Components of an Ecosystem- Biotic factor interactions (lesson # 3) State StandardsPerformance Indicators

Prior Knowledge/Building Background Knowledge2-prongBasic knowledge andconnection to their existing world

Knowledge/Skills Students Will Acquire (Bloom’s) Students will be able to…

Evidence that students understand – Performance tasks other assessments/checks for understanding

MST Standard 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment

Prior knowledge tap/Bell ringer handout: review of day 1 material

Power point presentation and guided notes handout on the components of an ecosystem-biotic factor interactions

Students will analyze the different components of an ecosystem

Students will identify and evaluate the different relationships that exist between biotic factors (organisms).

Students will be able to distinguish between the different relationships that exist between organisms in an ecosystem

Students will be able to create their own unique (ones not used in class) representations of two different relationships between organisms in nature

Prior knowledge tap handout/post-test of lesson #2 Components of an ecosystem

Ecology Detective group work activity

Exit slip responses

HW: Relationships between biotic factors assignment

Teacher Candidate: Jamie Prudhomme Date: 28Oct2009Lesson Plan Template

Unit Title: Relationships in the Living Environment- Ecology

Essential Question(s): How important are the relationships and interactions in your life? Imagine life in a bubble, what would you need to sustain life?

Lesson Title/Number

Components of an ecosystem Lesson #3- Biotic Factor Interactions

Lesson Question (s)How do biotic factors (organisms) interact?

State Standards and Performance

Indicators

MST Standard 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment

Lesson Objectives(Bloom’s Taxonomy)

--------------------

Acceptable Evidence

• Students will be able to identify different relationships between organisms/ biotic factor interactions

• Students will be able to evaluate the differences between these relationships

• Students will be able to create their own examples of different relationships between organisms in nature.

• Students will complete prior knowledge handout-review of previous lesson on components of an ecosystem

• Students will complete exit slips on relationships between organism

• Student will complete homework assignment on the different relationships between organisms in nature

Bell Ringer and Prior Knowledge Tap – this can be

together or separate

Prior knowledge tap/post-test of lesson #2 (components of an ecosystem): Students will be given a prior knowledge tap handout to independently complete as they enter class. This handout is the post-test of the components of an ecosystem. See prior knowledge tap handout.

Procedure – teacher input,

modeling, guided practice,

independent practice, and/or

activities

*Accommodations for learning

modalities are required.

Relationships between organisms-biotic factors

1. The teacher will hand out the prior knowledge tap/post-test of lesson #2 questions at the beginning of class (see attached bell ringer handout) Name three abiotic factors. Name three biotic components. What is Producer? Consumer? Decomposer? and give at least one example of each. Using the table below appropriately categorize the following organisms: grass, tree, mushroom, hyena, wolf, vulture, lion, human, deer, squirrel, bacteria, bear, flowers

2. The students will independently complete the handout-review/post-test components of an ecosystem-summative assessment 25pts

3. The teacher will collect the prior knowledge tap handouts upon student completion and will review the correct answers to the questions (see answer key)

4. The teacher will hand out guided notes on biotic factor interactions (see attached guided notes).

5. The teacher will use the attached powerpoint to deliver a lesson on biotic factor interactions (the relationships between organisms slides 10-15)

6. The students will record notes on guided notes handout. (Research based instructional strategy- summarizing and note-taking)

7. Following the presentation the students will be divided into groups of three.

8. The students will be given an Ecology Detective Group Work Activity hand out describing different organism relationship scenarios (see organism relationships handout). They will work in groups on a tiered assignment to identify (emerging scientists), compare and contrast (group at the standard), and analyze and evaluate symbiotic relationships (advanced group). Check for understanding-formative. Have two students repeat the directions-procedural check for understanding (research based instructional practice- cooperative learning as well as comparing, contrasting, and classifying).

9. The teacher will be going around the room to observe student progress through assigned task as well as provide guidance/assistance if necessary

10. The teacher will ask each group to share their responses on the group activity. Whole class benefits from shared answers on the tiered assignment.

11. The teacher will provide feedback and clear up misconceptions (see answer keys).

12. Closure- The teacher will assign the homework to be completed for the next class session and give exit slips for completion prior to leaving class. (Research based instructional strategy- homework and practice).

A. The teacher will hand out the homework assignment (see attached assignment) and give the following directions “Pick at least two of the relationships exhibited between organisms in nature, describe what the relationship is and provide your own unique example (one not already used in class).”

B. The teacher will have two students repeat these directions-procedural check for understanding

C. The teacher will then hand out the exit-slip for the day for the students to complete prior to leaving the class (see attached exit slip).

D. Students independently complete the exit slips prior to leaving class

Checks for understanding –

directions, procedures,

routines, and content (formative)

Ecology detective Group Activity- students work cooperatively on tiered assignment dealing with symbiotic relationships in nature. Check for understanding-formative

Directions: Have two students repeat the directions for group work activity (Ecology detectives-uncovering organisms relationships)

Exit slip response on organism relationships- check for understanding-formative

Assessment – type and purpose

• Prior knowledge tap handout also post-test of lesson #2- review of lesson #2 (components of an ecosystem) information to be collected. Purpose check for grasp of previous lesson. Summative assessment 25pts

• Ecology detective Group Activity- students work cooperatively to uncover symbiotic relationships. Purpose: check for understanding at all tier levels- formative assessment

• Exit slip response on organism relationships. Purpose: check for understanding-formative assessment

