Step 1 Lesson Plan - Weebly



|Author (s): Rachel Sites and Sara Hettenbach |Title of Lesson: Ecological Relationships - Day 2 |

|Team Members: Rachel Sites and Sara Hettenbach | |

|Lesson #: 1 (2nd day) |Lesson Source (kit, lesson): |

|Date lesson will be taught: 10/28/2013 |Youtube () () |

|Grade level: Freshman Biology |(), , |

| | Wendy Elkins. |

|Concepts/Main Idea – in paragraph form give a broad, global statement about the concepts and vocabulary you want students to understand as a result of doing this activity: An organism’s physical (abiotic) |

|environment and relationships among these organisms in which they live is called an ecosystem. The relationships (ex- mutualism, commensalism, parasitism, predator–prey, herbivore–autotroph, |

|scavenger-detritus, decomposer-detritus) within an ecosystem vary. Competition, which occurs when resources (ex- food, shelter) are limited, may occur among members of the same species, or members of |

|different species. All organisms interact with each other to obtain food. This type of relationship among organisms is represented in a food web. |

|Objective/s- Be specific; prioritize; include higher-order objectives; be sure they are measurable.|Evaluation |

|Write objectives in SWBAT form… |In the space below, explain the type(s) of evaluation that will provide evidence that students have learned |

|The Students Will Be Able To: |the objectives of the lesson (formative and summative). You will provide student copies at the end of the |

| |lesson. |

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|Describe the characteristics of each environmental role. (Predator, prey, parasite, heterotroph, |Probing questions will be asked throughout both days to address misconceptions and prior knowledge. |

|autotroph, consumer, producer, scavenger, detritus, and decomposer.) | |

| |A worksheet will be completed. |

|Recognize and explain how each environmental role exists within populations (Predator, prey, | |

|parasite, heterotroph, autotroph, consumer, producer, scavenger, detritus, and decomposer.) |Groups will make class presentations. |

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|Comprehend and visualize how environmental roles are essential for the success of a biosphere. |Exit questions will be answered each day. |

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NGSS and Common Core Standards

1. HS-LS1-2: Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system.

2. S.3.4.2.b: Transfer of energy through a series of organisms in an ecosystem is known as a food web.

3. S.3.4.4a&b: Understand organisms cooperate and compete in complex, interdependent relationships: These relationships include: a. predator-prey relationships, b. symbiotic relationships (parasitism, mutualism, commensalism).

4. CCSS.Math.Practice.MP2: Reason abstractly and quantitatively.

5. CCSS.ELA-Literacy.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

|Materials list (BE SPECIFIC about quantities) |Accommodations: Include a general statement and any specific student needs |

|for Whole Class: | |

|Classroom marker board, markers, projector. |Teachers will be engaged and available for questioning throughout the whole lesson|

|per Group: |for any students that are struggling with comprehension. |

|Set of animals; each has 2 producers, one herbivore, one carnivore, and one decomposer, scavenger, or parasite. | |

|per Student: |For students with anxiety, autism, or ADD teachers will describe the lesson |

|Group work question sheet, exit questions. |schedule at the beginning of class. |

|Advance preparation: | |

|Groups of animals for the explore portion of the lesson should be organized and ready to go, teacher may pre-load videos to|Visual and auditory aides will be provided for students who are below grade |

|avoid loading times. |reading level. |

|Handouts are included at the end of this lesson plan document. | |

| |Safety: Include a general statement and any specific safety concerns |

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| |Normal classroom rules and regulations will be observed, especially safety |

| |concerns. |

|Engagement: Estimated Time: 5-6 minutes |

|What the teacher does AND how will the teacher direct students: |Probing Questions: Critical questions that will connect prior |Expected Student Responses AND Misconceptions - think like a student to |

|(Directions) |knowledge and create a “Need to know” |consider student responses INCLUDING misconceptions: |

|Repeat elaboration video from day 1, and review activities from day 1.|“What did you remember from Friday?” |"Parasitic, or Predator/Prey" |

| |“What is happening in this video??” |"Parasitic: one organism is benefiting at the expense of the other one. |

| |"What kind of relationship is this?" |Predator/Prey: one organism "pursues" another organism for food. |

| |"Parasitic or Predator/Prey?" "Why?" |(fungus is specialized to one type of insects)" |

