Biomes

 

Name: Andrew Lowry

 

Title of lesson: Spinning the EcoWeb

 

Date of lesson: April 15, 2030

 

Length of lesson: 50 minutes

 

Description of the class:

                     Name of course: Biology

                     Grade level: 9th

                     Honors or regular: Regular

 

Source of the lesson:

            http://www.cloudnet.com/~ebrbsass/edsci.htm

 

TEKS addressed:

(2)  Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

 

(B)  collect data and make measurements with precision;

 

(C)  organize, analyze, evaluate, make inferences, and predict trends from data; and

 

(D)  communicate valid conclusions.

 

(9)  Science concepts. The student knows metabolic processes and energy transfers that occur in living organisms. The student is expected to:

 

(D)  analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment.

 

(12)  Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to:

 

(B)  interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism;

 

(C)  compare variations, tolerances, and adaptations of plants and animals in different biomes;

 

(D)  identify and illustrate that long-term survival of species is dependent on a resource base that may be limited; and

 

(E)  investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.

 

(13)  Science concepts. The student knows the significance of plants in the environment. The student is expected to:

 

(A)  evaluate the significance of structural and physiological adaptations of plants to their environments

 

á      Overview
             Through a physical activity, students discover the components and relationships of habitats and the role of ecosystem management in these habitats.
 
á      Performance or learner outcomes

                        Students will be able to:

                                               i.     Recall living and non living components of an ecosystem

                                             ii.     Elaborate on the components of an ecosystem.

                                            iii.     Trace how each living component in a habitat is related to the sun and to other habitats. 

                                            iv.     Elaborate on how different ecosystems are related to each other and how they form a larger ecosystem.

                                             v.     Identify different components involved in an ecosystem.

 

á      Resources, materials and supplies needed

For the Class

á  100 feet of yellow string

á  100 feet of red string

For Each Student:

á  3x 5 index cards

á  12Õ string

á  scissors

á  tape

á  pencil

á  markers

á  paper

 

á      Safety Considerations

á  Be very careful with the scissors

 

á      Supplementary materials, handouts

á  Lab Procedure

 

 

Five-E Organization

Teacher Does                    Probing Questions                                Student Does      

Engage:

Learning Experience(s)

 

Ask  for definitions of an ecosystem and a habitat. Probe at the students previous knowledge so you can assess were they are at. Walk them through the components involved in ecosystem by asking questions.

      

Time: ___5___minutes

Critical questions that will establish prior knowledge and create a need to know

 

1) What is an ecosystem?

 

2) What is a habitat?

 

3) What does the soil look like in the ecosystem?

 

4) Is there water?

 

5) What form is the water in?

 

6) Is the air dry or moist?

 

7) Does it rain a lot?

 

8) Is there wind?

 

9) Is it rocky?

 

 

     

Expected Student

Responses/Misconceptions

 

 

Students should know what an ecosystem is, but they might have a hard time coming up with the components.

                                                   

Explore:

Learning Experience(s)

 

Teacher should choose an ecosystem for groups of students to analyze. Let the students research their ecosystem and find examples of different organisms that live in each one.  Ask them to find 10 examples.

 

 

Time: ___15___minutes

Critical questions that will allow you to decide whether students understand or are able to carry out the assigned task (formative)

 

1.  Describe your ecosystem to me?

 

2. What organisms make up your ecosystem?

 

3. How does one organism benefit another? Or how does one organism not benefit another?

 

4. Can you think of other ecosystems that you find the same organisms? Are there any differences?

Expected Student

Responses/Misconceptions

 

 

 

 

Students should not have a problem finding information about an ecosystem. Teacher must make sure students are staying focused on activity rather then surfing the internet.

    

Explain:

Learning Experience(s)

 

Ask the students to make a circle around the room standing with their groups. Place a giant yellow sun in the middle of the circle. Make sure there is yellow yarn tied to the sun.  Ask students what they think the yellow string represents. Ask the students what organisms they have found that depend on sunlight. They should say a plant. Attach one member from each group to the string.  Then let the students figure out what depends on the plant and so on.  They should begin to form chains with their ecosystem.  Probe students to think about the activity.

 

 

Time: ___15___minutes

Critical questions that will allow you to help students clarify their understanding and introduce information related to concepts to be learned

 

1. What does yellow string represent?

 

2. What type of organism depends on the sun? Continue down the chainÉ

 

3.  What did you find in your research that helped you with this task?

 

4. How is each organism dependent on the sun?

 

5. What would happen if there were no plants?

 

6. Why is the sun important?

 

7. Besides the sun what else do environments need?

 

 

Expected Student

Responses/Misconceptions

 

 

 

 

 

Students will be confused at first but they will easily understand as the teacher probes them with questions.

                                               

Extend / Elaborate:

Learning Experience(s)

 

Ask the students to choose any organism form an ecosystem and identify that species as slowing dying off due to some cause? Answer questions that teacher poses.

Time: ___5___minutes

Critical questions that will allow you to decide whether students can extend conceptual connections in new situations

 

1. What might they do to help the species?

 

2. What information do they need to make a good decision?

 

3. What do you need to know about this species and its relationship to other species?

 

4. How does knowing that ecosystems are connected influence your decision?


5. How will your decision affect other organisms?

Expected Student

Responses/Misconceptions

 

 

 

 

This might be a challenged for the students but it will get them to think outside the box. Students can use the computer if you have the necessary time.

   

  Evaluate:

 

Give students that evaluation and have them work on it for 10 minutes.

 

 

Time: __5__ minutes      

 

Critical questions that will allow you to decide whether students understood main lesson objectives

 

1. Choose one ecosystem to draw, include both living and non-living components.

 

2. Take two ecosystems and demonstrate ways they are connected by method of choice. (Drawing or Writing)

 

3.  Write a paragraph on how you would save the endangered salamanders at Barton Creek. If you donÕt know describe what information you would need to come up with an answer.

Expected Student

Responses/Misconceptions

 

 

 

This is what we did in class; this should tell me if they were paying attention or not. Plus question three will force the students to realize this is an everyday problem that their community is facing.