DRAFT

Grade 5Goal 1

Ecosystems

July 2008

I. Grade Level: 5

II. Unit Title: Ecosystems

III. Unit Length: 9 weeks

IV.Major Unit Goal/Learning Outcomes:The learner will be able to:

list common ecosystems compare and contrast several ecosystems examine how organism function as producers, consumers, and

decomposers within a ecosystem consider how environmental factors affect an ecosystem’s ability to

support life evaluate how organisms interact within an ecosystem explain and debate how humans affect ecosystems establish how items are recycled in nature

V. Objective Chart and RBT TagsUnit Title: Ecosystems Number of Weeks: 6-9Number Competency or Objective RBT Tag1.01 Describe and compare several common

ecosystems (communities of organisms and their interaction with the environment).

2B

1.02 Identify and analyze the functions of organisms within the population of the ecosystem:

Producers. Consumers. Decomposers.

4A

1.03 Explain why an ecosystem can support a variety of organisms.

2B

1.04 Discuss and determine the role of light, temperature, and soil composition in an ecosystem’s capacity to support life.

4B

1.05 Determine the interaction of organisms within an ecosystem.

4B

1.06 Explain and evaluate some ways that humans affect ecosystems.

Habitat reduction due to development.

5B

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Pollutants. Increased nutrients.

1.07 Determine how materials are recycled in nature. 4A

VI. ELD/EC:

VII. Materials and Equipment1.01

Science notebook k An outdoor area similar to a field or patch of garden String Magnifying glass Thermometer Popsicle sticks Paper Small gardening tools Research materials that provide information about a variety of

ecosystems. Access to the internet Index cards (3 x 5) Markers, colored pencils, or a printer for photos and pictures. Book: A Desert Scrapbook, Dawn to Dusk in the Sonoran Desert

by Virginia Wright-Frierson1.02

Science notebook 1 set of ecosystem cards made in lesson 1.01 per group Computer lab with access to the internet

1.03 Habitat map – 1 copy for group Habitat clues – 1 copy for group Post-it notes (3 x 3) Soda cans – 1 per student Six varieties of beans Four different colors of yarn Colored pencils or crayons

1.04 and 1.05 Tri-Fold Project Foam Board (science fair board) Power Point Craft Supplies…glue, markers, etc.

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Animal Magazines Internet Access

1.06 Plastic animals [Those can be found at dollar stores or drug

stores. They are normally in a tube.] Plastic house [Monopoly pieces would be good or if you can get

objects that represent housing, i.e. paper clip, ball.] Sheet of paperPer Group A computer or 3 pictures (air, water, and land pollution) Information and pictures on Exxon Valdese

1.07 Pictures of a prairie ecosystem for each group of students (mouse,

snake, hawk, plants), desert ecosystem, forest ecosystem, etc A copy of Appendixes Computer Notebook

VIII. Big Ideas:

IX. Unit Notes: Activity Examples: hands-on, centers, reading maps and building models, small and whole group discussion, using student science notebooks, technology: using computers for research, lecture, student presentations, simulation games

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Flow Chart:

Ecosystems come in a variety of sizes. They can be as small as a puddle of rain or as large as a continent. When any group of living and nonliving things interact, it can be considered an ecosystem. Any type of ecosystem is an open system in the sense that energy and matter are transferred in and out of the system. Natural ecosystems are made of both abiotic factors (air, water, rocks, energy) and biotic factors (plants, animals, and microorganisms).Within all ecosystems there are habitats that also vary in size. The habitat is where the population lives. A population is considered any group of living organisms of the same kind living in the same place at the same time. When all of the populations interact, they form a community. Non-living things interact with the community of living things to form the ecosystem. Within the habitat, the needs of the organisms must be met. These needs are food, water, temperature, shelter, oxygen, and minerals. If the needs of the population are not met, that population will move to an area more suited to its needs. The processes of competition, predation, cooperation, and symbiosis occur because two differing populations cannot occupy the same niche at the same time. This means habitats are specific to a population.

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Each population has it own habitat though several populations may share a habitat.Biomes are where several habitats intersect. Biomes are natural occurring environments, although people can create controlled biomes. Within all biomes, habitats, and ecosystems is an energy cycle. This energy cycle determines which populations survive or die. Every living thing on Earth needs energy and ultimately the sun is the source of all energy within an ecosystem. A food chain is how energy is passed, in the form of food, from one organism to another. See lesson 1.02 for a good definition of the organisms in the food chain. The organisms in the food chain are producers, consumers, or decomposers. Some organisms make their own food (producers), while others need to eat other organisms for food (decomposers and consumers). A food chain is the path of food given from the final consumer back to a producer. A food chain is one single path, but in the real world there is not a straight path, but rather a web of paths. This is because many animals do not consume only one type of plant or animal. A food web is made up of interlocking food chains.Water and energy are vital to the survival of an ecosystem, conservation is needed. Most ecosystems conserve the resources naturally. An example would be the exchange of carbon dioxide (given off from animals) and oxygen (given off by plants). Another example is the waste of some species becomes the food of another. When there are limited resources, the conservation process is urgent and more visible. If the conservation efforts do not succeed, then species can become endangered or even extinct. Species become endangered with the available habitat can no longer support the members of a population. When a habitat disappears and all of the members of a population die, the species is considered extinct. For a more detailed and specific explanation of food chains, webs, and energy flow, go to: http://www.marietta.edu/~biol/102/ecosystem.html#Energyflowthroughtheecosystem3.

