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Energy Flow in Ecosystems-Environmental Science

Lesson Plan

Energy Flow in Ecosystems-Environmental Science

Grade Levels

10th Grade, 11th Grade

Course, Subject

Environment and Ecology (Agriculture)
Related Academic Standards
4.1.10.C 4.1.10.C

Evaluate the efficiency of energy flow within a food web.

Describe how energy is converted from one form to another as it moves through a food web (photosynthetic, geothermal).
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  • Big Ideas
    Cells have organized structures and systems necessary to support chemical reactions needed to maintain the living condition.
    DNA segments contain information for the production of proteins necessary for growth and function of cells.
    Eukaryotic cells can differentiate and organize making it possible for multicellularity.
    Evolution is the result of many random processes selecting for the survival and reproduction of a population.
    Hereditary information in genes is inherited and expressed.
    Life emerges due to the chemical organization of matter into cells.
    New cells arise from the division of pre-existing cells.
    Organisms obtain and use energy to carry out their life processes.
    Organisms on Earth interact and depend in a variety of ways on other living and nonliving things in their environments.
    Organisms share common characteristics of life.
    Structure is related to function at all biological levels of organization.
    Through a variety of mechanisms organisms seek to maintain a biological balance between their internal and external environments.
  • Concepts
    A cell’s interior is separated or compartmentalized from the environment by a phospholipid bilayer plasma membrane.
    A multicellular organization enables life functions such as movement, digestion, internal circulation of nutrients, excretion of waste and reproduction to be subdivided among specialized groups of cells.
    Active transport moves atoms, ions and small molecule mostly against a concentration gradient and requires an expenditure of energy.
    Active transport of larger substances and subcellular structures occurs through endocytosis and exocytosis.
    All cells go through a cell cycle.
    All forms of life on Earth are connected in a Biosphere.
    ATP molecules store usable chemical energy to drive life processes through coupled reactions.
    Biological levels of organization from smallest to largest include: atoms, molecules, organelles, cells, tissues, organs, organ systems, multicellular organisms, populations, and communities.
    Biological molecules produced by a cell can be used by the cell or transported outside for use by other cells.
    Both passive and facilitated diffusion move materials along a concentration gradient without energy.
    Carbohydrates, lipids, proteins, and nucleic acids are the chemical foundations for life.
    Carbon rings and chains form the backbone of all biological molecules.
    Cell differentiation occurs many times during development of a multicellular organisms giving rise to a diversity of cell types.
    Cells are composed mostly of: C, H, N, O, P, and S.
    Cells are the basic unit of structure and function for all living things.
    Cells come only from the division of a pre-existing cell.
    Cells function as microscopic chemical factories synthesizing and degrading biological molecules necessary for life.
    Cells grow when they can take in more nutrients through their plasma membranes than they can metabolize in their interior. Cells may divide when their metabolism exceeds nutrient absorption.
    Cells occur in two basic forms: Prokaryotes (Bacteria and Archaea) and Eukaryotes (all other cells).
    Cells that have differentiated to perform specialized functions rely on the collective function of other specialized cells within a multicellular organism to maintain their living condition.
    Cellular respiration is the process by which potential chemical energy in the bonds of glucose is transformed into potential chemical energy in the bonds of ATP.
    Chemical reactions and processes necessary for life are carried out in cytoplasm or organelles within a eukaryotic cell’s protoplasm.
    Common anatomical and/or genetic structures and behaviors demonstrate that species have evolved from common ancestors.
    Different types of cells and tissues combine to form distinct structures known as organs which perform specific functions.
    DNA contains the complete set of instructions, the genetic code, for building and running an organism.
    During the process of meiosis genetic recombinations may occur contributing to genetic variability within a population.
    Energy is converted from one form to another as it moves through a food chains and food webs.
    Enzymes are special proteins designed to catalyze most biochemical reactions that otherwise would not occur.
    Eukaryotic cells first divide their nucleus and then divide their cytoplasm to make new cells.
    Evolution occurs when the gene frequency of alleles in a population shifts to confer survial and reproductive success.
    Forms of energy are required to maintain life.
