Energy in an Ecosystem: What S Eating You?

ENERGY IN AN ECOSYSTEM: WHAT’S EATING YOU?

Google Image from questgarden.com

Contributors: Kim Olsen, Lori Turner, Nancy Cotter

Overview

How does energy flow in an ecosystem's food chain? What are the feeding relationships between the different component organisms in a food chain?

The purpose of this lesson is to develop students’ research skills in relation to exploring how energy moves througha specific ecosystem. Students will develop understanding that ecosystem roles are based primarily on the way organisms obtain and transfer energy. Students will begin the activity by using a food chain simulation game to apply their prior knowledge of the trophic levels found within a specific ecosystem.Student pairswill then be provided with a specific ecosystem on which to conduct research, leading to a graphic representation of a food chain found within the ecosystem.Finally, student pairs will orally present their findings and their graphic depiction to their peers.

Lesson Concept:

Ecosystem roles are based primarily on the way organisms obtain energy.

Science Standards:

Ecology:

• Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.
• Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment. 5c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.

Investigation and Experimentation

• Select and use appropriate tools and technology to perform tests, collect data, and display data.
• Communicate the steps and results from an investigation in written reports and oral presentations.

ISTE NETS Standards

Creativity and Innovation

1. apply existing knowledge to generate new ideas, products, or processes.
2. create original works as a means of personal or group expression.

Communication and Collaboration

1. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Cyberinfrastructure Tools:

Interactive web-based food chain simulations found at:

Prezi is a Web-based application found at:

The following food chain simulation is used for the extension activity:

The following food chain simulation may be used as differentiation for accelerated learners/early finishers:

The following URL is used to promote career-preparedness in connection with the lesson topic.

Lesson Activities

Prior to Day 1 of the lesson:

1. The teacher will introduce Food Chains to the students including using these Web sites:

1. The teacher will ensure that all student computers are connected to the Internet.
2. Students have received instruction on digital citizenship to define and explain the issues of appropriate technology use and to make appropriate choices when using technology.
3. Students have previous knowledge of biomes and know the difference between an ecosystem and a biome.
4. Students have previously worked with the Prezi presentation tools; however, there will be a brief review of Prezi skills during the lesson. Prezi is a web-based presentation application that uses a single template rather than individual slides:
5. Students also have previous knowledge of Popplet, a presentation tool used to visually represent connections between concepts:

Students will use the URL for BrainPop: are elements on BrainPop that teachers and students may use free of charge).

The lesson spans two days: Day 1 consists of students preparing a presentation for Day 2.The Extension activity may be implemented on another day (Day 3).

ENGAGE (Total time: 60 mins.)

DAY 1: Teacher Does (1 min.) / DAY 1: Student Does (7 mins.)
Use of Technology
The teacher asks students to log onto their computers to prepare for the lesson. Ideally, there are two students per one computer to promote collaboration and discourse. Teacher provides the URL for BrainPop and students log on to activate prior knowledge of food chains; producers; level 1, level 2, and level 3 consumers; decomposers; and energy from the sun. The main focus is for students to interact with the food chain simulations on The Food Chain Game. (1 min)
The teacher brings students’ attention to the front board and tells them that their screen should match the teacher’s screen projected on the front board. Tell students that they should not look for BrainPop through a Google search.
The teacher formatively assesses student progress while they are engaged in BrainPop
Assessment: Have students take and save a screenshot at the end of the quiz which will show the results of their simulation score / Use of Technology
Student pairs access the BrainPop URL. Students ensure that their start screen matches the teachers screen projected on the front board. Students proceed to interact with the Food Chain Game. Each student should have a turn with the simulations and experience the review before exploring their own food chain in the next part of the lesson.
Students ensure that their computer screen matches the teacher’s screen.
Students ask clarifying questions.
When each student completes the game, he/she will take and save a screenshot of his/her results on the computer documents folder. Students are reminded to use their first initial and last name to label the file. (10 mins.)

EXPLORE

Teacher Does (7 mins.) / Student Does (45 mins)
Use of Technology
The teacher projects directions on the screen for the student pairs to read in preparation for the next activity: / Use of Technology
Student pairs read the projected directions for the next activity from board. (2 mins.)
Directions:

1. Students receive one card with the name of a specific biome listed.
2. Students will identify the following trophic levels: One producer; one each of levels 1, 2, and 3 consumers; one decomposer; and the sun.
3. Students will conduct Internet research about their specific biome.
4. Students create a food chain based on what was determined from the research.
5. Students will create a short Prezi or Popplet presentation for their class peers.
6. The presentation will consist of a brief description and graphic depiction of how energy flows through each of the organisms in the student pair’sspecific food chain.

The teacher asks, “Why do we include the sun?”
The teacher asks if there is anything that needs to be clarified.
The teacher reviews basic Prezi skills: (Inserting images, labeling images)
The teacher will:

• limit template choices
• remind students that copyrighted images cannot be uploaded
• review digital citizenship in regards to incorporating copyrighted photos and other images into their Prezi or Popplet.

