Download Symbiotic Relationships and Stations LS. 9

Name: Kelley Kolar
Content Area: Science
Date: Day 6
Grade Level(s): 7
Topic(s): Symbiotic
Relationships cont. and
station review
Standards (NSES or Benchmarks)
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In all environments, organisms with similar needs may compete with one another for
limited resources, including food, space, water, air, and shelter. 5D/M1a*
Interactions between organisms may be for nourishment, reproduction, or protection
and may benefit one of the organisms or both of them. Some species have become
so dependent on each other that neither could survive without the other. 5D/M2*
Given adequate resources and an absence of disease or predators, populations of
organisms in ecosystems increase at rapid rates. Finite resources and other factors
limit their growth. 5D/M3** (NSES)
All organisms, both land-based and aquatic, are interconnected by their need for
food. This network of interconnections is referred to as a food web. The entire earth
can be considered a single global food web, and food webs can also be described
for a particular environment. At the base of any food web are organisms that make
their own food, followed by the animals that eat them, then the animals that eat
those animals, and so forth. 5D/M4** (BSL)
Standards (SOL)
LS.1 The student will plan and conduct investigations in which
d) models are constructed to illustrate and explain phenomena;
h) continuous line graphs are constructed, interpreted, and used to make
predictions;
i) interpretations from a set of data are evaluated and defended; and
j) an understanding of the nature of science is developed and reinforced.
LS.9 The student will investigate and understand interactions among populations in a
biological community. Key concepts include:
a) the relationship among producers, consumers, and decomposers in a food web
b) the relationship between predator and prey
c) competition and cooperation;
d) symbiotic relationships
Objectives (UKD’s)
The Student will understand that:
1.
2.
3.
4.
Energy flow can be modeled through relationships expressed in food webs.
Members of a biological community interact and affect one another.
Relationships are natural and necessary for the continuation of populations.
Organisms compete and cooperate within their habitat.
The Student will know:
1. The job and relationships among producers, consumers, and decomposers as how it
relates to energy flows in food webs.
2. The differences between mutualism, commensalism, and parasitism.
The student will be able to:
1. Differentiate between the types of symbiosis and explain examples of each.
2. Interpret, analyze, and evaluate data from systematic studies and experiments
concerning the interactions of populations in an ecosystem.
3. Generate predictions based on geographically represented data of competition and
cooperation between populations
4. Predict the effect of population changes on predator/prey interactions.
5. Predict the effect of population changes on the food web of a community.
Topic/Essential Question
Topic: Population Interaction Wrap Up
Essential Question: How do relationships and interactions affect the organisms
involved as well as the community?
Materials & Resources
Video clips, Note-taking guide, prompt for each station
Engage – Time Estimate 3 min
Teacher will ask what types of relationships we have studied over the past five days
(predator/prey and symbiotic relationships). The students will then review competition
and cooperation by defending which they believe each relationship to be. Teacher will
write down all of the different types on the board as means as a key for the hook/review
activity.
The teacher will then distribute the video note-taking table. Six video clips will be
played. The students are to identify in each clip the type of relationship they believe it to
be. This will be put in the first column. In the second column, students will provide their
reasoning for why they chose that specific relationship.
Explore – Time Estimate 15 min
Students will watch the six clips and fill out the note-taking guide.
NAME: _______________________
Video Clip
Clip 1:
Tiger Shark/
Loggerhead Turtle
Clip 2:
Shark/Jack
Clip 2:
Shark/Mackerel
Clip 2:
Shark/Shark
Suckerfish
Clip 2:
Hammerhead
Shark/Barberfish
Clip 3:
Shark/Fishermen
Type of Symbiotic
Relationship
Why
Explain -- Time Estimate 5 min
The class as a whole will determine/agree upon what type of relationship is present in
each clip. Students will provide their reasoning for why they believe the clip represents
that specific relationship. Before moving on, the teacher will do a quick formative
assessment of a “thumbs up/thumbs down” to determine whether or not symbiotic
relationships need to be focused on again in the review day.
Extend -- Time Estimate 20
Teacher will emphasize how every relationship in a community affects one another.
The class will then break up into small groups and the teacher will explain the final
portion of class. There will be four stations set up around the room, each with a prompt
of hypothetical situations/activities that the students will need to complete. Each group
will have 5 minutes at each station to read the prompt and respond with the appropriate
answer/graph. Students will need to make sure they do not misplace their responses,
because they will be discussed in detail the following lesson. If students do not
complete the prompts at each station, they may work on their responses for homework.
