Ecosystems Gachuzee Ecosystems Gachuzee

Ecosystems: The Chuck-Ken Food Web

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  • HW: (Required for the Quiz Retake.) Make 12 flashcards based on the vocabulary of Ecosystem and Species Interaction notes - with vocabulary word on the front and definition and examples on the back.

  • CW: Completed Chuck-Ken Food Web Poster

  • DN: Cut out the tiles and color the animals and plants (working in pairs).

RESOURCES

Chuck-Ken Food Web Poster Handout (Not accessible online. Copies available in class.)

Lesson Outline

5min> Students complete the Do Now by taking handout, cutting out tiles, and coloring animals and plants.

10min Teacher outlines instructions for Chuck-Ken Food Web Poster.

10min< Students, working in pairs, assemble food web and add arrows, title, and names.

10min< Students add additional labels (primary, secondary, etc.) and identify the keystone species.

5min Teacher explains requirement task (flashcards) for quiz retake.

5min Collect materials. Clean up. Wrap up.

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Review: Short Answers

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  • HW: 20 Flashcards (Trophic Levels + Everything Ecology)
  • CW: Edited short answer responses to 4 key questions using appropriate vocabulary.
  • DN: Complete the trophic level energy pyramid by labeling, completing the biomass, and estimating the number of Chuchu-Kens. (Visual: Energy pyramid with 50,000kg biomass at producer level.)
  • EQ: How do energy determine the shape of trophic levels, the number and eating habits of organisms?

LESSON OUTLINE

5min< Students complete the Do Now and attendance is taken. Students share answers.

5min< Short Answer 1: Why do we eat?

5min< Pair Share. Share with class. Teacher adds suggestions for improvements.

5min< Short Answer 2: Why is it better for the world for humans to be vegan/vegetarian?

5min< Pair Share. Share with class. Teacher adds suggestions for improvements.

5min< Short Answer 3: How do food webs and food chains differ?

5min< Pair Share. Share with class. Teacher adds suggestions for improvements.

5min< Short Answer 4: Why do cold-blooded animals (snakes, lizards, etc.) have to eat less often than warm-blooded animals (like us)?

5min< Pair Share. Share with class. Teacher adds suggestions for improvements.

5min< Clean up. Wrap up.

AIM: Students will write short paragraphs that define, support, and use appropriate vocabulary to explain how energy determines the shape of trophic levels, the number of organisms and the organisms' eating habits.

NGSS: MS-LS2-3 MS-LS2-4

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