Class:
SCIENCE
Teacher's notes
Objectives
Food Chains-Food Web
Date: August 17th
Vocabulary
Link and Learn
In‐Class Survey Prepared by
2009 1
6th DaVinci ‐ Reproduction: Growth and Development Name
Reward
Name
Carlos A.
Martín
Joaquín
Maylin
Victoria
Carlos R.
Mariana
Isabel
Christopher
Sthefanny
José
Ana Caroline
Santiago
Karen
Joshua
Erick
Héctor
Bryan
Gabriela
Angie
Alexandra
Sandra
Humberto
Arturo
Giosué
Maria Fernanda
Ariana
Daniel
Alessio
Paola
Reward
2
6th Rembrandt ‐ Reproduction: Growth and Development Name
Name
Reward
Mariano
Enzo
Miguel
Valeria P.
Melanie
Henry
Alejandro
Gonzalo
Adriana
Sebastian
Fabrizio
Mariano
Felipe
Alondra
Sol
Bruno
Edinson
Camila
Valeria J.
Jimena
Daniela
Rodrigo
Eduardo
María Laura
José F.
Diana
Kimberly
Jesus
Reward
Alexandra
3
Let's remember previous learned concepts...
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Organisms and their Environment • All living organisms meet their needs in the physical environment they live in which includes all the nonliving things in an area, such as: soil, weather, landforms, air, and water. • A single organism in an environment is called an individual. Individuals of the same kind living in the same environment make up a Population. • All the populations of organisms living together in an environment make up a Community. A community may include many different populations, each community interacts with its physical environment. • Together, a community and its physical environment make up an Ecosystem.
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Habitats and Niches • Every population has a place where it lives in an ecosystem, this is its habitat. • Many different populations can share a habitat. But each population has a certain role, or niche, in its habitat. • In a healthy ecosystem, populations are interdependent, that is they depend on each other for survival.
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Limiting Factors • The environment largely determines what type of ecosystem will develop in an area. Soil conditions, temperature, and rainfall help determine what plants will grow. • The kinds and numbers of plants in an ecosystem determine what animals will live there. • The amount of food, or any limited resource, in an ecosystem affects the size of a population.
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Transfer of Energy in an Ecosystem
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Living Things need Energy • The sun provides the energy for almost every ecosystem on Earth. • Plants, or producers, use sunlight to make the food they need from carbon dioxide and water. • All other organisms in an ecosystem community must eat to get energy they need. So the animals in a community are consumers.
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Food Chains • Energy is passed through communities by way of food chains. • A food chain shows hoe the consumers in an ecosystem are connected to one another according to what they eat. • A food chain has several levels. • At the base of every food chain are the producers, usually plants. • Primary consumers, called herbivores, or plant eaters, eat the producers. • Secondary consumers, called carnivores, or meat eaters, eat primary consumers. • Tertiary consumers eat secondary consumers.
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FOOD WEBS • Food Web is a model that shows all the possible feeding relationships between organisms living in an ecosystem. • A food web is much more complex than a food chain. It is actually several food chains linked together.
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ASSIGNMENT
Work in Class • Each group of 5 students, must select a continent: America (North, Central and South), Africa, Asia, Oceania and Europe. • Each student must invent the name of a living organism, determine if it is a producer, or a consumer. • Determine a food chain, after that there will be a random group formed that will determine a food web from the individual organisms.