    Glycolysis is the foundation of both aerobic and anaerobic respiration. Glycolysis, through anaerobic respiration, is the main energy source in many prokaryotes.
    Homeostasis dynamically returns biological changes (body temperature, osmolarity, blood pressure, pH, blood glucose, etc.) to balance by modifying chemical reactions, adjusting energy transformations, and responding to environmental changes.
    Limiting factors can cause population fluctuations or extinction in a given ecosystem.
    Liquid water forms hydrogen bonds, is a solvent, and forms hydronium ions allowing a wide range of biochemical reactions to occur.
    Many biological molecules are polymers made from monomers that contain carbon chemically bound with other elements.
    Many synthesized polypeptides require additional processing to acquire their active, three-dimensional structures.
    Matter flows through an ecosystem using a variety of natural cycles.
    Meiosis involves a two-step nuclear division reducing the number of chromosomes in half – producing gametes.
    Molecular structure is related to function.
    Molecules, ions and water move in and out of the cell through a variety of mechanisms.
    Most biochemical reactions require an input of energy.
    Mutations alter a gene's genetic information, resulting in a change in the protein that is made, or how or when a cell makes that protein. Most mutations are evolutionary neutral.
    One or more pairs of genes on one or more chromosomes code for the expression of inherited traits.
    Organ systems function to meet an organism’s needs.
    Organisms adapt to changes in their environments.
    Organisms and their environment are interdependent.
    Organisms are made up of simpler units called cells.
    Organisms can reproduce their own kind using DNA.
    Organisms grow, develop and eventually die.
    Organisms need light and/or chemicals to make cellular protoplasm.
    Organisms obtain and use energy through photosynthesis or cellular respiration to carry out their life processes.
    Organisms release waste chemicals produced by cells.
    Organisms seek to maintain homeostasis at all biological levels of organization.
    Organs work together as a system to perform common functions.
    Osmosis is the diffusion of water from an area of lower solute concentration (more aqueous solution) across a membrane to an area higher solute concentration (less aqueous solution).
    Passive transport depends on the diffusion of substances with a concentration gradient moving across a membrane from an area of higher concentration to an area of lesser concentration without energy.
    Patterns of inheritance reflecting how genes interact and express themselves (including dominant, recessive, codominance, incomplete dominance, sex-linked, sex-influenced, multiple alleles) can be predicted, observed and described.
    Photosynthesis is the process that transforms light energy into potential chemical energy.
    Prokaryotic cells divide via binary fission.
    RNA is necessary for protein synthesis from DNA.
    Selective breeding and biotechnology contribute to the deliberate changing of the genetic makeup of a population.
    Sexually reproducing organisms produce gametes which transport hereditary information from one generation of organisms into another generation.
    Speciation occurs when one population is isolated from another population. The isolation can be geological, reproductive, or filling different ecological nitches to reduce competation. With isolation comes changing environmental factors exerting selective pressure on mutations and adaptions.
    Specific biotic and abiotic factors characterize biomes and their component ecosystems.
    Structure is related to function at the cellular and organelle levels of biological organization.
    Sunlight is the initial energy source for most life on Earth.
    The basic molecular and the associated genetic code structure of DNA are universal, revolutionizing our understanding of disease, heredity and evolution.
    The cytoplasm contains a collection of connected, internal membranous sacs that divide the cytoplasm into functional and structural compartments or organelles.
    The differential reproductive success of populations of organisms with advantageous traits is known as natural selection.
    The energy flow of biochemical reactions is governed by the physical laws of thermodynamics.
    The fossil record documents patterns of mass and background extinctions and the appearance of new species.
    The pattern of form following function is reflected at all biological levels of organization.
    The Punnet square is a tool that can be used to predict the probability of an offspring’s genotype and phenotype.
    There are similarities and differences between fossils and living organisms.
    Two or more versions of a gene (alleles) contribute to the expression of inherited traits.
    Which genes are expressed at a given time is determined by the integration of internal and environmental signals received by a cell.
  • Competencies
    Pose questions and provide evidence-based explanations about understanding and observations of biological phenomena and processes.

