ESSENTIAL QUESTION: How is energy moved through the biosphere?
RELEVANCE: Which gives me fore energy, eating the cow or the salad?
NGSSS: SC.912.E.7.1; SC.912.L.17.9; SC.912.L.18.12; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1
LEARNING OBJECTIVES: Students will be able to:
-Explain and illustrate the roles of an relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
-Trace the energy pathways through the different trophic levels of a food web or energy pyramid.
BELL RINGER - handout with questions
VOCABULARY: autotroph, carnivore, chemosynthesis, consumer, decomposer, detrivore, food web, food chain, omnivore, predator, prey
HOME LEARNING: There is no additional home learning, except to complete vocabulary and to study!
AGENDA
WHOLE GROUP
Students completed the questions about food chains/food webs. This will go in your Cornell notes as the center portion, since it deals with this lesson. You can find the questions below. Any bell ringers that we complete that are review should be placed in your folder for study.
This is the bell ringer. Answer and place in your interactive notebook with today's Cornell notes.
We collected and reviewed HL 8. This too should be placed with today's notes.
Students made a Food Chain Study Aide. You can find the pattern below. Students used the study aide to determine their knowledge of questions about food chains. Ty it! How many questions did you get right?
Color and cut along the solid outer line. Fold the printed corners to the inside. Flip, and fold the corners to the inside. Fold into a square and use the device to study and assess your knowledge of food chains!
