STUDYING PEOPLE SCIENTIFICALLY … · Web viewBoth biotic and abiotic factors affect population...

ECOLOGY

Grade Level: 7

Unit Name: Ecology

Unit Description: This unit explores the relationships between an organism and its environment. It also circulates around a recurring question, “What effect do humans have on these relationships?”

Length: 6 weeks

Enduring Understandings

1. Both biotic and abiotic factors affect population density, habitat and placement of organisms in a food web.

2. Humans have a major impact on a variety of species for various reasons.3. In turn, species have a great impact on human existence including food sources and

medical purposes.4. Human have attempted a variety of control methods with both positive and negative

impacts.Essential Questions

1. What are the relationships between an organism and its environment?2. What effect do humans have on these relationships?3. How does the introduction or disappearance of species affect

humans?4. Should humans attempt to control the population of species?

Common Core StandardsPrimary

Secondary

Primary Standards:12BB. Know and apply concepts that describe how living things interact with each other and with their environment.12.B.3a Identify and classify biotic and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy pyramid.12.B.3b Compare and assess features of organisms for their adaptive, competitive and survival potential (e.g., appendages, reproductive rates, camouflage, defensive structures).

Secondary StandardsSecondary Common Core StandardsRI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

◦ Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

◦ Develop the topic with relevant, well-chosen facts, definitions, concrete details,

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quotations, or other information and examples.

◦ Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

◦ Use precise language and domain-specific vocabulary to inform about or explain the topic.

◦ Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Cognitive Skills ◦ Apply scientific inquiries or technological design to examine the energy requirements of ecosystems, tracing the roles and population ratios of producers, consumers, and decomposers in food chains and webs, or identifying the biomass relationship with the transfer of energy from the sun to final consumers.

◦ Apply scientific inquiries or technological designs to relate the chemical cycles in ecosystems, modeling the water, carbon, and nitrogen cycles with local references, or researching groundwater resources and potential sources of contamination with local examples.

◦ Apply scientific inquiries or technological designs to explore the interactions between an ecosystem's organisms, examining types of interactive relationships (e.g., mutualism, predation, parasitism) with specific examples, or explaining interrelationship of adaptations and ecosystem survival.

◦ Apply scientific inquiries or technological designs to introduce population dynamics in ecosystems, exploring models of population growth rates, determining factors that limit population growth, or researching specific instances of population explosions over time.

◦ Apply scientific inquiries or technological designs to model global biomes, identifying the general climate, soil, and inhabitant of the six major land-based biomes, mapping the global biomes, or comparing the graphical meteorological data (temperature, precipitation) of biomes/ecosystems.

Content -Introduced species-classification-energy flow in food webs-populations-habitats-producers, consumers, predator, prey-carrying capacity

Accommodations

Shalena

Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Ask student yes/no questions.

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Ask student to summarize information to check for understanding.Provide extra examples when teaching new vocabulary/concepts.Offer choices for responses.Embed choices when eliciting information.Provide extra response time: 1 minute.Allow student to volunteer classroom responses.Extend time on task for completion of class assignments by 25 percent.Explain directions and give concrete examples.Maintain frequent eye contact.Allow the use of a calculator.Walk by student's desk to check for accuracy every 5 minutes.Ask student to repeat directions back to confirm understanding.

Other Accommodations:

allow for extra creditless weight given to tests; more weight given to classwork & participationallow for retesting & use of higher score for grading purposereduce work load as neededmonitor use of eyeglasses

Shalena will participate in classroom assessment with accommodations/modifications in the following areas:

Biology & Physical Sciences

The accommodations/modifications will be as follows:state tests-sm group admstate tests-read aloudExtend time allotted by 25 percentstate tests-ext time 50%

LAVONNA

Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Ask student yes/no questions.Ask student to summarize information to check for understanding.Offer choices for responses.Embed choices when eliciting information.Allow student to volunteer classroom responses.Extend time on task for completion of class assignments by 25 percent.Explain directions and give concrete examples.Allow the use of a calculator.Allow the use of a computer.Walk by student's desk to check for accuracy every 5 minutes.Ask student to repeat directions back to confirm understanding.


allow for retesting & use of higher score for grading purposesallow for extra credit

