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[[Archivo:Who's eating who (es).png|thumb|500px]]
 
==Quién come que?==
 
==Quién come que?==
  
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Tested
 
Tested
  
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===Primary biological content area covered===
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===Biología 1er ciclo===
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Trophic levels of a food chain
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Niveles tróficos de la cadena alimentaria
  
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===Materials===
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{{Objetivos|Descubrir niveles tróficos en habitats chilenos.}}
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Materials required for the teacher's use:
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# Handout with trophic levels and picture examples
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# Example food chain
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Materials that each individual student would need
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===Materiales===
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# Magazines with animals (ex. National Geographic, Ranger Rick, Big Backyard)
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# Scissors
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# Glue sticks
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# Construction paper
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===Handouts===
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[[Archivo:Cadena trof bilingue.png|thumb|left|Cadena trófica<br>Gentileza de Icarito.cl]]
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See Below.
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Materiales necesarios para el profesor:
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# Esquema de los niveles tróficos e ilustraciones
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# Ejemplo de cadena trófica
  
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[[Image:Who%27s_eating_who.png|right|thumb|Click to see the full-size handout]]
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Materiales que cada alumno requerirá
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# Revistas con animales (vg. National Geographic, Scientific American)
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# Tijeras
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# Pegamento en barra
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# papel ''Kraft''
  
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===Description of activity===
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===Guiones===
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First the teacher will explain the 5 trophic levels of a food chain to the students using the hand out with the sample food chain (Figure 1). Then once they have learned about trophic levels, autotrophs, and heterotrophs, each student can begin looking through the magazines and cutting out pictures of animals to create their own food chain.  Once each student has completed his or her food chain, you can have them share them with the group.
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V.infra.
  
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===Lesson plan===
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[[Image:Who%27s_eating_who.png|right|thumb|ampliable (en inglés)]]
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# Hand out the reference page of the trophic levels (figure 1) to each student.
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# First explain the difference between an autotroph and a hetertroph.
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# Verify that they know the differences between carnivores, omnivores, and herbivores.
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# Next go through each level making sure that each student understands the characteristics of each.
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# Provide magazines and scissors for each student to cut out organisms for his or her food chain.
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# Once they have finished cutting pass out the glue sticks and construction paper and have each student glue his or her food chain to the construction paper.
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# Next have them label each level of their food chain.
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# Ask students to share their food chains in small groups.
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===Potential pitfalls===
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{{Actividad|los estudiantes aprenderán las cadenas tróficas y sus niveles}}
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Some problems that you may encounter may be difficulty with vocabulary and confusion distinguishing between the different trophic levels.
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===Descripción de la actividad===
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En primer lugar el profesor explica los cinco niveles tróficos de una cadena alimenticia a sus alumnos usando un papelografo con un cadena alimenticia típica (lámina adj.) Luego que han logrado un conocimiento de niveles tróficos, autotrofos y heterotrofos, cada estudiante mirará en sus revistas y recortará las imagenes de animales para elaborar su propia cadena alimenticia. Luego de terminado su trabajo la comparte con el grupo.
  
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===Art connections===
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===Planificación  de la clase===
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Students will be drawing pictures of some of the animals enhancing their visual arts experience.
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# Un volante de la figura de Icarito (lámina 1) para cada alumno.
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# Introduzca las diferencias entre autotrofo y heterótrofo.
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# Verifique que conocen las diefrencias entre carnivoros, omnivoros, and herbivoros.
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# Subiendo porlos niveles asegurese que los estudiantes comprenden las características específicas.
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# entregue revistas y tijeras a cada estudiante para recortar animales y cadenas alimenticias.
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# una vez que tienen material entregue pegamento en barra y papel Kraft y cada alumno para que peguen sus "recortables".
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# seguido entregue etiquetas de cada nivel de la cadena alimentaria.
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# Pida a los estudentes que compartan su experiencia en grupos de pocas personas (4-5).
  
