Elementary Essential Lab Web This

1. ElementaryEssential Lab Web This Science Capacity Development & School Reform Accountability

2. Agenda • Lab Norms • Bellringer • Sunshine State Standard • Engage - BrainPOP • Explain – Background Knowledge • Explore - Lab • Elaborate • Evaluate • Gizmo

3. Lab Norms 1. Be responsible. 2. Follow ALL instructions carefully.  3. Please avoid touching any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so. • Avoid eating food, drinking beverages, or chewing gum in the laboratory.  • Dress properly during a laboratory activity : safety goggles, lab coats, long hair tied back, no sandals, no dangling jewelry.

4. Web This Florida Sunshine State Standard Benchmark: SC.B.1.2.1 The student knows how to trace the flow of energy in a system (e.g., as in an ecosystem). Additional Florida Sunshine State Standard Benchmarks: • 1. knows that most living things use energy from the Sun to live and grow (to be covered in grade 4)

5. Teacher Background: FCAT Lessons Learned • Instruction should focus on relationships within a system to emphasize that the parts of the system are connected to each other and to the whole (e.g., energy transfers in food chains and food webs). • Teachers must focus on whole systems so that students can explain the entire system starting at any given point within that system. • Sun – Producers – Consumers. • Instruction should provide students with opportunities to manipulate objects and then explain, using words and diagrams.

6. Bellringer • What is the primary role of the rabbit in this food chain? • To form a habitat • To provide a space to live • To be a source of water • To be a source of energy

7. ENGAGE http://www.brainpop.com/science/ecologyandbehavior/foodchains/

8. EXPLAIN: Background Knowledge • All living things need food to give them the energy to grow and move. • The sun provides energy to plants so that they can make their own food. • Plants are called producers. They make (produce) their own food by a process called photosynthesis. • Animals cannot make their own food. Animals get their energy by consuming (eating) other organisms. • Animals are consumers. They eat (consume) food. They do not make their own food. • Decomposers feed on the remains or wastes of other organisms such as bacteria and fungi.

9. Three Types of Consumers • Herbivores are plant eaters. • Carnivores are meat eaters. • Omnivores eat both plants and animals.

10. All Living Things Need Food to Give Them Energy • A food chain shows how each living thing gets its food. • It shows who is eating who. The arrow means "is eaten by" .

11. Food Webs • A food web consists of many food chains. • A food chain only follows one path as animals find food. Ex.: Grass is eaten by a grasshopper. A frog eats the grasshopper. A snake eats the frog. A hawk eats the snake. • A food web shows the many different paths plants and animals are connected. Ex.: A hawk might also eat a mouse, a squirrel, a frog or some other animal. The snake may eat a beetle, a caterpillar, or some other animal. And so on for all the other animals in the food chain. • A food web is several food chains connected together.

13. Team Jobs

14. Team Jobs

15. Objective: I can trace the flow of energy in a food web.

16. Purpose: • To provide students opportunities to manipulate objects and then explain food webs, using words and diagrams.

17. Materials: • Materials: • food web diagram cut outs • scissors • glue stick (optional) • Construction paper (optional)

18. Hypothesis (write in your own as an IF…..THEN…. statement) • If ________________, then______.

19. EXPLORE: Procedures • Cut out the plants, animals, and arrows along the dotted lines. • Now you are going to build your own food web. Start with the ant. Place an arrow from the ant to another organism that eats the ant. If you find more than one organism that eats ants, add another arrow coming from the ant going to that organism. • Do the same with the beetle. If an organism that eats ants also eats beetles, then add an arrow from the beetle to that organism. • Do the same for the remaining organisms. Keep in mind that the ants and beetles eat things as well and those things will need to be added and connected with arrows.

20. Guiding Questions How does the ant receive the energy it needs for survival? What would happen to this food web if the plants were all gone? Which animal would be the predator in this food web? Describe the producers in the food web.

21. Elaborate http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=639

22. EVALUATE In North Carolina, fishing industries are killing an abundant amount of sharks. Sharks eat cow rays and cow rays eat scallops. The scallops also feed on the grass beds at the shore line. What do you think will happen to this food web if the sharks die out? If the sharks die out, then there will not be a main predator for the cow rays. The cow rays will increase in population. This will result in more cow rays feeding on the scallops. If the cow ray population increases and the scallop population remains the same, then there will be more cow rays eating the scallops. The scallop population will decrease at a faster rate.

23. Evaluate #2

24. Extension Activities • Food Chains Interactive Web site www.crickweb.co.uk/assets/resources/flash.php?&file=foodchains • Food Chain Quiz http://www.zephyrus.co.uk/foodpuzzlechain.html • Create A Food Web – Advanced Learners http://www.zephyrus.co.uk/foodpuzzlechain.html • Additional Resources http://www.woodlands-junior.kent.sch.uk/Homework/fooodchains.htm#webs • DE Streaming: You in the Food Web

25. Science Capacity Development Team Cristian Carranza, Science Manager cristian.carranza@palmbeach.k12.fl.us