Back to TOP Day 2: Discuss land-based food chain heiarchy and give examples Give each student an organism card (make sure the class has a ratio of producers, consumers, and decomposers that is 1:3:1) Organism examples: Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student will use the Internet to find out information on their animal/plant Instructor will guide students to an appropriate site, such as http://encarta.msn.com/ Each student will note the plant/animal's habitats Each student will note what the animal eats Once students have recorded the information on their organism, have the students break themselves into 5 groups based on similar habitats: Forest Jungle Grassland Sub-urban Desert Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 3: Discuss marine food chain hierarchy and give examples Give each student an organism card (make sure the class has a ratio of producers, consumers, and decomposers that is 1:3:1) Organism examples: Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student will use the Internet to find out information on their animal/plant Instructor will guide students to an appropriate site, such as http://encarta.msn.com/ Each student will note the plant/animal's habitat Reefs Deep water canyons Cold water Warm water Each student will note what the animal eats Once students have recorded the information on their organism, have the students break themselves into 5 groups based on similar habitats Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 4: Discuss energy and what forms it comes in...most importantly, radiant energy (sunlight).
(a ratio of producers, consumers, and decomposers; is; 1:3:1) (5 groups; based; on similar habitats) (5 groups; based; on similar habitats) (Instructor; will guide; students; to an appropriate site) (Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student; will use; the Internet; to find out information on their animal/plant) Context(Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student will use,List([219, 354))):(the class; has; a ratio of producers, consumers, and decomposers that is 1:3:1) Organism examples) Context(Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student will use,List([219, 354))):(Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student; will use the Internet to find out; information on their animal/plant) Context(Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student will use to find out,List([219, 379))):(Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student; will use the Internet to find out information on their animal/plant to gives Back; feedback; to each group) Context(Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student will use to find out,List([219, 379))):(Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student; will use the Internet to find out information on their animal/plant to gives Back; feedback; to each group) (Students; identify; ) (Each student; will note; the plant/animal's habitats) Context(Each student will note,List([501, 523))):(Each student; will note; what the animal eats Once students have recorded the information on their organism, have the students break themselves into 5 groups based on similar habitats: Forest Jungle Grassland Sub-urban Desert Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 3: Discuss marine food chain hierarchy and give examples Give each student an organism card (make sure the class has a ratio of producers, consumers, and decomposers that is 1:3:1) Organism examples: Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student will use the Internet to find out information on their animal/plant Instructor will guide students to an appropriate site, such as http://encarta.msn.com/ Each student will note the plant/animal's habitat Reefs Deep water canyons Cold water Warm water Each student will note what the animal eats Once students have recorded the information on their organism, have the students break themselves into 5 groups based on similar habitats Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 4: Discuss energy and what forms it comes in...most importantly) Context(Each student will note Each student will note,List([501, 574))):(the animal; eats; T:Once students have recorded the information on their organism, have the students break themselves into 5 groups based on similar habitats: Forest Jungle Grassland Sub-urban Desert Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 3: Discuss marine food chain hierarchy and give examples Give each student an organism card (make sure the class has a ratio of producers, consumers, and decomposers that is 1:3:1) Organism examples: Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student will use the Internet to find out information on their animal/plant Instructor will guide students to an appropriate site, such as http://encarta.msn.com/ Each student will note the plant/animal's habitat Reefs Deep water canyons Cold water Warm water Each student will note what the animal eats Once students have recorded the information on their organism, have the students break themselves into 5 groups based on similar habitats Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 4: Discuss energy and what forms it comes in...most importantly) (the students; break; themselves; into 5 groups) (that habitat Teacher checks; to see; if the chains are correct) Context(that habitat Teacher checks to see,List([2002, 2036))):(the chains; are; correct) (students; have recorded; the information on their organism) (energy and what forms; comes; L:in) (the decomposer Students; will arrange; themselves; in order of the food chain for that habitat Teacher checks) (Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student; will use; the Internet; to find out information on their animal/plant) Context(Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student will use,List([1251, 1412))):(the class; has; a ratio of producers, consumers, and decomposers that is 1:3:1) Organism examples) Context(Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student will use,List([1251, 1412))):(Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student; will use the Internet to find out; information on their animal/plant) (students; have recorded most importantly; the information on their organism) (the groups; is; the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for) (Deep water canyons; have; the students break themselves into 5 groups based on similar habitats Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 4: Discuss energy and what forms) Context(Deep water canyons have,List([1615, 1767))):(the students; break; themselves; into 5 groups based on similar habitats Students identify, in the groups) (the groups; is; the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks) (the decomposer Students; will arrange; themselves; in order