Teacher Candidate: Jamie Prudhomme Date: 20Oct2009
Lesson Plan Template
Unit Title: Relationships in the living environment- Ecology
Essential Question(s): How important are the relationships and interactions in your life?
Imagine life in a bubble, what would you need to sustain life?
Energy flow days 3 and 4 of lesson
Lesson
Title/Number
Who eats who?
Lesson Question
(s)
NYS Learning standard:
State Standards • MST 4: Students will understand and apply scientific
and Performance concepts, principles, and theories pertaining to the physical
Indicators setting and living environment and recognize the historical
development of ideas in science.
Performance Indicator:
• 6.1.a Energy flows through ecosystems in one direction,
typically from the Sun, through photosynthetic organisms
including green plants and algae, to herbivores to carnivores
and decomposers.
National Education Technology Standard:
• 3. Research and Information Fluency
b. locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and
media.
Students will be able to:
Lesson Objectives • Actively participate and collect information through web
(Bloom’s search about the plants and animals present in an assigned
Taxonomy) biome of the world.
• Analyze the information they have collected and classify
into applicable categories
• Design a food web that properly identifies the flow of
energy for that habitat of the world
---------------------- ___________________________________________________
• Record individual participation during day one (day 3 of
Acceptable energy flow lesson) of the internet search in computer lab
Evidence use rubric as guide
• Students will complete food web design template, including
appropriate organization of plants/animals into the
applicable trophic levels
• Students will design their own food web appropriately
representing the feeding relationships for the plant/animals
in their assigned biome
Day 3: bell ringer (on board): Where do we get the energy to
function and do well in school? Where do these sources of energy
get their fuel from?
Bell Ringer and
Prior Knowledge The students will respond to bell ringer with neighbor. The teacher
Tap – this can be will then prompt selected students to share their thoughts with the
together or class. Following a brief discussion the teacher will make
separate connections between the class discussion and the lesson for the day
“food webs.” The teacher may say “The complex feeding
relationships that exist in our lives and in nature can be diagramed
by using food webs. Today we will be in the computer lab
researching different ecosystems/biomes of the world and
designing a food web appropriate for that biome.”
Day 4: Bell ringer/prior knowledge tap (handout with bell ringer
question for students to respond to and the following instructions
written on board): Take out your food web design templates and
biome food web assignment sheets. We will be going back to the
computer lab to design our food webs. Answer the question in
regards to energy flow on the handout provided.
Bell ringer (see attached handout), handout the bell ringer for
students to answer. Collect handout and review prior to going to
computer lab (check for understanding).
Bell Ringer questions:
In what direction do the arrows point in a food web?
Draw a food chain for the following plants and animals and label
the producer, primary consumer, secondary consumer, and tertiary
consumer. Grass, grasshopper, snake, hawk
Correct answers: Question one: in the direction of energy flow
Question 2: grassàgrasshopper àsnakeà hawk
______________________________________________________
Day 3 of energy flow lesson
1. The teacher will assign a biome of the world to each student
(tundra, freshwater, marine, desert, forest, and grassland
Note the same biome will be assigned to more than one
Procedure – student).
teacher input,
modeling, guided 2. The teacher will hand out Biome Food Web design
practice, assignment, biome food web design template, and food web
independent design sample, and APA reference guide to students and go
practice, and/or over the directions for the food web design assignment with
activities the class (see attached Biome food web design assignment
and biome food web design template, sample, and APA
*Accommodations reference guide).
for learning
modalities are 3. The teacher will explain that this assignment will be a two
required. day activity. Day one is for research, data collection, and
categorization in computer lab. Day two is for the food web
design (day 2 can be used as a research day for those
students who may have been absent on day 1. If absent on
day 2 students will be required to design their food webs as
homework)
4. The teacher will review proper computer lab etiquette (no
running, no horseplay, schools acceptable use policy, check
for active usernames and passwords)
5. In computer lab the teacher will walk students through the
procedure for designing a food web by modeling the
process: go to one of the suggested sites, locate and record
required information, and appropriately categorize in the
feeding relationships table (use the sample template as a
guide). Remind students that today is for data collection,
and appropriate data categorization.
6. In the computer lab the teacher will provide red cups
(located in classroom closet) to each student for them to
place on top of their computer monitors if they are in need
of assistance or to signal completion of data categorization
(see feeding relationships table).
7. Have two students repeat the directions for the day’s
activity (visit suggested web sites, record required
information, and appropriately categorize on food web
design templates)
8. The students are now ready to research their assigned biome
via a guided internet search (see Biome food web design
assignment suggested internet sites) and record the local
plants and animals common to that biome on the food web
design template.
9. Using their food web design templates the students will
then categorize the local plants and animals into the
appropriate trophic levels in the feeding relationships table.
10. Upon completion of the feeding relationships table the
student will place their red cup on top of their monitor to
signal the teacher. The teacher will go over the students
feeding relationships table and check for accuracy and
provide guidance if needed.
11. Closure (see closure section below): hand out exit slips for
students to complete and turn in prior to leaving (see
attached day one exit slip)
Day 4 of Energy Flow Lesson(computer lab):
1. Students design a food web in the computer lab based on
the data collected.