Resources:o Project Wild. Western Regional Environmental Education Council.o Ingram, M. Bottle Biology. Kendall/Hunt Publishing Company.o Onto the Desert, a Game of Survival. Ampersand Press.o Food Chains and Food Webs,

http://www.vtaide.com/png/foodchains.htm

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o Food Chains, http://www.usoe.k12.ut.usCURR/SCIENCE/sciber00/8th/energy/sciber/chains.htm

o http://www.cec.org/pubs_info_resources/publications/ enviro_conserv/ecomap.cfm?varlan=english

o http://www.fi.edu/tfi/units/life/habitat/habitat.html o Interesting Facts about Food Chains,

http://www.arcytech.org/java/population/facts_foodchain.htmlo Onto the Desert, A Game of Survival. Ampersand Press, 1995.o AIMS Education Foundation, Field Detectives, Investigations in

Playground Habitats.o http://www.enviroliteracy.org/article.php/287.html o http://www.nationalgeographic.com/wildworld/ o http://www.mce.k12tn.net/animals/environments/lesson_plans.htm o http://www.mariemontschools.org/halsall/buildbiome.htm o http://library.thinkquest.org/11353/ecosystems.htm o http://www.edc.uri.edu/lme/clickable-map.htm o http://www.worldbiomes.com/biomes_map.htm o http://rubistar.4teachers.org/index.php o http://library.advanced.org/11353/text/ecosystems.htm o http://www.ucmp.berkeley.edu/glossary/gloss5/biome/ o http://sln.fi.edu/tfi/units/life/habitat/habitat.html o http://members.aol.com/bowermanb/ecosystems.html o http://library.thinkquest.org/11353/ecosystems.htm o http://www.madison.k12.wi.us/blackhawk/ecosys.htm o http://mbgnet.mobot.org/fresh/ o http://www.runet.edu/~swoodwar/CLASSES/GEOG235/biomes/

intro.html o http://ths.sps.lane.edu/biomes/index1.html o http://www.factmonster.com/ipka/A0769052.html o http://www.ultranet.com/~jkimball/BiologyPages/B/Biomes.html o http://edtech.kennesaw.edu/web/tundra.html

X. Global Content

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Lesson 1: Ecosystems

Objective: Objective 1.01

Activity Concepts: A variety of ecosystems can be set up in your classroom using terrariums and “Ecocolumns”. Information about these various set ups can be found in the resources section in this unit. This lesson focuses on an activity where students make observations about the plants, animals, weather, and geology that are found within different ecosystems. After making these observations using a chart, they will design cards and make a game to play to learn more about their chosen ecosystem. This lesson has a literacy connection where students can read various trade books that are set in specific ecosystems or non-fiction reference books that focus on a specific ecosystem.

Process Skills: observing, classifying, inferring, communicating, and collecting data

Materials: Science notebook An outdoor area like a field or patch of garden. String Magnifying glass Thermometer Popsicle sticks Paper

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Language Objectives: LEP students will- listen and demonstrate comprehension of A Desert Scrapbook by responding to simple questions and statements.- share what they saw and heard in the book by using appropriate

gestures, simple words, phrases, expressions, and illustrative objects with prompting and modeling.

- demonstrate comprehension of ecosystem trade books through graphic organizers, pictures or responding to simple questions or statements.

- begin to compose simple sentences based on their observations with support materials and organizational strategies.

Small gardening tools Research materials that provide information about a variety of

ecosystems. Access to the internet Index cards (3 x 5) Markers, colored pencils, or a printer for photos and pictures. Book: A Desert Scrapbook, Dawn to Dusk in the Sonoran Desert by

Virginia Wright-Frierson

Engage: Have students group together in pairs.

Take students outside and locate a small patch of land for them to examine.

Use string to partition a segment that is 12 inches by 12 inches for each pair of students.

Students will record observations about this ecosystem in their science notebook. Remind them to include all living and non-living things.

Record the temperature in the ecosystem. Turn over a small patch of the turf. Observe what's beneath the

surface. As they observe they need to consider the variety of living and non-

living things in their ecosystem. Have them look for how the survival needs are being met in this

ecosystem. Air? Food? Water? Sunlight? Shelter?

Explore:

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ELL modification: Make sure ELLs are paired with native English speakers for this activity.

ELL modification: Instruct students to draw a T-chart in their notebooks with Living and Non-living as the headings. Allow Novice students to record their observations by drawing pictures. Allow Intermediate students to use a combination of pictures, words, and phrases.

ELL modification: - Option 1: Lead this whole group with a graphic organizer

(pie chart, bubble map) and record students’ contributions.- Option 2: Copy Appendix 1 (A or B) and staple into

students’ Science notebooks for them to complete with partners.

1. Tell students that you are going to read them a story about a special place. Have them jot down the different things that they observe in the pictures or hear about in the story that may make this place special.

2. Read A Desert Scrapbook, Dawn to Dusk in the Sonoran Desert by Virginia Wright-Frierson

3. Once you finish reading, allow students to share the different things that they saw or heard.

4. After listening to what the students share, ask them what types of categories that they can come up with using their observations. [ Possible categories: plants, mammals, birds, reptiles, amphibians, insects, geology, weather]

Explain:1. Choose one particular ecosystem for each group of students to

research. [This can be done in a variety of ways. There are great trade books such as Jean Craighead George’s novels that are set in a particular ecosystem. A favorite is The Talking Earth, set in the Everglades. You can also use books about specific ecosystems, or research on the internet.]

2. Use the Flora/Fauna chart [found at end of this lesson] and have students copy this into their science notebook.

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ELL modification: Try to locate several copies of this book. Distribute the books among small groups of ELLs along with sticky notes. Allow them to mark the pictures in the book that make the place special with sticky notes. Later, when sharing with the class, they can easily find and show the different things that they saw. A partner, teacher or volunteer can help them write the name of what they saw on the sticky note, which they can then place on a category chart. Example:

ObservationsPlants Mammals Birds Reptiles Amphibians Insects Geology

3. As students research the chosen ecosystem, they will compile a list of the plants, mammals, birds, fish, reptiles, amphibians, insects, weather, landforms, and bodies of water found in the ecosystem.

4. [This can be done throughout the year using different ecosystems so students have a chance to make comparisons of a variety of ecosystems.]

5. Discuss the Flora/Fauna tables the students have made. Have them make observations about the similarities and differences in their charts.

6. Make a class table of the data the students collected.

Elaborate:Students are going to use the information they gathered about the ecosystem to make a game. They will make the following cards:

2 element cards (elements found in the ecosystem that represent forces in nature and time)

2 recycler cards (animals that are decomposers in the ecosystem) 10 plant cards 10 mammal cards 5 bird cards 5 insect cards 5 fish cards (if fish are found in the ecosystem) 5 reptile and/or amphibian cards

[Each group of animal cards needs to have a variety of herbivores, carnivores, and omnivores]

Card Layout [see layout at end of the lesson] Animal cards need to have two sections on the cards, Prey (hunted)

and Predator (hunted by). Students will need to research what this animal hunts and what hunts it.

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ELL modification: Use a Venn diagram as a graphic organizer to help students compare and contrast 2 or 3 ecosystems.

