6. (I recommend 4)
  • Give each group a picture of a different ecosystem. Have them identify living things and non-living things.
  • After identifying as many as possible, each group should then create a chart of how these items are connected to each other. (ie: stream provides water for the animals and plants)

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Part 2: Food Chains and Webs

  • Read the article together “Energy Flow in Ecosystems” linked on right. This article introduces Energy Flow and Food Chains and Webs. It includes good review sheets to check for understanding.
  • Practice creating Food chains using the food chains cards found for free on teacherspayteachers.com
  • Have students get back into their groups from part 1; students should then try to create a food web for their assigned ecosystem

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Assessment

Students will watch the phenomena video once again. They will then create a model showing how biotic and abiotic factors are working together to allow the fungi to survive. Students also need to identify a food chain from the video.

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Differentiation

Students can either be strategically placed within groups or work with the teacher as a small group.

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If students are not used to modeling they may need some guided instruction to help them with the modeling process.

Remediation

Extension/Enrichment

Students who demonstrate a higher level of understanding could be given a new phenomena to create a model of for their assessment.