12 Teacher - Cycling of Matter

HASPI Medical Biology Lab 12
NGSS HS-LS2-4
Teacher Information
Description
a. Modeling Energy Flow
Student groups will simulate the flow of energy through a food chain. Cups with a
small hole in the bottom are used to represent organisms in the food chain, and water
represents the energy. Students move energy through the food chain relay-style, and
calculate the amount of energy lost at each step.
b. Food Webs, Biomass, & Energy
Students will construct a food web consisting of organisms from the chaparral or
rainforest biome. Each organism in the food web is equipped with information about
its population, biomass, and energy contribution within a specific ecosystem. After the
food web has been built, students use this information to calculate and create a
pyramid of numbers, biomass pyramid, and energy pyramid for the ecosystem.
c. Energy Density and Weight Management
Students investigate how the food we consume, and therefore the energy we
consume, impacts our health and can lead to obesity. Our diet should work to maintain
a balance between the energy we consume, the energy we use, and the energy we
store. When our diet is imbalanced, our weight and overall health can fluctuate.
Students read the article from the National Center for Chronic Disease Prevention and
Health Promotion called “Low-Energy-Dense Foods and Weight Management: Cutting
Calories While Controlling Hunger” and answer provided questions.
Next Generation Science/Common Core Standards
Students who demonstrate understanding can:
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy
among organisms in an ecosystem.
Medical Application: Mathematical representations can support claims for the cycling of matter
and flow of energy in the human body. At the heart of weight management, a balance in the
energy consumed, stored, and used must be established in order to gain, maintain, or lose weight.
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Using Mathematics and Computational
Thinking
• Use mathematical representations of
phenomena or design solutions to
support claims.
Scientific Knowledge is Open to Revision in
Light of New Evidence
• Most scientific knowledge is quite
durable, but is, in principle, subject to
change based on new evidence and/or
reinterpretation of existing evidence.
LS2.B: Cycles of Matter and Energy Transfer
in Ecosystems
• Plants or algae form the lowest level of
the food web. At each link upward in a
food web, only a small fraction of the
matter consumed at the lower level is
transferred upward, to produce growth
and release energy in cellular respiration
at the higher level. Given this
inefficiency, there are generally fewer
organisms at higher levels of a food web.
Some matter reacts to release energy for
life functions, some matter is stored in
newly made structures, and much is
discarded. The chemical elements that
make up the molecules of organisms pass
through food webs and into and out of
the atmosphere and soil, and they are
combined and recombined in different
ways. At each link in an ecosystem,
matter and energy are conserved.
Energy and Matter
• Energy cannot be created or
destroyed—it only moves between one
place and another place, between
objects and/or fields, or between
systems.
HASPI Medical Biology Lab 12, Teacher Info; Revised July 2014
321
Connections to other DCIs in this grade-band: HS.PS3.B, HS.PS3.B, HS.PS3.D
Articulation to DCIs across grade-levels: MS.PS3.D, MS.LS1.C, MS.LS2.B
Common Core State Standards Connections:
Mathematics –
MP.2
Reason abstractly and quantitatively.
MP.4
Model with mathematics.
HSN-Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.2
Define appropriate quantities for the purpose of descriptive modeling.
HSN-Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Essential Question
By the end of this activity students will be able to:
• Use a mathematical representation to support the cycling of matter.
• Use a mathematical representation to support the flow of energy.
• Explain how food chains and food webs demonstrate the flow of energy and cycling
of matter within an ecosystem.
• Demonstrate the transfer and loss of heat energy in a food chain.
• Construct a food web, pyramid of numbers, biomass pyramid, and energy pyramid for
an ecosystem.
• Connect weight management with the energy density of our food choices.
Time
Estimated Time
Actual Time (please make notes below)
Lab 12a: 45 - 50 minutes
Lab 12b: 50 - 60 minutes
Lab 12c: 30 - 45 minutes
Note: Share the actual time on the forum (www.haspi.org) or at HASPI curriculum conference
Materials
HASPI is a grant-funded project and on occasion we are able to provide supplies to
participating sites. If we are unable to provide supplies, the company, item number, and
approximate cost have been included.
Lab 12a. Modeling Energy Flow
Provided (P) or
Company/
Approximate
Supply
Quantity
Needed (N)
Item #
Cost
Cups
$5.00
6 cups should be left without holes, and
P
30
Grocery
24 cups need to have 1-3 holes poked
in the bottom of the cups.
