Do Now: How many pounds of biomass do you think you have ingested so far today? Be ready to share the major foods you ate (not required).
Driving Question: How do different organisms obtain their energy? NGSS Learning Goals: LS1-2/1-7, SEP4 - Analyzing and Interpreting Data, Mathematical thinking, Energy & Matter Handout a paper copy of How is Energy Used in Organisms? 1. Students observe models (Organisms A & B). Questions to think about: “What does the “Law of Conservation of Matter state?” (Assessing prior knowledge from middle school). “How does this relate to the food these organisms are consuming?” “What happens to food once it’s digested/broken down?” 2. Complete page one on your own and stop to wait for the class. 3. Take your numbers to your group and check each other's calculations. 4. If there is a difference in calculations, you must come to consensus and/or defend your data. 5. Move on to pages 2-3. I will come around and check your page 1 and ask you questions to help if you get stuck. Make sure you are not letting someone else in your group do your thinking. You will need to be able to do this skill on your own later. “How do you know this is tracking energy?” “What appears to happen to energy as it travels up the food chain?” “How is energy lost?” Hand in your paper.
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Do Now: Read this Habit of Professionalism:
Habit of Self-Discipline
1) Hand back mid-point assessments There are four scores on your paper for four different standards assessed 2) Please read through the comments and scores carefully. 3) Make corrections or add information using a colored pencil and/or on a separate sheet of paper. 4) Write down any questions you have for me on a separate piece of paper. 5) Staple it all to your original and turn it back in again. If you have no corrections to make or are finished, please move on to Google Classroom to find your Africa Questions Assignment Slideshow. Each person has their own. It asks you to brainstorm questions about life and environment in Africa we have been studying so far and do some research to answer your questions. Follow your curiosity as long as it is appropriate. Ticket out: Tell me what you got done today. Do Now: Please find and set up your poster and food web for other prides to view.
Finish the posters and food webs. Watch part of the PBS show: "Life at the Waterhole" to get a picture of the animals we have been finding in our research, their interactions and a closer look at one type of water resource and potential food resources for the lion prides we are studying. Do Now: We will watch a preview of a new program on PBS called: "Life at the Water Hole."
Groups continue their research and creating their posters and food webs. Continue to work on the food web. Food web should be drawn out on large paper so that it is clear to anyone viewing it. A second sheet should also be included that will summarize/outline the major information from their research in the previous lesson. This poster will also go along with the food web so that others will compare their information during their gallery walk. Students get the Field Data Form (paper in class) and will do a gallery walk to other prides to compare their pride environment data to their own pride. Class discussion: What are the similarities and differences between the prides? Ticket out: Do Now: Movement game - HEP
Continue with Lion Phylogeny Lesson In groups: Lion Pride environment Research - Do Now: Movement warm-up - HEP or something else.
Learning Goal: 1) Analyze DNA data, do a BLAST search and create a phylogenetic tree to compare the relative relatedness of different prides. 2) Students finish the the Karyotype assessment we did on Friday.
Finish the microsatellite and mapping Data activity - Please see Google Classroom for a digital version of the paper handouts.
Begin the Cytochrome B sequence activity - Please see Google Classroom for a digital version of the paper handouts. |
AuthorChris Campbell NGSS 3 DimensionsArchives
June 2023
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