Download studying people scientifically

ECOLOGY
Grade Level: 7
Unit Name: Ecology
Unit Description: This unit explores the relationships between an organism and its environment. It also circulates
around a recurring question, “What effect do humans have on these relationships?”
Length: 6 weeks
Enduring
Understandings
1.
2.
3.
4.
Essential
Questions
Common Core
Standards
Primary
Secondary
1.
2.
3.
4.
Both biotic and abiotic factors affect population density, habitat and placement of
organisms in a food web.
Humans have a major impact on a variety of species for various reasons.
In turn, species have a great impact on human existence including food sources and
medical purposes.
Human have attempted a variety of control methods with both positive and negative
impacts.
What are the relationships between an organism and its environment?
What effect do humans have on these relationships?
How does the introduction or disappearance of species affect humans?
Should humans attempt to control the population of species?
Primary Standards:
12B
B. Know and apply concepts that describe how living things interact with each
other and with their environment.
12.B.3a Identify and classify biotic and abiotic factors in an environment
that affect population density, habitat and placement of organisms in an
energy pyramid.
12.B.3b Compare and assess features of organisms for their adaptive,
competitive and survival potential (e.g., appendages, reproductive rates,
camouflage, defensive structures).
Secondary Standards
Secondary Common Core Standards
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.
W.8.2. Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content.
◦ Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information into broader categories; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
◦ Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
1
◦ Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
◦ Use precise language and domain-specific vocabulary to inform about or explain the
topic.
◦ Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the
information or explanation presented.
SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent
manner with relevant evidence, sound valid reasoning, and well-chosen details; use
appropriate eye contact, adequate volume, and clear pronunciation.
Cognitive Skills
Content
Accommodations
◦ Apply scientific inquiries or technological design to examine the energy
requirements of ecosystems, tracing the roles and population ratios of
producers, consumers, and decomposers in food chains and webs, or
identifying the biomass relationship with the transfer of energy from the sun to
final consumers.
◦ Apply scientific inquiries or technological designs to relate the chemical cycles in
ecosystems, modeling the water, carbon, and nitrogen cycles with local
references, or researching groundwater resources and potential sources of
contamination with local examples.
◦ Apply scientific inquiries or technological designs to explore the interactions
between an ecosystem's organisms, examining types of interactive
relationships (e.g., mutualism, predation, parasitism) with specific examples,
or explaining interrelationship of adaptations and ecosystem survival.
◦ Apply scientific inquiries or technological designs to introduce population dynamics
in ecosystems, exploring models of population growth rates, determining
factors that limit population growth, or researching specific instances of
population explosions over time.
◦
Apply scientific inquiries or technological designs to model global biomes,
identifying the general climate, soil, and inhabitant of the six major land-based
biomes, mapping the global biomes, or comparing the graphical
meteorological data (temperature, precipitation) of biomes/ecosystems.
-Introduced species
-classification
-energy flow in food webs
-populations
-habitats
-producers, consumers, predator, prey
-carrying capacity
Shalena
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Ask student yes/no questions.
Ask student to summarize information to check for understanding.
Provide extra examples when teaching new vocabulary/concepts.
2
Offer choices for responses.
Embed choices when eliciting information.
Provide extra response time: 1 minute.
Allow student to volunteer classroom responses.
Extend time on task for completion of class assignments by 25 percent.
Explain directions and give concrete examples.
Maintain frequent eye contact.
Allow the use of a calculator.
Walk by student's desk to check for accuracy every 5 minutes.
Ask student to repeat directions back to confirm understanding.
Other Accommodations:
allow for extra credit
less weight given to tests; more weight given to classwork & participation
allow for retesting & use of higher score for grading purpose
reduce work load as needed
monitor use of eyeglasses
Shalena will participate in classroom assessment with accommodations/modifications in the
following areas:
Biology & Physical Sciences
The accommodations/modifications will be as follows:
state tests-sm group adm
state tests-read aloud
Extend time allotted by 25 percent
state tests-ext time 50%
LAVONNA
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Ask student yes/no questions.
Ask student to summarize information to check for understanding.
Offer choices for responses.
Embed choices when eliciting information.
Allow student to volunteer classroom responses.
Extend time on task for completion of class assignments by 25 percent.
Explain directions and give concrete examples.
Allow the use of a calculator.
Allow the use of a computer.
Walk by student's desk to check for accuracy every 5 minutes.
