ECOLOGY Grade 9, 10- Ecology Standards: NYS Living Environment Core Curriculum Key Idea 6: Plants and animals depend on each other and their physical environmental Performance Indicators 6.1, 6.2, 6.3 NGSS LS1.C, LS2.B, LS2.A Pre-Requisite Skills In addition to basic reading and writing skills, students should have some prior knowledge of reading and creating graphs, the terms habitat, herbivore, carnivore, omnivore, the idea that different regions of the world are home to different types of species. Unit Objectives: Ecology Students will come to understand the • interdependencies of organisms in an ecosystem • visual diagrams used to represent these relationships • types of relationships that exist between organisms • flow of energy from the sun to all life on earth • limiting factors on the growth of organisms • the cycles of nutrients and water as they are used and re-used throughout nature • importance of biodiversity of organisms for stability in ecosystems Unit Vocabulary ecosystem, biome, producer, primary consumer, secondary consumer, decomposer, food chains, food webs, species, population, community, niche, predator, prey, parasitic, host, symbiosis, mutualism, commensalism, parasitism, biotic, abiotic, autotroph, heterotroph, photosynthesis, trophic level, energy pyramid, biodiversity, microinvertebrates, macroinvertebrates,competition, carrying capacity, density dependent limiting factors, density independent factors,evaporation, transpiration, condensation, carbon, nitrogen, phosphorus, pioneer species, primary succession, secondary succession
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ECOLOGY
Grade 9, 10- Ecology
Standards:
NYS Living Environment Core Curriculum
Key Idea 6: Plants and animals depend on each other and their physical environmental
Performance Indicators 6.1, 6.2, 6.3
NGSS
LS1.C, LS2.B, LS2.A
Pre-Requisite Skills
In addition to basic reading and writing skills, students should have some prior knowledge of reading
and creating graphs, the terms habitat, herbivore, carnivore, omnivore, the idea that different regions of
the world are home to different types of species.
Unit Objectives: Ecology
Students will come to understand the
• interdependencies of organisms in an ecosystem
• visual diagrams used to represent these relationships
• types of relationships that exist between organisms
• flow of energy from the sun to all life on earth
• limiting factors on the growth of organisms
• the cycles of nutrients and water as they are used and re-used throughout nature
• importance of biodiversity of organisms for stability in ecosystems
Name____________________________ Directions: Work with your partner to identify the Producers, Primary consumers, Secondary consumers, (and tertiary consumers, if any). Circle the organisms using the code below:
Question: Which group of organism discussed in class is NOT represented by this food web?___________________________
decision. We will continue until all of the groups have presented.
Adjustment and Modifications
Throughout the lesson I will check for understanding through observation and discussion.
If it becomes apparent that certain students are becoming confused or frustrated, I will slow
down, and re-teach using new examples and scenarios.
If students cannot control themselves during the web of life activity I can modify it by having
them sit instead of stand, or by writing out the names of organisms on the board and drawing lines to
show the relationships.
If students are having trouble understanding the non-fiction text, I can provide one-on-one
support or re-arrange the parings so that a stronger reader is paired with a struggling classmate.
Assessment
Throughout the lesson I will check for understanding through observation and discussion.
Specifically I will use Thumbs Up/Thumbs Down before beginning the Web of Life activity.
The non-fiction reading assignment serves as an assessment- students must understand and recognize
the different types of relationships presented and correctly categorize them. The whole class will
discuss and have an opportunity to agree or disagree with the determination.
Resources and Materials Needed:
• Do Now activity and images
• illustrated presentation introducing new vocabulary
• student note page/graphic organizer
• Web of Life cards and string
• computer, internet and projector to show video
• non-fiction passages describing different relationships
Fill in the blank as we go over these terms in class:
_______________________ A group of similar organisms that can breed and produce fertile offspring.
EXAMPLES:
_____________________ A group of individuals of the same species that live in the same area.
EXAMPLES:
______________________Many different populations that live together in a defined area.
EXAMPLES:
____________________the entirety of environmental factors that tend to suit and allow an animal or
plant species to survive in its habitat.
EXAMPLES:
Images to illustrate vocabulary and concepts:
Species population niche community
1. Certain wasps and caterpillars
A certain group of wasps lay their eggs inside the soft body of caterpillars. When the larva hatch they
feed on the body of the caterpillar, ultimately killing it. (parasitism)
2. Cattle Egret and Water Buffalo
The cattle egret follows cattle, water buffalo, and other large herbivores as they graze. The herbivores
flush insects from the vegetation as they move, and the egrets catch and eat the insects when they leave
the safety of the vegetation. In this relationship the egret benefits greatly, but there is no apparent effect
on the herbivore. (Commensalism)
3. Goby fish and shrimp.
The shrimp digs a burrow into the sand and both organisms live there. Because the shrimp is almost
blind, the goby fish will touch the shrimp when a predator is near. (Mutualism)
4. Remora Fish and Sharks.
Remora fish are very bony and have a dorsal fin (the fin on the back of fish) that acts like a suction cup.
