"Walkingsticks and Camouflage"
Bellwork:
1) A brown walkingstick will camouflage with a __________ environment.
2) Limiting factors ___________ the number of organisms in an ecosystem.
3) With 0 brine shrimp in December and 63 in June, ________________ is a limiting factor.
-Review definition of "adaptation": Any structure (body part or color) or behavior that helps an organism survive or reproduce
-Introduce walkingsticks
-Use walkingstick simulations on Populations and Ecosystems CD-ROM or website (see comments for username and password)
-Complete worksheets: "Walkingstick Predation-Bush Environment" and "Five Generations of Walkingsticks"
-Reminder: CCA Test on Friday
Monday, October 29, 2007
Monday, October 29, 2007
"Hawaiian Adaptations III"
Bellwork:
1) Organisms have the adaptations they have because of _________________.
2) Are disease, injury, and predation biotic or abiotic?
3) Egg-eating snakes will __________ the size of a bird population.
- Finish last 10-15 minutes of the film "Strangers in Paradise"
-Review organisms' adaptations
-Begin one page report on one organism and its adaptations ==> see assignment sheet passed out in class
Bellwork:
1) Organisms have the adaptations they have because of _________________.
2) Are disease, injury, and predation biotic or abiotic?
3) Egg-eating snakes will __________ the size of a bird population.
- Finish last 10-15 minutes of the film "Strangers in Paradise"
-Review organisms' adaptations
-Begin one page report on one organism and its adaptations ==> see assignment sheet passed out in class
Thursday, October 25, 2007
Friday, October 26, 2007
"Hawaiian Adaptations II"
Bellwork:
1) Plants need light, water, and ___________________ to make food.
2) Are there more producers or consumers in an ecosystem?
3) Will a green walkingstick be adapted for all environments?
- Review the film as seen so far and film-watching procedures
- Finish watching the film
- Discuss the organisms and their adaptations
- Exit Slip: Complete the sentence below at the bottom of the worksheet
One thing that I will remember from the film is…
Bellwork:
1) Plants need light, water, and ___________________ to make food.
2) Are there more producers or consumers in an ecosystem?
3) Will a green walkingstick be adapted for all environments?
- Review the film as seen so far and film-watching procedures
- Finish watching the film
- Discuss the organisms and their adaptations
- Exit Slip: Complete the sentence below at the bottom of the worksheet
One thing that I will remember from the film is…
Wednesday, October 24, 2007
"Hawaiian Adaptations: Strangers in Paradise"
Bellwork:
1) A bear’s hibernation is a _____________ adaptation.
2) Green plants are important to animals because they produce food and _________.
3) An increase in limiting factors will ____________ the number of organisms.
-Review structural and behavioral adaptations from yesterday
- Introduce Hawaiian ecosystem: unique organisms that are endemic to Hawaii (that means they are found nowhere else)
- Problems of human interference in Hawaii and introduced organisms (goats, pigs, rats, etc.)
- Begin watching film: National Geographic's Strangers in Paradise
Bellwork:
1) A bear’s hibernation is a _____________ adaptation.
2) Green plants are important to animals because they produce food and _________.
3) An increase in limiting factors will ____________ the number of organisms.
-Review structural and behavioral adaptations from yesterday
- Introduce Hawaiian ecosystem: unique organisms that are endemic to Hawaii (that means they are found nowhere else)
- Problems of human interference in Hawaii and introduced organisms (goats, pigs, rats, etc.)
- Begin watching film: National Geographic's Strangers in Paradise
Monday, October 22, 2007
Tuesday, October 23, 2007
"Identifying Adaptations"
Bellwork:
1) Adaptations help organisms to ________________.
2) A behavior is the way an organism ____________.
3) Camouflage helps organisms because ____________________.
- Watch octopus video clip
Think-Pair-Share with neighbor: What do you observe the octopus doing? What benefit does the octopus get from doing this?
- How are the kelp fish and the octopus the same? How are they different?
