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Ecology: Organisms in their Environment
7th grade Life Science
Kimberly Sherman
Introduction!
II.###Clemson#football,#the#lake,#and#the#quiet#communities#of#Central,#Clemson,#and#Six#Mile#
are#among#the#things#that#7th#graders#at#Edwards#Middle#School#list#as#their#favorite#things#
about#their#community.#Living#in#Pickens#County,#students#have#grown#up#around#the#
beautiful#lakes#and#mountains#found#“where#the#Blue#Ridge#yawns#its#greatness”.##With#
almost#500#square#miles#of#land#and#15#square#miles#of#water,#Pickens#County#also#boasts#
great#views#from#Table#Rock#and#Sassafras#Mountain.##Clemson#University,#a#land#grant#
institution,#also#has#a#huge#effect#on#students#and#the#community.#With#a#rich#history#in#
agriculture#and#land#preservation,#students#grow#up#in#an#atmosphere#where#the#
environment#is#treasured.#In#fact,#Edwards#Middle#School#is#less#than#two#miles#from#the#
entrance#of#the#North#portion#of#the#Clemson#Experimental#Forest.##17,500#acres#of#land#
surrounding#where#these#students#live#and#play#is#land#that#Clemson#has#dedicated#to#
education#and#research.#The#mission#of#the#forest#is,#“to#be#a#wellPmanaged,#selfPsustaining,#
ecologically#healthy,#living#laboratory,#classroom#and#recreational#resource#for#the#benefit#
of#the#university,#commerce#and#citizenry#of#South#Carolina,#vouchsafed#with#a#mandate#to#
protect#and#promote#in#perpetuity#the#forest#as#an#irreplaceable#educational,#
environmental,#scientific#and#social#asset.”#
With#a#classroom#like#this,#students#should#be#inspired#to#learn#about#the#
environment#around#them.#This#includes#learning#about#how#organisms#interact#with#and#
respond#to#biotic#and#abiotic#factors#in#the#environment#(S.C.#Standard#7P4),#and#it#also#
includes#learning#how#these#organisms#are#organized,#how#energy#flows#in#food#chains,#
webs,#and#pyramids,#and#how#changes#in#the#population#or#limiting#factors#affect#the#
environment#(S.C.#Indicators#7P4.1P7P4.3).#Surrounded#by#a#thriving#ecosystem,#students#
should#not#only#understand#the#various#ecosystems#of#the#world,#but#also#analyze#and#
understand#the#one#surrounding#them#in#detail.#With#numerous#endangered#species#calling#
the#Clemson#Experimental#Forest#home,#students#can#study#the#effects#of#population#size#
and#why#it#is#crucial#to#protect#endangered#species.##Through#an#inPdepth#study#students#
should#be#able#to#view#an#ecosystem#from#two#perspectives.#One#aspect#will#challenge#
students#to#think#about#the#effect#that#they#play#on#their#local#ecosystem#by#thinking#about#
water#quality,#deforestation,#etc.##The#second#aspect#will#take#the#perspective#of#the#
endangered#species#and#analyze#the#specific#niche#they#have#in#the#local#ecosystem.#Often#
humans#can#think#of#themselves#as#outside#of#the#ecosystem,#food#chain#and#web,#and#
environmental#roles#but#it#is#important#for#students#to#learn#that#they#themselves#have#a#
key#role#or#niche#in#ecosystems.#This#is#the#rationale#for#this#unit#in#addition#to#learning#
how#human#actions#have#positive#and#negative#effects#on#ecosystems.#
Scientifically#speaking#it#is#important#for#students#to#understand#these#concepts#for#
the#conservation#and#preservation#of#our#land#and#wildlife.#It#is#crucial#that#we#understand#
ecosystems#and#the#organisms#they#sustain#before#they#are#destroyed.#Personally,#it#is#easy#
to#often#overlook#what#is#going#on#in#our#own#backyard#and#focus#on#issues#gaining#more#
attention,#like#the#deforestation#of#the#rainforest.#However,#it#is#important#for#students#to#
understand#that#conservation#and#preservation#begin#at#home.#
This#unit#will#incorporate#collaborative#learning#through#the#use#of#peer#groups#with#
a#more#capable#peer,#jigsaw#methods,#and#group#presentations.#Students#will#also#engage#in#
inquiry#learning#and#technology#exploration.#Lessons#will#be#differentiated#by#teaching#
method#through#lecture,#class#discussion,#group#learning,#selfPguided#study,#and#inquiry#
learning.#In#other#cases,#learning#will#be#differentiated#by#both#interest#and#ability,#as#
students#will#be#able#to#both#choose#they#topic#and#type#of#assignment#they#complete.#
Assessments#will#take#a#variety#of#forms.#A#science#journal#that#students#create#during#the#
duration#of#the#unit#will#be#used#as#a#nonPtraditional#summative#assessment.#Students#will#
also#create#a#final#presentation#from#the#perspective#of#an#endangered#species#in#the#
Clemson#Experimental#Forest.#Informal#formative#assessments#will#include#class#
discussion,#observations#and#comments#made#on#science#journals#each#day,#and#
assessments#made#while#circulating#and#monitoring.#A#pacing#guide#is#included#at#the#
beginning#of#the#lesson#plans.#
#
III.##The#Clemson,#Central,#Six#Mile#community#is#surrounded#by#wooded#areas,#lakes,#
streams,#and#rivers.#Located#less#than#2#miles#from#the#school,#the#Clemson#Experimental#
Forest#offers#a#natural#classroom#and#laboratory#in#which#students#can#learn#about#the#
ecosystem#surrounding#them.#Students#grow#up#enjoying#the#recreation#areas#on#the#
waterways#and#hiking#and#biking#trails#offered#around#Issaqueena#Lake.#As#students#enjoy#
these#areas,#they#probably#rarely#think#about#the#different#food#webs,#limiting#factors,#and#
endangered#species#that#affect#populations#in#the#forest.#As#students#learn#about#the#
various#ecosystems#in#the#biosphere#they#will#focus#on#the#one#in#their#backyard.#They#will#
also#be#able#to#compare#the#ecosystem#in#their#backyard#to#others#in#the#region,#state#of#
South#Carolina,#and#the#United#States.#
###All#learning#should#be#applicable#to#life,#but#this#is#especially#true#of#science#education.#
Students#should#be#able#to#make#connections#between#concepts#they#learn#and#the#world#
around#them#and#in#turn#be#able#to#apply#what#they#learn.#By#incorporating#place#into#
lessons,#students#have#“buy#in”#or#an#aspect#of#intrinsic#motivation#that#stems#with#being#
connected#to#the#place#in#which#they#live.#Students#will#also#be#excited#to#be#involved#with#a#
project#that#involves#Clemson#University.#This#unit#will#involve#place#as#students#travel#to#
the#forest#several#times#to#observe#flora#and#fauna.#They#will#focus#their#attention#on#the#
local#food#chains#and#webs#and#evaluate#the#impact#humans#have#on#the#forest.#They#will#
also#get#to#join#Clemson#students#and#professors#conducting#research#in#the#forest.#
