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You have been asked to help Dr. Darwin
research interdependent relationships
found in different environments.
Your job is to choose one of the organisms
that Dr. Darwin has provided you and
research that organism.
Identify 2 organisms that are
interdependent.
How are those organisms
interdependent?
How does the relationship affect other
organisms?
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To help you learn more about interdependence, Dr. Darwin
wants you to check out these resources to make sure you have
a full understanding of interdependence before you complete
your project.
Digital resources:
 Bill Nye (video)
 The How Show (video)
 Interdependence and the Rainforest (video)
 Pollination*NOTE: Go to the BCPS Database page and
click on BrainPOP, then return to this slide and click on
the Pollination link.
 Symbiosis*NOTE: Go to the BCPS Database page and
click on BrainPOP, then return to this slide and click on
the Symbiosis link.
 Starting a Business (video)
 Global Citizenship (Interactive)
Articles:
 Ants and Trees
 The Crab and Coral Reef
 Basic Economics: Interdependence
 Perfect Pairs
 It Takes Teamwork
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I can do this on my own.
Challenge Me!
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Choose from one of the following organism pairs to
study for Dr. Darwin.
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Click the picture below.
1. Oxpecker and Rhino/Ox
2. Shark and Remora
3. Human and Human
4. Bees and Flowers
5 . Your own (must be approved by Dr. Darwin)
You need to answer the following tasks or questions:
1. Identify the two organisms.
2. Explain how their interdependent relationship
works.
3. Is it a mutualistic (positive for both) or parasitic (positive for
one and negative for the other).
4. How does their relationship effect other
organisms?
Use this document to the right to record your answers.
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Image Source: Marlena Aumen
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A good ecologist shares their findings with the world. You now have the
opportunity to share all the information you have learned !
Your final question that you must answer is:
If one of these organisms was eliminated, how could it
change the life of the other organism and the
environment?
Your choice:
 Newsletter:
1. Use your student activity sheet to help you write
your newsletter.
2. Use this form to create your final copy that will be printed
with the monthly newsletter
 Create a video to share on your local morning announcement program.
Image Source: Voki
Scoring Tool:
Look at the scoring tool to see what is expected for the project.
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Next
Write an email to the Governor of Maryland
explaining your findings.
You will want to include:
1. What you found out about your organisms
interdependent relationship.
2. Explain what will happen if one of the organisms
is eliminated.
3. Propose ideas about what the Governor can do to
keep this from happening.
Use these resources to help you write
your letter.
 Brain Pop JR Sending a Letter (Video)
*NOTE: Go to the BCPS Database page and click on
BrainPOP Jr., then return to this slide and click on the
video link above.
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 How to Write a Letter (Interactive)
 Letter Generator (Final Draft)
Grade Level and Content Area: Grade 2 Accelerated group
Common Core State Standards
Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Writing: 7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
Standards for the 21st Century Learner
1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in
order to make inferences and gather meaning.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, realworld situations, and further investigations.
ISTE NETS - National Educational Technology Standards for Students
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan
and conduct research, manage projects, solve problems, and make informed decisions using appropriate
digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed
decisions
Maryland State Curriculum: Life Sciences
3.F.1.a Investigate familiar and unfamiliar habitats describe how animals and plants found there
maintain their lives and survive to reproduce.
3.F.1.c Explain that animals and plants sometimes cause changes in their environments.
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Time Frame:
2 – 50 minute lessons in the computer lab.
Differentiation:
Direct students to use comprehension tools such as:
audio read-aloud, embedded dictionaries, and links to
related articles, and videos.
Learning Styles:
Auditory, Visual, Reflective, Sequential, Field
Independent, Global
Notes to the teacher:
 Objective: Students will research two organisms that
are interdependent in order to explain if they can be truly
interdependent.
 If you have questions about implementing a slam dunk
into your teaching, ask your Library Media Specialist for
assistance.
 Students will be able to save their work onto the
student drive. You may need to show students how to do
this and create a folder for them as well.
 A gold star is higher reading level, some of the texts
offer a read aloud for students - A silver star was given for
the videos since they are easy to follow along with.
 You will need to review what an organism is prior to
assigning this project.
Last updated: July 2015
Created by Marlena Aumen Library Media Intern, Cohort XIII
BCPS Slam Dunk Research Model, Copyright 2014, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only.
All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.