Rene Del Bosque
9-29-05
PBI
Lesson Objectives:
The student will be able to identify and explain the relationship between producers, consumers and decomposers. The student will be able to explain how each of these (producers, consumers and decomposers) plays a role in the environment.
Target Grade: Biology I
TEKS:
(2) Scientific processes. The student uses
scientific methods during field and laboratory investigations. The student is
expected to:
(C) Organize,
analyze, evaluate, make inferences, and predict trends from data; and (D) communicate
valid conclusions.
(4) Science
concepts. The student knows that cells are the basic structures of all living
things and have specialized parts that perform specific functions, and that
viruses are different from cells and have different properties and functions.
The student is expected to:
(B) Investigate
and identify cellular processes including homeostasis, permeability, energy
production, transportation of molecules, disposal of wastes, function of
cellular parts, and synthesis of new molecules.
(9) Science
concepts. The student knows metabolic processes and energy transfers that occur
in living organisms. The student is expected to:
(A) Compare
the structures and functions of different types of biomolecules such as
carbohydrates, lipids, proteins, and nucleic acids;
(B) Compare
the energy flow in photosynthesis to the energy flow in cellular respiration;
(C) Investigate and identify the effects of
enzymes on food molecules; and
(D) Analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment.
(12) Science
concepts. The student knows that interdependence and interactions occur within
an ecosystem. The student is expected to:
(B) Interpret
interactions among organisms exhibiting predation, parasitism, commensalism,
and mutualism;
(C) Compare
variations, tolerances, and adaptations of plants and animals in different
biomes;
Materials:
Computer with PowerPoint
Computer Projection and Viewing Screen
Engagement:5-10 min
The teacher will ask students what are some of your favorite foods to eat? And list some of his/her own use some from different food groups. Then ask students to describe where we get these foods. Students will write down food listed and where we get them.
For example if a students like to eat salads, how does a plant get the energy to produce a leaf? If a student likes cheese do we need to make cheese? What kind of chemical elements does cheese ex) lipids, proteins.
Exploration: 20 min.
What are Producers?
Photosynthesis
Then I will do a basic introduction of the transfer of energy from producer to consumer.
This is the basic outline of how my lecture lesson will go for the introduction of the energy cycle. I think this is an important topic for students to understand so it is important to understand each component of the energy cycle beginning with Producers. The lecture will use a power point presentation basically as a guide to illustrate key points that I want the students to understand. I will be going through examples within the slides and describe then during the lecture. The power point is a tool to help me display some of the information. The lecture will also include a little botany; the students will need to know what parts of the plants are involved in photosynthesis. When I am done discussing how inorganic energy is converted to organic energy, I will make a brief introduction of the topics for the rest of the week about Consumers and Decomposers.