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Lesson 2
This lesson sets the work that was assigned for Term 3, Week 2. July 24th, 2023 to July 28th, 2023.
Learning Intention: Dive into more depth on nutrition and reproduction from MRS C GREN and how that relates into adaptation.
Learning Intention: Dive into more depth on nutrition and reproduction from MRS C GREN and how that relates into adaptation.
Success Criteria
Success Criteria
5. I can explain the reason why living organisms need to do cellular respiration.
6. I can explain how energy is transferred in the food chain.
7. I can compare sexual and asexual reproduction.
8. I can discuss how adaptations in acquiring food, avoiding becoming food, and reproduction supports a species survival.
Learning Tasks
Learning Tasks
Complete the Week 2 Check-In on Google Classroom either using your device or phone.
What did you learn last week?
Random Question: Is it better to watch movies in the cinema or at home?
(Optional - is there anything you'd like Ms Garlick to know?)
Watch and answer the EdPuzzle questions on the Crash Course: ATP & Respiration.
Cut at the organisms and place them in the food web, then answer the questions. If you are unsure of any of the vocab used, Google It!
Read the National Geographic Article on Energy Transfer in Ecosystems and using the information from that article and the Energy Flow Diagram, answer the questions about energy transfer.
Cut out the statements and group them into sexual or asexual reproduction.
Watch the Amoeba Sisters: Sexual and Asexual Reproduction. Use that to double-check if you've grouped the statements correctly and then glue them into your notes.
Watch and answer the EdPuzzle Questions for Crash Course: Living Things Change.
Optional: Create a Tropic Mobile.
Work on your Extreme Life internal.
Homework
Homework
Finish the tasks from this lesson by the end of class on Friday, July 28st.
Teacher Notes
Teacher Notes
These lessons are designed to be assigned by the week and are mostly independent work since my Level 2 Science course is taught alongside my Level 2 Chemistry course. They are to provide necessary background information to support students when they research their extreme environments internal. Even though this work is independent, make sure to check in with students at the following points...
Task 4 - Using that as a talking point about what organisms might need to do to survive in an extreme environment. For example, it might be harder to find food, so they would need to adapt to use less energy.
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