- What adaptation does the octopus have that allows it to better survive in its environment?
- Activity 1: Walkingstick Predation in Bush Environment
In groups of 4, students complete a computer simulation to see what happens to 3 colors of walkingsticks when predator enters their environment. They fill in a chart and analyze results. Workbook page 95.
- Activity 2: Name That Adaptation!
In groups of 4, students cut out pictures of organisms, identify an adaptation that each has, and choose 3 structural and 3 behavioral adaptations. They glue the pictures of these organisms onto a t-chart and explain how each organism's adaptation helps it survive.
- Discuss activities
- Exit Slip: The big ideas I learned from this investigation were… (page 94)
Bellwork:
1) Adaptations help organisms to ________________.
2) A behavior is the way an organism ____________.
3) Camouflage helps organisms because ____________________.
- Watch octopus video clip
Think-Pair-Share with neighbor: What do you observe the octopus doing? What benefit does the octopus get from doing this?
- How are the kelp fish and the octopus the same? How are they different?
- What adaptation does the octopus have that allows it to better survive in its environment?
- Activity 1: Walkingstick Predation in Bush Environment
In groups of 4, students complete a computer simulation to see what happens to 3 colors of walkingsticks when predator enters their environment. They fill in a chart and analyze results. Workbook page 95.
- Activity 2: Name That Adaptation!
In groups of 4, students cut out pictures of organisms, identify an adaptation that each has, and choose 3 structural and 3 behavioral adaptations. They glue the pictures of these organisms onto a t-chart and explain how each organism's adaptation helps it survive.
- Discuss activities
- Exit Slip: The big ideas I learned from this investigation were… (page 94)
Monday, October 22, 2007
"What is Adaptation?"
Bellwork:
1) Do unlimited resources limit the growth of a population?
2) Competition will ________________ population size.
3) Algae => minnows =>catfish=>eagles
Eagles are _______-level consumers.
- Create 4-box on page 84 in workbook: 1st box for "Quick-write," 2nd box for "Examples," 3rd box for structural adaptations, 4th box for behavioral adaptations
- Answer quick-write: What does the word adaptation mean to you? Give examples to support your ideas.
- See kelp fish example of an adaptation ==> the kelp fish camouflages with the kelp environment; camouflage is an adaptation
- Draw or write about the kelp fish and its adaptation
- Add adaptation to the glossary, workbook pges 33-35
Adaptation: Any structure or behavior that helps an organism survive and reproduce
- Read "Adaptations," pages 42-45 in FOSS Populations and Ecosystems Resources book as a class AND fill in 3 examples of structural and 3 examples of behavioral adaptations
Bellwork:
1) Do unlimited resources limit the growth of a population?
2) Competition will ________________ population size.
3) Algae => minnows =>catfish=>eagles
Eagles are _______-level consumers.
- Create 4-box on page 84 in workbook: 1st box for "Quick-write," 2nd box for "Examples," 3rd box for structural adaptations, 4th box for behavioral adaptations
- Answer quick-write: What does the word adaptation mean to you? Give examples to support your ideas.
- See kelp fish example of an adaptation ==> the kelp fish camouflages with the kelp environment; camouflage is an adaptation
- Draw or write about the kelp fish and its adaptation
- Add adaptation to the glossary, workbook pges 33-35
Adaptation: Any structure or behavior that helps an organism survive and reproduce
- Read "Adaptations," pages 42-45 in FOSS Populations and Ecosystems Resources book as a class AND fill in 3 examples of structural and 3 examples of behavioral adaptations
Friday, October 19, 2007
"Summing Up Limiting Factors"
Bellwork:
1) During photosynthesis, plants make _____________ and _______________.
2) Removing mountain lions from an area will _______________the deer population.
3) If there are LESS limiting factors, the number of organisms will ________________.
