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Matter Trails in a Winter Atrium
Use winter atrium observations and a leaf-litter graph to model matter moving among plants, animals, decomposers, air, and soil.
Grade 5ScienceInteractive · Printable
Aligned to5-LS2-1
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What’s included
- Single worksheet
- Auto-graded online
- 1 NGSS standard
- Printable answer key
- 14 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 5
- Subject
- Science
- Question types
- Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students model matter moving among plants, animals, decomposers, and the environment.
- Students interpret leaf-litter data as evidence of changes in the location and form of matter.
- Students distinguish matter pathways from sunlight entering an ecosystem.
How to use
Read the atrium report and graph together. Have students complete the questions, then compare their written models and check that each arrow names moving matter.
Curriculum
NGSS standard covered
Model how matter moves among plants, animals, decomposers and the environment.
Preview
OwlSheets.com
Matter Trails in a Winter Atrium
Use leaf-litter data to build a model of moving matter.
Investigate the Leaf Litter
Read the report and graph. Use the evidence to answer each question.
A Warm Place in a Snowy Town
Snow covers the streets around Northbridge Town Hall. Inside, a glass-roofed atrium stays warm. Small fig trees grow in large soil beds. Staff water the beds, and daylight enters through the roof. A screened observation box beside one tree holds land snails. Staff give the snails fresh fig leaves and water. Visitors can compare the leaves before and after feeding.
The town's science club is making a model of this small ecosystem. Its information cards explain that plants use matter from air and water to make food. Roots also take in water and small amounts of nutrients from soil. Animals use food matter to grow and to keep their bodies working. Animals also release matter in waste and into the air. Fungi and bacteria are decomposers. They use dead material and waste as food, and they release matter into the surrounding soil and air. Sunlight supplies energy, but it is not matter.
Staff investigated fallen leaves in the soil beds. They prepared four mesh bags, each holding 20 grams of dry fig leaves. The mesh let air, water, fungi, and bacteria reach the leaves but kept snails out. All bags used the same mesh and similar leaves. Staff placed them in the same bed and gave them the same amount of water. They changed only how long each bag stayed there: zero, two, four, or six weeks. An adult removed and dried the remaining leaf pieces from each bag, then measured their mass.
During the investigation, staff saw fungal threads spreading over some leaf pieces. In the separate snail box, they saw bite marks on fresh leaves and collected snail waste. The graph records only the mass of dry leaf pieces remaining in the mesh bags. It does not include the mass of fungi, bacteria, soil, water, or air. The club must decide how to represent these observations with arrows. Each matter arrow will point from a source to a receiver and name the material being moved.
How many fewer grams of dry leaf pieces remained at week 6 than at week 2? grams
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