• HW: Pick two relationships exhibited in nature, define the two different relationships, provide your own unique example for each and explain why the example you gave fits the relationships chosen. Purpose: to check for student understanding-authentic

Closure

Handout and give directions for HW (see attached Relationships between organisms assignment)

Exit slips- have students complete prepared exit slip on the relationships between organisms (see attached exit slip)

Accommodations

Visual aids – powerpoint and guided notes handout

Auditory aids -teacher lecture of Powerpoint presentation

Tactile/kinesthetic aids- list, sort, label group work activity, ecology detective group activity

Ecology detectives group activity- Differentiated Instruction- tiered assignment

Materials

The teacher generated powerpoint presentation, components of the ecosystem guided notes handout, exit slips, Prior knowledge/bell ringer handout, ecology detectives group work handout, HW-relationship between organism

Duration

Planning time- 1hrInstructional time- 40minutes

Biotic Factor Interactions Guided Notes

Lesson Question:

How do biotic factors interact?

Lesson Objectives:

• Identify different relationships between organisms/ biotic factor interactions

• Evaluate the differences between these relationships

• Create their own examples of different relationships between organisms in nature.

Define the term symbiosis

Name three kinds of symbiotic relationships that exist in nature.1.

2.

3.

Describe the relationship between organisms in Parasitism. Give an example

Describe the relationship between organisms in Mutualism. Give an example

Describe the relationship between organisms in Commensalism. Give an example

What is predation?

How does predation effect predator and prey populations?

Components of an Ecosystem- Biotic Factor Interactions: Prior Knowledge Tap (Post-test of lesson 2-components of an ecosystem)

Name________________ Date________________

Directions: Complete the following questions- 25pts total

1. Name three abiotic factors.

2. Name three biotic components.

3. What is a Producer? Give an example

4. What is a Consumer? Give an example

5. What is a Decomposer? Give an example

6. Using the table below appropriately categorize the following organisms: grass, tree, mushroom, hyena, wolf, vulture, lion, human, deer, squirrel, bacteria, bear, flowers

Producers Decomposers Consumers

Herbivore Carnivore Omnivore

Scavenger Predator

Exit Slip –Biotic Factor Interactions Name__________________ Date___________

Directions: As a group analyze and evaluate the interactions between organisms described below. Determine what type of relationship is being described in each scenario, record your answers in the space provided.

1. The clownfish dwells among the tentacles of sea anemones. The fish protects the anemone from anemone-eating fish, and in turn the stinging tentacles of the anemone protect the clownfish from its predators.

Relationship described __________________

2. Barnacles attach as harmless hitchhikers. Some species of barnacles are found on the jaws of whales. And there are other species of barnacles found on those barnacles. Barnacles on top of barnacles!

Relationship described ________________

3. Tapeworms in humans benefit by receiving nutrients and the human is harmed by not getting any nutrients.

Relationship described: _________________

4. A bee feeds on the pollen and nectar of many flowers. The nectar is the bee’s source of energy. As the bee travels from one flower to the next, pollen clings to their bodies. It is then transferred to other flowers resulting in pollination.

Relationship described: __________________

Living environmentSymbiotic Relationships between Organisms (Biotic Factors) Assignment

Task: Create your own examples of symbiotic relationships that exist between organisms in nature.

Directions: Pick two symbiotic relationships exhibited in nature (mutualism, commensalism, and parasitism), define the two different relationships, provide your own unique example for each and explain why the example you gave fits the relationships chosen.

What do I have to do exactly?• Define two symbiotic relationships exhibited between organisms in an ecosystem- 2pts

• Give an example of each relationship chosen (one not already used in class) – 4pts

• Provide an explanation as to why your example fits the symbiotic relationship chosen- 4pts

Total possible points = 10

Ecology Detective ActivityRelationships between Organisms (biotic factors)

Names:___________________ Date:____________

Directions: As a group define symbiosis, commensalism, mutualism, and parasitism and give an example of each of these relationships.

Ecology Detective ActivityRelationships between Organisms (biotic factors)

Names:___________________ Date:____________

Directions: As a group compare and contrast the three symbiotic relationships: commensalism, mutualism, and parasitism and give an example of each of these relationships.

Ecology Detective ActivityRelationships between Organisms (biotic factors)

Names: ____________________ Date:____________

Directions: As a group analyze and evaluate the interactions between organisms described below. Determine what type of relationship is being described in each scenario, and justify the rationale for your choice.

1) The goby fish sometimes lives together with a shrimp. The shrimp digs and cleans up a burrow in the sand in which both the shrimp and the goby fish live. The shrimp is almost blind, leaving it vulnerable to predators when above ground. In case of danger the goby fish touches the shrimp with its tail to warn it. When that happens both the shrimp and goby fish quickly retract into the burrow.

Relationship described: ________________________

Justification of answer:

2) Imperial shrimps, Periclimenes imperator, hitching a ride on the large sea cucumbers, (genera Stichopus). The shrimps get transported through a large area of potential food by their host with only a minimal expenditure of energy on their part. They can be observed getting off their host cucumber to feed in productive areas, and back on for a ride to the next spot!Relationship described: ________________________

Justification of answer:

3) The toothwort plant forms a long heavily branched subterranean root system to which numerous suction organs (haustoria) are attached. They are used by the toothwort to tap into the roots of other plants, removing required nutrients from the host plant.

Relationship described: ______________________

Justification of answer: