Transfer of Energy STEAM Lesson Brief Students use knowledge

Transfer of Energy STEAM Lesson Brief
Students use knowledge from across the disciplines to strengthen their understanding of each subject’s content and its
related careers through topic or theme oriented realistic problem-based activity-rich lessons.
Theme that this lesson would tie to: Transfer of Energy
Specific Topic Concept within that theme: Food Chains
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Concept: Students investigate and
sequence the flow of energy through a
food chain. Research and construct an
original food chain. Compile
information to develop a presentation.
Gather, interpret, and analyze data
from wildlife reports. Construct a map
to show the location of an ecosystem
and incorporate it into a presentation.
Cooperatively play a food chain game
by assuming the role of producer,
consumer, or decomposer. Compose
and perform a song or a rap to apply
and teach key academic vocabulary and
concepts.
Science –
• Concepts – Explain, investigate and sequence transfer of energy.
• Goal / Objectives – Identify, explain, and sequence the flow of energy
through an ecosystem.
• Standards - Scope and Sequence – Food Chains
• Identify sunlight as the primary source of energy that plants use to
produce their own food.
• Classify populations of organisms as producers or consumers by the
role they serve in the ecosystem.
• Sequence the flow of energy through a food chain beginning with the
Sun.
• Predict the possible effects of removing an organism from a food
chain.
• Careers – dietician, zoologist, conservationist
• Project – Research and construct a food chain. Students will have a
variety of materials to select from (ie: recycled products, found items,
fabric, nature items, art materials or items that students determine
would best fit their project). Students will construct a food chain that
fits what they envision for a food chain. The parameters of the
project are that students must create a food chain that accurately
represents the sequence and flow of energy through the animal
ecosystem they selected. The created food chain must fit on the
individual student desktop.
• Assessment – Students will explain their food chain and describe the
transfer of energy. Students will identify orally that sunlight is the
primary source of energy. Students will accurately sequence the flow
of energy through the ecosystem. In small groups or with partners,
students will hypothesize the effects of removing an organism from a
food chain.
• Extension - Students will connect their food chain to the food chains
of classmates to create a food web.
• Students will discuss food chains across different environments and
work together to create a food chain that starts in one place and ends
in a very different environment. i.e. a bird eating a fish.
Basic Plan:
Students will locate their ecosystem on
a map and draw out the elements of a
food web through conversation.
Students will keep a food diary and log
the effects of the foods they eat on
their attitude and energy level. This
lesson opener will lead to a discussion
of eating to get energy, carnivores,
herbivores, and omnivores. Students
will research and engineer an original
food chain from a variety of materials
that accurately represent the sequence
and flow of energy through the animal
ecosystem. Individually, students will
research and synthesize information to
develop a presentation tracing their
food chain. Students will gather and
interpret data from their state’s
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STEAM Education
Lesson Brief
Conservation Department wildlife
reports and answer questions regarding
the number of animals that a specific
section of land can sustain. Students
will label a map to show the location of
their ecosystem and use that map in
their presentation. Students will
cooperatively play a food chain game
by assuming the role of producer,
consumer, or decomposer. Students
will compose and perform a song or a
rap to apply and teach key academic
vocabulary and concepts.
Skill level (Grade Range): Third Grade
Timing of Lesson: 40 minute lessons for
10-15 days
Basic Supplies:
All Subjects: food journal, research
folders, index cards, library books,
vocabulary foldable, Harcourt Science
books, encyclopedias
Supplies for Individual Subjects:
Science: See basic supply list
Technology: See IT Resources
Math: information from State’s Dept. of
Conservation, Create-A-Graph website,
graph paper, and Missouri maps
(divided into counties)
Language Arts: See basic supply list (ELL
and below) – sentence frames
Social Studies: world maps, U.S. maps,
and Missouri maps that can be written
on
Art: various recyclable items brought
from home, yarn, string, wallpaper,
cardboard, markers, crayons, paint,
glue, scissors, items from nature, etc.
