Download by Marianne Dobrovolny Background Information There is constant

by Marianne Dobrovolny
Background Information
There is constant interaction among organisms living in an ecosystem. The
interactions or relationships of two species living close together are known as
symbiosis. There are three types of symbiotic relationships which include:
mutualism, commensalisms, and parasitism. Mutualism occurs when both
organisms benefit from the interaction. Commensalism is an interaction in which
one organism benefits and the other is neither harmed nor helped; in parasitism
one organism benefits and the other is harmed.
Predation is an interaction in which one organism hunts and feeds off of another.
The organism doing the hunting is a predator, and the organism being hunted is
the prey.
Purpose
The purpose of this activity is to interpret and identify the various types of
relationships within an ecosystem.
Objectives
 The student will understand the differences between each of the
ecological relationships.
 The student will be able to interpret what type of ecological relationship
exists between two species.
Grade Level
7th -11th grade
Time Requirement
50 minutes
TEKS
12(A): The student is expected to interpret interactions among organisms
exhibiting predation, mutualism, commensalisms, and parasitism.
"The Brain-friendly Biology Classroom", Marianne Dobrovolny and Tobi McMillan, TTU/HHMI
Materials
One set of playing cards for each student group.
Advance Preparation
1. Print playing cards on cardstock.
2. Laminate and cut out playing cards. Make sure that each card is cut using
the same dimensions so that all card look exactly the same.
Procedure
1. Explain each of the ecological interactions to the students. Only give the
students enough information so that they are able to identify and interpret
the pictures and definitions on the playing cards. The notes they take
should be used to play the game the first few times.
2. Explain that the object of the game is to match a picture of an ecological
interaction or a definition with its correct label. Remind them that they can
only match a picture with its correct label or a definition with its correct
label, but NOT a picture with a definition.
3. Separate students into groups of three or four and give them a set of
cards.
4. The students should shuffle the cards and spread them out face down on
the table.
5. As a card is turned over, the student should read the definition or study
the picture and identify, out loud, the correct label. They should be
allowed to use their notes the first couple of times they play, and then as
they begin to understand the concepts better they should play without the
use of notes.
6. Each student has one chance per turn to make a match.
7. The student with the most matched cards at the end of the game wins.
Assessment
 Monitor students as they identify the relationships. Make sure they
interpret the cards properly as they turn them over.
 The cards can be used to quiz the students on an individual basis.
"The Brain-friendly Biology Classroom", Marianne Dobrovolny and Tobi McMillan, TTU/HHMI
References
http://news.nationalgeographic.com
http://www3.sympatico.ca/biologie534
http://www.poc.it/stories/desktop/desk_1024/shark1024.jpg
www.nps.gov/yell/
http://www.learner.org
http://warwick.bright-interactive.co.uk/
http://instruct1.cit.cornell.edu
Microsoft clipart
http://news.bbc.co.uk/media/images
http://www.vsoc.org.uk
http://homepages.ihug.com.au
http://www.howe.k12.ok.us/~jimaskew/bio/bfungi.htm
http://www.ms-starship.com/sciencenew
US agricultural research service www.ars.usda.govis
http://www.insectpix.net
http://www.jimcline.com
http://www.studholme.net
http://www.webster.com
http://www.west-ext.com
http://www.fcps.k12.va.us/
http://www.westchestergov.com
http://www.fotosearch.com
"The Brain-friendly Biology Classroom", Marianne Dobrovolny and Tobi McMillan, TTU/HHMI