- Announcement: CCA2 in about 2 weeks
- Review: food pyramids, photosynthesis, energy use, and limiting factors
- Read "Limiting Factors," pages 22-24 in FOSS Populations and Ecosystems Resources book and complete reading comprehension sheet
Bellwork:
1) During photosynthesis, plants make _____________ and _______________.
2) Removing mountain lions from an area will _______________the deer population.
3) If there are LESS limiting factors, the number of organisms will ________________.
- Announcement: CCA2 in about 2 weeks
- Review: food pyramids, photosynthesis, energy use, and limiting factors
- Read "Limiting Factors," pages 22-24 in FOSS Populations and Ecosystems Resources book and complete reading comprehension sheet
Wednesday, October 17, 2007
Thursday, October 18, 2007
Limiting Factors, Algae, and Brine Shrimp
Bellwork:
1) Disease, predation, and natural disasters __________________ population size.
2) Will there be more algae or more water fleas in an ecosystem?
3) Are disease, injury, and predation biotic or abiotic?
- Read about a YEAR-long experiment in Mono Lake, California to see what factors limit the number of algae and brine shrimp
Workbook pages 67, 69, and 71 explain the experiment & show the charts
- Analyze the experiment and identify limiting factors on page 73
- Exit Slip (page 72): Complete this sentence starter:
The BIG IDEA I learned from this investigation is…
Homework: Limiting Factors Worksheet
Bellwork:
1) Disease, predation, and natural disasters __________________ population size.
2) Will there be more algae or more water fleas in an ecosystem?
3) Are disease, injury, and predation biotic or abiotic?
- Read about a YEAR-long experiment in Mono Lake, California to see what factors limit the number of algae and brine shrimp
Workbook pages 67, 69, and 71 explain the experiment & show the charts
- Analyze the experiment and identify limiting factors on page 73
- Exit Slip (page 72): Complete this sentence starter:
The BIG IDEA I learned from this investigation is…
Homework: Limiting Factors Worksheet
Tuesday, October 16, 2007
Wednesday, October 17, 2007
"Identifying Limiting Factors"
Bellwork:
1) Something my body does to produce more biomass is _________________.
2) The amount of biomass ___________ from the producer to the consumer trophic levels.
3) A population of deer would leave an area because ____________________.
- Add limiting factor to glossary (workbook pages 33-35)
Limiting Factor: Anything biotic or abiotic that limits the number of individuals that survive and reproduce
- Create 4-box chart on page ?? in workbook
1st box for examples of limiting factors, 2nd box for a drawing of an example of a limiting factor ( ex. of predation: draw a deer being eaten by a wolf), 3rd box for description of what a limiting factor does, 4th box for conclusions at end of class ("One thing I will remember about today's lesson is..."
- Complete milkweed bug computer simulation, "Milkweed-Bugs Limited" to see which limiting factors affect how big the bug population gets ==> record results on worksheet page 59 and answer questions 1 and 2
- As a class, begin reading "Limiting Factors" in FOSS Populations and Ecosystems Resources book, pages 22-24
- Complete conclusions in 4-box before class is over
Bellwork:
1) Something my body does to produce more biomass is _________________.
2) The amount of biomass ___________ from the producer to the consumer trophic levels.
3) A population of deer would leave an area because ____________________.
- Add limiting factor to glossary (workbook pages 33-35)
Limiting Factor: Anything biotic or abiotic that limits the number of individuals that survive and reproduce
- Create 4-box chart on page ?? in workbook
1st box for examples of limiting factors, 2nd box for a drawing of an example of a limiting factor ( ex. of predation: draw a deer being eaten by a wolf), 3rd box for description of what a limiting factor does, 4th box for conclusions at end of class ("One thing I will remember about today's lesson is..."
- Complete milkweed bug computer simulation, "Milkweed-Bugs Limited" to see which limiting factors affect how big the bug population gets ==> record results on worksheet page 59 and answer questions 1 and 2
- As a class, begin reading "Limiting Factors" in FOSS Populations and Ecosystems Resources book, pages 22-24
- Complete conclusions in 4-box before class is over
Sunday, October 14, 2007
Tuesday, October 16, 2007
"Population Size and Limiting Factors"
Bellwork:
1) An increase (goes up) in primary consumers will cause _____________________.