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|Teacher Decision Point Assessment: |Students should understand that sometimes relationships can be seen as more than one thing. Truly, this is a parasitic relationship, but |

| |it can look like predator-prey because there is a fungus unique to each kind of ant. |

|Exploration: Estimated Time: 15 minutes |

|What the teacher does AND what the teacher will direct students to |Probing Questions: Critical questions that will guide students|Expected Student Responses AND Misconceptions - think like a student to |

|do: (Directions) |to a “Common set of Experiences” |consider student responses INCLUDING misconceptions: |

|Students break up into their ‘lab’ groups, each of which has a set |Teachers will walk around to each group, make sure they stay |“parasite-host” |

|of ecological elements. |on task, ask probing questions, and provide any assistance |“The tick lives on the deer and takes resources from it” |

|Each group members will have a specified job using the specified |needed. |“The description says that ticks live on the deer and get nutrients from |

|jobs that are already established in Mr. Hanzlick-Burton’s |“What is one of the relationships you have found so far?” |its blood” |

|classroom. (cooperative learning tools; ie. Reporter, materials |“How do you know that that is a (ie. predator-prey) |“The tick can be ‘eating’ something, or it can be eaten” |

|manager, etc.) |relationship?” |“Blue Jays can also eat ticks, so it is the blue jays’ prey.” |

|Groups will complete a handout that explains relationships within |“What clues did you find in the descriptions of the animals | |

|their ecosystem (see at end). |that make you think that?” | |

| |“Could this animal be involved in more than one ecological | |

| |relationship (predator-prey, parasite-host, etc.)?” | |

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|Teacher Decision Point Assessment: |Students should be able to identify the relationships in preparation for presenting to the class. They should recognize that a single |

| |organism has multiple roles in their ecosystem. |

|Explanation: Estimated Time: 15 minutes |

|What the teacher does AND what the teacher will direct students to |Clarifying Questions: Critical questions that will help |Expected Student Responses AND Misconceptions - think like a student to |

|do: (Directions) |students “Clarify their Understanding” and introduce |consider student responses INCLUDING misconceptions: |

| |information related to the lesson concepts & vocabulary – | |

| |check for understanding (formative assessment) | |

|Each group will present one different type of relationship from |“Why is this a __________ relationship?” |“Definition of _____ relationship.” |

|their explore activity(and why) to the class. |“What elements in the animal’s descriptions were clues?” |“The deer eat grass, so I knew that this was an autotroph -herbivore |

|*each group is allotted ~2 minutes to present. |“Could this animal be involved in another type of |relationship, etc….” |

|Teachers will supplement explanation and stimulate discussion if |relationship?” |“Yes, the deer is a prey to the wolf, etc...” |

|needed. |*pull questions from worksheet | |

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|Teacher Decision Point Assessment: |Students should be able to explain their relationships, and some further questions if asked and prompted in the right direction. They |

| |should be able to identify the relationship, and explain the organisms involved. |

|Elaboration: Estimated Time: 10 minutes |

|What the teacher does AND what the teacher will direct students to |Probing Questions: Critical questions that will help students |Expected Student Responses AND Misconceptions - think like a student to |

|do: (Directions) |“Extend or Apply” their newly acquired concepts/skills in new |consider student responses INCLUDING misconceptions: |

| |situations | |

|Play the following videos |“What type of relationship would these animals have in an |“predators” |

|Ninja cat |ecosystem” |Cat: |

| |“What characteristics do these animals have that make them |“Is very quiet, controlled movements” |

