Energy Use in an Ecosystem

Lesson Plans

Grades4, 5, 6, 7, 8Biology, Earth and Space Sciences

Scientist Reviewed

Provided by Wisconsin Center for Environmental Education

Open Resource

What it is

This lesson explores the components of an ecosystem, how these components interact, how further climate change may impact ecosystems within Wisconsin, and some climate mitigation strategies that can be employed at a personal level.
Students will observe local ecosystems during an outdoor activity, record observations, analyze data, and discuss climate mitigation strategies with their peers.

Teaching tips

Positives

After this lesson, students will have a better understanding of their community's ecological features.
This lesson reveals a link between climate change and extreme rainfall events.

Prerequisites

Students should know how to use various measuring tools, such as thermometers and meter sticks.
It may benefit students to know what biodiversity is and why it's important.
A lesson about food chains and food webs would the provide necessary background information for students to complete student sheet S5.
The link for the Beings on the Move Activity, referenced in resources, takes you to a page that requires you to request access. This activity can be found here.
The materials section references the DEN kit, which Wisconsin educators can borrow from UWSP. However, the materials for this particular lesson can easily be found online or around the school, so this kit isn't necessary.

Differentiation & Implementation

This lesson can fit within a larger unit on how climate change impacts ecosystems everywhere.
Students can use data from the outdoor activity for an informative essay on ecosystems in Wisconsin.
This lesson can enhance a classroom discussion on how to inform more people about climate change and inspire them to take action.
This lesson can support a classroom discussion on the rights of animals and how we can consider those rights in our daily lives.
Teachers can use KEEP's Discovering Energy in Nature Kit and lesson series to extend the topics in this lesson.

From the scientist review

In this lesson, students will learn about ecosystems and how they relate to climate and climate change. The lesson is detailed and provides students with a lot of information. This hands-on lesson allows students to make observations and inferences about the world around them. The lesson plan includes directions, resources, and worksheets needed. The information presented in this lesson is accurate, and this resource is recommended for teaching.

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At a glance

Grades: 4, 5, 6, 7, 8
Subjects: Biology, Earth and Space Sciences
Other types: Data, Graphs, and Maps, Assessments, Worksheets, Activity - Outdoors
Format: Google Slides, PDF
Language: English
Location: North America, North America > United States, North America > United States > Wisconsin
Provider: Wisconsin Center for Environmental Education
Authors: Wisconsin Center for Environmental Education
Published: October 16, 2023
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-LS2-3. + 77 more

Core

Core Standards legacy

MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-2.MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-5.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
CCSS.ELA-LITERACY.RST.6-8.2CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
5-LS2-1.5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
4-PS3-2.4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
CCSS.ELA-LITERACY.RI.4.10CCSS.ELA-LITERACY.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

4-PS3-2.4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
5-LS2-1.5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-2.MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

4.RI.104.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
6-8.RST.26-8.RST.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
4.PS3.24.PS3.2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4.ESS3.14.ESS3.1 Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
5.LS2.15.LS2.1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
7.LS2.37.LS2.3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
7.LS2.47.LS2.4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
7.ESS3.27.ESS3.2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

4-PS3-2.4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
MS-ESS3-2.MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
5-LS2-1.5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
R.8.2R.8.2 Summarize texts, from a variety of genres, to determine one or more themes or central ideas and analyze their development over the course of the text. (RI&RL)

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

4-PS3-24-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-ESS3-14-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
5-LS2-15-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
MS-LS2-3MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-2MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
R.4.12R.4.12 Read with sufficient accuracy and fluency to support comprehension.
R.6-8.5R.6-8.5 Provide an accurate summary of various texts; determine the central idea(s) or theme(s) and analyze its development throughout each text.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
5-LS2-1.5-LS2-1. Develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.
MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-2.MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.RST.6-8.2CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.4.10CCSS.ELA-LITERACY.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
4-PS3-2.4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
5-LS2-1.5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-2.MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-5.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

4-PS3-2.4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
5-LS2-1.5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-2.MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

4-PS3-24-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
5-LS2-15-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
MS-LS2-3MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-2MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
RI.4.10.RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RSLSTS.6-8.2.RSLSTS.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Illinois Climate Education

Illinois Climate Education Standards legacy

RI.4.10.RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range
RST.6-8.2.RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
MS-ESS3-2.MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects
4-PS3-2.4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4-ESS3-1.4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
5-LS2-1.5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
MS-LS2-3.MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-5.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

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