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TEKS addressed:
(12) Science concepts. The student knows that interdependence and interactions
occur within an ecosystem. The student is expected to:
(E) Investigate and explain the interactions in an ecosystem including food chains, food
webs, and food pyramids.
(9) Science concepts. The student knows metabolic processes and energy transfers
that occur in living organisms. The student is expected to:
(D) analyze the flow of matter and energy through different trophic levels and between
organisms and the physical environment.
I. Overview
Students will explore the food chain in its entirety. They will learn the food chain
and by the end of the week, they will learn why it is important for us to talk about
this topic in relation to the final project.
Write responses on the “What ingredients make [Yes, tomato sauce, pasta,
board. “That sounds good. spaghetti, do you know?” ground beef or chicken]
Let’s focus on the
spaghetti.
[two]
Decomposers can be at
every trophic level because
they break down dead
matter.
Throughout each trophic Do you think animals can [ I don’t know maybe]
level there is a transfer of have different roles
energy. At each level throughout the food chain?
energy is lost. Discuss this with your
group.
TEKS addressed:
(12) Science concepts. The student knows that interdependence and interactions
occur within an ecosystem. The student is expected to:
(C) compare variations, tolerances, and adaptations of plants and animals in
different biomes;
(D) identify and illustrate that long-term survival of species is dependent on a
resource base that may be limited; and
(E) investigate and explain the interactions in an ecosystem including
food chains, food webs, and food pyramids.
II. Overview
In this 2-day activity, students choose an organism and research its life cycle, food
chain, and habitat. The student research is assembled in one way. The classroom is
cleared of tables and chairs while students use their organisms to create a food web
stretching the length and width of the classroom. Students will also analyze aspects of
their driving question by discussing extinction of species.
II. Performance or learner outcomes
4. SWBAT conduct independent research by way of researching different food
chains.
5. SWBAT define and construct a food web; discuss difference between food
chain and food web
6. SWBAT define keystone species and explain its importance
7. SWBAT predict how endangered species might affect the ecosystem
VI. Accommodations for learners with special needs (ELLs, Special Ed, 504,
G&T)
ELL: Students will do hands on activities individually and as a class, so that they
could learn how to how to describe concepts. Pictorial representations are available for
students about Food Web and Keystone species as listed in Dong, 2005. Students come
up with their own description (in what’s for dinner engagement) before using scientific
terms. We will try to focus mainly on student-student interaction, and keep lecturing to a
minimum. When questioning the students, we will try to promote students speaking up
even if they are not sure of the right words to describe something. By focusing on group
learning and going around to each group to talk one on one with students, we will try to
make sure everyone was moving forward and understanding new concepts.
Five-E Organization
Teacher Does Probing Questions Student Does
Engage (10 minutes):
Why?
[I don’t know]
If a food web shows us
the circle of life, what
do you think it is?
[no]
Let’s look at it like this.
Do animals eat the same
Right, some animals eat the same thing everyday?
thing right. Lions and Tigers both
fed off of gazelles. That means that
both of their food chains have some
of the same animals within them. [a lot of food chains]
Based off of that, a food
web is only what?
Right. A food web is a model that
shows all the possible feeding
relationships between organisms
living in an ecosystem which is
made up of multiple food chains.
[Writes on board until
A good way to think of a food web equation is balanced. ]
is to think of a spider web.
Everything is interconnected.
Exploration(40 minutes):
Today you will research some
organisms from the Great Barrier
Reef.
Explain ( 15 minutes)
Elaboration(15 minutes):
Evaluate (5 minutes):