Download Delaware Ecosystems

Delaware Science Coalition
Grade 8 Ecosystems Unit Template
Copyright 2008Delaware Department of Education
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Preface: This unit has been created as a model for teachers in their designing or redesigning of course curricula. It is by no means intended to be inclusive;
rather it is meant to be a springboard for teacher thought and creativity. The information we have included represents one possibility for developing a unit
based on the Delaware content standards and the Understanding by Design framework and philosophy.
Brief Summary of Unit: This unit acts as a synthesis of physical, earth and biological sciences and highlights the nature of science
and how science differs from other disciplines. The horseshoe crab/shorebird connection is used as a real world model to focus on the
global nature of ecosystems. Students learn to observe, sample, and record their observations in a local environment and students
learn how the local populations effect global populations. Different sampling techniques are utilized and the interactions and effects
of a variety of biotic and abiotic factors are investigated. The effects of biological adaptations are studied. Limiting factors are
recognized while resultant population fluctuations are recorded. The interaction of light (and light quality) on specific plant structures
is shown to effect photosynthesis. The Avian Olympics actively helps students to understand the energy required for birds to make the
journey from hemisphere to hemisphere. The computer game Fish Banks allows students to experience the ramifications of overutilization of natural resources and the need to manage fisheries so that they can be sustainable.
Stage 1: Desired Results
Delaware Science Content Standards
Delaware Science Content Standards
This course focuses on the Delaware Science Content Standards and Grade Level Expectations in Standards 1, 3, 6, 7, and 8
found on the following web site: http://www.doe.k12.de.us/programs/ci/content_areas/science.shtml
Standard 1: The Nature and Application of Science and Technology
Understandings and Abilities of Scientific Inquiry
Students should know and be able to:
1. Understand that: Scientific investigations involve asking testable questions. Different kinds of questions suggest different
scientific investigations. The current body of scientific knowledge guides the investigation.
 Be able to: Frame and refine questions that can be investigated scientifically, and generate testable hypotheses.
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2. Understand that: A valid investigation controls variables. Different experimental designs and strategies can be developed to
answer the same question.
 Be able to: Design and conduct investigations with controlled variables to test hypotheses.
3. Understand that: In a scientific investigation, data collection involves making precise measurements and keeping accurate
records so that others can replicate the experiment.
 Be able to: Accurately collect data through the selection and use of tools and techniques appropriate to the
investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and
facilitate analysis of data. Compare and question results with and from other students.
4. Understand that: There is much experimental and observational evidence that supports a large body of knowledge. The
scientific community supports known information until new experimental evidence arises that does not match existing
explanations. This leads to the evolution of the scientific body of knowledge.
 Be able to: Form explanations based on accurate and logical analysis of evidence. Revise the explanation using
alternative descriptions, predictions, models and knowledge from other sources as well as results of further
investigation.
5. Understand that: Evaluating the explanations proposed by others involves examining and comparing evidence, identifying
faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same
observations. Conflicting data or conflicting interpretations of the same data suggest the need for further investigation.
Continued investigation can lead to greater understanding and resolution of the conflict.
 Be able to: Communicate scientific procedures, data, and explanations to enable the replication of results. Use
computer technology to assist in communicating these results. Critical review is important in the analysis of these
results.
6. Understand that: Scientific habits of mind and other sources of knowledge and skills are essential to scientific inquiry.
Habits of mind include tolerance of ambiguity, skepticism, openness to new ideas, and objectivity. Other knowledge and
skills include mathematics, reading, writing, and technology.
 Be able to: Use mathematics, reading, writing, and technology when conducting scientific inquiries.
Science, Technology, and Society
Students should know that:
1. Advances in technology can expand the body of scientific knowledge. Technological tools allow people to observe objects
and phenomena that otherwise would not be possible. Technology enhances the quality, accuracy, speed and analysis of
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data gathered.
Students should know that:
3. Science and technology in society are driven by the following factors: economical, political, cultural, social, and
environmental. Increased scientific knowledge and technology create changes that can be beneficial or detrimental to
individuals or society through impact on human health and the environment.
Students should be able to:
 Research and analyze data on human population changes that have occurred in a specific Delaware ecosystem. Discuss
reasons for changes in human population and explain how these changes have affected the biodiversity of local organisms
and availability of natural resources in the given ecosystem (e.g., habitat loss, water quality, preservation/concentration
efforts).
 Identify ways in which invasive species can disrupt the balance of Delaware as well as other ecosystems (i.e., competition
for resources including habitat and/or food). Research and report on an invasive species, indicating how this species has
altered the ecosystem.
Science Standard 3: Energy and Its Effects
The Forms and Sources of Energy
Students should know that:
