Torrance Incubation Model of Teaching and Learning

By: Jennifer Babcock

Fourth Grade-Living Science
Timeline: 6 class periods (some days we do double science at two different times of the day)
Content Goal:

Understanding and Identifying the different

Ecosystems
Creativity Goal: Highlighting

the Essence, Elaborate-But Not

Excessively, Visual It-Rich and Colorfully (over the three days the students
will experience all of these creativity goals)
Introduction to my class/schedule:
My class usually only does Science for about 30 minutes three days a week. The week
that this was implemented we had some scheduling changes and I was able to extended my
Science lessons into the afternoon for the students to keep working on their projects which ended
up being 6 periods worth of time instead of 3.
My students are fourth graders and dont have the same level of rigor that the example
lesson had, nor did this unit have the vast amount of information. Also, we have been working
into all of our lessons and subjects to have more independent work so some of these days I
wasnt actually doing a lecture style class but the students were leading themselves through the
work and I was monitoring, aiding, and observing the work that was being done. Because of this
I dont have full lessons laid out for each period and I have broken them up below based on the
standards and goals I was assessing and the process point of TIM they were in at that time.
The worksheets I made up from information from several websites and with the readings in our workbook.
The assessment I made up on NYLearns as our Chapter Test so there is information on it not covered in these
lessons but its just so theres an idea of the purpose of the lessons.
GOALS and PROCEDURE

Heightening Expectation Students will review facts about habitats from the previous lessons.
Students will discuss what all living things need to survive. Students will work through a guided
lesson on what an ecosystem is and the parts of an ecosystem.
Period 1: As we review facts and important details from the previous message that will
set up for this chapter on ecosystems. We will spend a day talking about what an ecosystem is,
what is included in an ecosystem such as: landforms, living and nonliving things, water, air,
solar, etc. We will also review and discuss what all living things need to survive which include:
the proper amount of food, water, air and shelter.
Period 2: Students will learn about the two Aquatic ecosystems: Freshwater and Ocean,
through a guided whole class lesson. We will read the article on the ecosystems, pull out key
information and answer the questions. Then we will go to the wwf.org website to research the
ecosystem further and find new and insightful information to deepen our understanding.
(worksheet is attached in the appendix at the bottom)

Lesson Plan for Period 1

Review and introduction to Ecosystems
Materials: Science Review book, pencils, ELMO, laptop
Learning Targets: Students will review facts about habitats from the previous lessons. Students
will discuss what all living things need to survive. Students will work through a guided lesson on
what an ecosystem is and the parts of an ecosystem.
Student Targets: I can identify the parts of an ecosystem and some examples. I can review and
explain how specific structures of organisms help them live in their habitats.
Procedure:
Review :
What do all living things need to survive?
-The proper amount of food and water. The right kinds of food
(herbivores, carnivores, omnivores, photosynthesis for plants)
-The proper temperatures and air
-The proper shelter (discuss some animals that make their own shelters
such as a beaver, woodpecker and bees.
Animal adaptations:
-Some rabbits have a white coat in the winter to protect them from
predators. Which ecosystem do you think a rabbit with this adaptation
would live in?
-Cactus grow their roots shallow and outstretched far instead of down in
order to catch as much rainfall as they can in the desert. Why do you think
this is a necessary adaptation for a cactus?
Discuss and identify:
The elements of an ecosystem
-Landforms: mountains, hills, flat lands, plateaus
-water: rivers, lakes, bogs, swamps, springs, rainfall levels
-solar: amount of sunlight and temperatures
-living things: plants and animals
-nonliving things (DOES NOT MEAN DEAD): rocks/sediments, soil
Use the ELMO and computer to show them examples of ecosystems
http://www.worldwildlife.org/habitats
Lesson plan for Period 2:
Aquatic Ecosystems (Guided)
Materials: Aquatic Ecosystems worksheet, pencils, ELMO, laptop
Learning Targets: Students will work through a guided lesson on what an Aquatic ecosystem is
and the parts of that ecosystem.