Ask student to repeat directions back to confirm understanding.
Other Accommodations:
allow for retesting & use of higher score for grading purposes
allow for extra credit
reduce work load as needed
monitor use of eyeglasses
3
less weight given to tests, quizzes, homework; more weight given to classwork & participation
Lavonna will participate in classroom assessment with accommodations/modifications in the
following areas:
Biology & Physical Sciences
The accommodations/modifications will be as follows:
state tests-small group a
Extend time allotted by 25 percent
state tests-ext time 50%
BRIAN
Biology & Physical Sciences
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Ask student yes/no questions.
Ask student to summarize information to check for understanding.
Provide extra examples when teaching new vocabulary/concepts.
Offer choices for responses.
Embed choices when eliciting information.
Provide extra response time: 1 minutes
Allow student to volunteer classroom responses.
Extend time on task for completion of class assignments by 25 percent.
Explain directions and give concrete examples.
Maintain frequent eye contact.
Allow the use of a calculator.
Walk by student's desk to check for accuracy every 5 minutes.
Ask student to repeat directions back to confirm understanding.
Other Accommodations:
reduce work load as needed
less weight given to tests, quizzes & homework; more weight given to classwork &
participation
allow for extra credit
allow for retesting & use of higher score for grading purposes
incorporate use of assistive technology when appropriate; electronic talking dictionary
Brian will participate in classroom assessment with accommodations/modifications in the
following areas:
Biology & Physical Sciences
The accommodations/modifications will be as follows:
state tests-sm group adm
state tests-CD/ROM
Extend time allotted by 25 percent
state tests-rsm group adm
SULEIMA
4
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Ask student yes/no questions.
Ask student to summarize information to check for understanding.
Provide extra examples when teaching new vocabulary/concepts.
Offer choices for responses.
Embed choices when eliciting information.
Allow student to volunteer classroom responses.
Explain directions and give concrete examples.
Maintain frequent eye contact.
Walk by student's desk to check for accuracy every 10 minutes.
Ask student to repeat directions back to confirm understanding.
Provide visual cues and guides.
Other Accommodations:
reduce work load as needed
allow for extra credit
allow for retesting & use of higher score for grading purposes
reduce weight given to tests & homework; more weight given to class participation and class
work.
Suleima will participate in classroom assessment with accommodations/modifications in the
following areas:
Biology & Physical Sciences
The accommodations/modifications will be as follows:
state tests-sm group adm
Extend time allotted by 10 percent
state tests-ext time 50%
FREDDIE
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Ask student to summarize information to check for understanding.
Offer choices for responses.
Provide extra response time: 1 minutes
Extend time on task for completion of class assignments by 25 percent.
Extend time on task for completion of homework assignments by 25 percent.
Explain directions and give concrete examples.
Allow the use of a calculator.
Allow the use of a computer.
Walk by student's desk to check for accuracy every 10 minutes.
Ask student to repeat directions back to confirm understanding.
Other Accommodations:
reduce work load as needed
allow for extra credit
less weight given to homework, tests, quizzes; more weight given to classwork & participation
allow for retesting & use of higher score for grading purposes
5
Independent Functioning
Accommodations/Modifications:
Allow student to type assignments.
Other Accommodations:
allow Fred to use his NEO word processor
provide copies of notes to reduce writing tasks
Fred will participate in classroom assessment with accommodations/modifications in the
following areas:
Biology & Physical Sciences
The accommodations/modifications will be as follows:
state tests-sm grp adm
CD-Rom-state test
Extend time allotted by 25 percent
state test-ext time 50%
MELISSA
Biology & Physical Sciences
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Ask student yes/no questions.
Ask student to summarize information to check for understanding.
Provide extra examples when teaching new vocabulary/concepts.
Offer choices for responses.
Embed choices when eliciting information.
Allow student to volunteer classroom responses.
Reinforce assignments with verbal instruction.
Explain directions and give concrete examples.
Maintain frequent eye contact.
Test one concept at a time.
Walk by student's desk to check for accuracy every 5 minutes.
Ask student to repeat directions back to confirm understanding.
Provide visual cues and guides.
Provide motivation and verbal rewards on a daily basis.
Provide preferential seating near teacher
Melissa will participate in classroom assessment with accommodations/modifications in the
following areas:
Biology & Physical Sciences
The accommodations/modifications will be as follows:
Administer in small group
Administer in location with minimal distractions
Highlight key words/phrases
Provide cues
Read directions orally
6
Read entire test orally
STACEY
Biology & Physical Sciences
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Ask student yes/no questions.
