Agenda | Teaching Notes |
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Total Time: 2 hours of instruction Section 1 1. Opening A. Introducing Learning Targets and Focusing Question (10 minutes) 2. Obtaining Information A. Viewing "The Food Chain" and "Food Web" (20 minutes) Optional Extension: Additional Information about Decomposers 3. Developing a Model A. Revising the Schoolyard Ecosystem Explanatory Model (20 minutes) Section 2 1. Obtaining Information A. Gathering Information about Expert Ecosystems (20 minutes) Optional Extension: Additional Information about Rainforest Organisms 2. Developing a Model A. Revising Expert Ecosystem Explanatory Models (30 minutes) Section 3 1. Communicating Information A. Scientists Meeting: Building Understanding (20 minutes) Optional Extension: Create Independent Models of Food Webs |
Purpose of lesson sequence and alignment to NGSS standards:
How it builds on previous work in the Life Science Module:
How it connects to the CCSS Standards and EL Education's Language Arts Grade 5 Module 2:
Possible student misconceptions:
Possible broader connections:
Areas where students may need additional support:
Down the road:
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Lesson Sequence 6: Overview
Total Time: 2 hours of instruction (divided into three sections)
In this lesson sequence, students learn about producers, consumers (including carnivores, herbivores, and omnivores), and decomposers. As a class, they return to the Schoolyard Ecosystem Poster-Size Explanatory Model and add labels for the producers, consumers, and decomposers present there. They then learn about the producers, consumers, and decomposers that are present in their ecosystem expert group and add this information to their expert ecosystem explanatory model.
Long-Term Learning Addressed (Based on NGSS)
Develop a model (food web) that describes phenomena that the energy that producers, consumers, and decomposers gain from food can be traced back to the sun. (Based on NGSS 5LS2-1 and 5-PS3-1)
This lesson sequence explicitly addresses:
Science and Engineering Practices:
- Developing and Using Models: Develop a model to describe phenomena. Students add information to their expert ecosystem explanatory model to show how matter and energy pass from the sun to producers to consumers and then to decomposers, who return matter to producers.
Crosscutting Concepts:
- Energy and Matter: Energy can be transferred in various ways and between objects. Matter is transported into, out of, and within systems. Students learn that matter and energy move from organism to organism through the food web.
Disciplinary Core Ideas:
- LS2.A: Interdependent Relationships in Ecosystems: The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plant parts and animals) and therefore operate as decomposers. Decomposition eventually restores (recycles) some materials back to the soil. Students view a video about producers, consumers, and decomposers and add this information to their expert ecosystem explanatory model.
Lesson Sequence Learning Targets
- I can create a model of a food web.
- I can use a food web to show how matter and energy are transferred among organisms in an ecosystem.
Ongoing Assessment
- Scientists Meeting: Building Understanding
- Student science notebook: Producers, Consumers, and Decomposers entry
- Food web sketch
- Expert ecosystem explanatory model
Agenda
In Advance
- Read each section and complete the Preparing to Teach: Self-Coaching Guide.
- Prepare technology necessary to play:
- Create the Food Web Organism cards and the Forest Organism picture cards (see supporting materials). Consider copying the images in color and laminating the cards for future use.
- Pre-determine:
- Triads for Section 1.
- Specific constraints for the number of organisms that groups must include on their expert ecosystem explanatory model. Examples: three to five producers, two decomposers, and six to eight consumers--including examples of herbivores, carnivores, and omnivores.
- Post: Lesson sequence learning targets, lesson sequence focusing question, Schoolyard Ecosystem Poster-Size Explanatory Model, Life Science Module guiding question, Scientists Do These Things anchor chart, Concepts Scientists Think About anchor chart, and Criteria for Healthy Ecosystems anchor chart.
Optional extensions:
- Additional Information about Decomposers: View 9:56-10:40 of "Food Web: The Show." Ask students: "Why do they say you are a producer when you die?" (You can be thought of as a producer when you die because decomposers consume your body and break down the nutrients from your body into small enough parts that plants can use.)