Student Targets: I can identify the parts of an Aquatic ecosystem and some examples. I can
research and explain how specific structures of organisms help them live in their habitats by
using details from the text.
Procedure:
1. Read through the Aquatic Ecosystem article, highlight important information and
discuss unfamiliar terms and material.
a. Discuss both Ocean and Freshwater ecosystems
2. Use the computer to pull up websites:
a. http://www.worldwildlife.org/habitats/ocean-habitat
b. http://www.worldwildlife.org/habitats/freshwaters
-Explain how to use the website and which parts they should be using:
Overview, Places, Photos, and Species they will need to know these tools and
resources for when they work in their groups.
3. Answer the questions on the bottom of the worksheet while using the website for
further research:
a. example of place/region
b. two living things
c. two nonliving things
4. Explain upcoming expectations for group work with any additional time:
a. how the poster will look
b. jobs
HEIGHTENING ANTICIPATION-Warming up and preparing the learners to make
connections between what they are learning and something meaningful in their lives.
Prior to and/or at the start of the learning episode:
What did you do to set the purpose?
-We start the lesson by reviewing prior knowledge and content to set a good foundation
before diving into the new content.
-To set the purpose I implemented a guided lesson to model what they will be doing in
their groups, how to find the proper information from the article, how to find the proper
information while researching, how to use the specific website and overall expectations.
What did you do to motivate the learner to want to know (add suspense, get them
curious, set the expectations, make them eager to know more or wonder whats next)?
-Showing the students the worldwildlifefund.org website made them very excited to see
all of the pictures and videos and because my students love working on the computers.
-Also I told them that we werent going to work out of our workbooks (which most of the
students think are boring anyway) and that everything was going to be done through
other forms of media.
How did you deliberately integrate the creativity skill to heighten expectations?

The creativity goals ended up being more of an expectation for the students and for this set of lessons they actual
well to the state standards for Science anyway.
Deepening Expectations Students will read their article on their assigned Ecosystem
(Tundra/Mountain, Grasslands, Forest, Desert and Wetlands). Students will work in their

assigned groups to research their ecosystem further on an iPad or computer and take notes on
their ecosystem. Students will make a poster that presents elements of their ecosystem using text
features such as pictures, captions, titles, and labels.
Period 3: Students will work in groups to read their article on their specific ecosystem
they have been assigned. Students will discuss the article, pull out information and answer the
questions. (articles are attached in the appendix at the bottom) Students will be in groups of 3 or
4. There were three jobs and the students had to decide as a group who would do what job.
The jobs included:
-Author: the person who does the writing and the labeling
-Illustrator: the person who draws the pictures
-Researcher: the person who uses the iPad/computer and takes notes for the group
All students in the group color together and will have to present their posters to the class.
Period 4: Students will research their ecosystem to find specific examples of habitats,
animals that live there and plants that live there. They will take notes and begin designing their
posters. They will have access to the iPad cart and classroom computers, they can also use their
Science books and any books in our library.
Period 5: Students will finish researching and designing their posters and begin
preparing their dialogue for their oral presentation for the class. They will make sure they have
all of the elements required for the posters:
-title
-at least two nonliving things
-definition of their ecosystem
(labeled)
-at least two living things (labeled)
-landforms (labeled)
Lesson for Period 3
Groups will read about their Ecosystem
Materials: handouts for all five ecosystems, iPads/computers, pencils, scrap paper, poster paper,
crayons
Learning Target: Students will read their article on their assigned Ecosystem
(Tundra/Mountain, Grasslands, Forest, Desert and Wetlands).
Student Targets: I can identify the parts of my ecosystem and some examples. I can research and
explain how specific structures of organisms help them live in their habitats by using details
from the text.
Procedure:
1. Read through their assigned Ecosystem article (Tundra/Mountain, Desert, Grassland,
Wetland, Forest) highlight important information and discuss unfamiliar terms and
material with their group.
2. Students will be in groups of 3 or 4. There are three jobs and the students had to
decide as a group who would do what job.
The jobs included:
-Author: the person who does the writing and the labeling
-Illustrator: the person who draws the pictures
-Researcher: the person who uses the iPad/computer and takes notes for the group