2) What effect will egg-eating snakes have on a bird population?
3) Plants use carbon dioxide, ___________, and ____________ to make food during photosynthesis.
- Population: One group of one kind of living thing in one place at one time
- Draw a 4-box on page 56 in workbooks
- Predict: How big will the population be in a month? In a year? What information do you need to find out? (in box 1: prediction box)
- Whole class activity: Calculate potential milkweed bug population size in one year (worksheet: Milkweed-Bug Reproductive Potential, p. 57)
- Discuss results and introduce limiting factors
- Add limiting factor to glossary
Limiting Factor: Anything biotic or abiotic that limits the number of individuals that survive or reproduce
- Brainstorm limiting factors and record some in conclusion 4-box
Bellwork:
1) An increase (goes up) in primary consumers will cause _____________________.
2) What effect will egg-eating snakes have on a bird population?
3) Plants use carbon dioxide, ___________, and ____________ to make food during photosynthesis.
- Population: One group of one kind of living thing in one place at one time
- Draw a 4-box on page 56 in workbooks
- Predict: How big will the population be in a month? In a year? What information do you need to find out? (in box 1: prediction box)
- Whole class activity: Calculate potential milkweed bug population size in one year (worksheet: Milkweed-Bug Reproductive Potential, p. 57)
- Discuss results and introduce limiting factors
- Add limiting factor to glossary
Limiting Factor: Anything biotic or abiotic that limits the number of individuals that survive or reproduce
- Brainstorm limiting factors and record some in conclusion 4-box
Monday, October 15, 2007
Substitute Teacher
Read Science Interactions 11-3: "Limiting Factors"
Answer the section questions at the end
Read Science Interactions 11-3: "Limiting Factors"
Answer the section questions at the end
Thursday, October 11, 2007
Friday, October 12, 2007
"Trophic Levels 2"
Bellwork:
1) The amount of biomass produced increases/decreases from the producer to the primary consumer trophic levels.
For answer: Choose one (increase or decrease)
2) 1 kg of owl needs to eat ____ kg of mice to survive.
Hint: Think of the 10% Rule.
3) Add “Biomass: The amount of living stuff” to the glossary (page 33 or 35)
- Review "10% Rule" ==> only 10% of consumed energy gets passed from one trophic level to the next because organisms use up 90% of consumed energy to survive.
- Activity: Use beads to create a physical representation of a Mono Lake food pyramid
- Discuss: food webs and energy flow and the decrease of biomass in an ascending food pyramid
-Closure: Answer this on the back of the bellwork sheet. Title it “closure” with “10/12/07”
Q1: How does your body get the energy to do what you want to do?
Q2: Is this any different than what your originally thought?
Bellwork:
1) The amount of biomass produced increases/decreases from the producer to the primary consumer trophic levels.
For answer: Choose one (increase or decrease)
2) 1 kg of owl needs to eat ____ kg of mice to survive.
Hint: Think of the 10% Rule.
3) Add “Biomass: The amount of living stuff” to the glossary (page 33 or 35)
- Review "10% Rule" ==> only 10% of consumed energy gets passed from one trophic level to the next because organisms use up 90% of consumed energy to survive.
- Activity: Use beads to create a physical representation of a Mono Lake food pyramid
- Discuss: food webs and energy flow and the decrease of biomass in an ascending food pyramid
-Closure: Answer this on the back of the bellwork sheet. Title it “closure” with “10/12/07”
Q1: How does your body get the energy to do what you want to do?
Q2: Is this any different than what your originally thought?
Thursday, October 11, 2007
"Trophic Levels 1"
Bellwork:
1) Food is made by ________________.
2) Where is food used in the food web?
3) Organisms consume food because __________________.