#
IV.##This#unit#plan#will#be#equitable#for#all#students#in#a#variety#of#ways.#First,#it#will#be#
equitable#as#it#addresses#a#place#where#all#students#currently#live.#All#students#will#study#
the#Clemson#forest#and#by#living#in#the#community,#all#students#are#stakeholders#in#this#
area.#Through#comparing#this#ecosystem#to#others#around#the#state,#country,#and#world#
students#will#be#able#to#choose#their#ecosystem#for#comparison.#So#for#those#students#from#
a#different#region,#state,#or#country,#they#can#choose#to#compare#the#forest#to#an#ecosystem#
on#the#coast,#in#Oklahoma,#or#Asia.#As#some#lessons#are#differentiated#by#both#interest#and#
ability,#students#will#be#able#to#choose#the#assignment#that#best#fits#their#learning.##
###Grading#the#summative#science#journal#for#understanding#and#effort#based#on#student#
ability#is#an#equitable#practice#in#grading.#The#goal#of#the#science#journals#will#be#to#allow#
students#to#explain#what#they#know#and#have#learned#and#will#be#graded#holistically.#The#
group#presentations#will#be#graded#more#objectively#with#a#rubric#to#establish#fair#and#
equal#expectations.#The#evaluation#form#will#also#include#a#section#for#feedback#in#which#
students#can#address#the#lack#of#effort#put#in#by#group#members#if#needed.##
###In#the#science#classroom,#the#goal#is#for#students#to#be#engaged#and#learning.#If#trips#to#the#
bathroom#or#locker#will#accomplish#this,#then#they#are#permitted#with#a#pass.#Students#will#
be#encouraged#to#use#the#schedule#set#by#the#school#for#lockers#and#bathrooms#and#to#come#
to#class#prepared.##When#unprepared#students#will#be#encouraged#to#borrow#paper#and#
pencil#from#a#neighbor#and#when#still#unavailable,#they#will#be#provided#by#the#teacher.#A#
classroom#set#of#textbooks#will#be#available#to#every#class.#As#science#classes#are#not#
traditionally#tracked,#classes#will#be#integrated#among#Honors#(or#gifted)#students#and#the#
nonPhonors#students#to#ensure#mixed#ability#and#opportunities#to#create#groups#with#a#
more#knowledgeable#peer.##Select#sporting#activities#will#be#offered#after#school.#For#
students#not#making#a#sports#team#at#tryPouts,#intramural#teams#will#be#offered#at#the#
school.##
#
#
Development!of!Unit!Topic!K12!
S.C.#Standard:#7P4#The#student#will#demonstrate#an#understanding#of#how#organisms#
interact#with#and#respond#to#the#biotic#and#abiotic#components#of#their#environment.#
(Earth#Science,#Life#Science)#
S.C.#Indicators:##
7P4.1##Summarize#the#characteristics#of#the#levels#of#organization#within#ecosystems#
(including#populations,#communities,#habitats,#niches,#and#biomes).##
7P4.2##Illustrate#energy#flow#in#food#chains,#food#webs,#and#energy#pyramids##
7P4.3##Explain#the#interaction#among#changes#in#the#environment#due#to#natural#hazards#
(including#landslides,#wildfires,#and#floods),#changes#in#populations,#and#limiting#factors#
(including#climate#and#the#availability#of#food#and#water,#space,#and#shelter).#
K-4 Standards
National Standards
As a result of activities in
grades K-4, all students
should develop
understanding of:
S.C. Standards
Kindergarten
Second Grade
Third Grade
Fourth Grade
K-2.1 Recognize what
organisms need to stay
alive (including air,
water, food, and shelter).
2-2.1 Recall the basic needs
of animals (including air,
water, food, and shelter) for
energy, growth, and
3-2.3 Recall the
characteristics of an
organism’s habitat that
allow the organism to
survive there.
4-2.2 Explain how the
characteristics of distinct
environments (including swamps,
rivers and streams, tropical rain
forests, deserts, and the polar
regions) influence the variety of
K-2.2 Identify examples
The characteristics of
organisms
Life Cycles of organisms
Organisms and
environments
of organisms and
nonliving things.
protection.
3-2.4 Explain how
changes in the habitats
of plants and animals
affect their survival.
2-2.3 Explain how distinct
environments throughout the
world support the life of
different types of animals.
3-2.5 Summarize the
organization of simple
food chains (including
the roles of producers,
consumers, and
decomposers).
2-2.4 Summarize the
interdependence between
animals and plants as sources
of food and shelter.
organisms in each.
4-2.5 Explain how an organism’s
patterns of behavior are related to
its environment (including the
kinds and the number of other
organisms present, the availability
of food and other resources, and
the physical characteristics of the
environment).
5-8 Standards
National Standards
S.C. Standards
Fifth Grade
Seventh Grade
As a result of their activities
in grades 5-8, all students
should develop
understanding:
5-2.2 Summarize the composition of an ecosystem,
considering both biotic factors (including populations to the
level of microorganisms and communities) and abiotic
factors.
Structure and function in
living systems
5-2.3 Compare the characteristics of different ecosystems
(including estuaries/salt marshes, oceans, lakes and ponds,
forests, and grasslands).
Reproduction and heredity
Regulation and behavior
Populations and ecosystems
Diversity and adaptations or
organisms
5-2.4 Identify the roles of organisms as they interact and
depend on one another through food chains and food webs
in an ecosystem, considering producers and consumers
(herbivores, carnivores, and omnivores), decomposers
(microorganisms, termites, worms, and fungi), predators
and prey, and parasites and hosts.
7-4.1 Summarize the characteristics of the levels of
organization within ecosystems (including populations,
communities, habitats, niches, and biomes).
7-4.2 Illustrate energy flow in food chains, food webs, and
energy pyramids
7-4.3 Explain the interaction among changes in the
environment due to natural hazards (including landslides,
wildfires, and floods), changes in populations, and limiting
factors (including climate and the availability of food and
water, space, and shelter).
5-2.5 Explain how limiting factors (including food, water,
space, and shelter) affect populations in ecosystems.
9-12 Standards
National Standards
S.C. Standards
Biology
As a result of their activities
in grades 9-12, all students
should develop
understanding of:
B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and
commensalism) generate stability within ecosystems.
B-6.2 Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and
biotic factors).
