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Unit B: Interdependence and Relationships Among Organisms Standards Addressed During Unit Overview Students are immersed in opportunities to see first hand relationships among organisms. Students compare the roles and relationships among organisms as they survive and transfer energy through the food web. They investigate limiting factors in their local ecosystem and how they impact native populations. Students also get a deeper understanding of their natural world as they see first hand human impact such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Students study interdependence of organisms as they are actively engaged in problem based learning in the field. Students understand and practice safe research practices in the classroom laboratory. Fundamental Skills: Knowledge of needs of living things including food, shelter, water, space. Background knowledge of characteristics of living things Science laboratory safety practices including an SDS. SC.7.L.17.1 SC.7.L.17.2 SC.7.L.17.3 SC.7.E.6.6 Highlighted Nature of Science Standards SC.7.N.1.1 SC.7.N.1.7 SC.7.N.1.2 SC.7.N.1.4 SC.7.N.1.3 SC.7.N.3.2 SC.7.N.1.5 SC.7.N.1.6 Coherence In the grade prior students… Learn about seasonal changes in plants and animals: Florida vs. Other regions Flow of energy in a food chain (producers to consumers) Learn how animals (including humans) impact the environment Learn various adaptations o variations in life cycles o Animal behaviors o Physical characteristics Not addressed in 6th grade In the future grades students will… Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, nonnative species. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Unit B: Interdependence and Relationships Among Organisms Unpacking the Standards: What do we want students to Know, Understand and Do (KUD) The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved Unit B: Interdependence and Relationships among Organisms How do organisms depend on each other and their environment to satisfy their basic needs? Standards: SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Understand “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. A balanced ecosystem contains organisms that maintain specific roles and relationships. Know Do Declarative knowledge: Facts, vocabulary, information. Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts. 1. Producers, consumers, and decomposers play specific roles in the energy transfers within a food web. 2. Organisms establish relationships within a community. (Examples: mutualism, parasitism, predation, competition, and commensalism.) 3. Limiting factors include: food, shelter, water, space, disease, parasitism, predation, reproductive habitat such as nesting. 4. Human activity and natural events impact changes in the environment, ex: deforestation, urbanization, desertification, erosion, air quality, water quality, changing the flow of water. 1. Construct a food web that reflects the flow of energy within an ecosystem. 2. Describe the relationships among the organisms within various ecosystems. 3. Simulate and graph changes in population size over time as limiting factors change. Research the impact of human and natural events, including limiting factors on populations in an environment. 4. Demonstrate and observe the effects of organisms on air and water quality in a watershed and its ability to reduce or prevent flooding and filter pollutants such as storm water runoff. Performance Task: Students use evidence to support their claim as to which organisms within a local ecosystem will have the greatest survivability. Students take pictures of organisms within their local environment. The collection of photo cards would be used for the class to create a local ecosystem key. Students would conduct research by identifying relationships organisms have with others and the biotic and abiotic factors within the ecosystem. They identify potential limiting factors for the population of organisms. They are scored with how thorough and complete their evidence is as to which organism would survive the best. http://www.cala.fsu.edu/files/Spec%204%20-%20Observing%20Limiting%20Factors%20-%204-5-13.pdf Concept: SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web Sample Scale Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. I can: • describe the relationship between plants, the producers, and fungi, the decomposers. How do fungi benefit plants? How do plants benefit fungi? Sample Performance Tasks Students describe relationship between the producers and the decomposers. How do fungi benefit plants? How do plants benefit fungi? Students explain their critical role of energy transfer in a food web. Students can explain what the effects are if an organism disappears. Score 3.5 I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. Score 3.0 SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web I can: • draw a diagram and describe the transfer of energy in an aquatic food web and a land food web with reference to producers, consumers, decomposers, and