- Review: Food webs and the flow of energy through them
- Vocabulary: added to glossary on page 33 (or 35)
Trophic Levels: the levels in a food chain or web through which energy flows; usually represented by a pyramid
- Trophic levels are the different levels in the food web (producer, primary consumers, secondary consumers, and so on)
- Question of the Day: Is all the food energy consumed by a brine shrimp passed on to the gull when it eats the brine shrimp?
- Read "Trophic Levels" in Populations and Ecosystems Resources book (pages 17-21)
- The 10% Rule: only 10% of the food you eat and energy you get becomes part of your body (your biomass) and becomes capable of being passed on. 90% of the food/energy you consume is used to survive and do work. So there are more producers than any other trophic level, and each trophic level decreases in biomass (amount of living stuff).
- Draw a food pyramid that includes organisms from a food chain on page 56 in the yellow workbook
Bellwork:
1) Food is made by ________________.
2) Where is food used in the food web?
3) Organisms consume food because __________________.
- Review: Food webs and the flow of energy through them
- Vocabulary: added to glossary on page 33 (or 35)
Trophic Levels: the levels in a food chain or web through which energy flows; usually represented by a pyramid
- Trophic levels are the different levels in the food web (producer, primary consumers, secondary consumers, and so on)
- Question of the Day: Is all the food energy consumed by a brine shrimp passed on to the gull when it eats the brine shrimp?
- Read "Trophic Levels" in Populations and Ecosystems Resources book (pages 17-21)
- The 10% Rule: only 10% of the food you eat and energy you get becomes part of your body (your biomass) and becomes capable of being passed on. 90% of the food/energy you consume is used to survive and do work. So there are more producers than any other trophic level, and each trophic level decreases in biomass (amount of living stuff).
- Draw a food pyramid that includes organisms from a food chain on page 56 in the yellow workbook
Wednesday, October 10, 2007
Wednesday, October 10, 2007
"Organization and Review"
Bellwork:
1) We use energy to _____________.
2) Plants make ___________ and __________.
3) What is glucose?
- RAFT writing assignment
Role: A bear, mouse, or blade of grass
Audience: Your offspring (bear cub, mouse pup, or grass seed)
Format: Parental lecture
Topic: The importance of the food web for ALL organisms
- Organization
Science binders are going to become math binders.
Every student will receive a folder for science class to be placed inside the cover of their workbook. Bellwork, corrected homework, exit slips, and other loose work will be placed here, organized using a table of contents.
- Review work so far this year: vocabulary, ecosystems, habitats, food webs, photosynthesis, energy and energy use
Bellwork:
1) We use energy to _____________.
2) Plants make ___________ and __________.
3) What is glucose?
- RAFT writing assignment
Role: A bear, mouse, or blade of grass
Audience: Your offspring (bear cub, mouse pup, or grass seed)
Format: Parental lecture
Topic: The importance of the food web for ALL organisms
- Organization
Science binders are going to become math binders.
Every student will receive a folder for science class to be placed inside the cover of their workbook. Bellwork, corrected homework, exit slips, and other loose work will be placed here, organized using a table of contents.
- Review work so far this year: vocabulary, ecosystems, habitats, food webs, photosynthesis, energy and energy use
Tuesday, October 2, 2007
Thursday, October 4, 2007 (through 10-9-07)
FIELD DAY!!!
Friday: No School
Monday: Parent-Teacher Conferences
Tuesday: No School
Friday: No School
Monday: Parent-Teacher Conferences
Tuesday: No School
Wednesday, October 3, 2007
"Using Energy"
Bellwork:
1) The process plants use to make food is __________________________.
2) Plants need light, ___________, and _____________________ to make food.
3) Plants also make ________________, which helps us breathe.
- Review yesterday: photosynthesis
- Review food, energy, and Calories
- Complete "Using Energy" worksheet (NOT in workbook)
A) Make a list of the work you do that uses energy.
B) Four Categories of energy: Students sort types of work (listed on card strips) into the 4 categories and post them in an assigned location in the room.
