2013-2014 Week Three
Grade Level: 7
Content: Science
1)
Day 3
Day 4
Day 5
examine the dependence of all
organisms on one another and
their environments (GPS)
(7SC_B2005-11)
11b - demonstrate in
a food web that
matter is transferred
from one organism to
another and can be
recycled between
organisms and their
environments (GPS)
11b - demonstrate in
a food web that
matter is transferred
from one organism to
another and can be
recycled between
organisms and their
environments (GPS)
11b1 - assess the
role of producers,
consumers and
decomposers,
11b1 - assess the
role of producers,
consumers and
decomposers,
Owl Pellet Lab
Owl Pellet Lab
Decomposition Lab Decomposition Lab
Standards of SWBAT identify root
Learning causes to problems
SWBAT explain the
dependence of life on
other life.
SWBAT identify
organisms are part of
multiple food chains
SWBAT draw food
webs
SWBAT explain how
changing one part of
a food web impacts
the rest of the food
web
SWBAT identify
examples of
decomposers
SWBAT design a
scientific
experiment
SWBAT identify
examples of
decomposers
SWBAT design a
scientific
experiment
d) Content -food chain
Vocabulary -trophic levels
-food web
-trophic level
-autotroph
-heterotroph
-food web
-omnivore
-carnivore
-herbivore
-producer
-consumer
-decomposer
-producer
-consumer
-decomposer
-large owl pellets
-gloves
-hand lens
-bone chart
-paper plate
-balance
-large owl pellets
-gloves
-hand lens
-bone chart
-paper plate
-balance
-sliced fruit (apple,
pear, strawberry,
or banana)
-sealable plastic
baggies
-paper plates
-sliced fruit (apple,
pear, strawberry,
or banana)
-sealable plastic
baggies
-paper plates
Lesson Title Connections at the
Jefferson
Essential Question
c)
e)
Day 2
AKS/CC Objective
a)
b)
Day 1
Materials/Resourc Video clip
es Needed
-ruler
-ruler
-spray bottle with
-sheet of construction -sheet of construction water
paper
paper
-markers
-colored pencils
-magnifying glass
-spray bottle with
water
-markers
-colored pencils
-magnifying glass
Students must be able Students must be able Students must be
to draw a food web
to explain connection able to explain the
by next week’s CA.
of organisms in a food different roles in a
web by next week’s
food web by next
CA.
week’s CA.
Students must be
able to explain the
different roles in a
food web by next
week’s CA.
Review what a food
web is
Review classifying
bones
Review setting up
an experiment
Review producers,
decomposer, and
consumers in a
food chain
Owl Pellets
Owl Pellets
Decomposition Lab Decomposition Lab
4) Independent Students describe activity Draw a possible food
web for the owl
Practice: (When you in SNB. Draw the food
know you know.) chain in SNB.
Graph and analyze
labs data- enter into
class google doc
Set-up experiment
Draw and label a
food web
Closure/Summarizi
ng*
(multiple summaries
during lesson)
Compare Class data
Compare
experimental setups
Swap and Share
Finish Owl Pellet
Play the following
Watch:
STANDARD: What the Students must be able to
students must be able to draw a food chain by the
do and by when. assessment next week
2) Teacher Input: Present the Jefferson
(Model, Background Memorial Contracting
Knowledge etc) Problem
-How to draw a food
chain
3) Guided Practice: Asking questions to solve
(whole group, pair and the Jefferson Memorial
share, elbow partners, Problem.
MONITORED LEARNING
& FEEDBACK)
5)
6)
Discuss how activity
Class built food web
shows that higher trophic
levels are connected to
lower trophic levels.
Homework Practice Owl Pellet:
Play the following
http://ed.ted.com/le
http://www.kidwings.com/
owlpellets/flash/v4/index.h
tm
game:
Conclusion
http://www.coolclassro Watch video:
om.org/cool_windows/
home.html
http://www.brainpop.c
om//science/ecologyan
dbehavior/foodchains/
ssons/vermicomposti
ng-how-worms-canhttp://www.sheppar reduce-our-wastedsoftware.com/cont matthew-ross
ent/animals/kidscor
ner/games/producer Play:
sconsumersgame.ht http://www.brainpo
p.com/games/foodfi
m
http://www.sheppar ght/
dsoftware.com/cont
ent/animals/kidscor
ner/games/animaldi
etgame.htm
games till you get
100%:
Day 1- Connections at the Jefferson
Anticipatory set: Welcome students and explain that today we have a challenge. Students will be working with their
teams to solve a problem.
