3/16 Food Chains

Teacher: Gainous/Walker

Unit/Session: Ecology 

Date of Instruction:  3/16

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

-Complete a food chain and explain the flow of energy throughout

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:

Warrior 5

DIRECT INSTRUCTION:

Powerpoint Ecology Slideshow on Food Chains

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 food chains and will continue to review producers, consumers, and decomposers. 

BrainPop video on Food Chains. Watch as a class and take the quiz individually.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students will complete a cut and paste activity creating food chains and will place in their notebooks. 

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:

Brainpop 

Formative Assessment :