Download Resource_Use_Lesson_Plan_-_fish_optimal_prey

Author
T.J. Zenzal
Lesson Title
Resource Use
Grade Level
9-12
Lesson Source
Adapted from:
(if not original)
Krebs, J. R., J. T. Erichsen, M. I. Webber & E. L. Charnov. 1977.
Optimal prey selection in the great tit (Parus major). Animal
Behavior 25: 30-38.
MacArthur, R.H. And E.R. Pianka. 1966. On optimal use of a patch
environment. The American Naturalist 100: 603-609.
National Science
Education
Standards
Science as Inquiry – Content Standard A: As a result of activities in
grades 9-12, all students should develop:
1. Abilities necessary to do scientific inquiry
2. Understandings about scientific inquiry
Life Science – Content Standard C: As a result of activities in grades
9-12, all students should develop:
1. The cell
2. Biological evolution
3. The interdependence of organisms
4. Matter, energy, and organization in living systems
5. Behavior of organisms
Science and Technology – Content Standard E: As a result of
activities in grades 9-12, all students should develop:
1. Understandings about science and technology
MS Science
Framework
Biology I

Inquiry
1. Apply inquiry-based and problem-solving processes and skills to
scientific investigations.
a. Conduct a scientific investigation demonstrating safe procedures
and proper care of laboratory equipment (DOK 2)
b. Formulate questions that can be answered through research and
experimental design (DOK 3)
c. Apply the components of scientific processes and methods in
classroom and laboratory investigations (DOK 2)
d. Construct and analyze graphs (DOK 2)
e. Analyze procedures, data, and conclusions to determine the
scientific validity of research (DOK 3)
f. Recognize and analyze alternate explanations for experimental
results and to make predictions based on observations and prior
knowledge (DOK3)
g. Communicate and defend a scientific argument in oral, written,
and graphic form (DOK 3)

Physical Science
2. Describe the biochemical basis of life and explain how energy
flows within and between the living systems.
f. Describe the role of adenosine triphosphate (ATP) in making
energy available to cells (DOK 1)
g. Analyze and explain the biochemical process of photosynthesis
and cellular respiration and draw conclusions about the roles of the
reactant and products in each (DOK 3)

Life Science
3. Investigate and evaluate the interaction between living organisms
and their environment.
b. Provide examples to justify the interdependence among
environmental elements (DOK 2)
4. Analyze and explain the structures and function of the levels of
biological organization.
c. Describe and differentiate among the organizational levels of
organisms (DOK 1)
6. Demonstrate an understanding of principles that explain the
diversity of life and biological evolution.
a. Draw conclusions about how organisms are classified into a
hierarchy of groups and subgroups based on similarities that reflect
their evolutionary relationships (DOK 2)
b. Critique data used by scientists to develop an understanding of
evolutionary processes and patterns (DOK 3)
d. Analyze and explain the roles of natural selection, including
the mechanisms of speciation and applications of speciation
(DOK 3)
Biology II

Inquiry
1. Apply inquiry-based and problem-solving processes and skills to
scientific investigations.
a. Use current technologies such as CD-ROM, DVD, Internet, and
on-line data search to explore current research related to a specific
topic (DOK 3)
b. Clarify research questions and design laboratory investigations
(DOK 3)
c. Demonstrate the use of scientific inquiry and methods to
formulate, conduct, and evaluate laboratory investigations (DOK 3)
d. Organize data to construct graphs, draw conclusions, and make
inferences (DOK 3)
e. Evaluate procedures, data, and conclusions to critique the
scientific validity of research (DOK 3)
f. Formulate and revise scientific explanations and models using
logic and evidence (DOK3)

Life Science
4. Demonstrate an understanding of the factors that contribute to
evolutionary theory and natural selection.
f. Cite examples to justify behaviors that have evolved through
natural selection (DOK 1)
i. Analyze changes in an ecosystem resulting from natural causes,
changes in climate, human activity, or introduction of non-native
species (DOK 2)
Objectives
1. Apply inquiry-based and problem-solving processes and skills to
scientific investigations
− Collect, analyze, and draw conclusions from data
2. Demonstrate an understanding of resource use, prey choice,
decision making, energy acquisition, and use of energy.
− Determine how organisms make decisions in terms of
prey choice.
− Determine how organisms acquire and utilize energy.
What should the
students know as a
result of this
lesson?
The student will understand: how energy is stored and used in a
biological system and how organisms make decisions in relation to
prey choice.
What should
students be able to
do as a result of
this lesson?
The student should be able to: explain how food resources are
transferred into energy, use a balance, use the metric system,
determine how organisms select prey
Materials Needed
Fish tanks, small fish, weigh boats, scales, data sheets, knife, cutting
board, frozen blood worms, marker, stopwatch, candy, and clock
Engagement
Engage: Give students two pieces of candy, one that is taped up and
hard to open and another that is easy to open. Ask students if they
had a choice which candy they would choose. Inquire why they
made that choice. Ask if they think animals that may be making
these choices? Ask for examples.
Assessment: Provide students with a worksheet. Students should
develop their own data tables, hypothesis, predictions, and trials. As
well as perform appropriate calculations.
Explain
(Oral Presentation)
Explore/
Procedures
Elaborate
(Classroom
Question and
Answer Period)
Evaluate
(Overall
Presentation
Score)
Explain: Upon completion of the lab exercise, talk to students
about how animals use resources and how decisions are made.
Inform them animals must make decisions on what resources they
use in order to survive and how energy is transferred and used in a
biological organism through the use of notes, lecture, and diagrams.
Provide students with Worksheets, notes pages, or PowerPoint with
blanks to follow along with.
Explore/Procedure: Take students into lab and separate into groups
of three. Have at each table: balances, fish tanks (divided into 2
sections) with fish, weigh boats, blood worms, knife, and cutting
board. Have the students weigh a predetermined amount of blood
worms for each trial and write that value down on the worksheet.
Then have the students cut meal worms into 2 groups (whole, half,
quarters, minced). On the worksheet they should describe treatments
and make a corresponding data table. Every 3 minutes students will
drop a predetermined amount of each food type in each section.
Then the number of fish will be recorded in each section of the tank
every minute. Trials should be repeated as desired but at least 10
times. From results students should be able to determine the optimal
prey size and average number of fish per food type. Results can then
be pooled to determine class averages.
Elaborate: From class data, students will graph data and then use
the graph to compare and contrast trends between food types and
discuss why they see those differences.
Evaluate: Grade worksheets given during explore lab and
elaborate.
Name: __________________________________
Group:______________
Date: ______________
1. What is your hypothesis?
2. What is your prediction?
3. Amount of worms used: _______g
4. Data Table
Worm Type:
Number in Left
Trial #1
Trial #2
Trial #3
Trial #4
Trial #5
Trial #6
Trial #7
Trial #8
Trial #9
Trial #10
Trial #11
Trial #12
Average
Number in Right
Comments
Name: _____________________________________
Date: _____________
1. Graph the feeding data on the provided graph paper
2. Which food was the optimal prey size: ____________
3. Why do you think the fish chose this size?
4. Was our hypothesis supported or rejected? How do you know?
5. If you were to repeat the experiment what would you do differently next time?