Download FOOD WEB

1
ALABAMA MATH,
SCIENCE & TECHNOLOGY
INITIATIVE
SCIENCE
PRESENTER’S GUIDE
FOR
SEVENTH GRADE
"Fill in the Holes"
Year Two
Revised Fall 2007
2
Materials List
“Fill in the Holes” Activities, Seventh Grade
Item
Description
Quantity
1 pad
Chart Paper
Colored Pencils
8- 12 count
8 pks
Markers, watercolor
8- 12 count
8 pks
1″
8 rolls
8.5 x 11″
50 sheets
Masking Tape
Paper, Assorted Colors
3
Autotrophs
and
Heterotrophs
Cell Types
4
Fill in the Holes—Seventh Grade
Plans for Course of Study Bullet 1 of Objective 7
Title of Activity/Lesson
Autotrophs and Heterotrophs
Time Allotment
Two Class Periods/Lesson One
Alabama Course of Study Standards
ƒ
Classifying organisms as autotrophs or
heterotrophs.
Outline/Plans
1) Place the students in cooperative groups
and give each group a set of pictures. Tell
the groups to arrange the pictures to show
a relationship between the organisms.
They should construct a simple food chain.
2) Ask the students to share what they know
about food chains/food webs.
3) Tell the students they are going to be food
web video critics.
4) Give each group a Food Web Video
Review task card.
5) Tell each member of the group to write the
task card statement in his/her science
notebook. They will write video
observations in their science notebook.
Each group will be responsible for sharing
a task card summary from the video clip.
6) Show the Food Web video clip.
7) The groups will discuss and plan their
video task card presentations for about
three minutes.
8) The groups will share their video task card
presentations with the class. Tell the
students to include additional information
from the class discussion under a Line of
Learning in their notebooks.
9) Next, give each group a copy of the food
web picture and tell them to draw a green
line under the producers, a blue line under
the consumers, and a red line under the
decomposers.
10) Instruct students to draw one line under the
autotrophs and two lines under the
heterotrophs. Monitor the groups’
progress.
11) Facilitate a class discussion to identify the
autotrophs and heterotrophs in the picture.
Rationale/Helpful Hints
ƒ
Copy a set of pictures for each group. The
pictures will depict a simple food chain.
ƒ
Food Web Video Review Task Card
Assignments per group--
→
¾
¾
¾
¾
¾
¾
¾
¾
ƒ
ƒ
ƒ
→
→
→
→
→
Group 1: T1- Describe the basic type of
organisms in an ecosystem.
Group 2: T2- Describe the role of the
producers. List examples of producers. Define
autotrophs.
Group 3: T3- Describe the role of the
consumers. List examples of consumers.
Define heterotrophs.
Group 4: T4-Describe the role of the
decomposers. List examples of decomposers.
Are decomposers autotrophs or heterotrophs?
Group 5: T5- Describe a food chain. Give an
example of a food chain.
Group 6: T6- Describe a food web. Give an
example of a food web. Explain the
interdependence of the food web’s organisms.
Group 7: T7- Describe the herbivores. List
examples of herbivores. Are herbivores
autotrophs or heterotrophs?
Group 8: T8- Describe the carnivores. List
examples of carnivores. Are carnivores
autotrophs or heterotrophs?
After students have written their observations,
summaries, or reflections in their notebooks;
they may utilize the Line of Learning notebook
strategy. Students will draw a line under their
initial notes. Then they will add new information
they learn from the class discussion below the
line.
A food web example is attached to this
document.
Gather additional food web examples from
science books, the Internet, and magazines.
5
Fill in the Holes—Seventh Grade
Plans for Course of Study Bullet 1 of Objective 7
Title of Activity/Lesson
Autotrophs and Heterotrophs
Time Allotment
Two Class Periods/Lesson Two
Alabama Course of Study Standards
ƒ
Outline/Plans
1) Review concepts learned in Lesson One.
2) Organize the class into four large groups.
Make sure each group has an equal
number of students. Class size will
determine the number of students in each
group. For instance, a class of twenty-eight
students will form four large groups
consisting of seven members.
3) Assign a number to each group member.
Create several “expert” groups based on
the assigned numbers. For example, all
students assigned the number one will
form a group.
4) Tell the “expert” groups they are going to
create a food web for a gallery walk.
5) Groups will brainstorm about organisms
they will use to create their gallery food
web diagram. A sample list of organisms is
attached to this document.
6) Give each group a sheet of chart paper,
markers, and colored pencils.