Waterproof labels
Water
Beakers
Graduated cylinders
Calculators
322
P
N
N
N
N
1 sheet
As needed
30
6
6
Office Depot
-
HASPI Medical Biology Lab 12, Teacher Info; Revised July 2014
$10.00
-
Lab 12b. Food Webs, Biomass, & Energy
Supply
Provided (P) or
Needed (N)
Chaparral Biome Template
Rain Forest Biome Template
Scrap paper
Scissors
Tape
Calculators
P
P
N
N
N
N
Quantity
20
20
80
40
As needed
40
Company/
Item #
HASPI
HASPI
-
Approximate
Cost
Company/
Item #
-
Approximate
Cost
-
Cost of copies
Cost of copies
-
Lab 12c. Energy Density and Weight Management
Supply
Provided (P) or
Needed (N)
Quantity
N
As needed
Article OR Computer/Internet
Company Contact Information:
HASPI
www.haspi.com
Download free online
Grocery
Can be found at any local
grocery store
Office Depot
www.officedepot.com
800.463.3768
Common Student Misconceptions
The following is a list of possible misconceptions that students experience. Please feel free to
add any additional misconceptions students experienced during this activity to be better
prepared for the future use of this lab/activity.
• It is important to reinforce the concept that energy cannot be created or destroyed.
Using the words “transferred” or “transformed” when describing energy changes can
help clarify this concept.
Additional Misconception Notes:
Guiding Questions
These questions are meant to support discussion of the concept/standard.
• Have students compare producers and consumers in different ecosystems (grassland,
forest, rainforest, desert, etc.)
• Have students hypothesize the type of matter that could be found in different
organisms (algae, bacteria, plants, fish, birds, mammals, etc.)
• Look at different ecological pyramids from specific ecosystems and have the students
compare, contrast, and hypothesize why the pyramids may be different
HASPI Medical Biology Lab 12, Teacher Info; Revised July 2014
323
The Task/Response System
Through multiple discussions and suggestions, HASPI has decided to use the task/response
system for lab procedures and directions. The response column can be utilized to:
• Provide space for answers to questions provided in the task column
• Provide space for data/observation records
• Provide images to help relay a step
• Support reinforcement of the standards/concepts immediately during the lab
investigations
• Any other way you see fit to use it!
Additional Information
Information
Page #
Lab 12a: Modeling Energy Flow
This activity will require some setup planning. Find a large,
flat, outdoor space on campus. This could be an athletic
field, an empty parking lot, a grass field, or a large quad
area. Beside space, water will be spilled during the
activity, so make sure the location will not be an issue.
The site should also provide a place to obtain water. This
could be in the form of a hose, or 2-3 gallons of bottled
water can be taken to the area for student use.
Measure out 5 lines, each 50 feet apart, and place cones,
stationary objects, or tape to mark each line (see the
student lab sheet steps 10 & 11 for a visual).
Preparing and Labeling the Cups
• Label 6 of the cups with the “primary producer” labels.
These cups will not have any holes.
• At least one hole will need to be placed in the bottom
of the remaining 24 cups. The hole should be large
enough that it allows water to trickle out of the hole.
• From the cups with holes, label 6 of them “Primary
consumer”, 6 of them “Secondary Consumer”, 6 of
them “tertiary consumer”, and 6 of them “Quaternary
Consumer”.
Students will be spilling water from holes in the bottom of
the cup as the activity proceeds. This represents energy
loss between trophic levels. Have students hold the cups
out to the sides of their bodies to prevent getting the
water on themselves.
Some groups may not make it with any water (energy)
available at the higher levels. This is okay, and should still
be recorded on Table 1.
Location
N/A
Set up
N/A
Set up
N/A
Set up
N/A
Set up
Pages 331-333
Steps 8-28
Page 333
Steps 23-27
Lab 12b: Food Webs, Biomass, & Energy
Additional copies can be made; the biome templates are
available at www.haspi.org.
324
Pages 345-348
HASPI Medical Biology Lab 12, Teacher Info; Revised July 2014
Biome
Templates
Expected Results (from producer to tertiary consumer)
Chaparral
pyramid of numbers - 65; 72,560; 422,275; 239,850
biomass pyramid - 15; 80; 180; 1,215
energy pyramid - 20; 350; 4,015; 19,210
Rainforest
pyramid of numbers - 155; 126,780; 1,809,100; 2,754,640
biomass pyramid - 25; 175; 760; 5,670
energy pyramid - 45; 580; 4,980; 59,585
Pages 335-337
Part B
Lab 12c: Energy Density and Weight Management
The article can be copied, or if computers and Internet
are available the website has been provided for students
to access the PDF document.
Pages 349-356
Article
Resources and References
•
CDC. 2011. Low-Energy-Dense Foods and Weight Management: Cutting Calories While Controlling
Hunger. National Center for Chronic Disease Prevention and Health Promotion Division of Nutrition,
Physical Activity and Obesity, Research to Practice Series, No. 5.
http://www.cdc.gov/nccdphp/dnpa/nutrition/pdf/r2p_energy_density.pdf.
•
Hill, J.O., Wyatt, H.R., and Peters, J.C. 2012. Energy Balance and Obesity. American Heart Association,
Circulation, 126: 126-132. http://circ.ahajournals.org.
