Lesson Plan

Energy flow within living and nonliving parts of an ecosystem.

Students will engage in a technology integrated lesson on energy flow in ecosystems.

Students will be able to..

Develop a model the describes the cycling of matter and energy in ecosystems.

Demonstrate creative thinking and innovate products about energy flow in ecosystems using technology.

Construct argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Grades 6 – 8
All Notes
Teacher Notes
Student Notes

1 Eliciting Initial Ideas / Pre-assessment

Free, Paid

Day 1:

Have each student get an iPad/iPod, then guide the class to go to kahoot.it 

Open Kahoot on class computer and display to class through projector. The game pin will be displayed on screen for students to enter into their open app.

Facilitate Kahoot Quiz.

Questions Include:

  • What is the source of energy for almost all ecosystems?
  • What are the only organisms that can only use sunlight to make usable energy?
  • What do all organisms require?



2 Engaging with Phenomena


Day 1 (Continued):

Give students "Task Card 1"

Each student should still have an iPad/iPod, have them use the QR scanner app to scan the QR code on the task card.

When each student is at the website, have them read through the information. When they are finished reading, facilitate discussion by asking questions.

What does a food chain depict?
Why do scientists usually use a food web instead of a food chain?

Discuss food webs and talk about the roles of producers and consumers.

After the discussion have students use their iPads/iPods to scan the QR code for the Google Forms. They can then answer the form question and submit it independently.

Day 2:

Watch the video from the page from the day before. The first QR code on "Task Card 1" The video is titled "How Ecosystems Work". Watch with the whole class.

After watching the video, model creating a food web on Google Drive using the app Google draw. Include energy transfer arrows and labeling of the producers and consumer. Use various shapes and colors to show possibilities for creativity.

Give students "Task Card 2"

Have student go to the first link on the task card independently on their classroom iPads, computers or travel to a computer lab:

Link: https://www.educanon.com/delivery/152223/319541/energy-flow-through-cora...

Have students answer the questions throughout the video. When they are finished, have students work in groups of three to create a food web on Google draw specifically involving the living and non-living parts of the coral reef ecosystem. Each student could work on a shared document on their own device to model the capabilities of Google Drive.


3 Sense Making

Day 3:

For this next activity students will need access to a computer you may have to take class to a computer lab.

Give students "Task Card 3"

Have students follow the link in the task card and go to Phase I and  then to the Ecoland game. Once they completed the 5 levels, have students go to google docs to create a food web of this ecosystem with the same group they worked with before.

When students have completed the Ecoland food web, start a discussion:

  • What physical or biological components did you change during the Ecoland game?
  • Did these changes affect the populations of different organisms?
  • How could you influence a population? Could you increase or decrease it?

At the end of this lesson students should have create two different food webs on their document with their group of three.