Interdependence: Flow of Energy Big Idea 17 SC.4.L.17.3 & SC.4.L.17.2 Mary Tweedy, Curriculum Support Specialist Keisha Kidd, Curriculum Support Specialist Millard Lightburn, District Supervisor Department of Mathematics and Science Office of Academics and Transformation
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Interdependence: Flow of Energy Big Idea 17 SC.4.L.17.3 & SC.4.L.17.2 Mary Tweedy, Curriculum Support Specialist Keisha Kidd, Curriculum Support Specialist.
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Interdependence:Flow of Energy
Big Idea 17SC.4.L.17.3
& SC.4.L.17.2
Mary Tweedy, Curriculum Support SpecialistKeisha Kidd, Curriculum Support Specialist
Millard Lightburn, District Supervisor
Department of Mathematics and ScienceOffice of Academics and Transformation
Big Idea 17: InterdependenceThe Flow of Energy Benchmarks
SC.4.L.17.3 Trace the flow of Energy from the Sun as it is transferred along the food chain through the producers to the consumers.
SC.4.L.17.2 Explain that animals including humans cannot make their own food and when animals eat plants or animals, the energy stored in the food source is passed to them.
SC.3.L.17.2Recognize that plants use energy from the Sun, air, and water to make their own food.
H.O.T. Essential QuestionsHow do plants convert the sun’s energy to make their own food?
What do you think would happen to a plant if the leaves were damaged or missing?
How is energy from the sun transferred from the sun to all living things on Earth?
H.O.T. Essential Questions
Compare and contrast the ways that animals and plants get the energy they need to survive. Explain how you could use a diagram of the food chain to show how living organisms transfer their energy to each other.
Let’s get warmed up!
How do plants convert the sun’s energy to make their own food?
How do plants get their food? Plants make their own food in their leaves. What are the four ingredients needed? 1. carbon dioxide (CO2)
2. water (H20)
3. chlorophyll from the leaves 4. light from the sun
The chlorophyll in the leaves captures the sunlight’s energy and along with the water and carbon dioxide produce a food called sugar and release oxygen. This process is called Photosynthesis.
Who are the Consumers?• Consumers cannot make their own food. • They eat other organisms to get energy. • There are three types of consumers: herbivores,
Consumers• Herbivores eat plants. The prefix “herbi-” means green
grass plants. Rabbits, deer, and tree snails are examples of herbivores.
• Carnivores eat meat. The prefix “carni-” comes from the Spanish word “carne,” which means meat. Alligators, wolves, cougars, spiders, and sharks are examples of carnivores.
• Omnivores eat both plants and animals. The prefix “omni-” means “all.” People, raccoons,
bream fish and bears that eat meat, fish, and vegetables are examples of omnivores.
Procedure:1. Students will first be presented with nine new definitions: food chains,producers, consumers, decomposers, herbivores, carnivores, omnivores, predator, and prey. Students will be asked to copy these definitions into their vocabulary notebooks.
2. Students will then be divided into groups, representing four-five majorecosystems. Each group will be given a set of index cards that belong to a specific ecosystem. Label the front of each card with the name of the ecosystem and the names of the animals found within them. The backside of each card is blank and students are responsible to fill in two categories: “What I eat” and “I live in.”
Food Web/Chain Activity continuedOnce the students have completed their cards, the teacher explains that each set of cards creates a food chain that is found in the corresponding ecosystem. The task for the students is to create a food chain using a drama technique called a tableau (a frozen image that demonstrates the food chain) to represent the diverse members of a given ecosystem.
Students should be reminded that part of the tableau activity involves the speech bubble element in which they step out of the tableau and speak as if they were their organism.
Students are encouraged to incorporate their new vocabulary into their speech. Forexample, the student who becomes the polar bear might say, “I am the polar bear who is found throughout the Artic. In this food chain I am eating the fox; therefore, I am a predator.
However, I also like to eat berries, so you can call me an omnivore.”
Each group will be given a chance to rehearse and present their tableau to the class.
Compare and contrast the ways that animals and plants get the
energy they need to survive.
PlantsAnimals
Layered book for InterdependenceMaterials: 3 pieces of white copy paper per studentstapler
Directions: Construct a layered-look book. Label the first 3 flaps "Vocabulary". Last three flaps are labeled "Photosynthesis", "Flow of Energy", and "Put it all together“
Have students document their learning throughout the lessons by filling in the appropriate sections in their layered book.
Sample taken from Dinah Zikes “Big Book of Science”
Be ready to• name the organisms in your food chain• explain each organism’s role• explain how energy is transferred from the Sun through your food chain
Materials: small paper plate yarn tape scissors crayons, markers Florida animal and plant pictures