predator/prey relationships Students construct a food web that reflects the flow of energy within an ecosystem. Explain each role in the food web Students make sample ecosystems in a bottle using layers of rock, leaves, sand, soil, grass seed, and worms. (Also demonstrates how erosion can be controlled.) Score 2.5 I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. Score 2.0 I can: •explain key concepts such as: food web, food chain, producers, consumers, decomposers Score 1.5 Score 1.0 Students can assemble a food web and explain their relationships. Students can explain the difference between a food chain and a food web. Students can use pictures of organisms and label those that are producers, The student will perform basic processes, such as: consumers and decomposers. identifies examples of producers, consumers and decomposers I can do everything at a 1.0, and I can demonstrate partial success at score 2.0. With help I can: •define key vocabulary such as producers, consumers, decomposers, food web, food chain, energy, energy transfer Unit B: Interdependence and Relationships Among Organisms Concept: Organization of a Food Web SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web Driving Questions: Sample Formative Assessment Task: How are the biotic and abiotic factors of an ecosystem interrelated? Draw a food web for an ecosystem in your neighborhood. What are the roles and relationships that occur within a food web? oon its energy Student Investigations: Vocabulary: abiotic, biotic producers, consumers, food web, food chain, decomposers, community, population, ecosystem, organism, *niche *Notates FCAT 2.0 Science Glossary Term-Grade 8 Text Resources: Fusion Digital Resources: Roles in Energy Transfer, Interactions in Communities Sciencesaurus: pgs. 176-187, 194-200 Fusion Correlations: TE: pgs. 666-679 SE: U10L2: pgs. 510-521 Lab Manual: Quick Lab pgs. 468, 478, 481, 495 Interactive Food Chain (May help to introduce before Food Web for struggling learners.) http://www.sheppardsoftware.com/content/a nimals/kidscorner/games/foodchaingame.htm Food webs show feeding relationships among different types of organisms. Those organisms each have a specific niche. Which of the following best describes a function of decomposers in food webs? A. to recycle nutrients into soil B. to convert solar energy into food C. to provide food for secondary consumers D. to compete with secondary consumers for oxygen Videos: http://www.pbslearningmedia.org/resource/td c02.sci.life.oate.decompose/decomposers/ http://www.riverventure.org/charleston/resou rces/pdf/food%20web%20game.pdf Resources Student Misconceptions: Deeper Learning Opportunities: Watershed Ambassador’s Program: See SWFWMD website to order free publications, water testing kits and apply for a SPLASH Grant http://www.nextgenscience.org/sites/default/files/MSESS_Watershed_Study_version2.pdf Scientific Argumentation: ADI: Life Science 6-8 Lab 11: Food webs and Ecosystems: Which member of an ecosystem would affect the food web the most if removed. http://sciencenetlinks.com/lessons/cycle-of-life-1-foodchain/ Research Ideas: http://www.rff.org/research/topics http://www.cala.fsu.edu/ies/performance_assessment_specificati ons/ Concept: Environmental Relationships Driving Questions: Sample Formative Assessment Task: (E-PBL Environmental Problem Based Learning) . What types of wetland and upland ecosystems are found at Starkey Park or Cross Bar Ranch? SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Mangrove trees are common to the Florida Everglades. The tree roots serve as a place for freshwater oysters to attach when the tide is high, as shown in the picture below. The What are the roles and relationships of living organisms oysters are protected from predators when attached to the within local upland and wetland ecosystems? roots underwater. Student Investigations: Vocabulary: biodiversity, uplands, wetlands, mutualism, parasitism, predation, competition, commensalism, *percolation, *infiltration, symbiosis * Notates FCAT 2.0 Science Glossary Term-Grade 8 Galapagos field researchers journal with examples of organisms http://www.nsta.org/publications/interactive/galapago The oysters to not harm the trees nor do they provide any s/activities/tortoise.html benefit to the trees. Which of the following relationships is most similar to the relationship between the mangrove trees and the oysters? Activities: A. African ants living in acacia trees feed on leaf-eating insects http://www.pbs.org/wgbh/nova/education/activities/2 found on the tree. B. Spider crabs are camouflaged by the green-brown algae growing 609_abyss.htm Live Link: on their shells. C. A whale is unaffected by the attached remora fish feeding on the whale’s leftover food. D. Bees fly from one flowering plant to another gathering nectar and pollinating the flowers. Voca http://sdnhm.org/oceanoasis/teachersguide/activity11.ht mlbulary Resources Text Resources: Student Misconceptions: Fusion Digital Resources: Deeper Learning Opportunities: Watershed Ambassador’s Program: Interactions in Communities, Sciencesaurus: pgs. 176-187, 194-200 See SWFWMD website to order free publications, water testing kits and apply for a SPLASH Grant Fusion Correlations: TE: pgs. 680-692 SE: U10L3: pgs. 522-531 Lab Manual: Quick Lab pgs. 468, 478, 481, 495 http://www.nextgenscience.org/sites/default/files/MSESS_Watershed_Study_version2.pdf Research Ideas: http://sciencenetlinks.com/search/?csrfmiddlewaretoken=6e76101ed 677e96ac52b740f4f619dd0&q=parasitism Article: https://student.societyforscience.org/article/some-otterswear-red-algae http://www.rff.org/research/topics http://www.cala.fsu.edu/ies/performance_assessment_specifications / Can’t We All Get Along: Relationships in the Ecosystem Can’t We All Get Along: Relationships in the Ecosystem In terrestrial ecosystems there are many examples of producer/consumer relationships. In the forest, many species of plants produce seeds. Mice eat these seeds (producer/consumer relationship #1). A snake might eat the mouse, which will indirectly give it some of the sun’s energy (producer/consumer relationship #2). Finally, a snowy owl might eat the snake. Again, it will indirectly get the sun’s energy (producer/consumer relationship #3). Whatever the consumer is and whichever ecosystem it lives in, it can get direct or indirect energy from the producers. Can’t We All Get Along: Relationships in the Ecosystem Predators are a special type of consumer. In order to be a predator, one must hunt and kill its food, or prey. In the oceans, one of the top predators is the Great White Shark. This fish is designed to eat, having rows and rows of teeth. It will hunt down and eat seals, large fish, squid, and even injured whales. The great white shark sits at the top of the food web and is a top consumer. All organisms interact with each other in some way. Some make food that is eaten by others, some get eaten, and some even live their entire lives inside another organism. Whatever the relationship, all living things on Earth are dependent upon each other for their survival. In terrestrial ecosystems, predators include lions, snakes, hawks, and even the shrew. Each of these animals hunts down prey, kills it, and eats it. Freshwater ecosystems can also have predators. Many birds eat the fish and shellfish that live in freshwater lakes and ponds. They swoop down out of the air and Three ways that organisms can relate to each other include: parasite/host, consumer/producer, and predator/prey. Each of these can exist in freshwater, marine, and terrestrial environments. snatch them up to eat them. Consumers like this shrew get their energy from eating other things. Birds, mammals, and fish are all Freshwater, marine, and terrestrial types of consumers. ecosystems all have organisms that are always interacting with each other. Some of these relationships are very one sided (as in the predator/prey and parasite/host), but they are essential for the survival of all living things. As energy is transmitted through the food web, some organisms can even play multiple roles. There are times when an animal, like a snake, may be a predator, but then when an owl eats it, it becomes prey. All these relationships keep ecosystems in balance and energy being transferred. Discovery Education Science © Discovery Communications, LLC Parasites are common in all ecosystems around the world, but they thrive in warmer conditions. Parasites are not just problems for people. They exist naturally in ecosystems, infecting many different species Mistletoe is actually a parasite that grows of animals. Even on other species of trees. It takes plants can be infected nutrients from its host plant. by parasites. Many different types of organisms can be parasites, including bacteria, protists, plants, and animals. A parasite species may be specific to a single host species or may infect a group of related organisms. For example, hookworms have evolved hook-like structures on their mouths that allow the worms to attach firmly to mammalian intestinal walls. Hookworms infect a variety of mammals, taking nutrients directly from the host. Another very common parasite in all types of environments is the tapeworm. The host, which could be a fish in freshwater and ocean ecosystems and a cow in terrestrial ecosystems, gets infected when it swallows the tapeworm eggs. The eggs pass through the digestive tract and implant themselves into the intestine wall of the animal. Here, the tapeworm will absorb nutrients that the host should get, and use them for its own metabolism. Over time, the host will weaken because of the lack of nutrition. At this point, the tapeworm needs to release its eggs into the environment so that it can carry on. Discovery Education Science © Discovery Communications, LLC In freshwater and marine ecosystems, water is used to transport the eggs to the next host. The eggs float around until another organism accidentally consumes them. Reproduction in a terrestrial ecosystem is a bit more difficult. The eggs are often consumed when a grazing animal takes a drink from an infected pond or other water source. Unlike in aquatic ecosystems, the