During the exploration portion of the activity students used the portable computer lab to research a variety of organisms of their choice to determine how they primarily obtain energy and to whom they give energy. Students completed a graphic organizer with their information. Students then discussed their acquired information as a class. They drew, colored and cut out their organisms to create a mural showing the interdependence of organisms.
From this lesson I learned that some students did not understand the direction that energy flows. Even after what I thought was a thorough explanation of how to Show the flow of energy on the mural several students displayed it incorrectly. You can see some of these mistakes in the picture below. I learned that some students had a real sense of differing climates and biomes which made it difficult for them to place animals on the board that you wouldn’t find together in nature. I learned that it was difficult for some of them to grasp how a top predator gives energy back to the food web. They seemed to forget about decomposers and detrivores.
I used my observations to start conversation the next day with the question, “How does a top predator contribute energy to the food web?” I used this question to lead into a discussion in which I reviewed and clarified any misconceptions addressed above and continued to build knowledge.
The aspects of this lesson that were effective were: having students use laptops to find information for their graphic organizer, having student get their food chain checked before drawing, coloring and cutting them out, having the students combine their food chain to create a food web, including arrows on our mural. The aspects that did not work as well were: the design of the graphic organizer, the freedom to choose any organism, “free time” some students had if they finished quickly.
Most Students did well on their assessments. Every student who participated in the lesson worked until they achieved the task, so every student who participated made a 100% on their graphic organizer and their mural because they did not finish unless it was done correctly.
When reflecting on the revisions needed for improvement. I decided that although it is a bit time consuming to check each students work before they proceed, it allows for individual help and confirmation of understanding to take place. I would revise the graphic organizer for this lesson to include some reflective questions that may have assisted them in displaying their food web more accurately. I also would have had each class period chose organisms from different biomes and divide the mural accordingly.
Overall I believe the lesson was effective in exploring how energy flows through an ecosystem and how organisms interact within that system.
