Project Lesson Plan #1              

 

Name:  Michael A. Pena Jr.

 

Title of lesson: Introduction to Species Interactions w/ Ecosystem.

 

Length of lesson: 2 (45 min) Periods

 

Curriculum Mapping: Science, Ecology

 

TEKS Addressed:

           

(c)  Knowledge and skills.

(1)  Scientific processes. The student, for at least 40% of instructional time, conducts field and

 laboratory investigations using safe, environmentally appropriate, and ethical practices.

 

        (2)  Scientific processes. The student uses scientific methods during field and  

        laboratory investigations.

                     (B)  collect data and make measurements with precision;

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

         data; and

       (3)  Scientific processes. The student uses critical thinking and scientific problem  

       solving to make informed decisions.

         (C)  evaluate the impact of research on scientific thought, society, and the 

         environment;

       (11)  Science concepts. The student knows that organisms maintain homeostasis. The 

       student is expected to:

                     (A)  identify and describe the relationships between internal feedback

                     mechanisms in the maintenance of homeostasis;

                    (B)  investigate and identify how organisms, including humans, respond to 

                    external stimuli;

        (D)  summarize the role of microorganisms in maintaining and disrupting 

        equilibrium.

       (12)  Science concepts. The student knows that interdependence and interactions       

       occur within an ecosystem.

       (B)  interpret interactions among organisms exhibiting predation.

                   (C)  compare variations, tolerances, and adaptations of plants and animals.

                   (D)  identify and illustrate that long-term survival of species is dependent on

                    a resource base that may be limited.

                   (E)  investigate and explain the interactions in an ecosystem.

 

 

I.  Overview

 

The students will be engaged in the concepts of the project they will have to complete on their own in the upcoming weeks. 

Students will also be introduced into some of the ecological topics in regards to the introduction of alien species

 into foreign ecosystems and how they affect them.

 

II.   Performance or learner outcomes

 

The students will be able to:

á      understand the current ecological issues in regards to species interactions

á      Apply knowledge they have learned to new situations .

á      Construct a visual aid to describe changes and effects.

 

           

III. Resources, materials and supplies needed

 

A computer with Internet access

 

IV. Supplementary materials, handouts.

           

 Butcher paper, and crayons/markers.

 

 

Five-E Organization

 

Teacher Does                                                   Student Does

Engage:

To start the engagement I will begin by showing the anchor video on a similar experiment that was done previously.  I will then proceed to ask students if they have any questions as I pause the video at the intervals at which it asks questions. 

 

 

Students are engaged in the video and are encouraged to answer the questions and discuss their ideas amongst themselves.

 

                                                                 

Teacher Does                                                   Student Does

Explore / Explain:

Before ending the video I will stop it right before the final ending, which will be saved for the following day.  The students will be then introduced to certain concepts such as those of the different types of ecosystems, aquatic versus terrestrial, and I will emphasize the problems towards the introduction of alien species into foreign environments.  Students will then be asked to go into the computer lab and do research, in groups, over one case scenario where an introduced species, animal or plant, have caused drastic ecological changes.  Students, then at the end will explain their findings via a short presentation.

 

 

Students are asked to cover certain criteria regarding this exercise.  They will be expected to name the species that was introduced (scientific), both genus and species, they will also be required to draw a concept map and/or diagram showing how the species has affected its surrounding environment.  Both a before and after is required.  Also students are required to follow in the formal scientific methodology.

 

                                                      

Teacher Does                                                   Student Does

Extend / Elaborate:

I will start from their presentations as a spring board to talk about what the experiment on the small ponds in the video was, and how it was conducted. I will go into detail, as towards what kind of species were introduced, show graphical data that shows what happened to certain species. All which will serve to give them an idea as towards what it is I will expect of them in their project.

 

 

 

Listen attentively, and ask questions in regards to how certain graphs/charts correlate to the data collected.

 

 

 

Presentation Rubric