21st Century Lesson Cycle Template

Grade:

(BYOD, Social Media)

Within Ecosystems

Subject: Science
Unit:

Interactions

Driving Question: How does energy travel throughout an

ecosystem via a food web?
Curriculum Outcomes:
(111-6, 210-2, 306-1) Prepare a chart that describes how energy is supplied to and
how it flows through a food web.

Choose an item.

Choose an item.

Expected Time: 3-5 classes

Resources: [like flipped videos, iPads, etc.]
Poster board or large sheets of paper (11 X 14) provided by teacher. If students
choose poster board, they will provide their own. Internet access is essential.
Colouring pencils, crayons or markers. A handout with specific task details will be
made available through Edmodo or at the following Student Handout . An
instructional video is available at the following Food Web In Class Flip

Teacher introduces task. Students will be designing a

themed food web that includes at least 10
organisms. Students download the specific handout
through Edmodo or at the link above. The handout
clearly defines all expectations and criteria. Before
the task is assigned, the concepts of producer,
consumer, food chain and food web will be taught.

21st century skills

find, validate
remember, understand
collaborate,
communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Individual student work (You Do):

Students must design and create a theme-based
food web (ocean, arctic, desert, forest). They must

find, validate
remember, understand
collaborate,

Lesson Procedure
Teacher does (I Do):

accurately label all organisms within the food web as

being a producer or consumer. They must also label
what each organism is. Their food web must also
include definitions for producer, consumer and food
web. The food web will have an appropriate title
(Barnyard Food Web). Arrows will be used to show
energy flow

communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Group work (We Do): Students will work together

within the allotted time to research and complete
their food web. The teacher will be moving from
group to group facilitating.

find, validate
remember, understand
collaborate,
communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Class share (We Share): Upon the completion of the

task, students who are comfortable with sharing their
completed project may do so. Students may also
share any new information or a-ha moments they
experienced based on completing the task. At the
end of each class a social media component exists in
students being asked to post to Edmodo (as a note)
something they learned that class about interactions
between the organisms they chose to include in their
food web.

find, validate
remember, understand
collaborate,
communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Lesson Wrap Up:

At the end of each work period, a class debriefing will be held to make sure all
students are moving in the right direction and making good progress. A brief
session of Q & A will also be held. All classes will end with reminders of the criteria
to be met and the timeframe remaining.

Differentiation/Modification/Enrichment:
Normally, only groups of two students would be allowed. Groups of three would be
considered for students requiring direct adaptations. Some students may choose to
work alone. Allowances for printing off of images can be made. Quantity
adjustments are easily made. Time adjustments for specific students are possible,
but can be challenging as this task is designed to be done in class and not at home.
Assessment:
Below is one possible rubric (designed specifically for the student handout and the
rubric I used).
Food Web Rubric

Appropriate
Title
Labels Present /
Accurate
Spelling
Grammar
Design
Layout, Use of
Space & Colour
Arrow Direction
Definitions
(Accuracy)
Organisms
Quantity and
Producer Minimum
Overall Level of
Effort

0-1
Unsatisfactory

1-2
Satisfactory

2-3
Good

3-4
Excellent

Unsatisfactory

Satisfactory

Good

Excellent

Unsatisfactory

Satisfactory

Good

Excellent

Unsatisfactory

Satisfactory

Good

Excellent

Unsatisfactory

Satisfactory

Good

Excellent

Unsatisfactory

Satisfactory

Good

Excellent

Unsatisfactory

Satisfactory

Good

Excellent

Unsatisfactory

Satisfactory

Good

Excellent

Teacher Reflection:
The activity went very well. Overall, I was very pleased with the tasks the students
completed. In fact, many students desired to create projects that were bigger and
better than I anticipated. Students who missed class time represented a special

challenge as this was an in class task. If students took the assignment home, it
could easily become damaged or lost. I will absolutely be using this activity in the
future.