- Additional Information about Rainforest Organisms: Students can independently learn more about a particular rainforest organism by visiting here.
- Create Independent Models of Food Webs: Have students create their own independent model of a food web for assessment purposes.
Vocabulary
food chain = a series of organisms that each depend on the next for food; often begins with plants
food web = the system of interlocking food chains that depend on one another producer = plants produce matter with stored energy that other animals are able to consume
consumer = an animal that eats plants or animals
primary consumer = animals that eat plants
secondary consumer = animals that eat animals that eat plants
tertiary consumer = animals that eat animals that eat animals that eat plants
decomposers = fungi or bacteria that break down plants or animals into nutrients
nutrients = substances that provide nourishment that is necessary for growth and life
herbivores = animals that eat only plants
carnivores = animals that eat only other animals
omnivores = animals that eat both plants and other animals
Materials
General Materials
- Student science notebook (from Lesson Sequence 1; one per student)
- Producers, Consumers, and Decomposers entry (page 26 of student science notebook)
- Anchoring Phenomenon entry (from Lesson Sequence 1; page 2 of notebook)
- "The Food Chain" (video; play in entirety; see Teaching Notes)
- "Food Web" (video; play in entirety; see Teaching Notes)
- Food Web Organism cards (one set per triad)
- Chart paper (one piece per triad)
- Markers (one per triad)
- Schoolyard Ecosystem Poster-Size Explanatory Model (from Lesson Sequence 5; added to during Section 1)
- Schoolyard Ecosystem Explanatory Model: Model for Lesson Sequence 6 (for teacher reference)
- Scientists Do These Things anchor chart (begun in Lesson Sequence 2; added to during Section 1; see supporting materials)
- Forest Organism picture cards (one set per ecosystem expert group)
- Expert ecosystem explanatory model (begun in Lesson Sequence 5; added to during Section 2; one per expert group)
- Concepts Scientists Think About anchor chart (begun in Lesson Sequence 2; added to during Section 3; see supporting materials)
- Criteria for Healthy Ecosystems anchor chart (begun in Lesson Sequence 1; added to during Section 3; see supporting materials)
Science-Specific Materials (gathered by the teacher)
- Teacher science notebook (from Lesson Sequence 1; for teacher reference)
Opening
Section 1: Opening | Preparing to Teach: Self-Coaching Guide |
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A. Introducing Learning Targets and Focusing Question (10 minutes)
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(1) What experience do my students have with food webs? Do not define food webs for students at this time. |
Work Time
Work Time | Preparing to Teach: Self-Coaching Guide |
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Section 1: Obtaining InformationA. Viewing "The Food Chain" and "Food Web" (20 minutes)
"What is the gist of the video?" (The food chain is about connections.)
"What is the food chain?" (the chain of animals that eat each other; the way energy is passed in nature) "What is the beginning or bottom of the food chain?" (sunlight--solar energy) "How does energy move from organism to organism?" (when animals eat other organisms) "Why are plants producers?" (Plants are producers because they produce food through photosynthesis.) "How do dead animals pass on energy?" (Bacteria and insects break down the dead animal.) "What is fertilizer?" (digested plants) "What are primary consumers?" (organisms that eat a plant) "What are secondary consumers?" (organisms that eat an animal that ate plants) "What are scavengers?" (nature's cleanup crew--they take energy from dead animals)
"What new information have we learned about food chains?" (Food chains pass energy from producer to primary consumer to secondary consumer.)
"What is the gist of the video?" (The food webs are about food chains that interconnect.)
"How are food webs different from food chains? (Food webs think about all the animals that might eat an organism, whereas a food chain looks at one path of energy.)
1. Read the Food Web Organism cards as a group. 2. As a group, agree upon definitions for herbivore, carnivore, and omnivore and record them in your student science notebook. 3. As a group, arrange the Food Web Organism cards into a food web on the chart paper and then use the marker to draw arrows on the chart paper to show how the organisms are connected.