Ask student to summarize information to check for understanding.
Provide extra examples when teaching new vocabulary/concepts.
Offer choices for responses.
Embed choices when eliciting information.
Allow student to volunteer classroom responses.
Explain directions and give concrete examples.
Maintain frequent eye contact.
Walk by student's desk to check for accuracy every 5 minutes.
Ask student to repeat directions back to confirm understanding.
Provide visual cues and guides
Provide motivation and verbal rewards on a daily basis.
Other Accommodations:
allow for retesting & use of higher score for grading purposes
reduce work load as needed
allow for extra credit
less weight given to tests, quizzes, homework & more weight given to classwork &
participation
monitor use of eyeglasses
Stacey will participate in classroom assessment with accommodations/modifications in the
following areas:
Biology & Physical Sciences
The accommodations/modifications will be as follows:
state tests adm sm group
state tests read aloud
Extend time allotted by 25 percent
state test addl 50% time
KAREN
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Provide extra examples when teaching new vocabulary/concepts.
Extend time on task for completion of class assignments by 10 percent.
Extend time on task for completion of homework assignments by 50 percent.
Explain directions and give concrete examples.
Test one concept at a time.
Provide visual cues and guides.
Provide seating in a separate area of the classroom for less distraction.
Peer buddy.
7
Provide preferential seating near Teacher.
Other Accommodations:
Use multiple choice tests whenever possible
Use peer buddy to read grade level texts
Karen will participate in classroom assessment with accommodations/modifications in the
following areas:
Biology & Physical Sciences
The accommodations/modifications will be as follows:
Administer in small group
Administer in location with minimal distractions
Read directions orally
Read entire test orally
Extend time allotted by 50 percent
JOSE
Biology & Physical Sciences
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Ask student to summarize information to check for understanding.
Provide extra examples when teaching new vocabulary/concepts.
Embed choices when eliciting information.
Allow student to volunteer classroom responses.
Extend time on task for completion of class assignments by 25 percent.
Explain directions and give concrete examples.
Walk by student's desk to check for accuracy every 10 minutes.
Ask student to repeat directions back to confirm understanding.
Provide visual cues and guides.
Provide preferential seating near Teacher
Jose will participate in classroom assessment with accommodations/modifications in the
following areas:
Biology & Physical Sciences
The accommodations/modifications will be as follows:
sm group, if approp.
Read directions orally
SABRINA
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Ask student to summarize information to check for understanding.
Provide extra examples when teaching new vocabulary/concepts.
Offer choices for responses.
Embed choices when eliciting information.
Provide extra response time: 1 minutes
8
Allow student to volunteer classroom responses.
Extend time on task for completion of homework assignments by 25 percent.
Explain directions and give concrete examples.
Maintain frequent eye contact.
Walk by student's desk to check for accuracy every 5 minutes.
Provide visual cues and guides.
Other Accommodations:
reduce work load as needed
less wieght given to tests & homework; more weight given to classwork & participation
allow for retesting & use of higher score for grading purposes
monitor use of eyeglasses
allow for extra credit
Sabrina will participate in classroom assessment with accommodations/modifications in the
following areas:
Biology & Physical Sciences
The accommodations/modifications will be as follows:
state tests-sm group adm
Extend time allotted by 25 percent
state tests-ext time 50%
TYANNA
Classroom Accommodations/Modifications:
Give verbal directions in clearly stated steps.
Ask student yes/no questions.
Ask student to summarize information to check for understanding.
Provide extra examples when teaching new vocabulary/concepts.
Offer choices for responses.
Embed choices when eliciting information.
Provide extra response time: 1 minutes
Allow student to volunteer classroom responses.
Extend time on task for completion of class assignments by 25 percent.
Explain directions and give concrete examples.
Maintain frequent eye contact.
Allow the use of a calculator.
Walk by student's desk to check for accuracy every 5 minutes.
Ask student to repeat directions back to confirm understanding.
Provide visual cues and guides.
Provide motivation and verbal rewards on a daily basis.