All students in the group color together and will have to present their posters to the
class.
3. Use the iPad/computer to pull up their specific website(s):
a. http://www.worldwildlife.org/habitats/forest-habitat
b. http://www.worldwildlife.org/habitats/grasslands
c. http://www.worldwildlife.org/habitats/wetlands
d. http://www.worldwildlife.org/habitats/polar-regions
e. http://www.worldwildlife.org/habitats/deserts
f. http://www.worldwildlife.org/habitats/mountains
-Parts they should be using: Overview, Places, Photos, and Species
3. Answer the questions on the bottom of the worksheet while using the website for
further research:
a. example of place/region
b. two living things
c. two nonliving things
4. Once theyve found some good research students may start taking notes to be ready for
their poster construction.
Lesson for Period 4 and 5
Group research and poster design
Materials: handouts for all five ecosystems, iPads/computers, pencils, scrap paper, poster paper,
crayons
Learning Target: Students will work in their assigned groups to research their ecosystem further
on an iPad or computer and take notes on their ecosystem. Students will make a poster that
presents elements of their ecosystem using text features such as pictures, captions, titles, and
labels.
Student Targets: I can identify the parts of my ecosystem and some examples. I can research and
explain how specific structures of organisms help them live in their habitats by using details
from the text.
Procedures:
Students will finish researching and designing their posters and begin preparing their dialogue
for their oral presentation for the class. They will make sure they have all of the elements
required for the posters:
-title
-definition of their ecosystem
-at least two living things (labeled)
-at least two nonliving things (labeled)
-landforms (labeled)
-solar energy (and about how much sun the area gets and typical temperature levels)
-water (rivers, lakes, etc and amount of rainfall it typically receives)
DEEPENING EXPECTATIONS- Bring the learner deeper into the learning, take them
beyond their curiosity to encountering new information and insights.

During the heart of the learning episode, What strategy or strategies did
you use to help the student:
Go beyond the obvious to look deeply into the learning
Keep open to new insights by looking closer at areas youve looked before,
re-examine, and put fresh eyes on familiar information.
Use multiple senses, making sense of the learning as a whole, creating sense
through harmony of parts
Using intuition and feelings, guessing, correcting, modifying, reexamining
information
Simplify, focus and get to the essence
Find short cuts by improving, get rid information, making decisions
Get temporarily lost in complexity, take risks to move to learning that is not
well defined, get into a state of flow
Push past blocks and aspects of learning that seemed impossible to move
beyond.

Utilized

X
X

X
X

How did you deliberately integrate the creativity skill to deepen expectations?

The students knew that they had to express what they learned visually and orally instead of through writing (whic
constantly asked to do so this was something as rigorous but more engaging).
Extending The Learning Students will report as Scientists/Experts of their ecosystem and
present their posters to the class and teach them about the elements they chose to include on
their poster and interesting facts they found during their research.
Period 6: Students will present their posters and their findings on their ecosystems. They
will all have to speak and share something in their own words (not directly from their article).
They will answer any questions their classmates have during that time. I will have planned
questions for their specific ecosystem. I will give the class any additional information that may
have been left out.
Lesson for Period 6
Oral Presentations
Materials: Completed posters and any note pages the groups had
Learning Targets: Students will present their posters and their findings on their ecosystems.
Procedure:
1. Students will all have to speak and share something in their own words (not
directly from their article).

2. When their presentation is done they will answer any questions their
classmates have during that time. I will have planned questions for their
specific ecosystem.
3. I will give the class any additional information that may have been left out.
EXTENDING THE LEARNING -Allow for one thing to lead to another, to take the
learning beyond the moment and making meaning and use of it in other areas of your
thinking and doing.
To extend the students learning, what strategy or strategies did you use
to help the student:

Utilized

Utilize the mind in enjoyable ways, use humor, make it fun

X
Make connections beyond the lesson, articulate additional uses, give it
X
personal meaning
Imagine, fantasize, dream of the ideal
Find sources of inspiration, identify and build resources
X
Relate information to future directions, enlarge and enrich your images of the
future, articulate future solutions.
X
How did you deliberately integrate the creativity skill to extend the learning?
Highlighting the Essence and Elaborate are general expectations for projects, posters and
presentations anyway so those creativity goals were very easy to incorporate into the lessons.

