Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
Specific materials are listed in each section of the lesson. (See below.)
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Technology Resources Needed: |
Teacher computer with Internet access and projector for showing the following videos and websites:
At least 3 student computers for student exploration of the following sites:
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Background/Preparation: |
Preview the websites and videos prior to teaching the lesson. See "Ecosystems Study Guide" in Attachments section for definitions of vocabulary. Key vocabulary terms includes the following terms:
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Engage (15 minutes): Materials: computer with Internet connection and projector for showing websites Ask students why they need energy. (Possible answers: to be able to grow, to be able to move and think, to keep from getting sick, etc.) Remind students that they also need energy to keep their bodies at a stable 98.6 degrees. How do they get energy? They should know that they get energy from food, but where does the energy in food come from? Watch 3-minute Crash Course Kids video, “Fabulous Food Chains.” Have students turn and talk with a partner about where the energy in food comes from. Ask students to think about whether this is true for all food chains or just the ones in the video. Tell students you love hamburgers, but you wonder how hamburgers give you energy and where that energy comes from. Project and discuss the Energy Flow Interactive from PBS Learning Media. Explore (20 minutes): Materials: directions and game cards for “Energy in Food Comes From the Sun” activity from Attachments section, large bag of Skittles or 4 sheets of the carbohydrate cards printed from the Attachments section, zip-top sandwich bag and paper cup for each child in the class Use the “Energy in Food Comes From the Sun” materials in the Attachments Section to model how plants make carbohydrates using energy from the sun. While plants use most of this energy to grow and survive, carbohydrates stored in the plant provide energy to primary consumers. Students will act out how the sun’s energy is passed from plants to primary consumers such as caterpillars and then to secondary consumers such as birds. Explain (45 minutes – 1 hour): Materials: computer with Internet connection and projector for showing websites, 3 computers for student use, copies of the CTP Food Chain “Cootie Catcher” for each student, markers or crayons, scissors, copies of “The Ecosystem of the Forest” passage and questions from ReadWorks.org for each student Divide students into four groups to rotate through the following learning stations. Students will spend 10 – 15 minutes at each station. 1. Close reading group (teacher-led): Use projector and computer to display HarcourtSchool passages about the energy pyramid. Do a close reading of the passages, recording questions the students have about the text, new vocabulary, and connections using software to annotate on the passages or with sticky notes placed next to the projected passages. Following the reading, have students use the plant and animal cards from the exploration phase of the lesson to create and explain an energy pyramid. 2. Technology Station: Students work individually or with partners at computers to explore the flow of energy in a food chain with the following websites:
3. Vocabulary Development Station: Students create a Creative Teaching Press food chain “cootie catcher” to review new vocabulary. 4. Reading Comprehension Station: Students read two-page “The Ecosystem of the Forest” passage from ReadWorks.org and answer questions, citing specific evidence from the text to support their answers. Elaborate (20 – 30 minutes): Materials: paper, markers or crayons, pencils, picture cards from Attachments section (optional) Students will construct a model to illustrate and explain that energy in animals' food is used for body repair, growth, motion, and maintenance of body warmth and was once energy from the sun. They may use the picture cards from the Attachments section, or they can draw their own illustrations. Students may choose from the following types of models:
After students have constructed their models, have them present them to the class. |
Attachments: **Some files will display in a new window. Others will prompt you to download. |
Assessment Strategies |
Conduct a formative assessment during the group work to determine if students can interpret models of the flow of energy in a food chain. Assess students' models and presentations using this rubric to evaluate if students can construct their own models to explain that energy in animals' food was once energy from the sun and present this information to the class. |
Acceleration: |
Students who are already familiar with the way solar energy is used by plants during photosynthesis and passed to consumers may be interested in reading about other uses of solar energy with paired texts from ReadWorks.org about the use of Solar Energy to decrease pollution. Students who are reading above grade level may substitute "The Eco Pyramid" passage for "The Ecosystem of the Forest" passage during learning stations. As an alternative to creating a diagram of energy flow on paper, students can use an online flow chart creator such as Draw.io to create their models. |
Intervention: |
Assign groups strategically during learning stations, pairing students who need extra assistance with peer tutors. Students who are reading below grade level may substitute "The Food Chain" passage for "The Ecosystem of the Forest" passage during learning stations. Students may preview or review content with this food web activity from SuperTeacherWorksheets. Preview or review content with the Crash Course Kids Compilation Video about food chains, food webs, and photosynthesis. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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