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reduce work load as neededmonitor use of eyeglassesless weight given to tests, quizzes, homework; more weight given to classwork & participation

Lavonna will participate in classroom assessment with accommodations/modifications in the following areas:


The accommodations/modifications will be as follows:state tests-small group aExtend time allotted by 25 percentstate tests-ext time 50%

BRIAN


Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Ask student yes/no questions.Ask student to summarize information to check for understanding.Provide extra examples when teaching new vocabulary/concepts.Offer choices for responses.Embed choices when eliciting information.Provide extra response time: 1 minutesAllow student to volunteer classroom responses.Extend time on task for completion of class assignments by 25 percent.Explain directions and give concrete examples.Maintain frequent eye contact.Allow the use of a calculator.Walk by student's desk to check for accuracy every 5 minutes.Ask student to repeat directions back to confirm understanding.


reduce work load as neededless weight given to tests, quizzes & homework; more weight given to classwork & participationallow for extra creditallow for retesting & use of higher score for grading purposesincorporate use of assistive technology when appropriate; electronic talking dictionary

Brian will participate in classroom assessment with accommodations/modifications in the following areas:

Biology & Physical SciencesThe accommodations/modifications will be as follows:state tests-sm group admstate tests-CD/ROMExtend time allotted by 25 percent

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state tests-rsm group adm

SULEIMA

Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Ask student yes/no questions.Ask student to summarize information to check for understanding.Provide extra examples when teaching new vocabulary/concepts.Offer choices for responses.Embed choices when eliciting information.Allow student to volunteer classroom responses.Explain directions and give concrete examples.Maintain frequent eye contact.Walk by student's desk to check for accuracy every 10 minutes.Ask student to repeat directions back to confirm understanding.Provide visual cues and guides.


reduce work load as neededallow for extra creditallow for retesting & use of higher score for grading purposesreduce weight given to tests & homework; more weight given to class participation and class work.

Suleima will participate in classroom assessment with accommodations/modifications in the following areas:

Biology & Physical SciencesThe accommodations/modifications will be as follows:state tests-sm group admExtend time allotted by 10 percentstate tests-ext time 50%

FREDDIE

Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Ask student to summarize information to check for understanding.Offer choices for responses.Provide extra response time: 1 minutesExtend time on task for completion of class assignments by 25 percent.Extend time on task for completion of homework assignments by 25 percent.Explain directions and give concrete examples.Allow the use of a calculator.Allow the use of a computer.Walk by student's desk to check for accuracy every 10 minutes.Ask student to repeat directions back to confirm understanding.


reduce work load as needed

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allow for extra creditless weight given to homework, tests, quizzes; more weight given to classwork & participationallow for retesting & use of higher score for grading purposes

Independent Functioning

Accommodations/Modifications:Allow student to type assignments.Other Accommodations:allow Fred to use his NEO word processorprovide copies of notes to reduce writing tasks

Fred will participate in classroom assessment with accommodations/modifications in the following areas:Biology & Physical Sciences

The accommodations/modifications will be as follows:

state tests-sm grp admCD-Rom-state testExtend time allotted by 25 percentstate test-ext time 50%

MELISSA


Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Ask student yes/no questions.Ask student to summarize information to check for understanding.Provide extra examples when teaching new vocabulary/concepts.Offer choices for responses.Embed choices when eliciting information.Allow student to volunteer classroom responses.Reinforce assignments with verbal instruction.Explain directions and give concrete examples.Maintain frequent eye contact.Test one concept at a time.Walk by student's desk to check for accuracy every 5 minutes.Ask student to repeat directions back to confirm understanding.Provide visual cues and guides.Provide motivation and verbal rewards on a daily basis.Provide preferential seating near teacher

Melissa will participate in classroom assessment with accommodations/modifications in the following areas:


The accommodations/modifications will be as follows:Administer in small group

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Administer in location with minimal distractionsHighlight key words/phrasesProvide cuesRead directions orallyRead entire test orally

