Standards Assessment / Resources Differentiation Student Evidence Additional Support Extensions Food Chains and Food Webs 5 days LS2B Making a Food Chain motivate Key Vocabulary: Learning Targets Energy flows – through an ecosystem guide p. 76) I can analyze the flow of energy in a local Food Chain (teacher’s from producers to ecosystem Food Web consumers to Food Chain Energy I can draw a labeled food web showing the Energy –formative decomposers. These relationship between producers, assessment probe relationships can be consumers and decomposers shown for specific Investigation 5A- Food Webs populations in a food Reading Strategy: web. CPO Teachers Guide Consider using Food Webs reading strategy Spring Board – CPO Investigations SYSB The (student text p. 90-92) Double Entry As written, Inv 5A is a cumbersome Note: boundaries of a system Journal or Cornell OR investigation. Collaborate with teaching team or can be drawn Notes Life Science Interactive DVD refer to version posted on Black Board for an differently depending activity alternative. on the features of the Leveled Text: Consider using Inspiration to create food Note: system being Energy Exchange The Popcorn Relay or other webs. – investigated, the size An alternative to having individual students model of energy flow through an Note: of the system, and the using be to pause the DVD and purpose of the ecosystem DVD’s would investigation. have students whiteboard their answers & supporting ideas. They can also do 2-minute A Closer Look at the Sagebrush writing to hold their thinking. Steppe Ecosystem- - Ed Tech 1.1.1 - Organize ideas and create (teachers guide p.77) original works for personal and group LS2C The major expression using digital tools. Ch. 5 Assessment, 5.2 Student source of energy for – ecosystems on text p. 106 Earth’s CPO Student Text surface is sunlight… Food Chain Energy - Keeley, LS Probes #15 Leveled Text: Energy Exchange Popcorn Relay
Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions Food Chains and Food Webs 5 days LS2B Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in a food web. SYSB The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the purpose of the investigation. Making a Food Chain – motivate (teacher’s guide p. 76) Food Chain Energy –formative assessment probe Investigation 5A- Food Webs Food Webs reading strategy – (student text p. 90-92) OR Life Science Interactive DVD activity The Popcorn Relay – or other model of energy flow through an ecosystem A Closer Look at the Sagebrush Steppe Ecosystem- - (teachers guide p.77) Ch. 5 Assessment, 5.2 – Student text p. 106 Learning Targets I can analyze the flow of energy in a local ecosystem I can draw a labeled food web showing the relationship between producers, consumers and decomposers CPO Teachers Guide CPO Investigations Note: As written, Inv 5A is a cumbersome investigation. Collaborate with teaching team or refer to version posted on Black Board for an alternative. Note: Consider using Inspiration to create food webs. Note: An alternative to having individual students using DVD’s would be to pause the DVD and have students whiteboard their answers & supporting ideas. They can also do 2-minute writing to hold their thinking. Ed Tech 1.1.1 - Organize ideas and create original works for personal and group expression using digital tools. CPO Student Text Food Chain Energy - Keeley, LS Probes #15 Leveled Text: Energy Exchange Popcorn Relay Key Vocabulary: Food Chain Food Web Energy Reading Strategy: Consider using Spring Board Double Entry Journal or Cornell Notes Leveled Text: Energy Exchange LS2C The major source of energy for ecosystems on Earth’s surface is sunlight…