eggs may sit around longer in terrestrial ones. A consumer is any organism that gets its energy from eating, or consuming, another organism. Familiar images of consumers include lions eating gazelles, and birds, like this roadrunner, munching on a lizard. These animals are called carnivores because they eat meat. Other consumers are called herbivores. They eat plants and plant-like organisms. Herbivores could include deer and giraffes in terrestrial ecosystems, ducks and some fish in freshwater ecosystems, and some fish and manatees in ocean ecosystems. A producer is an organism that makes food Consumers get their energy from eating other things. Birds, for itself through the process of mammals, and fish are all types of photosynthesis. This process takes energy consumers. from the sun, combines it with water and carbon dioxide, and creates sugars. Many types of plants live in all ecosystems. Terrestrial producers include trees, rose bushes, and grass. Freshwater producers include diatoms, pondweed, and reeds, and ocean producers include salt grasses, seaweeds, and diatoms. Producers are considered the bottom of the food chain. This means that all of the upper levels (the consumers) rely on the producers for their energy. Take for example a top land predator, the polar bear. In the Arctic, the waters are loaded with microscopic algae, making tons of food from the sun. This algae is eaten by small fish. Larger fish eat the small fish, which are then eaten by leopard seals. When a polar bear eats the leopard seal, it is, indirectly, getting the energy from the sun. A great producer/consumer relationship! Discovery Education Science © Discovery Communications, LLC Video: Symbiosis, Mutualism and Commensalism https://www.youtube.com/watch?v=zSmL2F1t81Q Concept: Limiting Factors Driving Questions: Sample Formative Assessment Task: (E-PBL Environmental Problem Based Learning) SC.7.L.17.3. What are limiting factors and how do they affect individual species and populations within a Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. community?itnergy? Student Investigations: Activities: Winn Bee Foraging Activity Vocabulary: limiting factors- food, shelter, water, space, disease, threatened, endangered, extinct species Limiting factors challenge and simulation https://www.heart.org/idc/groups/heartpublic/@wcm/@fc/documents/downloadable/ ucm_306499.pdf http://www.wolfquest.org/classroom_activitie http://www.tamdistrict.org/cms/lib8/CA01000875/Centri city/Domain/654/Limiting%20factors%20Activity%20GP1 s.php 3.pdf Videos: https://www.youtube.com/watch?v=QI2ixJeIxEU Resources Text Resources: Student Misconceptions Deeper Learning Opportunities: Fusion Digital Resources: Natural Resources, Florida’s Ecosystems, Human Impact on Land, Human Impact on Water, Human Impact on Atmosphere, Protecting Earth’s Water, Land, and Air Sciencesaurus: pgs. 176-187, 194-200 Fusion Correlations: TE: pgs. 696-709 SE: U10L4: pgs. 534-547 Lab Manual: Quick Lab pgs. 468, 478, 481, 495 Watershed Ambassador’s Program: See SWFWMD website to order free publications, water testing kits and apply for a SPLASH Grant AASCollections The Ups and Downs of Populations Students will analyze population graphs, collect data to generate their own population graph, and experience limiting factors and their impact on carrying capacity in a small deer population. – Science Net Links http://sciencenetlinks.com/search/?csrfmiddlewaretoke n=6e76101ed677e96ac52b740f4f619dd0&q=parasitism Biodiversity- Discussions, Blogs, and Journals http://www.rff.org/research/subtopics/biodiversity http://www.nextgenscience.org/sites/default/files/ MS-ESS_Watershed_Study_version2.pdf Research Ideas http://www.cala.fsu.edu/ies/performance_assessment_spec ifications/ Concept: Human Activity Driving Questions: Sample Formative Assessment Task: (E-PBL Environmental Problem Based Learning) What effects can human and natural factors in one area of SC.7.E.6.6. Identify the impact that humans have had on Earth, a watershed have on the quantity and quality of surface such as deforestation, urbanization, desertification, erosion, air and water and groundwater on the rest of the watershed? water quality, changing the flow of water. SC.7.N.3.2Identify the benefits and limitations of the use of scientific models. How can water quality testing be used to determine the health of a wetland ecosystem?e o Deforestation occurs when large areas of trees are cut down. Which of the following impacts on the environment would result from deforestation? A. increased erosion B. colder temperatures C. excess ground moisture D. greater oxygen production Vo How do we identify, monitor and improve conditions in our environment to positively impact our watershed? o Imagine a location that contains large populations of trees, flowers, beetles, worms, fungi, bacteria and Student Investigations: other small insects. Explain in a short essay what might happen to the soil if the entire population of trees were Websites: www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction suddenly removed? /index.cfm