Lesson 3: Energy in an Ecosystem
NGSS Standards
DCI: 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
CCC: A system can be described in terms of its components and their interactions.
SEP: Science explanations describe the mechanisms for natural events.
CCC: A system can be described in terms of its components and their interactions.
SEP: Science explanations describe the mechanisms for natural events.
Student Learning Objectives
- Students will be able to describe and explain the flow of energy through an ecosystem upon completion of the flow of energy activity.
- Students will demonstrate the role of producers, consumers, and decomposers in an ecosystem through the participation in the flow of energy activity with their group.
- Students will participate in the flow of energy activity that shows the flow of energy through different organisms in an ecosystem.
Engage
In review from last week, as a class, we will review which organisms belong in each of the three categories. This will allow for students to refresh their knowledge and get their minds thinking in the right direction ahead of the activity. After the organisms are in their respective categories, the teacher will ask the class how they all relate to each other. Once the students can grasp the idea of a food chain/web, we can start to move on. The teacher will ask students to say what each of the organisms from the consumer category eat. At their table groups, they will discuss with their peers what they think.
After a few minutes, the teacher will bring the class’ attention to the front where the teacher is. Students can raise their hands if they want to identify what a certain consumer eats. After some students correctly identify some of them, the teacher will segue into the idea of a transfer of energy.
Explore
The activity: The teacher will provide different amounts of assorted beans (or other item) for each table group that represent different organisms in the food web. Studies show that only about 10% of the energy an organism has gets transferred to the next organism if it is consumed. Use the beans and the following information to model an ecosystem that can hold a tiger.
There will be one tiger, who will represent the top of the food web. The tiger will be represented with one pinto bean.
The next animal in the food web will be deer.
The last organism in the food web will be plants.
A tiger needs to eat 10 deer a week to survive.
Each deer needs to eat 10 plants a week to survive.
Plants receive their energy from the sun, using photosynthesis.
There will be one tiger, who will represent the top of the food web. The tiger will be represented with one pinto bean.
The next animal in the food web will be deer.
The last organism in the food web will be plants.
A tiger needs to eat 10 deer a week to survive.
Each deer needs to eat 10 plants a week to survive.
Plants receive their energy from the sun, using photosynthesis.
Explain
Before the activity: Ask students why certain living things eat or consume other living things. Ask students why they eat other things. During their activity, the students will understand that each level needs energy to transfer through it. Students will need to explain why each living thing needs energy by raising their hands and being called on by the teacher.
After the activity: The main idea that the students will need to understand is why the tiger needs to eat 10 deer and why each of the 10 deer need to eat 10 plants a week, respectively. (It is the idea that only 10% of an organism's energy is transferred to another organism.) Where does the plant get its energy? The students will need to explain the flow of energy through an ecosystem and they will be able to understand the role of each living and nonliving thing in an ecosystem
After the activity: The main idea that the students will need to understand is why the tiger needs to eat 10 deer and why each of the 10 deer need to eat 10 plants a week, respectively. (It is the idea that only 10% of an organism's energy is transferred to another organism.) Where does the plant get its energy? The students will need to explain the flow of energy through an ecosystem and they will be able to understand the role of each living and nonliving thing in an ecosystem
Elaborate
Once the activity is over, and the class has reviewed the activity, the students will choose a part of the ecosystem to remove (sun, plants, deer or tiger) and talk about what would happen to the ecosystem if it was removed. During this time, the teacher will walk around to the different groups to see what they think.
Evaluate
Formative: The teacher will guide and approve steps during the activity to make sure students are on process.
Summative: Students will write a paragraph explaining in their own words how energy flows through an ecosystem.
Summative: Students will write a paragraph explaining in their own words how energy flows through an ecosystem.
Reference:
Idea for activity:
Milhon, T. (2018, September). Life Science Activity [Personal interview].
Idea for activity:
Milhon, T. (2018, September). Life Science Activity [Personal interview].