Lesson 2: Energy Flow: Producers, Consumers & Trophic Levels
Exploring NZ ecosystems, biodiversity, energy flow, invasive pests, kaitiakitanga, and field restoration projects.
🎯 Ngā Whāinga Akoranga | Learning Intentions
Photosynthesis as primary energy input (sunlight → chemical energy), producers (autotrophs), primary/secondary/tertiary consumers (heterotrophs), decomposers, and the 10% energy transfer rule.
Construct energy pyramids, calculate energy loss (90% heat/metabolism loss per level), and explain why top predators require large ecosystem ranges.
🎥 Media Anchor & Pedagogical Scaffold
Energy Flow in Ecosystems & The 10% Rule
Video Clip: Energy Flow in Ecosystems — Food Chains and Food Webs (Watch in full — declared full-watch).
🧠 1. Before Viewing (Activate & Predict)
Where does all the energy in a bush ecosystem originally come from, and why are there always fewer apex predators than plants?
👁️ 2. During Viewing (Watch With a Job)
- As you watch: Trace how energy moves from solar energy through producers (photosynthesis) to consumers.
- Note: What is the approximate percentage of energy passed between trophic levels? How does this explain energy pyramids?
- Consider: What role do decomposers play in recycling nutrients back to the soil?
🗣️ 3. After Viewing & Kaiako Move (Process & Apply)
Kaiako Move: Use physical 'Energy Token' activity where students transfer tokens between trophic levels to visualise energy loss.
Immediate Task: Complete Section 2 of your Ecology Field Journal: Trophic Pyramid & Energy Transfer Math Sheet.
⚡ Whakaoho | Do Now: Ecology Recall (10 mins)
Review key ecological vocabulary, native species names, and kaitiakitanga principles for Lesson 2. Connect previous field observations to today's inquiry.
📖 Activity 1: Field Investigation & Ecological Analysis (25 mins)
Construct food webs, calculate trophic energy transfer, execute quadrat/transect sampling, monitor stream water quality, or design native restoration plans in pairs.
📝 Activity 2: Ecology Field Journal & Reflection Scaffolding (20 mins)
Draft your formal Field Journal entry for Lesson 2. Apply exact scientific and cultural terminology (e.g., biotic/abiotic, trophic levels, 10% rule, endemic species, invasive predators, rāhui, mauri, quadrat sampling, MCI score, eco-sourcing) to justify your findings.
🏫 Kaiako Planning & Pedagogy Notes
Year 9 Curriculum Alignment: Te Mataiaho Science Phase 4 — Living World / Ecosystems strand. Fosters environmental stewardship, field research skills, and Te Ao Māori kaitiakitanga perspectives.