Grade 08 Unit 12 Exemplar Lesson 01: Relationships and Interdependence Unit: 12 Lesson: 01 Suggested Duration: 6 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students describe relationships in food webs within marine, freshwater, and terrestrial ecosystems. They investigate the interdependence of living systems and environment, as well as competition for resources. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. Scientific Process TEKS 8.11 Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to: 8.11A Describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems. Readiness Standard 8.11B Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition. Readiness Standard 8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 8.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. 8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 8.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum. GETTING READY FOR INSTRUCTION Performance Indicators Grade 08 Unit 12 PI 01 Develop and present a media product that summarizes a descriptive investigation on the competition for resources by organisms in an environment, both biotic and abiotic. The summary should include a description of the relationships within the ecosystem, such as producer/consumer, predator/prey, and parasite/host. Standard(s): 8.2A, 8.2E, 8.11A, 8.11B ELPS ELPS.c.1C, ELPS.c.2C, ELPS.c.5G Key Understandings There is interdependence between organisms and their environment. What are the biotic factors an ecosystem? What are some abiotic factors in an ecosystem? For what resources may organisms have to compete? In what ways do organisms depend on each other? How are organisms and their environment interdependent? Vocabulary of Instruction Last Updated 05/30/13 page 1 of 15
predator prey parasite mutualism commensalism host abiotic biotic competition interdependent ecosystem Unit: 12 Lesson: 01 Suggested Duration: 6 days Materials access to textbooks or campus based resources (multiple for research) hole punch (single, 1 per teacher) paper (cardstock, 8.5 x11, any color, 20 sheets per teacher for class set of pouches) paper (see Advanced Preparation, construction, 3 x3 squares, red, green, blue, and yellow, 1 class set to accommodate 1 of each per student) picture of an ecosystem (see Advance Preparation, 1 for projection) pouch (see Advance Preparation, 1 class set) stapler (1 per teacher) string (any, 90 per teacher for class set of pouches) tape or glue (per class) tokens (plastic, any color, 1 per student) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Swamp Ecosystem Cards (see Advance Preparation, 1 set per group) Handout: Competition for Food Data Table (see Advance Preparation, 1 half sheet per student) Teacher Resource: Competition for Food (see Advance Preparation, 1 for projection) Teacher Resource: Possible Ecosystems (see Advance Preparation) Handout: Ecosystem Research (1 per student and 1 for projection) Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources None Identified Advance Preparation 1. Prior to Day 1: Locate and preview a picture of an ecosystem for projection. Reference the questions in the Engage section of the lesson to ensure that your picture has all of the necessary components. Print on cardstock, laminate, cut apart, and bag the Teacher Resource: Swamp Ecosystem Cards (1 set per group). Note: There are two sets per page. 2. Prior to Day 2: Print the Handout: Competition for Food Data Table, and cut it in half (1 half sheet per student). Locate a grassy area (approximately 50 x50 ) in which to conduct the Competition for Food activity. Laminate construction paper, and cut a set of four 3 x3 cards (1 class set to accommodate 1 green, 1 red, 1 yellow, and 1 blue square for each student). Construct pouches for the colored cards. Cut a sheet of card stock in half, and partially fold over and tape or staple to make a pouch. Punch two holes at the top corners, and reinforce them. Cut a length of string appropriate to hang around your neck, and attach it to the pouch. See the picture below. The pouch will be used to hold the cards, and students will wear it during the activity. 3. Prior to Day 3: Arrange for student computer/internet use and/or other campus based resources for research and presentations for Days 4 6. 4. Prepare attachment(s) as necessary. Background Information Last Updated 05/30/13 page 2 of 15
Unit: 12 Lesson: 01 Suggested Duration: 6 days This lesson bundles student expectations that address the interdependence between living systems. Relationships are investigated in aquatic and terrestrial systems. Students describe how biotic and abiotic factors affect organisms and populations present in an ecosystem. During this lesson, students describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems. They investigate how organisms and populations in an ecosystem depend on, and may compete, for biotic and abiotic factors, such as quantity of light, water, range of temperatures, or soil composition. this unit, in Biology, students continue the study of living systems and organisms and the relationship of natural selection to adaptation and to the development of diversity within and among species. STAAR Notes: Readiness Standards (8.11A), relationships in marine, freshwater, and terrestrial ecosystem food webs, (8.11B), competition for biotic and abiotic factors, and (8.11C), effects of environmental changes on organisms and traits in subsequent populations, will be assessed under Reporting Category 4: Organisms and Environments on the STAAR Assessment. Supporting Standard (8.11D), human dependence on ocean systems and effects of human activities on these systems, will also be assessed under Reporting Category 4: Organisms and Environments on the STAAR Assessment. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Visual Field Trip 1. Ask students to draw a square on a sheet of paper and number each corner 1 4. Instruct students to find four different people in the room to sign their name next to each corner. For example, if John signs Ashley s corner number 4, Ashley signs John s corner number 4. Explain that students will meet that partner for a discussion when the teacher gives the signal. You may need to project a model. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 Materials: picture of an ecosystem (see Advance Preparation, 1 for projection) 2. Project a picture of an ecosystem (see Advanced Preparation). 3. Pose the followingscenario: Imagine that you are on a field trip to this ecosystem. Imagine that you are able to spend time in the ecosystem and see everything that happens. Instructional Notes: In previous grades, students have been introduced to biotic and abiotic components, the interaction of organisms with their environments, and the influence of external and internal stimuli on organisms, as well as the basic needs of organisms. 4. Project the following, and instruct students to answer the questions with their partners and in their science notebooks: Find your number 1 partner, discuss questions A C, and record the answers in your notebooks. Allow students 3 5 minutes. A. What are some of the producers that you would find here? Answers will vary, depending on the chosen ecosystem. B. What are some consumers found here? C. What is an example of a food chain in this ecosystem? Find your number 2 partner, discuss questions D F, and record the answers in your notebooks. Allow students 3 5 minutes. D. What is an example of an animal that is eaten by another animal in this ecosystem? E. Are there any organisms that attach themselves to other organisms for food? During the discussion, note any misconceptions and/or underdeveloped concepts that will need to be addressed within the upcoming lesson. STAAR Note: Students are introduced to food chains and webs in several elementary grade levels (1.9C; 3.9A,B; 4.9A,B; 5.9A,B). Check For Understanding: The Engage activity serves as an assessment of prior knowledge. Notebooks: Students answer questions in their science notebooks. F. In what ways do organisms depend on each other? Find your number 3 partner, discuss questions G I, and record the answers in your notebooks. Allow students 3 5 minutes. G. What are the biotic factors in this ecosystem? H. What are some abiotic factors in this ecosystem? I. For what resources may organisms have to compete? Find your number 1 partner, discuss questions J K, and record the answers in your notebooks. Allow students 3 5 minutes. J. In what ways do the organisms depend on each other? K. How are organisms and their environment interdependent? Last Updated 05/30/13 page 3 of 15
5. Monitor students as they rotate through discussion partners. Unit: 12 Lesson: 01 Suggested Duration: 6 days 6. Ask students to share their responses with class. Make a note of any misconceptions and/or underdeveloped concepts that will need to be addressed within the upcoming lesson. 7. Close the discussion with the following: In this unit, you will be investigating different types of ecosystems and answering questions such as these to determine the relationships within the ecosystems. EXPLORE Swamp Ecosystem Card Sort 1. Instruct students to draw a data table in their science notebooks with space for the following information: Producers Consumers Predator/Prey/Parasite/Host Suggested Day 1 (continued) Attachments: Teacher Resource: Swamp Ecosystem Cards (see Advance Preparation, 1 set per group) Instructional Notes: Although the terminology in this activity may be familiar, you may want to have students create Frayer models for the terms to give additional practice. For more information about the Frayer model, conduct a web search. 2. Divide the class into groups of 3 4. 3. Distribute a set of the Teacher Resource: Swamp Ecosystem Cards to each group of students (see Advance Preparation). 4. Instruct students to work together to sort the cards into two piles: producers and consumers. Once agreed upon, students will list the organisms in the correct column of the data table. 5. Once the consumers have been listed, students need to decide if the organisms are a predator/prey or parasite/host. These terms may be familiar to students from previous experiences. 6. If students are unfamiliar with these terms, inquire with the class to see if anyone can remember. If so, ask that student to explain. If not, share scenarios with the class to see if they can figure out the meanings (see Instructional Notes). Students may or may not realize that a predator in one situation may be prey in another situation. 