ELL modification: - give examples of elements to choose from- give examples of recycler to choose from- review the definitions of herbivores, carnivores and omnivores

with picture support (plant, meat, plant & meat) for Novice students.

Plant cards need to have what animals eat it (eaten by) listed on the card.

Evaluate: As students make their cards, have them refer back to their Flora/Fauna charts. Students need to make sure they have used plants and animals from this chart. They also need to make sure they use animals and plants that rely upon each other for survival. The plant and animal cards should connect back to each other. Some students may need to conduct further research.

Note: These cards will be used in the second lesson of this unit. It would be a good idea to laminate them.

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ELL modification: Be sure to provide research materials appropriate to students’ reading levels and/or an English-speaking partner to help with retrieving relevant information.

- Provide an example of the plant card layout as well as the animal so that students can see how to complete it.

ELL modification: You may need to show the reliance relationship between certain animals and plants.

Flora/Fauna ChartPlant Life

Mammals

Birds Reptiles and

Amphibians

Insects

Fish Weather

Landforms

Bodies of

Water

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Card Layout

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Common name of plant or animal

Photo or drawing of plant or animal

Scientific name

PREY PREDATORWhat it hunts: Hunted by:

Lesson 2: Ecosystems

Objective: Objective 1.02

Activity Concepts: Students will be working with the cards they made in the previous lesson. This time, they will be looking specifically on what animals and plants fit into the food chain as producers, consumers, and decomposers.

Process Skills: observing, classifying, inferring, communicating,

Materials:o Science notebooko 1 set of ecosystem cards made in lesson 1.01 per groupo Computer lab with access to the internet

Engage: Have students go to the following website:http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm

This site has a food chain game, so click on “play the game.” Students can try both the Northern Food Chain and the Forest Food Chain. Here they will try to put the organisms in order as they feed upon each other.

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ELL modification: This is a good website for LEP students, but they will need someone to read aloud the introductory text before the game.

Language Objectives: LEP students will- Understand and follow one-step and two-step directions and

instructions with modeling and prompting when spoken slowly and distinctly in order to play The Survival Game.

- Participate in the discussion of food chains by using a variety of non-verbal communication strategies in addition to simple words and phrases to express own ideas or thoughts with prompting and modeling.

- Draw pictures and use labels to write about food chains with direct instruction and assistance.

Explore: Each group of students will take a set of ecosystem cards. They will work together to place all cards into a chain using the information found on the cards.

1. Shuffle the deck of cards and place the stack face down on the table. 2. One student takes a card and turns it over, face up, on the table. 3. Then next student takes a card and tries to place it into the chain. To

fit into the chain the animal or plant on the card has to be eaten by the first animal or must eat the first animal. If it matches, then it is plac ed next to the card. If it doesn’t fit, it is discarded and goes back to the stack of cards, but at the bottom of the deck.

4. Students continue picking up cards and placing them on the food chain. Cards may be added above, next to and below the cards on the table. More than one chain can be made.

5. Students should attempt to make as many connections as possible.

Explain: Using the cards, have a discussion of the food chains created by the students during the card game. Discuss the functions of each of the organisms in relationship to the food chain. Explain that energy is transferred from one organism to the other as they eat each other.

Begin with the plants: What is the role of plants in the food chain? [They provide food for

some of the animals] Where do they get their food (energy) from? [They use light energy

from the sun to produce their own food from carbon dioxide and water]

Explain that this makes the producers on the food chain since plants make [or produce] their own food.

Animals in the food chain:Animals cannot make their own food so they must eat plants and/or animals and they are called consumers. There are three types of consumers:

a. Animals that only eat plants are called primary consumers (or herbivores).

b. Animals that eat other animals are carnivores.

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ELL modification: Teacher should model how to play the game, especially how to make multiple chains at once.

Animals that eat herbivores are called secondary consumers.

Carnivores that eat other carnivores are called tertiary consumers.

c. Animals that eat both plants and animals are omnivores.

DecomposersDecomposers cannot make their own food. Bacteria and fungi are decomposers and they break down waste products and dead organisms for food.

Students will check over the food chains they made at the beginning of the lesson and draw them in their science notebook. Once they have drawn the food chain, they need to label each part of the food chain using the correct labels for each animal or plant.

Elaborate: The Survival Game

a. There are two basic ways to play this game. A player can be on the HUNT, deliberately looking for food or they can be a SEARCH, where they just happen upon food.

b. For this game, you will add four more cards to the deck. Two cards are ELEMENT cards and two are RECYCLER cards. RECYCLER cards are made for the specific ecosystem that is being used. Make the card by choosing two important recyclers (animals, bacteria or fungi) that eat dead and decaying plant matter.

c. The ELEMENT and RECYCLER cards will be shuffled into the deck.

d. A round lasts approximately 20 minutes. It is good to play three or four rounds for this game.

e. The player with the most “sun” points at the end of the game (all rounds) wins.

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ELL modification: - Present the explanation of these definitions with visuals

(poster, picture cards, video clip, etc.)- Write the key words on a Science word wall and

accompany them with pictures and/or labels.

f. To begin, deal out all the cards to the players. There will be a few players who have one less card. These players will receive five extra sun points at the end of the game.

g. A player begins by asking another player with a HUNT or a SEARCH.

h. In a SEARCH the player lets the other player know they are SEARCHING for food from their hand. The two players each lay down ONE card face up. The player who has the card that eats the other [example a hawk eats a rabbit], takes the eaten card and puts it into their hand. If the animals are equal and one doesn’t eat another, then it’s a tie and both players keep their original cards.

i. At the end of a SEARCH, the next player takes a turn no matter if one wins on a SEARCH or not.

j. In the HUNT a players asks another for one specific card. The player must show the card they are using to take the card. [“I’m going to take your snake with my eagle card.”]

k. If the player wins the HUNT then the player is able to take another turn, BUT, they must do another HUNT, not a SEARCH. If they would like to do a SEARCH, they must wait another turn.

l. If the player does NOT win the HUNT, they must give their card to the player they asked for the card. [If the player on the HUNT asked for the snake card has asked incorrectly, and the other player doesn’t have the snake card, they must give their card to the other player.]

m. Using element and recycling cards: Element cards represent the forces found in nature. Each ecosystem has different Elements that can have an effect upon it.

n. Element cards can be used to HUNT one time during a player’s turn. The Element cards automatically take all other cards in the HUNT. The only card that can take an Element card during the HUNT is a Recycler card. [Recycler cards can take an Element card during the HUNT.]

o. If a player holding an Element card is on a SEARCH, there is a tie with a Recycler card. Neither player wins the hand nor does each keep their card. The cards are returned to the bottom of the deck.

p. [Before playing, determine which Recycler card will be able to take the cards in the following situation.] When an element card takes a plant card, a Recycler card (from another player) can jump in and take BOTH cards. At this time, the Recycler takes the two cards, along with their Recycler card and set them aside. They can use

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these cards for scoring, but they cannot be used for the rest of the game.

q. [The second Recycler card will take the cards in the following situation.] When any card is used to take any animal card the second Recycler card can take both cards. Again, the two cards along with the Recycler card need to be placed aside. They can be used for scoring, but cannot be used for the rest of the game.

r. This game is played until the round is over.