The cell
Molecular basis of heredity
Biological evolution
Interdependence or
organisms
Matter, energy, and
organization in living
systems
Behavior of organisms
#
#
Students#begin#learning#about#a#diversity#of#organisms#as#early#as#kindergarten#and#
continue#through#biology#in#high#school.#This#unit#topic#explores#the#affects#of#abiotic#and#
biotic#factors#through#the#organization#of#organisms,#the#flow#of#energy#through#food#
chains#and#webs,#and#the#affect#of#limiting#factors,#emigration#and#immigration#on#a#
population.#All#of#these#concepts#build#continuously#through#a#student’s#science#education.#
The#development#of#this#unit#begins#with#learning#in#kindergarten#as#students#explore#what#
organisms#are#and#what#they#need#to#stay#alive.##
# Kindergarteners#start#by#identifying#pictures#of#animals#and#placing#pictures#of#mothers#
with#babies.#It#expands#to#the#ecosystem#concept#in#second#grade#as#students#learn#about#
the#different#environments#around#the#world#and#how#they#support#animals.#They#continue#
learning#about#the#needs#of#animals#and#how#they#relate#to#one#another.#Third#graders#
learn#about#the#role#of#habitat#in#the#life#of#an#organism#and#are#introduced#to#the#basic#
food#chain.#Fourth#graders#explore#both#environment#and#behavior#and#the#affects#they#
have#on#organisms.#In#fifth#grade,#students#summarize#the#composition#of#an#ecosystem#
including#the#biotic#and#abiotic#factors#that#affect#organisms.#They#also#compare#the#
different#ecosystems#like#estuaries,#marches,#lakes,#forests#etc#and#discuss#the#roles#
organisms#have#within#the#food#chains#and#webs.#Here#they#are#introduced#to#terms#
carnivore,#omnivore,#decomposer#etc.#and#also#exposed#to#the#concept#of#limiting#factors.#
# #This#unit#plan#will#build#mostly#on#the#concepts#of#fifth#grade#as#students#summarize#the#
characteristics#of#the#levels#of#organization#within#and#ecosystem#(7P4.1),#illustrate#energy#
flow#in#food#chains,#webs,#and#pyramids#(7P4.2),#and#explain#the#interaction#among#changes#
in#populations#limiting#factors,#immigration,#and#emigration#(7P4.3).#The#unit#culminates#in#
high#school#biology#where#students#study#interspecies#relationships#such#as#parasitism,#
mutualism,#commensalism#and#discuss#the#affect#of#limiting#factors#on#population,#
analyzing#specific#categories#of#factors#such#as#density#dependent#and#density#independent#
factors.#
#
Lesson!Plans!
Pacing'Guide'
1. Monday#Biome#activity#with#butcher#paper,#collaboration#on#Polyvision#board#to#
define#biome,#and#manila#envelope#activity.#
2. Tuesday#Finish#discussing/#review#five#levels#of#organization#and#complete#first#
journal#entry#and#paragraph.#
3. Wednesday##Who#eats#who#activity,#interactive#site.#
4. Thursday##Venn#diagram#comparing#food#chains,#food#webs,#and#energy#pyramids#
5. Friday##Travel#to#forest#to#take#pictures#and#construct#food#webs#in#journal#
6. #MondayTag#and#Lynx#and#Hare#lab#
7. Tuesday#Interactive#site#making#predator/prey#predictions.#Begin#research##
8. Wednesday#Continue#research#and#journal#entry#
9. Thursday#Sandwich#activity,#forest#trip,#and#letter#
10. Friday#Video#project#
#
!
Ecology!5E!Lesson!Plan!
Organisms#in#the#Environment#
Name:# K.#Sherman#
South#Carolina#
StandardsP#include'
the'full'standard'not'just'
numbers#
Date:#MondayPWednesday######Lesson#Name:##Ecosystems#Around#the#World#
#
7P4#The#student#will#demonstrate#an#understanding#of#how#organisms#interact#with#
and#respond#to#the#biotic#and#abiotic#components#of#their#environment.##
7P4.1##Summarize#the#characteristics#of#the#levels#of#organization#within#ecosystems#
(including#populations,#communities,#habitats,#niches,#and#biomes).##
The#Central#IdeaP#
what'is'the'central'idea'
you'want'the'students'to'
take'away'from'this'
lesson#
EngageP#a'way'to'
connect'past'and'
present/'assess'prior'
knowledge'through'
discrepant'event,'
intriguing'question,'
acting'out'a'problematic'
situation,'etc.#
ExploreP#students'
have'the'opportunity'to'
get'directly'involved'
with'phenomena'and'
materials'and'develop'
an'experience'with'the'
phenomenon.#The'
teacher'acts'as'a'
facilitator'providing'
materials,'etc.#
ExplainP#the'learner'
Students#will#understand#the#different#levels#of#organization#within#ecosystems#and#
be#able#to#give#examples#of#each.#
They#will#also#know#the#following#terms:#organism,#populations,#communities,#
ecosystems,#and#biomes#and#be#able#to#identify#them#by#the#numbers#and#types#of#
organisms#or#abiotic#factors#present.#
#
#
Students#will#enter#the#classroom#to#find#all#chairs#in#a#circle#representing#the#Earth.#
Sections#will#be#color#coordinated#representing#a#different#biome:#Tundra,#
Coniferous#Forest,#Deciduous#Forest,#Desert,#Rain#Forest,#Grassland.##
#
In#groups#of#5P6#(dictated#by#seat#color)#students#will#write#everything#they#know#
about#the#biome#(or#region#of#the#world)#this#can#include#but#is#not#limited#to:#
temperature,#rainfall,#location,#animal#and#plant#diversity,#etc.##Information#will#go#on#
a#coordinating#color#of#butcher#paper.#
#
After#10#minutes,#each#group#will#share#their#information.#After#sharing,#each#group#
will#be#asked#to#write#what#they#think#defines#a#biome#on#the#Polyvision#board.#After#
each#group#has#a#chance#to#write#a#defining#aspect#or#two,#the#teacher#will#go#to#the#
board#and#circle#correct#answers#in#a#different#color.#For#example:#temperature.#
The#teacher#can#also#add#to#the#definition.#Answers#should#pertain#to#climate,#
vegetation,#or#animal#adaptations.#
#
As#a#group,#students#will#be#given#a#manila#envelope#with#pictures#representing#a#
related#organism,#population,#community,#ecosystem,#and#biome.##Their#task#will#be#
describing#the#relationships#between#the#separate#images#and#determining#whether#
they#can#be#placed#in#any#type#of#order.#If#each#image#represents#a#distinct#category,#
how#should#these#be#defined?#For#example:#an#elephant#(organism)#is#a#part#of#a#herd#
of#elephants#(population)#and#a#part#of#all#animals#on#the#African#savannah#
(community),#etc.#
#
During#the#activity#the#instructor#will#circulate#and#monitor#and#give#help#as#needed.#
After#10P15#minutes,#students#will#show#their#pictures#to#the#class#and#tape#them#to#
the#Polyvision#board.#The#class#as#a#whole#will#try#to#establish#the#relationships#
between#the#organisms#and#put#them#in#order.#Students#will#be#introduced#to#the#
terms#organism,#populations,#communities,#ecosystems,#and#biomes.#
#
Knowing#the#definition#of#a#organism,#population,#community,#ecosystem,#and#biome,#
begins'to'put'the'
abstract'experience'
through'which'she/he'
has'gone'through'into'a'
communicable'form.'
This'is'where'the'teacher'
can'further'assess'
misconceptions'of'
knowledge.'#
ElaborateP#the'
students'expand'on'the'
concepts'they'have'
learned,'make'
connections'to'other'
related'concepts,'and'
apply'their'
understandings'to'the'
world'around'them.#
EvaluateP#an'onA
going'diagnostic'process'
that'allows'the'teacher'
to'determine'if'the'
learner'has'attained'
understanding'of'
concepts'and'knowledge.'
