Energy Flow Lesson Cont. Days 3 and 4

8/9/2019 Energy Flow Lesson Cont. Days 3 and 4

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Teacher Candidate: Jamie Prudhomme Date: 20Oct2009

Lesson Plan Template

Unit Title: Relationships in the living environment- Ecology

Essential Question(s): How important are the relationships and interactions in your life?

Imagine life in a bubble, what would you need to sustain life?

Lesson

Title/Number

Energy flow days 3 and 4 of lesson

Lesson Question

(s)

Who eats who?

State Standards

and Performance

Indicators

NYS Learning standard:

MST 4: Students will understand and apply scientific

concepts, principles, and theories pertaining to the physical

setting and living environment and recognize the historicaldevelopment of ideas in science.

Performance Indicator:

6.1.a Energy flows through ecosystems in one direction,

typically from the Sun, through photosynthetic organisms

including green plants and algae, to herbivores to carnivoresand decomposers.

National Education Technology Standard:

3. Research and Information Fluency

b. locate, organize, analyze, evaluate, synthesize, and


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, g , y , , y ,

----------------------

AcceptableEvidence

___________________________________________________

Record individual participation during day one (day 3 of

energy flow lesson) of the internet search in computer labuse rubric as guide

Students will complete food web design template, includingappropriate organization of plants/animals into the

applicable trophic levels

Students will design their own food web appropriately

representing the feeding relationships for the plant/animals

in their assigned biome

Bell Ringer and

Prior Knowledge

Tap this can be

together orseparate

Day 3: bell ringer (on board): Where do we get the energy tofunction and do well in school? Where do these sources of energy

get their fuel from?

The students will respond to bell ringer with neighbor. The teacher

will then prompt selected students to share their thoughts with the

class. Following a brief discussion the teacher will makeconnections between the class discussion and the lesson for the day

food webs. The teacher may say The complex feeding

relationships that exist in our lives and in nature can be diagramed

by using food webs. Today we will be in the computer labresearching different ecosystems/biomes of the world and

designing a food web appropriate for that biome.

Day 4: Bell ringer/prior knowledge tap (handout with bell ringerquestion for students to respond to and the following instructions

written on board): Take out your food web design templates andbiome food web assignment sheets. We will be going back to the


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Procedure

teacher input,

modeling, guided

practice,

independent

practice, and/or

activities

*Accommodations

for learning

modalities are

required.

______________________________________________________

Day 3 of energy flow lesson1. The teacher will assign a biome of the world to each student

(tundra, freshwater, marine, desert, forest, and grasslandNote the same biome will be assigned to more than one

student).

2. The teacher will hand out Biome Food Web designassignment, biome food web design template, and food web

design sample, and APA reference guide to students and goover the directions for the food web design assignment withthe class (see attached Biome food web design assignment

and biome food web design template, sample, and APA

reference guide).

3. The teacher will explain that this assignment will be a two

day activity. Day one is for research, data collection, andcategorization in computer lab. Day two is for the food web

design (day 2 can be used as a research day for those

students who may have been absent on day 1. If absent on

day 2 students will be required to design their food webs ashomework)

4. The teacher will review proper computer lab etiquette (no

running, no horseplay, schools acceptable use policy, checkfor active usernames and passwords)

5. In computer lab the teacher will walk students through the


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8. The students are now ready to research their assigned biome

via a guided internet search (see Biome food web designassignment suggested internet sites) and record the local

plants and animals common to that biome on the food webdesign template.

9. Using their food web design templates the students will

then categorize the local plants and animals into theappropriate trophic levels in the feeding relationships table.

10. Upon completion of the feeding relationships table thestudent will place their red cup on top of their monitor to

signal the teacher. The teacher will go over the students

feeding relationships table and check for accuracy andprovide guidance if needed.

11. Closure (see closure section below): hand out exit slips forstudents to complete and turn in prior to leaving (see

attached day one exit slip)

Day 4 of Energy Flow Lesson(computer lab):

1. Students design a food web in the computer lab based on

the data collected.

2. Teacher will refresh the students on the directions fordesigning a food web (see Biome Food Web Assignment).


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7. The teacher will provide guidance/assistance to students as

needed (look for red cups).

8. If students do not finish designing their food webs in class

they will complete the remainder for homework.

9. The food web design templates and food webs will be

collected the next class session for evaluation (see attached

rubric).

