Producer- an organism that makes its own food (autotroph)
Consumer- an organism that eats producers or other consumers (heterotroph)
Decomposer- an organism that breaks down dead matter
Trophic level- the position an organism occupies in a food chain
Food Chain- a single line of eater-eaten relationships in a given ecosystem
Food Web- all of the eater-eaten relationships in a given ecosystem
Energy Pyramid- a food chain that shows the amount of energy transferred and the number of organisms fed
Herbivore- an organism that eats only producers (AKAprimary consumer)
Carnivore- an organism that eats other consumers
Omnivore- an organism that eats producers and consumers

The students will be able to…
1. Create a list of 5 producers and 10 consumers in their local ecosystem.
2. Create 3 food chains using their list of 5 producers and 15 consumers.
3. Create 1 food web with at least 10 food chains using their 5 producers and 15 consumers.
4. Describe why and how the earth is a closed ecosystem, with the sun as the only outside force acting upon this closed system.
5. Calculate the amount of energy in given energy pyramids and estimate the number of organisms fed.

2- 85 minute class periods

colored pencils, “Energy Pyramid” practice worksheet, food chain cards, student journals, “Kerplunk”

W= Agenda and standard are clearly listed on the board
H= “Kerplunk” activity day #2
E= Explore a real example of an energy pyramid, have students remove a trophic level from the energy pyramid to see the ecosystem impact, tell students how warming oceans effects the ocean food web (especially plankton)
R= Guided practice with the creation of producer and consumer lists, food chains, food webs, solving energy pyramids
E= Journal entry about ecosytem stability, energy pyramid quiz
T= Peer teaching, teacher observation, teacher guided revisions
O= This lesson is highly organized with a variety of individual and whole group activities, each meant to reinforce the previous material. It also allows for a lot of guided practice.

Day #1-
1. Have students work with one partner to match the given vocabulary term with the correct definitions. Allow enough time for students to copy the correct definitions into their notes. (Pair Share) [15 min]
2. Have the students create a list of 5 producers and 15 consumers for their local ecosystem. (Independent) [5 min]
3. Use “Random Reporters” to compare producer and consumer lists. [5 min]
4. Model an example of a food chain applying the following rules: all food chains begin with a producer, arrows are drawn to show the flow of energy, each trophic level must be labeled (producer, primary consumer, secondary consumer, tertiary consumer, also identify the carnivores and herbivores). (Whole Class) [10 min]
5. Have the students practice applying the rules by creating 3 of their own food chains using their producer and consumer lists. (Independent) [10 min]
6. The teacher should observe student progress and redirect as needed.
7. Model an example of an ocean food web. Point out both the differences and similarities in each food chains and food webs. (Whole Class) [10 min]
8. Instruct students to use their producer and consumer list to create their own food web with at least 10 food chains. Each food chain within the food web must be color coded with a different color so they can be easily seen. (Independent) [20 min]
9. Exit card- List 3 differences and 3 similarities between food chains and food webs. (Reflection) [5 min]

Day #2-
1. Written Bell ringer- Who is a more efficient eater, a vegetarian or a meat-eater and why? (Independent) [5 min]
2. Write an example food chain on the board, have the students copy it then instruct the students to include the arrows and label the trophic levels. (Independent) [10 min]
3. Introduce the concept of energy pyramids with an ocean energy pyramid on the IWB. Discuss each component of the energy pyramid including the energy requirements, trophic level labels, and number of organisms fed. Model a second example energy pyramid and have the students label the trophic levels and compute the energy available and # of organisms fed. (Whole Class, Independent) [25
min]
4. Guided practice- Have each student solve another energy pyramid individually. (Independent) [5 min]
5. Using the “Kerplunk” board game demonstrate what happens to ecosystems when they become unstable. Do this by designating some of the sticks as producers. Then slowly remove one producer at a time to show what happens when producers are removed from the ecosystem. (Whole Class) [10 min]
6. Have the students complete a journal entry about ecosystem stability. Prompt: How does biodiversity within an ecosystem affect its stability? (Independent) [10 min]
7. Assess student learning with a follow-up quiz the next day. (Independent) [15 min]

Vocab match
Bell ringer question
Small group sharing
CFU- practice Energy Pyramid
Food Pyramid Quiz
Journal Entry

Kerplunk game
Notecards with magnet strip to show food chains on board