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# Tijeras
 
# Tijeras
 
# Pegamento en barra
 
# Pegamento en barra
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# papel Kraft
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# papel ''Kraft''
  
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===Handouts===
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===Guiones===
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See Below.
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V.infra.
  
 
[[Image:Who%27s_eating_who.png|right|thumb|ampliable (en inglés)]]
 
[[Image:Who%27s_eating_who.png|right|thumb|ampliable (en inglés)]]
  
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{{Actividad|los estudiantes aprenderán las cadenas tróficas y sus niveles}}
 
===Descripción de la actividad===
 
===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 conocimientonde 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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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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===Lesson plan===
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===Planificación  de la clase===
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# Hand out the reference page of the trophic levels (figure 1) to each student.
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# Un volante de la figura de Icarito (lámina 1) para cada alumno.
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# First explain the difference between an autotroph and a hetertroph.
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# Introduzca las diferencias entre autotrofo y heterótrofo.
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# Verify that they know the differences between carnivores, omnivores, and herbivores.
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# Verifique que conocen las diefrencias entre carnivoros, omnivoros, and herbivoros.
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# Next go through each level making sure that each student understands the characteristics of each.
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# Subiendo porlos niveles asegurese que los estudiantes comprenden las características específicas.
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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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# entregue revistas y tijeras a cada estudiante para recortar animales y cadenas alimenticias.
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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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# una vez que tienen material entregue pegamento en barra y papel Kraft y cada alumno para que peguen sus "recortables".
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# Next have them label each level of their food chain.
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# seguido entregue etiquetas de cada nivel de la cadena alimentaria.
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# Ask students to share their food chains in small groups.
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# Pida a los estudentes que compartan su experiencia en grupos de pocas personas (4-5).
  
 
===Problemas potenciales===
 
===Problemas potenciales===
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Algunos problemas que peudes encotrar es léxica y la confusión de distinguir entre los diferentes niveles tróficos.
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<gallery>
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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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Archivo:Blatta orientalis Vic Catalonia 106.JPG|Blatta orientalis <br>omnivora
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Archivo:Tortoise Galapagos 3144.jpg|Galapagos
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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]]
 
</gallery>
 
</gallery>
  
Línea 51: Línea 57:
 
Los alumnos harán dibujos de algunos animales mejorando sus experiencias en artes visuales.
 
Los alumnos harán dibujos de algunos animales mejorando sus experiencias en artes visuales.
  
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===Literature connections===
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===enlace a Literatura===
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''Babies in the Bayou'' by Jim Arnosky
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''Babies in the Bayou'' de Jim Arnosky
  
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===Connections to educational standards===
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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 61: 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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