72 DO ECOLOGY (5 HOURS, 40 MINUTES) TALKING IT OVER: The Miracle Fish?!

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1 ECOLOGY (5 HOURS, 40 MINUTES) 72 DO TALKING IT OVER: The Miracle Fish?! Have teachers set up notebooks for this activity. Introduce science Notebook, TR-123, intro TG support, Model this first activity from start to finish including notebook setup, procedure and analysis questions and post-lab discussion. Treat the teachers as students and avoid procedural explanations at this point. Discuss what students will say about how they how might handle an unwanted pet such as a turtle. Read the fictional scenario of James Abila presented in the Introduction. Point out the real-world connection. Groups work together to read and discuss the activity, using the embedded literacy strategies Intra-act (Student Sheet 72.1) and Discussion web (Student Sheet 72.1) Have teachers answer the analysis questions then work together to discuss the issue of Nile perch in Lake Victoria. Follow this up with a discussion on the SEPUP model of teacher and learning (4-2-1, embedded literacy and assessment strategies, teacher as a facilitator, initial notebook setup, etc. Point out the background information in the TG and the TG layout for the activity including the location of other literacy strategies in TG. Discuss the computer icons to show grouping within the context of the analysis questions. Student Sheet 72.1 and 72.2 Time needed: 45 min LIT MANAGE ASSESS SAFETY DIV LEARN INTEG ISSUE INQUIRY TR CONTENT

2 73 TALK PROJECT: Introduced Species Discuss how a local introduced species may have changed the environment. Point out the non-advocacy approach of SEPUP. Read the Introduction and Challenge. Discuss how student groups will find articles on introduced species and decide how the introduced species will be assigned for groups to research. Note that local species may be added or substituted for the eight listed in the SB. Briefly introduce SEPUP Assessment System by pointing the opportunity for GI ASSESSMENT. Explain there will be additional discussion of assessment in the afternoon. Point out the links on the IALS page of the SEPUP website for these species Discuss what the project goals, expectations for group work, and timeline for the project will be for the class. (GI ASSESSMENT) Computer with internet access to show the IALS page of the SEPUP website. You may wish to combine Act 74 and DO LABORATORY: Observing Organisms Have teachers set up notebook for this activity. Point out order form found in the kit to order blackworms. Also, blackworms can be found in some specialty pet shops used as fish food. Highlight background information in the TG. Begin by discussing the study of ecology and classroom expectations for animal treatment in the classroom. Have the teacher complete the investigation and record data.

3 Develop a shared vocabulary for describing blackworm observations incorporating the AQ as you go. Point out the SI and CS ASSESSMENT opportunity Good opportunity to address anthropomorphism. Discuss with teachers an anticipated class room management issues they may encounter. Point out the Extension where students observe the internal structures of the blackworm. Remind teachers they may need to review safety procedure and proper use of a microscope with students. : Microscopes and slides for the extension. Time needed: 20 min LIT MANAGE ASSESS SAFETY DIV LEARN INTEG ISSUE INQUIRY TR CONTENT Note: The cards are changed from SALI animals are now divided into phyla. 75 DO INVESTIGATION: Classifying Animals : Have teachers set up notebooks for this activity. Have teacher skim the introduction then discuss reasons to collect and organize objects. Ask teachers to list things they organize and elicit how they go about organizing these objects. : Organize the Animal Cards into groups. Point out the GI ASSESSMENT opportunity. Explain how biologists organize these animals into groups. Have teachers answer AQ 4 and discuss as a large group. Point out that the teacher can collect additional pictures of animals and classify them as an extension. : Time needed: 30 min LIT MANAGE ASSESS SAFETY DIV LEARN INTEG ISSUE INQUIRY TR CONTENT 76 DEMO

