The Flow of Energy: Balancing Ecosystems
Initial Publication Date: September 18, 2008
Summary
This unit introduces students to the ecosystem processes and interactions among populations, communities, and their environments. Lessons will help students connect the flow of matter and energy through observations, lab work, and group field studies. Studying plant and animal life will directly focus on predator/prey, parasite/host, and producer/consumer/decomposer relationships.
CollapseLearning Goals
Students will:
1. Be introduced to the parts of different ecosystems.
2. Follow the flow of energy through food chains/webs.
3. Identify both biotic and abiotic factors of ecosystems.
4. Construct a mobile model of a balanced ecosystem.
1. Be introduced to the parts of different ecosystems.
2. Follow the flow of energy through food chains/webs.
3. Identify both biotic and abiotic factors of ecosystems.
4. Construct a mobile model of a balanced ecosystem.
Context for Use
This activity could be used during an ecology or environmental studies unit. Cooperative groups of 2-4 students will begin with textbook reading and vocabulary work as background information to the mobile construction.
Approximately 5-6 days of classtime is needed, depending upon previous life science units involving biomes and/or other environmental studies.
This activity could easily be used in connection with other lessons surrounding plant and animal life.
Approximately 5-6 days of classtime is needed, depending upon previous life science units involving biomes and/or other environmental studies.
This activity could easily be used in connection with other lessons surrounding plant and animal life.
Description and Teaching Materials
1. Begin the unit with a background introduction to plant/animal life. This background should include vocabulary words connected to organism relationships.
2. Optional textbook (if available) readings could enlighten students with food chain/web concepts.
3. Students should learn to identify and/or design 2-3 separate food chains from their readings and classroom discussions.
4. Cooperative groups (2-4) will construct a hanging mobile from string, dowels, glue, pictures, etc. The mobile will consist of 3 interlocking food chains. Within the food chains there should be a minimum of 5 energy transfers.
5. Upon completion of a balanced mobile, students hang their project from the ceiling to exhibit the flow of energy which exists within their ecosystem.
6. The unit closes with class/student discussion and interaction surrounding the importance of plant/animal life interacting in a balanced ecosystem.
2. Optional textbook (if available) readings could enlighten students with food chain/web concepts.
3. Students should learn to identify and/or design 2-3 separate food chains from their readings and classroom discussions.
4. Cooperative groups (2-4) will construct a hanging mobile from string, dowels, glue, pictures, etc. The mobile will consist of 3 interlocking food chains. Within the food chains there should be a minimum of 5 energy transfers.
5. Upon completion of a balanced mobile, students hang their project from the ceiling to exhibit the flow of energy which exists within their ecosystem.
6. The unit closes with class/student discussion and interaction surrounding the importance of plant/animal life interacting in a balanced ecosystem.
Teaching Notes and Tips
Students should be in cooperative groups of 2-4. Each group will need to have internet access for pictures of plants and animals. The pictures will be used to show the food chain/web of energy flow.
Titles and labels identifying organisms will be used for the project.
Titles and labels identifying organisms will be used for the project.
Share your modifications and improvements to this activity through the Community Contribution Tool »
Assessment
1. Pre-mobile work includes vocabulary (ecosystem terms) quiz.
2. Completion of textbook reading and questions.
3. Possible rubric grading of mobile: design, neatness, cooperative group interaction, correct energy flow, ecosystem identification.
2. Completion of textbook reading and questions.
3. Possible rubric grading of mobile: design, neatness, cooperative group interaction, correct energy flow, ecosystem identification.
Standards
7th Grade Life Science. IV.F. The Flow of Matte and Energy 1-5.