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Lisa Lanza
Manlius Pebble Hill
Biology (9th grade)
Host Teacher: Susan Loedel
Lesson Title:
Energy flow in Ecosystems
Lesson Objectives:
Students will demonstrate an understanding of energy pyramids, trophic levels and keystone
species by reading and discussing the Wolves or Yellowstone article, Time Magazine written by
Jeffery Kluger (January 19, 1998).
Teaching Standards:
Standard four: The Living Environment; Key idea 6: Plants and animals depend on each
other and their physical environment. Performance indicators: Students:


Describe the flow of energy and matter through food chains and food webs.
Provide evidence that green plants make food and explain the significance of this process
to other organisms.
This is evident when students:
Read and discuss the Yellowstone Wolves article and describe how wolves affect the food chain
at Yellowstone National Park. Define trophic level of the wolf and the ecological pyramid of
Yellowstone.
Content / Concept overview:
Distinguish between producers and consumers
Compare food webs with food chains
Describe why food chains are rarely longer than three to four links
Define trophic levels and describe ecological pyramids
Discuss energy flow through the food chain
Discuss the structure and dynamics of food webs
Key Terms:
Primary Producer
Consumer
Trophic level/ energy pyramid
Food chain/ food web
Herbivore
Carnivore
Omnivore
Detritivore / Decomposer
Keystone species
Autotroph – heterotroph
Instructional Order:
Teacher
(15 minutes)
Class will begin with a quiz on chapter 16
Populations
Small Group activity
(20minutes)
Students will get into small groups and
discuss the article they read for homework.
They will have a list of discussion
questions to answer as a group
Large Group Discussion: (20- minutes)
Students will summarize answers for the
worksheet questions. I will give a brief
update on the Wolves at Yellowstone. See
Scientific American article titled: Lessons
from the wolf (May 24, 2004).
Overhead transparencies and notes (20
minutes)
See attached highlighted transparency
copies. Figure 53-1 One way energy flow
through ecosystems.
Students will complete a quiz on chapter 16
and hand in their Directed Reading
Worksheet (D.R.W)
Groups were chosen using index cards
with fruit names to match with the fruit
picture
In small groups: groups of four:
Students will discuss the Wolves of
Yellowstone article. They will use a list of
questions to guide their discussion. They
will record their answers on individual
worksheets.
I chose students to answer the questions see
attached sheet titled: The big (not so bad)
wolves of Yellowstone. We will discuss a
picture of an energy pyramid of
Yellowstone organisms.* Students were
chosen at random using small cards with
their names on them in a cup to answer
worksheet questions
Overhead pictures from their textbook
Students took notes and made drawings of
the various overhead transparencies.
Grassland food webs: I asked the questions
listed on the overhead notes Teaching
Discussion of the transparencies listed on strategies.
Food chain in an Antarctic ecosystem:
the other page.
identify producers, herbivores etc.
Food web in an Antarctic ecosystem:
Transparencies are listed before the
The theme for this chapter is
Yellowstone article.
interconnectedness; I used the overhead to
talk about how a change in the population
of one species can affect many other
species in an ecosystem.
Four trophic levels in an ecosystem:
Trophic level discussion how come most
ecosystems only have 3-4 trophic levels?
Talk about energy transfer between the
trophic levels.
Ticket out the door assessment (5
minutes)
Students will use a scrap paper with
1. What did you learn today about
their name to answer the questions as
Yellowstone wolves, or trophic
they get ready to leave.
levels or anything from class you
found interesting?
2. What did you already know about
such as Yellowstone wolves or food
chains and webs, trophic levels etc?
3. What did you not understand about
trophic levels or Yellowstone
wolves or anything from class that
is not clear?
Reflection: Energy flow in ecosystems lesson plan; 10/18 & 10/19
What went well: Discussion / group work was great; students were focused in their small
groups. Students read the article for homework which saved classroom time.
Not effective: The first time I taught this lesson the large group discussion was not effective only
a few students participated in the large group discussion of the questions related to the article. I
decide for the next classes to randomize the question and answer session. I put their names on
small pieces of index cards and picked them at random from a cup. (A Popsicle stick with
student names written on them is another alternative). During the end of class I did not leave
enough time for the overhead transparencies to reinforce concepts. I wanted to end the class with
overheads of the energy pyramid, trophic levels and food chains. However, I let the discussion
continue for too long at the end of class. I made it more structured the next time and told them
they had five minutes please finish up. I was able to fit the transparencies into the next two
blocks I taught the lesson. I needed to start the next class with the transparencies I did not get to.
When students were taking the quiz during the next two blocks I had them write their names on a
small piece of index card. When I collected the quiz I also collected the index cards and put them
in a small cup to use during the large group discussion. I let two blocks use index cards with
pictures and names of fruit to get into small groups. However, during my large class I had to pick
names because some of the boys do not work well together. My host teacher keeps them
separated I give them a chance to work together on some occasions. I do group activities almost
every class. Students got into their small groups and discussed the article and answered the
worksheet questions based on the article. I used the index card squares with their names on them
to pick at random students to answer the questions. I also left enough time at the end of class to
show the overheads and give some notes on the various concepts. The index cards worked great
to randomize who answers questions because certain students like to dominate all discussion.
The randomization also kept most students focused on the discussion because they knew at any
point they may be chosen to speak. The index cards also took the pressure of me because I did
not feel as though I was “picking” on anyone. I ended the class with the overheads and a brief
ticket out the door assessment. Most students were confused about energy pyramids and flow in
the various trophic levels. I decided to start the next lesson at that point discussing the topic
again. (I learned this through the ticket out the door.)