STACEY


Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Ask student yes/no questions.Ask student to summarize information to check for understanding.Provide extra examples when teaching new vocabulary/concepts.Offer choices for responses.Embed choices when eliciting information.Allow student to volunteer classroom responses.Explain directions and give concrete examples.Maintain frequent eye contact.Walk by student's desk to check for accuracy every 5 minutes.Ask student to repeat directions back to confirm understanding.Provide visual cues and guidesProvide motivation and verbal rewards on a daily basis.


allow for retesting & use of higher score for grading purposesreduce work load as neededallow for extra creditless weight given to tests, quizzes, homework & more weight given to classwork & participationmonitor use of eyeglasses

Stacey will participate in classroom assessment with accommodations/modifications in the following areas:

Biology & Physical SciencesThe accommodations/modifications will be as follows:state tests adm sm groupstate tests read aloudExtend time allotted by 25 percentstate test addl 50% time

KAREN

Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Provide extra examples when teaching new vocabulary/concepts.Extend time on task for completion of class assignments by 10 percent.Extend time on task for completion of homework assignments by 50 percent.Explain directions and give concrete examples.

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Test one concept at a time.Provide visual cues and guides.Provide seating in a separate area of the classroom for less distraction.Peer buddy.Provide preferential seating near Teacher.

Other Accommodations:Use multiple choice tests whenever possibleUse peer buddy to read grade level texts

Karen will participate in classroom assessment with accommodations/modifications in the following areas:

Biology & Physical SciencesThe accommodations/modifications will be as follows:Administer in small groupAdminister in location with minimal distractionsRead directions orallyRead entire test orallyExtend time allotted by 50 percent

JOSE


Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Ask student to summarize information to check for understanding.Provide extra examples when teaching new vocabulary/concepts.Embed choices when eliciting information.Allow student to volunteer classroom responses.Extend time on task for completion of class assignments by 25 percent.Explain directions and give concrete examples.Walk by student's desk to check for accuracy every 10 minutes.Ask student to repeat directions back to confirm understanding.Provide visual cues and guides.Provide preferential seating near Teacher

Jose will participate in classroom assessment with accommodations/modifications in the following areas:

Biology & Physical SciencesThe accommodations/modifications will be as follows:sm group, if approp.Read directions orally

SABRINA

Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Ask student to summarize information to check for understanding.

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Provide extra examples when teaching new vocabulary/concepts.Offer choices for responses.Embed choices when eliciting information.Provide extra response time: 1 minutesAllow student to volunteer classroom responses.Extend time on task for completion of homework assignments by 25 percent.Explain directions and give concrete examples.Maintain frequent eye contact.Walk by student's desk to check for accuracy every 5 minutes.Provide visual cues and guides.

Other Accommodations:reduce work load as neededless wieght given to tests & homework; more weight given to classwork & participationallow for retesting & use of higher score for grading purposesmonitor use of eyeglassesallow for extra credit

Sabrina will participate in classroom assessment with accommodations/modifications in the following areas:

Biology & Physical SciencesThe accommodations/modifications will be as follows:state tests-sm group admExtend time allotted by 25 percentstate tests-ext time 50%

TYANNA

Classroom Accommodations/Modifications:Give verbal directions in clearly stated steps.Ask student yes/no questions.Ask student to summarize information to check for understanding.Provide extra examples when teaching new vocabulary/concepts.Offer choices for responses.Embed choices when eliciting information.Provide extra response time: 1 minutesAllow student to volunteer classroom responses.Extend time on task for completion of class assignments by 25 percent.Explain directions and give concrete examples.Maintain frequent eye contact.Allow the use of a calculator.Walk by student's desk to check for accuracy every 5 minutes.Ask student to repeat directions back to confirm understanding.Provide visual cues and guides.Provide motivation and verbal rewards on a daily basis.

Other Accommodations:allow for retesting & use of higher score for retestingreduce work load as neededallow for extra crediltmore weight given to classwork & participation; less weight given to tests & homework

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monitor use of eyeglasses

Tyanna will participate in classroom assessment with accommodations/modifications in the following areas:

Biology & Physical SciencesThe accommodations/modifications will be as follows:Administer in small groupstate tests-sm group admstate tests-read aloudExtend time allotted by 25 percentstate tests-ext time 50%

Assessments(D) Diagnostic(F) Formative(S) Summative

(D) Students fill in an anticipation guide choosing whether they agree or disagree with each statement prior to completing each activity.