Remora fish use this fin to attach themselves to whales, sharks, or rays and eat the scraps their hosts
leave behind. The remora fish gets a meal, while its host gets nothing. (Commensalism)
1. Barnacles and whales.
Barnacles are normally sessile, or non-moving sea creatures. They rely on currents to bring food past
them in order to eat. However, some barnacles have attached themselves to the sides of various sea life,
such as whales, in order to have a more advantageous position in life. These barnacles benefit by
receiving transportation all over the ocean, which exposes them to more currents and feeding
opportunities than they would normally experience. The whale neither benefits nor is harmed by the
barnacles. (Commensalism)
2. bee and a pollinating flower. The bee gains nectar from the flower for survival, as it uses the bee to
carry its pollen to other flowers. So both organisms living together benefit from their existence.
(Mutualism)
3.the Egyptian plover and the crocodile. In the tropical regions of Africa, the crocodile lies with its
mouth open. The plover flies into its mouth and feeds on bits of decaying meat stuck in the crocodile’s
teeth. The crocodile does not eat the plover. Instead, he appreciates the dental work. The plover eats a
meal and the crocodile gets his teeth cleaned. Coincidentally, the Egyptian plover is also known as the
crocodile bird. (Mutualism)
4. Ticks and Deer. Ticks attach to a warmblooded animal and feed on its blood. Ticks need blood at
every stage of their life cycle. They also carry Lyme disease, an illness that can cause joint damage,
heart complications, and kidney problems. The tick benefits from eating the animal's blood.
Unfortunately, the animal suffers from the loss of blood and nutrients and may get sick. (Parasitism)
Commensalism
Special Segments
Home
General Topics
Home
.Commensalism is a relationship between two species where one species derives a benefit from the relationship andthe second species is unaffected by it. Several examples of commensalism are given below.
Cattle Egret
Anemonefish
Barnacles
Pseudoscorpions
Monarchs and Viceroys
Burdocks
Commensalism is much more difficult to demonstrate than mutualism. For true commensalism, the second speciesmust be unaffected by the presence of the first, but commonly a detailed study of the relationship will show someaffect on the second species. For example in the barnacle example, the scallop appears to be unaffected. Howeverscallops feed on essentially the same planktonic plants and animals as does the barnacle. Therefore there may becompetition for food between the two species. In addition it is difficult to prove that the weight of the barnaclesdoes not inhibit the movements of the scallop shells. On the other hand the presence of a covering of barnaclescould reduce predation on the scallop by marine gastropods (snails) that drill holes in the scallop shells to get tothe animal within. It is difficult to prove or disprove these possibilities.
The Cattle Egret (Bubulcus ibis) forages in pastures and fieldsamong livestock such as cattle and horses, feeding on the insectsstirred up by the movement of the grazing animals. The egretsbenefit from the arrangement, but the livestock, generally, do not.However as in most cases of commensalism, there is a "but". CattleEgrets have been observed perching on the top of cattle picking offticks, lending a slight tinge of mutualism to the arrangement.
Color Photograph: Corel Corporation
Cattle Egrets are originally from Africa where they were adapted tofollowing the large herds of herbivores as they moved across thesavannah. They first appeared in South America in the 19th centuryand have since spread to the eastern United States and California.The Cattle Egret breeds in colonies near water (as almost all heronsdo), but feeds almost exclusively with herds of cows and horses.
Color Photograph: Copyright Corel Corporation
Color Photograph: Copyright IMSI, Inc.
Anemonefishes (sometimes called clownfishes) are a beautifulgroup of tropical, reef fishes from the Pacific and Indian Oceans.Almost all of the species belong to the genus Amphiprion. Thesefishes are unusual because they have a close relationship with seaanemones. Sea Anemones belong the class Anthozoa which includesthe hydras, corals, and jellyfish. The simple structure of the seaanemone consists of a hollow cylinder surrounded by a crown oftentacles. The tentacles are equipped with specialized cells callednematocysts. Nematocysts are shaped and function like smallharpoons and contain a poison sufficient to paralyze or kill smallfish and other reef inhabitants.
The anemonefish lives among the forest of tentacles of an anemoneand is protected from potential predators not immune to the stingof the anemone. The anemonefish is protected from the sting of theanomone tentacles by a substance contained in the mucous on itsskin. The exact nature of this protective substance is not known,but is believed to be a combination of a partial natural secretionand chemicals the fish harvests by rubbing up against theanemone's tentacles. What ever the case may be, the anemonetreats the fish as part of itself and does not sting it.
