Organisms –Macro to Micro – STC by Carolina



|Populations and Ecosystems---FOSS |

|NOTE: The suggested sessions are based on 55 minute lessons (average for the district). The lessons can be adjusted according to the time allotted in your schedule. |

|*Prior to beginning the module, review and ensure all safety contracts are signed and returned and secure all safety and protective gear needed for the classroom. |

|Module Notes: |

|Upon delivery, inventory entire module. Questions/issues: contact eriesciencematerials@ |

|The District should be ordering the milkweed bugs for you. Please check manual p. 31 for shipment information. Suggested delivery time is one week. Milkweed bugs will not be mature enough for use for possibly |

|another 2-3 weeks depending on the temperature of their surroundings at the time. A warmer environment will help them mature quicker. The first shipment is necessary for Investigation 1, the second shipment is |

|necessary for Investigation 3. |

|Important web sites to check: . Make sure to set up teacher/student password for access to multimedia throughout the course |

|Session |Lessons |Comments |Preparation notes |Teacher Notes |

|1 |Investigation 1: |Set up grouping and plan notebooks. Students will need to |Copy Lab Notebook Page 1 for each student | |

| |Milkweed Bugs |work with the same lab groups for the course so they are |Separate Adult Milkweed Bugs into petri dishes- Identify| |

| |Introducing Milkweed Bugs |working with their own organisms. |male and females for yourself. | |

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|2 |Investigation 1: |Divide tasks for habitat creation appropriately between |Collect plenty of twigs. | |

| |Milkweed Bugs |classes. One habitat per group should be made to be shared|Prepare and separate all necessary materials. | |

| |Milkweed Bug Habitat |with each class. |Plan appropriate material stations. | |

| | |Plan for habitat storage- a string hung inside the | | |

| | |butterfly cages, an extra terrarium sat on top of a few | | |

| | |books will provide room for 4 habitats. | | |

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|3 (and beyond) |Investigation 1: |Students will begin observing changes in the milkweed bug |Copy Lab Notebook Page 6 for each student. | |

| |Milkweed Bugs |habitat. This can be done on a daily, bi-daily, or weekly |For Milkweed bug observation, if you teach EMM | |

| |Observing Milkweed Bug |basis. Important observations to make include mating, egg |simultaneously as this course, the pegboards and | |

| |Habitats |laying, egg hatching, molting and nymph growth, and death |flashlights are useful materials for hanging the | |

| | |of parents |habitats and viewing the insects. | |

| | |Have students read Milkweed Bugs in the resource book | | |

| | |either in class or for homework. Using question cubes with| | |

| | |the article would be a good extension. | | |

|3-4 |Investigation 2: |Give students plenty of time to decide what categories |Copy Lab Notebook pages 8 & 11 for each student. | |

| |Sorting out Life |each card belongs in and time to discuss as a whole group |Separate ecosystem cards. | |

| |Ecosystem Card Sort |where cards belong. |Prepare glossary terms. | |

| | |Have students read Life in a Community in the resource | | |

| | |book either in class or for homework. | | |

|5-6 |Investigation 2: |Video is an hour long; you may have to break up the video |Copy Lab Notebook page 13. | |

| |Sorting out Life |between 2 classes. |If you have not previously seen the video, or have | |

| |Video Population Study |Review the movie questions with the class before watching |forgotten parts of it, it would be a good idea to view | |

| | |the video. Separating the questions between groups will |it again to give students hints through the classroom | |

| | |help students focus since the questions do not necessarily|viewing. | |

| | |follow the chronological order of the movie. | | |

|7 |Mid-Summative Exam |Make sure to review habitats and ecosystem information. |Copy Mid-Summative Exam 1-2 for each student. | |

| | |Exam questions require critical thinking and refer back to| | |

| | |the ongoing Milkweed Bug Investigation | | |

|8-9 |Investigation 3: |Break down ecosystem environments into appropriate tasks |Copy Lab Notebook page 15 for each student. | |

| |Mini Ecosystems |for each group so that each group throughout the day will |Plant and care for the classroom examples of wheat, rye,| |

| |The Physical Environment |eventually have one aquatic and one terrestrial ecosystem |and alfalfa so students know what to look for when they | |

| | |to share. Plan for students to bring in materials to add |grow. Make sure to order organisms and care for them. | |

| | |to their ecosystems for different shelter and habitat |The tubifex worms are not very hardy and earthworm care | |

| | |changes. Add water to the aquatic ecosystems CAREFULLY at |can be difficult. If you have not used all of your OMM | |