4 INVESTIGATION: People, Birds, and Bats Review the relationship of vertebrates to other levels of classification using the Classification Chart on the last two pages of Activity 76. Use the Classification Chart to identify which vertebrate classes include two of the 8 mystery animals. Since this is a demo there is not enough time to do all of the mystery cards. Discuss the Analysis Questions to help summarize the activity. Extensions: Reference or show the SEPUP website ( to find out how technological advances are being used to study the various classes of animals. Linked to the website is an optional web-based activity, Life Cycles of Plants and Animals, which includes a flower dissection. Copy the Life Cycles of Plants and Animals, student sheet from the SEPUP website if it is a part of the state standards. Computer with internet access to show SEPUP website. Time needed: 20 min LIT MANAGE ASSESS SAFETY DIV LEARN INTEG ISSUE INQUIRY TR CONTENT 77 DEMO Discusses briefly what makes a species successful. Point out the Anticipation Guide, which will be used INVESTIGATION: throughout the unit with every zebra mussel activity. (Act 77, 79, 85, 87), as an embedded literacy strategy. Ups and Downs Show Science Skills Sheets 4a and 4b, Scatterplot and Line Graphing Checklist for differentiation. Have the two graphs completed on an overhead before the training. Show the graphs and interpret data on zebra mussel populations. Point out OD ASSESSMENT opportunity. Respond to Analysis Question and analyze population trends over time. Point out AD ASSESSMENT opportunity.. Time needed: 20 min LIT MANAGE ASSESS SAFETY DIV LEARN INTEG ISSUE INQUIRY TR CONTENT

5 78 TALK LABORATORY: Coughing Up Clues Introduce the concept of energy flow in food webs. Introduce the owl pellet dissection from the perspective of studying food webs. Discuss anticipated classroom management issues and safety issues. Teacher tips: It is easier to remove bones if you soak the pellet in warm water for 10 minutes. May want to have tweezers and hand lenses for the students to use too. Discuss how student groups will work together to investigate the contents of an owl pellet. Highlight the type of information that can be inferred from animal bones. Point out Quick Check in AQ 2a as a formative assessment. Extensions: Point out Student Sheet 78.1, Owl Pellet Dichotomous Key, to identify the skulls they found in their owl pellet. They can also learn more about owl pellets on the Issues and Life Science page of the SEPUP website. Students can research the food web of the introduced species they are studying. They can research, What effects, if any, has the introduced species had on native species? 79 TALK Point out SEPUP method of DOING activities together so everyone has a common basis of understanding READING: and then READING the activity for the content. Eating for Energy Point out Stopping to Think and Anticipation Guide as an embedded literacy strategy. Review the construction of food webs. Point out the Talking Drawing (as another embedded literacy strategy) to be used as students complete the reading. Briefly summarize key concepts from the reading. Point out the SI ASSESSMENT opportunity.

6 Point out use of SEPUP website to assess current data on zebra mussel status. 80 TALK LABORATORY: Nature s Recyclers Discuss how students will complete a set of word sorts and review microscope use. Demonstrate nematode collection apparatus Student groups will collect outdoor soil samples and set up an extraction apparatus for at least 24 hours. Students will scan microscope slides for nematodes. Discuss the role of decomposers in an ecosystem. 81 DO Have teacher set up notebooks for the activity. LABORATORY: A Predict and discuss students ideas of how plants produce food and introduce the process of photosynthesis. Producer s Source Show the Talking Drawing (as an embedded literacy strategy) and point out order form in kit to order Elodea of Energy Groups collect evidence on the use of carbon dioxide in plant photosynthesis. Point out the GI ASSESSMENT opportunity. While teachers are waiting for Part A data, they can design an experiment to demonstrate the role of light in the production of food by plants. After the design is complete, have teachers set up experiement then recheck Part A Data. Point out the DI ASSESSMENT opportunity. Discuss the transfer of energy from producers to other organisms. Point out UC ASSESSMENT opportunity Point out TG information for to avoid problems that may occur.

7 Bring Elodea Copies of Student Sheet 81.1 Time needed: 45 min LIT MANAGE ASSESS SAFETY DIV LEARN INTEG ISSUE INQUIRY TR CONTENT 82 TALK LABORATORY: The Cells of Producers Discuss the macroscopic structures that help plants carry out photosynthesis and point out the class may need to review microscope use. Quickly go over the procedure with teacher and discuss anticipated classroom management issues. Summarize the structures of plant cells as they relate to photosynthesis. Opportunity to use a Venn Diagram Extensions: Add salt water to the microscope slide of Elodea and/or red onion and observe the cells shrink. Good opportunity to take students on a field trip to a botanical garden or nursery to observe the structural adaptations of plants to different environments. Opportunity to have students perform a flower dissection. Instructions for this are part of the Life Cycles of Plants and Animals extension to Activity 76, People, Birds, and Bats, on the Issues and Life Science teacher page of the SEPUP website. : 83 DO LABORATORY: A Suitable Habitat : Have teachers set up notebooks for this activity. Introduce the concept of a habitat by asking teachers to describe the characteristics of a habitat. : Observe the behavior of several blackworms placed together (Part A).