Evaluate: Scoring of the Survival Game is the evaluation piece. Students must determine the type of cards they have so they can get the points earned with each type of card.

Since producers are the foundation of the food chain, each producer is worth 10 points.

Herbivores are each worth 7 points since they are the closest link to the producers in the food chain.

Omnivores are worth 5 points each. They eat animals, yet they also eat producers.

Animals that eat only insects are worth 3 points each. They do not eat any plant matter.

Carnivores are each worth only 1 point. Special sets (those taken by the Recycler cards described in p. and

q. above, are worth 20 points per set.

Once students play one round, play another and score again. Discuss if they played the second round differently and explain why.

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ELL modification: This game will have to be modeled. The best way to model it would be walking the small groups that contain LEP students through the instructions of the game for an entire round, explaining as well as demonstrating how to play. Then, continue to monitor them as they play a second round independently.

ELL modification: You will have to observe if they play the second round differently, because Novice and Intermediate LEP students will not be able to discuss and explain why they played differently.

[Suggestion: You may want to place a key on the board as a reference point for students. This will help avoid confusion and arguments among students.]

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Lesson 3: Ecosystems

Objective: Objective 1.03

Activity Concepts: Students will be playing a game that simulates how an ecosystem can support different organisms. The ecosystem has a variety of habitats that meet certain needs of the organisms found there. Students will also determine how the ecosystem can support different predators.

Process Skills: classifying, inferring, predicting, communicating, using number relationships, making models, and interpreting data

Materials: Habitat map – 1 copy per group Habitat clues – 1 copy per group Post-it notes (3 x 3) Soda cans – 1 per student Six varieties of beans Four different colors of yarn Colored pencils or crayons

Engage:1. The best place to do this is outside in a grassy area.2. Number the students from one to four.3. Have students group together by their numbers.

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Language Objectives: LEP students will- Understand and follow one-step and two-step directions and instructions with modeling and prompting when spoken slowly and directly in order to participate in the Engage activity.- Use a variety of non-verbal communication strategies in addition

to simple words and phrases to express own ideas or thoughts in the various discussions throughout the lesson with prompting and modeling.

- Draw pictures and use labels to write about the Extend activity with direct instruction and assistance.

4. Each group is assigned the name of one of the components of a habitat. For example: ones are water, twos are space, threes are food, and fours are shelter.

5. Students form to form a circle. 6. Only ONE student from each group comes out at a time. 7. They stand next to each other. Facing towards what will be the

middle of the center of the circle.8. Add four more students, one from each group, to the circle. Again

they will stand next to each other.9. Keep doing this until all the students are in the circle. They should be

standing shoulder to shoulder, facing the center of the circle.10. Now everyone needs to face to their right. As they do this, each

student takes one step to the center of the circle. 11. At this point, they should be standing very close together and

looking at the back of the head of the student in front of them. 12. EVERYONE needs to listen carefully.13. Each student needs to place their hands on the waist of the person

in front of them. 14. At the count of three, they need to sit down on the knees of the

person behind them. It is important that all students keep their knees together to support the person sitting on their lap.

15. When students are all sitting on each others lap, supporting each other, explain that these are the four components (food, water, shelter, and space) that support a good habitat.

16. Try taking out one student from each of the four groups Do not let them move the circle in at all.

17. Try the lap sit again [it can’t be done].18. Discuss the results of both lap sits.

Explore: Students will play the Habitat Game. 1. Ask students: What are the things needed by animals and plants in

an ecosystem? [water, space, food, and shelter].2. Give each pair of students a Habitat Map and a Habitat Clues sheet.

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ELL modification: The lesson of this activity would be clearer to LEP students if all students wore some kind of visual identification as to which component they represent (on a card around their necks or a sticky name tag with pictures for each of the components.)

3. Go over the Habitat Map and the symbols and conditions that are found on the map [in this ecosystem]. Explain that several conditions can be found in one spot. [Leaves may be in the shade and some may be found in the sun]

4. Give students a variety of six types of beans. They need to have a small pile of each type of bean.

5. Let students know that many animals live very close to the type of food they eat.

6. Have students look at their Habitat Clues sheet.7. Tell them each type of bean represents a different animal. Remind

them, when looking at the clues; that some animals need more space than others.

8. Have them glue one type of bean at each of the clues [A-F] in the circle.

9. They now need to use the clues and place the beans on their Habitat Map [they will NOT glue the beans onto the map].

10. Remind them, when an animal (bean) needs more than one space, they must be on spots on their map that share at least one common side.

11. There are many arrangements possible and sometimes they may need to exchange one type of animal [bean] for another.

12. Once they have filled in their maps, they need to go back to the Habitat Clue sheet and color the squares as a key. One color for each type of bean. When they have completed the key, they need to color in their maps, using the key to match to the beans on the map.

13. Once they have colored their maps, students count each type of bean they placed and record. There are ten of the beans they used for clue B, and then they have 2 of that animal since that animal needs 5 spaces.]

14. Once their maps are finished, and all animals have been recorded, predators will be used in part 2.

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ELL modification: This game will be conceptually difficult for some LEP students. You may be able to increase comprehension by assigning an actual animal to each type of bean. Beyond that, a native English-speaking partner will need to guide them through the steps of placing the beans based on clues.

15. Explain that habitats have roving predators that require more space and may even go outside of the habitat as part of their territory. These animals need more space to find other animals to eat.