| | |the end of the day as the water can and will disturb the |aquatic organisms, they can make a nice addition to the | |

| | |carefully planned habitat. |aquatic environment | |

|10-11 |Introducing Life |Plan enough time for student observations of organisms |Copy Lab Notebook pages 16 &17 for each student. | |

| | |prior to introducing the organisms to their habitats. Have|Separate organisms into containers for student | |

| | |students read Biosphere 2: An Experiment in Isolation in |observation. Make sure to dechlorinate the tap water you| |

| | |the resource book either in class or for homework. |will use or purchase spring water. | |

| | | |Students will quickly think that the terrestrial | |

| | | |ecosystem is not as interesting or important as the | |

| | | |aquatic because there are fewer animals- pet store | |

| | | |crickets might be a nice addition. | |

|11 (and beyond)|Investigation 3: |Students will begin observing changes in the ecosystems. |Copy Mini Ecosystem Log sheets for each ecosystem. | |

| |Mini Ecosystems |This can be done on a daily, bi-daily, or weekly basis. |Make sure ecosystems are properly cared for. | |

| |Observing Mini Ecosystems |Important observations to make include predation, death, | | |

| | |mating, organism counting, germination, and reproduction. | | |

| | |Students should still be making Milkweed bug observations | | |

| | |as well. | | |

|12 |Investigation 4: Mono Lake |Video is 20 minutes long and is PACKED with information |Copy Lab Notebook page 19 for each student. | |

| |A Visit to Mono Lake |and moves quickly. If you have time, viewing the movie a |If you have not previously seen the video, or have | |

| | |second time may be beneficial. |forgotten parts of it, it would be a good idea to view | |

| | |Review the movie questions with the class before watching |it again to give students hints through the classroom | |

| | |the video. Separating the questions between groups will |viewing | |

| | |help students focus since the questions do not necessarily| | |

| | |follow the chronological order of the movie. | | |

| | | | | |

|13-14 |Investigation 4: Mono Lake |Plan a lot of class discussion time for this |Copy Lab Notebook page 21 for each student. A copy of | |

| |Mono Lake Food Web |investigation. Students may need prompting to find |the Mono Lake Food Web transparency with the organism | |

| | |multiple connections between organisms. Reinforce food web|names blanked out for each student may be useful as | |

| | |with Mono Lake multimedia. A fun reinforcement activity |well. Prepare for ‘Arrows’ to be used with organism | |

| | |includes assigning each student an organism card and |cards. | |

| | |tossing a ball of yarn between students to show the | | |

| | |intricate predator-prey relationships. | | |

| | | | | |

|15 |Mid- Summative Exam 3-4 |Make sure to review habitats and ecosystem information. |Copy Mid-Summative Exam 3-4 for each student. | |

| | |Exam questions require critical thinking and refer back to|Have students bring in small snack food items for the | |

| | |the ongoing Mini Ecosystem Investigation. |following class’s food burning demo. | |

| | | | | |

|15-16 |Investigation 5: Finding the |SAFETY CAUTION! Lighting food on fire needs to be cleared |Copy Lab Notebook page 22 for each group and page 23 for| |

| |Energy |with administration. Use your best discretion in |each student. | |

| |Energy in Food |determining if this investigation should be done by |Provide cheese puffs and/or a nut of some kind (showing | |

| | |students, done as a demo, or done as a student-assisted |both is a good way to enforce healthy eating choices) | |

| | |demo. | | |

| | |Record data during one session and do calories and |A pie tin with a large binder paperclip through it is a | |

| | |calculations in the next. Plan time for calculations |safer alternative to the foil-covered cardboard. | |

| | |review as students may have difficulty with the math | | |

| | |needed. |Plan materials accordingly to how you will run the | |

| | |The concepts may be difficult for the students- some note |investigation. | |

| | |taking during lecture may be necessary | | |

|17 |Investigation 5: Finding the |There is a lot of information packed into the Experimental|Copy Lab Notebook page 25 for each student. | |

| |Energy |Design part of the worksheet- this would be a good place | | |

| |Energy and Producers |to slow down and read over the experiment with the |Highlighters helped the students identify what exactly | |

| | |students and have them determine the independent and |was changed in each environment. | |

| | |dependent variables and control(s) in the experiment. | | |

| | |The concepts may be difficult for the students- some note | | |

| | |taking during lecture may be necessary. | | |

| | |Have students read Where does Food Come From? in the | | |

| | |resource book either in class or for homework. | | |

|18 |Investigation 5: Finding the |Make sure to discuss with the students what the category |Copy and cut the energy use strips for each group. | |

