5E Lesson Template. Source of the lesson:

Transcription

1 5E Lesson Template LESSON PLAN # _Week 2_Lesson 1_Days 1-2 ClassDay/Time: Mon/Tuesday_ Technology Lesson? Yes No (circle one) Author: Lauren Benoit Title of lesson: Who s Eating You? Length of lesson: 75 mins Description of the class: Name of course: Biology Grade level: High School Source of the lesson: 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. II. Performance or learner outcomes 1. SWBAT define and construct a food chain. 2. SWBAT identify the role of organisms within a food chain. 3. SWBAT trace the path of energy through a food chain and understand that roles of organism in a food chain are not stable.

2 III. Resources, materials and supplies needed Organism Cards Markers Construction Papers Scissors Glue IV. Supplementary materials, handouts. (Also address any safety issues Concerning equipment used) Project Notebook V. Safety Issues Using scissors will be the only safety issue. We will address this by mentioning laboratory and class room rules. VI. Accommodations for learners with special needs (ELLs, Special Ed, 504, G&T) ELL: Students do hands on activities arranged in groups of three to four, so that they could learn new vocabulary and ways of describing things from one another. Pictorial representations are available for students about Food Chain as listed in Dong, 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.

3 Five-E Organization Teacher Does Probing Questions Student Does Engage: (10 minutes) Get students attention so class can begin. Ask one student: What did you eat for dinner last night?" [I ate spaghetti, with corn and salad.] Write responses on the board. That sounds good. Let s focus on the spaghetti. Ok, so our ingredients are tomato sauce, which is made of tomatoes, pasta, and ground beef. Make 2 lists that are titled Plants and Not from Plants. What ingredients make spaghetti, do you know? Which of these ingredients come from plants? Which of the ingredients don t come from plants? [Yes, tomato sauce, pasta, ground beef or chicken] [tomatoes] [ground beef] Good. Plants produce a lot of the vegetables we use daily. Because of this I am going to call plants our producers. Without them, we wouldn t have a lot of the food we eat regularly. Let s look at our list of ingredients that don t come from plants. Right. We are going to call the cow and the other animals listed consumers. Where do our ingredients that don t come from plants come from? [Well the ground beef came from a cow and etc.]

4 Exploration (40 minutes) Right you are looking at it in the right but I want to add something to your statement. Right plants make their own food from a process called photosynthesis. Another word for a producer is called an autotroph which means these are organisms that produce their own energy. On the other hand, consumers have to eat consume other things to get their energy. Consumers can also be called heterotrophs which means these are organism that have to eat something else to produce energy. Good. Another name for Why do you think we call plants producers and animal s consumers? How do plants receive energy? Speaking of consumers, which animals only eat plants? (if animals are not in list, students will still need to answer question)which are animals that eat other animals? Which eat both? Do you know what these animals are called based on what they eat? [Plants don t eat anything and animals have to eat to live] [ They get it from the sunlight] [Well, cows eat plants, tigers even though they are not on the list eat other animals, and humans eat both animals and plants] [no]

5 name for animals that eat plants is herbivore. Another name for animals that eat meat or other animals is called carnivores and animals that eat both are called omnivores. All of these are types of consumers. Another type of consumer is decomposers. [no] A decomposer eats dead matter. So they break down dead animals, plants, and waste. They also help provide nutrients for plants to live. Does anyone know what decomposer is? Go back over what was covered in engagement saying what a producer is and an example, and what a consumer is and their different types. Students will write this down in the vocabulary and lecture sections of their project notebook. As you can see there is somewhat of a chain of command going on with what we have been talking about. Today we are going to talk about an essential part to what we call our ecosystem. We are going to talk about food chains. [ umm, it s a chain that shows us how food travels to us] Yes, somewhat. A food Based on what we have on

6 chain is how each living thing gets its food. the board, can anyone tell me what a food chain is? Today you are going to be given organisms cards. In your groups, you will first color code each card by marking each card with a different color. Producer-green Consumer- blue Herbivore- orange Carnivore-red Omnivore-purple You will then create a food chain with the organism cards by cutting them out and gluing them on the construction paper given. There is multiple food chains so everyone s wont be the same. [two] So will consumers have one color or two colors on their organism card? Explain :10 ( minutes) Some of the groups will come and present their food chains to the class. What trends did you see within everyone s [everyone s food chain started off with plants, or a

7 presentation? producer] Right. Every food chain starts off with a producer. Each level of consumption in a food chain is called a trophic level. Show a picture of a food chain with the different trophic levels. So what type of consumer is normally found in the 1 st tropic level, 2 nd and 3 rd? (Hint: think about your food chain) [in the 1 st trophic level herbivores are normally found, 2 nd carnivores and 3 rd humans. Right, herbivores are normally called primary consumers because they eat plants. Those that eat the herbivores, which are mostly carnivores are called secondary consumers and whoever eats the secondary consumers are called tertiary consumers and so on. What level do you think decomposers live at? [I don t know] Decomposers can be at every trophic level because they break down dead matter. All of this should be recorded into the student s project notebook.

8 Elaborate (10 minutes): Refer back to picture. As you can see, plants are not the only types of producers; you can have plankton and algae. You can have different producers based on the different types of habitats animals live in. Remember a producer is an autotroph and they are any organism that produces their own food. Throughout each trophic level there is a transfer of energy. At each level energy is lost. Do you think animals can have different roles throughout the food chain? Discuss this with your group. [ I don t know maybe] Yes, animals can have different roles within a food chain. For example if a bear eats a berry, it s a primary consumer (herbivore) because it is eating a plant. But when it eats a salmon it is a tertiary consumer. Why is it a tertiary consumer? [because the bear eat the salmon, salmon must eat some other fish which eats a producer] Recap over the day s materials.