1. Understand that: Energy from the Sun takes the form of electromagnetic waves such as infrared, visible, and ultraviolet
electromagnetic waves. The radiation from the sun consists of a range of energies in the electromagnetic spectrum.
Students should be able to:
 Relate that the sun is the source of almost all of the Earth’s energy and that this energy travels to the Earth in the
form of electromagnetic waves.
 Explain that the electromagnetic waves from the sun consist of a range of wavelengths and associated energies.
Explain that the majority of the energy from the sun reaches Earth in the form of infrared, visible, and ultraviolet
waves. Use diagrams to demonstrate the differences in different types of electromagnetic waves.
Forces and the Transfer of Energy
Students should know that:
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1. Understand that: When energy from the Sun is transferred to objects and substances, it can be transformed into a variety of
energy forms.
Students should be able to:
 Trace what happens to the energy from the Sun when it reaches Earth and encounters various materials, such as,
atmosphere, oceans, soil, rocks, plants, and animals. Recognize that these materials absorb, reflect and transmit the
electromagnetic waves coming from the sun differently.
Science Standard 6: Life Processes
Matter and Energy Transformations
Students should know that:
1. Understand that: All organisms require energy. A general distinction among organisms is that plants use solar energy to
make their own food (sugar) and animals acquire energy directly or indirectly from plants.
Students should be able to:
 Understand and describe how the maintenance of a relatively stable internal environment is required for the
continuation of life and explain how stability is challenged by changing physical, chemical, and environmental
conditions.
 Explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain
both short and long term equilibrium (e.g., migrating shorebirds behave differently along the migration path in order
to support their life cycle).
Students should know that:
2. Understand that: Plants use the energy from sunlight, carbon dioxide, and water to produce sugars (photosynthesis). Plants
can use the food (sugar) immediately or store it for later use.
Students should know that:
3. Understand that: Most living things use sugar (from food) and oxygen to release the energy needed to carry out life
processes (cellular respiration). Other materials from food are used for building and repairing cell parts.
Science Standard 7: Diversity and Continuity of Living Things
Reproduction, Heredity, and Development
Students should know that:
1. Understand that: Organisms have different reproductive strategies to ensure their offspring’s survival. Some organisms
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produce many offspring and provide little parental care. Other organisms produce few offspring and invest much time and
energy in care of their offspring.
Students should be able to:
 Relate the advantages and disadvantages of different reproductive strategies in terms of energy expenditure per offspring
and survival rates of that offspring.
 Research and report on reproductive strategies of different organisms (i.e., broadcast spawning versus nurturing
parenting) that allow them to be successful.
Diversity and Evolution
Students should know that:
1. Understand that: Natural selection is the process by which some individuals with certain traits are more likely to survive
and produce greater numbers of offspring than other organisms of the same species. Competition for resources and mates
and conditions in the environment can affect which individuals survive, reproduce and pass their traits on to future
generations.
Students should be able to:
 Recognize that species acquire many of their unique characteristics through biological adaptations, which involve the
selection of naturally occurring variations in populations.
 Observe a variety of organisms and explain how a specific trait could increase an organism’s chances of survival.
 Explain how the extinction of a species occurs when the environment changes and the adaptation of a species is
insufficient to allow for its survival.
 Conduct a natural selection simulation to demonstrate how physical adaptations (i.e., protective camouflage, long neck
for food gathering, muscular legs for running, heavy beak for nut cracking, etc.) have selective advantages for an
organism. Research and report on beneficial physical adaptations of a variety of organisms.
Students should know that:
2. Understand that: Small genetic differences between parents and offspring accumulate over many generations, and
ultimately new species may arise.
 Investigate and discuss how short-term physiological changes of an organism (e.g., skin tanning, muscle development,
formation of calluses) differ from long-term evolutionary adaptations (e.g., white coloration of polar bears, seed
formation in plants) that occur in populations of organisms over generations.
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Students should know that:
3. Understand that: The great variety of body forms and structures found in difference species enable organisms to survive in
diverse environments.
Students should be able to:
 Conduct simulations to investigate how organisms fulfill basic needs (i.e., food, shelter, air, space light/dark, and water)
in a competitive environment. Relate how competition for resources can determine survival.
 Examine an assortment of plants and animals and use simple classification keys, based on observable features, to sort
and group the organisms.
 Identify a variety of reasons for extinction of a species. Use research on a variety of extinct organisms to speculate
causes of extinction (i.e., inability to adapt to environmental changes).
Science Standard 8: Ecology
Interactions within the Environment:
Students should know that:
1. Understand that: All populations living together (biotic factors) and the physical factors with which they interact (abiotic
factors) compose an ecosystem.
Students should be able to:
 Survey the diversity of organisms in a local or model ecosystem. Recognizing that a population consists of all
individuals of a species that occur together at a given place and time, describe how to estimate and then calculate the
