Lesson Plan: B2.6.05


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 B2.6.05
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How are pyramids of biomass used to calculate energy efficiency?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Pyramids of biomass can be constructed to represent the relative amount of biomass in each level of a food chain. Trophic level 1 is at the bottom of the pyramid
  2. Students should be able to construct accurate pyramids of biomass from appropriate data.
  3. Students should be able to describe pyramids of biomass
  4. Students should be able to explain how biomass is lost between the different trophic levels
  5. Producers are mostly plants and algae which transfer about 1 % of the incident energy from light for photosynthesis.
  6. Only approximately 10 % of the biomass is transferred up each trophic level.
  7. Losses of biomass are due to: ? not all the ingested material is absorbed, some is egested as faeces ? some absorbed material is lost as waste, such as carbon dioxide and water in respiration and water and urea in urine.
  8. Large amounts of glucose are used in respiration.
  9. (MS) Calculate the efficiency of biomass transfer between trophic levels.
  10. Students should be able to calculate the efficiency of biomass transfers between trophic levels by percentages or fractions of mass.
  11. Students should be able to explain how this affects the number of organisms at each trophic level
Think about how you can match the needs of ALL students
Keywords:
  • Efficiency (1)
  • Respiration (1)
  • Trophic level (1)
  • Biomass (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What do pyramids of biomass represent and where can trophic level 1 be found?
    Pyramids of biomass can be constructed to represent the relative amount of biomass in each level of a food chain. Trophic level 1 is at the bottom of the pyramid.
  2. What is the shape of a pyramid of biomass?
    A pyramid of biomass is large at the bottom and narrower at the top.
  3. How is biomass lost between different trophic levels?
    Biomass is lost at each trophic level through not being digested, being excreted or being used as energy by the organism.
  4. Name examples of producers.
    Producers are mostly plants and algae which transfer about 1 % of the incident energy from light for photosynthesis.
  5. What % of biomass is transferred up each trophic level?
    Only approximately 10 % of the biomass is transferred up each trophic level.
  6. What are losses of biomass due to?
    Losses of biomass are due to: - not all the ingested material is absorbed, some is egested as faeces - some absorbed material is lost as waste, such as carbon dioxide and water in respiration and water and urea in urine.
  7. What is used in respiration?
    Large amounts of glucose are used in respiration
  8. If the producer trophic level has 4200J of energy and the primary consumer has 800J what is the efficiency of transfer between these trophic levels?
    800J/4200J = 0.19 Which is 19%
  9. How can the efficiency of biomass transfers between trophic levels be calculated?
    To calculate the efficiency of biomass transfers between trophic levels, percentages or fractions of mass must be used.
  10. How does lost biomass affect the amount of organisms at each trophic level?
    The loss of biomass means that the number of organisms decrease at each trophic level as the amount of energy passed on between the trophic levels decreases.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task