1. Warm up 9/6/16 Find your Seat
Clear your desk except for your Journal and something to write with.
Complete jobs on job chart
Complete paper warm up and glue in

2. Objective and goals 9/6/16 To learn the new word of the week.
To know that radiant energy from the Sun transforms into chemical energy through the process of photosynthesis.   
To recall carbon dioxide and water as the reactants in photosynthesis. 
To recall glucose and oxygen are the products of the reaction.

3. Vocabulary word of the week
Process- 1. a series of actions or steps taken in order to achieve a particular end.
2.A continuous action, operation, or series of changes taking place in a definite manner:
“The process of decay”
synonyms:procedure, operation, action, activity, exercise, affair, business, job, task,undertaking
"investigation is a long process"
When your teacher says go you will.. In table groups 1. How is the scientific method a process?
2. How is photosynthesis a process?

4. Tablet Rules
You will not slam down, drop, or use unnecessary force with the tablets.
You will walk with both hands on the tablet.
You will use the tablet that matches your table number.
You will only be on the sites Mrs. Evans has given you permission to be on. (no music, youtube, google search/image search, games etc)
You will not download anything unless it is from google classroom.
6. You break it… you buy it!!!

5. Google classroom/ Brain Pop set up
Google classroom: oi1dro
Brain pop:
1. Go to BrainPOP and click on "Enter Code" at the top.
2. Enter: (1st period) kevans1
(2nd period) kevans2
(3rd period) kevans3
(4th period) kevans4
(5th period) kevans5
(7th period) kevans7.
3. Either log in with their personal accounts or create a new user account.
4. Explore!

6. Independent Practice
Students will watch a brain pop video on photosynthesis (link in google classroom) and complete the Quiz for a grade.
Students will then study with their study stack (paper or online.. students choose) for a formal quiz the next day.

7. Goal check: thumbs up or down.
Reminders
Goal check: thumbs up or down.
EVERYDAY you MUST have your composition books, Colors, glue and scissors.
Complete work Everyday… if not in class for homework.
Study Voc…. Quiz thursday

8. Warm up/lab day 9/7/16 Find a seat
Lab day grab all materials for the lab and glue them in your journal

9. Objective and goals 9/7/16 To follow lab and safety guidelines
to collect and record data using the correct tools and journals
To see photosynthesis in action through a virtual lab

10. Lab Order
Work in partners on tablets to complete and explore a virtual Photosynthesis
1st Tutorial:
Students will Watch and listen to the tutorial found in the link above. then Fill in the answers on their lab form as they watch. They will Stop and replay anything they don’t understand.
2nd Virtual Lab #1 - full.html
Bubbles are given off by the plant through photosynthesis. By measuring the rate at which the bubbles are produced it is possible to tell how fast the plant is photosynthesizing. They will Read and follow the directions on how to use this lab simulator. Press start and record the bubbles per minute for each of the following light distances. Then graph their data (be sure to label each axis)!
3rd Virtual Lab #2 -
In this lab, they will be experimenting with how different variables affect the rate of photosynthesis.
4th Photosynthesis Tutorial:
Use this site to answer questions about photosynthesis.

11. Exit Ticket
Exit ticket is to be written in your journals. Title it exit 1.Write a summery in your journal about how the labs did or did not help your understanding of photosynthesis
Reminders
Goal check: thumbs up or down.
EVERYDAY you MUST have your composition books, Colors, glue and scissors.
Quiz soon tomorrow!

12. Warm up 9/8/16 Find your Seat
Clear your desk except for your Journal and something to write with.
Complete jobs on job chart
Complete paper warm up and glue in

13. Objective and goals 9/8/16
Students will be able to learn new Voc. that applies through the unit through study stack.
Students will be able to Describe 
how
 the 
flow 
of 
energy 
derived 
from
 the
 Sun, 
used
 by 
producers
 to
 create 
their



 









own
food,
is 
transferred 
through 
a 
food 
ch ain 
and 
food
web 
to 
consumers 
and
 









decomposers.


14. Lesson Order
Students will take a quiz over Vocabulary learned last week in the unit
Then as a group students will chain read Pages from the text book or partner read completing the Summarize it WS.
Then students will watch a Brain pop video on food chains
Then will cut out and go over their study stack cards for this part of the unit.

15. Exit ticket write in journal
Place the following organisms in the correct order of a food chain;
snake, owl, plant, mouse.
Use arrows to show energy flow.