size of a large population of a variety of organisms. Chart the diversity of the organisms in the ecosystem.
Students should know that:
2. Understand that: Ecosystems do not have precise boundaries. All ecosystems ultimately exchange materials with one
another and all influence one another.
Students should be able to:
 Describe and explain how factors (i.e., space, food, water, disease) limit the number of organisms an ecosystem can
support.
Students should know that:
3. Understand that: The Delaware Estuary is a semi-enclosed tidal body of water with a free connection to the ocean. This
richly productive system, including the associated marshes, provides a variety of habitats for diverse species. This system
is biologically and economically important.
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Students should be able to:
 Research and analyze data on human population changes that have occurred in a specific Delaware ecosystem. Discuss
reasons for changes in human population and explain how these changes have affected the biodiversity of local
organisms and availability of natural resources in the given ecosystem (e.g., habitat loss, water quality,
preservation/conservation efforts).
 Identify ways in which invasive species can disrupt the balance of Delaware as well as other ecosystems (i.e.,
competition for resources including habitat and/or food). Research and report on an invasive species, indicating how
this species has altered the ecosystem.
Students should know that:
4. Understand that: A population consists of all individuals of a species that occur together at a given place and time. A
species is a distinct biological grouping of organisms whose members interbreed in nature and produce fertile offspring.
 Categorize populations of organisms according to the roles (producers, consumers, and decomposers) they play in an
ecosystem.
 Describe and explain how factors (i.e., space, food, water, disease) limit the number of organisms an ecosystem can
support.
Students should know that:
5. Understand that: The size of populations may change as a result of the interrelationships among organisms. These may
include predator/prey ratios, availability of resources, and habitat changes.
 Construct a data table or line graph to show population changes of a selected species over time. Describe the population
changes portrayed by the graph.
 Observe graphs or data tables showing both the population growth of a species and the consequences of resource
depletion on the population. Analyze the data and explain the effect that may occur from exponential growth of a
population (given finite resources).
Students should know that:
6. Understand that: In all environments organisms with similar needs may compete with one another for resources including
food, water, air, space and shelter. This competition results in natural population fluctuations.
Students should be able to:
 Observe graphs or data tables showing both the population growth of a species and the consequences of resource
depletion on the population. Analyze the data and explain the effect that may occur from exponential growth of a
population (given finite resources).
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Students should know that:
7. Understand that: Overpopulation can lead to depletion of resources and potential extinction of species.
Students should be able to:
 Describe and explain how factors (i.e., space, food, water, disease) limit the number of organisms an ecosystem can
support.
Students should know that:
8. Understand that: Organisms within an ecosystem may interact symbiotically through mutualism, parasitism, and
commensalism.
Energy Flow and Material Cycles in the Environment
Students should know that:
1. Understand that: In most ecosystems, energy enters as sunlight and is transformed by producers into a biologically usable
form of matter through photosynthesis. That matter and energy then passes from organism to organism through food webs.
Some energy is released from the system as heat.
Students should be able to:
 Construct food webs and identify the relationships among producers, consumers, and decomposers.
Students should know that:
2. Understand that: Over time, matter is transferred repeatedly from one organism to another and between organisms and
their physical environment. As in all material systems, the total amount of matter remains constant, even though its form
and location change.
Students should be able to:
 Design food webs and trace the flow of matter and energy (beginning with the Sun) through the food web.
Students should know that:
3. Understand that: All organisms, including humans, are part of and depend on food webs. Food webs recycle matter
continuously as organisms are decomposed after death to return food materials to the environment where it re-enters a food
web.
Human Impact
Students should know that:
1. Understand that: Humans can alter the biotic and abiotic factors within an ecosystem thereby creating changes to the
overall system.
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Students should know that:
2. Understand that: The introduction of competing species, removal of natural habitat, alteration of native landscapes due to
urban, industrial and agricultural activities, over-harvesting of species, alteration of waterways and removal of natural
predators, etc., are actions that have a lasting impact on ecosystems.
Students should be able to:
 Research and analyze data on human population changes that have occurred in a specific Delaware
ecosystem. Discuss reasons for changes in human population and explain how these changes have
affected the biodiversity of local organisms and availability of natural resources in the given ecosystem
(e.g., habitat loss, water quality, preservation/conservation efforts).
Students should know that:
3. Understand that: Individuals and policymakers make decisions regarding the use of resources based on estimated personal
and societal benefits and risks. Impacts on environmental systems result from these decisions.
Students should be able to:
 Identify ways in which invasive species can disrupt the balance of Delaware as well as other ecosystems (i.e.,
competition for resources including habitat and/or food). Research and report on an invasive species, indicating how
this species has altered the ecosystem.
Big Ideas

