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How plants and animals get their energy?
The Geek Squad
Danilova Alvarado, Francisco Batista, Viktoriya Domkina, Danielle Lahmani,
Ellona Sharafieva
Brooklyn College
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Lesson #
Lesson Title
Bloom’s
Taxonomy
Gardener’s
Multiple
Intelligences
Lesson #1
How do
plants and
animals get
their energy?
1. Comprehension 1.Visual-Spatial
2. Synthesis
2. Naturalistic
3. Analysis
3. Verbal
Linguistic
4.Logical/
Mathematical
Lesson #2
Producers and 1. Application
1. Visual
consumers
2. Knowledge
2. Logical/
3. Comprehension Mathematical
3. Naturalistic
4.Visual Spacial
Additives
1.SmartBoard
2. Inspiration
Graphic Organizer
Software
3. “Energy Flow”
web activity
4. Wikispaces
1. Forest search
2. BrainPop website
3. SmartBoard
4. Graphic Organizer
Lesson # 1
Grade: ​4
Bloom’s Taxonomy:​ Comprehension, Synthesis, and Analysis
Gardner’s Multiple Intelligences: ​Verbal/Linguistic, Naturalist, Visual/Spatial, and
Logical/Mathematical.
Children’s Literature: ​“​Energy Flow Web” activity
NYC Science Scope & Sequence
Inquiry Skills:
1) Communicating - giving graphic representations of observations.
2) Creating models – displaying information, using multisensory representations.
3) Classifying – arranging or distributing objects, events, or information representing
objects or events in classes according to some method or system
Process Skills:
1) Order and sequence objects and/or events.
2) Classify objects according to an established scheme
NCTM Math Skills
Process Standards:
1) Problem Solving (PRS)
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PRS2: Solve problems that arise in mathematics and in other contexts.
2) Communication (COM)
COM1: Organize and consolidate their mathematical thinking through communication
COM2: Communicate their mathematical thinking coherently and clearly to peers, teachers, and
others
Content Standards:
1) Number and Operations (N)
N3: Compute fluently and make reasonable estimates.
g. Develop and use strategies to estimate computations involving fractions and decimals in
situations relevant to students’ experience.
ISTE NETs Standards for Literate Students
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
d. Contribute to project teams to produce original works or solve problems.
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
b. Plan and manage activities to develop a solution or complete a project
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
d. Transfer current knowledge to learning of new technologies
Behavioral Objectives:
1. To demonstrate the student's knowledge of energy distribution by answering the
questions on the handout ​Where Do Plants Get Their Energy? based on the ​Energy Flow
Web​ activity.
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2. To create a food chain for students to show their understanding of how energy is acquired
from the sun and is used by plants, gets transferred within a food chain to change from a
producer to a consumer.
3. To analyze a food web in one paragraph expressing an understanding of the breakdown
of energy.
Motivational Constructivist Question and/or Activities for the lesson entitled:
We will begin by asking students what they had for lunch. ​We will list their responses on the
Smartboard and write the words “plant” and “animal” on the Smartboard. Then we will ask
students to come up and sort the food items into these two categories. For example, a
cheeseburger will be sorted the following way: Plant - bun, lettuce, tomato; Animals hamburger, cheese. Then the student will discuss why we need to eat, where cows get their
energy to build muscles and produce milk, and where plants get the energy to make their leaves.
Time Duration: ​One period
Procedures:
1. Explain to the students ​that they are going to explore an “​Energy Flow Web’ activity that
will help them understand where plants and animals get their energy from.
2. Assign each student a partner, and distribute copies of the “​Where Do Plants Get Their
Energy?” handout. Have students explore the ​Energy Flow​ Web activity and use the
information it contains to answer the questions on the handout.
3. Assess students' understanding of the ​Energy Flow​ Web activity by reviewing their
answers to the questions on the handout.
4. Emphasize that only a small part (10%) of the energy captured or eaten at one step in the
food chain is available to organisms at the next step in the food chain. Demonstrate this
idea using a slice of bread. We will begin by explaining that if we eat the slice now, we
will get 100 % of energy, but if we feed the cow with this slice and then eat this cow’s
meat, we will get only 10 % of energy. Cut the slice into 10 pieces and show one to
illustrate how much of energy from this slice of bread we will get.
