Muscogee County School District

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1 Title: What s For Lunch? Grade/Subject/Course: 7/Science/Life Science (Interdependence of Life) Time Allotment: 50 min Big Idea: How do organisms in an ecosystem depend on each other? Author/School: Melissa Niemi/Arnold Magnet Academy Primary Standard: Materials: 1. Elicit 7 E Model Individual Reflection and Whole-Group Discussion: S7L4 Student will examine the dependence of organisms on one another and their environments. S7CS5 Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. S7CS9 Students will investigate the features of the process of scientific inquiry. Per group: 12 Index cards Copies of organism picture sheets Scissors Glue 2 sheets of white paper Lab sheet with Organisms Reference Sheet Reference materials/internet Standards-Based Classroom Opening: Individual: Review previous knowledge through journal reflections on environments from previous learning experiences. Journals recordings are completed as students enter the classroom. Whole-Group: Review language of standards S7L4, S& CS5 and S7CS9. Discuss how the language of the identified standards relates to the Lab, What s for Lunch? (partner discussion and whole-group sharing) Identify the problem for the activity, What s for Lunch?, and record this in the Problem section on the Lab Sheet. Introduce the What s for Lunch task through the Task Scenario. 2. Engage 3. Explore Task Scenario or Lab Overview Group Assignments: Individual You have been accepted into the Junior National Oceanic and Atmospheric Administration (NOAA). Your first task as Junior Marine Biologist is to investigate the recent fluctuations in the fiddler crab and great blue heron populations in the salt marshes on Sapelo Island. Find out if there are enough food sources to support these populations. What s For Lunch? Student Pairs Directions are on lab instruction sheet. Record the answers to the questions in the Conclusions section of

2 4. Explain 5. Evaluate Assignment: Provide summary of solution and/or findings Varied Assessment Tools: (i.e.: rubric, solution) Secondary Education the lab report. Literacy in Science Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Informal Formative: Standards-Based Classroom Closing: The Three W s -What did we learn today? -So What? (relevancy, importance, usefulness) -Now What? (how does this fit into what we are learning) Formal Formative: Individual Assessment, Submitted lab reports serve as a formal formative assessment. 6. Extend/ Discuss population changes and how it affects the ecosystem. 7. Elaborate Notes: Organisms for activity may be modified to include a certain ecosystem of study or a certain area of the state.

3 What s for Lunch? Name Date Period S7L4a: Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments S7L4b: Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. You have been accepted into the Junior National Oceanic and Atmospheric Administration (NOAA). Your first task as Junior Marine Biologist is to investigate the recent fluctuations in the fiddler crab and great blue heron populations in the salt marshes on Sapelo Island. Find out if there are enough food sources to support these populations. Problem Statement: Research Notes: Food chains Food webs Hypothesis: Do you think all of the organisms in an ecosystem will be a part of the food chain? Of the food web? Materials: 12 Index cards per group Copies of organism picture sheets for each group Scissors for each group Glue for each group 2 sheets of white paper per group Lab sheet Reference materials/internet Procedure: 1. Cut out the pictures of the following organisms and paste them on 12 index cards. 2. Mix up the cards. Randomly select 6 of them. 3. Using as many of the 6 cards as possible, arrange the organisms into a food chain. 4. If necessary, use reference materials or the Internet to determine what food(s) each animal eats. 5. Draw the food chain onto a clean sheet of white paper. (Animal s picture & name of animal). 6. Use arrows to show the flow of energy. The arrow points upwards from the food to the animal that is eating it, to demonstrate the movement of energy. 7. Return the cards to the pile. This time, use all 12 cards to create a food web. 8. Draw the food web on another clean sheet of white paper. (Remember: Animal s picture & name of animal). Use arrows to show the flow of energy. Results: Results will be your completed food chain and food web.

4 Conclusions: Provide detailed explanations of findings. Write in complete sentences using the language of the standards. 1. Why does the arrow in a food chain point towards the animal that eats the food? 2. Compare: What does a food chain have in common with a food web? 3. Contrast: How is a food chain different from a food web? 4. Identify: How many organisms were in the first food chain? 5. Classify: Which organisms on your cards were producers? 6. Classify: Which organisms on your cards were consumers? 7. Was your hypothesis correct or incorrect? Explain. (For continued learning and Food Chain games, visit More of Phillip Martin s art work is also here.)

5 Organisms Reference Sheet Smooth Cordgrass Black Needle Rush Palmetto Ribbed Mussels Eastern Oyster Marsh Periwinkle Fiddler Crab Great Blue Heron Shrimp Algae Sea Turtle Raccoon