Other Accommodations:
allow for retesting & use of higher score for retesting
reduce work load as needed
allow for extra credilt
more weight given to classwork & participation; less weight given to tests & homework
monitor use of eyeglasses
Tyanna will participate in classroom assessment with accommodations/modifications in the
following areas:
9
Biology & Physical Sciences
The accommodations/modifications will be as follows:
Administer in small group
state tests-sm group adm
state tests-read aloud
Extend time allotted by 25 percent
state tests-ext time 50%
Assessments
(D) Diagnostic
(F) Formative
(S) Summative
(D) Students fill in an anticipation guide choosing whether they agree or disagree with each
statement prior to completing each activity.
(F) Students will complete Do Now questions the require and explanation for their answer,
analysis questions based on lab results, Notebook quizzes and exit tickets.
(S) Description of Task 1:
Students research a introduced species of their choice and create a power
point with the following categories: name of species, distribution, effects
on ecosystems, effects on people, food web, reasons for success, issues for
the future and a list of works cited.
Description of Task 2:
Students will present their power point presentation. The audience must
take notes in a graphic organizer about all of the management options for
this species and the trade-offs for each option. Then, the audience member
must come up with a final recommendation about how to manage the
species.
Texts/
Resources
Science and Life Issues
Science Voyages
Computer with internet and power point
Current Science Magazine
Science World Magazine
Black worms
Elodea plant
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Learning
Activities
Objective:
Understand the trade-offs for introducing a new species into an environment.
Do Now:
Create a word map of ecology (e3)
MiniLesson:
Begin by asking students about a pet that they may have had or have that they can no
longer take care of: What is the most humane and responsible thing to do with these
animals? Inform students that they are going to consider a situation similar to the one
discussed in class. Then read (or have a student read) aloud the Scenario in the Student
Book. While the narrative is fictional, the story accurately represents the situation of some
of the villagers. As you read this account, point out the location of Lake Victoria within the
African continent.
Activity:
Students work in small groups to read the story of the introduction of Nile perch into Lake
Victoria, Africa. The class discusses the question of whether this fish should have been
introduced into the lake.
Exit Ticket:
Should Nile perch have been introduced into Lake Victoria? Support your answer with
evidence and discuss the trade-offs of your decision.
Objective:
Understand that introducing a species into a new environment can have intended and
unintended consequences for ecosystems and people
Do Now:
Read 132 to 133 in the ISAT Coach book and answer the questions on the board.
MiniLesson:
Begin by asking students how a particular introduced species in your local area has
changed the landscape. The effects of introduced trees and plants are often more visible
than those of other species. Discuss what the area may have been like before these
species were introduced. If available, use pictures to help describe the area.
Activity:
In a series of short articles, students read about eight species introduced into the United
States. Students then work in small groups to research one of these introduced species.
This structured research project helps students gather information about the introduced
species, the consequences of its introduction, and its potential future impact.
Exit Ticket:
Choose one species in which to answer the following questions:
• What actions, if any, can be taken to control its growth and spread?
• What are the trade-offs involved with each action (including the option of doing nothing)?
Objective:
Know that populations of organisms can be categorized by the function they serve in an
ecosystem.
Do Now:
Watch the population growth brain pop video and be read to answer the questons.
MiniLesson:
11
Begin by discussing the idea that ecology investigates the relationship between living
organisms and the physical environment. Students often over- look the interaction of these
two factors. Students may bring up the idea that physical factors in the laboratory do not
exactly reflect the natural environment. Discuss how laboratory research provides
ecological information: How does this information aid in outdoor ecological study? Discuss
how the process of science varies in different areas of scientific study. Sciences such as
ecology are a mixture of experimentation and observation. This is a good opportunity to
point out that evidence about the natural world is not always gathered through experiments.
In many cases, scientists must rely on observations of natural phenomena.
Activity:
Students investigate the behavior of living organisms in the laboratory. This is an
introductory lab that allows for basic exploration. The idea that ecological information is
gathered through study is reinforced.
Exit Ticket:
Review your notes on how the blackworm responded to touch. How could these reactions
help it to survive in the wild?
Objective:
Know how to determine if a source is reliable and relevant to your topic.
Do Now:
Choose the introduced species from Activity 73 that you are most interested in.
MiniLesson:
Hand out sheet 73.1 and explain all of the sections on the sheet that students must research.
Use the following link to discuss what makes a “good” source
http://schools.naperville203.org/north/assets/assets/goodsrce.pdf
Show the example of the source on the top of handout E31.
Activity:
Take students to the computer lab to begin their research. Make sure they are taking notes on
student sheet 73.1 and recording all websites on the back of the sheet.