7. Remind students that an organism can fill more than one role. 8. Monitor students, and assist as necessary. 9. Next, ask students to pair organisms from the card sort and classify them by their relationships; producer/consumer, predator/prey, or parasite/host. 11. Instruct students to work with a partner to develop and record operational definitions of the terms in their notebooks. 12. Instruct students to complete the following in their notebooks: Describe the types of relationships that form between organisms in a food web. In what ways do organisms depend on each other? Some answers to the card sort may vary, but students should reasonably justify their answers. Misconception: Students of all ages think that some populations of organisms are numerous in order to fulfill a demand for food by another population. Check For Understanding: The reflection question may be used as a formative assessment. STAAR Note: Readiness Standards (8.11A), relationships in marine, freshwater, and terrestrial ecosystem food webs, (8.11B), competition for biotic and abiotic factors will be assessed under Reporting Category 4: Organisms and Environments on the STAAR Assessment. Notebooks: Students construct a table for the card sort, describe relationships that form in food webs, and answer the question in their notebooks. EXPLORE/EXPLAIN Competition for Resources Suggested Days 2 and 3 Students record operational definitions of terms in their notebooks. 1. Ask: What are the basic needs of organisms? (Food, water, shelter, and space) What are some biotic and abiotic factors in an ecosystem? Biotic factors are all living things. Abiotic factors are all nonliving things. What are some ways organisms compete for these (biotic/abiotic) factors? Answers will vary. 2. Post the following terms, and instruct students to list each one and work with a partner to develop a brief definition in their own words in their notebooks (producer, primary consumer, secondary consumer, omnivore, and decomposer). Materials: tokens (plastic, any color, 1 per student) paper (see Advanced Preparation, construction, 3 x3 squares, red, green, blue, and yellow, 1 class set to accommodate 1 of each per student) pouch (see Advance Preparation, 1 class set) string (any, 90 per teacher for class set of pouches) paper (cardstock, 8.5 x11, any color, 20 sheets Last Updated 05/30/13 page 4 of 15
3. Allow students a few minutes to complete the task. Ask a few volunteers to share their definitions. Encourage students to add to and modify their answers as necessary. 4. Say: Today, we are going to simulate competition for resources in an ecosystem. 5. Distribute the Handout: Competition for Food Data Table (see Advance Preparation) to each student. Instruct students to affix it to their notebooks. 6. Follow the directions on the Teacher Resource: Competition for Food (see Advance Preparation). 7. When students return to class, facilitate a discussion about how the competition for food limits the number of organisms in an ecosystem. Ask: How do organisms compete for other resources? For example, how do plants compete for light? Plants may grow larger leaves in order to gather more sunlight. They may also grow taller in an effort to shade out competition. Which consumer is more likely to survive? (omnivore, primary consumer, secondary consumer) Why? Some animals, such as the omnivore, are able to eat a variety of foods; so, they are more likely to survive. Others, with a limited diet, are more likely to perish. 8. Ask students to work with a partner to write responses to the following reflection questions in their science notebooks: What are the relationships between consumers and producers? How are organisms in an ecosystem dependent on each other? per teacher for class set of pouches) tape or glue (per class) hole punch (single, 1 per teacher) stapler (1 per teacher) Attachments: Handout: Competition for Food Data Table (see Advance Preparation, 1 half sheet per student) Teacher Resource: Competition for Food (see Advance Preparation, 1 for projection) Safety Notes: Remind students to stay within the designated area. No horseplay allowed. Check For Understanding: The reflection questions may be used as a formative assessment. Misconception: Unit: 12 Lesson: 01 Suggested Duration: 6 days Students may not believe food is a scarce resource in ecosystems, thinking that organisms can change their food at will according to the availability of particular sources. Notebooks: Students record terms and definitions, and affix data tables for the activity in their science notebooks. Students answer reflection questions in their notebooks. ELABORATE Researching Ecosystem Relationships Suggested Days 3 (continued) and 4 Grade 08 Unit 12 PI 01 Develop and present a media product that summarizes a descriptive investigation on the competition for resources by organisms in an environment, both biotic and abiotic. The summary should include a description of the relationships within the ecosystem, such as producer/consumer, predator/prey, and parasite/host. Standard(s): 8.2A, 8.2E, 8.11A, 8.11B ELPS ELPS.c.1C, ELPS.c.2C, ELPS.c.5G 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the performance assessment. Materials: access to textbooks or campus based resources (multiple for research) tape or glue (per class) Attachments: Teacher Resource: Possible Ecosystems (see Advance Preparation) Handout: Ecosystem Research (1 per student and 1 for projection) Teacher Resource: Performance Indicator Instructions KEY (1 for projection) EVALUATE Performance Indicator Suggested Days 5 and 6 Last Updated 05/30/13 page 5 of 15
