Ecosystems: Interactions SMA or Puppet Play

QUICK VIEW

• HW: Work on project DUE Wednesday (10/31). (Recommended Pacing: Food Web, Island Trophic Levels & Ecosystem Vocabulary Video should be mostly completed by today. Start work on SAS/Puppet play.)

• CW: Interactions SMA or Puppet Play from Ecosystems Project.

• DN: Explain why the wolf population increases when the rabbit population decreases and vice versa.

• Note: Notebook check this week (notes, paragraph summaries, margin questions, diagrams, illustrations, colour and do nows.)

Resources

Ecosystems Project Handout

Lesson Outline

5min Students complete the Do Now by answering do now question.

5min Discussion about wolf and rabbit populations.

35min Work on Interaction Stop-Motion Animation or Puppet Play.

5min Collect materials. Clean up. Wrap up.

Ecosystems: Island Trophic Levels (Energy Pyramids)

QUICK VIEW

• HW: Work on project DUE Wednesday (10/31). (Recommended Pacing: Food Web, Island Trophic Levels & Ecosystem Vocabulary Video should be mostly completed by today.)

• CW: Work on Island Trophic Levels (Energy Pyramid) from Ecosystems Project

• DN: Take handout and record biomass for your consumers.

• EQ: How many primary and secondary consumers can live on one of your islands the size of 4 football fields?

• Note: Notebook check this week (notes, paragraph summaries, margin questions, diagrams, illustrations, colour and do nows.)

Resources

Ecosystems Project Handout

Ecosystems Project - Biomasses (Handout)

Lesson Outline

5min Students complete the Do Now by taking handout and recording biomasses.

35min Work on Island Trophic Levels (Energy Pyramid) Poster

5min Collect materials. Clean up. Wrap up.

Ecosystems: 1st Quarter Project Introduction

QUICK VIEW

• HW: Create a rough draft illustration of a food web for the islands you discovered. The food web must have 3 producers, 3 primary consumers (at least one should be an insect), 2 secondary consumers, and 1 tertiary consumer. Every organism should be unique to your islands and have a name. (Note: Groups that don’t have a food web on Monday, will not be allowed to continue working together.)

• CW: Trophic Levels & Energy Pyramids (Gore-Killa Islands) Handout.

• DN: Take a handout and start immediately.

• EQ: Where does energy go as it moves up trophic levels?

• Note: [1] Ecosystem Project is due Wednesday (10/31). [2] Notebook check next week (notes, paragraph summaries, margin questions, diagrams, illustrations, and colour.)

Resources

Ecosystems Project Handout

Trophic Levels & Energy Pyramids (Gore-Killa Islands)

 [youtube=://www.youtube.com/watch?v=UXZWG1HI2Y4&w=854&h=480] 

Lesson Outline

10min< Students complete the Do Now by completing handout.

5min< Class goes over handout and the ‘big’ question.

15min< Teacher outlines the Ecosystem Project in detail.

5min Q&A about Ecosystem Project.

5min Students organize into groups and/or brainstorm.

5min Collect materials. Clean up. Wrap up.

Ecosystems: Making A Food Web 2

QUICK VIEW

• CW: Ecosystem Food Web Poster.

• DN: How do predator/prey and parasitic interactions differ?

Lesson Outline

5min> Students complete the Do Now by answering the question in their notebook.

5min Watch parasitic wasp and caterpillar video.

5min> Discussion about differences in predatory/prey and parasitic interactions.

5min> Teacher outlines instructions for Ecosystem Food Web Poster (7 organisms minimum). Assigns group ecosystems.

10min Students illustrate food web, add arrows, title, and names for assign ecosystem.

10min Start of Ecosystem: Trophic Levels notes.

5min Collect materials. Clean up. Wrap up.

Ecosystems: Animal Interactions Haiku Minibook

QUICK VIEW

• CW/HW: Animal Interactions Minibook.

• DN: Make a minibook.

• EQ: How do members of different species interact with each other?

Lesson Outline

5min> Students complete the Do Now by making a minibook (fold, fold, cut, and staple).

5min< Teacher outlines the requirements for the Animal Interaction Haiku Minibook. One illustration and one haiku for each interaction (predator/prey, competitive, mutual, commensal, and parasitic).

15min Students work on minibook. (Groups that did not present their puppet play previously prep during this time.)

5-15min Puppet play presentations.

