Driving or Multi-dimensional Question:
Why do various living things have varied diets in an ecosystem?
Students will explore why living things consume various foods for fuel. As in the commercial, https://www.youtube.com/watch?v=bXL8QPWLbBo all animals need proper nutrition which in turn builds the food web.
Pick an ecosystem within your county. Research the living (animals and plants) and nonliving (rocks, water, soil) components of the system. What eats what in your ecosystem? Make a diagram to show how the living and nonliving components are interacting.
Students will design a model of a food web tracking the nutrients through an ecosystem.
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
ELA and Other Standards:
Created By: Sally Rodgers
Grade Level or Subject: 6-8
Tennessee Academic Standards for Science Connection
Disciplinary Core Idea: Disciplinary Core Idea(s): LS2B: Cycle of Matter and Energy Transfer in Ecosystems • Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecostystem
Science and Engineering Practices: Developing and Using Models • Modeling in 6-8 builds on K-5 experiences and progresses to developing, using and revising models to describe, test and predict more abstract phenomena and design systems. •Develop a model to describe phenomena (MS-LS2-3)
Cross Cutting Concepts: Energy and Matter • The transfer of energy can be tracked as energy flows through a natural system (MS-LS2-3)
21st Century Skills
- Critical Thinking
- Communication Skills
- Collaboration (Team Building)
- Creativity and Innovation
For more information on this lesson please see the Lesson Resources below
|6-8The||Activities||Resources and Materials|
Watch the Betty White Snickers commercial to introduce food as fuel. Place students in groups of 4-5. Decide on roles within the group. Groups will select a specific TVA area, referred to as an ecosystem, to research.
Groups will research living and non-living components of the chosen ecosystem.
Google doc to share information and images; Google sheet to begin building the model
Internet resources. TDEC, TVA, TWRA
Textbook online or physical
Students will watch the Energy flow introduction- https://www.khanacademy.org/science/high-school-biology/hs-ecology/trophic-levels/v/flow-of-energy-and-matter-through-ecosystems
Students will research the flow of energy in their group’s ecosystem.
Khan Academy energy flowhttps://www.khanacademy.org/science/high-school-biology/hs-ecology/trophic-levels/v/flow-of-energy-and-matter-through-ecosystems
Students will create a Food Web model design, representing producers and consumers. Students will label all living and non-living components as either producer or consumer. The food web will represent the flow of energy.
Students will finalize models and build a presentation to present their model. Peers will review each other’s presentations.
Students will present their Food Web model to their classmates.
Technology Integration: Students will use Google docs and Google sheets to communicate with each other in the group. By sharing a document and the sheet all students in the group can review and edit the food web model and information.
|Community Partners||Contribution to Learning Experience||Contact Information|
|TVA||TVA resources on the each of the ecosystems.|
|Tennessee Department of Environment and Conservation||
TDEC resources on the invertebrates often forgotten in a system.
|TWRA||TWRA wildlife resources|
Students will present the digital Food Web models to the class, highlighting the producers and consumers as well as the specific energy flow. The model will be on Google sheets so students can use digital images and present on the Promethean Board. Presentations can be in cartoon strips, rap song, or diorama.