Vocabulary: Show students interactive and have them list changes they see: Watershed Interactive: http://techalive.mtu.edu/meec/module01/whatiswatershe http://www.citylab.com/tech/2013/05/terrifyingd.htm fascinating-timelapse-30-years-human-impact-earthArticles: gifs/5540/ http://www.nationalgeographic.com/earthpulse/food-andwater.html watershed, wetland, upland, ecosystem, ground water, storm water runoff, deforestation, urbanization, desertification, erosion, air quality, water quality, recharge, filtration, sinkhole, acidic, *pH, Prescribed burn, water quality, pine forests, https://student.societyforscience.org/article/plastic-trashgopher tortoise *niche,*transparent, *saturation, travels-arctic-waters *temperature Designing an Ecosystem Notates FCAT 2.0 Science Glossary Term-Grade 8 Design an Ecosystem-SeaWorld Classroom Activity Resources Student Misconceptions: Text Resources: Fusion Digital Resources: Natural Resources, Florida’s Ecosystems, Human Impact on Land, Human Impact on Water, Human Impact on Atmosphere, Protecting Earth’s Water, Land, and Air Sciencesaurus: pgs. 176-187, 194-200 Fusion Correlations: TE: pgs. 260-271, pgs. 272-284, pgs. 288-302, pgs. 304-317, pgs. 318-332 Deeper Learning Opportunities: Watershed Ambassador’s Program: See SWFWMD website to order free publications, water testing kits and apply for a SPLASH Grant http://www.nextgenscience.org/sites/default/files/ MS-ESS_Watershed_Study_version2.pdf Research Ideas: http://www.rff.org/research/topics SE: U4L1: pgs. 198-205; U4L2: pgs. 206-217; U4L3: pgs. 218-231; U4L4: pgs. 232-243; U4L5: pgs. 244-264 http://www.cala.fsu.edu/ies/performance_assessment_spec ifications/ Lab Manual: Quick Lab pgs. 468, 478, 481, 495 http://sciencenetlinks.com/search/?q=urbanization &content_types=All Close Reading Exemplar: Living Like Weasels Predator/Prey Relationships Beneath the Waters of Cocos Island Sudden Changes in Ecosystems Land ecosystems on Earth include the desert, tundra, forest, rain forest, and grassland. Scientists classify land ecosystems based on their climate, land, and species. The land and its features are called terrain. Argument Driven Inquiry Life Science 6-8: Lab 12 Matter in Ecosystems: How Healthy are your Local Ecosystems? For example, the climate in most deserts is very hot and dry. Desert terrain is generally sandy or rocky. In contrast, the climate in the tundra is very cold. The ground is frozen all year round. Different types of plants and animals live in the desert and the tundra. For example, cacti live in the desert. They can survive in hot temperatures without much water. Polar bears live in the tundra. They have thick fur to keep them warm. The climate, terrain, and living things in a land ecosystem can sometimes change. They can change quickly from natural events or human activity. People change the land in tropical rain forests by deforestation. Deforestation is the removal of trees and other plants from an area. People use trees from rain forests as lumber. They also build buildings and farms on the cleared land. Sudden Changes in Ecosystems Deforestation is a big issue in many rain forests around the world. Deforestation changes a land ecosystem. Plants in a rain forest die when they are cleared out. Animals that use trees for shelter and food must find somewhere else to live. These animals include birds, frogs, lizards, and monkeys. However, deforestation leaves few places for these animals to move to. Because of the lack of food and shelter, many animals do not survive after deforestation. Fires can also change a land ecosystem. People can sometimes cause fires. However, fires also happen naturally from lightning. Grasslands are generally dry land ecosystems. Because they are dry, fires often happen there. The fires can kill all the grasses in an area. They can also kill insects, mice, lizards, and other animals that do not escape. When the fire burns the grasses, it destroys the food source for many animals. Animals such as bison feed or graze on grasses. These animals will have to move to another area to find food. Fires can also change a grassland ecosystem in a positive way. For example, after a fire birds feed off the many insects that did not survive. The fire burns the tops of the grasses, but it does not harm their roots. Therefore, the grasses are able to regrow. Many animals depend on grasses for food. Fires are a natural way to maintain grasslands as grazing areas for animals. Deforestation and fires both cause major changes to ecosystems. You may have seen ecosystems change on a smaller scale. Perhaps you have seen land cleared for a new neighborhood, road, or shopping center. In many cases, the land is cleared of all trees and is flattened. These events change the terrain of the ecosystem. They also change the number and types of organisms that are able to live there. Grassland fires damage the ecosystem, but they have some positive effects, too. © 2007 Discovery Communications, LLC Discovery Education Science Page 1 of 2 © 2007 Discovery Communications, LLC Discovery Education Science Page 2 of 2