16. Reminders Goal check: thumbs up or down.
EVERYDAY you MUST have your composition books, Colors, glue and scissors.
Study your study stack for 10 min a day. Posted on Google classroom as well. Quiz soon!

17. Warm up 9/9/16
Students will prepare for the day by gathering materials (handouts, journal, scissors, glue, pencil)
Wait for instructions

18. Warm up 9/9/16 Guessing Game
I have the words producer, consumer, and decomposer on the board.
Using the cards on the table work with your group to place (using tape) organisms under the correct heading.

19. Objective and goals 9/9/16 students will know the following:
students will know A food chain is the path of energy from one organism to another in an ecosystem.
Will know Energy is required by organisms to survive, and comes either from Sun (for plants) or other organisms (for animals).
That a producer transforms the energy from Sun to make food.
That a consumer eats producers or other consumers to obtain energy.
That a decomposer breaks down plant and animal remains and waste into molecules that producers reuse to make energy.

20. Food Chains, Food Webs, and the Transfer of Energy
Unit 2, Notes
Food Chains, Food Webs, and the Transfer of Energy

21. Autotrophs/Producers
A groups of organisms that can use the energy in sunlight to convert water and carbon dioxide into Glucose (food)
Autotrophs are also called Producers because they produce all of the food that heterotrophs use
Without autotrophs, there would be no life on this planet
Ex. Plants and Algae

22. Autotrophs/Producers

23. Heterotrophs/consumers
Organisms that do not make their own food
Another term for Heterotroph is consumer because they consume other organisms in order to live
Ex. Rabbits, Deer, Mushrooms

24. Heterotrophs/consumers

25. Heterotrophs/consumers
1. Scavengers – feed on the tissue of dead organisms (both plans and animals)
Ex. – Vultures, Crows, and Shrimp

26. Heterotrophs/consumers
2. Herbivores – eat ONLY plants
Ex. – Cows, Elephants, Giraffes

27. Heterotrophs/consumers
3. Carnivores – eat ONLY meat
Ex. – Lions, Tigers, Sharks

28. Heterotrophs/consumers
4. Omnivores – eat BOTH plants and animals
Ex. – Bears and Humans

29. Heterotrophs/consumers
5. Decomposers – absorb any dead material and break it down into simple nutrients or fertilizers
Ex. – Bacteria and Mushrooms

30. Transfer of Energy
When a zebra eats the grass, it does not obtain all of the energy the grass has (much of it is not eaten)
When a lion eats a zebra, it does not get all of the energy from the zebra (much of it is lost as heat)

31. Transfer of Energy
The two (2) previous examples of energy transfer show that no organism EVER receives all of the energy from the organism they just ate
Only 10% of the energy from one trophic level is transferred to the next – this is called the 10% law

32. Trophic Levels
Energy moves from one organisms to another when it is eaten
Each step in this transfer of energy is know as a trophic level
The main trophic levels are producers, consumers, and decomposers

33. Food Chains
The energy flow from one trophic level to the other is know as a food chain
A food chain is simple and direct
It involves one organism at each trophic level
Primary Consumers – eat autotrophs (producers)
Secondary Consumers – eat the primary consumers
Tertiary Consumers – eat the secondary consumers
Decomposers – bacteria and fungi that break down dead organisms and recycle the material back into the environment

34. Food Chain

35. Food Web Most organisms eat more the JUST one organism
When more organism are involved it is know as a FOOD WEB
Food webs are more complex and involve lots of organisms

36. Food Web

37. Food Web
Notice that the direction the arrow points  the arrow points in the direction of the energy transfer, NOT “what ate what”

38. Food Web

39. Biomass
The total mass of the organic matter at each trophic level is called biomass
Biomass is just another term for potential energy – energy that is to be eaten and used.
The transfer of energy from one level to another is very inefficient (10% Law)

40. Biomass

41. Ecological Pyramid
An ecological pyramid shows the relationship between consumers and producers at different trophic levels in an ecosystem
Shows the relative amounts of energy or matter contained at each trophic level
The Pyramid shows which level has the most energy and the highest number of organisms

42. Ecological Pyramid

43. Ecological Pyramid

44. Ecological Pyramid Which level has the most energy?
Which level has the most organisms?
Which level has the least organisms?
Which level has the least energy?

45. Summarize the role of a decomposer.
Exit ticket
write in journal
Summarize the role of a decomposer.

46. Reminders Goal check: thumbs up or down.
Finish unfinished work at home
Have a great weekend.