PE: instructions and game pieces for
Food Chain Game (see website in IT
resources), items to represent foods
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Technology & Engineering –
• Concepts - Digital tools to gather, evaluate, and use information
• Goal / Objectives - Students will apply appropriate tools to conduct
research and make a food web.
• Standards –
• To locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
• Careers – agricultural technicians, agricultural engineers, farmers and
ranchers
• Project - Students will conduct research on animals to create a food
chain. Students will create a research folder that details information
gathered and sources. Students will engineer a food chain out of a
variety of materials. Students will consider and discuss what
technology that has been developed to feed animals and livestock as
well as ways to grow foods. Students will list technology on their
white boards, and then the teacher will lead a “whip around” to
compile ideas.
• Assessment – Students create a food chain from items they used to
engineer a 3D model. Students describe technology changes that
allowed farmers and ranchers to have greater efficiency and ability to
feed their livestock and successfully grow crops.
• Extension - Discuss agricultural engineering and ethical implications
of bioengineering foods. Students will design their own plant or food
technology, build a model of it and then incorporate it into their food
chain.
Math –
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LA –
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Concepts – Read and interpret graphs
Goal / Objectives - Students will read and analyze data.
Standards – Represent and interpret data.
Careers - statisticians, forest rangers
Project – Students will gather data from your state’s Conservation
Department wildlife reports. Students will interpret the data on the
website and answer questions regarding the number of animals that
a specific section of land can sustain.
Assessment – Students will accurately abstract, record, and analyze
information to interpret and present that data accurately.
Extension – Students will evaluate the size of local State Park and
determine the number of animals that it can sustain.
Concepts – Present research findings.
Goal / Objectives – Students will research and synthesize information
to determine predators and prey for an entire food chain and
articulate consumers and producers to connect a food web.
Standards –
STEAM Education
Lesson Brief
Music: various small instruments and
writing paper
IT Resources:
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Video or Audio recording: Students
create an engaging audio recording
of their song or rap that
demonstrates fluid reading at an
understandable pace.
Websites:
World Book Online:
http://worldbookonline.com
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Food Chains:
http://www.dublinschools.net/food
webschains.aspxhttp://www.scienc
ebob.com/questions/qfood_chain_web.php#
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The Web of Life:
http://www.kidsplanet.org/wol/pag
e_1.html
Woodlands Resources Food Chains:
http://resources.woodlandsjunior.kent.sch.uk/homework/foood
chains.htm
Geography 4 Kids:
http://www.geography4kids.com/fil
es/land_foodchain.html
Games:
Sheppard software games:
http://www.sheppardsoftware.com
/content/animals/kidscorner/foodc
hain/foodchain.htm
Science Games for Kids:
http://www.sciencekids.co.nz/game
sactivities/foodchains.html
EcoKids Chain Reaction:
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Conduct short research projects that build knowledge about a topic.
Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text,
using language that pertains to time, sequence, and cause/effect.
Careers – social science research assistant, market research analyst
Project – Individually, students will research and synthesize
information to develop a presentation of their choice. This
presentation will trace a food chain and will include academic
vocabulary such as producer, consumer, predator, prey, herbivore,
omnivore, etc.
Assessment – Students will present accurate information based on
their research of a food chain. Information will be presented in a
logical sequence, and students will be able to answer questions
regarding their food chain.
Extension - Students will present a song or rap as part of their
presentation. (See “music” for details.)
Concepts – Locate ecosystems on a map
Goal / Objectives – Students will use their understanding of
geography to locate the ecosystem/habitat of their animals.
Standards –
o Identify and use library and media resources (electronic
resources, dictionaries, encyclopedias, videos, periodicals, atlases,
almanacs, telephone directories, and books).
o Read and construct maps.
Careers – urban and regional planners
Project - Students will label a map to show the location of their
ecosystem and use that map in their presentation. Students will
examine the change in ecosystems in Missouri through the course of
history.
