Educator s Guide to Food Webs in Google Earth

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1 Educator s Guide to Food Webs in Google Earth Overview: This activity is directed towards 7 th grade science students exploring food webs. Students will research individual organisms with in a food web in order to develop a common map of geographic interaction representing a food web in Google Earth. Grades and Subject Areas: 7 th Grade Life Science Objectives: Students will document the range or migration route of their species in Google Earth. Students will demonstrate basic knowledge of one species in a bubble window in Google Earth. Students will orally describe at least three species and how they interact with their species. Students will classify each organism within a food web as a producer, consumer, or decomposer. I Can Statements: I can make a path or polygon in Google Earth that represents the migration route or range of my species. I can add a bubble window to my polygon or path in Google Earth. I can add basic text about my species into a bubble window in Google Earth. I can add a picture of my species into a bubble window in Google Earth. I can explore ranges and migration routes in Google Earth that my classmates add. I can orally explain how at least three species interact with my species using information provided in Google Earth. I can identify each organism within a food web as a producer, consumer, or decomposer. 1 Carri Forbes - July

2 Curriculum Connections: Alaska Content Standards: A1 Science as Inquiry and Process [7] SA2.1 identifying and evaluating the sources used to support scientific statements. C1 Concepts of Life Science [7] SC3.2 classifying organisms within a food web as producers, consumers, or decomposers. ISTE Student Standards: Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes c. use models and simulations to explore complex systems and issues Communication and Collaboration - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media ISTE Teacher Standards: Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to face and virtual environments. Teachers: b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS*S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity Technology Integration: Hardware and Software Needs Mac computer or ipad for each student Microsoft Word Google Earth 2 Carri Forbes - July

3 Internet (Fire Fox preferred) Tips and tricks N/A Resources: Handouts or Downloads Food Web Sign-up Sheet Links to teaching resources Here are some select food web diagrams and one arctic hare game for the teacher: o o o o Web resources Suggestions to get web resources for students: o When having students search for photos be sure to check for copyright permission. The advanced filter on Google will help students locate appropriate photos. o Information searches work best when the common name or scientific name is used with each individual search word. (ex. Musk ox food) Lesson Directions Prep Time: Depends on experience with Google Earth 60 min for list development. Prior to Lesson: Teacher Prep: List of organisms with known food web interactions for students that need more support. Another option is to have one ecosystem to search for organisms. A sign up list so that multiple students do not have the same organism. This could be subdivided into producers, consumers, and decomposers for balance. 3 Carri Forbes - July

4 Create an example in another area of the world to show the students the intended outcome. Student Prep: Students should be familiar with examples of producers, consumers, and decomposers along with the jobs of each. Food Chains, can be incorporated into this activity, or covered before hand. Students should be familiar with the levels of a basic food chain. Covering competition, and symbiotic relationships may be helpful if you would like students to look at additional interactions. Time Needed for Lesson: Directions: min periods depending on student experience with Google Earth and Internet research. Show students the example food web and point out specific objectives. Have students choose from a predetermined list of organisms or give them the word producer, consumer, or decomposer and have them search for an organism in a given ecosystem. For more advanced students put them in a group and have them determine the ecosystem, then have them find appropriate organisms to complete the food web. Using preselected websites or search criteria have students research and cite the following information for their species in their science notebook: Common Name Scientific name Producer, consumer, or decomposer (or multiple) Picture that is approximately 300 pixels X 200 pixels Range or migration pattern 2-5 species that this species consumes 2-5 species that consumes this species In Microsoft word students will type and spell check their researched information and citations. In Google Earth students will use the path tool if creating a migration route or the polygon tool if creating a range. Students will copy and paste their information into a popup balloon for the range or migration route. Students will add the picture they found of their organism to this pop up bubble. Students will examine other students organisms as they are added to Google Earth that interact/overlap their organisms range or migration route and determine which ones are food or predators of their organism. Students will examine the organisms that interact with their organism that is NOT food or a predator of their organism and predict why that might be. The final product will be an oral presentation by each student that demonstrates their knowledge of the following: Organism information researched Food and predators of this organism 4 Carri Forbes - July

5 Classification of each organism mentioned in his or her presentation as a producer, consumer, or decomposer. Picture of good quality that accurately represents the organism Good rational of why some organisms that interact with this organism are not part of the same food web. Extension / Challenge: Have students look at the different countries or states that their organism or other organisms from their food web are part of. How do the physical or cultural features of these places affect their organism? Create a tour in Google Earth for the final presentation. 5 Carri Forbes - July

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