of the food chain for) (a ratio of producers, consumers, and decomposers; is; 1:3:1) (Instructor; will guide; students; to an appropriate site; L:their animal/plant) (Each student; will note; the plant/animal's habitat Reefs Deep water canyons Cold water Warm water Each student will note what the animal eats) Context(Each student will note,List([1559, 1581))):(the plant/animal's habitat; Reefs; Each student will note what the animal eats) Context(Each student will note the plant / animal 's habitat Reefs,List([1559, 1614))):(Each student; will note; what the animal eats Once students have recorded the information on their organism) Context(Each student will note the plant / animal 's habitat Reefs Each student will note,List([1559, 1678))):(the animal; eats; T:Once students have recorded the information on their organism) (Forest Jungle Grassland Sub-urban Desert Students; identify; Cold water Warm water) (Frog Caterpillar Dandelion Wheat Human; [is] Snake [of]; Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion)
Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student will use,List([219, 354)) Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student will use,List([219, 354)) Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student will use to find out,List([219, 379)) Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student will use to find out,List([219, 379)) Each student will note,List([501, 523)) Each student will note Each student will note,List([501, 574)) that habitat Teacher checks to see,List([2002, 2036)) Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student will use,List([1251, 1412)) Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student will use,List([1251, 1412)) Deep water canyons have,List([1615, 1767)) Each student will note,List([1559, 1581)) Each student will note the plant / animal 's habitat Reefs,List([1559, 1614)) Each student will note the plant / animal 's habitat Reefs Each student will note,List([1559, 1678))
a ratio of producers, consumers, and decomposers 5 groups 5 groups Instructor Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student the class Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion Snake Frog Caterpillar Dandelion Wheat Human Each student Students Each student Each student the animal the students that habitat Teacher checks the chains students energy and what forms the decomposer Students Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student the class Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student students the groups Deep water canyons the students the groups the decomposer Students a ratio of producers, consumers, and decomposers Instructor Each student the plant/animal's habitat Each student the animal Forest Jungle Grassland Sub-urban Desert Students Frog Caterpillar Dandelion Wheat Human
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1:3:1
on similar habitats
on similar habitats
students to an appropriate site
the Internet to find out information on their animal/plant
a ratio of producers, consumers, and decomposers that is 1:3:1) Organism examples
information on their animal/plant
feedback to each group
feedback to each group
the plant/animal's habitats
what the animal eats Once students have recorded the information on their organism, have the students break themselves into 5 groups based on similar habitats: Forest Jungle Grassland Sub-urban Desert Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 3: Discuss marine food chain hierarchy and give examples Give each student an organism card (make sure the class has a ratio of producers, consumers, and decomposers that is 1:3:1) Organism examples: Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student will use the Internet to find out information on their animal/plant Instructor will guide students to an appropriate site, such as http://encarta.msn.com/ Each student will note the plant/animal's habitat Reefs Deep water canyons Cold water Warm water Each student will note what the animal eats Once students have recorded the information on their organism, have the students break themselves into 5 groups based on similar habitats Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 4: Discuss energy and what forms it comes in...most importantly
T:Once students have recorded the information on their organism, have the students break themselves into 5 groups based on similar habitats: Forest Jungle Grassland Sub-urban Desert Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 3: Discuss marine food chain hierarchy and give examples Give each student an organism card (make sure the class has a ratio of producers, consumers, and decomposers that is 1:3:1) Organism examples: Phytoplankton Marine grasses Parasites Crab Mussel Silverside fish Shark Otters Tuna Dolphins Whales Brine shrimp Krill Clams Lobster Coral Each student will use the Internet to find out information on their animal/plant Instructor will guide students to an appropriate site, such as http://encarta.msn.com/ Each student will note the plant/animal's habitat Reefs Deep water canyons Cold water Warm water Each student will note what the animal eats Once students have recorded the information on their organism, have the students break themselves into 5 groups based on similar habitats Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 4: Discuss energy and what forms it comes in...most importantly
themselves into 5 groups
if the chains are correct
correct
the information on their organism
L:in
themselves in order of the food chain for that habitat Teacher checks
the Internet to find out information on their animal/plant
a ratio of producers, consumers, and decomposers that is 1:3:1) Organism examples
information on their animal/plant
the information on their organism
the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for
the students break themselves into 5 groups based on similar habitats Students identify, in the groups, which organism is the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks to see if the chains are correct, and gives feedback to each group Back to TOP Day 4: Discuss energy and what forms
themselves into 5 groups based on similar habitats Students identify, in the groups
the producer, the consumers, and the decomposer Students will arrange themselves in order of the food chain for that habitat Teacher checks
themselves in order of the food chain for
1:3:1
students to an appropriate site L:their animal/plant
the plant/animal's habitat Reefs Deep water canyons Cold water Warm water Each student will note what the animal eats
Each student will note what the animal eats
what the animal eats Once students have recorded the information on their organism
T:Once students have recorded the information on their organism
Cold water Warm water
Hawk Fox Clover Grasshopper Mouse Zebra Grasses Parasites Fungi Lion