Some consider this relationship to be a case of mutualism, claimingthat the anemonefish chases away other fish that might prey on theanemone. However this aspect of the relationship is not welldocumented.
Color Photograph: Copyright Corel Corp.
Barnacle are sedentary, highly modified crustaceans resemblingconical pyramids. Barnacles live by using long, featheringappendages to sweep the surrounding water for small, free-floating organisms. The critical resource for barnacles is a place tostay. Barnacles attach to rocks, ships, shells, whales, and just aboutanywhere else they can gain a foothold. In the example on the leftthe two barnacles are attached to the shell of a scallop. Thebarnacle gains a place to live and, presumably, the scallop is notharmed by the presence of the barnacles. Therefore the relationshipis commensalism.
Just as a curiosity, the bottom photograph on the left shows afossil of the extinct scallop Chesapecten from the Miocene (15million years ago) complete with barnacles. The more thingschange, the more they stay the same.
Color Photograph: Copyright Nearctica.com, Inc.
Color Photographs: Copyright Nearctica.com
Pseudoscorpions are small, predaceous arthropods, mostly lessthan 1 centimeter is length. These scropion like animals havepincers (chlicera) like scorpions, but lack a sting. Pseudoscorpionsare common, but usually overlooked because of their small size andbecause they are concealed in the soil or under the bark of trees.
A few species of pseudoscorpions disperse by concealingthemselves under the wing covers (elyatra) of large beetles such asthe cerambycid beetle shown below. The pseudoscorpions gain theadvantage of being dispersed over wide areas whilesimulataneously being protected from predators. The beetle is,presumably, unaffected by the presence of the hitchhikers.
The Monarch butterfly (Danaus plexippus) feeds as a larva onspecies of milkweeds (Asclepias spp.). The milkweeds contain agroup of chemicals called cardiac glycosides. Cardiac glycosides arepoisonous to vertebrates (although not to invertebrates). The larvae
Color Photographs: Copyright Nearctica.com, Inc.
Note: The photographs are not to scale. The monarchis a large butterfly than the Viceroy.
store these cardiac glycosides and the later adult contains them aswell. If a bird (or other vertebrate such as a mouse or frog) eats aMonarch it finds them distasteful to begin with and is later sick.Experimentally birds learn to avoid Monarchs. The Monarchadvertises its inedibility by a bright orange and black coloration.
The Viceroy (Limentis archippus) is not distasteful and does notcontain cardiac glycosides. However by mimicing the the pattern ofthe Monarch it is also avoided by birds and other vertebrates thathave learned to avoid the Monarch. This particular relationship iscalled Batesian Mimicry.
The Viceroy, therefore, is protected from vertebrate predation bymimicing the Monarch, but the Monarch populations are unaffected.However if the Viceroy is much more common than the Monarch,the vertebrate predators may not learn that the Monarch is to beavoided leading to increased mortality to the Monarchs.
Color Photograph: Copyright Nearctica.com, Inc.
A critical phase in the life cycle of plants is the proper dispersal ofits seeds. Many wonderful or strange adaptations have evolved toinsure this dispersal. One of these adaptations is the evolution ofrecuved spines on the seeds or seedpods to attach the seeds to thefur of passing vertebrates who carry the seeds away from theparent plant. In the case of humans, fur is replaced by pants,sweaters, socks, and other pieces of clothing. Plants, therefore,anticipated the invention of velcro from several million years. Theplant benefits from the relationship by the dispersal of its seeds.The vertebrates are not affected except, perhaps, by being annoyed.
One of the most famous examples are the burdocks, common weedsfound along roadsides and in empty lots and fields. The species onthe left is the Great Burdock (Arctium lappa). The seed heads (burs)of burdocks long spines with hooked tips. The hooked tips catchonto the hair of passing vertebrates (cows, deer, dogs, humans) andthe burs are carried elsewhere until they finally drop off or arepulled off by the carriers.
Similar structures have evolved in other many other plant groups.
Copyright Nearctica.com, Inc. 2004. All rights reserved.
New Vocabulary includes: autotroph, heterotroph, trophic level, energy pyramid
Learning Objective
• Illustrate the transfer of energy between trophic levels
Key Points
• Energy decreases as it moves up trophic levels because energy is lost as metabolic heat when
the organisms from one trophic level are consumed by organisms from the next level.
• Trophic level transfer efficiency (TLTE) measures the amount of energy that is transferred
between trophic levels.
• A food chain can usually sustain no more than six energy transfers before all the energy is used
up.
• Net production efficiency (NPE) measures how efficiently each trophic level uses and
incorporates the energy from its food into biomass to fuel the next trophic level.