Evaluation'and'
assessment'can'occur'at'
all'points'along'the'
continuum'of'the'
instructional'process.#
students#will#create#their#first#science#journal#entry#for#the#unit.##Using#an#organism#
of#their#choice#students#will#create#a#picture#that#depicts#each#of#the#5#levels#of#
organization.#Then#they#will#create#a#concept#map#and#write#a#paragraph#that#
describes#each#level#and#compares#the#levels#to#one#another.##
During#this#time,#the#teacher#will#circulate#and#monitor#to#informally#assess#if#
students#understand#the#differences#between#the#different#levels#and#correct#
misconceptions.#
#
#
#
#
#
#
To#build#on#what#they#have#learned,#students#will#travel#to#the#Clemson#Experimental#
Forest.#They#will#look#for#examples#of#the#5#levels#of#organizations#they#have#studied#
and#record#observations#in#their#science#journals.##Example:#a#student#may#sketch#a#
bird#nest#for#an#organism,#or#an#anthill#for#population.#A#pond#or#stream#might#
represent#a#community#of#organisms#living#beneath.##
#
#
Students#will#have#the#opportunity#to#informally#present#their#findings#to#the#class.#
Then#students#will#turn#in#their#journals#with#the#5#examples#they#found#in#the#forest.#
#
Student#journals#will#be#formatively#evaluated#to#see#if#they#understand#the#five#
levels#of#organization#but#not#graded.#The#teacher#will#return#the#journals#to#students#
the#next#day#with#comments.##
A#summative#evaluation#will#be#used#to#assign#a#grade#to#the#journal#at#the#end#of#the#
unit.#Students#will#receive#a#rubric#for#the#summative#journal#evaluation#on#the#first#
day#of#the#unit.##
Adapted#from:#http://www.miamisci.org/ph/lpintro5e.html#
Ecology!5E!Lesson!Plan!
Organisms#in#the#Environment#
Name:# K.#Sherman#
South#Carolina#
StandardsP#include'
the'full'standard'not'just'
numbers#
The#Central#IdeaP#
what'is'the'central'idea'
you'want'the'students'to'
take'away'from'this'
lesson#
EngageP#a'way'to'
connect'past'and'
present/'assess'prior'
knowledge'through'
discrepant'event,'
intriguing'question,'
#
Date:#ThursdayPFriday##
Lesson#Name:#Who#Eats#Who?#
#
7P4.2##Illustrate#energy#flow#in#food#chains,#food#webs,#and#energy#pyramids##
#
#
Students#will#understand#energy#flow#in#food#chains,#food#webs,#and#energy#
pyramids.#
#
Using#a#classroom#set#of#white#boards,#each#student#will#choose#an#item#from#their#
last#meal#(breakfast,#lunch,#etc).#With#themselves#as#the#top#consumer,#the#will#draw#
a#diagram#representing#who#ate#who,#a#simplified#food#web.#They#can#use#any#
organisms#they#would#like#to#complete#the#chain.#
Ex.#HumanCow#(hamburger)grass#
acting'out'a'problematic'
situation,'etc.#
ExploreP#students'
have'the'opportunity'to'
get'directly'involved'
with'phenomena'and'
materials'and'develop'
an'experience'with'the'
phenomenon.#The'
teacher'acts'as'a'
facilitator'providing'
materials,'etc.#
ExplainP#the'learner'
begins'to'put'the'
abstract'experience'
through'which'she/he'
has'gone'through'into'a'
communicable'form.'
This'is'where'the'teacher'
can'further'assess'
misconceptions'of'
knowledge.'#
ElaborateP#the'
students'expand'on'the'
concepts'they'have'
learned,'make'
connections'to'other'
related'concepts,'and'
apply'their'
understandings'to'the'
world'around'them.#
EvaluateP#an'onA
going'diagnostic'process'
that'allows'the'teacher'
to'determine'if'the'
learner'has'attained'
understanding'of'
concepts'and'knowledge.'
Evaluation'and'
assessment'can'occur'at'
all'points'along'the'
continuum'of'the'
instructional'process.#
#
Students#will#be#randomly#selected#to#present#their#diagrams.#This#class#discussion#
will#be#facilitated#by#the#teacher#to#review#terms#learned#previously#in#fifth#grade#
(producer,#consumer,#decomposer,#omnivore,#carnivore#Standard#5P2.4)#
#
Using#an#interactive#website,#students#will#construct#a#specific#food#web,#like#a#
grassland#or#marine#web.##They#will#click#on#organisms#and#be#given#clues#about#
their#diet.#From#this#information#they#will#first#classify#them#and#then#the#site#will#
arrange#them#into#a#food#web.##
#
Website:#http://www.gould.edu.au/foodwebs/kids_web.htm#
A#classroom#set#of#laptops#will#be#used#so#each#student#can#work#on#the#activity#
individually.#
#
Now#that#students#know#the#basic#components,#they#will#compare#and#contrast#the#
different#ways#of#organizing#trophic#levels.#This#activity#will#be#differentiated#by#
ability.#The#lower#third#of#the#class#will#be#responsible#for#describing#a#food#chain,#
the#middle#level#students#will#explain#food#webs,#and#the#upper#level#of#students#will#
explain#an#energy#pyramid.##
#
Using#sticky#paper,#students#will#create#a#visual#for#their#topic#and#present#it#to#the#
class.#As#students#work,#the#teacher#will#circulate#and#monitor#to#make#sure#the#
group#understands#their#topic.##
#
Afterwards#the#class#will#discuss#each#concept#together#and#make#a#Venn#diagram#of#
similarities#and#differences#on#the#Polyvision#board.#This#time#will#be#used#to#
emphasize#how#pyramids#show#energy#flow#in#the#trophic#levels.#
#
Students#will#return#to#the#Clemson#forest#with#smartphones#or#digital#cameras#with#
the#task#of#taking#photos#of#organisms.#In#pairs#students#will#take#photos#of#animals#
that#make#a#food#web.#Each#food#web#must#include#organisms#from#at#least#4#trophic#
levels:#producers,#herbivores,#primary#carnivores#and#secondary#carnivores.#A#
minimum#of#6#organisms#must#be#included.#
#
#
#
#
#
#
Upon#returning#to#the#classroom,#students#will#print#the#pictures#in#the#library#or#
communication#lab#and#include#the#food#web#in#their#nature#journals.#The#journals#
will#be#collected#again,#informally#assessed,#and#returned#with#comments.#
Adapted#from:#http://www.miamisci.org/ph/lpintro5e.html#
Ecology!5E!Lesson!Plan!