2. Teacher will refresh the students on the directions for
designing a food web (see Biome Food Web Assignment).
3. Teacher will provide red cups to student to signal if they
need assistance.
4. Students may use the computer to design their food webs or
they may illustrate by hand (see biome food web
assignment for suggestions on food web design).
5. Students are to use available desk space in computer lab if
illustrating by hand. The teacher will provide students with
a standard sheet of computer paper, colored pencils,
makers, and crayons (located in classroom closet).
6. The teacher will frequently remind those students using the
computer to generate their food web to save their work to
their USB drives.
7. The teacher will provide guidance/assistance to students as
needed (look for red cups).
8. If students do not finish designing their food webs in class
they will complete the remainder for homework.
9. The food web design templates and food webs will be
collected the next class session for evaluation (see attached
rubric).
10. Closure (see closure section below): hand out day two exit
slip for students to complete prior to leaving (see attached
day two exit slip)
Directions: Have two students repeat the directions for biome food
web design assignment. Students can refer back to their biome food
Checks for web assignment handout and the biome food web sample for
understanding – guidance as well.
directions,
procedures, Computer lab work: In computer lab have students use red cups to
routines, and identify needs for assistance.
content
(formative) Teacher will make notes in his/her journal identifying how the
lesson went. For example, difficulties observed, areas for
improvement, problems that arose, students participation (active,
non-disruptive, on-task see attached rubric).
Bell ringers/prior knowledge tap questions are also checks for
student understanding. The Day 4 bell ringer will be collected
(formative assessment).
Students will complete attached exits slips at the end of days one
and two of the lesson. These exit slips will be used to check for
student understanding (formative assessment).
The bell ringers and exits slips will be used by the teacher to check
for student understanding (formative assessment)
Assessment – type
and purpose The food web design and template will be evaluated by the teacher
using a rubric (See attached rubric- summative assessment). The
purpose of this assessment is to evaluate students’ comprehension
of feeding relationships and energy flow.
The students will be evaluated on the following:
1. Participation in internet research on assigned biome and
retrieval of information on the local plants and animals of
that habitat. 5pts
2. Successful classification of the local plants and animals of
that biome into the appropriate trophic level (producers,
primary consumers, secondary consumers, tertiary
consumers, decomposers, (scavenger -optional)). 5pts
3. Design a food web for that habitat and be creative 10pts
4. Using APA style reference sites used for research 2.5pts
5. Design a cover page to include title, name, and date 2.5pts
Day 3 (computer lab): When there is 10minutes left of class
instruct students finish up what they are doing and restore the
Closure computer to its original state. Have students complete exit slip
which returns to the lesson objectives (see attached food web
design exit slip day one). Have students turn in exit slips to teacher
prior to exiting computer lab.
Day 4 (computer lab): When there is 10minutes left of class
instruct students to finish up what they are doing and restore the
computer/computer lab room to its original state. Have students
complete exit slip which returns to the energy flow lesson
objectives (see attached Food web design exit slip day 2). Have
students turn in exit slips to teacher prior to exiting computer lab.
Technology will be integrated into this lesson via computer and
internet use. Students will explore an assigned biome of the world
Technology by using a guided internet search. This provides students with the
Integration opportunity to become familiar with basic computer and internet
Description and use. Students will be able to navigate suggested internet sites for
Rationale specific information, organize this data appropriately, and develop
their own products (in this case a representative food web of the
researched biome).
Computer lab, biome food web design assignment handout, biome
food web design template, biome food web design sample, APA
reference guide handout, bell ringer handout, exit slips, red cups,
Materials colored pencils, markers, crayons, standard 8x11 computer paper,
USB drive to save work if required
Additional materials for teacher: Grading rubric
2 day Lesson (days 3 and 4 of energy Flow Lesson):
Duration Planning time for both days-2hrs
Day three instructional time (40minutes): research biome, collect
and organize required information
Day four instructional time (40minutes): Design food web
Bell Ringer-Biome Food Web Design (day 4)
Name__________________ Date_____________
1. In what direction do the arrows point in a food web?
2. Draw a food chain for the following plants and animals and label the producer,
primary consumer, secondary consumer, and tertiary consumer. Grasshopper,
hawk, snake, grass
Exit slip Biome Food Web Design (day 3):
Name_____________________ Date_________________
1. Name the Biome of your research ________________________
2. Identify one producer found in this biome____________________
3. Identify one primary consumer found in this biome ___________________
4. Identify one secondary consumer found in this biome _________________
5. Identify one tertiary consumer found in this biome__________________
6. Identify one decomposer found in this biome ___________________
Exit slip Biome Food Web Design (day 4)
Name_____________________ Date______________
1. Illustrate the proper flow of energy by constructing a food web for the
following plants/animals:Grass, rabbit, squirrel, deer, mountain lion
APA Citation Guide for Citing Web Site Sources adopted from SUNY Plattsburgh Feinberg Library Citation Guide Series
Citing Web Pages
Note: For resources that do not include publication date, use n.d. in parentheses.