|jumping spiders |effective predators?” |“doesn’t move unless prey isn’t looking” |

| | |Spiders: |

| | |“They have the ability to quickly jump on prey” |

| | |“Move very slowly when prey is looking” |

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|Teacher Decision Point Assessment: |Students should be able to come up with a few characteristics of each predator/prey in the video as to why they fit in their niche in the |

| |ecosystem. |

|Evaluation: Estimated Time: 5 minutes |

|Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives. |

|Formative Assessment(s): In addition to the final assessment (bell ringer or exit slips), how will you determine students’ learning within this lesson: (observations, student responses/elaborations, white |

|boards, student questions, etc.)? |

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|Students will present their small group discoveries of ecological relationships to the class and explain their reasoning. |

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|Teachers will roam the room as necessary and ask probing questions to steer students in right direction. |

|Summative Assessment: Provide a student copy of the final assessment/exit slips or other summative assessments you use in the lesson |

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|Exit Questions |

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|Name two relationships that another group presented about, and the animals involved. |

|What would happen in Kansas (NOT Shawnee Mission Park) if the deer population suddenly died out? How would this affect the biosphere? |

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Group 1:

Oak Tree – The oak tree produces its own food through photosynthesis. Sometimes acorns fall to the ground, and rodents or other small animals enjoy eating them. It can be a good home for certain types of birds.

Big Blue Stem (grass) – The big blue stem grass produces its own food through photosynthesis. It can also be a good home for some insects. The tall grass provides shelter for some small animals.

Jackrabbit – The jackrabbit likes to eat plants. It likes to hide in grass, away from other animals that may eat it. It is one of the biggest species of rabbits.

Bobcat – The bobcat likes to climb trees. It will eat any other animals it can catch. It is primarily nocturnal, with excellent night vision.

Deer tick – The deer tick likes to feed on lots of different animals (not just deer). It will hide in their fur, or even in the grass, waiting for an animal to walk by.

Group 2

Cottonwood tree – The cottonwood tree produces its own food through photosynthesis. Small animals may eat the leaves that fall to the ground, or climb the tree.

Purple milkweed - The purple milkweed is a plant that procures its own food through photosynthesis. Several insects live on, or derive resources from this plant. It produces small, purple flowers.

Meadow Vole - The meadow vole is also called the field mouse, and is primarily nocturnal. It lives in grasslands, and its diet consists of leaves, fruits, flowers, and grasses.

Barn Owl – The barn owl is one of the most widespread of all birds. It is primarily nocturnal, and lives in grassland environments around the world. It hunts by flying low while looking for smaller birds, rodents, and large insects.

Honey Bee – The honey bee is wide spread across the globe. It visits flowering plants to drink nectar for food. They also obtain pollen to take back to the hive that is used as a source of protein. Bees visit many plants, accidentally transferring pollen from one plant to another.

Group 3:

Black Walnut Tree – The black walnut tree produces its own food through photosynthesis. Sometimes, walnuts will fall from the tree and small animals will consume them. Insects and climbing animals will also eat the leaves.

Purple Milkweed - The purple milkweed is a plant that procures its own food through photosynthesis. Several insects live on, or derive resources from this plant. It produces small, purple flowers.

Common Whitetail Skimmer (dragonfly) – The common whitetail skimmer is a type of dragonfly that lives near to water. It is territorial, and lays eggs underwater. It eats various kinds of plants, and can fly very fast away from animals that may eat it.

Big Brown Bat – The big brown bat is native to Kansas, and lives in trees, awnings, or caves. It sleeps during the day, coming out at night to hunt for insects. It uses echolocation to map its surroundings.

Raven – The raven is a large, all-black bird that is widely distributed. It eats insects and other animals. It often will search for corpses to feed from instead of hunting. It will also eat berries, nuts, and seeds.