Organisms#in#the#Environment#
Name:# K.#Sherman####Date:#MondayPWednesday##########Lesson#Name:#The#Lynx#and#the#Hare#
South#Carolina#
StandardsP#include'
the'full'standard'not'just'
numbers#
The#Central#IdeaP#
what'is'the'central'idea'
you'want'the'students'to'
take'away'from'this'
lesson#
EngageP#a'way'to'
connect'past'and'
present/'assess'prior'
knowledge'through'
discrepant'event,'
intriguing'question,'
acting'out'a'problematic'
situation,'etc.#
ExploreP#students'
have'the'opportunity'to'
get'directly'involved'
with'phenomena'and'
materials'and'develop'
an'experience'with'the'
phenomenon.#The'
teacher'acts'as'a'
facilitator'providing'
materials,'etc.#
ExplainP#the'learner'
begins'to'put'the'
abstract'experience'
through'which'she/he'
has'gone'through'into'a'
communicable'form.'
This'is'where'the'teacher'
can'further'assess'
misconceptions'of'
knowledge.'#
#
7P4.3##Explain#the#interaction#among#changes#in#the#environment#due#to#natural#
hazards#(including#landslides,#wildfires,#and#floods),#changes#in#populations,#and#
limiting#factors##(including#climate#and#the#availability#of#food#and#water,#space,#and#
shelter).#
#
Students#will#understand#how#predator#prey#relationships#affect#populations.#
#
#
#
Students#will#go#outside#for#the#first#15#minutes#of#class#to#play#tag.#In#the#first#round#
1#person#will#be#“it”#and#tag#as#many#classmates#as#they#can#in#1#min.#Tagged#
classmates#will#be#seated.#In#the#second#round#2#people#will#tag#classmates#for#1#min.#
The#third#round#will#have#5#taggers#and#the#fourth#10,#each#tagging#for#1#min.#
One#student#will#create#a#table#on#a#large#piece#of#sticky#paper#and#record#how#many#
students#get#tagged#each#round.#
Students#will#then#circle#up#and#be#seated#on#the#ground.#The#teacher#will#lead#a#
discussion#to#see#what#students#noticed#about#each#round.#How#did#the#number#of#
taggers#affect#the#number#of#people#they#tagged,#etc.##After#some#discussion,#the#
teacher#will#ask#if#the#students#can#relate#this#to#a#predatorPprey#relationship.#
Hopefully#students#will#see#that#as#predators#increase,#prey#decrease,#and#there#are#
less#prey#per#predator.#
#
#
Students#will#return#to#class#and#complete#the#Lynx#and#Hare#lab.#In#this#lab#
experiments,#students#will#simulate#the#relationship#between#predator#and#prey#with#
a#lynx#and#hare#activity.#Within#a#square,#students#will#populate#the#area#with#hares.#
They#will#then#add#or#“throw#in”#a#lynx#to#capture#some#of#the#hares.#These#hares#will#
be#removed.#The#lynx#must#obtain#3#hares#to#survive,#and#if#so,#it#will#reproduce.#
Hares#reproduce#each#generation.##In#groups#of#3#students#will#complete#the#
simulation#for#20#generations.#In#each#group#one#student#will#manipulate#the#lynxes,#
one#student#will#manipulate#the#hares,#and#one#student#will#be#the#recorder.#
#
At#the#end#of#the#experiment,#the#group#will#create#a#graph#for#their#data.#
(Lab#experiments#attached)#
#
Using#their#data#and#graphs,#students#will#answer#questions#about#the#experiment.##
Of#the#5#questions,#some#are#simple#and#require#students#to#be#able#to#read/analyze#
their#data.#Some#prevent#scenarios#that#will#get#students#to#make#predictions#based#
on#their#data.#The#last#question#will#require#to#put#their#experience#into#written#form#
by#writing#a#paragraph#that#explains#the#results#of#their#graph#and#explain#how#the#
number#of#prey#affects#the#predator#population.#
#
#
ElaborateP#the'
students'expand'on'the'
concepts'they'have'
learned,'make'
connections'to'other'
related'concepts,'and'
apply'their'
understandings'to'the'
world'around'them.#
EvaluateP#an'onA
going'diagnostic'process'
that'allows'the'teacher'
to'determine'if'the'
learner'has'attained'
understanding'of'
concepts'and'knowledge.'
Evaluation'and'
assessment'can'occur'at'
all'points'along'the'
continuum'of'the'
instructional'process.#
#
Using#this#interactive#site#on#the#Polyvision#board,#students#can#predict#what#
happens#when#a#certain#population#increases#or#decreases#(often#due#to#a#predatorP
prey#relationship).#Students#will#make#a#hypothesis,#and#then#select#arrows#to#
increase#or#decrease#the#population.#The#site#will#show#how#these#changes#not#only#
affect#one#organism,#but#how#they#affect#all#interPrelated#species#within#a#food#web.#
#
Eduweb#
http://www.eduweb.com/portfolio/earthsystems/food/foodweb4.html#
#
Students#will#do#preliminary#research#on#a#species#from#the#Clemson#Experimental#
Forest.#They#will#use#the#website#to#look#at#species#in#the#forest#and#choose#one#that#
is#also#found#on#the#rare,#threatened,#or#endangered#species#list.#They#will#also#
conduct#a#Webquest#to#find#known#food#sources#and/or#predators#for#their#species.#
#
http://www.clemson.edu/cafls/departments/forestry/cef/plants_and_animals.html#
#
To#evaluate#their#understanding#of#this#lesson,#they#will#write#about#their#species#in#
their#science#journals.#They#will#create#a#scenario#involving#the#predator/prey#
relationship#and#describe#what#would#happen#to#population#size.#
Journals#will#be#taken#up,#informally#assessed#for#understanding,#and#returned#the#
next#day#with#comments.#
Adapted#from:#http://www.miamisci.org/ph/lpintro5e.html#
Ecology!5E!Lesson!Plan!
Organisms#in#the#Environment#
Name:# K.#Sherman#
South#Carolina#
StandardsP#include'
the'full'standard'not'just'
numbers#
The#Central#IdeaP#
what'is'the'central'idea'
you'want'the'students'to'
take'away'from'this'
lesson#
EngageP#a'way'to'
connect'past'and'
present/'assess'prior'
knowledge'through'
discrepant'event,'
intriguing'question,'
acting'out'a'problematic'
situation,'etc.#
Date:#ThursdayP#Friday#
#Lesson#Name:#Limiting#Factors#
#
7P4.3##Explain#the#interaction#among#changes#in#the#environment#due#to#natural#
hazards#(including#landslides,#wildfires,#and#floods),#changes#in#populations,#and#
limiting#factors##(including#climate#and#the#availability#of#food#and#water,#space,#and#
shelter).#
Students#will#understand#how#changes#limiting#factors#like#food,#water,#space,#and#
shelter#affect#organisms.#
#
#
Students#will#come#in#and#sit#in#groups#of#4#(with#desks#grouped#previously)#and,#
barring#no#peanut#allergies,#they#will#be#given#the#task#of#making#four#(or#as#many#as#
they#can)#peanut#butter#and#jelly#sandwiches.#They#will#be#given#specifications#for#
the#sandwiches#on#the#Polyvision#board.#For#example:#each#sandwich#must#have#2#
pieces#of#bread,#2#tbsp#of#peanut#butter,#1#tbsp#jelly.#
#With#the#exception#of#one#group,#every#other#group#will#be#short#some#material#
(either#too#few#pieces#of#bread#or#not#enough#peanut#butter#or#jelly).##
#
After#5#minutes#groups#will#be#asked#if#they#successively#completed#their#task.#The#
groups#that#didn’t#will#be#asked#why.#They#didn’t#have#enough#materials.#
#
ExploreP#students'
have'the'opportunity'to'
get'directly'involved'
with'phenomena'and'
materials'and'develop'
an'experience'with'the'
phenomenon.#The'
teacher'acts'as'a'
facilitator'providing'
materials,'etc.#
ExplainP#the'learner'
begins'to'put'the'
abstract'experience'
through'which'she/he'
has'gone'through'into'a'
communicable'form.'
