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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 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 Copy a set of pictures for each group. The pictures will depict a simple food chain. Food Web Video Review Task Card Assignments per group-- → ¾ ¾ ¾ ¾ ¾ ¾ ¾ ¾ → → → → → 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 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 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 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 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 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 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 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 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 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