Grade 08 Unit 12 PI 01 Develop and present a media product that summarizes a descriptive investigation on the competition for resources by organisms in an environment, both biotic and abiotic. The summary should include a description of the relationships within the ecosystem, such as producer/consumer, predator/prey, and parasite/host. Standard(s): 8.2A, 8.2E, 8.11A, 8.11B ELPS ELPS.c.1C, ELPS.c.2C, ELPS.c.5G Attachments: Unit: 12 Lesson: 01 Suggested Duration: 6 days Teacher Resource: Performance Indicator Instructions KEY (1 for projection)(from previous activity) 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the performance assessment. Last Updated 05/30/13 page 6 of 15
Swamp Ecosystem Cards Cut apart cards, and put them into small, plastic bags. There are two sets per page. cypress trees moss algae grass cattails Spanish moss turtle minnow crayfish catfish alligator mosquito leech frogs flies dragonflies ticks ducks heron cottonmouth snake butterfly flower crocodile Egyptian Plover bird cypress trees moss algae grass cattails Spanish moss turtle minnow crayfish catfish alligator mosquito leech frogs flies dragonflies ticks ducks heron cottonmouth snake butterfly flower crocodile Egyptian Plover bird 2012, TESCCC 05/30/13 page 1 of 1
Competition for Food Data Table Data Table Producers (green) Primary Consumers (red) Secondary Consumers (yellow) Omnivores (blue) Round 1 Round 2 Round 3 Data Table Producers (green) Primary Consumers (red) Secondary Consumers (yellow) Omnivores (blue) Round 1 Round 2 Round 3 2012, TESCCC 12/17/12 page 1 of 1
Competition for Food Purpose: How are producers and consumers interdependent in an ecosystem? Materials: set of four cards for each student (1 green, 1 red, 1 yellow, and 1 blue square) pouch with string or yarn token (small toy, button, plastic chip ) to represent food Advance Preparation: 1. Cut construction paper into 3 x3 squares. Each student will need one green, one red, one yellow, and one blue square. 2. Create one pouch for the cards per student. Students wear the pouch during the activity. 3. Locate a suitable area in which to play the activity. It should be approximately a 50 x50 area. Procedure: 1. As students enter the class, instruct them to write a definition of producers, primary consumers, secondary consumers, omnivores, and decomposers in their science notebooks. 2. Distribute the data table, and instruct students to affix it to their notebooks. Explain that they are going to create a model of an ecosystem with these components. Sample Data Table Producers (green) Primary Consumers (red) Secondary Consumers (yellow) Omnivores (blue) Round 1 Round 2 Round 3 3. Discuss the guidelines for the activity. a. Identify the boundaries for the activity. Designate one side of the area as a recycling area for students who were tagged. b. Each student has a color card representing each of the organisms in an ecosystem (producers- green, primary consumers- red, secondary consumers - yellow, and omnivores- blue). All cards will go into the pouch. Instruct them to select one card to be the card that shows in their pouch. This will represent their role in the ecosystem for that particular round. (Several rounds will be played, and data will be recorded). c. If a student is tagged, they must give their food token to the consumer who tagged them. d. Remind students that producers are eaten by consumers. Primary consumers only eat producers. Secondary consumers only eat other consumers. An omnivore can eat both producers and consumers. e. If they are observed eating the wrong food, the teacher will take their food tokens and remove them from the round. 4. Prior to the start of the round, record the number of students who selected each color of card. Instruct students to record this on the data table in before row. 5. In the large grassy area, have students play a game of tag with the following rules: a. Producers (green cards) must stand still. 2012, TESCCC 05/30/13 page 1 of 2