• Endotherms have a low NPE and use more energy for heat and respiration than ectotherms, so
most endotherms have to eat more often than ectotherms to get the energy they need for survival.
• Since cattle and other livestock have low NPEs, it is more costly to produce energy content in
the form of meat and other animal products than in the form of corn, soybeans, and other crops.
Source: Boundless. “Ecological Efficiency: The Transfer of Energy between Trophic Levels.” Boundless Biology. Boundless, 03 Jul. 2014. Retrieved 04 Dec. 2014 from https://www.boundless.com/biology/textbooks/boundless-biology-textbook/ecosystems-46/energy-flow-through-ecosystems-257/ecological-efficiency-the-transfer-of-energy-between-trophic-levels-953-12213/
Skills that will be addressed in this lab include
• Weighing and measuring using an electric balance and using metric system units
Immediately following this demonstration, I will initiate a peer-teaching mini-review with
students explaining to their partners (using appropriate vocabulary) all of the information covered thus
far. While they are teaching, I will walk around the pairs to check for accuracy.
Then we will begin the lab portion of the class. (Note, this lab may need to be continued into the
next class period. If so, I will make adjustments to the lessons accordingly) Students will break up into
their (previously established) lab groups. I will explain the assignment, check for understanding, hand
out materials, and monitor their progress.
Once complete, each group will be required to explain their model and answer specific
questions about their model. Questions may include: What does this container represent? What kinds of
organisms are found at this trophic level? Why isn't there more pop corn at this level? What would
happen to the organisms at the next level if these caught a disease and died? This part of the lesson will
serve as a verbal assessment of comprehension. Once they can explain in words what they've done,
they will complete the written portion of the lab.
Adjustment and Modifications
During this lesson I will be continually checking for understanding and will address confusion
as it arises. If students are unable to work with popcorn (allergies etc) I will provide crackers or
birdseed or another material to represent the energy for the lab.
Assessment
Formative assessments will be used throughout the lesson, including Fist to Five and the peer-
teaching mini-review. All students will be required to verbally explain their pop corn lab model and
complete the written section of the lab to demonstrate comprehension.
Resources and Materials Needed:
• labeled slips of paper and tape
• computer, screen, projection equipment for video
• Water, beakers, and cut out images for water-transfer-demo
For Lab:
• popcorn
• plastic containers to represent trophic levels
• electronic balances (scales)
• lab packet, one per student
Popcorn Energy F low Lab Submitted by Anna Scott Athens Academy Athens, G A
Introduction: This activity requires the students to build 3D models of energy flow through an ecosystem. The most powerful part, instructionally, occurs when I have them teach me about energy flow using their models. During these interchanges they see that there is a top to the pyramid, not because their teacher said so or because of the picture in the text, but because of inherent inefficiency in energy transfer between trophic levels. Popcorn is messy, but very useful because each piece can be easily broken to obtain the amount needed to move up the pyramid.
Georgia Performance Standards: SCSH2, SCSH4, SB4 A and B
Time Considerations: 1 to 1.5 50 minute class periods, depending on number of groups.
Materials:
One bag of ready to eat popcorn per group-‐ I use Smartfood unless there is a cheaper generic version available.
A variety of containers to represent trophic levels-‐I use whatever is on hand, but some examples are plastic cups, plastic petri dishes, paper bags, Ziploc bags, old film canisters, etc. I stick to plastic so the kids don t need goggles.
Several electronic balances set up around the room so students can calculate the amount of energy proceeding from one level to the next.
Broom and dustpan Clorox wipes (the waste energy gets all over the lab tables and leaves a greasy residue) Fun Stamp-‐I have them teach me about energy flow and then ask them difficult questions.
(What or who in an ecosystem is represented by this level? Why does only 10% make it from one level to the next? Why is there seldom more than 4 trophic levels?) If they are successful, I put a stamp on their sheet-‐and then they are allowed to answer the questions in the lab packet. This makes grading easier when they submit the handouts.
Issues: The students get frustrated initially, because there is no one formula for success. Frequently they forget they need to mass only the energy and not the container they have on the balance. So, remind them to subtract. Overall, this has proven to be a great way of making sure the students are understanding energy flow as opposed to only memorizing the diagram in the text.
Dr. Scott
Biology
Popcorn Energy Flow Lab 30 points
Directions: In this lab we will create a model of energy flow through an ecological system. We will
use popcorn and various containers to represent energy flow through each trophic level. You will need
paper and a calculator. You will get lots of practice converting to metric, within metric, and calculating
percentages.
1. You will need to work in groups of 2 or 3. You may choose your own groups but choose wisely! There will be much opportunity for distraction! Each group should have a leader, sweeper, and time keeper/measurer.