10. Closure (see closure section below): hand out day two exitslip for students to complete prior to leaving (see attachedday two exit slip)

Checks forunderstanding

directions,

procedures,

routines, and

content

(formative)

Directions: Have two students repeat the directions for biome food

web design assignment. Students can refer back to their biome food

web assignment handout and the biome food web sample forguidance as well.

Computer lab work: In computer lab have students use red cups toidentify needs for assistance.

Teacher will make notes in his/her journal identifying how thelesson went. For example, difficulties observed, areas for

improvement, problems that arose, students participation (active,non-disruptive, on-task see attached rubric).

B ll i / i k l d t ti l h k f


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The students will be evaluated on the following:

1. Participation in internet research on assigned biome andretrieval of information on the local plants and animals of

that habitat. 5pts2. Successful classification of the local plants and animals of

that biome into the appropriate trophic level (producers,

primary consumers, secondary consumers, tertiary

consumers, decomposers, (scavenger -optional)). 5pts3. Design a food web for that habitat and be creative 10pts

4. Using APA style reference sites used for research 2.5pts5. Design a cover page to include title, name, and date 2.5pts

Closure

Day 3 (computer lab): When there is 10minutes left of class

instruct students finish up what they are doing and restore the

computer to its original state. Have students complete exit slip

which returns to the lesson objectives (see attached food webdesign exit slip day one). Have students turn in exit slips to teacher

prior to exiting computer lab.

Day 4 (computer lab): When there is 10minutes left of class

instruct students to finish up what they are doing and restore thecomputer/computer lab room to its original state. Have students

complete exit slip which returns to the energy flow lessonobjectives (see attached Food web design exit slip day 2). Havestudents turn in exit slips to teacher prior to exiting computer lab.


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Materials

Computer lab, biome food web design assignment handout, biome

food web design template, biome food web design sample, APA

reference guide handout, bell ringer handout, exit slips, red cups,colored pencils, markers, crayons, standard 8x11 computer paper,

USB drive to save work if required

Additional materials for teacher: Grading rubric

Duration

2 day Lesson (days 3 and 4 of energy Flow Lesson):

Planning time for both days-2hrs

Day three instructional time (40minutes): research biome, collect

and organize required information

Day four instructional time (40minutes): Design food web


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Bell Ringer-Biome Food Web Design (day 4)

Name__________________ Date_____________

1. In what direction do the arrows point in a food web?

2. Draw a food chain for the following plants and animals and label the producer,primary consumer, secondary consumer, and tertiary consumer. Grasshopper,

hawk, snake, grass


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Exit slip Biome Food Web Design (day 3):

Name_____________________ Date_________________

1. Name the Biome of your research ________________________

2. Identify one producer found in this biome____________________

3. Identify one primary consumer found in this biome ___________________

4. Identify one secondary consumer found in this biome _________________

5. Identify one tertiary consumer found in this biome__________________

6. Identify one decomposer found in this biome ___________________


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Exit slip Biome Food Web Design (day 4)

Name_____________________ Date______________

1. Illustrate the proper flow of energy by constructing a food web for thefollowing plants/animals:Grass, rabbit, squirrel, deer, mountain lion


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APA Citation Guide for Citing Web Site Sources adopted from SUNY Plattsburgh Feinberg Library Citation Guide Series

Citing Web Pages

Note: For resources that do not include publication date, use n.d. in parentheses.

General Format: Author, A. A. (Year). Title of webpage: Subtitle. Retrieved Month Day, Year, from Source

Personal web site Katz, B. (2009). Carving out my niche in webspace with a spoon. Retrievedwith title name July 29, 2009, from http://www.billkatz.com

Web site with no The intelligence of dogs. (n.d.). Retrieved July 27, 2009, from http://www.petrix.com/dogint/author or date

Organization web site Centers for Disease Control and Prevention. (2007). Bullying facts and statistics. RetrievedJuly 27, 2009, from http://www.safeyouth.org/scripts/faq/bullying.asp

Blog: Christ, C. (2008, December 15). Top ten worst green travel destinations [Web log message].Retrieved from http://ngadventure.typepad.com/blog/costas_christ/
http://www.billkatz.com/http://www.safeyouth.org/scripts/faq/bullying.asphttp://ngadventure.typepad.com/blog/costas_christ/http://www.safeyouth.org/scripts/faq/bullying.asphttp://ngadventure.typepad.com/blog/costas_christ/http://www.billkatz.com/


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Biome Food Web Design

Task: Design a food web for one of the biomes of the world

Directions: Using the internet research a biome of the world to identify common plants

and animals. Analyze and classify the plants and animals into the appropriate trophiclevel (producer, primary consumer, secondary consumer, etc). One of each classification

of organisms must be represented (scavengers are optional). Design a food web to

illustrate the proper flow of energy in your biome of study. Remember the arrows in a

food web point in the direction of energy flow.