General Format: Author, A. A. (Year). Title of webpage: Subtitle. Retrieved Month Day, Year, from Source
Personal web site Katz, B. (2009). Carving out my niche in webspace with a spoon. Retrieved
with title name July 29, 2009, from http://www.billkatz.com
Web site with no The intelligence of dogs. (n.d.). Retrieved July 27, 2009, from http://www.petrix.com/dogint/
author or date
Organization web site Centers for Disease Control and Prevention. (2007). Bullying facts and statistics. Retrieved
July 27, 2009, from http://www.safeyouth.org/scripts/faq/bullying.asp
Blog: Christ, C. (2008, December 15). Top ten worst green travel destinations [Web log message].
Retrieved from http://ngadventure.typepad.com/blog/costas_christ/
Biome Food Web Design
Task: Design a food web for one of the biomes of the world
Directions: Using the internet research a biome of the world to identify common plants
and animals. Analyze and classify the plants and animals into the appropriate trophic
level (producer, primary consumer, secondary consumer, etc). One of each classification
of organisms must be represented (scavengers are optional). Design a food web to
illustrate the proper flow of energy in your biome of study. Remember the arrows in a
food web point in the direction of energy flow.
Suggestions for food web design: use a word processor and color key to design food web,
use picture representations of organisms downloaded from internet and uploaded into
word processing document, illustrate pictures of organisms by hand…. any other creative
ideas
Suggested sites for research:
http://www.mbgnet.net/
http://www.ucmp.berkeley.edu/exhibits/biomes/index.php
http://www.blueplanetbiomes.org/world_biomes.htm
http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html
http://kids.nceas.ucsb.edu/biomes/index.html
What do I have to do exactly?
1. Actively participate in internet research on assigned biome and retrieve
information on the local plants and animals of that habitat. 5pts
2. Successfully classify the local plants and animals of that biome into the
appropriate trophic level (producers, primary consumers, secondary consumers,
tertiary consumers, decomposers, (scavenger -optional)). 5pts
3. Design a food web for that habitat and be creative! 10pts
4. Using APA style reference sites used for research 2.5pts
5. Design a cover page to include title, name, and date 2.5pts
Total points possible 25pts
Biomes food web design template
Biome of study: _______________
1. Common plants:
2. Common animals:
3. Feeding relationships table
Producers Primary Secondary Tertiary Scavengers Decomposers
consumers consumers consumers (optional)
4. Design a food web
Biomes food web design sample
Biome of study: Freshwater pond
1. Common plants: algae, pond slime/weeds, large green plants
2. Common animals: plant plankton, animal plankton, tadpoles, snails, large water bugs,
small fish (herbivore), small fish (carnivore), large fish (carnivore), frogs, turbifex worms
3. Feeding relationships table
Producers Primary Secondary Tertiary Scavengers Decomposers
consumers consumers consumers (optional)
- Algae - tadpoles - small -Big -Snails (eat -Tubifex
- Pond - animal carnivore carnivore dead plant worms
slime/weeds plankton fish fish debris,
- Large green (zooplankton) - frog rotting
plants - small -water bug foliage and
- Plant plankton herbivore fish algae)
(phytoplankton)
4. Design a food web
Food web key: Producers=green
Primary Consumers=blue
Secondary Consumers=orange
Tertiary Consumers=Red
Decomposer=brown
Scavengers= purple
Black arrows point in the direction of energy flow
Rubric for Biome Food Web Assignment total possible points = 25points
Criteria Proficient Satisfactory Unsatisfactory
Participation 5pts 3pts 1pt
in internet Student is on-task and collects the required Student collects data but is slightly Student refuses to do assigned
search and data disruptive (needs to be spoken to by task and/or continuously
collection of teacher to correct behavior) disrupts class
data
Organization 5pts 3pts 1pt
of data Student organizes local flora and fauna into Student attempts to organize the local Student does not attempt to
appropriate trophic levels with limited (1or 2) flora and fauna into appropriate trophic organize the local flora and
mistakes levels but has several mistakes fauna into appropriate trophic
levels and/or their organization
is completely inaccurate
Cover page 2.5pts contains title, name, and date 1pt- has a cover page but is missing one 0pts-no cover page
of the following: title, name, date
Source citing 2.5pts uses APA style to site internet sources 1pt uses APA style to site internet 0pts no work cited provided
sources but has made some errors
Food web 10points 9pts 8pts 7pts 6pts 5pts 2pts 0pts
design Appropriately Appropriately Appropriately Constructs Constructs Construc Constructs food Doesn’t do
constructs a constructs a constructs a food web that food web that ts food web but it is food web
food web that food web that food web that is is web that flawed (does not design
is is is representative representative is follow the
assignment
representative representative representative of the biome of the biome represent proper flow of
of the biome of the biome of the biome researched. researched. ative of energy and/or
researched. researched. researched. Contains Contains four the has more than 5
Contains no Contains one Contains two three mistakes biome mistakes)
mistakes mistake mistakes mistakes research
ed.
Contains
five
mistakes