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===Literature connections===
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===Problemas potenciales===
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''Babies in the Bayou'' by Jim Arnosky
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===Connections to educational standards===
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Algunos problemas que puedes encontrar es léxico y la confusión de distinguir entre los diferentes niveles tróficos.
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<gallery>Archivo:Blatta maste.jpg| Blatta orientalis <br>[[Omnívoro|omnivora]]
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Archivo:Tortoise Galapagos 3144.jpg|Galápagos<br>[[Herbívoro|herbívora]]
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Archivo:Etiopian goat te.jpg|consumidor de 1<sup>er</sup> nivel
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Archivo:Panda rote.jpg|Panda rojo<br>[[Carnívoro|carnívoro]]
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File:Giant Panda 3660.jpg|panda gigante
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Archivo:Lumbricus ste.jpg| Gusano de tierra<br>[[detrívoro]]
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</gallery>
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===Transversales con Artes plásticas===
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Los alumnos harán dibujos de algunos animales mejorando sus experiencias en artes visuales.
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 +
===enlace a Literatura===
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''Babies in the Bayou'' de Jim Arnosky
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===Connecciones con estandares educacionales===
 
Visual Arts – 5.29
 
Visual Arts – 5.29
 
Students use the elements and principles of two and three dimensional design in the visual arts, including line, color, shape, and texture, in creating, viewing, and critiquing.
 
Students use the elements and principles of two and three dimensional design in the visual arts, including line, color, shape, and texture, in creating, viewing, and critiquing.
Línea 52: Línea 67:
 
Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life.
 
Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life.
  
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===Next steps===
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===Avanzando===
 
Once you have covered a simple food chain or web you may continue the lesson by talking about different relationship between animals other than predator and prey situations.  For instance relationships that benefit both organisms could be explored.
 
Once you have covered a simple food chain or web you may continue the lesson by talking about different relationship between animals other than predator and prey situations.  For instance relationships that benefit both organisms could be explored.
  
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===Citations and links===
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===Citas y links===
 
http://www.instructorweb.com/lesson/animals.asp  This website would be very helpful when looking for handouts or a follow up activity.
 
http://www.instructorweb.com/lesson/animals.asp  This website would be very helpful when looking for handouts or a follow up activity.
  
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===Reflections===
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===Reflexiones===
 
This lesson was very interesting for us to do because it produced many questions by the students that also challenged us.  One of the questions that was asked numerous times was whether or not elephants eat other animals like a monkey or something along those lines.  The challenge was not in the answer here but rather once we told them that they did not and that they only eat leaves and smaller things, they wanted to know how elephants got so big if all they ate were plants.  This was a challenge for us to explain to them.  It was also interesting to see how some students took the initiative to make their food webs very complex while others barely finished the bear minimum.  We were a little pressed for time though I feel like a half an hour would have been sufficient but only twenty minutes was a little more difficult.
 
This lesson was very interesting for us to do because it produced many questions by the students that also challenged us.  One of the questions that was asked numerous times was whether or not elephants eat other animals like a monkey or something along those lines.  The challenge was not in the answer here but rather once we told them that they did not and that they only eat leaves and smaller things, they wanted to know how elephants got so big if all they ate were plants.  This was a challenge for us to explain to them.  It was also interesting to see how some students took the initiative to make their food webs very complex while others barely finished the bear minimum.  We were a little pressed for time though I feel like a half an hour would have been sufficient but only twenty minutes was a little more difficult.
  
 
We have recently received feedback from the classroom teacher that we work with on the lesson and she has told us that having the list of vocabulary was crucial to the project itself.  She said that many times, students just need the confidence of having the words next to the to look at whenever they need to rather than constantly having to ask how to spell something.  Many students may not be confident in themselves or are too shy to ask in the fir
 
We have recently received feedback from the classroom teacher that we work with on the lesson and she has told us that having the list of vocabulary was crucial to the project itself.  She said that many times, students just need the confidence of having the words next to the to look at whenever they need to rather than constantly having to ask how to spell something.  Many students may not be confident in themselves or are too shy to ask in the fir
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[[en:Who's Eating Who?]]
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[[Categoría:Trabajo en Proceso]]

Última revisión de 02:31 28 ago 2022

Who's eating who (es).png

Quién come que?