(F) Students will complete Do Now questions the require and explanation for their answer, analysis questions based on lab results, Notebook quizzes and exit tickets.

(S) Description of Task 1:Students research a introduced species of their choice and create a power point with the following categories: name of species, distribution, effects on ecosystems, effects on people, food web, reasons for success, issues for the future and a list of works cited.Description of Task 2:Students will present their power point presentation. The audience must take notes in a graphic organizer about all of the management options for this species and the trade-offs for each option. Then, the audience member must come up with a final recommendation about how to manage the species.

Texts/Resources

Science and Life IssuesScience VoyagesComputer with internet and power pointCurrent Science MagazineScience World MagazineBlack wormsElodea plant

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Learning Activities

Objective:Understand the trade-offs for introducing a new species into an environment.

Do Now:Create a word map of ecology (e3)

MiniLesson:Begin by asking students about a pet that they may have had or have that they can no longer take care of: What is the most humane and responsible thing to do with these animals? Inform students that they are going to consider a situation similar to the one discussed in class. Then read (or have a student read) aloud the Scenario in the Student Book. While the narrative is fictional, the story accurately represents the situation of some of the villagers. As you read this account, point out the location of Lake Victoria within the African continent.

Activity:Students work in small groups to read the story of the introduction of Nile perch into Lake Victoria, Africa. The class discusses the question of whether this fish should have been introduced into the lake.

Exit Ticket:Should Nile perch have been introduced into Lake Victoria? Support your answer with evidence and discuss the trade-offs of your decision.

Objective:Understand that introducing a species into a new environment can have intended and unintended consequences for ecosystems and people

Do Now:Read 132 to 133 in the ISAT Coach book and answer the questions on the board.

MiniLesson:Begin by asking students how a particular introduced species in your local area has changed the landscape. The effects of introduced trees and plants are often more visible than those of other species. Discuss what the area may have been like before these species were introduced. If available, use pictures to help describe the area.

Activity:In a series of short articles, students read about eight species introduced into the United States. Students then work in small groups to research one of these introduced species. This structured research project helps students gather information about the introduced species, the consequences of its introduction, and its potential future impact.

Exit Ticket:Choose one species in which to answer the following questions:• What actions, if any, can be taken to control its growth and spread?• What are the trade-offs involved with each action (including the option of doing nothing)?

Objective:Know that populations of organisms can be categorized by the function they serve in an ecosystem.

Do Now:Watch the population growth brain pop video and be read to answer the questons.

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MiniLesson:Begin by discussing the idea that ecology investigates the relationship between living organisms and the physical environment. Students often over- look the interaction of these two factors. Students may bring up the idea that physical factors in the laboratory do not exactly reflect the natural environment. Discuss how laboratory research provides ecological information: How does this information aid in outdoor ecological study? Discuss how the process of science varies in different areas of scientific study. Sciences such as ecology are a mixture of experimentation and observation. This is a good opportunity to point out that evidence about the natural world is not always gathered through experiments. In many cases, scientists must rely on observations of natural phenomena.

Activity:Students investigate the behavior of living organisms in the laboratory. This is an introductory lab that allows for basic exploration. The idea that ecological information is gathered through study is reinforced.

Exit Ticket:Review your notes on how the blackworm responded to touch. How could these reactions help it to survive in the wild?

Objective:Know how to determine if a source is reliable and relevant to your topic.

Do Now:Choose the introduced species from Activity 73 that you are most interested in.

MiniLesson:Hand out sheet 73.1 and explain all of the sections on the sheet that students must research. Use the following link to discuss what makes a “good” sourcehttp://schools.naperville203.org/north/assets/assets/goodsrce.pdfShow the example of the source on the top of handout E31.

Activity:Take students to the computer lab to begin their research. Make sure they are taking notes on student sheet 73.1 and recording all websites on the back of the sheet.

Exit Ticket:Collect research sheet for exit ticket.

Objective:Understand how people communicate scientific procedures and explanations about classification systemsDo Now:Watch the classification brainpop video and be ready to answer the questions.

