3/21 Food Web Gizmo

Teacher: Gainous/Walker

Unit/Session: Ecology 

Date of Instruction:  3/21

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

-Describe how energy flows throughout a food web

-Create a food web and illustrate how energy flows 

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:

Review last week's lesson via slideshow.

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:  

Introduce today’s Gizmo on food webs. Complete the first page in google docs. 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students will complete the Gizmo on food webs. 

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:

Formative Assessment :