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Teacher Candidate: Michael Van Etten Date: 11/10/2011 Unit Title: Ecology Subject: Energy Flow Grade Level:

10th Essential Question(s): What types of food do you eat to obtain energy? How does what you eat grow before you eat it or how does your food obtain energy? Lesson Title/Number Lesson Number 2

State Standards and STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living Performance environment and recognize the historical development of ideas in Indicators science. Key Idea 1: Living things are both similar to and different from each other and from nonliving things. Performance Indicator 1.1: Explain how diversity of populations within ecosystems relates to the stability of ecosystems. Major Understanding: 1.1.a Populations can be categorized by the function they serve. Food webs identify the relationships among producers, consumers, and decomposers carrying out either autotropic or heterotropic nutrition. Key Idea 6: Plants and Animals depend on each other and their physical environment. Performance Indicator 6.1: Explain factors that limit growth of individuals and populations. Major Understanding: 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 carnivores and decomposers. 6.3.a The interrelationships and interdependence of organisms affect the development of stable ecosystems.

Lesson Objectives
(Blooms Taxonomy)

1. Students will be able to define producers, consumers, autotrophs, heterotrophs, chemosynthesis, herbivores, omnivores, carnivores, omnivores, detritivores, decomposes, etc. (formative)- unit packet Knowledge

2. The students will be able to illustrate the producers, consumers, and etc. within a particular biome. Application 3. The students will be able to construct a food web/chain of their particular biome and label the different organisms. Synthesis

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

----------------------------------------------------------------------------------1. Ask certain students for definition of terms. Then, cross check with other students using thumbs up/thumbs down (formative). 2. Students will be given an activity sheet to group the organisms in their biome (formative). 3. Students will construct a food chain or food web, demonstrating the movement of energy throughout their biome (summative).

Bell Ringer and Prior Knowledge Tap


This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Bell Ringer- What are the levels of organization of a biome and what factors are included in these levels? Essential Question 2: What types of food do you eat to obtain energy? How does what you eat grow before you eat it or how does your food obtain energy?

______________

________________________________________________________ The teacher will present the bell ringer and essential question for todays lesson. The students will write their answers to the questions on a separate piece of paper. The teacher will prepare for the days lesson at this time. After, the teacher and students will address the questions. Then, the teacher will lecture and present information using PowerPoint. The students will be given guided notes. During the lecture students will fill in their guided notes of the particular terms in the material. The teacher will check for students understanding throughout the PowerPoint. When the lecture is over, the teacher and students will go over the guided notes. After, the students will get into their groups from last class to start an activity creating a food chain/food web of the organisms in their ecosystems. The teacher will provide the students with the essential materials for creating the chart. In addition,

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

the students will label the autotrophs/producers and the heterotrophs/consumers. The teacher will be helping the students if needed. When the students have finished their biomes or if 20-30 minutes have passed, students will share their drawings and explain their food web/chain with the rest of the class. Once everyone is done, the students will engage in discussion about the similarities and/or differences of their ecosystems in regards to energy movement. The students will put their energy flow with their biome activity at the end of the period. In addition, I will give an out the door slip asking students to identify where humans are in the food chain or food web, as well as asking them what part of their food chain is most important and why? For students that are blind in the class, I would have brail sheets. For students have slight visual impairments, I will make the material on the worksheets larger for them to see. For students with hearing impairments, a power point will be given to them with all the information that I discuss on it.

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

The teacher will call on particular students to explain a term in the PowerPoint. The other students will agree or disagree using thumbs up/thumbs down or if thumbs up/thumbs down has been used too much, the teacher will ask the students for a choral response. This will continue for the majority of terms asking different students to explain (Content). Students will be given a food chain/web assignment to complete. The students will be assessed on how well they can explain the movment of energy and identify the producers, consumers, herbivores, omnivores, carnivores, and other organisms in the web. When the students receive their sheets, the teacher will go over the directions. After, the teacher will ask a student or two what the directions were. (Content and Directions).

In class worksheet (Formative) Assessment Type and purpose


(sometimes called evaluation)

Homework for todays work (Formative) At the end of the unit, there will be a test given to check for understanding of the material and the connections made between each lesson (Summative)

Closure

Review the terms by asking certain students for the answers. If the student does not know, I will ask another student for the answer. After, I will go back to the original student and him or her again. Also, I make sure to go over the objectives to see if the students felt they have met the objectives.

Accommodations and/or Interactions with Support Staff

None

Projector, Markers, Colored Pencils, and large sheets of paper Resources/Materials

Time Required

1-2 Periods (40min/period)