MiniLesson:Begin by asking students, What do you collect (or what did you once collect)? How do you sort your collections? Why? You may want students to discuss this in their small groups as you circulate, or they can discuss as a class. Refer to the Classification Systems table in the introduction to this activity in the Student book. Review briefly how scientists use systems to sort, or classify, living organisms. Point out that the five- and six- kingdom systems group living things by their physical characteristics. The three-

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http://schools.naperville203.org/north/assets/assets/goodsrce.pdf

domain system groups living things by their genetic similarity.

Activity:In this activity, students consider why and how scientists classify animals. They arrange “Animal Cards (which include introduced species) into groups and then adjust their groupings as they learn how scientists classify animals into phyla. By identifying the common features of animals within each phylum, students learn what kinds of characteristics define the major animal phyla.

Exit Ticket:What characteristics were most important to you when you grouped the Animal Cards?

Objective:Students communicate scientific procedures and explanations about classification systems

Do Now:Copy down the taxonomy of the cheetah. Can you come up with a way to remember kingdom, phylum…

MiniLesson:Refer to the Classification Chart in the Student Book and remind students that the phylum Chordata (the chordates) is just one phylum among many within the animal kingdom. Point out that the category “vertebrates” is actually a sub-phylum, but that it includes most of the chordates. Explain that in this activity students will further investigate how vertebrates in the phylum Chordata are subdivided into classes. Use Transparency 75.3, “Classification of Humans,” to review the kingdom, phylum, and class levels of classification and how they fit in the hierarchy that leads to the genus and species levels of classification. Tell students that they will be looking at the five major vertebrate classes.

Activity:Students take on the role of taxonomists as they apply the defined characteristics of five major vertebrate classes to mystery organisms. The mystery organisms are presented in fictional letters from travelers.

Exit Ticket:Why do some vertebrates appear to fit into two or more different classes?

Objective:Construct graphs to reveal patterns that are not immediately apparent in data tables.

Do Now:Set up and silently read the introduction to Activity 77.

MiniLesson:Ask the class, How can you decide whether a species is successful in its environment? Some students may suggest watching organisms in their habitat to see how well they seem to obtain food, escape predators, etc. Others may argue that the surest way to gauge the long-term success of a species is to follow its population over time.Pass out Student Sheet 77.2, “Anticipation Guide: Introduced Species—Zebra Mussels,” and have students completethe “Before” column only. Students will revisit this anticipation guide in later activities of the unit. One purpose of anticipation guides is to help teachers assess students’ ideas about a topic—in this case introduced species—before they learn about it. From this

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formative assessment, you can build on students’ ideas or plan ways to correct them when necessary.

Activity:Students graph and interpret population data in groups and propose possible explanations for population fluctuations. The class discusses some of the potential difficul- ties in collecting ecological data, and how the data could be used to predict populations in other regions.

Exit Ticket:What factors do you think affect the size of a population?

Objective:Understand why complex feeding relationships in an ecosystem are best represented by webs, rather than simple chains.

Do Now:Complete the handout about dichotomous keys.

MiniLesson:Display the transparency or poster of a predator animal to spark discussion. Ask, What does this animal need to live? Food and energy are likely to be included in their answers. If students first mention food, ask them why food is necessary. Students are likely to respond that it provides energy for daily activities or that it provides nutrients or building blocks for growth. Food provides energy and nutrients that are needed for cellular activities. If students first mention energy, ask what energy source their animal needs. They are likely to begin mentioning foods. Through your questions and the students’ responses, emphasize the point that animals obtain the energy they need from food.Ask, How does this animal use energy?

Activity:Students investigate the diet of owls as they attempt to reconstruct a skeleton from bones. Students extract bones from an owl pellet, sort them, and then use the bones to try to reconstruct an animal skeleton(s). In so doing, students begin to gather the type of qualitative information used to develop food webs. They also gather quantitative information that helps scientists investigate the amount of food needed to sustain an organism and to realize that energy is lost at each step in a food web.

Exit Ticket:What did you learn about the diet of owls from investigating an owl pellet? Include information about the type and number of organisms in an owl’s diet. (Remember that an owl ejects a pellet within 12 to 24 hours after eating.)

Objective:Understand how to source materials.

Do Now:Examine the back of the nonfiction book at your table. What is the purpose of the bibliography or list of works cited?