Content Goals: To what degree did the content goal reflect the essence of what you wanted the
student to learn about the content? To what degree was the content goal stated in a way that

allowed for determining how well the student was able to master the task?
High
The students got a much deeper understanding of the content than what they would have gotten
from just doing the lessons from our workbook. They also retained much more information than
they tend to which I have noticed in the lessons after implementation up until now.
Creativity Goal: To what degree did the creativity goal reflect the essence of what you wanted
the student to learn about creativity? To what degree was the creativity goal stated in a way that
allowed for determining how well the student was able to master the task?
High
Although I did have some specifics that were required for their posters, the kids did master the
task(s) and were very creative with their individual posters and their group work and problem
solving. The students came up with amazing ideas to problem solve when there were
discrepancies with their groups. They came up with ideas I would have never thought of. I gave
them a specific website to do their research and many students ended up googling living things
in the Grasslands and searches like that to find even more research. One student in the Wetlands
group found the website for a lake he use to camp at because that was a specific example of a
wetland and did his research from that site.
When the lesson is complete, will the learners have gained information/skill /insights in
both content and creativity?
While in walking around the room assessing the work the students were doing in their
groups I was so impressed by every single student with how well they were working in groups
and my co-teacher told me that they never did the level of work they were doing before when in
small groups and always fought. The students had to assign each other the jobs and the groups all
did it without fighting AND one group that had 4 people decided to have two people do the
research and two people do the labeling so that they all could draw and color together.
I was impressed with the amount of research and note taking they were all doing and how
excited they were to find more and more information. One student would take his notes on a
piece of paper and when his group was ready to write he would bring them his notes and then
take his new notes on a different piece of paper so that when they were done with his first sheet
he would swap out the sheets so everyone was working all the time and there was no down time.
These are ideas I probably wouldnt have thought of to make the groups work better.
Lastly in their presentations the students pulled out amazing information. One group actually
wrote out a script of exactly what they wanted to say so there were no gaps in the presentation.
One group started by asking the class questions first to see what they would know before they
started their presentation so they knew what information they could skip one student said. And
one of our lower achieving students blew my mind when she asked every group what would
happen if animal x died out what would happen to the other animals? And that is a common
question on the Science state test.
Overall I was very impressed with the work the students produced and now that it is 2
weeks later they all still remember facts from their posters and the presentations and it is making
it so much easier for me to apply higher level thinking to our current lessons since I dont have to
keep re-teaching those facts and concepts each lesson.

Appendix
Name:_________________________________

Guided: I can learn about the different ecosystems and the living and
nonliving things that are present in each ecosystem.

Aquatic (Ocean and Fresh water)

Aquatic Ecosystems
The aquatic ecosystem is the ecosystem found in a body of water. It
encompasses aquatic flora, fauna and water properties, as well. There are
two main types of aquatic ecosystem - Marine and Freshwater.
The Marine/Ocean Ecosystem
Marine ecosystems are the biggest ecosystems, which cover around 71% of
Earth's surface and contain 97% of out planet's water. Water in Marine
ecosystems features in high amounts minerals and salts dissolved in them.
Many kinds of organisms live in marine ecosystems: the brown algae, corals,
cephalopods, echinoderms, dinoflagellates and sharks.
Marine ecosystems differ from freshwater ecosystems in that they contain
saltwater, which usually supports different types of species than freshwater
does. Marine ecosystems are the most abundant types of ecosystems in the
word. They encompass not only the ocean floor and surface but also tidal
zones, estuaries, salt marshes and saltwater swamps, mangroves and coral
reefs.
The Freshwater Ecosystem
Unlike the Marine ecosystems, the freshwater ecosystem covers only 0.8% of
Earth's surface and contains 0.009% of the total water.
The ecosystems are habitats to reptiles, amphibians and around 41% of the
worlds fish species. The faster moving turbulent waters typically contain a
greater concentrations of dissolved oxygen, supporting greater biodiversity
than slow moving waters in pools.
Freshwater ecosystems can be found in streams, rivers, springs, ponds,
lakes, bogs and freshwater swamps. They are subdivided into two classes:
those in which the water is nearly stationary, such as ponds, and those in
which the water flows, such as creeks. Freshwater ecosystems are home to
more than just fish: algae, plankton, insects, amphibians and underwater
plants also inhabit them.
iPad/Computer website:
www.worldwildlife.org/habitats/Ocean-habitat
www.worldwildlife.org/habitats/Freshwater