Rationale

Vocabulary

Photosynthesis-the process by which plants, algae, and some bacteria use sunlight, carbon dioxide, and water to produce carbohydrates and oxygen

Producer-an organism that can make organic molecules from inorganic molecules; a photosynthetic or chemosynthetic autotroph that serves as the basic food source in an ecosystem

Consumer-an organism that eats other organisms or organic matter instead of producing its own nutrients or obtaining nutrients from inorganic sources (tertiary consumer, secondary consumer, primary consumer, decomposer)

Decomposer-an organism that feeds by breaking down organic matter from dead organisms; examples include bacteria and fungi

Cellular respiration-the process by which cells produce energy from carbohydrates; atmospheric oxygen combines with glucose to form water and carbon dioxide

Food chain-the pathway of energy transfer through various stages as a result of the feeding patterns of a series of organisms.

Food web-a diagram that shows the feeding relationships between organisms in an ecosystem

Trophic level-one of the steps in a food chain or food pyramid; examples include producers and primary, secondary, and tertiary consumers

Energy pyramid-diagram that shows the decrease in the biomass (energy) available as organisms move through a food chain

Herbivore-organism that eats plants

Carnivore-animal that eats other animals (meat)

Omnivore-consumers that eat both plants and animals

Autotroph-organism that makes its own food

Heterotroph-organism that relies on others for food

Chemosynthesis-the process in which carbohydrates are manufactured from carbon dioxide and water using chemical nutrients as the energy source rather than the sunlight

Objectives

The students will be able to…

describe how energy is transferred from the sun to producers and then to consumers

explain the “dependency” of a consumer on a producer

list and compare two types of consumers

compare the complexity of energy transfer in a food web as opposed to a food chain

evaluate the symbolism of  the energy pyramid in representing the trophic levels

apply the 10% rule to the transfer of energy among trophic levels (math calculations)

analyze the earth’s changing conditions as it relates to the functions of producers, consumers and decomposers

Lesson Essential Question(s)

How does the role of plants and other photosynthetic organisms impact the survival of consumers?

What recognized concepts/patterns are attributed to the natural world’s system of energy flow?

How does man/our society ” interrupt”  Earth’s energy flow?

What sustainable plans are being implemented to improve the integrity of the Earth’s food webs

Duration

2Days (86 min/day)

Materials

-producer, consumer(s), decomposer handouts

-guided notes/equations

-string

-popcorn (enough to share with the students after the activity)

-cones or markers for popcorn transfer activity

-Venn diagram form (blank)

-sticky notes

-5” x 8” index cards

-ticket out the door form

-criteria sheets/scoring rubrics (food chain role play…day 1, societal issue information card…day 2)

Suggested Instructional Strategies

W-Essential questions will be on the board.  Students will take a few minutes to read these questions before the start of the lesson.  Hand the students the two very important equations that will be explained throughout this lesson…photosynthesis, cellular respiration.  Explain to them that everything we go over during this lesson will be “tied” to these two equations!

H-“Can a cheeseburger be traced back to a plant?”  It is intended to “stir up” discussion!

E-Although it may seem like a stretch, role playing the components of a food chain is to simulate what actually happens in nature (Day 1).  Information card over real world issues that impact food webs (Day 2).

R-Questioning after the both active group activities is used to prompt students to think about the entire energy flow process.

E-Information cards…students will evaluate solutions and provide their own thoughts as to the success of these solutions (or how these solutions will change society).

T- With the math calculations, “guided” problems will be used. Instead of role playing the food chain, students can opt to do a food chain using magazine pictures attached to a construction paper chain (this form will need to be explained to the teacher only) (Day 1).  Students may choose to research complicated societal issues (Day 2).