2. Obtain 1 bag of popcorn from the Energy Supply area. Be sure to note special information on the bag (i.e. mass or volume). This information may prove useful when you need to perform calculations. DO NOT THROW THE BAG AWAY!
3. Select containers from the materials at the trophic building supply store. You will use these to build a model of energy flow. You might want to consult the energy pyramid on page 72 as you are planning.
4. Work to create a model of energy flow using your materials. You must write up your procedure such that another scientist could replicate your model. This means each step needs to be justified and explained thoroughly.
5. Special hint-‐-‐-‐remember only 10% of energy that enters a system makes it to the next trophic level. You need to be able to quantify the amount of energy that leaves a system as waste and that which makes it to the next trophic level. This is where the balances and calculator come in.
6. When you are satisfied your model, you will need to show it to me, and walk me through it as if I were your student. I will sign your sheet, and then you will be able to take it home to complete your calculations.
7. Each student will submit a completed lab hand out.
In our Model, energy is represented by _______________________ and trophic levels are represented by __________________________.
How did you calculate the amount of energy lost between trophic levels in your model? Provide an example here.
Steps for conducting our Energy Flow Model:
A Diagram of our Energy Flow Model complete with numbers (i.e. What percentage makes it to each trophic level?)
HOW WE KNOW our energy flow model is representative of energy flow in nature:
demonstrate mastery. At the end of the class, students will check in again with the Regents questions
posted on the board from the beginning, and rate their current level of understanding. I will use these
“before” and “after” rankings to gauge their learning.
Resources and Materials Needed:
Review questions A-D with answers and graphic organizer
Jeopardy game template, filled in and ready to go
Past Regents questions like the ones below:
Questions not presented on the board will be used in the review stations (with answers in an
envelope)
A certain plant requires moisture, oxygen, carbon dioxide, light, and minerals in order to survive. This statement shows that a living organism depends on
Which is a biotic factor operating within an ecosystem?
1. the type of climate in a given region 2. the carnivores that consume other animals 3. the amount of helium gas in the air 4. the rate of flow of water in a river
The timber wolves, rabbits, and vegetation in a particular region of northern New York together
constitute part of a
1. population 2. community 3. genus 4. species
All the plants, animals, and protists living in a forest make up a
1. population 2. community 3. species 4. phylum
All of Earth's water, land, and atmosphere within which life exists is known as
1. a population 2. a community 3. a biome 4. the biosphere
Which statement best describes some organisms in the food web shown below?
1. Minnows and fish are primary consumers. 2. Algae and floating plants are decomposers. 3. Aquatic crustaceans are omnivores. 4. Raccoons, fish, and ducks are secondary consumers.
The diagram below represents some of the food relationships between several organisms in a marine community. Which organisms would normally be the least numerous in this marine community?
1. diatoms 2. small fish 3. small crustaceans 4. orca whales
Most autotrophs store energy in the form of
1. starches 2. carbon dioxide 3. water 4. nucleic acids
A scorpion stalks, kills, and then eats a spider. Based on its behavior, which ecological terms
Food Webs Interrelationships Energy Flow Carrying Capacity
Q: where do producers get their energy?
Q: what is the general term for animals
Q: what percent of energy is available from
Q: explain the term carrying capacity
A: the suninteracting?
A:symbiosis
one level to the next?A: 10% A: the maximum
number of individuals ofa species that can be supported by a given area of land.
Q: What is the role of decomposers?
A: to recycle nutrients into the soil
Q: describe an example of Mutualism
A:
Q: if 1000Kcal are available for the level ofprimary consumers, howmuch will be available for 2ndary consumers?A: 100 Kcal
Q: What factors need to be considered to determine carrying capacity?A: food, water, shelter
Q: in a food web, will there be more primary or secondary level consumers?
A: primary
Q: describe an example of parasitism- name the host and the parasite.
A
Q: Which food source requires less energy to produce for humans? 1lb of fish, beef, bread or chicken?
A: bread
Q: what happens if a group of individuals becomes overpopulated?A: they cannot get enough resources, become sick, die
Q: Name a primary consumer from an aquatic ecosystem
A: any plant eater from a watery environment
Q: describe an example of commensalism
A:
Q: What some denstity dependent factors that affect the carrying capacity?A: disease, competition etc.
Q: What are some possible implications of a fungus that infects andkills fruit bearing producers in an ecosystem?
A: the consumers won't have enough to eat, they'll die off and the higher predators won't have enough to eat. Decomposers will be happy.
Q: The Kudzu vine is a fast growing vine that races to the top of trees and quickly spreads out leaves, competing for sunlight. In many instances the Kudzu vine kills the trees it uses as support. This relationship is an example of what?