Students will find out from the city planner what major developments
are planned and project what is going to happen to the ecosystem
based on population increase and current building trends.
http://www.citylab.com/housing/2013/06/devastating-impact-30years-sprawl-seen-space/5955/
http://world.time.com/timelapse/
Assessment – Students will use their map to impart knowledge during
their presentation.
Students will create a map that accurately shows their animal’s
ecosystem. Students will discuss in small groups and as a whole class
the impact of human society on the natural world using examples
from the ecosystems they researched.
Extension –Students will analyze their animal’s ecosystem to see if
the animal could survive in Missouri. Students will project the future
development of their town/city and ecological concerns for native
STEAM Education
Lesson Brief
http://www.ecokids.ca/pub/eco_inf
o/topics/frogs/chain_reaction/
http://www.cserc.org/main/games/
buildafoodchain/index.html
Graphing:
http://nces.ed.gov/nceskids/create
Agraph/
Outdoor Game:
http://cpawssouthernalberta.org/upload/Animal
_Game.pdf
Other Resources:
animals.
Art –
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Misc:
Photos:
Examples of Possible Projects:
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PE –
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http://4.bp.blogspot.com/JrsdUcsxxsM/UJwoSkKXyQI/AAAAAAAA
AC8/MOPSgyqXfjk/s1600/camera+055.j
pg
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http://eisforexplore.blogspot.com/201
2/10/food-chain-stacking-cups.html
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Concepts – Creating a visual model of their food chain
Goal/Objectives - Using a variety of materials, students will create an
artistic, visual model representing their food chain.
Standards –
o Demonstrate an additive process (e.g., string, cardboard,
glue, found objects)
o Create an original artwork that communicates ideas about
the following themes:
 Community
 Group identity (e.g., family, classroom, groups,
scouts, sports teams)
Careers – wildlife photographer, artist
Project – Students will use a variety of materials (recycled, art, found,
etc.) to create an original food chain. Students will incorporate the
local community ecosystem into the food chain when possible and
will describe orally and artistically how people have impacted the
transfer of energy in the ecosystem. (Technology and engineering
too.)
Assessment – Students’ projects will accurately represent their food
chain with found and recycled materials.
Extension – Students will think critically and justify their reasons for
choosing a particular material to create their artwork, explaining how
it relates to their food chain.
Concepts – Cooperative Play
Goal / Objectives – Students will cooperatively play a game to
demonstrate knowledge of academic vocabulary and key concepts.
Standards –
o Identify appropriate cooperative, social, and teamwork skills
while participating in game situations.
o Identify food choice and how it relates to a healthy lifestyle
(e.g., fruits, protein, dairy, energy-in, energy-out).
Careers – animal control worker, farm and ranch manager
Project – Game 1: Students will play Food Guide Benefits Tag.
Game 2: Students will cooperatively play a food chain game by
assuming the role of producer, consumer, or decomposer.
http://cpaws-southernalberta.org/upload/Animal_Game.pdf
Assessment –Game 1: Students will be able to identify and discuss the
benefits that each healthy food group on the My Food Guide Plate.
Students will be able to perform actions that show the benefits of
each healthy food group on the human body. Game 1 and 2: Students
will cooperate and use teamwork to safely play the game.
STEAM Education
Lesson Brief
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http://upload.wikimedia.org/wikipedia/
commons/thumb/2/2b/Simplified_food
_chain.svg/395pxSimplified_food_chain.svg.png
http://2.bp.blogspot.com/JJZJFdtQVhM/T85hK1HtVuI/AAAAAAAA
BTA/sKnVv1M4IVA/s320/IMG_5860.JP
G
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Extension – Students will role play an animal in search of food hidden
on the playground to demonstrate limited food supply and natural
selection.
Music –
• Concepts – Compose and perform a song or a rap
• Goal / Objectives - Students will work in pairs or cooperative groups
to use an existing tune or make up one of their own, to teach a
science concept relating to our unit of study.
