1. “Energy Exploration” Lesson Plan EDCI 557 Final Project Valerie Baggett

2. Learning Objectives MSF, 3. e. Construct a diagram of the path of solar energy through food webs that include humans and explain how the organisms relate to each other. (DOK 2) - Producers, consumers and decomposers - Predator/prey relationships, competition, parasitism, commensalism, mutualism ISTE NETS, 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. ISTE NETS, 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

3. Understandings Students will understand: The various types of relationships among living things. How organisms get the energy they need. How energy flows through an ecosystem.

4. Essential Questions Where do we get our energy? Where does our food come from? Think about where plants and animals get their energy. How does energy travel from the sun to us? What path would it take?

5. Knowledge Students will know: How various resources provide energy for living things. How energy travels from organism to organism. How organisms interact within their environments for survival.

6. Skills Students will be able to: Conduct online research appropriately. Construct a digital storybook to represent their understanding of the content.

7. Procedures The teacher will: Take the students to the computer lab/library. Provide the students with the “Energy Exploration” guidelines handout. Discuss the requirements of the project. Provide the students with a list of suggested resources/websites.

8. Procedures The students will: Conduct necessary research to find the information provided in the handout. Create a digital storybook using one of the following suggested websites (Animoto, JayCut, Masher, etc.).

9. Materials and Evaluation Materials: “Energy Exploration” guidelines handout Access to computer/internet Evaluation: Rubric Teacher observations

10. Modifications Remediation Struggling students may be paired with stronger students to provide scaffolding, and/or activity guidelines may be reduced to meet their academic abilities. Enrichment Advanced students may have enhanced guidelines to provide a more challenging task.

11. Project Requirements At least one producer, three consumers, and one decomposer. Examples of each of the following types of relationships: Mutualism Commensalism Parasitism Competition Predator/Prey

12. Student Work Sample http://www.masher.com/player.jsp?key=e37f9a10-8bf7-e757-6b2a-0000b9d861d3&adscheme=0