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 - compose a food chain that ends with you!
VOCABULARY: autotroph, carnivore, chemosynthesis, consumer, decomposer, detrivore, food web, food chain, omnivore, predator, prey
HOME LEARNING: update notebook, complete vocabulary, study
For the bell ringer, students composed food chains with themselves as the primary consumer, secondary consumer, and tertiary consumer.
Students watched a video Food Web video and then did a pass it on, by writing a question from the video, passing it on to another student, who answered the question. They also answered the question written by another student.
We then completed a paper food chain activity. You can find the handouts below.
Use different colors for each food chain to create a food web.