This'is'where'the'teacher'
can'further'assess'
misconceptions'of'
knowledge.'#
ElaborateP#the'
students'expand'on'the'
concepts'they'have'
learned,'make'
connections'to'other'
related'concepts,'and'
apply'their'
understandings'to'the'
world'around'them.#
EvaluateP#an'onA
going'diagnostic'process'
that'allows'the'teacher'
to'determine'if'the'
learner'has'attained'
understanding'of'
concepts'and'knowledge.'
Evaluation'and'
assessment'can'occur'at'
all'points'along'the'
continuum'of'the'
instructional'process.#
Students#will#then#be#asked#to#make#a#list#of#things#that#are#necessary#for#life#and#
then#discuss#what#happens#if#these#needs#aren’t#meant.#What#are#these#needs#called?#
Students#will#be#encouraged#to#think#back#to#fifth#grade#and#what#they#learned#about#
limiting#factor.#This#concept#will#be#tied#back#to#the#sandwich#activity#in#which#bread,#
PB,#or#jelly#was#a#limiting#factor..#
#
Students#will#the#return#to#the#Clemson#Experimental#Forests#for#two#consecutive#
days.##
On#the#first#day#they#will#join#the#creative#inquiry#class#on#natural#resources#
measurement,#which#introduces#students#to#measurements#for#land,#vegetation,#
animal#habitat,#water#quanity#and#quality,#etc.#
On#the#second#day#they#will#join#the#class#on#wildlife#diversity#in#the#forest.#
At#the#end#of#the#second#day,#one#of#the#instructors#will#do#a#special#presentation#for#
the#class.#He#will#highlight#the#role#of#habitat#and#niche#within#an#ecosystem.#He#will#
hold#a#question#and#answer#session#for#students.#He#will#also#highlight#how#
resources#(limiting#factors)#in#the#forest#affect#some#of#the#rare,#threatened,#and#
endangered#species#in#the#forest.##
Students#will#be#encouraged#to#bring#their#science#notebooks,#ask#questions,#and#take#
notes#on#the#species#they’ve#begun#to#research.#
#
Students#will#return#to#class#and#be#given#scenario#cards#for#situations#like#wildfires,#
landslides,#floods,#deforestation,#etc.#They#will#work#with#a#partner#to#create#a#cause#
and#effect#graphic#organizer#that#include#what#would#happen#to#resources#like#food,#
water,#and#shelter.#Students#will#then#trade#scenarios#and#compare#their#answers#
with#another#group.##
The#teacher#will#then#lead#a#group#discussion#on#the#Clemson#Experimental#Forest#
and#issues#that#have#arisen#with#people#seeing#the#forest#not#as#land#to#be#protected#
but#land#to#be#developed.#Students#will#be#able#to#voice#their#opinions#and#practice#
listening#to#the#opinions#of#others.#
#
#
Elaborating#on#the#idea#of#conservation,#students#will#write#a#letter#to#a#fictional#
developer#explaining#why#developing#the#Clemson#forest#would#harm#the#natural#
biodiversity#of#the#forest.#They#will#be#encouraged#to#focus#on#one#resource#food,#
water,#shelter,#etc#and#explain#how#this#limiting#factor#would#affect#populations.##
Letters#should#be#one#page#in#length#and#be#written#in#a#formal#style.#These#letters#
will#be#included#in#the#science#journal.#
Given#the#previous#discussion#about#pressure#to#develop#the#forest,#students#will#
create#a#1P2#minute#video#forest#preservation#video#the#species#they’ve#been#
researching.##This#video#will#count#as#a#final#summative#assessment.#
#
They#must#first#talk#about#the#organism,#its#population,#community,#and#ecosystem.#
They#should#also#include#details#about#its#habitat#and#niche,#its#food#web#(including#
predators#and#prey)#and#how#deforestation#would#affect#this#organism.#
#
They#will#work#in#groups#of#4#to#film#the#video#and#then#edit#it#in#the#communication#
lab.#Students#will#then#present#their#film#to#the#class.#A#rubric#will#be#used#to#grade#
the#assignment#and#will#be#given#to#students#at#the#beginning#of#filming.#
#
Student#journals#will#also#be#collected#at#this#time#for#a#summative#evaluation.#Based#
on#a#given#rubric.#
Adapted#from:#http://www.miamisci.org/ph/lpintro5e.html#
!
!
!
Assessments!
Formative#Evaluations:#Three#science#journal#checks#with#feedback#in#the#form#of#written#
comments,#classroom#discussions,#and#group/#peer#work.#
Summative#Evaluations:#Science#Journal#and#Video#Assignment#
#
Rubric#for#Science#Journals#
Completeness:#Contains#all#four#entries#
completed#
/40#
Creativity:#Entries#are#creative,#colorful,#and#
have#been#put#together#well.#
/20#
Understanding:#Student#demonstrates#
overall#understanding#of#material#and#has#
corrected#entries#where#comments#were#
made.#
/40#
Total#
#
#
#
#
#
#
#
/100#
Rubric#for#Video#
Length:#Video#is#required#length#1P2min#
/20#
Participation:#All#four#group#members#
participated#in#the#filming#and#editing#
process.#
/20#
Content:#The#clip#must#address#the#levels#of#
organization,#habitat#and#niche,#food#web,#
and#limiting#factors.#
/40#
Creativity:#Students#work#is#creative#and#
original.#
/10#
Research:#Student#include#and#cite#some#
aspect#of#research#they’ve#done.#
/10#
Total#
/100#
!
Appendix!A!