Exit Ticket:
Collect research sheet for exit ticket.
Objective:
Understand how people communicate scientific procedures and explanations about
classification systems
Do Now:
Watch the classification brainpop video and be ready to answer the questions.
MiniLesson:
Begin by asking students, What do you collect (or what did you once collect)? How do you
sort your collections? Why? You may want students to discuss this in their small groups as
you circulate, or they can discuss as a class. Refer to the Classification Systems table in
the introduction to this activity in the Student book. Review briefly how scientists use
systems to sort, or classify, living organisms. Point out that the five- and six- kingdom
systems group living things by their physical characteristics. The three-domain system
groups living things by their genetic similarity.
12
Activity:
In this activity, students consider why and how scientists classify animals. They arrange
“Animal Cards (which include introduced species) into groups and then adjust their
groupings as they learn how scientists classify animals into phyla. By identifying the
common features of animals within each phylum, students learn what kinds of
characteristics define the major animal phyla.
Exit Ticket:
What characteristics were most important to you when you grouped the Animal Cards?
Objective:
Students communicate scientific procedures and explanations about classification systems
Do Now:
Copy down the taxonomy of the cheetah. Can you come up with a way to remember kingdom,
phylum…
MiniLesson:
Refer to the Classification Chart in the Student Book and remind students that the phylum
Chordata (the chordates) is just one phylum among many within the animal kingdom. Point
out that the category “vertebrates” is actually a sub-phylum, but that it includes most of the
chordates. Explain that in this activity students will further investigate how vertebrates in
the phylum Chordata are subdivided into classes. Use Transparency 75.3, “Classification of
Humans,” to review the kingdom, phylum, and class levels of classification and how they fit
in the hierarchy that leads to the genus and species levels of classification. Tell students
that they will be looking at the five major vertebrate classes.
Activity:
Students take on the role of taxonomists as they apply the defined characteristics of five
major vertebrate classes to mystery organisms. The mystery organisms are presented in
fictional letters from travelers.
Exit Ticket:
Why do some vertebrates appear to fit into two or more different classes?
Objective:
Construct graphs to reveal patterns that are not immediately apparent in data tables.
Do Now:
Set up and silently read the introduction to Activity 77.
MiniLesson:
Ask the class, How can you decide whether a species is successful in its environment?
Some students may suggest watching organisms in their habitat to see how well they seem
to obtain food, escape predators, etc. Others may argue that the surest way to gauge the
long-term success of a species is to follow its population over time.
Pass out Student Sheet 77.2, “Anticipation Guide: Introduced Species—Zebra Mussels,”
and have students complete
the “Before” column only. Students will revisit this anticipation guide in later activities of the
unit. One purpose of anticipation guides is to help teachers assess students’ ideas about a
topic—in this case introduced species—before they learn about it. From this formative
assessment, you can build on students’ ideas or plan ways to correct them when
necessary.
Activity:
13
Students graph and interpret population data in groups and propose possible explanations for population fluctuations. The class discusses some of the potential difficul- ties in
collecting ecological data, and how the data could be used to predict populations in other
regions.
Exit Ticket:
What factors do you think affect the size of a population?
Objective:
Understand why complex feeding relationships in an ecosystem are best represented by
webs, rather than simple chains.
Do Now:
Complete the handout about dichotomous keys.
MiniLesson:
Display the transparency or poster of a predator animal to spark discussion. Ask, What
does this animal need to live? Food and energy are likely to be included in their answers. If
students first mention food, ask them why food is necessary. Students are likely to respond
that it provides energy for daily activities or that it provides nutrients or building blocks for
growth. Food provides energy and nutrients that are needed for cellular activities. If students first mention energy, ask what energy source their animal needs. They are likely to
begin mentioning foods. Through your questions and the students’ responses, emphasize
the point that animals obtain the energy they need from food.
Ask, How does this animal use energy?
Activity:
Students investigate the diet of owls as they attempt to reconstruct a skeleton from bones.
Students extract bones from an owl pellet, sort them, and then use the bones to try to
reconstruct an animal skeleton(s). In so doing, students begin to gather the type of
qualitative information used to develop food webs. They also gather quantitative
information that helps scientists investigate the amount of food needed to sustain an
organism and to realize that energy is lost at each step in a food web.
Exit Ticket:
What did you learn about the diet of owls from investigating an owl pellet? Include
information about the type and number of organ- isms in an owl’s diet. (Remember that an
owl ejects a pellet within 12 to 24 hours after eating.)