Station #1
Throughout this unit we have studied relationships where competition was present
(predator/prey, parasitism) and also where cooperation was present (commensalism,
mutualism). It’s now your turn to decide which route you are going to take with your
relationship.
You are stranded on a desert island with no technology or capabilities of contacting the
outside world. Your plane crashed and went of the radar, so it is unlikely that a search
team will be able to locate you for a very long time. You are stranded with the captain
of the ship, a man you have never met before and has yet to interact with you on the
island since the crash. There are a few trees on the island that bear fruit, but it’s too
early in the season to get a significant amount of food off them. You are surrounded by
the ocean, but there is no source of fresh spring or ground water.
It has been three days and you are hungry and frustrated with living in silence with your
stranded partner. You have decided that today is the day you are going to either
communicate and cooperate with the captain or find a way to get rid of him so you no
longer are competing with the scarce fruit on the tree.
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Which path do you chose? Explain your rationale for your decision. Include
hypothetical situations if needed to foster your reasoning.
Station #2
A natural disaster has swept across the rain forest, completely wiping out a
species of flowers that was the main source of food for the morfo butterfly, dramatically
damaged a species of trees that bore a fruit that is favored by the toucan and sloth as
food, and has flooded much of the ground causing bacteria in the soil to die.
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Draw what you believe the food web to be for this ecosystem before the natural
disaster hit and also provide a hypothetical food web for what it would look like post
natural. Add at least an additional producer, consumer, and decomposer to both
food webs and show the energy flow between organisms using arrows.
Station #3
In 1970 the deer population of an island forest reserve about 518 square kilometers in
size was about 2000 animals. Although the island had excellent vegetation for feeding,
the food supply obviously had limits. Thus the forest management personnel feared that
overgrazing might lead to mass starvation. Since the area was too remote for hunters,
the wildlife service decided to bring in natural predators to control the deer population. It
was hoped that natural predation would keep the deer population from becoming too
large and also increase the deer quality (or health), as predators often eliminate the
weaker members of the herd. In 1971, ten wolves were flown into the island.
The results of this program are shown in the following table. The Population Change is
the number of deer born minus the number of deer that died during that year.
Year
Wolf
Population
Deer
Population
Deer Offspring Predation Starvation
Deer Population
Change
1971
10
2,000
800
400
100
+300
1972
12
2,300
920
480
240
+200
1973
16
2,500
1,000
640
500
-140
1974
22
2.360
944
880
180
-60
1975
28
2,224
996
1,120
26
-150
1976
24
2,094
836
960
2
-126
1977
21
1,968
788
840
0
-52
1978
18
1,916
766
720
0
+46
1979
19
1,952
780
760
0
+20
1980
19
1,972
790
760
0
+30
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Graph the deer and wolf populations on the graph below. Use one color to show
deer populations and another color to show wolf populations.
1. Describe what happened to the deer and wolf populations between 1971 and 1980.
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What do you think would have happened to the deer on the island had wolves NOT
been introduced?
(Activity taken from: http://www.biologycorner.com/worksheets/deer_predation.html)
Station #4
For a while, a species of rabbit enjoyed their habitat with no fear of predation and saw
an increase in their population in the area. Eventually, a family of foxes found a home
in the rabbit’s habitat and began eating them as prey. This caused the foxes numbers
to increase due to their reproductive success in the area.
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Draw a graph of the interaction between the rabbit and fox population.
What do you think will eventually happen to the rabbit population?
What do you think will eventually happen to the fox population?
Evaluate -- Time Estimate 2 min
Exit card question (on a power point slide)
Based on what you have learned over the past 6 days (write down at least one thing):
1) What do you think you know well?
2) What do you think you still need help understanding/what are you still
struggling with?
Plans for Diversity
ELL: The station activity provides ELL students with the opportunity to use data and
background information to create graphs but also allows ELL students to interact with
their peers if they have difficulty understanding or need clarification about what each
scenario says.
Students who are struggling with the content: This entire lesson can serve as a review
for a student struggling with any content presented in the unit. The stations will focus
on topics addressed throughout the week and the opening activity will provide the
student with direct review specifically on symbiotic relationships.
Students who have mastered the content: This lesson is filled with opportunities for
students who have already mastered the content to demonstrate their understandings,
especially through the station activity. It also allows them to practice and develop their
skills/understanding even further.