A: parasitism.
Q: what are density independent factors?
A: human activity, storms, volcano etc.
Name: Kate Johnson
Unit: Ecology
Lesson: Carrying Capacity and Limiting Factors in Ecosystems
Date of Lesson: November 24, 2014
Lesson Plan:
Student Learning Standards:
NGSS:
HS-LS2-1, HS-LS2-2 & LS2.A
NYState Living Environment Core Curriculum
6.1d The number of organisms any habitat can support (carrying capacity) is limited by the available
energy, water, oxygen, and minerals, and by the ability of ecosystems to
recycle the residue of dead organisms through the activities of bacteria and fungi.
Question: What will happen when a population of bears the size of our class hunts for food in their environment? How does the population size and the size of the environment affect the animal?
Procedure:1. Choose an envelope. This will represent your “den site” and should be left on the
ground at the starting line.2. You are now all black bears. All bears are not alike. Among you is a male bear that
has not yet found his own territory. Last week he met up with a larger male bear in the larger bear’s territory, and before he could get away, he was hurt. He now has a broken leg and must hunt by hopping on one leg. Another bear is a young female bear that investigated a porcupine too closely and was blinded by the quills and musthunt blindfolded. The third special bear is a mother bear with two fairly small cubs. She must gather twice as much food as the other bears.
3. The pieces of paper represent various kinds of bear food; since bears are omnivores, the like a wide assortment of food, so you should gather different colored squares to represent a variety of food.
4. Bears do not run down their food; they gather it, so walk into the “forest”. When you find a colored square, pick it up one at a time and return it to your “den” before picking up another colored square.
5. When all the colored squares have been picked up, the food gathering is over. Pick up you den envelopes and return to your lab table.
6. Record the total number of pounds of food you gathered. Then convert the numbersinto percentages of the total poundage of food gathered.
What will happen to the blind bear, the injured bear, and the mother with the young cubs? How will their impairments affect their hunt for food?Prediction:__________________________________________________________________________________________________________________________________
As a bear, what do you think some of the obstacles will be in your quest for finding food?Prediction:_________________________________________________________________________________________________________________________________
Data Table 1 – Amount of FoodCircle your bear: Normal Bear Injured Bear Blind Bear Mother Bear
Food Nuts Berries Insects Meat Plants
# of pounds
Percentage
Total Number of Pounds _____________
An actual bear’s diet will vary between areas, seasons, and years. For example, a bear in Alaska would more likely eat more meat (fish) and fewer nuts than a bear in Arizona. Onesimilarity among black bears everywhere is that the majority of their diet is normally madeup of a vegetative material.The following are estimates of total pounds of food for one bear in ten days.Berries and fruit – 20 pounds = 25%
Data Table 2 - Class ResultsBears Nuts Berries Insects Meat Plants Total Survives
Total Number of Pounds Eaten ________________
Analyzing Data:
How many bears survived? ___________
Divide the total number of pounds eaten by the 80 pounds needed for an individual bear to survive a 10 day period.
__________ / 80 = ___________
How many bears could the habitat support? ______________
Was there a discrepancy between the number of bears that survived and the number of bears that the habitat could support? ______________
Explain why there might be a difference between the number of bears that survived and thenumber of bears the habitat could support even if it did not occur in this situation._________________________________________________________________________
Prediction:How will limiting the size of the bear population affect the hunt for food for the bears that to hunt? What do you think will happen if only half the class hunted with the same amount of food available?_________________________________________________________________________
After introducing each concept or vocabulary term, I will initiate a peer-teaching mini-review
with students explaining to their partners all of the information covered thus far. While they are
teaching, I will walk around the pairs to check for accuracy.
During the second part of the lesson I will distribute a worksheet for the students to do. This
sheet provides an example of succession in a different ecosystem (an aquatic ecosystem). Students
may choose to work in pairs, and we will go over the answers in class altogether before the end of the
period. I will call on students randomly using the 'deck of cards' technique.
If time allows we will discuss the implications of succession as they relate to the local fire at
Minnewaska in 2008 using pictures of the fire, and the resulting regeneration of plant life.
Adjustment and Modifications
If students are struggling to take notes during the video, I can quickly pause it and discuss the points to
provide more time. I have more than one example in diagram form to use to illustrate the concepts of
succession and can use them to reinforce the ideas or provide new examples if needed. If any student is
having trouble with their worksheet, they can first choose to ask a classmate for assistance, and if the
question is still unresolved I can offer one-on-one assistance or re-teach if necessary.
Assessment
I will monitor student progress throughout the lesson by direct observation and questioning. During the
peer-teaching sessions I will check for accuracy. The worksheet will provide indications of
comprehension and I will use this page to assess their understanding.