Suggestions for food web design: use a word processor and color key to design food web,use picture representations of organisms downloaded from internet and uploaded into

word processing document, illustrate pictures of organisms by hand. any other creative

ideas

Suggested sites for research:

http://www.mbgnet.net/

http://www.ucmp.berkeley.edu/exhibits/biomes/index.php

http://www.blueplanetbiomes.org/world_biomes.htm

http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html

http://kids.nceas.ucsb.edu/biomes/index.html

What do I have to do exactly?

1 Actively participate in internet research on assigned biome and retrieve
http://www.mbgnet.net/http://www.ucmp.berkeley.edu/exhibits/biomes/index.phphttp://www.blueplanetbiomes.org/world_biomes.htmhttp://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.htmlhttp://kids.nceas.ucsb.edu/biomes/index.htmlhttp://www.mbgnet.net/http://www.ucmp.berkeley.edu/exhibits/biomes/index.phphttp://www.blueplanetbiomes.org/world_biomes.htmhttp://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.htmlhttp://kids.nceas.ucsb.edu/biomes/index.html


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Biomes food web design template

Biome of study: _______________

1. Common plants:

2. Common animals:

3. Feeding relationships table

Producers Primary

consumers

Secondary

consumers

Tertiary

consumers

Scavengers

(optional)

Decomposers

4. Design a food web


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Biomes food web design sample

Biome of study: Freshwater pond

1. Common plants: algae, pond slime/weeds, large green plants

2. Common animals: plant plankton, animal plankton, tadpoles, snails, large water bugs,small fish (herbivore), small fish (carnivore), large fish (carnivore), frogs, turbifex worms

3. Feeding relationships tableProducers Primary

consumers

Secondary

consumers

Tertiary

consumers

Scavengers

(optional)

Decomposers

- Algae

- Pond

slime/weeds- Large green

plants- Plant plankton(phytoplankton)

- tadpoles

- animal

plankton(zooplankton)

- smallherbivore fish

- small

carnivore

fish- frog

-water bug

-Big

carnivore

fish

-Snails (eat

dead plant

debris,rotting

foliage andalgae)

-Tubifex

worms


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Rubric for Biome Food Web Assignment total possible points = 25points

Criteria Proficient Satisfactory Unsatisfactory

Participationin internet

search andcollection of

data

5ptsStudent is on-task and collects the required

data

3ptsStudent collects data but is slightly

disruptive (needs to be spoken to byteacher to correct behavior)

1ptStudent refuses to do assigned

task and/or continuouslydisrupts class

Organizationof data

5ptsStudent organizes local flora and fauna into

appropriate trophic levels with limited (1or 2)mistakes

3ptsStudent attempts to organize the local

flora and fauna into appropriate trophiclevels but has several mistakes

1ptStudent does not attempt to

organize the local flora and

fauna into appropriate trophic

levels and/or their organization

is completely inaccurate

Cover page 2.5pts contains title, name, and date 1pt- has a cover page but is missing oneof the following: title, name, date

0pts-no cover page

Source citing 2.5pts uses APA style to site internet sources 1pt uses APA style to site internetsources but has made some errors

0pts no work cited provided

Food webdesign

10pointsAppropriately

constructs afood web that

is

representativeof the biome

researched.Contains no

mistakes

9ptsAppropriately


is


researched.Contains one

mistake

8ptsAppropriately


is


researched.Contains two

mistakes

7ptsConstructs

food web thatis

representative

of the biomeresearched.

Containsthree

mistakes

6ptsConstructs

food web thatis

representative

of the biomeresearched.

Contains fourmistakes

5ptsConstruc

ts foodweb that

is

representative of

thebiome

researched.

Contains

fivemistakes

2ptsConstructs food

web but it isflawed (does not

follow the

proper flow ofenergy and/or

has more than 5mistakes)

0ptsDoesnt do

food web

design

assignment


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Documents

Energy Flow Lesson Cont. Days 3 and 4