Day Two Lesson Plan: Biology 20 Outdoor Classroom

Name: Alana Kozak Grade/Subject: Biology 20 Unit: Energy & Matter Exchange in the Biosphere
Topic: Food Webs Date: April 14, 2014 Length of Lesson: 160 min

KSAs: 1,7,2,6,10, 8, 11
General Learning Outcomes
GLO 1) Explain the constant flow of energy through the biosphere and ecosystems
GLO 3) Explain the balance of energy and matter exchange in the biosphere, as an open system, and explain how this maintains
equilibrium.

Specific Learning Outcomes
20D1.3k Explain structure of ecosystem trophic levels using models such as food chains and food webs.
20A1.4k Explain, quantitatively, the flow of energy and the exchange of matter in aquatic and terrestrial ecosystems, using
models such as pyramids of numbers, biomass and energy.
20A3.1k Explain the interrelationship of energy, matter and ecosystem productivity (biomass production)
20A3.2sts Explain that science and technology have both intended and unintended consequences for humans and the
environment.

Learning Objectives
Students will:
1. Explain that science has intended and unintended consequences for humans.
2. Explain that science has intended and unintended consequences for the environment.
3. Explain the interrelationship of energy, matter, and ecosystem productivity.
4. Explain the flow of energy in ecosystems.
5. Explain the exchange of matter in ecosystems.
6. Explain ecosystem trophic levels using food webs.
7. Explain the structure of ecosystems using food chains and food webs.


Key Questions
*What are some intended consequences? (1)
* What are some unintended consequences? (2)
* How are energy, matter, and ecosystem productivity all related? (3)
* How does energy flow through ecosystems? (4)
* How is matter exchanged in ecosystems? (5)
* What organisms are found at different trophic levels? (6)
* What is a food chain/web composed of? (7)

Assessment Methods
-Questions/Answers (2,3,4)
-Baffin Island Food Web
-Class Prairie Food Web
-Nantuckett project

Resources Consulted
1. Biology Program of studies
2. Bio 20- Wikenheiser
3. Nelson Biology 20-30 textbook
4. Youtube.com (TED Talks)

Materials/ Equipment
Powerpoint
Bee TED Talk- Marla Spivak
Baffin Island Food Web
Assignment Sheet


Before Class
Get powerpoint ready to go
Introduce myself to the students
INTRODUCTION (10 min) 11:53am
Prayer/ Scripture of the day (2 min)
-Prayer
Hangman/Who am I? (6 min)
find a cool deep sea organism Organism- give 3 hints and then play hangman to help them figure it out

Agenda and Questions (2 min)
-Local food web
-Practice food webs and questions
-Nantuckett assignment

BODY
Bee TED Talk (1,2) (18 min) 12:03 pm
*What are some intended consequences? (1)
* What are some unintended consequences? (2)

Marla Spivak- Why Bees are Disappearing

Local (Prairie) Food Web (4,6,7) (25 min) 12:21 pm
* How does energy flow through ecosystems? (4)
* What organisms are found at different trophic levels? (6)
* What is a food chain/web composed of? (7)
Go outside and find organisms around the area if cant find any animals look online (15 min)
(get ideas and write down, take pictures---each student should have 3-4 organisms)
Go over the organisms they picked and have students write their organisms on the board space it out! (Have
the word producers on bottom of board, and consumers written above so students know where to put their
organisms)
*have some back up organisms just in case
Fill in the arrows between organisms to create the food web. Ask students which organisms eat others, and
have them fill in the arrow they say. Make all connections (get students to take a picture to reference later).
Once food web is completed, go over trophic levels- Biomass, energy flow (more on bottom-in
Producers cause have to transfer energy up the pyramid if not much energy, none will get to top
consumers), autotrophs, heterotrophs (primary consumers, secondary consumers)

Baffin Island Food Web (3,4,5,6,7) (14 min) 12: 46 pm
* How are energy, matter, and ecosystem productivity all related? (3)
* How does energy flow through ecosystems? (4)
* How is matter exchanged in ecosystems? (5)
* What organisms are found at different trophic levels? (6)
* What is a food chain/web composed of? (7)

Give each student the Baffin Island food web.
Have students answer the questions individually but can talk with a partner. Go over the answers.

Chapter Questions (all) (14 min aka until break) 1:00 pm
Hand out assignment sheets. All do their own questions.




Nantuckett Assignment (all) (70 min) 1:22 pm
*What are some intended consequences? (1)
* What are some unintended consequences? (2)
* How are energy, matter, and ecosystem productivity all related? (3)
* How does energy flow through ecosystems? (4)
* How is matter exchanged in ecosystems? (5)
* What organisms are found at different trophic levels? (6)
* What is a food chain/web composed of? (7)

-Give students a hypothetical situation and have a hypothetical visual map of Nantuckett up on the
board as I tell the story
*There once was a place called Nantuckett. It was located in the middle of a beautiful and
diverse forest. The plants and tree species were so numerous, and there was amazing biodiversity.
There were so many cool kritters called that place home, and let me tell you, it was a wonderful
place to live.
The producers of Nantuckett included: Tuck Trees, Grass, Saskatoon Berry shrubs
The consumers in Nantuckett included: Chirp Crickets, Bucket Beetles, Tucky Worms, El Nino Frogs,
Tree mice, Skate Rabbits, Peckitty Woodpeckers, Hoot Owls, Stanky Skunks, Nantuckett Deer,
Bucket Wolves, Golden Bears, and Lynx.
Frank of Nantuckett got a great idea to build a factory to make super strong buckets called
Struckets. The town soon became famous for their Struckets of Nantuckett Factory. In order to
keep the factory going they needed to cut down some of the surrounding forest. As the years went
on they continued to get rid of the forest little by little each year. Kritters started disappearing, as
well as certain types of trees and plants. Eventually 90% of the forest had been removed, and only 5
species were left. Only one Tuck Tree, 15 Bucket Beetle, 3 Tree Mice, 1 Peckitty Woodpeckers, and 1
Stanky Skunks remain.

In a Group of 3:
Analyze the situation of the remaining animals (which ones will disappear first? Last? Why?)
Why did the other animals disappear? What happened to them?
Did the biodiversity increase or decrease? What caused the increase/decrease?
How did building the factory upset the balance of that ecosystem?
What would happen to the remaining animals if the Beetles were destroyed or disappeared?
How long would the present ecosystem be able to survive? Why?
Create a food web with the original organisms of Nantuckett. (Include a pyramid of numbers, terms,
and energy of organisms- most, least, require most, require least)
Come up with an action plan (exactly what you are going to do and how you are going to do it) to
help fix the Town of Nantuckett.

Think about your answers. You must include evidence to support your conclusions. Compile the
information in any form you see fit. Possible forms: video, powerpoint, poster, word document. You
could do a Question and Answer format, interview, story from one characters point of view, take the
role of townsfolk, an environmentalist, etc.

CLOSURE 5 min (1,2,3,4) (2:35 pm)
*Ask if they need more time? How much?
Next Class: Food webs and Project

Sponge Activity
-Questions from bucket