MiniLesson:Explain that citied sources is imperative, not only to prevent from plagerism, but also to help readers locate more information about the topic. The complete list of sources can be found at the end of the document, but an in-text citation is also used. Show students how

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to use the APA version of citation machine.

Activity:As students continue their research, have them complete their in test and list of citations.

Exit Ticket:Use the list of works cited as the exit ticket.

Objective:Understand how populations of organisms can be categorized by the function they serve in an ecosystem.

Do Now:Watch the brain pop video on symbiosis and be read to answer the questions

MiniLesson:human cow wheatgrassThis sample food web shows that humans consume both meat derived from animals and materials such as grains or vegetables derived from plants. Tell students that organisms that obtain food by eating other organisms are called consumers. Humans are one example of consumers. Have students identify the other consumers in their food web (e.g., cow).

Activity:The situation of the zebra mussel in the Great Lakes is used as an example in a reading to highlight the energy relationships within an ecosystem. Students identify producers and consumers and discuss their roles within an ecosystem. The effect of these relationships on population fluctuations is also reinforced.

Exit Ticket:Fill in the after column of the anticipation guide. Are your answers different after the reading?

Objective:Be able to think critically and logically to relate between evidence to explanations.

Do Now:Set up and read the background of Activity 80.

MiniLesson:As a review of the previous activities, students will complete a categorization activity, or word sort. Write the following lists of words on the board:algaeplantsproducersphytoplanktoncrayfishzooplankton algae humans consumers basszebra mussel carbon dioxide photosynthesis watersunlightStudent should copy the lists into their notebooksand then:

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a. In each list, look for a relationship among the words. Cross out the word or phrase that does not belong.b.In each list, circle the word or phrase that includes the others.c. Explain how the word or phrase you circled is related to the other words on the list.

Activity:Students use their knowledge of food webs and roles of species within an ecosystem to more closely study a soil ecosystem. They isolate nematodes and use microscopes to observe them. The role of decomposers in all ecosystems is emphasized.

Exit Ticket:Use the food web to explain why decomposers could be considered a special type of consumer.

Objective:Know that plants are producers, which produce food for their own energy needs

Do Now:Open the ISAT coach book to the photosynthesis page and answer the questions on the board.

MiniLesson:Use Student Sheet 81.2, “Talking Drawing: A Producer’s Source of Energy,” to elicit students’ ideas about how phytoplankton and plants use energy from the sun to produce food. A talking drawing helps students construct and synthesize meaning. Students are asked to draw images both before and after the activity, and to explain how their drawings have changed. Hand out Student Sheet 81.2, and have students complete the first part. Students are likely to be familiar with the sun providing energy for plants, but may struggle with how plants produce food from carbon dioxide and water. A common idea students have is that plants get food from the soil. Even though they know plants are producers, they do not think of plants actually producing their own food. They generally think of plants providing food for animals. After they finish the activity, they will complete parts 2 and 3 of the Talking Drawing

Activity:Students now know that plants produce the food that fuels the rest of life on Earth. But how do producers produce food? Students collect evidence for photosynthesis by examining the aquatic plant, Elodea. They first perform an investigation to observe the uptake of carbon dioxide by the plant, as one indicator that photosynthesis is taking place. Students then design an experiment to investigate the role of light in photosynthesis.

Exit Ticket:Explain the role that light plays in photosynthesis. How do your results provide evidence for your explanation?

Objective:Understand that living systems, such as plants, demonstrate the complementary nature of structure and function

Do Now:Watch the plant reproduction video. Do they reproduce sexually or asexually?

MiniLesson:

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Display Transparency 81.1, “Plant Photosynthesis,” to review a plant’s requirements for water, light, and carbon dioxide. Display Transparency 82.1, “Structure of a Typical Plant,” or have students examine a plant. Prompt students to consider how a plant manages to get the materials required for food production: How does the plant get water from the soil to the leaves? How does the plant get enough light? Allow students to discuss their ideas in groups before sharing ideas as a class. Ideas may include: the roots of the plant suck water from the soil; the stem may act as a conduit for water from the roots to the leaves; the leaves are stiffened and flat, enabling them to catch the maximum amount of sunlight; the plant produces more leaves to capture more sunlight; etc. Some students may also suggest that the green pigment of plants has to do with photosynthesis.

