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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards
feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Biology 9-12
Unit: Energy Transformations
Sternberg Task
Who’s Eatin’ Who?
Overview: The purpose of this task is for students to assess the dependence of all organisms on
one another and the flow of energy and matter within their ecosystems by allowing students to
play the roles of various individuals involved in a press conference after an oil spill disaster.
Students will construct and use food chains and webs, based on the position of marine organisms
to analyze the transfer of energy and matter through a marine ecosystem. Also, students may
assess and analyze changes within an ecosystem, including the impact of man’s activities, and
possible solutions to ecological problems.
Standards (Content and Characteristics):
SB4.
Students will assess the dependence of all organisms on one another and the flow
of energy and matter within their ecosystems
b. Explain the flow of matter and energy through ecosystems
Arranging components of a food chain according to energy flow.
Comparing the quantity of energy in the steps of an energy pyramid.
Explaining the need for cycling of major nutrients (C,O,H,N,P)
d. Assess and explain human activities that influence and modify the environment
such as global warming, population growth, pesticide use, and water and power
consumption.
SCSh1.
Students will evaluate the importance of curiosity, honesty, openness, and
skepticism in science.
a. Exhibit the above traits in their own scientific activities.
b. Recognize that different explanations often can be given for the same evidence.
c. Explain that further understanding of scientific problems relies on the design and
execution of new experiments, which may reinforce or weaken opposing
explanations.
SCSh3.
Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
c. Collect, organize and record appropriate data.
e. Develop reasonable conclusions based on data collected.
f. Evaluate whether conclusions are reasonable by reviewing the process and
checking against other available information.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Sternberg Task
August 9, 2007  Page 1 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
SCSh4.
Students use tools and instruments for observing, measuring, and equipment
and materials.
a. Develop and use systematic procedures for recording and organizing information.
b. Use technology to produce tables and graphs.
c. Use technology to develop, test, and revise experimental or mathematical models.
SCSh6.
Students will communicate scientific investigations and information clearly.
b. Write clear, coherent accounts of current scientific issues, including possible
alternative interpretations of the data.
c. Use data as evidence to support scientific arguments and claims in written or oral
presentations.
d. Participate in group discussions of scientific investigation and current scientific
issues.
SCSh8.
Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
b. Scientific researchers are expected to critically assess the quality of data including
possible sources of bias in their investigations’ hypotheses, observations, data
analyses, and interpretations.
Enduring Understanding:
Energy flows through ecosystems in one direction from photosynthetic organisms to
herbivores to carnivores and decomposers.
The interrelationships and interdependencies of organisms may generate ecosystems that
are stable for hundreds or thousands of years.
Essential Question(s):
1)
2)
3)
4)
5)
6)
How is energy transferred in an ecosystem?
How do plants and animals depend on each other based on energy flow in ecosystems?
Why does energy only flow in one direction in an ecosystem?
How is a food web different from a food chain?
What are some changes that occur in an ecosystem caused by the activities of humans?
How can the human race help prevent causing negative changes within the ecosystems of
the biosphere?
7) How do human activities interrupt the stability of ecosystems?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Sternberg Task
August 9, 2007  Page 2 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Pre-Assessment:
Each student is given a bag of picture organisms, index card, tape, and yarn. Teacher Note: The
pictures of organisms can be any of those found in the online field guide of marine life. Lay the
organism pictures out on a clean surface. Students will attach the pictures any organisms that
may illustrate food chains using the yarn and tape. Next, connect and overlap food chains to
create a food web. Justify the food web in writing or orally by addressing the following:
Energy flows through ecosystems in one direction from photosynthetic organisms to herbivores
to carnivores and decomposers.
Teacher Notes: Spot check student work as they finish and provide feedback
Teacher Note: spot check student work as individuals complete this activity awarding a general
score to measure students’ prior knowledge of the enduring understanding above.
Outcome/
Performance Level
Indicator
ANALYTICAL
Generate food chains
and webs, based on the
position of an organism
within an ecosystem and
analyze the transfer of
energy and matter
through an ecosystem.
Assess and analyze
changes within an
ecosystem, including the
impact of man’s
activities, and possible
solutions to ecological
problems.
PRACTICAL
CREATIVE
Using food chains and webs determine the
position of an organism within an ecosystem
and analyze the transfer of energy and matter
through an ecosystem.