Four categories: Movement, Maintenance, Growth & Reproduction, Waste Production
Whole-class Discussion of results: debate over examples of work that can fit in more than one category
C) Students complete the following sentence: The BIG IDEAS I gained from this investigation are...
Bellwork:
1) The process plants use to make food is __________________________.
2) Plants need light, ___________, and _____________________ to make food.
3) Plants also make ________________, which helps us breathe.
- Review yesterday: photosynthesis
- Review food, energy, and Calories
- Complete "Using Energy" worksheet (NOT in workbook)
A) Make a list of the work you do that uses energy.
B) Four Categories of energy: Students sort types of work (listed on card strips) into the 4 categories and post them in an assigned location in the room.
Four categories: Movement, Maintenance, Growth & Reproduction, Waste Production
Whole-class Discussion of results: debate over examples of work that can fit in more than one category
C) Students complete the following sentence: The BIG IDEAS I gained from this investigation are...
Monday, October 1, 2007
Tuesday, October 2, 2007
"Producers and Energy"
Bellwork:
1) We need __________ to get energy.
2) Food Calories measure _________.
3) Plants make ______________.
Discuss:
- How do you get the building materials your body needs to grow, change, and repair damage? How do you get the energy you need to do everything?
==> Building materials and energy come from digested food.
- Plants don't eat food, so how do they get building materials and energy?
==> Plants produce their own food.
- Question of the day: What do plants make the food out of? What materials do they need to produce food?
Paired work:
- Complete the worksheet ("Food-Producer Experiment") on page 55 in workbook to answer the question of the day. Followed by whole class discussion of results.
Lecture:
- Photosynthesis: The process plants use to make their own food using light, water, and carbon dioxide. Plants also give off oxygen that animals can breath in.
Carbon dioxide + water + light ==> Food (glucose) + oxygen
- Plant food is carbohydrates, aka glucose aka sugar aka starch
- Glucose contains building blocks for new tissues AND energy.
Exit Slip: on page 54 of your workbook with today's date (10-2-07)
3 things you learned
2 things you still wonder about
1 thing that surprised you
Homework: Read "Were Does Food Come From?" and answer attached questions.
Bellwork:
1) We need __________ to get energy.
2) Food Calories measure _________.
3) Plants make ______________.
Discuss:
- How do you get the building materials your body needs to grow, change, and repair damage? How do you get the energy you need to do everything?
==> Building materials and energy come from digested food.
- Plants don't eat food, so how do they get building materials and energy?
==> Plants produce their own food.
- Question of the day: What do plants make the food out of? What materials do they need to produce food?
Paired work:
- Complete the worksheet ("Food-Producer Experiment") on page 55 in workbook to answer the question of the day. Followed by whole class discussion of results.
Lecture:
- Photosynthesis: The process plants use to make their own food using light, water, and carbon dioxide. Plants also give off oxygen that animals can breath in.
Carbon dioxide + water + light ==> Food (glucose) + oxygen
- Plant food is carbohydrates, aka glucose aka sugar aka starch
- Glucose contains building blocks for new tissues AND energy.
Exit Slip: on page 54 of your workbook with today's date (10-2-07)
3 things you learned
2 things you still wonder about
1 thing that surprised you
Homework: Read "Were Does Food Come From?" and answer attached questions.
Monday, October 1, 2007
Energy in Food: Day 2
Bellwork:
1) We get energy from __________.
2) We ______________ the cheese ball to show it has energy.
3) Certain foods might have more energy than others because _______________.
Review:
- Heat is energy.
- Food has energy.