| |Energy |headings mean. | | |

| |Using energy | | | |

|19-20 |Investigation 5: Finding the |Beads can get EVERYWHERE. Be careful. |Sort colored beads and pipe cleaners according to the | |

| |Energy |Read the selection Trophic Levels in class with students. |number of groups you want working. | |

| |Trophic Levels |The 10% idea can be very confusing. Go over it several | | |

| | |times with students before starting the bead part of the | | |

| | |investigation. Reinforce the idea that each bead | | |

| | |represents one kilogram of organisms- NOT one organism | | |

| | |itself- if you have a kilogram mass, it will help since | | |

| | |they know one fly will not equal the weight of that mass. | | |

|21 |Mid- Summative Exam 5 |Make sure to review. Exam questions require critical |Copy Mid-Summative Exam 5 for each student. | |

| | |thinking. | | |

|22-24 |Investigation 6: Population |This investigation is a simulated investigation, a lot of |Copy Lab Notebook pages 27, 29, 31-33 for each student. | |

| |Size |worksheets. |Plan access to computers | |

| |Reproductive Potential |The lesson needs broken down into at least 3 days. The | | |

| | |math can be very difficult the 1st day, the multi-media | | |

| | |scenarios need planned for the 2nd day, and the analysis | | |

| | |and discussion of the scenarios will take up a 3rd day | | |

|25 |Investigation 6: Population |Have students determine variables. |Copy Lab Notebook pages 34-37 for each student. | |

| |Size |Plan for discussion time and assistance in helping | | |

| |Algae and Brine Shrimp |students understand what variables ‘limit’ the population | | |

| |Populations |Have students read Limiting Factors in the resource book | | |

| | |in class or for homework | | |

|26 |Investigation 6: Population |Plan time for discussion of how each organism affects |Copy Lab Notebook pages 38-41 for each students. | |

| |Size |other organisms in the ecosystem and act as limiting | | |

| |Population Dynamics |factors for each other. | | |

| | |Have students read Mono Lake in the Spotlight in the | | |

| | |resource book in class or for homework. | | |

|27 |Mid-Summative Assessment 6 |Exam is critical thinking and open ended answers. Plan for|Copy Mid-summative Exam 6 for each student. | |

| | |review. | | |

|28 – 32? |Investigation 7: Ecoscenarios|This investigation is the long-term group project. The |Copy Lab Notebook pages 44- 46 for each student | |

| | |time spent in or out of class on this project is up to the| | |

| | |instructor. At least one day of in-class computer time. | | |

| | |Student work and planning is needed. Depending on the | | |

| | |resources available to students, all work on project may | | |

| | |need to be done during class periods. Plan for probably a | | |

| | |week or two, depending on your schedule. | | |

|33-35 |Investigation 8: Adaptations |3 classes will probably be needed for this investigation: |Copy picture of ‘Kelp Fish’ (or get pictures of real | |

| |Identifying Adaptations |an introductory class on adaptations with the kelp fish |organisms hidden in their natural environments and | |

| | |and octopus multimedia and Adaptations reading and |pictures of environments that they would stand out in). | |

| | |questions and 2 classes for the 60 minute video |Plan for multimedia. | |

| | |Hawaii: Strangers in Paradise. For the video, split the |Copy Lab Notebook page 49 for each student. | |

| | |organisms for viewing between groups so students can |Familiarize self with video to help students understand | |

| | |determine the adaptations and uses more critically and |adaptations when they view them. | |

| | |share their observations with the class. | | |

|36-37 |Investigation 8: Adaptations |Walk students through the walking stick simulation once or|Copy Lab Notebook pages 51-53 | |

| |Walkingsticks |twice before collecting data. Once students begin |Plan for multimedia. You will need at least one computer| |

| | |collecting data, if they forget to record their survivors |per pair of students. | |

| | |after each generation, the chart will be displayed in full| | |

| | |after the 5th generation. The simulation may stop suddenly| | |

| | |before the 5th generation- don’t worry. This will confuse | | |

| | |the students, but the simulation stopped because either | | |

| | |all of the walking sticks were ‘eaten’ or all but one | | |

| | |color was ‘eaten’ so there are no other possible | | |

| | |offspring. | | |

| | |Have students fill in the graph for homework. | | |

| | |Plan time for note taking and discussion of new terms. | | |

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|38 |Mid-Summative Assessment 8 |Assessment consists of a scenario and critical thinking |Copy Mid-Summative Exam 8 for each student. | |

| | |about traits and adaptations. Plan for review. | | |

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|39 |Investigation 9: |Students may think that Larkeys are real organisms… | | |