Assess and analyze changes within an
ecosystem, including the impact of man’s
activities, and possible solutions to ecological
problems
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Sternberg Task
August 9, 2007  Page 3 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Performance Task:
(Detailed Description)
Create an energy
pyramid to illustrate the
manner in which
different marine
organisms support and
exchange energy using
the marine organism
online field guide. The
role of each organism
must be identified and
labeled correctly
including the trophic
level and niche. Pretend
you are a member of the
community near the
Gulf of California where
an oil spill has occurred.
Participate in the press
conference as a member
of the community and
develop at least two
questions for the CEO
of the oil company
based on the impact of
this disaster on an
energy pyramid such as
yours.
Teacher Note: The
energy pyramids may be
posted for reference at
the press conference to
maintain focus and
application of questions.
An oil spill has just
occurred in the Gulf
of California where
many organisms such
as those found in the
online marine
organism field guide
inhabit.
Pretend you are a CEO
of a large oil company.
You must hold a press
conference to discuss
the consequences of
the oil spill in the Gulf
of California. Invite
fellow classmates to
act as press members.
Using the online
Pretend you are a
marine organism field
member of the press
and you are invited to guide create a
statement to address
attend a press
conference conducted the media about the
by the company who current state of energy
cycling within the
was responsible for
this oil spill. Develop affected ecosystem,
at least ten questions how you will clean up
after this disaster, and
to ask the company
what you will do to
CEO regarding how
preserve this
this disaster has
affected energy flow ecosystem in the
future.
in the ecosystem.
Teacher Note:
Facilitate the press
conference to
maintain focus on the
scientific concepts
addressed.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Sternberg Task
August 9, 2007  Page 4 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Resources
Online Marine Field Guide
http://www.oceanoasis.org/fieldguide/index.html
Food chain
http://perso.orange.fr/prof.danglais/animations/foodchain/chainreaction
.swf
Video Segment (21:43)
Food Chains and Webs. United Learning
(1998). Retrieved June 13, 2007, from
Unitedstreaming: http://www.unitedstreaming.com/
Energy Cycling
http://hyperphysics.phy-astr.gsu.edu/hbase/biology/enercyc.html
Video Segments
Energy Flow (02:26)
From Food to ATP (01:56)
Elements of Biology: Matter and Energy: Organization in Living
Systems. United Learning(2006). Retrieved June 13, 2007, from
Unitedstreaming: http://www.unitedstreaming.com/
Homework/Extension
Pretend you are a
member of the media
covering oil spill in the
Gulf of California.
After participating in
the press conference
reflect on what is
happened, explain
whether or not you are
satisfied with the
responses of the CEO
of the oil company and
the community.
Pretend you are a
member of the
community near the
Gulf of California.
After watching the
press conference
reflect on what is
happened, explain
whether or not you
are satisfied with the
responses of the
CEO of the oil
company.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Sternberg Task
August 9, 2007  Page 5 of 6
Copyright 2007 © All Rights Reserved
Create a board game
that will demonstrate
energy flow and allow
players to build food
chains as they acquire
organisms during the
game to be used to
create a food web to
determine the winner.
Teacher Note: The
entire class or small
cooperative groups
may play this game to
review the enduring
standards listed
below.
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Instructional Tasks
Accommodations for
ELL Students
Instructional Tasks
Accommodations for
Students with
Disabilities
Modify language requirements for written assessments
Pair with more advanced native language speaking partner
(allow for translation in native language for comprehension) as
needed
Provide bilingual support using word to word translation such
as dictionaries, and glossaries
Provide native language text books and support material
whenever possible
Post all new vocabulary on a word wall; allow student to
interact with the word wall using yarn to make connections
between vocabulary words
Allow extended time for written tasks
Provide bilingual vocabulary support and or picture dictionaries
Provide written step by step directions and review orally; check
for understanding
Provide graphic organizer for homework activity
Review and Implement IEP accommodations for specific student
needs
Other accommodations may include the following:
Provide written step by step directions and review orally; check
for understanding
Provide graphic organizer for homework activity
Allow extended time for written tasks
Instructional Tasks
Accommodations for
Gifted Students
Using multimedia, students illustrate food chains and food webs
represented in one of the following ecosystems (desert, swamp,
forest, marine)
Adapted from the activity Ocean Life Food Web
http://www.oceanoasis.org/teachersguide/activity10.html
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Energy Transformations Sternberg Task
August 9, 2007  Page 6 of 6
Copyright 2007 © All Rights Reserved