O-Applying basic concepts (centered around the two equations …photosynthesis, cellular respiration) to such issues as greenhouse effect, diatoms (water pollution), population density/food grown to support the population, deforestation, biomagnification of pesticides etc. (Day 2)

Instructional Procedures

 

Independent Activity

(BDA, Do Now, KWL, Guided Reading, Word Splash, Expert Jigsaw, etc.)

Day 1

HOOK…Can a cheeseburger  be “traced” back to a plant?

**student response anticipated!

Expert Jigsaw…Students will be placed into groups of four.  Each member in the group is given a number (1or 2 or 3 or 4).

Four different descriptions (or sections of the textbook) will be given to each different numbered person.  For example all the 1s…producers, 2s…primary consumers, 3s…secondary/tertiary consumers, 4s…decomposers. 

Each group will read/discuss the material, examples, vocabulary words and after a set time period (10 minutes) return to their home group to share their information.  At this point, the each home group will have to create a food chain.

 

Day 2 …start with equations…photosynthesis, cellular respiration on the board.  How are these two equations similar?

How are these two equations different?  *DO Now (5 min)

6CO2 + 6H2O + energy -->  6O2 + C6H12O6

 

     6O2 + C6H12O6 -->  6H2O + 6CO2 + energy                               

 

 

Pair Share

(Peer Revising, Text Rendering, Document Review, etc.)   

DAY 1             

**continuation of the expert jigsaw…parts of the food chain…

After review of the material, each group will be given a specific food chain to model. Each group will act out the food chain using themselves as the various components of the chain (note…one or two members of the group “may” have to play 2 roles).  The sun is also to be included (paper creation).  Students may use a long piece of string or make a chain to show “linkage.”  Prior to the role play, students will have an opportunity to view the assessment rubric…noting the criteria necessary for completion of the task.  Students will prepare for their role by creating a identifying tag (using vocabulary words

listed above.)

 

DAY 2…Pair share Venn Diagram of the above two equations.

…similar?  different?

 

 

 

Whole Class, Mini Lesson

(Whip, Literature Circle, Guided Lecture, etc.)

DAY 1

Guided Lecture will follow the mini presentations of group food chains.  Students will receive notes reviewing food webs, food chains, energy pyramids, 10% rule*, equations for photosynthesis and cellular respiration.

Questions to be posed…Why is a pyramid used to represent the trophic levels?  What would happen if the pyramid was flipped?  What other benefit do plants provide us?  How does the complexity of a food web allow for the survival of a species?

 

*math calculations will be displayed on the board.  Students will be given problems to practice.  How much energy is “available” at the top of the pyramid?

 

IF…10,000  kcal of energy available with a group of producers, is consumed through a food web, how much is available for the secondary consumers? …10% of 10,000 kcal leaves 1,000 kcal available for the primary consumers…10% of 1,000 kcal is left for the secondary consumers.  This is 100 kcal.  **students will be introduced to the concept that biomass is converted into energy units called calories.  This 10% rule is an approximation of the actual energy transfers.

 

 

 energy flow.JPG

 

 

 

 

 

 

DAY 2…Class review of the pair share Venn Diagram activity.

Discussion will begin to focus on exceptions to the use of the sun’s energy.  Thermal vents…bacteria…chemosynthesis.