Resources and Materials Needed:
• Do now image
• computer, projector and screen for video clip
• note sheet, worksheet and diagrams of ecological succession
Name:_________________________________________
Examining the Stages in Ecological SuccessionSuccession, a series of environmental changes, occurs in all ecosystems. The stages that any ecosystem passes through are predictable. In this activity, you will place the stages of succession of two ecosystems into sequence. You will also describe changes in an ecosystem and make predictions about changes that will take place from one stage of succession to another.
The evolution of a body of water from a lake to a marsh can last for thousands of years. The process cannot be observed directly. Instead, a method can be used to find the links of stages and then to put them together to develop a complete story.
The water level of Lake Michigan was once 18 meters higher than it is today. As the water level fell, land was exposed. Many small lakes or ponds were left behind where there were depressions in the land. Below are illustrations and descriptions of four ponds as they exist today. Use the illustrations anddescriptions to answer the questions about the ponds.
Pond A: Cattails, bulrishes, and water lilies grow in the pond. These plants have their roots in the bottom of the pond, but they can reach above the surface of the water. This pond is an ideal habitat for the animals that must climb to the surface for oxygen. Aquatic insect larvae are abundant. They serve asfood for larger insects, which in turn are food for crafish, frogs, salamanders, and turtles.
Pond B: Plankton growth is rich enough to support animals that entered when the pond was connected to the lake. Fish make nests on the sandy bottom. Mussels crawl over the bottom.
Pond C: Decayed bodies of plants and animals form a layer of humus over the bottom of the pond. Chara, a branching green algae, covers the humus. Fish that build nests on the bare bottom have been replacedby those that lay their eggs on the Chara.
Pond D: The pond is so filled with vegetation that there are no longer any large areas of open water.
Instead, the pond is filled with grasses. The water dries up during the summer months.
Questions1. Write the letters of the ponds in order from the youngest, to the oldest. ________________________________2. Black bass and bluegill make their nests on sandy bottoms. In which pond would you find them? ____________3. What will happen to the black bass and blue gill as the floor of the ponds fills with organic debris? ___________4. Golden shiner and mud minnows lay their eggs on Chara. In which pond would you find them? _____________5. Some amphibians and crayfish can withstand periods of dryness by burying themselves in mud. In which pond(s) would they survive? _________6. Dragonfly nymphs spend their early stages clinging to submerged plants. Then, they climb to the surface, shed their skins and fly away as dragonflies. Which pond is best suited for dragonflies?_____________________7. In which pond will gill breathing snails be replaced by lung breathing snails that climb to the surface to breathe? ____8. Some mussels require a sandy bottom in order to maintain an upright position. In which ponds will they die out._____
The climax community in the area of Michigan is a beech-maple forest. After the ponds are filled in, the area will undergo another series of stages of succession. This is illustrated below. Briefly explain what is happening in the diagram below.
Image to be used for Do Now activity. Image will be cropped to remove the numbers and cut to separate the stages.
Notes Page:
Vocabulary:
Process by which the species structure of an ecological community changes over time:
This is a 10th grade Regents level biology class in a suburban/rural setting. The majority of the students
have been with each other since elementary school. There are two students who are new to the district
this year. There are three medicated ADD students in this class, and the results of my initial Learning
Style Inventory indicates many (14) visual and kinesthetic learners among the class.
Rationale: I have chosen the activities in this lesson for the following reasons:
The information presented today is extremely important, but can be rather dull if presented in a lecture
format. By having the students act out what not to do, they will be involved with the presentation,
attentive to the scenarios and have a better understanding of why these rules must be followed. This
method is appealing to ADD students, and both visual and kinesthetic learners.
Learning Outcomes
In order to fulfill the state requirements for laboratory exercises, Regents level students must
participate in several labs throughout the year. Before gaining access to the equipment and materials,
all students need to be made aware of the potential dangers and safety concerns.
Objectives: Students will be introduced to the following rules and procedures. They must:
follow directions the first time they are given
walk in the lab (no running)
never do experiments, touch, taste, or smell any chemicals without permission from the teacher
remain calm in the lab- there is to be no horseplay or practical jokes
use caution with glassware and sharp objects
report all accidents immediately
never eat in the lab
wear safety goggles while working in the lab
handle live and preserved specimens with care and treat them with respect
use proper techniques when using/handling/carrying lab equipment including microscopes &
scales
Cognitive Engagement and Groups
When students enter the room there will be a cartoon displayed on the projector. The Do Now question
is: How many things can you find that are unsafe in this lab?
Once everyone has arrived we will begin our discussion of the importance of safety in the lab.