- We burned the cheese ball to prove that food has energy AND to measure how much energy there is in the cheese ball
- We will finish the "Measuring Food Energy" worksheet on workbook page 53
Calories
- One calorie is the amount of heat it takes to raise the temperature of 1 mL of water by 1°C
- 1) If we multiply the volume of water we used by the temperature change caused by the burning cheese ball, we get the number of calories in the cheese ball
20 mL x ____°C = __________ calories
- People measure food energy in calories - this is shown on food nutrition labels
- A middle school students needs 2000 calories a day to survive
2) If we divide the amount of calories a student needs (2000) by the number of calories in a cheese ball, we get the number of cheese balls we need to eat a day to survive
2000 calories ÷ ________ calories = ____________ cheese balls a day
- The number of cheese balls we calculated to eat a day is too low to survive on. This is because there are heat calories and food Calories. 1000 heat calories = 1 food Calorie
3) Multiplying the number of cheese balls we thought we needed (#2) by 1000, we get the number of cheese balls we actually need to eat a day to survive
__________ cheese balls x 1000 = ________________ cheese balls a day
Lecture:
- Carbohydrates (carbs, sugars) give us the most energy of any food
- Plants make carbohydrates when they make their own food
Bellwork:
1) We get energy from __________.
2) We ______________ the cheese ball to show it has energy.
3) Certain foods might have more energy than others because _______________.
Review:
- Heat is energy.
- Food has energy.
- We burned the cheese ball to prove that food has energy AND to measure how much energy there is in the cheese ball
- We will finish the "Measuring Food Energy" worksheet on workbook page 53
Calories
- One calorie is the amount of heat it takes to raise the temperature of 1 mL of water by 1°C
- 1) If we multiply the volume of water we used by the temperature change caused by the burning cheese ball, we get the number of calories in the cheese ball
20 mL x ____°C = __________ calories
- People measure food energy in calories - this is shown on food nutrition labels
- A middle school students needs 2000 calories a day to survive
2) If we divide the amount of calories a student needs (2000) by the number of calories in a cheese ball, we get the number of cheese balls we need to eat a day to survive
2000 calories ÷ ________ calories = ____________ cheese balls a day
- The number of cheese balls we calculated to eat a day is too low to survive on. This is because there are heat calories and food Calories. 1000 heat calories = 1 food Calorie
3) Multiplying the number of cheese balls we thought we needed (#2) by 1000, we get the number of cheese balls we actually need to eat a day to survive
__________ cheese balls x 1000 = ________________ cheese balls a day
Lecture:
- Carbohydrates (carbs, sugars) give us the most energy of any food
- Plants make carbohydrates when they make their own food
Friday, September 28, 2007
"Energy in Food"
Bellwork:
1) Two things an organism needs to survive are _____________________.
2) How does your body get the energy to do what you want it to do?
Discuss:
- We get energy from energy sources (coal, gas, wood) by burning them
- Our bodies "burn" food to get energy from it
- Heat is energy
- Food has energy
Demonstration:
- Burn cheese ball (puffcorn delite) to see if it has energy ==> if it burns and gives off heat, it has energy
- The cheese ball burns
- To measure how much energy is in the cheese ball, we burn a 2nd one under a container of water and measure how much hotter the water gets
- Results recorded on page 53 in the yellow workbook ("Measuring Food Energy")
Discuss:
- We will continue on Monday to figure out exactly how much energy there is in a cheese ball
- Key point: Food is the only way people get the energy they need to do the things they need to do
Bellwork:
1) Two things an organism needs to survive are _____________________.
2) How does your body get the energy to do what you want it to do?
Discuss:
- We get energy from energy sources (coal, gas, wood) by burning them
- Our bodies "burn" food to get energy from it
- Heat is energy
- Food has energy
Demonstration:
- Burn cheese ball (puffcorn delite) to see if it has energy ==> if it burns and gives off heat, it has energy
- The cheese ball burns
- To measure how much energy is in the cheese ball, we burn a 2nd one under a container of water and measure how much hotter the water gets
- Results recorded on page 53 in the yellow workbook ("Measuring Food Energy")
Discuss:
- We will continue on Monday to figure out exactly how much energy there is in a cheese ball
- Key point: Food is the only way people get the energy they need to do the things they need to do
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