Images (in order of appearance)
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http://www.quia.com/files/quia/users/solanoni/LifeScienceLesson5/consumers http://science.jrank.org/kids/article_images/chains_p10.jpg
http://www.eplantscience.com/index/general_zoology/images/images39/fig014.jpg
http://www.acefitness.org/fitfacts/images/2009/2666B.gif
Chaparral Organisms Image Reference:
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Hawk – https://pbs.twimg.com/profile_images/262882120/Hawk.png
Wild Goat –
http://www.clipartpal.com/_thumbs/005/001/Animals_and_Wildlife_New_/Mammals/Herbivores_K_Z_/mountain_g
oat_101865_tns.png
Mouse – http://images.acclaimimages.com/_gallery/_TN/0515-0907-2002-4535_TN.jpg
Grass – http://gallery.yopriceville.com/Free-Clipart-Pictures/Grass-Grounds-Coverings-PNGClipart/Decorative_Grass_Clipart_Picture#.U6D-IY1dXUc
Jack Rabbit – http://www.arthursclipart.org/rabbits/hares/page_01.htm
Grasshopper – http://www.earthlife.net/insects/images/orthopta/grassh4.gif
Squirrel – https://img1.etsystatic.com/021/0/6328010/il_340x270.517138169_l9nn.jpg
Lizard – http://classroomclipart.com/images/gallery/Objects/lizard.jpg
Cactus Wren – http://sr.photos3.fotosearch.com/bthumb/CSP/CSP280/k2800869.jpg
Coyote – http://www.arthursclipart.org/wilddogs/dogs/page_01.htm
Cactus – http://0.tqn.com/d/webclipart/1/0/D/e/4/cactus4.gif
Tarantula –
http://classroomclipart.com/images/gallery/Clipart/Animals/Spider_Clipart/TN_spiders_tarantula_crca.jpg
Mule Deer – http://sr.photos3.fotosearch.com/bthumb/CSP/CSP992/k13467635.jpg
Rattlesnake – http://www.wpclipart.com/animals/snake/rattlesnake/rattlesnake_2/rattlesnake_clipart.png
Cougar – http://www.rrsd.mb.ca/EricksonElem/sokoloski/Social%20New/canadian%20animals/puma0.gif
Termite – http://thumbs.dreamstime.com/t/d-render-termite-worker-realistic-40191469.jpg
Sagebrush – http://www.clipartpal.com/_thumbs/pd/plants/Summer_Savory.png
Shrub – http://www.polyvore.com/cgi/img-thing?.out=jpg&size=l&tid=79313409
Toad – http://www.clker.com/cliparts/d/4/f/3/13207840512033518342Brown%20Spotted%20Frog.svg.hi.png
Scorpion – http://thumbs.gograph.com/gg56523300.jpg
HASPI Medical Biology Lab 12, Teacher Info; Revised July 2014
325
Rainforest Organisms Image Reference:
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Macaw – http://sr.photos3.fotosearch.com/bthumb/CSP/CSP458/k4585477.jpg
Squirrel – http://www.clker.com/cliparts/i/J/1/j/l/T/squirrel-md.png
Crocodile – http://freeclipartstore.com/Alligator%2009.gif
Python – http://www.internetclipart.com/animals/python.jpg
Lizard – http://bestclipartblog.com/clipart-pics/chameleon-clipart-6.jpg
Jaguar – http://0.tqn.com/d/webclipart/1/0/u/6/6/Jaguar.png
Sloth – http://www.polyvore.com/cgi/img-thing?.out=jpg&size=l&tid=56691905
Banana Tree – http://fc00.deviantart.net/fs70/f/2012/132/1/1/banana_plant_with_bananas_by_lilipilyspiritd4zigxq.png
Jackfruit Tree – http://ec.l.thumbs.canstockphoto.com/canstock9807151.jpg
Agouti – http://ink-dwell.com/wp-content/uploads/2012/12/Coiba-Agouti1.jpg
Butterfly – http://www.clipartbest.com/cliparts/xcg/7p5/xcg7p5ocA.jpeg
Monkey –
http://classroomclipart.com/images/gallery/Clipart/Animals/Monkey_Clipart/TN_monkey_squirrel_tree_713.jpg
Toucan – http://www.photographic-clipart.com/Birdthumbs/Fullbirds/Fullbirds3/toucan-7.png
Beetle – http://4vector.com/i/free-vector-green-beetle-clip-art_115576_Green_Beetle_clip_art_hight.png
Grass – http://gallery.yopriceville.com/Free-Clipart-Pictures/Grass-Grounds-Coverings-PNGClipart/Decorative_Grass_Clipart_PNG_Picture#.U6DnZ41dXUc
Orchid –
http://myfirstwebsite.tripod.com/sitebuildercontent/sitebuilderpictures/orchid_phalaenopsis_alice_gloria.gif
Mango Tree – http://us.cdn4.123rf.com/168nwm/gitan100/gitan1001203/gitan100120300006/12766670-mandarinbaum.jpg
Anteater – http://ec.l.thumbs.canstockphoto.com/canstock18222128.jpg
Fig Tree – http://mondaymorningreview.files.wordpress.com/2010/01/tree.jpg
Ant – http://www.clipart.dk.co.uk/DKImages/exp_insect/exp_insect079.jpg
HASPI Medical Biology Lab 12, Teacher Info; Revised July 2014

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