16. Give each group of students four different colors of string or yarn that will represent a predator.

17. They need to use the bottom section of their Habitat Clues sheet and color code the squares to match their string.

18. They need to make string loops and arrange them around the spaces on the Habitat Map so that the predator will have enough food inside the loop. Loops cannot overlap.

19. Just like in the first part of the game, different arrangements can be made and may need to be rearranged to give enough space to all of the predators.

20. Once they have completed their arrangements, have the students glue the strings onto the map.

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ELL modification: This could be best explained by showing a short video clip of this type of predator, or showing a picture of a predator and multiple pictures of its prey on a map; then moving the predator around and outside of the map “eating” its prey.

ELL modification: Again, using names of actual animals for each string color will make the activity more concrete for LEP students.

ELL modification: - LEP students will need to be told how much food is “enough

food” in order to know how many squares need to be inside each loop.

- You will need to demonstrate what overlap means.

Explain:1. Discuss the game with the students.2. Have them look back at their maps and discuss the different

arrangements that they made.

3. Which arrangements allowed for the greatest number of animals?4. Have the students discuss the similarities and differences of their

maps and arrangements.

5. What connections can the students make between how much space an animal needs, its size and the amount of food it eats?

6. Why do some animals need more space than others?7. Do they need more space in another location? Why or why not?8. If students were to make another habitat map, how would they

change it?

Elaborate:1. Give each student an empty [clean] soda can and a Post-it. Choose

one of the ecosystems that they studied in lesson 1.

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ELL modification: In order for LEP students to participate in this activity:- Novice students can hold up their maps while another student or

the teacher describes the arrangements they made.- Intermediate students may be able show their maps and

describe one or two of their arrangements, especially if modeled by a classmate or if given prompts/sentence frames/vocabulary word bank.

ELL modification: LEP students will be most successful at this activity if they have the support of a Venn diagram to help them visually organize the information (either whole group or small group).

ELL modification: Novice and Intermediate LEP students will most likely not be able to participate in this discussion, but will understand the conclusions of their peers if the teacher provides visuals to support the desired conclusions (pictures and maps of example animals, examples of habitat maps completed differently.)

2. Tell them that they can be any organism in that ecosystem. Review the organisms in a food chain [producer, primary consumer, secondary consumer, tertiary consumer, and decomposer].

3. Have them discuss the needs of different organisms in an ecosystem and what requirements need to be met to support a variety of organisms.

4. Write the name of the organism they chose [actual name, not level on the food chain} on their Post-it note and draw a very quick sketch of their chosen organism.

5. Place the post it on the can.6. As a class, you’re going to make a pyramid based on their choices of

organisms.7. Find a clear area on the floor or a table.8. Ask for all the students who are producers to come and place their

cans on the table in one row. [There probably will not be many producers the first time through.]

9. Next, have students who are primary consumers come and place their can on top of the producers. To live, the primary consumer needs to be placed right on top of the producer, or it dies. If a primary consumer dies, then it is moved off to the side. When cans are moved off to the side, decomposers can be placed on them.

10. Continue the stacking with the secondary consumers. The secondary consumer cans need to be placed right on top of two primary consumers or it will die. These animals are larger and need more food. Only cans that can fit right on the can live, the others are set off to the side and again, decomposers can be placed on them.

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ELL modification: Be sure to use concrete, visual examples of organisms that fulfill each role in a certain food chain. Also, if this is a review of the target vocabulary, it will need to have been explicitly taught to LEP students at some point prior to this review with simplified language and visual examples.

ELL modification: Some kind of graphic organizer would help LEP students participate in and learn from this discussion. See example in Appendix 2.

11. Repeat with the tertiary consumers. [Again, these animals need to be placed on two cans to survive.]

[The first round of this game is very unsuccessful, because given their choice; many students choose to be a primary consumer or a secondary consumer. Once the first round is played, discuss the results. Ask students how they can play another round, and have every organism live.]

Evaluate: Continue playing the rounds until there is a successful pyramid. Have students work cooperatively to find a solution to this. They need to remember that the decomposers need to be placed into the pyramid [can be at any level once the producers are laid down].Students draw this pyramid into their science notebook. Have students add the sun above their pyramid and then use arrows to draw the energy flow from the sun through the ecosystem.

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ELL modification: This will be a very good visual/interactive activity for LEP students as long as you clearly and repeatedly explain why the cans are being placed where they are in the pyramid and why they “die.”

Habitat Clues

Bean A ____lives in dead leaves Bean Colorneeds one space

Bean B ____lives in dry areas Bean Colorneeds five spaces

Bean C ____eats grass Bean Colorneeds three spaces

Bean D ____lives under rocks Bean Colorneeds one space

Bean E ____must live in water Bean Colorneeds two spaces

Bean F ____lives only in shade Bean Colorcan live in leaves,grass, or under rocksneeds two spaces

_____ eats only A and C: needs ten prey string color

_____ eats only A and C: needs ten prey string color

_____ eats only A and C: needs ten prey string color

_____ eats only A and C: needs ten prey string color

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Lesson

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Habitat Map

Shade

Water

Dry

Rock

Dead leaves

Grass

v

Lesson 4: Eco Trip

Objective: Objectives 1.04 and 1.05

Activity Concepts: Student Teams will form an Eco Trip around the world. They will construct either a Power Point or Poster Board presentation of their assigned ecosystem. They will have a specific set of instructions on mandatory and optional items that will be included.

Process Skills: Formulating hypotheses, observation, inferring, communicating, making models

Materials: Tri-Fold Project Foam Board (science fair board) Power Point Craft Supplies…glue, markers, etc. Animal Magazines Internet Access

Engage: Play the Survival of the Fittest Game Need to have an understanding of basic food chain links-producers

and consumers (primary, secondary, tertiary).

How to play the survival game [see examples below]:

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Language Objectives: LEP students will- Understand and follow one-step and two-step directions and instructions with modeling and prompting when spoken slowly and directly in order to participate in the Survival of the Fittest game.- Participate in the presentation of their multimedia project by

using appropriate gestures, simple words, phrases, expressions, and illustrative objects with modeling and prompting.

- Recognize that the cards in the Survival of the Fittest game provide information through pictures and simple vocabulary.

- Draw pictures and use labels to complete their part of the multimedia project with direct instruction and assistance.

