3/10 Energy Roles/ TeenBiz "For the Love Of Vultures

Teacher: Gainous

Unit/Session: Ecology 

Date of Instruction:  3/10

Standard/s: S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.

b. Develop a model to describe the cycling of matter and the flow of energy among biotic and abiotic components of an ecosystem. (Clarification statement: Emphasis is on tracing movement of matter and flow of energy, not the biochemical mechanisms of photosynthesis and cellular respiration.)

Learning Target/ Teaching Point:   I can explain the ways that an organism can obtain energy.

Success Criteria:

-Recall the ultimate source of energy 

-identify and compare autotrophs, heterotrophs, and decomposers

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION:

Science Starter: Before reading-poll.

DIRECT INSTRUCTION:

Introduce today’s TeenBiz article titled, “For the Love of Vultures.” Review TeenBiz expectations. 

Introduce producer, consumer, and decomposer using a slideshow and notes

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

Students will take notes on producer, consumer, and decomposers. 

Students complete an activity on energy roles

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students will work on their teenbiz assignment. 

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Teenbiz assessment. 

Formative Assessment :