Group 4:

Green Water Algae – Algae is a slimy, plant-like organism that lives on or near the surface of water. It is composed of microscopic organisms that form colonies. Algae produces its own food through photosynthesis.

Broad Leaf Cat-Tail – The broad leaf cat-tail is a plant that produces its own food through photosynthesis. It lives in or near water. Small animals find shelter in broad leaf cat-tails.

Common Whitetail Skimmer (dragonfly) – The common whitetail skimmer is a type of dragonfly that lives near to water. It is territorial, and lays eggs underwater. It eats various kinds of plants, and can fly very fast away from animals that may eat it.

Catfish – The catfish is a bottom-dwelling fresh-water fish that is a member of the ray-finned family. They have spines in their fins to ward off animals that may try to eat them. The catfish is an omnivore, it will eat plants and animals that are small enough to fit in its mouth.

Bullfrog – The bullfrog lives in or near freshwater. This amphibian lays tadpoles, which eat plants or small organisms. The adult bullfrogs will eat insects that it can catch, sometimes stalking them while submerged in the water.

Group 5:

Buffalo Grass – Buffalo grass is a plant that produces its own food through photosynthesis. It is a short grass found on the high plains in Kansas. Small or flat animals may find shelter in buffalo grass.

Green Ash – The green ash is a tree that produces its own food through photosynthesis. It is a medium-sized deciduous tree that produces fruit many small animals will eat. Climbing animals will also eat the leaves.

Common Squirrel - The common squirrel is a small rodent that eats fruits, nuts, and leaves. It has a large bushy tail, and often climbs trees to get away from other animals that may eat it, or to get to food.

Bull Snake – The bull snake is a reptile that often hides in the grass to wait for an animal to walk by. It is nonvenemous, and grows to about 6 feet long. It kills its food by constriction.

Mushrooms – Mushrooms have a large, underground organism that is not visible. The mushrooms that appear are the fruiting bodies of the organism. Mushrooms can be food for other organisms. They also grow on dead bodies of other organisms, breaking them down for food.

Group 6:

Sycamore Tree- The sycamore tree is a plant that produces its own food through photosynthesis. Its bark breaks off in large pieces, and grows to be very large, often 30 or 40 meters in height. It produces fruit even in the winter that organisms eat when it falls to the ground.

Wild Sunflower – The sunflower is a plant that produces it own food through photosynthesis. It has large yellow petals, and faces the sun throughout the day. Organisms eat the plant material, petals, and seeds, including humans.

White Tail Deer – The white tail deer is not originally native to Kansas. It started to populate the middle of North America when woody vegetation became more normal. It eats any plants it can find.

Cougar – Cougars are large felines that are one solid color. They hunt in the day and the night, and they have large canine teeth to catch and eat animals with. It will eat any animal it can catch.

Raven – The raven is a large, all-black bird that is widely distributed. It eats insects and other animals. It often will search for corpses to feed from instead of hunting. It will also eat berries, nuts, and seeds.

Day 2 Explore worksheet

Name:

List all possible relationships of your ecosystem (names of organisms, name of relationship):

Example: Deer and Wolf, predator-prey relationship

Draw a food web of your ecosystem on the back of this page. Include all organisms, with arrows pointing to the consumer.

Day 2 Explore worksheet

Name:

List all possible relationships of your ecosystem (names of organisms, name of relationship):

Example: Deer and Wolf, predator-prey relationship

Draw a food web of your ecosystem on the back of this page. Include all organisms, with arrows pointing to the consumer.

Exit Questions Day 2:

Name two relationships that another group(s) presented about, and the animals involved.

What would happen in Kansas (NOT Shawnee Mission Park) if the deer population suddenly died out? How would this affect the biosphere?

Exit Questions Day 2:

Name two relationships that another group(s) presented about, and the animals involved.

What would happen in Kansas (NOT Shawnee Mission Park) if the deer population suddenly died out? How would this affect the biosphere?

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