5. Discuss with students how much energy from the slice of bread we will get after eating a
burger from cow whom we fed a 100 calories worth of bread.
6. Discuss with students what happens to all the trash we throw away at lunch.
7. Show the students the ​Decomposers​ video and discuss it.
8. Draw a food chain with students using the Smartboard and Inspiration Graphic
Organizer that shows how energy in an ecosystem comes from the Sun and flows from
producers to consumers to decomposers.
9. Ask students to make their own food chains, post them on Wikispaces. Then ask them to
write a paragraph on one of their peers’ food chains explaining why organisms need
energy, how it travels from Sun, and how much energy is lost each step of the way and
why.
10. Summarize by reviewing the following statements:
● Organisms need energy to move, grow, and keep warm.
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● Energy comes from the sun, gets captured by plants, and is then transferred from
organism to organism.
● Energy is lost each step of the way as heat or energy is needed for the chase.
11. Explain to the students that during the next lesson, they will explore in depth the roles of
producers, consumers and decomposers in our ecosystem.
Differentiation
The reading materials come with animations, which make them appropriate for all
learners - including ELL students and visual learners. The ideas are presented through both
auditory and visual means. Collaborative work with students of different levels promotes
academical development of all students. For struggling learners additional time to complete the
tasks will be provided. For advanced learners the teacher will offer to add complexity to the
products. For example, for a handout additional questions will be created, for a Food Chain
activity advanced learners will be asked to create 2 food chains.
Questions:
I.
II.
Closed-Ended Questions:
1. “​Where do plants get the energy they need to grow?”
i. “They get it from Sun.”
2. “What do plants use the sun's energy to manufacture?”
i. “They use sun’s energy to manufacture sugars.”
3. “What do plants use most of their energy for?”
i. “They use most of the energy to grow and to function.”
4. “How much of the energy that the plant captures through photosynthesis ends up
stored as starch in the kernel?”
i. “Only 10 %.”
5. “How much of the energy stored in the corn gets passed on to you in burgers?”
i. “Only 10 %.”
Open-Ended Questions:
1. “Why do we need to eat?”
i. “To have energy to move.”
2. ​“For what does the cow use the energy from the corn?”
i. “It uses it for surviving.”
3. “What happens to all the trash you throw away at lunch? Where does it go? What
happens to it there?”
i. “Trash collectors take them away and process them.”
4. “What happens to the energy stored in uneaten food and in dead plants and
animals?”
i. “Worms will eat them.”
5. “What do decomposers eat?”
i. “They eat dead plants/dead animals/food in the trash”
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6. “What do decomposers do with the energy they get from eating dead things and
waste material from living things?”
i. “They use it to function.”
7. “​What important role do decomposers play in our environment?”
i. “They get rid of the dead/provide plants with nutrients.”
Materials:
1.
2.
3.
4.
5.
6.
7.
Smart Board
Computers with Inspiration Graphic Organizer software
Handout: Where Do Plants Get Their Energy?
A slice of bread
A knife to cut the bread with
Paper
Markers
Assessment:
Students will be able to identify where plants and animals get their energy from. They will be
graded on the following rubric:
Rubric for Worksheets, Food Chain Web and Paragraph
Behavioral
Objectives
Behavioral
Objective #1:
To demonstrate the
student's knowledge
of energy
distribution by
answering the
questions on the
handout ​Where Do
Plants Get Their
Energy? based on
the​ ​Energy Flow
Web​ activity.
On Target
6-5
Satisfactory
4-3
Unsatisfactory/No
evidence 2-1
The student was able to
utilize an energy flow
web effectively and use
it towards the handout
that was distributed in
class. The student was
able to grasp key
concepts and answered
between 7-9 questions
correctly.
The student used the
energy flow web to a
certain extent for the
handout. The students
understood some key
concepts and answered
between 6-4 questions
correctly.
The student showed
little to no evidence of
comprehending and
utilizing an energy flow
web. He/she did not use
it towards the handout
and did not appear to
have grasped key
concepts that were
discussed in class. 3 or
less questions were
answered correctly.
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Behavioral
Objective #2:
To create a food
chain for students to
show their
understanding of
how energy is
acquired from the
sun and is used by
plants, gets
transferred within a
food chain to
change from a
producer to a
consumer.