Observation and evidence
Observe and collect scientific evidence that effect
local and global populations

Reasoning and Explanations
Use observations and evidence to provide support
or to refute scientific explanations.

Investigations
Conduct inquiries scientifically

Control and Conditions
Isolate one variable to study in an investigation
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
Change
Study changes/trends over time

Constancy
Study traits/habits that do not change over time

Interactions
Recognize that changes in one biotic/abiotic feature
or organism effects other organisms

Processes
Photosynthesis & respiration are critical processes
in maintaining the health of living organisms

Systems
Living organisms are part of both global and local
organized systems

Structure and Function

Cycles
An organism’s structures determine what it is capable
of doing
Matter cycles and is conserved


Models
Behavior/regulation

Habitat

Adaptation
Models are useful to understand complex systems
Migrating and feeding behaviors are internally
regulated
Habitats can have an impact on which populations
survive.
Adaptations are genetic or environmental and can
Help or hinder and organism’s survival.
Unit Enduring Understandings
Organisms and their environments are interconnected. Changes in one part of the system will affect other parts of the ecosystem.
Matter needed to sustain life is continually recycled among and between organisms and the environment. Energy from the Sun flows
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irreversibly through ecosystems and is conserved as organisms use and transform it.
Humans can alter the living and non-living factors within an ecosystem, thereby creating changes to the overall system.
Unit Essential Question(s)
What makes a question scientific?
What constitutes good evidence? When do you know you have enough evidence to support your claim?
Why is it necessary to justify and communicate an explanation?
How do science and technology influence each other?
How can change in one part of an ecosystem affect change in other parts of the ecosystem?
How does matter cycle and energy flow through an ecosystem? Link organisms to each other and their environments?
Why is sunlight essential to life on Earth?
How do humans have an impact on the diversity and stability of ecosystems?
Knowledge & Skills
Students will know….
What distinguishes science from other disciplines?
How the horseshoe crab/shorebird phenomenon on Delaware Bay illustrates the ecological themes of energy flow, adaptations, and
interdependence of organisms.
The effects of limiting factors on organism/species survival.
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Ways that different species of organism interact in symbiotic relationships.
Connections between structural characteristics of organisms (e.g. beak design) and how these characteristics (adaptations) increase
or decrease the likelihood of the organism’s survival.
Students will be able to…
Decide if a question can be answered scientifically and how to identify the necessary information needed for a scientific answer.
Identify organisms using classification schemes.
Define a population and sampling methods for estimating the population.
Design a food web to illustrate relationships between members of an ecosystem and energy flow within the ecosystem.
Describe the potentially damaging effects of introducing exotic invasive species to an ecosystem on the native inhabitants of that
ecosystem.
Predict the adaptive advantage of structures shared by a population of organisms in a particular niche (e.g. needle-shaped beaks for
feeding on burrowing prey).
Trace the transfer of energy and the cycling of matter through photosynthesis and respiration.
Use experimental data from growing plants to make predictions and draw conclusions about life processes in the plants.
Design an experiment to characterize the optimal conditions (e.g. light color, intensity, and duration; requirements for gas
exchange) for photosynthesis to occur in growing plants.
Describe the ecological role of decomposers as determined through observation of an ecosystem.
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Use proportional reasoning to analyze and describe nutritional requirements, endurance, and caloric intake/output of migratory
birds.
Explain the ramifications of using natural resources without regard to sustainability. Describe the benefits of resource
management.
Stage 2: Assessment Evidence
(Design Assessments To Guide Instruction)
Suggested Performance Task(s)
The Ecosystems Assessment can be found at http://www.doe.k12.de.us/programs/sci_assess/default.shtml
Rubrics/checklists for Performance Tasks (This should include holistic or analytic-trait rubrics used as a scoring guide to evaluate
student products or performances.)
http://www.doe.k12.de.us/programs/sci_assess/default.shtml
