How organisms interact
AuthorŐs Name: Eva Pan
Technology
Lesson: No
Date of
lesson: TBA
Length
of lesson: 2 days
Name of
course: High school biology
Grade
level: 10-12
Honors
or regular or magnet: Regular
Source of the lesson:
TEKS
addressed:
Students will be able to:
Resources,
materials and supplies needed
Safety
Considerations
Supplementary
materials, handouts
Five-E Template
Teacher Does Probing Questions Students responses/
Misconceptions
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Engage: Have students list common pets. Ask them to identify the foods that
are typically provided to each pet on their list. Challenge students to classify each pet as an omnivore,
carnivore, or herbivore based upon the foods it eats.
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1. What are omnivore, carnivore, and herbivore? 2. Can you give example of each? |
1. Ideal
responses: 2. Possible
answers: |
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Explore: Have students
fill the bottom of the collecting pan with water from the pond and place it
in the shade to keep it cool. Dip the net into the pond and then carefully
turn it inside out in the water in the collecting pan, releasing whatever has
been caught. Take samples from various microhabitats, including the surface,
the bottom, sediments, and within vegetation. Have students
take the samples of water and examine them under the microscope. Have students
observe the rest of the animal life in and near the pond. Look for birds,
fish, turtles, egg masses, and signs of animals, such as animal tracks,
feces, underground burrows, and nests. Discuss what the different animals may
be eating Have them
imagine being a specific reptile or amphibian living in the pond. Time:
______minutes |
2. How many different organisms can they
count? How many plants? How many animals? 3. Can you summarize who are the
predators and prey? 4. Imagine you as amphibian, what would
they eat? How would they avoid being eaten? |
1. Responses vary. 2. Responses vary. 3. Responses vary. 4. Responses vary |
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Explain: One of the most important questions that we must ask is how organisms obtain energy. We know that feeding relationships between organisms reflect these niches in the community. There are 2 modes of feeding relationships – autotrophs and hetrotrophs. Autotrophs are organisms that use energy from the sun or energy stored in chemical compounds to manufacture their food. Heterotrophs on the other hand, are the organisms that depend on autotrophs as their source of nutrients and energy. There are also close relationship for survival. For example, symbiosis means to live together. Commensalism is also a symbiotic relationship in which one species benefits and the other species is neither harmed nor benefited. Mutualism is when both species are benefited. Parasitism refers to when organism derives benefit at the expense of the other. Food chains are the pathways for matter and energy. (Show example on the board) Within the food chain, each organism represents a feeding step, or trophic level, in the passage of energy and materials. Food chain is only good for simple relationship. A more complicated model will be food web which expresses all the possible feeding relationships at each trophic level in a community. (Show example on the board) Energy at each trophic level is usually portrayed as ecological pyramids. (Show example on the board) Time: ______minutes |
1. Can you give an example of an autotroph and a hetrotroph? 2. What are some examples of commensalisms? 3. What is a food chain? 4. Can you think of other food chains? 5. Is it possible to have food chain or food web without photosynthesis? |
2. Spanish moss on the tree. 3. Simple model that scientists use to show how matter and energy move through an ecosystem. 4. Responses vary. 5. No |
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Extend / Elaborate:
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Evaluate: Pop quiz at end of the lesson.
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Pop quiz questions 1. What is the difference between a parasitic relationship and a commensal relationship? 2. Each organism in a food chain represents a _________. |
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