You need to create small cards with the students well being written on them. The cards need to be different colors based on what the student is in the ecosystem (producer-green, primary consumer-blue, and secondary-yellow, tertiary-red). Colored index cards are a good choice. Based on what effects each of the components in the system is what you put on the cards. Examples of positive cards for producers are as follows:Plenty of water…2 life pointsNice sunny days….2 life pointsRich nutrients in soil…3 life points

Negative examples: Chemical pollution…lose 5 life points Freezing temperatures…lose 8 life points Drought…lose 7 life points

This will be done with each category of life form in the ecosystem, including positive and negative factors associated with that entity. You can be creative with the factors…New Housing Development…lose 5 points…Manure truck tips over…gain 8 life points, and Predator breaks leg in chase…gain 1 life point. Have fun, but not at the expense of the learning. Make the ratio of positive to negative cards about 3:1; negative cards cost more points though.

The game is played in rounds. The cards will be placed face down throughout the room for the consumers. The producers need to have their cards spread around them in reaching distance (producers can’t roam around the system). Each round consists of picking up a card and seeing what the luck of nature has in store for the competitors. Remember, the consumers get to roam around the room and producers stay stationary. When the signal is given to pick up a card, they stop and pick up an appropriate colored card for their station in life, read their fate and continue into the next round if not killed off. Once all life points have been taken, the game is over for them. Tell them, “Sorry, you did not survive”. Everyone can survive the first round, and they may all start with six life points (or whatever you deem fit).

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ELL modification: Be sure to include visuals (clip art is good) on these cards, along with +/- symbols to show positive and negative effects.

Basically the “Survivors” are the ones with life points left at the end of the game. How many life points indicate how healthy that life form is?

ExploreThe students will have the choice of either a Tri-fold board creation or complete a PowerPoint presentation to accomplish the following criteria.

Required parts of the presentation are: An introductory page locating your ecosystem on the world map. The year-round climate of your ecosystem as represented by a graph

of the monthly average temperature and rainfall for a city near your ecosystem.

Average amount of light received by your ecosystem throughout the year.

Typical soil composition of your ecosystem. How the light, temperature, and soil of your system determine the life

in your system. A food web of typical plants and animals in your ecosystem. Include

major predator-prey relationships and other relationships in the system.

Any other interesting facts about your ecosystem-this is the place to wow us with your incredible research skills and get high points!!

A "works cited" page listing all the web addresses of the sites you used in gathering information for your project.

Students create an outline of their talk, with details! This is due when students give their presentation.  Make sure that it is complete and typed.  Each student must know their role in the presentation.  Be sure that each team member has about the same amount of talk time during the presentation.

Tri-Fold presentation- This display should be a visual representation of your ecosystem. In other words, when you look at it, it should make you think of the ecosystem it represents. Time to use your team’s creativity.

Some basic supplies such as background paper, markers and magazines to cut up for pictures will be supplied. Your team needs to add anything that will make it really special!

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ELL modification: It may be a good idea to pair Novice students with fluent English speakers of the same category (consumers, producers, etc.) to play the game.

2. Design a Power Point that will be presented to the class. Your team will be responsible for presenting and discussing the information your project displays. The presentation must be informative. Graphs, pictures, tables, etc. should be used if you choose this for your project. You will use the power-point presentation as a visual background to discuss your eco systems’ characteristics. Try not to read completely from your presentation.

Be sure to use good presentation skills. Prepare your talk ahead of time. Assign each team member a role so the work is evenly distributed. All teammates must participate in the Power-Point presentation.

You will have class time to work on your project. Use your time wisely. Be sure that all group members are working with purpose. I will be observing and grading your progress. If a team member has a lower grade than the rest of the team, that person did not pull his/her weight. Your project must be completed by the due date.

This lesson was adapted from Build A Virtual Biome located at http://www.mariemontschools.org/halsall/buildbiome.htm

ExplainResearch the websites for your own understanding of what you want your students to gain from the activity. You can choose the eco-systems and resources to match up with them. Use your other eco system materials to customize this project to fit your students’ needs.The vocabulary in the websites invariably refers to BIOMES in many instances. Make sure the students understand what the difference is between them, and how their ecosystems may even be in the same Biome.

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ELL modification: Evenly distribute LEP students among project groups. Assign them tasks such as:

- locating the ecosystem on a world map and then creating a visual representation for the presentation

- creating the temperature and rainfall graphs if given the information resources (and graph templates for students with below-grade level math skills).

- Designing the food web with pictures/visuals and labels if given assistance with relationships within it.

Provide assistance to LEP students (either teacher or fellow group members) to prepare their part of the oral presentation describing/explaining their contributions. Allow opportunity for practice.

By utilizing the resources below your students will be able to develop an understanding of their specific eco-system, and then pass on their knowledge through the presentation of their project. Students will be exposed to the other major ecosystems of the world through the presentations of other teammates.

Elaborate: BIOME SurvivalThe students can create their own survival game based on the joys and hazards of the ecosystem they have presented. They need to make the cards based on real life situations and names of the real players, in their ecosystem. Then see if the teams can combine and create a BIOME survival game from their various ecosystems.

Evaluate: Have each student write a paragraph for each of the following questions.

What did this activity teach you about light, temperature and soil composition when it comes to ecosystems? What could you have done to improve your presentation? What three things do you know now about different organisms in an ecosystem that you didn’t know before?

Ask for volunteers to share their answers with the class.

Sample Rubric

Multimedia Project: ECO TRIP

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ELL modification: Use visuals, gestures and simplified vocabulary to explain this concept.

ELL modification: LEP students’ success with this activity will depend on how well they understood the “Survival of the Fittest” game in the Engage portion of the lesson. Novice students may still need the assistance of a partner to actively participate.

ELL modification: See Appendices 3A-3C for alternative response formats to these questions.

Teacher Name: Teacher Rubric

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Requirements All

requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Oral Presentation

Interesting, well rehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

Workload The workload is divided and shared equally by all team members.

The workload is divided and shared fairly by all team members, though workloads may vary from person to person.

The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Originality Product shows a large amount of

Product shows some original

Uses other people's ideas (giving

Uses other people's ideas, but

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original thought. Ideas are creative and inventive.

thought. Work shows new ideas and insights.

them credit), but there is little evidence of original thinking.

does not give them credit.

(made using RUBISTAR)

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Lesson 5: Developing our Environment

Objective: Objective 1.06

Materials: Different size cups (Large, Medium, and Small) Towel WaterPer Group

Plastic animals [Those can be found at dollar stores or drug stores. They are normally in a tube.]

