Watch this program two times. The first time notice what is happening with the sea creatures, and the second time look at the numbers (or variables) at the top of the screen, and try to make sense of what is going on with the energy that the plant receives and passes on
K12 CS Framework: Practice 4.4: Model phenomena and processes and simulate systems to understand and evaluate potential outcomes. Practice 2.1: Cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities. Concept: Program Development- "People develop programs using an iterative process involving design, implementation, and review. Design often involves reusing existing code or remixing other programs within a community. People continuously review whether programs work as expected, and they fix, or debug, parts that do not. Repeating these steps enables people to refine and improve programs." NGSS: LS2.B: CYCLES OF MATTER AND ENERGY TRANSFER IN ECOSYSTEMS. How do matter and energy move through an ecosystem? Utah SEEd LS2 Standard 5.3.3 "Develop and use a model to describe the movement of matter among plants, animals, decomposers, and the environment. Emphasize that matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Examples could include simple food chains from ecosystems such as deserts or oceans or diagrams of decomposers returning matter to the environment. Texas TEKS: 9 B & C 9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to: (B) describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers; (C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways;