Activity:How are producers such as plants adapted to carry out photosynthesis? Students make microscope slides of different plant parts. By comparing photosynthetic and non-photosynthetic plant cells, students discover that chloroplasts are associated with photosynthesis. Students are also asked to identify the distinctive features of plant cells, as compared to animal cells.

Exit Ticket:Compare the various plant cells you observed. Which cell structures did all the plant cells appear to have in common?

Objective:Understand that the number of organisms an ecosystem can support depends on the resources, such as food that is available, competition, and abiotic factors.

Do Now:Set up Activity 84 and silently read the introduction.

MiniLesson:Ask, Imagine an ecosystem in which most things stay the same from year to year. There is no change in the types of species found there, and the average yearly rainfall, temperature, and other conditions stay about the same. Would you expect the population of each species to stay the same each year? Why or why not? Cue students to think back to their work in Activity 77, “Ups and Downs.” Students may realize that, although an ecosystem may appear to be the same, factors affecting population size may not be readily apparent. While populations may be fairly stable long-term, they can still fluctuate within ranges.

Activity:Students build their understanding of population fluctuation and the factors that affect it by modeling what happens to a population of clams. Some students role-play plankton that sweep by other students role-playing the clams in a clam bed. The size of the clam population over time is recorded. Students then extend the model to observe the effect an introduced population of zebra mussels may have on native clam populations.

Exit Ticket:What factors limited the size of the clam population?

Objective:Know that the carrying capacity for a species is the number of organisms of that species that an ecosystem can support; it depends on the resources available and abiotic factors.

Do Now:

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Create a word map of carrying capacity

MiniLesson:Ask students to recall the graphing work that they did in Activity 77, “Ups and Downs,” in which they gauged the long-term success of zebra mussels by tracking their population level over time. Explain that in this activity, they will imagine themselves actually pursuing such a study and dealing with issues that might arise.Also remind students that in Activity 84, “Clam Catch,” they modeled the effects that one species within a food web can have upon other species:What factors might affect the amount of room available for a species in an ecosystem? Students are likely to suggest habitat loss (in which the habitat itself declines in extent or in quality), increased competition, and food sup- ply.

Activity:Students are introduced to the term carrying capacity in an interactive reading. Students also critique a hypothetical experiment that attempts to explain a change in carrying capacity.

Exit Ticket:Why might it be important to determine the carrying capacity for a particular species in an ecosystem?

Objective:Understand how introducing a species into a new environment can have intended and unintended consequences for ecosystems and people.

Do Now:Silently read the article about Asian Carp.

MiniLesson:In this activity, students read about several different options for addressing zebra mussel populations in the U.S. Students are expected to decide on an approach to this issue (which may have multiple aspects) and to discuss the trade-offs of their decision. This activity is also intended to be a guide to help students with their presentations in Activity 88, “Presenting the Facts.”

Activity:Students read about the various options for addressing the introduction of zebra mussels in the United States. They decide what approach or combination of approaches they think is best and discuss the trade-offs of their decision.

Exit Ticket:Have students complete the “After” column for statements 11–14 on Student Sheet 77.2, “Anticipation Guide: Introduced Species—Zebra Mussels.”

Objective:Make a final recommendation for species control based on the facts.

Do Now:Refer to the chart to know which species you are weighing the trade-offs for each option.

MiniLesson:While student groups are working on this project, they may be assessed with the GROUP INTERACTION variable. For more information on facilitating group work, see the Facilitating Group Interaction section of Teacher Resources II: Diverse Learners.

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Activity:In this culminating activity of the unit, students teach each other about the introduced species that they have been studying throughout the unit. Using Activity 87, “Too Many Mussels?” as a model, each student group conducts a class discussion of what, if anything, can and should be done about the population of their introduced species in the United States. The class then discusses the characteristics of an introduced species that make it likely to proliferate in a given ecosystem.

Exit Ticket:Recommendation response.

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STUDYING PEOPLE SCIENTIFICALLY … · Web viewBoth biotic and abiotic factors affect population...

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