The Atlantic Ocean is an example of an Ocean/Marine habitat and The

Hudson River is an example of a Fresh Water habitat. What are other
examples of Aquatic ecosystems?
Freshwater:
______________________________________________________________________________
______________________________________________________________________________
Ocean/Marine:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are 3 Nonliving things found in an Aquatic ecosystem?
1._________________________________
2._________________________________
3._________________________________

What are 2 Living things found in a Fresh Water Ecosystem?

1._________________________________
2._________________________________

What are 2 Living things found in an Ocean/Marine Ecosystem?

1._________________________________
2._________________________________

Group 1: Grasslands
Terrestrial ecosystems
Terrestrial ecosystems can be found anywhere apart from heavily saturated
places. These are ecosystems found on a landform.
The Grassland Ecosystem
Grasslands, as their name suggests, are covered with grasses. They receive
a medium amount of rain.
Different types of grassland ecosystems can be found in prairies, savannas
and steppes. Grassland ecosystems are typically found in tropical or
temperate regions, although they can exist in colder areas as well, as is the
case with the well-known Siberian steppe. Grasslands share the common
climactic characteristic of semi-aridity. Trees are sparse or nonexistent, but
flowers may be interspersed with the grasses. Grasslands provide an ideal
environment for grazing animals. Grassland animals include: prairie chickens,
bison and grasshoppers.
Grasslands are located in both the tropical and temperate regions of the
world though the ecosystems vary slightly. The area mainly comprises
grasses with a little number of trees and shrubs. The main vegetation
includes grasses, plants and legumes(beans) that belong to the composite
family. A lot of grazing animals, insectivores and herbivores inhabit the
grasslands. The two main kinds of grasslands ecosystems are:
1. Savanna: The tropical grasslands are dry seasonally and have few
individual trees. They support a large number of predators and grazers.
2. Prairies: It is temperate grassland, completely devoid of large shrubs
and trees. Prairies could be categorized as mixed grass, tall grass and
short grass prairies.
iPad/Computer website:
www.worldwildlife.org/habitats/Grasslands
Name a Grassland
place/region:___________________________________________________________
What are 3 Nonliving things found in a Grassland ecosystem?
1._________________________________
2._________________________________
3._________________________________
What are 2 Living things found in a Grassland Ecosystem?
Animals:

2.__________________________________

1.__________________________________

Plants:

1._________________________________

2._____________________________

Group 2: Desert
Terrestrial ecosystems
Terrestrial ecosystems can be found anywhere apart from heavily saturated
places. These are ecosystems found on a landform.
The Desert Ecosystem
The driest ecosystem is a desert. Desert ecosystems are located in regions
that receive an annual rainfall less than 25. They occupy about 17 percent of
all the land on our planet. Due to the extremely high temperature, low water
availability and intense sunlight, fauna and flora are scarce and poorly
developed. Some plants and animals have adopted to the limited water
supply. The vegetation is mainly shrubs, bushes, cacti, few grasses and rare
trees. The stems and leaves of the plants are modified in order to conserve
water as much as possible. The best known desert ones are the succulents
such as the spiny leaved cacti. The animal organisms include insects, birds,
coyotes, camels, lizards and other reptiles all of which are adapted to the
desert conditions.
The common defining feature among desert ecosystems is low precipitation
(rain or snowfall), generally less than 25 centimeters (10 inches) per year.
Not all deserts are hot -- desert ecosystems can exist from the tropics to the
arctic, but regardless of latitude, deserts are often windy. Some deserts
contain sand dunes, while others feature mostly rock.
iPad/Computer website:
www.worldwildlife.org/habitats/Desert
Name a Desert
place/region:___________________________________________________________
What are 3 Nonliving things found in a Desert ecosystem?
1._________________________________
2._________________________________
3._________________________________
What are 2 Living things found in a Desert Ecosystem?
Animals:

1.__________________________________

2.__________________________________

1._________________________________

Plants:

2._________________________________

Group 3: Wetlands
Terrestrial ecosystems
Terrestrial ecosystems can be found anywhere apart from heavily saturated
places. These are ecosystems found on a landform.
Wetland Ecosystems
In wetlands, the ground is covered with water for at least part of the year.
This means that wetlands are places in which the soil is inundated or
saturated for some lengthy period of time. Wetlands are similar to
Freshwater ecosystems because within a wetland can be found streams,
rivers, springs, ponds, lakes, bogs and freshwater swamps. Wetlands can
have bodies of water that is nearly stationary, such as ponds, or have water
that flows, such as creeks. Wetland ecosystems are home to more than just
fish: algae, plankton, insects, alligators, raccoons, amphibians and
underwater plants also inhabit them.
iPad/Computer website:
www.worldwildlife.org/habitats/Wetlands

Name a Wetland
place/region:___________________________________________________________
What are 3 Nonliving things found in a Wetland ecosystem?
1._________________________________
2._________________________________
3._________________________________
What are 2 Living things found in a Wetland Ecosystem?
Animals:

2.__________________________________

1.__________________________________

Plants:

1._________________________________

2.______________________________

Group 4: Tundra/Mountain
Terrestrial ecosystems
Terrestrial ecosystems can be found anywhere apart from heavily saturated
places. These are ecosystems found on a landform.
Tundra Ecosystems
A tundra is a very cold region. The snow-covered, windswept, treeless
tundra, the soil is frozen year-round, a condition known as permafrost. During
the brief spring and summer, snows melt, producing shallow ponds which
attract migrating waterfowl. Some grasses, Lichens and small flowers may
become visible during this time of year. The term tundra most commonly
means polar areas, but at lower latitudes, tundra-like communities known as
alpine tundra may be found at high elevations.
The Mountain Ecosystem
Mountain land provides a scattered and diverse array of habitats where a
large number of animals and plants can be found. At the higher altitudes, the
harsh environmental conditions normally prevail, and only the treeless alpine
vegetation can survive. The animals that live there have thick fur coats for
prevention from cold and hibernation in the winter months these animals
include: caribou, foxes, arctic hares and more. Lower slopes are commonly
covered with coniferous forests.
iPad/Computer website:
www.worldwildlife.org/habitats/Polar
www.worldwildlife.org/habitats/Mountains

Name a Tundra/Mountain
place/region:____________________________________________________
What are 3 Nonliving things found in a Tundra ecosystem?
1._________________________________
2._________________________________

3._________________________________
What are 2 Living things found in a Tundra Ecosystem?
Animals:

Plants:

1.__________________________________

1._________________________________

2.__________________________________

2.____________________________

Group 5: Forests/Rain Forests

Terrestrial ecosystems
Terrestrial ecosystems can be found anywhere apart from heavily saturated
places. These are ecosystems found on a landform.
Forest Ecosystems
Not all Rainforests are tropical. The Forest ecosystems are classified
according to their climate type and temperature levels as tropical, temperate
or boreal. In the tropics, rainforest ecosystems contain more diverse flora
and fauna than ecosystems in any other region on earth. In these warm,
moisture-laden environments, trees grow tall and foliage is lush and dense,
with species inhabiting the forest floor all the way up to the canopy. In
temperate zones, forest ecosystems may be deciduous, coniferous or
oftentimes a mixture of both, in which some trees shed their leaves each fall,
while others remain evergreen year-round. In the far north, just south of the
Arctic, boreal forests -- also known as taiga -- feature abundant coniferous
trees.

