Fifth Grade, Lesson 1: Biodiversity
The more diverse an ecosystem is, the more interdependence of species exists within that system. The complex relationships among diverse species are difficult to identify. As species disappear or become extinct we begin to see the vital links that exist among species. Essential levels of biodiversity vary among biomes and bioregions.
Could an ocelot live where you live?
Step 1 -- Connect (The Concept to Prior Knowledge)
Students will observe the biodiversity in their backyard by connecting the adaptations of the animals in their neighborhood to the climate and habitats in which they live in.
- Access to schoolyard or nearby park
- Paper, pencils
- Take students out into the school grounds and look for signs of life.
- Search for insects, birds, animal tracks, scat, feathers, nests, different types of trees, grasses, soil types, etc.
- Make a class list that shows all findings in the schoolyard and post it as a visual in the classroom.
- Make headings to organize groupings: insects, plants, mammals, birds, etc.
- Discuss the Web of Life concept. Draw lines that connect one thing to another.
Step 2 -- Literature/Discuss (Give Expert Information Book; Ask Questions)
Students will learn about the biodiversity of the rainforest and compare and contrast with that of their own schoolyard findings.
- Book: The Great Kapok Tree by Lynne Cherry
- Biodiversity list from Step 1
- 1 piece of long string or rope
- Read The Great Kapok Tree by Lynne Cherry. Discuss the different perspectives voiced throughout the book.
Activity: The Web of Life
- Have students stand in a large circle.
- Each student should choose one of the items from the classroom biodiversity list, making sure everyone represents a different living thing.
- Use a string or a rope to represent the links between each person.
- One person starts by saying the name they chose and, as a class, decide how they are connected to another organism in the circle.
- The rope is then passed to that organism.
- The goal is to finish with a web that is connected to everyone.
- This game demonstrates the intricate web of life.
- Debrief in order for students to see how everything in their backyard, as in the rainforest, is ultimately connected in some way or another to their specific environment.
Step 3A -- Practice (Math and Learning Centers)
Students will come up with their own web of life example.
- Access to natural area (i.e., yard, park, etc.)
- Each student will look for an animal or insect in their own backyard or the schoolyard.
- Students will make observations based on the behavior of that animal or insect.
- Students will come up with their own web of life example based on the observations made and research on the behavior, food and habitat of that organism.
- Students will make observations that support the theory that all organisms are connected: behavior, food, habitat, etc.
Step 3B -- Create (Performance Tasks Related to Standard Indicators)
Students will demonstrate through writing how all living things interact with their environment in order to survive.
- Paper, pencils
Students will synthesize their observations of an organism and create a story that parallels The Great Kapok Tree. Using their observations as a framework, they will write their own stories to explain who depends on what for survival and why these interactions are unique to their environment.
Step 4 -- Present (Edit Work/Students Present Projects)
Students will practice their oral reading skills.
- Story from Step 3B
Each student will read their story to the class.
The Rainforest Alliance curriculum is unique in that it teaches science, math, language arts and social studies essentials while addressing the United States National Standards for Learning. These are the standards addressed in the fifth grade lessons.
Standard 3: Evaluation Strategies
Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts.
Standard 1: Reading for Perspective
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves and of the cultures of the US and the world.
Standard 4: Communication Skills
Students adjust their use of spoken, written and visual language to communicate effectively with a variety of audiences and for different purposes.
Standard 7: Evaluating Data
Students conduct research on issues and interests by generating ideas and questions, and by posing problems.
Students develop an understanding of the structure and function in living systems, populations and ecosystems, and diversity and adaptations of organisms.
Standard 1: Grades 3 - 5
Students understand the need for measuring with standard units and that measurements are approximations and how differences in units affect precision.
Standard 5: Technology Research Tools
Students use technology to locate, evaluate and collect information from a variety of sources.
Standard 4: Technology Communication Tools
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Standard 5: Environment and Society
Students should understand how human actions modify the physical environment.
Standard 6: Personal and Social Perspectives
Students develop an understanding of populations, resources and environments.
Fifth and Sixth Grade Resources
- Fifth Grade Curriculum
- Sixth Grade Curriculum
- El Salvador Slideshow [PDF]
- El Salvador Slideshow Script [PDF]
- Coffee Slideshow [PDF]
- Alex Goes Exploring in El Imposible [PDF]
- Alex Explora El Imposible [PDF]
- Alex Explora o Parque Nacional O Impossível [PDF]
- Life in San Miguelito [PDF]
- La Vida en San Miguelito [PDF]
- A Vida em São Miguelito [PDF]
- Ocelot [PDF]
- Great Curassow [PDF]
- King Vulture [PDF]
- Ruby-Throated Hummingbird [PDF]
- Blue-Crowned Motmot [PDF]
- Coffee [PDF]
Teacher Summary: El Imposible National Park, El Salvador [PDF]