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Science Lesson Planning Template Context Issues of the Lesson Unit or Lesson Title: Interactions In Ecosystems Grade Level Topic/Theme/Nature of the Investigation: NGSS Performance Expectation(s) 7th Grade Understand/predict patterns in relationships of biotic and abiotic organisms. MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.] NGSS Dimension 1 component Develop and use a model to describe phenomena. Develop and use a model to test/provide evidence for relationships/interactions among organisms of the same and/or different populations including biotic and abiotic factors from their natural habitats/niches. From this lesson, students will plan and carry out an investigation where they will analyze and interpret data about organism interactions with abiotic and biotic factors and design a working biosphere. NGSS Dimension 2 component NGSS Dimension 3 component Duration: Planning and carrying out investigations Analyze and Interpret data Cause and effect: mechanism and explanation. Systems can be designed to cause a desired effect in a biosphere. Systems and system models Stability and change LS 2: Ecosystems: Interactions, energy, and dynamics Disciplinary core idea: Organisms interact with biotic and abiotic factors in their habitats for survival. 50 minutes Periods Day 1: Population Graphing Day 2: Why do populations fluctuate around a certain number? (Carrying Capacity) Day 3: I’ll help you, if you help me. Students will study the symbiotic relationships. Days 4-? Biosphere: Design and Conquer Planning Stages Within the 5-E Inquiry Model Lesson Planning Template - - The 5 E’s ©2016 Wayne County RESA. Interactions in Ecosystems - Grade 7 (K. Davis.) Retrieved from http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/. Engage PURPOSE: to convey the context of the lesson(s)/unit by conveying an important Key Question to engage students in investigations that reveal their thinking to themselves and the teacher to record the initial ideas of students to engage their interest What is the teacher doing? What are the students doing? 1. The teacher will provide the students with graphs of species population changes over the past 50 years for different ecosystems and organisms. 2. The teacher will provide support for students who struggle to hypothesize why the population changes periodically. 3. Students will work in small groups to hypothesize why the numbers are changing among populations over a period of time. They may even research if there were any major events (earthquakes, drought, human civilization, fires, etc) that happened in the same area. 4. Students will investigate how organisms interact with their environment in their niche. They will identify organisms that camouflage into their environment, symbiotic relationships, and the predator/prey relationship, etc. 5. Students will design and build/test a biosphere to house organisms that will survive over a period of time. Explore PURPOSE: to test ideas and develop knowledge using explorations, investigations, experiments to modify and record ideas as they change due to activities to develop new questions and testable hypotheses Activities (list) Day 1: Students will study animal/plant population graphs and hypothesize why the population increases/decreases over time. Day 2: Students will research for their hypothesis if there were any environmental disasters that may have occurred to affect species survival and see if there is a correlation between years. Driving Question What are the basic needs of living organisms? How are the needs sustained over time? How are resources cycled/balanced in each ecosystem? Day 3: Students will identify symbiotic relationships among different species in a specific habitat, as well as How do species survive/interact on a the animals’ abiotic needs. Students will identify daily basis? individual needs of organisms in a specific habitat. Why do population sizes vary from Days 4-?: Students will design and build a biosphere year to year? to contain living organisms that will survive over a 2-3 week period. Student Communication Product: (written report, oral presentation, poster, etc.) Lesson Planning Template - - The 5 E’s ©2016 Wayne County RESA. Interactions in Ecosystems - Grade 7 (K. Davis.) Retrieved from http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/. (consider showing “Models” of student products to help student identify characteristics of quality) Students will design a biosphere and explain to their classmates why they believe organisms will survive in their biosphere and how their basic needs will be met. Explain PURPOSE: to answer the Key Question through student explanations to provide students with relevant vocabulary, formal definitions and explanations of concepts Content Media: (written material, video, teacher lecture, technology) Youtube ecosystem videos Biosphere movie clip Guided notes about species interactions of the symbiotic relationships Student research Students will learn the definitions of biosphere, abiotic factors, biotic factors, symbiotic relationships, organism, ecosystem, carrying capacity and limiting factors. Student Communication Product: (assessment, unit test, written report, oral presentation, poster, etc.) Biosphere survival for the 2-3 week period and presentation to classmates with a written report about why the materials used in the biosphere were chosen/utilized and their function in the biosphere. Elaborate PURPOSE: to extend students' conceptual understanding through application or practice in new settings Activities: Students will study animal/plant population graphs and hypothesize why population sizes increase/decrease repeatedly through the years. They will then research for their hypothesis if there were any environmental disasters that may have occurred to affect species survival and see if there is a correlation between years. Students will study the human population growth and decide if there is a human population carrying capacity. They will research new agricultural techniques that may increase the human population carrying capacity; how does this affect the carrying capacity of other species? Does this reduce limiting factors for populations? Students will identify symbiotic relationships among different species in a specific habitat, as well as the animals’ abiotic needs. Students will identify individual needs of organisms in a specific habitat and how their niche meets those basic needs. Students will design and build a biosphere to contain living organisms that will survive over a 2-3 week period. Lesson Planning Template - - The 5 E’s ©2016 Wayne County RESA. Interactions in Ecosystems - Grade 7 (K. Davis.) Retrieved from http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/. Content Media: (written material, video, teacher lecture, technology) Background knowledge will include student knowledge of animal’s habitats in the biomes and their niche/needs. Could you take your organism(s) and place them in another student’s biosphere to survive? Are there other materials you could have used to make your biosphere? How would you improve your design? Rubric 1 Used 2 or less words Vocabulary used during presentation to classmates Interactions Has only 1 relationship Describe Described 1 necessary abiotic factors Did the Did not organisms survive 5 survive for days the 2-3 week period 2 Used 3 words 3 Used 4 words 4 Used 5 words 5 Used 6 or more words Has 2 Has 3 Has 4 Has 5+ relationships relationships relationships relationships Described 2 Described 3 Described 4 Described 5+ Survived 5-8 Survived 9days 14 Survived 15- Survived 20 days 21+ days Extending/Application Questions for Whole/Small Group Discourse: Could you take your organism(s) and place them in another student’s biosphere to survive? If so, which biosphere would you choose? And why? If not, why not? How would you improve your design? Student Communication Product (assessment): (unit test, written report, oral presentation, poster, etc.) Lesson Planning Template - - The 5 E’s ©2016 Wayne County RESA. Interactions in Ecosystems - Grade 7 (K. Davis.) Retrieved from http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/. Students will communicate their finished products by orally presenting the model which their group has designed. The presentation should include the biotic and abiotic relationships included in their biosphere, symbiotic relationships among organisms, and how resources will be cycled through their biosphere to continue to support all of the various life forms. Evaluate PURPOSE: to create a working biosphere that will support life over time to model how life continues to exist on earth. Skill/Reasoning Learning Objectives -Collecting data -Interpret & graph the survival rate of the organisms -Using research and multiple data sets Assessment Instrument Lab investigations and data charts according to research Knowledge Learning Objectives Assessment Instrument Organisms interactions with biotic and abiotic factors in their habitats for survival Oral presentation according to rubric lab and questions Lesson Planning Template - - The 5 E’s ©2016 Wayne County RESA. Interactions in Ecosystems - Grade 7 (K. Davis.) Retrieved from http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/.