7) The groups should draw and label their
food web on the chart paper, identifying
the autotrophs and heterotrophs. The
students will need markers to connect the
pictures in the web.
8) Hang the drawings on the classroom walls.
9) The students will return to the four larger
groups.
10) Before the students start the gallery walk,
they will design an autotrophs and
heterotrophs T-chart in their science
notebooks.
11) The groups will rotate to each gallery
drawing. The student who worked on the
specific food web will share information
about the picture.
Classifying organisms as autotrophs or
heterotrophs.
Rationale/Helpful Hints
ƒ
ƒ
Create a list of organisms for the food webs. The
list could consist of names or pictures of the
organisms. A sample list of organisms is
attached to this document.
If pre-made laminated pictures are used, the
students should use rolled masking tape to
adhere the pictures to the chart paper. This
would preserve the pictures for utilization in
multiple classes.
FOOD WEB T-CHART (Sample)
Autotrophs
Heterotrophs
Grass
Mouse
ƒ
ƒ
ƒ
Wheat
Eagle
Corn
Earthworm
During the gallery walk, play music to indicate
when the students should move to the next food
web. Suggestion: Use the music clip, Jungle
Boogie.
Collect the T-charts as a formative assessment to
determine if students can differentiate between
autotrophs and heterotrophs.
Extension:
¾ Have students complete the Web of Life
activity from the Project Learning Tree
book, pages 194-196.
6
Fill in the Holes—Seventh Grade
Plans for Course of Study Bullet 1 of Objective 7
Outline/Plans
12) During the gallery walk, each student will
list the food webs’ autotrophs and
heterotrophs on the T-charts.
13) When the students complete the gallery
walk, facilitate a class discussion about the
interdependence of autotrophs and
heterotrophs in a food web.
Rationale/Helpful Hints
Resources for this lesson:
http://alex.state.al.us/index.php
http://www.aptv.org/aptplus/
http://streaming.discoveryeducation.com
www.nsta.org/
7
Fill in the Holes—Seventh Grade
Plans for Course of Study Bullet 2 of Objective 2
Title of Activity/Lesson
Cell Type
Time Allotment
One Class Period
Alabama Course of Study Standards
ƒ
Outline/Plans
1) Engage the students by showing-The Leaf—From T to C slides.
2) Facilitate a class discussion about the
content of the slides.
3) The students will work cooperatively in
groups to draw, label, and describe a cell.
4) Tell the groups they will present their
diagrams after they have an opportunity to
learn more about cells.
5) Give each student a sheet of colored paper
and show them how to make a Two-Tab
Foldable.
6) Show the cells video clip.
7) After viewing the cells clip, describe the
basic features of cells.
8) Show the prokaryotic video clip.
9) After viewing the clip, the students will
review the content with their group
members. They will write the word
Prokaryotic on the left foldable flap and
include notes about prokaryotic cells.
10) Show the eukaryotic video clip.
11) After viewing the clip, the students will
review the content with their group
members. They will write the word
Eukaryotic on the right foldable flap and
include notes about eukaryotic cells.
Identifying cells as prokaryotic or
eukaryotic
Rationale/Helpful Hints
ƒ
ƒ
ƒ
ƒ
The slides are images of leaves: starting with
leaves on a tree to leaf cells. Suggestion:
Show the slide progression several times.
The students should describe the pictures of
the leaves and explain the progression from a
tree of leaves to individual leaf cells.
Set a time limit of about 5-7 minutes for group
discussion and drawing of the cell diagrams.
Instructions for foldable:
9 Fold a sheet of paper in half like a
hamburger fold.
9 Cut up the inside fold toward the top.
9 This cut creates two tabs.
Prokaryotic
ƒ
ƒ
Eukaryotic
To accommodate visual learners and pace
instruction, write the students’ responses about
the content of the video clips on the board or
chart paper.
Video Clip Durations
9 Introduction to Cells—1:16 min.
9 Prokaryotic Cells—2:26 min.
9 Eukaryotic Cells—3:20 min.
8
Fill in the Holes—Seventh Grade
Plans for Course of Study Bullet 2 of Objective 2
Title of Activity/Lesson
Cell Type continued…
Time Allotment
One Class Period
Alabama Course of Study Standards
ƒ
Outline/Plans
12) The students should glue the cell foldables
in their science notebooks.
13) Tell the groups to retrieve the cell diagram
and make revisions to their drawings.
14) Instruct the students to identify their cells
as prokaryotic or eukaryotic.
