Unit Plan 14 (Grade 5 Science): Ecosystems & Energy Flow

Focus: Trace matter and energy movement across a full ecosystem, connecting sun → plants → animals → decomposers → environment and distinguishing cycling of matter from one-way flow of energy.

Grade Level: 5

Subject Area: Science (Life Science • Physical Science Connections)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, students put together what they know about producers, consumers, and decomposers to see the whole ecosystem picture. They build and revise models showing how matter moves among plants, animals, decomposers, and the environment, and how energy from the sun travels through food chains and food webs to animals and is eventually released as heat. By the end of the week, students create a clear Ecosystem Matter & Energy Flow Model that shows both nutrient cycling and energy flow from the sun.

Essential Questions

• How does matter move among plants, animals, decomposers, and the environment in an ecosystem?
• How does energy from the sun get into animals’ food, and what happens to that energy as it moves through a food chain?
• What is the difference between how matter cycles and how energy flows in an ecosystem?
• How can a model help us explain both matter movement and energy flow in a whole ecosystem?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify producers, consumers, and decomposers in a chosen ecosystem and describe their roles.
2. Develop a model that shows matter moving among plants, animals, decomposers, and the environment (soil/air/water) in a cycle.
3. Use models and diagrams to explain that energy in animals’ food originally came from the sun through plants (photosynthesis).
4. Distinguish between matter cycling (nutrients reused) and energy flow (sun → food → animals → heat leaving the system).
5. Create and present an Ecosystem Matter & Energy Flow Poster or Mini-Book that clearly shows matter movement and energy flow from the sun and explains both in writing or orally.

Standards Alignment — 5th Grade (NGSS-Aligned)

• 5-LS2-1 — Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
• 5-PS3-1 — Use models to describe that energy in animals’ food (used for body repair, growth, motion, and warmth) was once energy from the sun.

Success Criteria — Student Language

• I can identify producers, consumers, and decomposers in an ecosystem and tell what each does.
• I can draw arrows and labels to show how matter moves among plants, animals, decomposers, and the environment.
• I can explain, using a model, that energy in animals’ food originally came from the sun.
• I can tell the difference between how matter cycles and how energy flows in an ecosystem.
• I can create a model (poster or mini-book) that someone else can use to understand matter movement and energy flow in a full ecosystem.