Thing 11

Assignment: Objective Tlw create a ScreenChomp video explaining the flow of energy in a food chain and the effects of changes in the food chain. Science Content TEK- 5.9(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;Objective Technology TEK- 1 a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities 2. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems 3 d. Process data and report results 4 b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions Vocabulary Sun, producer, consumer, prey, predator, decomposer, herbivore, carnivore, energy, omnivor Audience-ESL Beginners classroom Instructional Input/Modeling Before the lesson began the students were given pictures of food chains and food webs. This lesson would have been taught previously. In a whole group setting the students were allowed to talk about food chains. They were then asked to share what they know about food chains and food webs. A chart was used to share everything they know about food chains. Guided Practice/Learning Activity The class conversation began with ecosystems and examples of different ecosystem. Images were pulled and displayed with Safari using the lightening to VGA adapter. The population of students come from many different countries so they were allowed to share a landbased and aquatic ecosystem. 5 volunteers was requested to simulate the Sun, producer, consumers (3 students). A vocabulary activity was initiated to make sure students had a good understanding of the food chain componenents such as a energy source, consumers, producers, predator, and prey. The students are asked numerous times to reiterate what is this, what is the role of the___________, what is the name again, what does it eat, who eats this organism, it is the prey to what, it is the predator of, if this was removed how would every organism of the food chain be affected. This activity was repeated numerous times to assure understanding. The ecosystems we used were; Landbased-Backyard Sun-Grass-Cricket-Lizard-Owl Aquatic-Ocean Sun-algae-plankton-clownfish-shark Using the Screen Chomp application the teacher modeled how to snag and save and image from google, and upload it to ScreenChomp. The teacher then modeled how the learner explain what is taking place in the food chain and what are the effects if there are pollutants, extinction or over population. Sentence Stems The producer is (basic) The consumers are.. (basic) The energy source is... (basic) The predator is (basic) The prey is.. (basic) _______will happen if the ______population increased (Intermediate) _______will happen if the ______population decreased (Intermediate) If ________ would pollute the _________ then ___________would happen to the food chain (advanced) Independent Practice The student is responsible for creating a screenchomp video explaining the flow of energy in a food chain and the effects of changes in the food chain. Closure D.L.I.Q. Assessment Completion of the assignment.