15) Facilitate a class discussion that enables
the students to share their cell diagram,
identify the type of cell, and explain why
their cell is prokaryotic or eukaryotic.
Identifying cells as prokaryotic or eukaryotic
Rationale/Helpful Hints
ƒ ExtensionThe students may create individual cell models to
apply what they learned about cells.
Below is a list of websites that contain cell model
labs:
http://www.kathimitchell.com/cells.html
http://www.tsbvi.edu/Education/biology/cell.htm
ƒ
Resources for this lesson:
http://alex.state.al.us/index.php
http://www.aptv.org/aptplus/
http://streaming.discoveryeducation.com
http://images.google.com
http://www.kathimitchell.com/cells.html
http://www.tsbvi.edu/Education/biology/cell.htm
9
Food chain sets for cooperative group
Grasshopper
Hawk
Snake
Grass
Frog
Bacteria
10
The Food Web Video Review
Task Card #1
Describe the basic types of organisms in an ecosystem.
The Food Web Video Review
Task Card #2
Describe the role of the producers. List examples of
producers. Define autotrophs.
The Food Web Video Review
Task Card #3
Describe the role of the consumers. List examples of
consumers. Define heterotrophs.
11
The Food Web Video Review
Task Card #4
Describe the role of the decomposers. List examples of
decomposers. Are decomposers autotrophs or
heterotrophs?
The Food Web Video Review
Task Card #5
Describe a food chain. Give an example of a food chain.
The Food Web Video Review
Task Card #6
Describe a food web. Give an example of a food web.
Explain the interdependence of the food web’s organisms.
12
The Food Web Video Review
Task Card #7
Describe the herbivores. List examples of herbivores. Are
herbivores autotrophs or heterotrophs?
The Food Web Video Review
The Task
Food Web
Video#8
Notes
Card
Describe the carnivores. List examples of carnivores. Are
carnivores autotrophs or heterotrophs?
13
Food Web Video Review Teacher Notes
The Food Web Video Review Task Card #1
Describe the basic types of organisms in an ecosystem.
In every ecosystem there are two types of organisms, producers and consumers. Food chains
exist in all ecosystems.
The Food Web Video Review Task Card #2
Describe the role of the producers. List examples of producers. Define autotrophs.
Producers make their own food. Autotrophs are producers. Autotrophs are photosynthesizing
organisms like plants (corn, grass, wheat).
The Food Web Video Review Task Card #3
Describe the role of the consumers. List examples of consumers. Define heterotrophs.
Consumers are organisms in an ecosystem that cannot make their own food.
Heterotrophs, also known as consumers, are animals that eat plants or other animals (mouse,
bird, human).
The Food Web Video Review Task Card #4
Describe the role of the decomposers. List examples of decomposers. Are decomposers
autotrophs or heterotrophs? Decomposers eat dead or decaying material. Decomposers are
heterotrophs (Worms, bacteria, fungi).
The Food Web Video Review Task Card #5
Describe a food chain. Give an example of a food chain.
A food chain represents a transfer of food energy from plants to one or more animals; a series of
plants and animals linked by their food relationships.
Grass
antelope
lion
bacteria
The Food Web Video Review Task Card #6
Describe a food web.
Explain the interdependence of the food web’s organisms.
Organisms interrelate through the food chains
A food web is made up over-lapping food chains of predators and prey.
The Food Web Video Review Task Card #7
Describe the herbivores. List examples of herbivores. Are herbivores autotrophs or heterotrophs?
Herbivores only eat plants. They are primary consumers. Herbivores are heterotrophs (deer,
sheep).
The Food Web Video Review Task Card #8
Describe the carnivores. List examples of carnivores. Are carnivores autotrophs or heterotrophs?
Carnivores eat meat. They are secondary consumers. Carnivores are heterotrophs (lions, tigers).
FOOD WEB
Directions:
1) Draw a green line under the producers, a blue line under the consumers, and a
red line under the decomposers.
2) Draw one line under the autotrophs and two lines under the heterotrophs.
http://www.arcytech.org/java/population/facts_foodchain.html
14
15
Organisms List for Food Webs
Corn
Grass
Caterpillar
Seal
Cheetah
Sheep
Wheat
Owl
Lion
Fly
Human
Butterfly
Acorn
Chicken
Whale
Bacteria
Mouse
Raccoon
Goat
Fruit
Plankton
Horse
Tuna
Fungi
Hummingbird
Spider
Worm
Snake
Pig
Deer
Millipede
Elephant
Parrot
Roaches
You may use organisms that are not listed.