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K-W-L Chart What I KNOW about this topic
What I WANT to know about this topic
What I LERANED about this topic
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SURVEY If you want to contribute in improving your Science class, click in the survey link:
Term III ‐ 6th Da Vinci ‐ Class 2 Term III ‐ 6th Rembrandt ‐ Class 2
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Resources Used Slide Resource (Group)
Origin
Description
G1 ‐ 2 Image
Da Vinci
http://bit.ly/N0Btd
G1 ‐ 3 Image
Rembrandt
http://bit.ly/X5hOY
G1 ‐ 4 Image
Nutrition Matters
http://bit.ly/xLK2f
G1 ‐ 5 Images
Growth Movement Respiration Feeding Reproduction Excretion Sensitivity
http://bit.ly/11k7sW http://bit.ly/LMnWO http://bit.ly/nHdTZ http://bit.ly/RH4eQ http://bit.ly/zjqZo http://bit.ly/eOboy http://bit.ly/CbXMA
G1 ‐ 7 Animations Life Processes
Notebook Gallery
G1 ‐ 8 Animation Life Processes
Notebook Gallery
G1‐9,10 Image
Plant
Notebook Gallery
G1‐11,12 Activities
Plants Needs
Coralie Olesen ‐ Australia http://bit.ly/zpNvE
G1 ‐ 18 Image
Movie Reel
http://bit.ly/GOErT
G1 ‐ 19 Movie
Photosynthesis
Unknown
G1 ‐ 20 Image
Sun
Notebook Gallery
G1‐21,22 Animations Photosynthesis
Unknown
G1 ‐ 25 Images
http://bit.ly/VcDq4 http://bit.ly/eFtIv
Xylem and Phloem 1 Xylem and Phloem 2
G1 ‐ 26 Animation Leaf Structure
Notebook Gallery
G1 ‐ 27 Image
Animal Nutrition
http://bit.ly/CB9Kh
G1 ‐ 29 Image
Nutritional Pyramid
http://bit.ly/Islbn
G1 ‐ 31 Images
Lion Pelican Crocodile Zebra
http://bit.ly/14a2LB http://bit.ly/eeTZU http://bit.ly/T2TNR http://bit.ly/15OoKi
G1 ‐ 32 Images
Birds' beaks Big mouth
http://bit.ly/70wOS http://bit.ly/2tjoq2
G1 ‐ 34 Animation Human Digestive System
Notebook Gallery
G1 ‐ 35 Animation Kid working with computer Notebook Gallery
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Teacher's Notes This class has been designed to cover the topic of Food Chains and Food Webs from Monday August 17th till Friday August 21st. For further knowledge about this topic: 1. Conduct a thorough search under the topic: Reproduction: Growth and Development on the Web, books and magazines. 2. If findings are not specific, ask your teacher for suggestions.
BACK 24
Objectives • Identify and explain the effects of energy flow in any given ecosystem.
Note: All, or most, of the objectives will be covered during class time, however the student must be responsible for those objectives not covered or concluded.
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Vocabulary • • • • • • •
Energy Food Chain Food Web Producer Consumer Interaction Symbiosis
Note: Most of the vocabulary words will be covered during class time, however the student must be responsible for those words not covered or concluded. 26
Link and Learn You can visit the following websites to improve your understanding on the present topic: • • • • • • •
http://www.kidsplanet.org/wol/page_1.html http://bit.ly/1asM6e http://www.gould.edu.au/foodwebs/kids_web.htm http://science‐learning2009.wikispaces.com http://learningandscience.blogspot.com http://linkandlearn.wikispaces.com http://libraryatstgeorge.blogspot.com
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Prepared by
Gerardo LAZARO Science Lead Teacher Email: glazaro@sanjorge.edu.pe Wiki: http://science‐learning2009.wikispaces.com Blog: http://learningandscience.blogspot.com Twitter: http://twitter.com/glazaro
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Term III Class 1 Food Chains and Food Webs
Grade: Subject: Date:
6th Grade Science Da Vinci August 17th, 2009
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1
What was your UNDERSTANDING of the topic: "Food Chains and Food Webs"
A
I understood 25% of the whole topic
B
I understood 50% of the whole topic
C
I understood 75% of the whole topic
D
I understood 100% of the whole topic
E
I didn't understand the class
30
2
What was your level of EFFORT to understand the topic?
A
My effort level was 25%
B
My effort level was 50%
C
My effort level was 75%
D
My effort level was 100%
E
I didn't put any effort
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3
What RESOURCES helped you understand the topic? A
Text
B
Images
C
Animations
D
Videos
E
Teacher's Speech
F
None
G
Other
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4
How does the SMART Board help you understand the topic?
A
It helps me visualize concepts
B
It helps understand difficult concepts
C
Touching things helps me learn
D
Interacting with the information makes it easier to understand
E
I prefer less effects or audiovisual resources
F
It doesn't really help much
G
I don't like it
33
Term III Class 1 Food Chains and Food Webs
Grade: Subject: Date:
6th Grade Science Rembrandt August 17th, 2009
34
1
What was your UNDERSTANDING of the topic: "Food Chains and Food Web"
A
I understood 25% of the whole topic
B
I understood 50% of the whole topic
C
I understood 75% of the whole topic
D
I understood 100% of the whole topic
E
I didn't understand the class
35
2
What was your level of EFFORT to understand the topic?
A
My effort level was 25%
B
My effort level was 50%
C
My effort level was 75%
D
My effort level was 100%
E
I didn't put any effort
36
3
What RESOURCES helped you understand the topic? A
Text
B
Images
C
Animations
D
Videos
E
Teacher's Speech
F
None
G
Other
37
4
How does the SMART Board help you understand the topic?
A
It helps me visualize concepts
B
It helps understand difficult concepts
C
Touching things helps me learn
D
Interacting with the information makes it easier to understand
E
I prefer less effects or audiovisual resources
F
It doesn't really help much
G
I don't like it
38