5min Students share Haiku and examples.

5min Students continue to work on minibook.

5min Collect materials. Clean up. Wrap up.

AIM: Define via haiku and illustrations each type of interaction between species.

Ecosystems: Puppet Show (2of2)

QUICK VIEW

• HW: Enjoy your weekend.

• DN: Start rehearsing (Puppet Show).

• Reminder: Groups that did not perform today will present on Wednesday.

Lesson Outline

15min> Students complete the Do Now by rehearsing their parts for the Symbiotic Interactions Puppet Show.

25min< Symbiotic Interactions Puppet Show. (Groups selected at random.)

5min Collect materials. Clean up. Wrap up.

AIM: Create a puppet show that models a mutual, parasitic, or commensal interaction between species.

Ecosystems: Vocabulary Quiz

QUICK VIEW

• Optional: Find symbiotic pairs that interest you for mutual, commensal, and parasitic interactions. (Otherwise, you will be assigned one tomorrow at random.)

• DN: Clear tables, have flashcards out, and fill in bubble sheet.

Lesson Outline

5min> Students complete the Do Now turn by clearing tables, having homework out, and filling in bubble sheets.

5min> Study for quiz.

5min Overview instructions for quiz and distribute materials.

15min Students complete quiz.

5min Go over quiz.

5min Teacher demonstrates step-by-step how to turn in stop motion animation by exporting directly to the Google Classroom app.

5min Overview of the next project (Recommendation: Find organism pairs that interest you for the project.)

5min Collect materials. Clean up. Wrap up.

AIM: Assess students’ familiarity with basic ecology vocabulary.

Ecosystems: Competitive Interactions SMA

QUICK VIEW

• Optional: Find symbiotic pairs that interest you for mutual, commensal, and parasitic interactions. (Otherwise, you will be assigned one tomorrow at random.)

• DN: Clear tables, have flashcards out, and fill in bubble sheet.

Lesson Outline

5min> Students complete the Do Now turn by clearing tables, having homework out, and filling in bubble sheets.

5min> Study for quiz.

5min Overview instructions for quiz and distribute materials.

15min Students complete quiz.

5min Go over quiz.

5min Teacher demonstrates step-by-step how to turn in stop motion animation by exporting directly to the Google Classroom app.

5min Overview of the next project (Recommendation: Find organism pairs that interest you for the project.)

5min Collect materials. Clean up. Wrap up.

AIM: Assess students’ familiarity with basic ecology vocabulary.

Ecosystems: Interactions SMA (Skill Practice)

QUICK VIEW

• HW: Finish handout and review for Wednesday’s Quiz.

• DN: [1] Grab HW Handout. [2] Staple crossword on top of key and turn in. [3] Answer: What kind of interactions would a dog and flea have in nature?

• EQ: How do members of different species interact with each other?

• Note: Tomorrow is a Bring Your Own Technology day. Please, install Stop Motion Studio (free) before class.

Resources

Ecosystem Organization + Trendlines Handout

Lesson Outline

5min Students complete the Do Now turn by turning in their crosswords and answering the question in their notebooks.

5min Share answers and go over the plans for the week.

10min In pairs, complete a peer created handout. Collect afterwards.

10min Overview the steps for making four different stop motion animations (Slow, Fast, Slow to Fast, and Morphing).

15min Students complete stop motion animation exercises. Teacher helps students with less experience and troubleshoots technical questions.

5min Collect materials. Clean up. Wrap up.

AIM: Students complete a stop motion animation exercises in preparation for future stop motion animation projects.

Ecosystems: Abiotic vs Biotic Illustration

QUICK VIEW

• CW: Illustration of an ecosystem with biotic list, abiotic list, and labels.

• DN: What is an ecosystem?

• EQ: What are the abiotic and biotic factors of an ecosystem?

LESSON OUTLINE

5min Students complete the Do Now in their notebook and share their answers.

5min< Class reviews previous material and vocabulary.

5min< Teacher explains requirements for illustrations and passes out work started from the day before (see Ecosystems: Introduction).

15min< Students complete illustrations and list all the biotic factors and all abiotic factors (separate lists). Additionally, they identify the individual, population, and community.

5min< Students present their illustrations and identify the biotic and abiotic factors.

5min Collect materials. Clean up. Wrap up.

AIM: Identify the abiotic and biotic factors of an ecosystem.