Brief notes will be given.  Pictures from Popular Science (May 1995) and associated article about the extreme abiotic conditions that “fill” the environment of the thermal vents will be shared with the students.  What kinds of organisms survive here? How?  Students will also be able to view the following website:

http://www.ceoe.udel.edu/deepsea/level-2/geology/vents.html

 

…Communities survive and thrive by providing energy, BUT

We (man) affect/ interrupt these chains of energy flow.  How?  BRAINSTORM…pair share 3 ways…use sticky notes.  Quickly, have the class categorize these in four areas on the board…

HABITAT DESTRUCTION, ENDANGERMENT, POLLUTION,

INVASIVE SPECIES (*it is possible to have an example that fits under multiple categories).  Each student will pick a societal issue to research and evaluate for possible solutions. (Assignment stated below)

 

Independent Activity, Small Group Activity

**This activity is to be completed in a large area or outside!

With students placed into groups of 5, students will receive instructions for the “popcorn energy transfer.”  This activity is

modified from “Food? What Food?” Environmental Science Activities Kit.  Briefly, each team member is assigned to a trophic level role.  The sun (of each group) is represented by the student with the largest hands.  Line up students in order behind the “sun”…from largest hands to smallest hands.  Energy and materials are represented by the popcorn.  What follows is a relay race in which the “sun” holding as much popcorn as possible (in both hands) runs to a set destination and back again…passing off the popcorn to the next person (herbivore/primary consumer) and so on.  When the race is over, students will notice less popcorn left with the last person (tertiary consumer or decomposer).  Discussion will include questions such as…What does the “spilled” popcorn represent?  At what points in the race, did most the popcorn fall?  How could have the race been changed in order to have more popcorn left at the end?  Could scavengers be “supported” in this race? and if so, Where? Could more tertiary consumers be supported if the primary consumer was eliminated from the race?  **These questions may also be given to the students in written form.

 

DAY 2…An information card will be created by each student stating the a societal issue (can use one of the ‘brainstormed” ideas posted).  Given a 5 x8 index card, each student will have the opportunity to research their issue (again this issue affects the balance of food webs, oxygen, carbon dioxide etc.).  Briefly state their issue in 50 words or less.  Propose possible solution(s).  Give an opinion to the future of society with this solution.  Must be clear and to the point.  Students will have computer access.

 

 

 

Whole Class Discussion, Reflection

(Ticket Out the Door, Response Sheet, KWL, 3-2-1, etc.)

DAY 1

Ticket Out the Door…Why does a food chain rarely “continue” past 3 or 4 levels (tertiary consumer)?  What is another name for a primary consumer?

 

DAY 2

Sticky note…write down one concept you learned over these two days…on your way out the door, post it on the board!

 

 

 

 

 

Formative Assessment

Group Presentation of “Parts of a Food Chain” will be assessed according to the following role play scoring rubric.

1.  The main idea is clear and appropriate (Introduces food chain to be modeled)                                                                          1  2  3  4

2.  The science information is on topic and accurate            1  2  3  4

3.  The organization shows a clear beginning, middle, and ending and supports the energy flow content being presented        1  2  3  4

4.  Vocabulary in the dialogue is varied (there are numerous “similar” terms that can be used to explain the various links in the chain) and appropriate to the topic and to the audience       1  2  3  4

5.  The role play incorporates  a “memorable” ending                      1  2  3  4   

6.  Dialogue is clear and loud enough for everyone in the audience to hear                                                                                   1  2  3  4

           LEVELS of PROFICIENCY

Expert….4, Proficient….3, Novice….2, Beginner….1

 

 

Throughout the lesson, general observations and monitoring for understanding will be done.  The use of questioning will allow for the evaluation of answers (are the students answers on task?)

 

 

 

Information (ISSUE) Card Assessment (scoring)

Title of issue                                       Yes   No      ?

Category of concern (habitat destruction, endangerrment, invasive species, pollution, other)       Yes    No    ?

Summary (50 words) ties to energy flow/web   Yes   No   ?

Solution(s)                                            Yes   No   ?

Outlook for positive change/educated opinion   Yes   No   ?

 

 

 

ASSESSMENT SCALE

Yes…5 points, No…O points, ?...3 points (incomplete/vague)

Related Materials & Resources

Environmental Science, Holt, Rinehart and Winston

Environmental Science Activities Kit, Michael L. Roa

Popular Science (May 1995)

Author

Date Published

March 28, 2011
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