Objective:
Understand how to source materials.
Do Now:
Examine the back of the nonfiction book at your table. What is the purpose of the
bibliography or list of works cited?
MiniLesson:
Explain that citied sources is imperative, not only to prevent from plagerism, but also to help
readers locate more information about the topic. The complete list of sources can be found at
the end of the document, but an in-text citation is also used. Show students how to use the
APA version of citation machine.
Activity:
As students continue their research, have them complete their in test and list of citations.
14
Exit Ticket:
Use the list of works cited as the exit ticket.
Objective:
Understand how populations of organisms can be categorized by the function they serve in
an ecosystem.
Do Now:
Watch the brain pop video on symbiosis and be read to answer the questions
MiniLesson:
human
cow wheat
grass
This sample food web shows that humans consume both meat derived from animals and
materials such as grains or vegetables derived from plants. Tell students that organisms
that obtain food by eating other organisms are called consumers. Humans are one
example of consumers. Have students identify the other consumers in their food web (e.g.,
cow).
Activity:
The situation of the zebra mussel in the Great Lakes is used as an example in a reading to
highlight the energy relationships within an ecosystem. Students identify producers and
consumers and discuss their roles within an ecosystem. The effect of these relationships
on population fluctuations is also reinforced.
Exit Ticket:
Fill in the after column of the anticipation guide. Are your answers different after the reading?
Objective:
Be able to think critically and logically to relate between evidence to explanations.
Do Now:
Set up and read the background of Activity 80.
MiniLesson:
As a review of the previous activities, students will complete a categorization activity, or
word sort. Write the following lists of words on the board:
algae
plants
producers
phytoplankton
crayfish
zooplankton algae humans consumers bass
zebra mussel carbon dioxide photosynthesis water
sunlight
Student should copy the lists into their notebooks
and then:
a. In each list, look for a relationship among the words. Cross out the word or phrase that
does not belong.
b.In each list, circle the word or phrase that includes the others.
c. Explain how the word or phrase you circled is related to the other words on the list.
Activity:
15
Students use their knowledge of food webs and roles of species within an ecosystem to
more closely study a soil ecosystem. They isolate nematodes and use microscopes to
observe them. The role of decomposers in all ecosystems is emphasized.
Exit Ticket:
Use the food web to explain why decomposers could be considered a special type of
consumer.
Objective:
Know that plants are producers, which produce food for their own energy needs
Do Now:
Open the ISAT coach book to the photosynthesis page and answer the questions on the board.
MiniLesson:
Use Student Sheet 81.2, “Talking Drawing: A Producer’s Source of Energy,” to elicit
students’ ideas about how phytoplankton and plants use energy from the sun to pro- duce
food. A talking drawing helps students construct and synthesize meaning. Students are
asked to draw images both before and after the activity, and to explain how their drawings
have changed. Hand out Student Sheet 81.2, and have students complete the first part.
Students are likely to be familiar with the sun providing energy for plants, but may struggle
with how plants produce food from carbon dioxide and water. A common idea students
have is that plants get food from the soil. Even though they know plants are producers,
they do not think of plants actually producing their own food. They generally think of plants
providing food for animals. After they finish the activity, they will complete parts 2 and 3 of
the Talking Drawing
Activity:
Students now know that plants produce the food that fuels the rest of life on Earth. But how
do producers produce food? Students collect evidence for photosynthesis by examining the
aquatic plant, Elodea. They first perform an investigation to observe the uptake of carbon
dioxide by the plant, as one indicator that photosynthesis is taking place. Students then
design an experiment to investigate the role of light in photosynthesis.
Exit Ticket:
Explain the role that light plays in photosynthesis. How do your results provide evidence for
your explanation?
Objective:
Understand that living systems, such as plants, demonstrate the complementary nature of
structure and function
Do Now:
Watch the plant reproduction video. Do they reproduce sexually or asexually?
MiniLesson:
Display Transparency 81.1, “Plant Photosynthesis,” to review a plant’s requirements for
water, light, and carbon dioxide. Display Transparency 82.1, “Structure of a Typical Plant,”
or have students examine a plant. Prompt students to consider how a plant manages to get
the materials required for food production: How does the plant get water from the soil to the
leaves? How does the plant get enough light? Allow students to discuss their ideas in
groups before sharing ideas as a class. Ideas may include: the roots of the plant suck
water from the soil; the stem may act as a conduit for water from the roots to the leaves;
the leaves are stiffened and flat, enabling them to catch the maximum amount of sunlight;
16
the plant produces more leaves to capture more sunlight; etc. Some students may also
suggest that the green pigment of plants has to do with photosynthesis.