Plastic house [Monopoly pieces would be good or if you can get objects that represent housing, i.e. paper clip, ball.]

Sheet of paper

Activity Concepts: Humans effects on ecosystems

Process Skills: making a model, making predictions, observing, inferring, organizing data in tables and graphs, understanding cause and effect

Engage: Put towel under the cups. Place water in the large cup. Ask students what would happen if you tried pouring this into the small cup. Repeat for the medium to small cup. Have students to explain why this happened. Describe to students that this demonstration represents a situation in an ecosystem. The cups represent the space that the animals have to live and the water represents the number of animals.

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Language Objectives: LEP students will- Listen and demonstrate comprehension of the engaging oral presentation by responding to simple questions and statements.- Use a variety of non-verbal communication strategies in addition

to simple words and phrases to express own ideas or thoughts during discussions about observations with prompting and modeling.

- Begin to compose simple sentences to analyze the graphs they created in their notebooks with direct instruction, support materials and graphic organizers.

Explore: [The directions for the next section depend on how many “houses/apartment complexes” and how many animals you have to distribute. You can also use a half sheet. The point of this section is for students to recognize the overcrowding of the space.] The students will place the one sheet of paper flat on the table. The paper represents their forest habitat. Go around and give students animals to place in their habitat. Tell them the next thing that we need to have is some housing developments. [Give them plenty.] Allow them time to put it all together.

Explain: Have students explain and discuss their observations. Fill in any ideas that they may have omitted.

Elaborate: Find statistics from your area or a surrounding area to have students put into a graph. This data should show how the population of deer per se has changed. Have them create and analyze their graph in their student notebooks.

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ELL modification: LEP students will probably be able to explain that there was too much water for the smaller cups. You or another student may need to explicitly make the connection that the demonstration shows what can happen when there are too many animals in a certain space.

ELL modification: The Explore and Explain activities will be good for LEP students as long as students are allowed to explain and discuss their observations within a small peer group. If this information will be useful to students later on, assign a proficient group member to take bulleted notes of their observations to which your ideas can be added. Then, the notes sheet can be photocopied for LEP students to keep.

ELL modification: Novice and Intermediate LEP students may not be able to create a graph from statistics without a model to follow. Providing an example of transforming statistics into a graph for another animal will help them complete this task. Analyzing the graph(s) will be more difficult. Allow LEP students to make observations and draw conclusions orally (to you or a peer) before recording isolated words or phrases in their notebooks.

Evaluate: Evaluate student’s notebook entry from extension and elaboration.

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Lesson 6: Pollution and Its Effects ******

Objective: Objective 1.06

Materials: Per Group A computer or pictures (air, water, and land pollution) Information and pictures on Exxon Valdese

Activity Concepts: pollution and effects

Process Skills: observing, inferring, understanding cause and effect

Engage: Ask students to give you examples of pollution

Explore: Offer students the definition and explanation of the different types of pollution. [This is a great opportunity to choose which ones you would

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ELL modification: Provide pictures as examples and non-examples of pollution. Allow students to sort them so that LEP students (and others) can see multiple examples of various types of pollution. You or other students can add verbal explanation to the pictures/sort for language enrichment.

Language Objectives: LEP students will- Listen and demonstrate comprehension of the Explore oral presentation about different types of pollution by responding to simple questions and statements.- Use limited vocabulary on the topic of pollution in the Explain

discussion with some momentary silence.- Demonstrate comprehension of a text related to a pollution

disaster commensurate with the students’ English language proficiency level through graphic organizers, pictures, or responding to simple questions or statements.

- Begin to compose simple sentences about a pollution disaster with direct instruction, support materials and graphic organizers.

like to cover. Water, air, and land are the pollutants most common.] With students working in groups, have them do a computer scavenger hunt. They are to look for pictures of the following pollution examples: air, water, land. Allow the students to print out these examples. [Students will need to be able to know how to cut and paste as well as resize objects. If computer space is not available, print pictures of these examples. Keep a variety.].

Explain: Have students explain how these pictures affect the environment. [To assist in this process, ask them what type of pollution is being expressed. What are things that you notice in this picture? How do you think those objects got there? Continue discussion as you feel directed or as students lead.]

Elaborate: Have students explore a pollution disaster. Students do the following:

What is the event you are investigating? Give a summary of the events.How did this affect the local habitats? [Add any other related questions.]

Evaluate: Evaluate the findings of the extension/elaboration that students placed in their notebook.

[***** This lesson is truly one for the students to investigate independently. This lesson will most likely take more than one day.]

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ELL modification: Provide choices of pollution disasters for students to choose from. Allow LEP students to work in pairs or small groups with native English speakers. Allow LEP students to summarize the event and describe its effect with pictures and labels.

Lesson 7: Coming Full Circle: Recycling in the Ecosystem

Objective: Objective 1.07

Content Focus: Recycling in Nature

Objective: The learner will understand how ecosystems are natural examples of recycling.

Materials: Pictures of a prairie ecosystem for each group of students (mouse,

snake, hawk, plants), desert ecosystem, forest ecosystem, etc A copy of Appendixes

Concepts: Recycling in Nature; Review of Decomposers, Producers, and Consumers

Process Skills: classifying, formulating hypotheses, organizing data in tables and graphs, understanding cause and effect relationships

Engage: Have vocabulary on the board and ask students to define and give examples of decomposers, producers, and consumers.

Explore: Have students take animals and place in food chain. They will also need to label whether that animal is a consumer, producer, etc. [The Kidspiration chart provides an example that you will want to share with the class.]

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ELL modification: Have pictures of the vocabulary and examples to post beside the text on the board.

Language Objectives: LEP students will- Use a variety of non-verbal communication strategies in addition

to simple words and phrases to express own ideas or thoughts in the Explain activity with prompting and modeling.

- Draw pictures and use words to write about food chains with direct instruction and assistance.

Explain: Have students explain and defend their Explore activity. Explain to the students that organisms are recycled in nature. It is a continual circle of life. Organism use energy and recycle the nutrients in an ecosystem. Food chains and food webs are used to recycle nutrients in the ecosystem. The activities of the producers, consumers, and decomposers assist in the recycling process.

Elaborate: Repeat the Explore and Explain activity with a different ecosystem. Place information in notebooks. [The chart below can be used.]