/ Students respond to why the sun will be included in all food chains.
Students ask for clarification.
Students follow along on their computers with the teacher.
Students respond to questions about copyright rules and digital citizenship.
Students ask specific clarifying questions about copyrighted images.
NOTE: The teacher needs to demonstrate how to research an ecosystem to identify organisms found within the ecosystem.
The teacher providesnon-example food chains and discusses why the chains do not make sense.
Using the document camera, the teacher will show specific food chain components (requirements) that student pairs need to research in relation to their ecosystem / Students view images prepared by the teacher of unconventional placement of animals in the same ecosystem: Students indicate why the non-example food-chains do not make conceptual sense.
For example, plankton would not be found in the desert, or penguins are not found in a tropical rainforest; possums will not be able to eat poisonous dart frogs since dart frogs are found in tropical rainforests; the sun is missing in the Prezi.
Students confirm to the teacher that they understand the required components for their specific food chain.
Teacher will pass out a card to each student pair that indicates a specific ecosystem (e.g., desert, marine, coniferous forest, for students to research.
The teacher highlights the academic vocabulary in the lesson: ecosystem, trophic levels, food chain, levels of consumers, producer, decomposer, sun. / Student pairs will confirm their ecosystem and decide how to begin their research to identify the required components. Students will identify the following components from their Internet research: one producer, one decomposer, one Level 1 Consumer, one Level 2 Consumer, one Level 3 Consumer, the Sun
The teacher requests students to create a rough draft of their specific food chain on paper as they conduct their research before finding images of consumers to ensure that they are accurate representations of the specific ecosystem. / Students create a rough draft of their specific food chain as they conduct their research to ensure they identify appropriate images that accurately reflect their specific food chain.
The teacher requests students to create a short presentation using Prezi or Popplet to demonstrate how energy flows through their food chain.
The teacher states that an oral presentation rubric will be used to assess student comprehension of the science topic, science content accuracy, students’ grasp of the topic, presentation formatting requirements, and preparedness.
The teacher provides a rubric to each student to place in his/her individual notebook. / In their groups, students will discuss and come to consensus about what elements are included in their food chain and which tool to use to develop their presentation from either Prezi or Popplet.
Students will research each member of their food chain and begin to develop their presentation.
Students create a short presentation using either Prezi or Popplet to give a brief but clear description of how energy flows through their specific food chain. (30 Mins)
Students review the presentation rubric to ensure alignment with the required criteria and the specific performance indicators.
Formative Assessment
The teacher circulates among the students to formatively monitor their progress and to support their research and successful use of the presentation tools.
The teacher provides immediate support to any students needing help.
The teacher brings all students to attention to briefly report out on their current progress.
The teacher formatively assesses progress by stating:
Based on your specific ecosystem:
Give an example of a level 1 consumer.
Give an example of a level 2 consumer.
The teacher reassesses student understanding of energy flow through their food chain. / Formative Assessment
Students consult with the teacher to confirm that their food chain components are accurate and that all task requirements are met.
Students ask clarifying questions as needed.
Students report out on the progress of their work.
Students raise their hand to provide examples of level 1 and level 2 consumers from their specific ecosystem food chain.
Student pairs explain the meaning of energy flow in a food chain. They use academic vocabulary in the lesson: trophic levels, ecosystem, food, chain, levels of consumers, producer, decomposer, and the sun.
Closure
The teacher gives instructions for students to save work on their personal flash drive, close programs, log off, and shutdown computers.
The teacher requests that each student pair e-mail their presentation to the teacher’s
Gmail account for storing and assessing for a final grade.
The teacher asks student pairs to prepare to share their presentations the next class day.
The teacher requests students to present clearly and to take no more than 5 minutes for their respective presentation.
The teacher tells students that she will project their presentations the next day when they present to their peers and provides each pair with a presentation order number. / Closure
Student pairs indicate that they have completed and finalized their work and save it to their individual flash drive.
Student pairs email their presentation URL to the teacher to prepare for their oral presentation to their peers.
The students confirm that they will be well prepared to present.
The students write their presentation order in their science notebooks.

EXPLAIN (Total time: 60 mins.)

DAY 2: Teacher Does / DAY 2: Student Does
Use of Technology
The teacher reminds students of the order in which they will present.
Summative Assessment
The teacher accesses students’ presentations from the Gmail account as student pairs present to their peers.
The teacher takes observation notes on each student pair’s presentation so that a presentation rubric is ultimately filled out for each student (concurrent time lapses with student presentations). / Use of Technology
Student pairs confirm their presentation order.
Summative Assessment
Student pairs share out their findings on their respective food chain using their chosen presentation tool.
Students explain how energy flows between one level and the next within their food chain.

EXTEND (Total time: 45 mins)

Teacher Does (2 mins.) / Student Does (43 mins)
Use of Technology
Teacher instructs students to go to a food chain simulation tool and place organisms (rabbits, foxes, plants) in the given ecosystem and observing the effects over 50 years of the changes in populations in the ecosystem

Students are asked to record their findings in their science journals.
The teacher requests students to share out their observations in whole class discussion.
Note:
For differentiated tasks for accelerated learners, the teacher will provide the following URL to extend their learning in relation to a coral reef ecosystem and the food chains, food webs, and energy pyramids found there.
/ Use of Technology
Student pairs use the simulation tool on the shared computer by observing the effects over 50 years of the number of rabbits, foxes, and plants placed in the ecosystem.
Students record their observations and findings in their science journals.
Students share out their findings with their peers.
Accelerated learners will access the URL and explore the coral reef ecosystem and the transfer of energy that occurs in that environment. Students explore the interconnectedness of all the biotic factors in the coral reef ecosystem. They will record observations and findings in their science journals (electronic or hard copy).

STEM/WORKFORCE PREPAREDNESS CONNECTION (Total time: 45 mins)

Teacher Does (1 min.)
Teacher will instruct students to go to the article below and read about a scientific career that studies ecosystem food chains and food webs.

Note: This activity may also be used as a basis for students to practice using Prezi and/or Popplet digital presentation applications. / Student Does (44 mins)
Student pairs will read the section of the article describing scientists who examine ecosystems, food chains, and food webs within their field of study. Students will briefly share out what they learned about the scientist with their peers.

CyberQUEST Dissemination Workshop October 2013Eating1