Life cycle

For Immersion today we switched groups. My group went to Felicatys Immersion. We talked about life cycles and plants. We did an activity where we had to sort out pictures that were living and that weren't living. Felicaty gave us a game to try. Its very challenging. She sent all of us a document of what we can watch and research about. We talked about food chains. Did you know that all the food in the world comes from a seed.

Lesson	Learning Activities:	Follow-up:
1	What is energy Classification: Learn that all things are Living or nonliving Discuss Mnemonics and MRS GREN How classification keys work: Dichotomous key for garden creatures	You have filled in your 4 slides about Energy. As you go through the immersions, add in things that you have learned. Living or non-living interactive  Here Using the dichotomous key, classify something in your garden. Use the key to classify an animal you find in the garden Studyladder classification activity The easy login link for this class is: https://www.studyladder.co.nz/myschool/235087/myclass/916298
2	You will be setting up a fair test to germinate a seed. Look at the structure of your seed Scientific method: germinate seeds by selecting possible necessary (fixed) variables and choosing one to change. Fill in Fair test SOLO rubric in pairs	Design and maintain fair test on germination You have a Studyladder set activity on How Plants Grow
3	DON’T FORGET TO LOOK AFTER YOUR SEEDS! Food chains and webs. You will learn that: food chains involve the transfer of energy The amount of energy transferred is reduced at each link in the chain Play the food chain game (Cards) Food chain song! Watch 5 min movie on food chains, webs, and the energy pyramid. Watch: Food chain interactive: Simple food chain found on land and another in water BBC Food chains Or try the harder version here and do quiz at end. Plants as producers: plants use water and energy from the sun to make food. The sun’s energy is the driver of all life on earth Photosynthesis: Helping plants grow well	Fun interactive activity: Build a food web (interactive) Lesson on ecosystem ecology with video and worksheets Practice questions at end Reading: The Flow of Energy in Ecosystems (Actively Learn) Answer questions at end: Google ‘Actively Learn’ and click on the + to join the LC7 class, using the code afa57. Then read the article on The Flow of Energy in Ecosystems and answer the questions. If you click on the ? a video will help you to navigate the site. Studyladder set activity on food chains
4-5	Watch: Marine food webs (2nd movie) Play game: Build a NZ Marine Food webs activity. Discussion questions ·       Can you make any connections on your diagram that aren’t a feeding relationship? (For example, bryozoans provide a nursery habitat for young fish.) ·       Are some organisms more important than others? ·       Why are decomposers important in a food web? ·       Do you think anything is missing from your food web? .     Where do humans fit in the marine food web? Human actions directly or indirectly impact on food chains and food webs around the planet. The removal of one species from a food web will obviously have an impact on all of the other species within that web.	Explore the Marine ecosystem interactive and complete the student worksheet. Your group has a set of organism cards. Start to use your organism cards to build simple food chains before your move on to build a web. 1.    Working on a large piece of plain paper, use the organism cards and the information gathered on your worksheet from the Marine ecosystem interactive to build your own food web using Blu-Tak so they can move the cards around. 2.    Use pencils to draw arrows showing connections between the different organisms. (The arrows represent the transfer of energy and always point from the organism being eaten to the one that is doing the eating.) Read: Human impact on marine environments Or a simpler one here
6	We are going to read The Lorax while you write down environmental issues raised. Then match these ideas to terminology. Answer these: Why did the Once-ler do what he did? What patterns of environmental change did we observe? What was the author’s message? What did the Once-ler mean by ‘Unless’? What kind of person is the Lorax?	Antarctica: Who’s eating who interactive What environmental issue is similar to the Lorax events? In other words, what Once-ler activity has depleted an environmental resource? Write this down. Investigate and bring your ideas to next session.
8	Read: There’s a Hair in my Dirt (Book) Choose a project you could work on for the project phase: The role of people in changing ecosystems Human actions directly or indirectly impact on food chains and food webs around the planet. The removal of one species from a food web will obviously have an impact on all of the other species within that web Choose an ecosystem and food web and investigate how human impact has changed this. Watch: Wolves video Discuss SOLO assessment