"If you trace the path of energy that producers, consumers, and decomposers gain from food, where does the energy start?" (Food starts with plants and plants create the food, which is stored energy. Plants use sunlight energy to create the food; therefore, all energy can always be traced back to the sun.)
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(1) What experience do my students have with the food chain or food webs? (2) What are some examples of a food chain they may have observed? (3) After previewing the video, which of these questions will be the most useful? What additional questions may I need to ask? (4) Which groups may need more direct support during this activity? (5) If my students need more practice with this idea, there is an optional extension in Lesson Sequence 8 that may be useful. |
Section 1: Developing a ModelA. Revising the Schoolyard Ecosystem Explanatory Model (20 minutes)
"What are the producers in this model? Why is it a producer?" (Responses will vary depending on the specific model, but in the example the producers are grass and tree.) "What are the primary consumers? Why is it a primary consumer?" (Responses will vary depending on the specific model, but in the example the primary consumers are bugs, worms, and squirrels; some birds eat both insects and seeds.) "What are the secondary consumers? Why?" (Responses will vary depending on the specific model, but in the example the secondary consumers are the birds that eat bugs or worms that ate plant matter, and the lady bugs that eat other bugs that ate plant matter.)
"I want to show the relationships among these animals so I can see the food web that they create. How can I do that?" (with arrows) "How can I show that the energy comes from the sun?" (with arrows) "How can I show that the energy is stored in the matter?" (with labels) "I'm going to add this information in a new color because I want to keep track of new information that I'm adding."
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(1) In thinking about the specific schoolyard explanatory model that I'm creating, what are the producers and primary and secondary consumers? (2) How can I model revising the explanatory model without creating a lot of confusion? |
Section 2: Obtaining InformationA. Gathering Information about Expert Ecosystems (20 minutes)
1. As a group, read and look at the picture cards. 2. As a group, categorize the organisms on the picture cards as producers, primary consumers, or secondary consumers. 3. Individually record your findings in the three-column chart in your student science notebook.
"Is it possible for an organism to be listed as both a primary consumer and secondary consumer?" (Yes, omnivores can be listed as both depending on what they are consuming.) |
(1) Which ecosystem expert groups may need more direct support during this time? |
Section 2: Developing a ModelA. Revising Expert Ecosystem Explanatory Models (30 minutes)
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(1) I may want to have additional chart paper ready in case groups need to quickly create a new explanatory model. |
Section 3: Communicating InformationA. Scientists Meeting: Building Understanding (20 minutes)
"What are the norms of a Scientists Meeting?" (take turns talking, build on one another's ideas, disagree respectfully, ask questions to clarify information)
"What type of matter is being discussed here?" (The bodies of plants and animals are solid matter.)
"How might different types of organisms--producers, consumers, decomposers--be important to a healthy ecosystem?" (Producers change energy into matter with chemical energy that other organisms can use and then consumers pass the matter and energy on to other organisms by eating and being eaten; decomposers recycle some of the energy and the matter back into the system.) "What might happen if you didn't have primary consumers in an ecosystem? What about if you didn't have producers?" (Responses will vary, but may include: The ecosystem wouldn't work very well, and not all organisms would be able to get their needs for energy met.) "How do energy and matter keep flowing through an ecosystem?" (All parts of a food web including producers, consumers (herbivores, carnivores, and omnivores), and decomposers interact, which moves energy and matter through the ecosystem.) "What might happen if the energy and matter didn't flow through an ecosystem?" (Animals that are further up in the food chain would die because they wouldn't be able to get the energy that they need to survive.) "What might you collect as evidence if you wanted to see if an ecosystem had all parts of the food web?" (You would see different types of animals and plants that fill different parts of the food chain.)
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(1) What norms will I emphasize in this Scientists Meeting? (2) What specific students will I draw into the conversation? (3) Students will continue to learn more about food webs in subsequent lesson sequences. Where will I capture this information so that I can leverage this initial understanding in later lesson sequences? |
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