Evaluate: Evaluate notebook entries

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Name: ______________________________ Date: __________________

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Lesson 8: Full Circle: Reduce, Reuse, Recycle

Objective: Objective 1.07

Content Focus: Recycling in nature

Objective: The learner will understand the value of recycling.

Materials: computer

Concepts: recycling

Process Skills: understanding cause and effect relationships, classifying, and communicating

Engage: Show the students the recycling sign and ask them if they know what it stands for. Explain to them it is the Reduce, Reuse, and Recycle. Then explain each part. [Go to the following website. It will explain the 3R’s and give examples. http://www.recycling-guide.org.uk/rrr.html use in this portion for explanation only. ]

Explore: Place students in groups and have them brainstorm things that can be recycled. Allow each group to share their ideas. [Add anything and take away anything that was not shared. Now use the following website to give some examples. http://www.recycling-guide.org.uk/rrr.html ]

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Language Objectives: LEP students will- Listen and demonstrate comprehension of the Engage oral presentation about recycling by responding to simple questions and statements.- Begin to use simple words and phrases in addition to using

physical actions and other means of non-verbal communication to socially interact with group members in the Explore activity with prompting and modeling.

- Begin to compose simple sentences about ways to reduce, reuse, and recycle with direct instruction, support materials and graphic organizers.

Explain: [Go to the following website and choose important facts to share with your class on the importance of recycling and its positive effects on the environment. http://www.recycling-guide.org.uk/facts.html ]

Elaborate: Go to unitedstreaming.com and watch the Magic School Bus: The Holiday Special. http://www.ci.tacoma.wa.us/envirokids/Activities/songs.htm [Go to the website and choose a song to introduce to the students if United Streaming is not available or just for entertainment.]

Evaluate: Ask students to list ways you can reduce, reuse, and recycle in your home. [Evaluate this portion for the notebook.]

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ELL modification: Begin this activity by drawing or posting a chart with the 3R categories. Ask students to copy the chart into their notebooks to organize their thoughts. Give students (LEP or all) one example with picture support for each category before asking them to think of more on their own.

Primary Consumer

The mouse will then be eaten by the

snake.

SecondaryConsumerThe snake

will be eaten by

the hawk.

Primary Producer

The mouse will eat the

plant.

Third ConsumerThe hawk will die and

become fertilizer to

the producers.

DecomposerThe

mushroom breaks down the hawk to nourish the

primary producer.

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ELL modification: This assessment could be modified in a variety of ways. Choose one, or a combination of several modifications based on your students’ proficiency levels and needs.

- Read test aloud- Divide test into multiple sessions to be given at separate times

throughout the day or week.- Allow extended time- Reduce the number of questions to the most essential for

showing mastery- Eliminate one answer choice per question.- Simplify/paraphrase language- Provide pictures to accompany vocabulary in questions and

answer choices.- Reword negative questions: Instead of “Which is NOT…?,” say,

“Which three ARE…?”

Assessment1. Which of the following human actions cause the majority of disruption in an ecosystem? a. gasoline emissions b. farmingc. land developmentd. eating meat

2. A truck carrying pesticides slipped off the road and into a lake. The pesticides were spilled in the lake. Which of the following events would not occur?a. the fish in the lake would be poisonedb. the water supply would be contaminatedc. death in animals can occur instantly upsetting the food webd. the pesticides would quickly be removed from water

3. Which of the following cannot be recycled?a. aluminum cansb. tiresc. light bulbsd. glass bottles

4. In the prairie ecosystem, where would fungi place in the food chain?a. first level producersb. decomposersc. first level consumersd. third level producers

5. In the food chain, which of the following receives their energy directly from the sun?a. producersb. consumersc. decomposersd. transfers

6. Which of the following does not have to be met by an ecosystem?a. temperatureb. transportationc. waterd. shelter

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7. The components of an ecosystem consist of:a. only living thingsb. only non-living thingsc. both living and non-living thingsd. neither living or non-living things

8. Decomposers get their food by:a. eating plantsb. eating other animalsc. eating dead plants and animalsd. eating bacteria

9. In a food chain, which of the following should there be more of, in order for all animals to survive?a. producersb. primary consumersc. secondary consumersd. decomposers

10. In a habitat, the top consumers, the large carnivores, get their food by:a. staying close to their homeb. often traveling to other parts or even outside of the habitatc. changing the type of food that they huntd. hunting more than they can eat

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Appendix 1A

Lesson 1 – Ecosystems

Survival Needs Bubble Map

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Shelter

Sunlight

Water

Survival Needs

AirFood

Appendix 1B

Lesson 1 – Ecosystems

Survival Needs Pie Chart

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Air

Shelter Food

WaterSunlight

Producer (Example:______________)___________________________________________________________________________________________________________________

Appendix 2

Needs of Organisms in an Ecosystem (_____________________)

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Primary Consumer (Example:______________)___________________________________________________________________________________________________________________

Secondary Consumer (Example:______________)___________________________________________________________________________________________________________________

Tertiary Consumer (Example:______________)___________________________________________________________________________________________________________________

Decomposer (Example:______________)___________________________________________________________________________________________________________________

What do all organisms need to survive in this ecosystem?

Appendix 3A

Eco Trip Evaluation

What did you learn about light, temperature and soil in an ecosystem?

Draw a picture, make a list, or write a sentence in each box below.

Name of ecosystem: _________________________

Light Temperature Soil

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Appendix 3B

Eco Trip Evaluation

Check the things you could have done to make your presentation better. (Check the things you did not do).

Requirements:

____ I showed where my ecosystem is on a world map.

____ I made a graph to show temperature.

____ I made a graph to show rainfall.

____ I made a food web with plants, animals, predators and prey.

____ I included at least one interesting fact about my ecosystem.

____ I included a “works cited” page with all of the web addresses that I used to find information.

Oral Presentation:

____ I practiced what I wanted to say in front of the class.

____ I did my best speaking in front of the class.

Workload:

____ I helped my group do the work.

____ I worked as hard as every other person in my group.

Originality:

____ I used my own ideas. I did not just copy information I found.

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Appendix 3C

Eco Trip Evaluation

Tell three (3) things that you learned about different organisms in an ecosystem.You can use pictures and words.

Name of ecosystem: __________________

Organism #1:___________

Organism #2:___________

Organism #3:___________

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