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Cycle of a Nutrient 5TH GRADE THEME: EXPLORING the ECOLOGY of FOOD 55 MIN

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Cycle of a Nutrient 5TH GRADE THEME: EXPLORING the ECOLOGY of FOOD 55 MIN Cycle of a Nutrient 5TH GRADE THEME: EXPLORING THE ECOLOGY OF FOOD 55 MIN. SPRING ESSENTIAL QUESTIONS Where do the nutrients in our food come from? • During Action Step 4, suggest that Where do the nutrients in our food waste go? the teacher support and encourage Why is composting food waste an important students as they craft their Year in the step in the nutrient cycle? Life of a Nutrient representations. LEARNING OBJECTIVES LESSON DESCRIPTION Students will be able to explain how the nutri- In this lesson, students learn about the nutrient ents that nourish us are derived from soil and air. cycle and demonstrate their understanding of the Students will be able to explain how our food nutrient cycle through a cartoon or narration. waste can go back into the nutrient cycle in the form of compost to replenish the soil. MATERIALS Objects that represent the nutrient cycle, such as an CONCEPTS apple, a decaying apple core, a small container of compost cycle decomposers rich garden soil or finished compost, and a small twig Handkerchief or tray decomposition environment nutrient Cycle of a Nutrient Cards (p. 581) Nutrient Cycle Poster (p. 582) Paper for each student Engaging the Classroom Teacher Markers and colored pencils • Prior to the lesson, ask the teacher about students’ familiarity with ele- ments and the process of decomposi- PREPARATION tion. > Photocopy Cycle of a Nutrient Cards, and • Ask the teacher whether they have cut them out; create sets for partners. Set established groups of 3–5 students aside all the cards with images of a worm or a who work well collaboratively. human to be passed out separately. • During Action Steps 1 and 2, suggest > Find a way to display the Nutrient Cycle that the teacher circulate through Poster. the room to support students as they sequence the Cycle of a Nutrient ACTION STEPS Cards. 1. Connecting the Dots: Gather students around a handkerchief or tray with objects that represent the nutrient cycle. Make sure that the objects 578 Copyright © 2020 FoodCorps are not in any logical order. For example, you carbohydrate that is a great source of energy. might just have the twig, then the apple core, Fruits and vegetables have nutrients called then the apple, and then the soil in a line. Explain vitamins and minerals that help our bodies work to students, These objects tell a story. But right well and make us glow. We get the word nutrition now they’re not in order! It’s your job to figure from the nutrients found in our food. Nutrients out the mystery of how to reorder them to tell move from our environment into living things. the story. Pass out sets of cards (minus the worm Once those living things die, they decompose, or and human cards) to pairs of students, and have break down, thanks to whose help? (Decomposers students work in pairs to figure out the order such as worms) . The process of decomposition the cards would go in to tell a story. The goal is releases the nutrients back into the soil, where to have students recognize that the decaying they’re ready to nourish and support new plant plant eventually becomes part of the soil, and life. Explain to students that the earth is very the nutrients released in the process of decom- efficient at recycling waste, but humans often position help nourish a new plant. Have students interrupt this cycle by throwing our food share their story and, as they do, reorder your real scraps into a plastic garbage bag that goes objects to reflect the story they’re telling (soil to to a landfill. When we compost, we are giving twig to apple to decaying apple). (5 min.) those nutrients from our food waste right back to the soil, which helps us grow new 2. Animals in the Cycle: Pass out a picture of food. (10 min.) a human to each pair and ask them to discuss with each other, How would a human fit into 4. A Year in the Life of a Nutrient: Tell stu- this story? Students may suggest that the dents, I’m giving you the challenge to put human plants the tree or that they excrete the yourself in the place of a nutrient! What would nutrients found in the apple. Be prepared to your life look like over the course of a year? discuss humanure! Pass out a picture of a worm Give them the choice between drawing their and ask students to consider how it would fit own cartoon, writing a narrative, or perform- in as well. Call on pairs to share their guesses. ing a skit from the point of view of a nutrient. If students don’t mention it, say, This is a story Allow students to work alone, or in pairs or with no beginning and no end. It is a cycle, , triads, reminding them to make a responsible which means it happens again and again in the choice. Have students start by thinking of one same order, like the seasons. Reorganize the of their favorite foods. They will start their objects into a circle to connect the dead plant cartoon or narrative from the perspective of a to the soil and the soil back to the new plant. nutrient inside an ingredient from that food. (5 min.) Have them include the food growing, part of the food getting eaten and part of it getting 3. Putting it All Together: Display the Cycle of a composted, the nutrients going back into the Nutrient poster. Explain to students, Nutrients soil from composted food, and the new ingre- are chemical elements that all plants and animals dients growing from that soil. For the food need to grow. For example, Foods such as bread, that is eaten, students can depict waste being tortillas, pasta, and rice all have a nutrient called excreted directly back into nature by animals. Copyright © 2020 FoodCorps 579 Circulate through the room, checking in with Try playing where Death is allowed to tag the students and providing support. (20 min.) Decomposers to show that without decompos- ers recycling plant matter, there’s no new life. 5. Sharing: Have small groups of students share their cartoons and narratives with each other. Musical: Teach students the song “Dirt Made (10 min.) My Lunch” by the Banana Slug String Band. REFLECTION Worm Bin: If you have an established worm bin, Have students discuss the following ques- bring in the worm bin to facilitate your discus- tions in small groups, then share with the sion of the nutrient cycle. Allow students time class: (5 min.) to explore and observe decomposing food and Social and emotional learning worm castings. • How well did you support your partner’s learning? Extension: Have students create their own Check for understanding game to represent the nutrient cycle. You • Where do the nutrients we eat originally come can show them Caine’s Arcade for inspiration. from? Provide materials such as cardboard boxes, • What role do decomposers, such as worms, markers, tape, and marbles, but let students play in the nutrient cycle? use their own imagination to dream up the • What steps can humans take to play a positive game. Have students present how their game role in the nutrient cycle? represents the nutrient cycle. Then allow stu- • What other things in our lives or the environ- dents to play each other’s games. ment have a cycle? ACADEMIC CONNECTIONS Next Generation Science Standards ADAPTATIONS Life Science Disciplinary Core Idea Garden Setting: Have students find objects in NGSS.LS.2.A. the garden to represent the various compo- The food of almost any animal can be traced nents of the nutrient cycle, and have them put back to plants. Organisms are related in food them in order to tell stories. webs in which some animals eat plants for food and other animals eat the animals that eat Physical: Play decomposer tag as an energetic plants, while decomposers restore some mate- way to reinforce the concept. Have one student rials back to the soil. wear an armband indicating that they’re “frost” (Death), and have a couple other students wear an armband in a different color, indicating their roles as “worms” (Decomposers). Have all other students be plants. If Death tags a plant, the plant is frozen until a Decomposer tags it, representing the decomposition cycle. 580 Copyright © 2020 FoodCorps Cycle of a Nutrient Cards Copyright © 2020 FoodCorps 581 Water and air penetrate soil Plant growth Dead leaves and other plant and animal matter Minerals and other nutrients released into soil Decomposers break down organic matter Rocks broken down Rocky subsoil 582 Copyright © 2020 FoodCorps .
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