Other Evidence
(This could include tests, quizzes, prompts, student work samples, and observations used to collect diverse evidence of student
understanding.)
Bird beans activity provides an opportunity for students to demonstrate their understanding of a way to sample populations of birds
(using beans to simulate birds)
The Plot thickens is an activity that allows students to do a plot study in their own schoolyard and use their knowledge of population
sampling techniques used by biologists to study the diverse number of organisms in the schoolyard.
How Many Bears can live in a forest? Students make believe they are bears competing for limited amounts of food and water. This
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gives students a chance to demonstrate their knowledge of limiting factors on a species.
Oh Deer! Students make believe they are a deer or components of a habitat (food, shelter, water) and demonstrate the difficulty of
balancing the needs of survival for animal populations. This activity assesses the students understanding of what animals need to
survive and why populations of animals may fluctuate over a period of years.
Ecology Multi lab: Students are given a chance to investigate factors that limit why certain plants or animals can live in a particular
environment. Ex. What color light best promotes plants photosynthesis? Investigate the role of gas exchange in photosynthesis.
Beak speaks: Students are given varying sizes of bird food and utensils that simulate different beak types to find out how the different
beaks allow birds to eat certain types of food and how these adaptations over time can affect a population.
Avian Olympics introduces students to the amazing feats of the Shorebirds. This provides real world applications to enable students to
better understand the amazing abilities of the shorebird survival. Students use mathematical models to understand the migration.
Fish banks is a role playing activity that introduces the cause and effects of natural resource depletion and the need for resource
management.
Student Self-Assessment and Reflection (This should include opportunities for students to monitor their own learning. Ex:
reflection journals, learning logs, pre- and post-tests, editing own work.)
Students will journal throughout this unit.
Pre and post tests will be given.
Daily journal questions (bell ringers)
Reflection will take place daily in the journals
Stage 3: Learning Plan
(Design Learning Activities To Align with Goals and Assessments)
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Key learning events needed to achieve unit goals
Activity 1: What makes Science “Science”?
Students are asked what Science is. They look at research articles in a group and compile a list of characteristics that make the article scientific.
Activity 2: Big News From a Small State
Students look at questions and determine if they can be answered scientifically. Students read an article on horseshoe crab/shorebirds
controversy and identify the question to be addressed. Students are then assigned a role as birdwatcher, medical researcher, waterman, policy
makers, scientist, and general citizen and discuss their point of view from this role.
Activity3: The Crabs, The Birds, The Bay
Students watch a video; “The Crabs, the birds, the bay and discuss the situation in Delaware with the horseshoe crabs and shorebirds.
Activity 4: Sampling Populations
Students will be able to define a population and propose a reasonable technique for estimating the number of organisms in a given population.
Students first brainstorm ways to sample the population of the school and then do an activity called Bird beans which provides a way of
sampling populations of birds. ( beans represent birds)
Activity 5: The Plot Thickens
This activity introduces students to population sampling techniques used by biologists in the field and also to the biodiversity present in the
schoolyard. Students take a 10 cm x 10 cm sample in the schoolyard and count and identify the all living organisms (plants and animals) found
in this sample. Data is then recorded as a group. Students do plot studies in the schoolyard.
Activity 6: What are the Abiotic Factors in Your Schoolyard?
Students study the abiotic factors in the environment using a reading and soil samples while collecting data on soil pH, soil texture, soil
temperature, air temperature, amount of moisture and amount of sunlight for that particular area studied.
Activity 7: How Many Bears can Live in this Forest?
This activity helps the students to recognize the components of suitable habitat and the effect of limiting factors on a species.
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Activity 8: Oh Deer
Students become a deer and learn how factors (space, food, water, disease) limit the number of organisms an ecosystem can support.
Activity 9: Evolving Beaks