b. Consumers move about slowly (Only speed walking is allowed.) in search of food. Students observed running will have their food tokens taken and be removed from the round. Primary consumers may only tag producers (green cards). Secondary consumers may only tag consumers (all cards except green). Omnivores may tag both producers and consumers (all cards). c. Once a tag has been made, the consumer must walk the person they tagged to the recycling area and take their food token from them. d. While walking to the area, no one else is allowed to tag either person. e. Consumers that are successful at finding food are able to reproduce, so once the food has been placed in the recycling area, the consumer should look around the recycling area for a matching card and release that consumer from the recycling area by giving them a food token. If there is no one with a matching card in the recycling area, the consumer simply searches for more food. 6. Allow three minutes for round one. At the end of the three minutes, instruct students to record in their science notebooks the number of students with each color card who survived the round in the after row. Survivors are those students who have a food token. 7. For the second round, ask students to think about the numbers from round one. In their science notebooks, instruct students to explain the results for round one. (If the round did not last for three minutes, it was because they ran out of food for the consumers to eat. This could be due to not having enough to begin with.) Instruct students to make a new selection for which organism they would like to represent this round, based on their observations from round one. Redistribute the food tokens. Record the data, and let the tag begin again for three minutes. 8. three minutes, stop the activity and instruct students to record data in their science notebooks. Ask students to compare the final results from the first round to the second round. (Depending on the class choice, they probably did not have enough producers in one of the rounds, so the consumers could not survive). 9. For round three, challenge the students to design an ecosystem where the most organisms survive at the end of the round. Once their selections have been made and the food tokens re-distributed, record the data and instruct students to play again. (Students should realize that there should be a large number of producers, some primary consumers, and very few secondary consumers.) 10. Return to the class. Ask students to work with a partner to write responses to the following questions in their science notebooks: a. What are the relationships between consumers and producers? b. How are organisms in an ecosystem dependent on each other? 2012, TESCCC 05/30/13 page 2 of 2
Possible Ecosystems Desert Coral Reef Pond Lake River Beach Jetty Pine Forest Grassland Taiga Swamp Marsh Backyard Tropical Rainforest Temperate Rainforest Alpine Hardwood Forest Canyon Chaparral Prairie 2012, TESCCC 12/17/12 page 1 of 1
Producer Consumer Predator Prey Parasite Host Ecosystem Research Ecosystem: Type: Marine Freshwater Terrestrial (Circle one.) Relationships (Check all that apply.) Resources: Biotic Factors: Resources: Abiotic Factors: Competition: Describe the competition for resources in your ecosystem. Include biotic and abiotic factors. 2012, TESCCC 05/30/13 page 1 of 2
Illustrate a food web from your ecosystem. You may use words or pictures. 2012, TESCCC 05/30/13 page 2 of 2
Performance Indicator Instructions KEY Performance Indicator Develop and present a media product that summarizes a descriptive investigation on the competition for resources by organisms in an environment, both biotic and abiotic. The summary should include a description of the relationships within the ecosystem, such as producer/consumer, predator/prey, and parasite/host. (8.2A, 8.2E; 8.11A, 8.11B) 1C, 2C, 5G ELABORATE Materials: access to textbooks or campus based resources (multiple for research) tape or glue (per class) Attachments: Teacher Resource: Possible Ecosystems (see Advance Preparation) Handout: Ecosystem Research (1 per student and 1 for projection) Instructional Procedures: 1. Assign a specific ecosystem to investigate to each group of 4 5 students. Refer to the Teacher Resource: Possible Ecosystems (see Advance Preparation) for a sample list of ecosystems students may investigate. 2. Explain that students will describe the resources and relationships within the assigned ecosystem. They are also to describe examples of competition within the ecosystem and illustrate a possible food web from their ecosystem. Post a list of unit vocabulary, and remind students these terms should be used in the development of their product. 3. Project and distribute the Handout: Ecosystem Research to each student. Discuss the research expectations, and answer any questions students may have. Explain that the research will be used to develop a media product/presentation as an evaluation. 4. Monitor and assist students with research and presentation development. 5. Instruct students to affix their research to their notebooks. Notebooks: Students affix their research to their notebooks. 2012, TESCCC 05/30/13 page 1 of 2
EVALUATE Instructional Procedures: 1. Project the Performance Indicator, and explain the expectations. Answer any questions students may have. 2. Instruct students to compile their research into a media presentation that summarizes the information for their ecosystem. 3. Monitor and assist students as necessary. 4. Allow time for the presentation of each media project. Instruct students to summarize relationships and competition in each ecosystem presented in their science notebooks. Instructional Notes: Consider introducing students to examples of Web 2.0 tools for media presentations. Notebooks: Students summarize the relationships and competition in each ecosystem presented. 2012, TESCCC 05/30/13 page 2 of 2