Tropical evergreen forest: These are tropical forests that receive a mean
rainfall of 80 for every 400 inches annually. The forests are characterized by
dense vegetation which comprises tall trees at different heights. Each level is
shelter to different types of animals.
Tropical deciduous forest: There, shrubs and dense bushes rule along with
a broad selection of trees. The type of forest is found in quite a few parts of
the world while a large variety of fauna and flora are found there.
Temperate evergreen forest: Those have quite a few number of trees as
mosses and ferns make up for them. Trees have developed spiked leaves in
order to minimize transpiration.
Temperate deciduous forest: The forest is located in the moist temperate
places that have sufficient rainfall. Summers and winters are clearly defined
and the trees shed the leaves during the winter months.
Taiga: Situated just before the arctic regions, the taiga is defined by
evergreen conifers. As the temperature is below zero for almost half a year,
the remainder of the months, it buzzes with migratory birds and insects.

iPad/Computer website:

www.worldwildlife.org/habitats/Forest-habitat

Name a Forest
place/region:___________________________________________________________
What are 3 Nonliving things found in a Forest ecosystem?
1._________________________________
2._________________________________
3._________________________________
What are 2 Living things found in a Forest Ecosystem?
Animals:

Plants:

1.__________________________________

1._________________________________

2.__________________________________

2.________________________________

Name:

Date:
Science Chapter 4: Ecosystems

1: A large amount of oil was spilled in a lake environment. Within a few weeks, the number of plants and animals
living in the area where the oil was spilled will most likely
(A) decrease
(B) increase
(C) remain the same

2: Which organisms break down and recycle dead plants and animals?
(A) predators
(B) prey
(C) decomposers
(D) producers

3: The energy that all organisms need to survive comes from

(A) the air

(B) the Sun
(C) water
(D) grass

4: Which organism is a producer?

(A) grasshopper
(B) raccoon
(C) grass
(D) frog

5: The raccoon in this food chain represents a

(A) prey
(B) predator
(C) decomposer
(D) producer

6: If all the frogs died, the raccoon population would most

likely
(A) decrease
(B) increase
(C) remain the same

7: Trains, cars, and airplanes help humans travel quickly. What is one negative effect that the use of these types
of transportation has on the environment?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

For questions 8, 9 and 10 look at the diagram above.

8: If the number of frogs suddenly increases, which population will most likely decrease first?
(A) hawks
(B) snakes
(C) crickets
(D) plants

9: What is the main source of energy for all the organisms in this food chain?
(A) Sun
(B) plants
(C) frogs
(D) hawks

10: The diagrams below are part of a food chain. Place a number from 1 to 4 on the line below each diagram to
show the order in which energy flows through this food chain.

11: One role of a producer in a food chain is to provide

(A) water for plants
(B) sunlight for plants
(C) nutrients for animals
(D) shelter for animals

12: The diagram below shows some organisms living together

Using an organism from the diagram, fill in the blank to complete the food chain below.
Sun ____________________ Beetles Birds

13: The diagram below shows a fox and an owl both trying to catch a rabbit.

The fox and the owl are both

(A) finding a mate
(B) competing for food
(C) seeking shelter
(D) migrating for winter

14: Note that question 14 has only three choices.

The diagram below shows a food chain.

If the wheat plants died, the population of mice would most likely
(A) decrease
(B) increase
(C) remain the same

Base your answers to the following questions on the diagram of a food chain below.

15: Identify a predator in this food chain.

_________________________________________________

16: Explain why the population of frogs might decrease if the number of snakes increases.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

17: The paragraph below gives some facts about a type of turtle.
The turtle eats grass and smaller animals. The colors on
its shell allow it to blend in with the forest floor. The turtle
moves slower than its predators, such as foxes. When the
turtle senses danger, it hides inside its hard shell.
Describe two ways that the turtle is protected from predators.

__________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

18: What is the main source of energy for all of the organisms in most food chains?
(A) sunlight
(B) water
(C) green plants
(D) decomposers
Base your answers to the following questions on the diagram of a food chain below and on your knowledge of
science.

