DAY 2: Mini Unit
Mary Brennan
Dr. Scott Reilly
Field II Spring 2017
Mini Unit Assignment: Day 2 of 3
Title
Subject Area(s)
Grade Level
Summary of the Lesson
Standards: (as applicable)
International Standards
National Standards
Professional Organization
Standards
PA Academic Standards
PA Core Standards
Essential Questions
Objectives:
By the end of the lesson,
SWBAT
DAY 2: Cooperative Learning
Food Webs
Biology
10th Grade
Students will collaborate with
each other to review the previous
days homework assignment and
to create their own food webs.
Standard - BIO.B.4.2.1:
Describe how energy flows
through an ecosystem (e.g.
food chains, food webs,
energy pyramids)
Standard - 4.1.10.C
Evaluate the efficiency of
energy flow within a food
web.
Describe how energy is
converted from one form to
another as it moves through
a food web (photosynthetic,
geothermal).
How is an ecosystem
affected if the food web is
altered?
Construct their own food
webs with at least 7 factors.
Predict the effect of
DAY 2: Mini Unit

removing a certain organism

from the food web on the
ecosystem.
Vocabulary: Trophic levels
Producers
o Autotrophs
Consumers
o Heterotrophs
Food Chain
Food Web
Estimated Time 50 minutes
Materials Required Computer,
Whiteboard/chalkboard,
Chalk/whiteboard marker, paper,
pencil, homework worksheet from
the night before
Procedure BEFORE:
Each professor may Review the trophic levels
choose to align this o Ask them for the
section to his/her content names of them
areas. (primary producer,
primary consumer,
This section will include secondary consumer,
anticipated areas of tertiary consumer)
differentiated instruction. o Ask for an example of
each and write it on the
board.
o Say that that will be a
food chain
Review Food webs by going
over the homework
worksheet from last night.
o Have volunteers write
the problems on the
DAY 2: Mini Unit

board.
o Allows everyone to
check their answers
o Review them quickly
aloud once all on the
board
o Ask them what they
think would happen if a
certain organism was
removed from the web.
o Have them explain
their reasoning and
help prompt them
DURING:
Break the students into
random groups of 3-4.
Instruct them to create a list
of 7 organisms that they
would think to be in the
same ecosystem.
Have them construct a food
web using the list of
organisms that they
generated within their
group.
o Have them label the
trophic level and
explain their reasoning
for it.
o Have them think of a
scenario in which one
of the organisms was
replaced by another
one or if an organism
disappeared
DAY 2: Mini Unit

Formative Assessment
Student Resources
AFTER:
Have them present as a
group their food web on the
board and pose their
scenario to the class.
Student learning will be
evaluated by the review of the
homework worksheet, their
ability to construct their own food
webs and provide rationale, and
their ability to infer what would
happen to the ecosystem if a
certain organism was removed.
PowerPoint Notes, class notes

Notes: I chose not to do the reflection aspect of cooperative

learning because I believe that it would be redundant due to the
fact that they had just practiced and reflected upon what they
had learned in a previous class in order to be able to construct
their food webs within their groups.