| |Genetic Variation |Plan time for note taking about the differences between | | |

| |Variation of Features |the terms ‘variation,’ ‘trait,’ and ‘feature.’ | | |

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|40-43 |Investigation 9: |Plan time for note taking about inheritance, genotype, and|Copy Lab Notebook page 55 for each student. | |

| |Genetic Variation |phenotype. If mitosis, meiosis, and organelles have not |A copy of transparency # 26 for each student may be | |

| |Larkey Genetics |been discussed in class previously, a class or two should |useful practice in drawing the phenotype from the | |

| | |be used to review these ideas. |genotype | |

| | |Assign From Mendel to Human Genome: Solving the Heredity | | |

| | |Puzzle in the resource book along with Lab Notebook page | | |

| | |55. The reading is long and fairly complex- doing this in | | |

| | |class may be a good idea. | | |

|44-46 |Investigation 9: |Plan time to demonstrate the breeding. Making extra cups |Prepare gene pool cups. | |

| |Genetic Variation |of large gene chips (out of note cards) and posting them |Prepare pink and blue parent cards. Extra ‘father’ cards| |

| |Breeding Larkeys |on the board during the demo may be helpful. Going through|may be useful for when students start moving male | |

| | |each generation may be slow going. Stopping and making |offspring around so students know the genotype of the | |

| | |sure each group is moving at the same pace will probably |immigrant fathers easily. | |

| | |be needed- not just to make sure students are picking |Copy Lab Notebook pages 56, 57,59 for each student (the | |

| | |genes appropriately, but to keep track of the phenotype |instructions on page 58 are quite confusing) | |

| | |changes per generation that occur. It may take more than | | |

| | |one generation of demonstration for the students to get |Plan for multimedia- at least 1 computer per pair of | |

| | |the hang of the demo. Gene chips will need to be collected|students- one each is best | |

| | |and counted during each class and generations may take | | |

| | |more than one class period. Assign phenotype creation on | | |

| | |notebook page 56 for homework. | | |

| | |Multimedia Offspring Genotype and Phenotype and Impossible| | |

| | |Traits give good practice with the concepts and offer | | |

| | |quizzes with the practice. | | |

|47 |Investigation 9: |Plan practice with punnett squares with the students |Copy Lab Notebook page 63 for each student | |

| |Genetic Variation |before assigning Lab Notebook Page 63 (can be done for |Plan for multimedia- at least 1 computer per pair of | |

| |Punnett Squares |homework). |students- one each is best. | |

| | |Students may need review on percentages and probability. | | |

| | |Multimedia Punnett Squares is a good practice with the | | |

| | |concepts and kids have fun picking interesting parent | | |

| | |crosses. | | |

|48 |Mid-Summative Exam 9 |Exam deals with open ended, critical thinking questions |Copy Mid-Summative Exam 9 for each student. | |

| | |and probability. Review may be needed. | | |

|49-50 |Investigation 10: |Students will work with one of 2 scenarios: half the class|Have gene tile cups prepared and breeding mats if | |

| |Natural Selection |will track the generations of forest larkeys while the |necessary. Make copies of pink, blue, yellow, and green | |

| |Selective Pressure |other half tracks the field larkeys. |parent larkey genotype and phenotype cards. | |

| | |Make sure students understand when an offspring survives |Copy Lab notebook page 68 for each student, page 66 for | |

| | |and is able to reproduce or faces predation and cannot |half the class and 67 for the other half. | |

| | |pass its genes to the following generation. Plan time for | | |

| | |discussion and note taking about selective pressure and | | |

| | |simulation results. | | |

|51-52 |Investigation 10: |Movie will take 2 class periods. Take time to stop video |Copy Lab Notebook pages 58, 70-71 for each student. | |

| |Natural Selection |and give time for discussion of each organism’s |Plan for multimedia movie. Become familiar with movie to| |

| |Change Over Time |adaptations to answer the movie questions. Assign Natural|help students with questions. | |

| | |and Unnatural Selection in resource book in class or for | | |

| | |homework. | | |

|53-54 |Investigation 10: |Investigation will probably take 2 class periods- one for |Copy Lab Notebook page 73 for each student. | |

| |Natural Selection |introducing larkey natural selection multimedia simulation|Plan for multimedia- at least 1 computer per pair of | |

| |Larkey Natural Selection |and one for the selective breeding simulation. |students- one each is best. | |

|55 |Final Summative Exam |Exam reviews all material from the series. Plan for review|Copy Final Summative Exam for each student. | |

| | |time. | | |

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