19: Which organisms in this food chain are needed for all the other organisms to survive?
(A) caterpillars
(B) frogs
(C) plants
(D) snakes

20: Which organisms in this food chain are predators?

(A) plants and caterpillars
(B) caterpillars and frogs
(C) frogs and snakes
(D) snakes and plants

21: Note that this question has only three choices.

If the population of snakes increases, the population of frogs will most likely
(A) decrease
(B) increase
(C) remain the same

Base your answers to the following questions on the diagram of a fish tank below and on your knowledge of
science.

22: Identify two living organisms in the diagram.

___________________________________________________________________________
___________________________________________________________________________
23: Identify two nonliving objects in the diagram.
___________________________________________________________________________
___________________________________________________________________________
24:
The diagram below shows several objects.

Which objects in the picture are nonliving?

(A) tree and rope
(B) tire and rope
(C) grass and tire
(D) grass and tree

25: In order to survive, all animals need

(A) heat, water, and soil
(B) sunlight, soil, and heat
(C) sunlight, air, and food
(D) food, water, and air

26: Humans depend on which natural resource from the environment?

(A) water
(B) houses
(C) electricity
(D) roads

27:
The diagram below shows a lodge where beavers live.

This diagram shows that beavers need trees for

(A) air
(B) water
(C) sunlight
(D) shelter

28: In late fall, a rabbits fur grows thicker. This adaptation occurs to
(A) keep the rabbits body warm
(B) keep the rabbit safe from predators
(C) help the rabbit find a mate
(D) help the rabbit find green plants

29: The diagram below shows an adult cheetah. Several external body structures are labeled.

Select one external body structure of the cheetah labeled in the diagram. Explain how that body structure helps
the cheetah to survive in its environment.
Body structure:________________________________

Explanation:________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

30: The picture below shows a tornado. A tornado brings high winds and heavy rain to an area.

Describe one way that the tornado might affect the habitat of humans living in the area.
31: Populations living in one place form a
(1) community
(2) system
(3) habitat
(4) species

32: Different species of carnivorous animals that share the same habitat in an ecosystem may
(1) become decomposers
(2) compete for food
(3) produce their own food
(4) mate with each other
Base your answers to the following questions on the graph below and on your knowledge of science. The graph
shows a deer population in an area over a period of seven years.

33: Describe two factors that might have caused a decrease in the deer population.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Base your answers to the following questions on the diagrams of a food chain and energy pyramid below and on
your knowledge of science. Food chains and energy pyramids are used to help us understand the flow of energy in
an ecosystem.

34:If the plants die during a summer drought, the cricket population would most likely
Circle the correct answer.
decrease

increase

remain the same

35: If the number of frogs increases, the snake population would most likely
Circle the correct answer.

decrease

increase

remain the same

36: If another predator that preyed on snakes was introduced into the ecosystem, the hawk population would
most likely
Circle the correct answer.
decrease

increase

remain the same

37: State one similarity between what food chains and energy pyramids represent regarding energy flow.
__________________________________________________________________________________________
__________________________________________________________________________________________

38: State one difference between what food chains and energy pyramids represent regarding energy flow.
__________________________________________________________________________________________
__________________________________________________________________________________________

39: Living things are classified as producers or consumers according to

(1) their speed of movement
(2) the size of their communities
(3) how they obtain food
(4) how they reproduce
Base your answers to the following questions on the woodland and pond ecosystems illustrated below. The
members of these ecosystems interact with one another as well as with the nonliving environment.

40: Identify one consumer shown in this ecosystem ABOVE.

_______________________________________________

41: Identify one producer shown in this ecosystem ABOVE.

42: Identify two consumers in this food web that eat producers.
_________________________________________ and __________________________________________

43: Explain why the foxes shown in this food web are categorized as carnivores.
_________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________
_______________________________________________________________________________________________

44: Both owls and hawks eat mice. Explain why the removal of mice from this food web would likely affect owls
more than hawks. [1]
_________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________
_______________________________________________________________________________________________