Calificación de los alumnos

Tested

Biología 1er ciclo

Niveles tróficos de la cadena alimentaria



Icon objectives.jpg

Objetivos

Descubrir niveles tróficos en habitats chilenos.




Materiales

Cadena trófica
Gentileza de Icarito.cl

Materiales necesarios para el profesor:

  1. Esquema de los niveles tróficos e ilustraciones
  2. Ejemplo de cadena trófica

Materiales que cada alumno requerirá

  1. Revistas con animales (vg. National Geographic, Scientific American)
  2. Tijeras
  3. Pegamento en barra
  4. papel Kraft

Guiones

V.infra.

Archivo:Who's eating who.png
ampliable (en inglés)



Icon activity.jpg

Actividad

los estudiantes aprenderán las cadenas tróficas y sus niveles



Descripción de la actividad

En primer lugar el profesor explica los cinco niveles tróficos de una cadena alimenticia a sus alumnos usando un papelografo con un cadena alimenticia típica (lámina adj.) Luego que han logrado un conocimiento de niveles tróficos, autotrofos y heterotrofos, cada estudiante mirará en sus revistas y recortará las imagenes de animales para elaborar su propia cadena alimenticia. Luego de terminado su trabajo la comparte con el grupo.

Planificación de la clase

  1. Un volante de la figura de Icarito (lámina 1) para cada alumno.
  2. Introduzca las diferencias entre autotrofo y heterótrofo.
  3. Verifique que conocen las diefrencias entre carnivoros, omnivoros, and herbivoros.
  4. Subiendo porlos niveles asegurese que los estudiantes comprenden las características específicas.
  5. entregue revistas y tijeras a cada estudiante para recortar animales y cadenas alimenticias.
  6. una vez que tienen material entregue pegamento en barra y papel Kraft y cada alumno para que peguen sus "recortables".
  7. seguido entregue etiquetas de cada nivel de la cadena alimentaria.
  8. Pida a los estudentes que compartan su experiencia en grupos de pocas personas (4-5).

Problemas potenciales

Algunos problemas que puedes encontrar es léxico y la confusión de distinguir entre los diferentes niveles tróficos.

Transversales con Artes plásticas

Los alumnos harán dibujos de algunos animales mejorando sus experiencias en artes visuales.

enlace a Literatura

Babies in the Bayou de Jim Arnosky

Connecciones con estandares educacionales

Visual Arts – 5.29 Students use the elements and principles of two and three dimensional design in the visual arts, including line, color, shape, and texture, in creating, viewing, and critiquing.

Organisms, Evolution, and Interdependence – 7.13 Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life.

Avanzando

Once you have covered a simple food chain or web you may continue the lesson by talking about different relationship between animals other than predator and prey situations. For instance relationships that benefit both organisms could be explored.

Citas y links

http://www.instructorweb.com/lesson/animals.asp This website would be very helpful when looking for handouts or a follow up activity.

Reflexiones

This lesson was very interesting for us to do because it produced many questions by the students that also challenged us. One of the questions that was asked numerous times was whether or not elephants eat other animals like a monkey or something along those lines. The challenge was not in the answer here but rather once we told them that they did not and that they only eat leaves and smaller things, they wanted to know how elephants got so big if all they ate were plants. This was a challenge for us to explain to them. It was also interesting to see how some students took the initiative to make their food webs very complex while others barely finished the bear minimum. We were a little pressed for time though I feel like a half an hour would have been sufficient but only twenty minutes was a little more difficult.

We have recently received feedback from the classroom teacher that we work with on the lesson and she has told us that having the list of vocabulary was crucial to the project itself. She said that many times, students just need the confidence of having the words next to the to look at whenever they need to rather than constantly having to ask how to spell something. Many students may not be confident in themselves or are too shy to ask in the fir

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