• Standards –
o Discuss and demonstrate appropriate listening behavior for
various types of performances.
o Demonstrate dynamics [p, f, *crescendo,
*decrescendo/diminuendo] and tempi
[fast, slow, *ritardando]
• Careers – composer, lyricist
• Project – Students will compose and perform a song or a rap to apply
and teach key academic vocabulary and concepts. Academic
vocabulary will be incorporated: consumer, producer, decomposer,
transfer of energy, herbivore, carnivore, omnivore, scavenger,
predator, prey, habitat. The student created songs will include
sunlight as the source of energy and sequence the transfer of energy
through the ecosystem. Students will create an engaging audio
recording of stories or poems that demonstrate fluid reading at an
understandable pace, adding visual displays when appropriate to
emphasize or enhance certain facts or details.
• Assessment – Students will create or perform a song related to the
food chain concept. Students will apply the concepts of dynamics to
their performance. Students will demonstrate appropriate listening
behavior by respectfully listening and responding to classmates
performances.
• Extension – Students will present a song or rap as part of their
presentation. Students will add gestures and movement to their
song/rap.
STEAM Education
Lesson Brief
Food Diary
Breakfast
I felt
I ate
Lunch
I felt
I ate
Snack
I felt
I ate
Dinner
I ate
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I felt
STEAM Education
Lesson Brief
Food Guide Benefits Tag
Missouri Learning Standard:
• Identify food choice and how it relates to a healthy lifestyle (e.g., fruits, protein, dairy, energyin, energy-out). (HPE 2, NPE 3)
Objective:
• Students will be able to identify and discuss the benefits that each healthy food group on the My Food
Guide Plate.
• Students will be able to perform actions that show the benefits of each healthy food group on the
human body.
Essential Question:
1. Now that we have discussed and played a game that described and showed us how the five food
groups benefit the human body, how will you use this information?
Equipment:
• Five food group jerseys
• five foam noodles
• food benefits pictures
Set-Up:
• Tape the Five Food Guide Benefits Pictures to the wall. Pick five students to be taggers. Each tagger
will put on a jersey with the name of one food group taped to the Jersey (Fruits, Vegetables, Grains,
Protein and Dairy). The taggers will use the foam noodles for tagging. Scatter the students inside the
play area (taggers included).
Procedure:
• The teacher and students will discuss the benefits of each food group and create actions that represent
the benefit of each food group. For example, for the food group Grains; students may decide to do the
action of running around the gym to show that Grains give you energy. After the discussion and
demonstrations the students and taggers will scatter inside the play area. The taggers will chase the
students. When a student gets tagged by one of the food group taggers they must come to the Food
Guide Benefits Picture wall and look for the food group picture of the food group they were tagged by.
For example, if a student was tagged by the Dairy tagger they would find the Dairy picture and do the
action that represents the benefit of eating Dairy in the body. Dairy = Smile wide to show strong
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STEAM Education
Lesson Brief
Teeth. The students will also tell the teacher what the benefit of Dairy is before they can get back in
the game.
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STEAM Education
Lesson Brief
Dairy
Helps build strong teeth and bones.
Action
Smile at Coach L. and tell her that Dairy gives
you strong teeth and bones.
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STEAM Education
Lesson Brief
Protein
Helps build strong muscles
Action
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STEAM Education
Lesson Brief
Flex your muscles and tell Coach L. that protein
helps build strong muscles.
Vegetables
Vegetables do many great things! They give us
energy but help our eye sight!
Action
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STEAM Education
Lesson Brief
Use your hands as binoculars on your eyes and tell
Coach L. that Vegetables give you good eyesight.
Fruits
Fruits heal you when you are sick.
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STEAM Education
Lesson Brief
Action
Do five jumping jacks and tell Coach L. that fruits
heal your body.
Grains
Grains give you energy
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STEAM Education
Lesson Brief
Action
Run one lap around the gym and tell Coach L. that
Grains give you energy!
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STEAM Education
Lesson Brief