9 Evaluation(Formative assessment- 5 minutes): All materials are picked up. Exit Ticket: Students write down what role in the food chain is important and why.

10 5E Lesson Template LESSON PLAN # Week 2_Lesson 2_Days 3-4 ClassDay/Time: Tuesday/Wednesday_ Technology Lesson? Yes No (circle one) Author: Lauren Benoit Title of lesson: Who s Eating You? Length of lesson: 85 mins Description of the class: Name of course: Biology Grade level: High School Source of the lesson: 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.

11 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 III. Resources, materials and supplies needed Yarn Scissors Internet Index cards IV. Supplementary materials, handouts. (Also address any safety issues Concerning equipment used) Project Notebook V. Safety Issues No safety issues. Scissors will not be used by students but by teacher. Only concern will be with the computers. Strict guidelines will be given according to where the students should get their information from regarding their food webs. 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, 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.

12 Five-E Organization Teacher Does Probing Questions Student Does Engage (10 minutes): Show a video clip from Disney's, "The Lion King." Use the clip where Mufasa discusses with Simba the circle of life. Thinking about yesterday s lesson, do you think a food chain shows us the circle of life? [no] Why? Right. Food chains show us a linear relationship with different trophic levels but a food web does not. Right, some animals eat the same 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. 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. A good way to think of a food web is to think of a spider web. Everything is interconnected. Exploration(40 minutes): If a food web shows us the circle of life, what do you think it is? Let s look at it like this. Do animals eat the same thing everyday? Based off of that, a food web is only what? [I don t know] [no] [a lot of food chains] [Writes on board until equation is balanced. ]

13 Today you will research some organisms from the Great Barrier Reef. Your goal will be to become an expert about this animal. You will list its food chain, draw a sketch of what it looks like, what might eat them, describe its habitat. You will write all of the information on the index card provided. Students will randomly pull from the group of organisms: Sea Snake Humpback whale Tiger sharks Sea turtles Parrotfish sea urchins sponges Algae Hermit Crab krill panulirid lobster Crayfish After students finish their research move all desks to the side to allow for an open area in the classroom. Students will then create a circle with their index cards in hand. One student will go to the center of the circle and present their information. They will present its organism s food chain, and a description of its habitat. (Students will only be given 1 minute to present). Then I will ask if anyone has an organism that is part of the same food chain. That student will come to the center of the circle and the 2 students will connect each other by a piece of yarn. This process will continue

14 until all students have presented. During this I will be copying down the food web on the board. After activity is finished, put classroom back together. Allow students to copy down what the food web they created on paper so that they can put it in their project notebook. Explain ( 15 minutes) Give insight to where the student s food web came from, the Great Barrier Reef is the worlds largest coral reef system located off of the coast of Australia. (Show picture of reef). It is home to millions of organisms. Now that we have created our own food web of the area lets talk about it trends. As we talked about before, there is also a transfer of energy within the food web just like the food chain. Where are the producers in the food web? Are their trophic levels present in the food web? (I will ask a student to come up and identify them by writing them on the food web) [They are in the same place as in the food chain, at the bottom] [Yes, they are present, there is the primary producers which is the algae, primary consumers which are krill, secondary consumers which are the parrot fish and tertiary consumers which is the tiger shark]

15 At each trophic level energy is lost. This food web has some of the same characteristics of a food chain but their not the same. Lets look at the food web a little deeper. Which is better a food web or a food chain if looking at an ecosystem? Is the food chain useful at all? [A food web because it shows feeding relationships between all animals. It gives you more of an idea of what the ecosystem looks like. A food chain is just a linear relationship it doesn t tell us anything about other animals.] Right when situations like this happens, everyone in that food web is affected. When a species starts to die off that species becomes endangered and that species could become extinct. (I will show a picture of the seat turtle which is currently endangered) If an oil spill happen and leaked into the Great Barrier Reef and it killed off all of the krill (which is a herbivore), what would happen to the food web?(first I will show a visual of this by way of the food web the class created and then I will students will discuss this in groups) [there will be a variety of answers, the crabs would die because they wont have anything to eat, which could lead to the shark population lowering and so on [students will turn in responses in essay form for homework.]

16 Well we see what can happen if krill were destroyed, but what If a carnivore is destroyed? Does it matter? Which should we save and why? (students will discuss this in their groups for about 2 minutes, this will be their homework for the day) Elaboration(15 minutes): Within food webs, there is a type of species called a keystone species. This species a species whose very presence contributes to a diversity of life and whose extinction would consequently lead to the extinction of other forms of life. Keystone species help to support the ecosystem (entire community of life) of which they are a part. A keystone species of the Barrier Reef is the Giant Titron Mollusk. (I will show a picture of this and some facts) I will tell students that this organism is the same organism that is used for a blow horn by most humans. This organism preys on the Crown-of-thorns starfish is one of the major threats to the health of the Great Barrier Reef. This why its existence is so important without

17 it, the food web of the Great Barrier Reef is affected. There is a keystone species in Texas it is the coyote. Then I will present the case study to the students. Do you think there are Keystone species in Texas? What do you think it is? [I don t know] Evaluate (5 minutes): I will wrap up what we learned today in class. Homework: Does it matter if the extinct species is an herbivore or a carnivore? Why?