Activity:
How are producers such as plants adapted to carry out photosynthesis? Students make
microscope slides of different plant parts. By comparing photosynthetic and nonphotosynthetic plant cells, students discover that chloroplasts are associated with
photosynthesis. Students are also asked to identify the distinctive features of plant cells, as
compared to animal cells.
Exit Ticket:
Compare the various plant cells you observed. Which cell structures did all the plant cells
appear to have in common?
Objective:
Understand that the number of organisms an ecosystem can support depends on the
resources, such as food that is available, competition, and abiotic factors.
Do Now:
Set up Activity 84 and silently read the introduction.
MiniLesson:
Ask, Imagine an ecosystem in which most things stay the same from year to year. There is
no change in the types of species found there, and the average yearly rainfall, temperature,
and other conditions stay about the same. Would you expect the population of each
species to stay the same each year? Why or why not? Cue students to think back to their
work in Activity 77, “Ups and Downs.” Students may realize that, although an ecosystem
may appear to be the same, factors affecting population size may not be readily apparent.
While populations may be fairly stable long-term, they can still fluctuate within ranges.
Activity:
Students build their understanding of population fluctuation and the factors that affect it by
modeling what happens to a population of clams. Some students role-play plankton that
sweep by other students role-playing the clams in a clam bed. The size of the clam
population over time is recorded. Students then extend the model to observe the effect an
introduced population of zebra mussels may have on native clam populations.
Exit Ticket:
What factors limited the size of the clam population?
Objective:
Know that the carrying capacity for a species is the number of organisms of that species
that an ecosystem can support; it depends on the resources available and abiotic factors.
Do Now:
Create a word map of carrying capacity
MiniLesson:
Ask students to recall the graphing work that they did in Activity 77, “Ups and Downs,” in
which they gauged the long-term success of zebra mussels by tracking their population
level over time. Explain that in this activity, they will imagine themselves actually pursuing
such a study and dealing with issues that might arise.
Also remind students that in Activity 84, “Clam Catch,” they modeled the effects that one
species within a food web can have upon other species:
What factors might affect the amount of room available for a species in an ecosystem?
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Students are likely to suggest habitat loss (in which the habitat itself declines in extent or in
quality), increased competition, and food sup- ply.
Activity:
Students are introduced to the term carrying capacity in an interactive reading. Students
also critique a hypothetical experiment that attempts to explain a change in carrying
capacity.
Exit Ticket:
Why might it be important to determine the carrying capacity for a particular species in an
ecosystem?
Objective:
Understand how introducing a species into a new environment can have intended and
unintended consequences for ecosystems and people.
Do Now:
Silently read the article about Asian Carp.
MiniLesson:
In this activity, students read about several different options for addressing zebra mussel
populations in the U.S. Students are expected to decide on an approach to this issue
(which may have multiple aspects) and to discuss the trade-offs of their deci- sion. This
activity is also intended to be a guide to help students with their presentations in Activity 88,
“Presenting the Facts.”
Activity:
Students read about the various options for addressing the introduction of zebra mussels in
the United States. They decide what approach or combination of approaches they think is
best and discuss the trade-offs of their decision.
Exit Ticket:
Have students complete the “After” column for statements 11–14 on Student Sheet 77.2,
“Anticipation Guide: Introduced Species—Zebra Mussels.”
Objective:
Make a final recommendation for species control based on the facts.
Do Now:
Refer to the chart to know which species you are weighing the trade-offs for each option.
MiniLesson:
While student groups are working on this project, they may be assessed with the GROUP
INTERACTION variable. For more information on facilitating group work, see the Facilitating
Group Interaction section of Teacher Resources II: Diverse Learners.
Activity:
In this culminating activity of the unit, students teach each other about the introduced
species that they have been studying throughout the unit. Using Activity 87, “Too Many
Mussels?” as a model, each student group conducts a class discussion of what, if anything,
can and should be done about the population of their introduced species in the United
States. The class then discusses the characteristics of an introduced species that make it
likely to proliferate in a given ecosystem.
Exit Ticket:
Recommendation response.
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