Shrimp
Ant
Leaves
Cow
Frog
Hawk
Penguin
Fish
Dragonfly
Tiger
Wolf
Salmon
Moth
Bear
Squid
Mouse
Beetle
Algae
Fox
Earthworm
Giraffe
Shark
Flowers
Hawk
Seagull
Turtles
Berries
16
INTRODUCTION TO CELLS Video Notes
Students may include some of the information below in their notes.
All organisms are made of cells.
Cells are the smallest entities that can be called living.
Most cells cannot be seen with the naked eye.
Cells are complex and efficient.
All cells share certain features in common.
All cells have membranes that contain cytoplasm.
Material moves in and out of cells through the cell membrane.
Cells can absorb nutrients, make compounds for their use, expel waste, and reproduce.
A cell’s cytoplasm is full of chemicals and enzymes that enable it to grow and reproduce.
PROKARYOTIC Video Notes
The simplest cells are called prokaryotic.
Prokaryotes are single cell micro-organisms.
Prokaryotes are the earliest forms of life.
Bacteria are prokaryotic cells.
Prokaryotes are found in glaciers, inside volcanoes,
oceans, soil, swamps, and other organisms.
Millions of bacteria are in our bodies.
At least fifty percent of all living things are Prokaryotic cells.
Prokaryotes are very tiny--can only be seen under a microscope.
Prokaryotes are highly successful organisms because they are adaptable, reproduce quickly, and survive when their
environment changes.
Prokaryotes have a double-layered cell membrane that encloses the cytoplasm.
Prokaryotes do not have a membrane enclosed nucleus. They have a nucleoid region that floats in the cytoplasm.
The nucleoid region contains DNA genetic information that controls the cell.
Ribosomes float in the cytoplasm (watery gel).
Molecules and enzymes float around until they find each other to produce biochemical activity.
EUKARYOTIC Video Notes
Eukaryotic cells are found in all multicellular plants and animals.
Eukaryotic cells are specialized and look different.
Eukaryotic cells are more complex than prokaryotic cells.
Eukaryotic cells are larger than prokaryotic cells.
Eukaryotic cells have organelles with enclosed membranes.
The largest organelle, the nucleus, holds genetic information.
Molecules of DNA are formed in long twisted strands called chromosomes.
Chromosomes are links of thousands of genes that provide specific information for the cell.
In multicellular organisms, the genetic information in each cell is exactly the same.
Each organism has a specific number of chromosomes.
Eukaryotic cells have specialized structures (Endoplasmic reticulum, ribosome, nucleus,
cytoplasm, mitochondria, lysosomes, Golgi apparatus, etc…).
17
Food chain set for cooperative group
Grasshopper
Hawk
Snake
Grass
Frog
Bacteria
18
Food chain set for cooperative group
Grasshopper
Hawk
Snake
Grass
Frog
Bacteria
19
Food chain set for cooperative group
Grasshopper
Hawk
Snake
Grass
Frog
Bacteria
20
Food chain set for cooperative group
Grasshopper
Hawk
Snake
Grass
Frog
Bacteria
21
Food chain set for cooperative group
Grasshopper
Hawk
Snake
Grass
Frog
Bacteria
FOOD WEB
Directions:
1) Draw a green line under the producers, a blue line under the consumers, and a
red line under the decomposers.
2) Draw one line under the autotrophs and two lines under the heterotrophs.
http://www.arcytech.org/java/population/facts_foodchain.html
22
FOOD WEB
Directions:
1) Draw a green line under the producers, a blue line under the consumers, and a
red line under the decomposers.
2) Draw one line under the autotrophs and two lines under the heterotrophs.
http://www.arcytech.org/java/population/facts_foodchain.html
23
FOOD WEB
Directions:
1) Draw a green line under the producers, a blue line under the consumers, and a
red line under the decomposers.
2) Draw one line under the autotrophs and two lines under the heterotrophs.
http://www.arcytech.org/java/population/facts_foodchain.html
24
FOOD WEB
Directions:
1) Draw a green line under the producers, a blue line under the consumers, and a
red line under the decomposers.
2) Draw one line under the autotrophs and two lines under the heterotrophs.
http://www.arcytech.org/java/population/facts_foodchain.html
25
FOOD WEB
Directions:
1) Draw a green line under the producers, a blue line under the consumers, and a
red line under the decomposers.
2) Draw one line under the autotrophs and two lines under the heterotrophs.
http://www.arcytech.org/java/population/facts_foodchain.html
26