Students will use their understanding of the interaction of abiotic and biotic factors to show how an accumulation of adaptations to a changing
environment can allow a species to survive.
Activity 10: Beak Adaptation Activity
In this activity, students will learn how the structure of a bird’s beak is directly related to function. Each type of bird has a special beak adapted
to eating specific food items. Students will demonstrate the advantages and disadvantages of obtaining food using varying beak structures.
Activity 11: Paradise Lost
Examine conservation issues confronting the Galapagos islands.
Activity 12: Why is that critter like that?
The purpose of this activity is for the students to use observation and creative skills to learn about animal’s adaptability as they study the
animal’s anatomical structures.
Activity 13: Good Buddies
This activity focuses on symbiotic relationships between organisms including parasitism, commensalism and mutualism.
Activity 14: A Dichotomous Key
This activity is designed to reinforce classification and organism identification skills. Students will use a dichotomous key to identify migratory
shorebirds that use the Delaware Bay.
Activity 15: Let the Sun Shine
In this investigation, students explore how light energy from the Sun is transformed to chemical energy in sugar.
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Activity 16: The Flow to Make us Go
This lesson is designed to provide an understanding of the flow of energy between food webs by using diagrams and percentage calculations. It
begins with a brief overview of food chains and food webs then leads to a discussion of energy transfer between organisms. The lesson
concludes with the completion of a diagram depicting the connection between food webs and energy pyramids.
Activity 17:Photosynthesis and Biomass
Students investigate photosynthesis and biomass from growing plants from seeds and collecting mass data.
Activity 18: Eco Terms and Designer Food Webs
Students will use appropriate science vocabulary to explain relationships between members of ecosystems. A food web will be constructed,
beginning with the Sun, which includes producers and consumers.
Activity 19: Which Color is Best?
This lab is designed to observe which wavelengths of light are best for the growth of green plants.
Activity 20: The Greasy Leaf
In this lab, students will investigate the role of gas exchange and photosynthesis. By covering the stomata of a leaf with transparent petroleum
jelly gas exchange between the leaf and the air is effectively shut down while allowing all wavelengths of light to penetrate.
Activity 21: Destruction Crew at Work!
Students investigate decomposition of organic matter in a controlled composter.
Activity 22: Red Knot Olympics
Through competing in various physically and academically challenging activities, students learn about the Red Knots incredible physical
abilities and adaptations for long distance migration. In addition, students learn about ecological connections between migratory shorebirds, the
Delaware Bay, and horseshoe crabs.
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o What text/print/media/kit/web resources best support this unit?
Delaware Department of Education. Delaware’s Ecosystems. Revised 2007.
Delaware Department of Natural Resources and Environmental Control. Fish Banks.
o What tips to teachers of the unit can you offer about likely rough spots/student misunderstandings and performance
weaknesses, and how to troubleshoot those issues?
Some misconceptions in ecology:
 Respiration is the reverse of photosynthesis
 The number of producers is high to satisfy consumers
 Plants do not live in water
 In a food web, a change in size in one population will only affect another population if the two populations are directly related as
predator and prey
 Carnivores are big and/or ferocious. Herbivores are passive and/or smaller
 Carnivores have more energy and power than herbivores
 All factors are limiting, except the most abundant one
 The most limiting factor is the least abundant one
 Ecosystems are not a functioning whole, but simply a collection of organisms
 A species changes because the organisms use or fail to use particular body parts or abilities
 Adaptation equals evolution
 Populations increase until limits are reached, then they crash and go extinct
Accommodation/Differentiation ideas and tips
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Multisensory presentation of new information – (visual overhead, auditory lecture, kinesthetic note taking and model)
Visual aids around the room which demonstrate concepts.
Weekly lab activities that allow for kinesthetic, visual, and experimental validation of concepts.
Varied instruction through a single class period.
Handout materials for retention in binder or notebook.
Outside materials for enrichment.
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