TI:
Teacher explains that a serious problem has occurred. The marble at the Jefferson Memorial (show a picture)
is cracking. Explain that this marble cannot be replaced. Groups will work with their lab teams to come up
with a solution for this problem. Students may ask the teacher questions throughout. (the key to this problem
is students must keep asking questions till they narrow down the root cause of the problem).
GP: Students work in groups to solve the problem. Here are the questions (and answers) they must ask to
solve the problem:
1.
2.
3.
4.
5.
6.
Why is the marble crumbling at the Jefferson memorial? (it’s hosed off more than other memorials)
Why is it hosed off more? (more bird dung on the memorial)
Why more bird dung? (it has more birds)
Why does it have more birds? (it has more spiders for the birds to eat)
Why does it have more spiders? (it has more flying insects for spiders to eat)
Why does it have more flying insects? (the lights are turned on earlier, attracting more insects)
Best solution to the problem: turn the lights on later.
Show the following video clip http://safeshare.tv/w/YNqDxsAalp
IP: Have students summarize the problem and solution in their SNB. Have them write the food chain
discussed in this scenario in their SNB.
Closing (10 min): Ask students what we saw today. Draw the food chain discussed in the situation. Ask
students to explain how the food chain was impacted. Stress that higher trophic levels are connected to lower
trophic levels. Changing one impacts the whole system. As scientists we need to understand how all things
are dependent on each other.
Day 2 & 3- Owl Pellet
Anticipatory set: Show http://safeshare.tv/w/nLwmGzDqvY or other owl clip. Or play an owl city song as students
enter. Explain that today we’re going to be examining owl pellets.
TI: Show http://www.kidwings.com/owlpellets/flash/v4/index.htm and narrate how this shows the formation of a
pellet. You can also show this video: http://safeshare.tv/w/SaWuuynMUu which demonstrates an owl coughing up a
pellet.
GP: Groups need to write the question and the lab protocol for today’s lab in their SNB. Also have them make
a chart where they can record the owl pellets mass, length, width, types of organism’s found, and number of
skulls found inside. When complete, students can perform the pellet dissection. They need to classify the
bones on their construction paper as they find them. Towards the end of the lab, take a picture of each
group’s classified bones. These pictures will be printed out and glued inside their lab notebook. Students
need to enter their data into the class Google doc so we can examine the entire class’ data.
IP: Students make a frequency chart from the class’ data. This chart and graph need to be pasted in their lab
notebook. Also, student needs to complete the qualitative data section of their analysis and draw a possible
food web for their owl, based on the specimens found in the pellet. Students should paste a picture of their
bones with the rest of their data.
Closing: Discuss frequency chart with class. Ask what information is not shown in the chart (what type of skulls were
found in each pellet). Have class make a list of types of organisms found in pellets. Write a class food web and discuss
how organisms can be part of many different food chains.
Day 4 & 5- Decomposition
Anticipatory set: Show time lapse video of fruit and vegetables decomposing.
TI: Ask who has heard the myth that McDonald’s food won’t decompose. Take a class poll to see who agrees or
disagrees. Watch following video: http://safeshare.tv/w/xWocjXvVfu (Recommended: show the video with the sound
off, narrate and discuss as a class as you watch) . Discuss how the McDonald’s food did decompose, but it took longer.
Ask why? Generate a class list.
Introduce class experiment: we are going to investigate factors that influence the rate of decomposition. You and your
group are going to get to investigate one of these factors and design an experiment to test it.
Ask, why will you only test one of the factors? (so you know the impact of that factor. If you change two things, you
don’t know which change caused a different result)
GP: Groups design experiment. Their designs need to include the following elements: what variable they are testing,
their procedure, what materials they need, and what factors need to remain constant. All of this needs to be written in
their SNB. They also need to develop a chart to collect data, they also need to draw the axis of a chart, so they can
graph their data later. When their experiment is approved, students may begin to set-up their experiment.
IP: Have each student write a one paragraph explanation for why only one variable is changed at a time. They should
cite evidence from their experiment. They also need to draw the food web that has their fruit in it.
Closing: Remind students that they are responsible for keeping their experiments up over the next couple weeks.
Announce what times are appropriate to check on or work on their experiments. Have the students stand-up, hand-up,
and pair-up 3 different times. For the first partner, explain what a producer is and give a few examples. Do the same for
the second partner, except discuss consumer. With the last partner, discuss decomposers.