8 Point out GI ASSESSMENT opportunity. Decide how to collect comparable data on their experiments (Part A). Groups design and conduct an experiment to investigate non-living characteristics of blackworm habitat (Part A). Point out DI ASSESSMENT opportunity. Read about populations, communities, ecosystems, and biomes of the world, using the 3-Level Reading guide. Point out another example of SEPUP method of DOING activities together so everyone has a common basis of understanding and then READING the activity for the content. Introduce and discuss the embedded nature of the SEPUP assessment system. Use (TR 3) Literacy Student Sheet 1c: Writing a Formal Investigation Report and Literacy Student Sheet 4c, Writing Frame DI (DI Assessment). This DI exemplar is in TR. Use the exemplar (or your own student work) and at least model a mini-moderation. This should lead to a brief discussion about setting criteria.. Reference the Assessment section in the TR, including the item bank and moderation form. Extensions: More information about the world s biomes is on the SEPUP website. Students can find out more about adaptations and relationships between organisms, such as symbiosis, mutualism, parasitism, and commensalism, on the Issues and Life Science page of the SEPUP website. (This is in many state standards be sure to point it out if it is a standard in the state you are working in. : DI scoring guides, student work samples of DI or copies of DI Exemplars from TR 3 with scores removed. Time needed: 60 min LIT MANAGE ASSESS SAFETY DIV LEARN INTEG ISSUE INQUIRY TR CONTENT 84 TALK MODELING: Clam Catch Review the concept of population fluctuation. Discuss how the class models the size of a clam population over ten years.

9 Discuss how to summarize data from Part A. Point out OD, AD ASSESSMENT opportunity. Explain the introduction of zebra mussels into the ecosystem and how the class models the size of both clam and zebra mussel populations over ten years. Discuss the connection between this activity and previous activities. Discuss how students will summarize the data and respond to Analysis Questions. Point out OD, AD ASSESSMENT opportunity. Time needed: 5 min LIT MANAGE ASSESS SAFETY DIV LEARN INTEG ISSUE INQUIRY TR CONTENT 85 TALK READING: Is There Room for One More? Review population graphs and the trends they showed. Point out the Anticipation Guide form Activity 77 is used again. Briefly skim for content Summarize key concepts from the reading. Point out AD, OD ASSESSMENT opportunity. 86 TALK FIELD STUDY: Taking A Look Outside Discuss how to complete the field study and decide upon expectations. Discuss anticipated classroom management issues. Explain that students observe and collect data over a period of several days. Discuss how the class will share and discuss their observations.

10 Point out CS, SI ASSESSMENT opportunity 87 TALK TALKING IT OVER: Too Many Mussels? Review the role of zebra mussels as an introduced species in the United States. Discuss the connections between previous activities as a review. Discuss how student will play the role of one of the four characters, and complete a DART (Directed Activity Related to Reading). Point out the Anticipation Guide again (from Act. 77) and also the use of a writing frame for differentiating instruction. Discuss how to present the management options without voicing an opinion. This non-advocacy approach is found throughout SEPUP. Point out ET ASSESSMENT opportunity. Extension: Point out the SEPUP website provides links to sites with information about zebra mussels and management options. 88 TALK PROJECT: Presenting the Facts Discuss guidelines and expectations for student presentations. Discuss anticipated classroom management issues. Point out GI ASSESSMENT opportunity. Discuss how student groups will prepare for their class presentations. Discuss how groups will present their introduced species research to the class. Point out SI, CS ASSESSMENT opportunity.

11 Reference Literacy Transparency (TR-2) Oral Presentations The class will discuss similarities and differences in the characteristics of the various introduced species. Point out AD, ET ASSESSMENT opportunity. Bring projects or pictures of projects to show. Time needed: 15 min LIT MANAGE ASSESS SAFETY DIV LEARN INTEG ISSUE INQUIRY TR CONTENT

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