Behavioral
Objective #3:
To analyze a food
web in one
paragraph
expressing an
understanding of the
breakdown of
energy.
The student clearly
expressed an
understanding that
energy is acquired from
the sun and is used by
plants, than transferred
to a food chain in order
to change from a
producer to a consumer.
The student clearly
represented how energy
is used, transferred and
changed.
The student had a
partial understanding
that energy is acquired
from the sun and used
by plants, than
transferred to a food
chain in order to
change from a producer
to a consumer. The
student partially
represented how energy
is used, transferred and
changed.
The student did not have
a comprehension that
energy is acquired from
the sun and used by
plants and/or he/she did
not understand how
energy is transferred to
a food chain in order to
change from a producer
to a consumer. The
student did not represent
how energy is used,
transferred and changed.
The student created a
well thought out
paragraph and included
an understanding of
what organisms use their
energy for, how it
travels and the amount
of energy that is lost
during each step of the
way.
The students paragraph
was unorganized and/or
did not thoroughly
express an
understanding of
what organisms use
their energy for,
how it travels and the
amount of energy that
is lost during each step
of the way.
The students paragraph
was unorganized and
there was no evidence
of an understanding of
what organisms use
their energy for, how it
travels and the amount
of energy that is lost
during each step of the
way.
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Student Performance Based Product (Target rating) for
Behavioral Objective #1
Name____________________________________
Where Do Plants and Animals Get Their Energy? Directions: Use the Energy Flow Web
activity to help you answer the questions below.
1. Where do plants get the energy they need to grow?
They get from sun through the process of photosynthesis
2. What do plants use the sun's energy to manufacture?
They manufacture sugars.
3. What do plants use most of their energy for?
The most of the energy plants use to grow and function.
4. How much of the energy that the plant captures through photosynthesis ends up stored
as starch in the kernel?
Only 10 % of the energy is stored as starch in the kernel.
5. How does the cow use the energy from the corn?
It uses most of the energy to keep itself warm, to build its muscles and to provide energy
for all the other reactions that keep the animal alive.
6. How much of the energy stored in the corn gets passed on to you in burgers?
Only 10% of energy that was stored in the corn gets passed on to me when I eat a burger
from a corn-fed cow.
7. How do you use the energy in the burgers?
I use it to move, grow and keep me alive.
8. How would eating more plants help us better feed the many people in the world?
It’s more efficient to consume energy straight from plants rather than lose the most part
of the energy (90%) by consuming meat. It means that a person eating meat eats more plants than
a person who eats plants.
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9.What else besides energy do we get by eating plants and animals?
They get vitamins, minerals and other essential nutrients to grow and function.
Student Performance Based Product (Target rating) for
Behavioral Objective #2
Food Chain and Energy Flow
Student Performance Based Product (Target rating) for
Behavioral Objective #3
The sun sends energy to our planet. About 10 % of the solar energy that a corn plant
captures in photosynthesis is stored in corn on the cob. Most of the energy is used to feed the
rest of the corn plant’s body. The cow that eats corn stores only 10 % of energy. The rest it uses
to keep itself warm, to build its muscles and to provide energy for all the other reactions that
keep the animal alive. The human that eats burger gets only 10 % of the energy from plant,
because the rest the cow used for its needs. The energy help humans to grow, jump, think and
do anything else humans do. The waste from humans are eaten by bacterias who decompose
energy. Remember, it all began as energy from Sun!
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References
CSSU Math Frameworks. (2004, May). ​CSSU Curriculum Frameworks, 1-21. Retrieved
October 11, 2016, from
http://www.cssu.org/cms/lib5/VT01000775/Centricity/Domain/32/CSSUMathCurricMay
04.pdf
O’Connor-Petruso, S. A. (2003). A model for implementation: Integrating mathematics and
technology in the elementary science inquiry classroom. ​ISTE’s Learning & Leading with
Technology, 30(8), 32-39.
O’Connor-Petruso, (2015). MST Lesson Plan: NYC ver. Format. Retrieved 10-16-16.
Taveras, S., & Curtis-Bey, L. (2008). K-8 Science Scope & Sequence. Retrieved October 11,
2016, from http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf
Producers, Consumers, Decomposers. (n.d.). Retrieved December 02, 2016, from
http://ny.pbslearningmedia.org