Resources#
1.#BrainPOP#
The#Brain#Pop#site#offers#short#video#clips#to#help#engage#students#in#specific#topics.#
It#also#includes#experiments,#quizzes,#and#other#interactive#activities#to#extend#
learning.#The#video#on#food#chains#helps#to#explain#the#topic#in#terms#that#students#
can#understand.#There#are#also#several#related#videos#on#the#site.#
#
2.#Clemson#Experimental#Forest#
The#Clemson#Experimental#Forest#website#shares#the#mission#and#goals#of#the#
forests.#It#includes#helpful#links#to#trails,#describes#the#history#of#the#forest,#details#
the#management#practices,#and#shares#about#the#animals#and#plants#found#in#the#
forest#(including#rare,#threatened,#and#endangered#species).#This#is#helpful#for#
students#to#read#and#learn#about#the#forest,#as#well#as#gain#an#understanding#of#the#
species#diversity#found#in#the#forest.#Students#can#also#see#pictures#of#the#different#
species#in#the#forest#by#clicking#on#the#links.#
#
3.#Eduweb#
The#Eduweb#site#contains#an#interactive#graphic#students#can#use#to#explore#food#
webs.#The#site,#which#would#be#great#for#the#Polyvision#board,#allows#students#to#
make#predictions#about#how#species#are#interrelated#and#how#changes#in#these#
relationships#affect#population#size.#Students#or#teachers#can#select#arrows#to#
increase#or#decrease#one#species#and#watch#the#effect#it#has#on#all#interrelated#
species.#The#graphic#also#has#a#helpful#graphic#that#details#population#size#as#
changes#occur.#
#
4.#Gould#
The#Gould#site#is#an#interactive#site#where#students#can#explore#Australian#and#
African#grassland,#aquatic,#and#Antarctic#food#webs.##The#site#shows#a#species#and#
allows#students#to#guess#the#trophic#level#it#belongs#to.#Then#based#on#the#
knowledge#they’ve#obtained#about#each#species,#students#put#the#species#into#a#food#
web.#The#site#also#contains#some#games#and#activities#related#to#the#various#food#
webs#described.#
#
5.#Project#Learning#Tree#
Project#Learning#Tree#(PLT)#is#an#awardPwinning#environmental#education#program#
with#the#goal#of#equipping#educators#and#helping#students#learn#how#to#think#about#
complex#environmental#issues.#The#site#offers#curriculum#for#grades#KP12#and#has#
middle#grade#curricula#for#energy#and#environmental#education.#These#lessons#are#
aligned#to#national#standards#and#available#for#a#variety#of#classroom#needs.#There#is#
also#information#on#becoming#a#PLT#school,#obtaining#grants,#and#resources#for#
teachers#and#parents.#
#
6.#Project#WILD#
Project#WILD#is#a#wildlife#focused#conservation#education#program#for#KP12#
students#and#teachers.#The#site#offers#sample#activities,#opportunities#for#training,#
curriculum#and#resources,#and#contact#information#for#area#coordinators.#Through#
the#site,#educators#can#attend#trainings#and#obtain#materials#for#the#curriculum.#The#
site#also#offers#correlations#with#National#Science#Standards.#The#material#covers#
different#aspects#of#wildlife#conservation,#and#it#is#a#great#opportunity#to#study#
wildlife#found#in#the#area#surrounding#the#school.#
#
7.#Sierra#Club#
A#number#of#resources#for#environmental#education#are#offered#through#the#Sierra#
Club.#One#resource#is#a#John#Muir#Day#study#guide,#which#helps#teachers#teach#
students#about#John#Muir,#and#environmental#role#model.#The#site#also#explains#the#
importance#of#nature#journals#and#includes#a#free#downloadable#template#for#
students#to#make#their#own#nature#journals.#The#Sierra#Club#site#also#includes#
information#about#their#various#programs.#Among#these#many#options,#one#
interesting#program#is#the#ICO,#Inner#City’s#Outings#Program,#which#is#an#outreach#
program#that#allows#lowPincome,#inner#city#kids#with#an#opportunity#to#travel#to#the#
wilderness.#This#would#be#a#wonderful#opportunity#for#educators#within#the#inner#
city#to#allow#students#to#connect#with#nature.#
#
8.#Science!Scope#
The#November#2012#issue#of#Science'Scope#focuses#on#CommunityPBased#Science.#
Within#the#overall#theme,#educators#are#exposed#to#the#importance#of#including#the#
aspect#of#community#in#science#education.#Various#lesson#plans#for#energy,#citizen#
science,#and#invasive#species#(all#with#a#community#focus)#are#included#in#the#
periodical.##The#lesson#plan#on#nonnative#species#and#their#effect#on#the#
environment#(p.10)#includes#great#ideas#for#the#classroom.##The#lesson#uses#a#
modified#lesson#from#Project#Learning#Tree,#Birds#and#Worms#(PLT#2011),#and#
allows#students#to#learn#the#effect#nonnative#species#or#invasive#species#have#on#
native#ones.#The#lesson#focuses#on#birds#native#to#Florida#and#students#learn#about#
loss#of#habitat#and#food#sources.#Students#then#read#articles#about#NonPnative#
snakes#and#their#affect#on#birds#in#Florida.#This#would#be#a#great#lesson#to#repeat#
with#a#local#South#Carolina#focus.#
#
9.#U.S.#Department#of#the#Interior#
The#Department#of#the#Interior#website#offers#several#great#resources#for#teachers.#
Within#the#realm#of#ecology,#there#are#links#for#resources#on#conservation,#wildland#
fires,#and#landscapes.#There#is#also#information#on#energy,#life#science,#and#earth#
sciences.#The#information#of#wildland#fires#is#especially#helpful.#It#includes#an#
educators#guide#and#focuses#on#how#fires#can#be#used#for#land#management#and#can#
also#get#out#of#hand.##The#site#also#offers#the#opportunity#to#go#on#location#in#Florida,#
Arizona,#and#California.#Students#can#visit#homes#in#areas#at#risk#for#fire#and#discuss#
ways#to#improve#the#chances#the#home#has#of#surviving#a#future#fire.#
#
10.#The#Environmental#Literacy#Council#
The#Environmental#Literacy#Council#website#is#a#huge#library#of#KP12#lessons,#
articles,#and#news#about#environmental#studies,#including#topics#like#water,#land,#
energy,#ecosystems,#and#environment#and#society.#A#subject#menu#on#the#left#side#of#
the#webpage#allows#students#to#search#for#articles#by#topic.#Each#article#ends#with#
reference#to#other#resources#and#is#a#great#site#for#students#to#use#for#research.#It#
would#be#great#for#research#papers#or#science#fair#projects.#
#
11.!Franklin#Institute#Science#Museum:#Community#Science#Action#Guides#
This#site#contains#sixteen#guides#for#different#grade#levels#for#teacher#and#student#
use.#Each#Science#guide#focuses#on#a#different#topic#and#leads#to#multiple#other#
resources#to#help#students#think#about#and#investigate#local#and#global#science#
issues.#There#are#resources#for#planning,#activities#and#materials#for#water,#energy#
and#life#science#lessons.#Though#none#of#the#action#guides#directly#correlate#with#
this#lesson,#the#lessons#about#water#and#resources#can#be#easily#tied#in#to#the#unit.#
#
!
!
!
!
Appendix!B#
THE#LYNX#EATS#THE#HARE#
wqRounds
Number
Number
Hares
Hares
Lynx
Lynx
Lynx Off
of Lynx
of
Eaten
Remaining
Starved
Surviving
spring
Hares
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
#
*Every#new#round#count#the#number#of#remaining#hares#and#double#this#number#for#the#next#round#
*#A#lynx#can#only#survive#by#eating#3#hares#
*#A#lynx#can#have#1#offspring#by#eating#three#hares#
#
#
Publication No. 10109
The Lynx Eats the Hare
A Classroom Simulation of a Predator–Prey Interaction
Introduction
Perform this simple pencil and paper simulation of the interspecific interaction between a predator population and that of its primary prey. Students will discover the inextricable link between the two populations in this surprisingly realistic and involving activity.
