Lesson 1
5-PS3-1 Use models to describe that energy in animals’ food was once energy from
the sun.
CLT: I can use models to describe that energy in animals’ food was once energy
from the sun.
Refer to CLT and explain that today we will be using models to describe that
energy in animals’ food was once energy from the sun, but that before we can do
this we have to know what a model is in science and what energy is.
Have students do a quickwrite on energy, writing down everything they can think of
or know about, or examples of energy in their ICNs. After the quickwrite, pass out
the Give one-Get one graphic organizer and instruct the students to write down 1
of their ideas(from the quickwrite now in ICN) in each of the first 3 boxes.
Explain that they will be filling in the rest of the boxes on their organizer by giving
one of theirs to someone and getting one from someone else. When all of the boxes
are filled in or when time is called have the students return to their seats. Make
sure to tell them that there can be no doubles of information; that each box must
contain something different.
When the students are back at their tables have them discuss the energy
information they now have to come up with a definition of energy. Have tables
share out their definitions. (Lead them to something similar to energy is something
that lets us do things. Explain that energy is an abstract concept and hard to
define even though we hear and use the word energy almost every day and that to
do anything energy is required (breathe, blink an eye, etc..) Record the class
definition of energy and post.
Explain now that we know what energy is we will learn what a model is in science.
Ask students what they think of when they hear the word model. Most will
probably have experiences with 3-D models e.g. model car. Explain that in science a
model can be any representation of a science concept. A drawing can be a model, a
song can be a model, an equation can be a model, a 3-D representation like an
exploding volcano can be a model- anything as long as it represents what it is
supposed to represent. Some models are good and some not so good.
Explain that now we can move on with today’s target learning and refer to the CLT.
Pass out “Energy in Ecosystems” sheets. Instruct students to read and fill in the
sheet. They can do this in pairs or individually. Give students a specified amount of
time and put timer on the smartboard. Go over the sheet and discuss students’
responses when they are finished. Ask them if there were any models in this text
and if so what they represent. (Food chain and Food web illustrations are models
that describe how all energy is from the sun) Discuss if the students think these
illustrations are good models to represent this concept.
Explain that now we will be using a different model to show how all energy comes
from the sun.
Do Activity 1: How do Food Chains Connect to Food Webs?
After the activity ask students to answer these questions in their ICNs as
formative assessment:
1. What model was used in the activity that we just did?
2. Was it a good model? Explain why/why not.
Refer back to the CLT and explain that while we have used models to describe that
energy in animals’ food was once energy from the sun in our next lesson we will be
using other model to describe this concept.
5-PS3-1 Lesson 2
CLT: (same as previous lesson) I can use models to describe that energy in animals’
food was once energy from the sun.
Refer to CLT and explain that today we will continue to use models to describe our
targeted learning.
Review: To review previous day’s learning show
https://www.youtube.com/watch?v=SWvtRf4TAO4
Pass out Energy Transfer in Food Chains sheet. Explain to the students that they
will be using a different model to describe that energy in animals’ food was once
energy from the sun called an Energy Pyramid.
Instruct the students to read and complete the sheet and to be ready to discuss
their responses with the rest of the class.
Assessment activity: Ecological Energy Pyramid
Pass out the Ecological Energy Pyramid sheet and go over directions with the
students.
Instruct students to follow the directions to make an energy pyramid model and
use their models to answer the questions on the sheet. This is an individual activity
that you can use as an assessment of understanding of the standard.
Refer back to the CLT and as an exit slip have students rate their understanding
of it using a stoplight –red if they have little of no understanding of how to
describe that energy in animal’s food was once energy from the sun using a model
- yellow if they have a basic understanding of how to describe that energy in
animals’ food was once energy from the sun using a model but have some questions
about it
- green if they completely understand how to describe energy in animals’ food was
once energy from the sun using a model and could explain it to anyone.