Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 7th grade (Year 8 in England) · 60 minutes

Energy transfer and pyramids

Ecosystems and food chains

CCSS NGSS.MS-LS2-3CCSS NGSS.HS-LS2-4England: KS3 Biology: Interactions and interdependenciesEngland: KS4 Combined Science: Ecosystems

Objective and success criteria

Students will: Energy transfer and pyramids.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Food webs and interdependence

Leads to: The carbon cycle; Calculate energy transfer efficiency between trophic levels

Materials: Food web cards, Arrows to build chains, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 6 min

  • Quick retrieval from earlier learning (Food webs and interdependence). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Pond food web: algae are eaten by tadpoles and water fleas. Tadpoles and water fleas are eaten by small fish. Small fish are eaten by herons. If all the small fish died, what would probably happen to the tadpoles at first? (They would turn into fish / They would increase / They would decrease / They would stay exactly the same) → They would increasePrompt: What eats tadpoles?
  2. Bees are declining. Why could this affect fruit farmers? (Fruit trees need honey to grow / Bees eat fruit / Fewer flowers would be pollinated, so less fruit forms / Bees make the rain) → Fewer flowers would be pollinated, so less fruit formsPrompt: What do bees carry between flowers?
  3. Food webs: which statement is NOT true? (Animals often compete for food, water and space. / Predator and prey populations often rise and fall in cycles. / Removing a predator always helps every other species. / Plants compete for light, water and minerals.) → Removing a predator always helps every other species.Prompt: Think about what happens when one population changes.

Hook · 6 min

  • Show a food web and ask what would happen if one animal disappeared.
  • Share the objective: Energy transfer and pyramids. Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Producers in a field capture 20000 kJ of energy. About 10% of the energy passes to each next level. How much energy reaches the tertiary consumers, in kJ?
  • Step 1: 20000 ÷ 1000 = 20
  • Step 2: So the answer is: 20 kJ
  • Answer: 20 kJ
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Producers in a field capture 10000 kJ of energy. About 10% of the energy passes to each next level. How much energy reaches the secondary consumers, in kJ? → 100 kJPrompt: 10% means divide by 10 at each step.
  2. A level of a food chain contains 10000 kJ. The next level gets 800 kJ. What is the percentage efficiency of the energy transfer? → 8 %Prompt: efficiency = energy passed on ÷ energy available × 100

You do: independent practice · 17 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A level of a food chain contains 10000 kJ. The next level gets 1200 kJ. What is the percentage efficiency of the energy transfer? → 12 %Prompt: efficiency = energy passed on ÷ energy available × 100
  2. Why is it more energy-efficient for people to eat plants than to eat animals fed on plants? (Plants have more protein than meat / Meat is always unhealthy / Animals contain no energy / Energy is lost at each extra level of the food chain) → Energy is lost at each extra level of the food chainPrompt: How many levels does the energy pass through in each case?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Food webs and interdependence.
  • Use concrete materials: food web cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: The carbon cycle; Calculate energy transfer efficiency between trophic levels.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-7.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Energy transfer and pyramids

Name

Date

Score/ 8

  1. Question 1

    Producers in a field capture 100000 kJ of energy. About 10% of the energy passes to each next level. How much energy reaches the primary consumers, in kJ?

    AnswerkJ

  2. Question 2

    Why do food chains rarely have more than four or five levels?

    • A. There is too little energy left to support more levels
    • B. Top predators do not need energy
    • C. There are not enough names for them
    • D. Plants stop growing

  3. Question 3

    A level of a food chain contains 8000 kJ. The next level gets 1200 kJ. What is the percentage efficiency of the energy transfer?

    Answer%

  4. Question 4

    Producers in a field capture 10000 kJ of energy. About 10% of the energy passes to each next level. How much energy reaches the tertiary consumers, in kJ?

    AnswerkJ

  5. Question 5

    Why is only about 10% of energy passed to the next level of a food chain?

    • A. Animals refuse to eat most of their food
    • B. Plants keep all the energy
    • C. Energy is destroyed at each level
    • D. Much is used for respiration and movement, or lost as heat and waste

  6. Question 6

    A level of a food chain contains 8000 kJ. The next level gets 1600 kJ. What is the percentage efficiency of the energy transfer?

    Answer%

  7. Question 7

    Producers in a field capture 20000 kJ of energy. About 10% of the energy passes to each next level. How much energy reaches the tertiary consumers, in kJ?

    AnswerkJ

  8. Question 8

    A level of a food chain contains 4000 kJ. The next level gets 200 kJ. What is the percentage efficiency of the energy transfer?

    Answer%

Free from eurekami.com

for the adult only

Answer key: Energy transfer and pyramids

  1. 1. 10000 kJ

  2. 2. A. There is too little energy left to support more levels

  3. 3. 15 %

  4. 4. 10 kJ

  5. 5. D. Much is used for respiration and movement, or lost as heat and waste

  6. 6. 20 %

  7. 7. 20 kJ

  8. 8. 5 %