INDRIYA — CLASSROOM ADAPTATION EXAMPLE
Grade 7 science · 45-minute lesson · Independent response
Prewritten sample lesson. No student devices.

OBJECTIVE
Explain energy transfer and use two feeding links to predict one possible consequence of drought.

ORIGINAL PRACTICE SOURCE
Grass is a producer. Grasshoppers eat grass; frogs eat grasshoppers. Energy moves from food to the organism that eats it, with only part transferred at each step. Decomposers return nutrients to the environment. Nutrients cycle; energy flows through the system. A drought can reduce grass growth, but other food, shelter, and conditions also influence each population.

MATERIALS
Printed or board-displayed passage, paper, pencils, organism cards or hand-written names.

LESSON
0–5 min — Retrieve
Identify the producer and two consumers in the source. Check the terms before moving on.

5–15 min — Build the chain
Pairs arrange grass → grasshopper → frog. Label each arrow “energy transferred in food.” Ask why the arrow points that way.

15–28 min — Compare and explain
Pairs explain why nutrients cycle but energy flows. Use the source to correct any claim that energy returns to the grass.

28–40 min — Predict and qualify
Predict one possible effect of a drought on the frogs. Cite both feeding links and name a condition that could change the prediction.

40–45 min — Exit ticket
Explain one energy-transfer arrow, then write a qualified drought prediction supported by the source.

WHAT THIS CHOICE CHANGES
The longer lesson includes paired comparison and discussion before the exit ticket. Learners organize their own written explanation.

ILLUSTRATIVE RESPONSE
A reduction in grass could mean fewer grasshoppers and less food for frogs. Frog numbers might fall, but other food sources and conditions could change this.

TEACHER CHECK
Check arrow direction, source support, energy vs nutrients, and uncertainty. Adapt vocabulary, challenge, and access to your actual class.

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