The class will be divided into groups (lab partners) and given a lab safety rule. Each group will be
assigned to prepare a short skit, illustrating what might go wrong if the rule is not followed. Groups
will take turns performing for the class and the audience will guess the rule. After each rule has been
correctly guessed, and thoroughly discussed, I will add it to a list that will remain displayed throughout
the year. I will also explain the severe consequences if the rules are not followed.
Students will take the Safety in the Lab test, and take home the Safety Contract to be signed by a parent
and returned to school .
I will used the following video clip for reinforcement at the end of the class:
https://www.youtube.com/watch?v=XYbOSmYme6Y
Adjustment and Modifications
It is imperative that students all receive and understand the information presented in today's lesson.
If any student is absent, I will be available to make up the lesson after school.
Assessment
I will monitor student understanding during the discussions and address questions at that time. Students
will take a test at the end of the class- this summative assessment will be used to gauge their
understanding of the science safety lab rules.
Resources and Materials Needed:
• cartoon of unsafe laboratory
• rules for students to act out
• poster to add rules to
• Safety test and contract
1. Flammable materials, like alcohol, should never bedispensed or used nearA. an open door.B. an open flame.C. another student.D. a sink.
2. If a laboratory fire erupts, immediately A. notify your instructor.B. run for the fire extinguisher.C. throw water on the fire.D. open the windows.
3. Approved eye protection devices (such as goggles) areworn in the laboratoryA. to avoid eye strain.B. to improve your vision.C. only if you don’t have corrective glasses.D. any time chemicals, heat or glassware are used.
4. If you wear contact lenses in the school laboratory,A. take them out before starting the lab.B. you do not have to wear protective goggles.C. advise your science instructor that you wear
contact lenses.D. keep the information to yourself.
5. If you do not understand a direction or part of a labprocedure, you shouldA. figure it out as you do the lab.B. try several methods until something works.C. ask the instructor before proceeding.D. skip it and go on to the next part.
6. After completing an experiment, all chemical wastesshould beA. left at your lab station for the next class.B. disposed of according to your instructor’s directions.C. dumped in the sink.D. taken home.
7. If a lab experiment is not completed, you shouldA. discuss the issue with your instructor.B. sneak in after school and work alone.C. come in during lunch and finish while eating lunch.D. make up some results.
8. You are heating a substance in a test tube. Always pointthe open end of the tubeA. toward yourself.B. toward your lab partner.C. toward another classmate.D. away from all people.
9. You are heating a piece of glass and now want to pick itup. You shouldA. use a rag or paper towels.B. pick up the end that looks cooler.C. use tongs.D. pour cold water on it.
10. You have been injured in the laboratory (cut, burn,etc.). First you shouldA. visit the school nurse after class.B. see a doctor after school.C. tell the science instructor at once.D. apply first aid yourself.
11. When gathering glassware and equipment for anexperiment, you shouldA. read all directions carefully to know what
equipment is necessary.B. examine all glassware to check for chips or cracks.C. clean any glassware that appears dirty.D. All of the above.
12. You want to place a piece of glass tubing into a rubberstopper after the tubing has been fire polished andcooled. This is best done byA. lubricating the tubing with water or glycerin.B. using a towel or cotton gloves for protection.C. twisting the tubing and stopper carefully.D. all of the above.
13. Personal eyeglasses provide as much protection asA. a face shield.B. safety glasses.C. splashproof chemical goggles.D. none of the above.
14. Long hair in the laboratory must beA. cut short.B. held away from the experiment with one hand.C. always neatly groomed.D. tied back or kept entirely out of the way with a hair
band, hairpins, or other confining device.
15. In a laboratory, the following should not be worn.A. loose clothing.B. dangling jewelry.C. sandals.D. all of the above.
16. The following footwear is best in the laboratory.A. sandalsB. open-toed shoesC. closed-toed shoesD. shoes appropriate for the weather
SCIENCE LABORATORY SAFETY TEST
Name ______________________________________________ Date ___________________________
17. Horseplay or practical jokes in the laboratory areA. always against the rules.B. okay.C. not dangerous.D. okay if you are working alone.
18. If a piece of equipment is not working properly, stop,turn it off, and tellA. the custodian.B. your lab partner.C. your best friend in the class.D. the science instructor.
19. If an acid is splashed on your skin, wash at once withA. soap.B. oil.C. weak base.D. plenty of water.
20. When you finish working with chemicals, biologicalspecimens, and other lab substances, alwaysA. treat your hands with skin lotion.B. wash your hands thoroughly with soap and water.C. wipe your hands on a towel.D. wipe your hands on your clothes.
21. Draw a diagram of your science room and label thelocations of the following:
�� Fire Blanket�� Fire Extinguisher(s)�� Exits�� Eyewash Station�� Emergency Shower�� Closest Fire Alarm Station�� Waste Disposal Container(s)
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