Concepts
• Predator
• Prey
• Population growth
Materials (for each group)
Flat surface, at least two feet square
Colored tape or masking tape
Paper squares, one-inch (snowshoe hares), 300
Cardboard square, three-inch (a Canadian lynx), 1
Graph paper
Population data table
Paper cutter or scissors
Safety Precautions
This activity is generally considered non-hazardous. Follow all normal laboratory guidelines.
Preparation
Use tape to mark off a square, two feet on a side, on a table top or other flat surface. The square represents the area inhabited by
a population of snowshoe hares. Cut out and decorate with appropriate images, 300 one-inch paper hares and a three-inch cardboard
lynx (these numbers are for each group conducting the simulation). A paper cutter is an indispensable asset at this stage. Prepare a
data table to record the population tallies by following the example below. Allow enough space for 20 to 25 generations.
Generation
of Hares
Number
of Lynx
Number
1
3
1
Hares Eaten
(Total)
Hares
Remaining
Lynx
Starved
Lynx
Surviving
Lynx
Offspring
2
Procedure
1. Begin the simulation by populating the habitat with three hares—spatially dispersed within the square.
2. Toss the cardboard lynx into the square in an effort to capture (i.e., land on any portion of) as many hares as possible. In
order to survive and reproduce, the lynx must capture at least three hares when tossed. With the hare population at this
stage, lynx survival is virtually impossible. Remove any hares captured and enter the tallies for the first generation.
3. The hare population doubles between generations—multiply “Hares Remaining” by two and enter the resulting number in
the “Number of Hares” column for the second generation. Place the required number of hares in the square. If no lynx survived the previous generation another moves into the area. Toss the newly recruited lynx—repeating step 2. Remove any
captured hares and enter the new tallies.
4. By generation 5 the lynx should be able to capture three hares when tossed. If successful, the lynx survives until the next
generation and also produces offspring—(one per each three hares captured.) Toss the lynx square once for each lynx.
BIO-FAX!. . .makes science teaching easier.
101205
5. As the population builds it is important to separately tally each lynx’s kills, removing captured hares after each lynx is
tossed. Determine lynx survival and reproduction using individual lynx capture numbers. Remember, lynx produce one
offspring for each three hares captured. If a lynx captures seven hares, three lynx enter the next generation—the original
lynx and two offspring. Individual lynx capture numbers should be tallied on a separate sheet of paper and only totals
entered in the table.
6. Between generations 9 and 11, the populations will probably crash back to, or near, zero. If and when this happens be sure
to begin subsequent generations with at least three hares. Carry the simulation through 18–20 generations, by which time
the cycle will be well on its way to repeating and the next few generations can be (relatively accurately) predicted.
Discussion
The data is best analyzed graphically. For each animal make a plot of population totals (the first two columns) versus generation number. By plotting the hare population and the lynx population side by side on the same graph, the relationship between the
two becomes abundantly clear.
The most evident pattern is the near exponential initial increase in the prey (hare) population followed by a proportional
increase in the predator (lynx) population. Students should note the lag time between the two populations. The predator population responds directly to fluctuations in the prey population—recovery follows recovery and crash follows crash.
Students should keep in mind that, as in any simulation (even sophisticated computer models), certain assumptions are made
and many variables overlooked. Natural populations are subject to myriad pressures and disturbances such as immigration, emigration, overgrazing, disease, floods, droughts, fires, and extreme cold spells—to name a few. Many of these factors compound
each other. Disease spreads more easily as population density increases. Hares intensively competing for food in overpopulated
areas will be less able to resist droughts or freezes. The enormous complexity of a relatively simple system is mind-boggling.
If several groups are conducting the simulation, you may wish to introduce other variables. Disease or fire could reduce
the hare population at any stage in the cycle. Human hunting or trapping activity could impact either population. Ask the students to imagine the outcome if the lynx were exterminated. Note the well-known impact on deer populations throughout North
America—populations no longer regulated by natural predators. Studies have shown that natural predation pressure maintains the
overall health and size of prey populations at optimal levels.
Connecting to the National Standards
This laboratory activity relates to the following National Science Education Standards (1996):
Unifying Concepts and Process: Grades K–12
Systems, order, and organization
Evidence, models, and exploration
Content Standards: Grades 5–8
Content Standard A: Science as Inquiry
Content Standard C: Life Science, reproduction and heredity, regulation and behavior, population and ecosystems, diversity and adaptations of organisms.
Content Standards: Grades 9–12
Content Standard A: Science as Inquiry
Content Standard C: Life Science, interdependence of organisms; behavior of organisms.
References
Green, N. P. O.; Stout, G. W.; Taylor, D. J.; Soper, R. Biological Science 1: Organisms, Energy, and the Environment, 2nd ed.;
Cambridge University Press, Cambridge, 1990.
Purves, W. K.; Orians, G. H.; Heller, H. C. Life: The Science of Biology, 3rd ed.; Sinauer Associates, Sunderland, MA, 1992.
Acknowledgment
Adapted from the Woodrow Wilson National Fellowship Foundation Biology Team 1/2 1994 binder.
A predator–prey relationship kit is available from Flinn Scientific, Inc.
Catalog No.
FB1558
Description
McWorm Invertebrate Fast Food
Consult your Flinn Scientific Catalog/Reference Manual for current prices.
–2–
© 2005 Flinn Scientific, Inc. All Rights Reserved.
–3–
© 2005 Flinn Scientific, Inc. All Rights Reserved.
#
Name:##
#
#
Date:# #
#
#
Period:#
#
1. Which#organism#is#the#predator?#Which#is#the#prey?#Explain#your#answer.#
#
_________________________________________________________________________________________________
_____________________________________________________________________________________#
#
2. In#what#round#was#the#number#of#rabbit#the#highest?#Compare#the#data#to#the#
number#of#lynx#that#round.#Explain#what#happened#between#those#consumers#that#
year.#
#
_________________________________________________________________________________________________
_____________________________________________________________________________________#
#
3. In#what#generation#was#the#number#of#lynx#the#highest?#Compare#the#data#to#the#
number#of#rabbits#that#year.#Explain#what#happened#between#those#consumers#that#
year.#
#
_________________________________________________________________________________________________
_____________________________________________________________________________________#
#
4. Look#at#round#10.#Imagine#there#was#a#terrible#drought#that#wiped#out#the#entire#
population#of#rabbit.#What#would#have#happened#in#the#year#10#and#in#the#next#year#
as#a#result?#Be#specific.#
#
_________________________________________________________________________________________________
_____________________________________________________________________________________#
#
5. Write#a#few#sentences#that#summarize#your#graph.#These#sentences#should#explain#
how#the#number#of#prey#affects#the#number#of#predators#in#an#ecosystem.#
#
_________________________________________________________________________________________________
_____________________________________________________________________________________#
#
#