The High Performance LEARNING-FOCUSED Lesson ECOSYSTEMS 1 - Living organisms and their environment Biology/Biology Hons Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson? Lesson Standards Always include a writing standard. Bio.2.1 - Analyze the interdependence of living organisms within their environments. Bio.2.1.1 - Analyze the flow of energy and cycling of matter (water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem. Bio.2.1.3 - Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems Bio.2.1.4 - Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease). CCSS.ELA-LITERACY.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. Students Will Be Able To… (Do) ● Skills from standards including thinking (cognitive verbs). ● This is not activities. ● Sequence these goals in the order in which they should be learned. ● Deconstruct the carbon cycle as it relates to photosynthesis, cellular respiration, decomposition, and climate change. ● Identify factors that influence climate such as the greenhouse effect (relate to carbon cycle and human impact on atmospheric CO2). ● Summarize the nitrogen cycle (including the role of nitrogen fixing bacteria) and its importance to synthesis of proteins and DNA. ● Explain the effect of global warming, deforestation, burning fossil fuels, eutrophication on the environment, natural environmental processes (relate to volcanic eruption and other geologic processes). Page 1 of 6 The High Performance LEARNING-FOCUSED Lesson Students Will Know Knowledge from standards such as vocabulary, facts, formulas. Lesson Essential Question A question that communicates the Learning Goals. ● Analyze energy pyramids for direction and efficiency of energy transfer. ● Identify and describe symbiotic relationships such as mutualism and parasitism. ● Exemplify various forms of communication and territorial defense including communication within social structure using pheromones (ex. Bees, ants and termites), courtship dances, and territorial defense (ex. Fighting fish). ● Explain patterns in predator/prey and competition relationships and analyze how these patterns help maintain stability within an ecosystem with a focus on population dynamics. ● The role of photosynthesis and cellular respiration in the carbon cycle ● The impact of human activities on climate change caused by global warming ● The role of various bacteria in the nitrogen cycle ● The importance of the food web and chain in the maintenance of the ecosystem ● The difference between herbivore, carnivore and omnivore ● The different trophic levels on an energy pyramid ● Types of symbiotic relationships ● Types of animal behavior ● Population dynamics ● Human impact on population dynamics To have a stable and sustainable ecosystem a balance must be maintained. Explain various ways in which this balance is maintained and how we disrupt this balance. Make reference to the cycles, food webs and population dynamics. Planning Step 3: Lesson Instruction: How will students learn? Page 2 of 6 The High Performance LEARNING-FOCUSED Lesson Activating Strategy ● Plan this after you plan your Learning Activities. ● How will you introduce the Lesson Essential Question? ● How will you draw attention to important vocabulary in the Lesson Essential Question? ● How will you build/link background knowledge? ● What prerequisite content might students need to know before the lesson? ● Which key vocabulary from the Learning Goals needs to be explicitly taught? ● Are there other vocabulary words that you think need to be taught? ● Which vocabulary strategy will you use? Students will be shown two pictures side by side. One of a good environment and one of a bad environment They will be asked to discuss both with a partner and list 4 key features of each and elaborate on what activities lead to the state each is in. Key Vocabulary (for explicit instruction): Abiotic factor Acid rain AIDS Autotroph/producer Biotic factor Carnivore Carrying capacity Cellular respiration Chlorofluorocarbons (CFC’s) Competition Herbivore Heterotroph/consumer Invasive species Limiting resource/nutrient Logistic growth Mutualism Niche Nitrogen fixation Nonrenewable resource Courtship Decomposer Deforestation Density-dependent limiting factor Density-independent limiting factor Detrivore Energy pyramid Exponential growth Food chain Food web Global warming Greenhouse effect Habitat Renewable resource Sustainable development Symbiosis Trophic level Omnivore Parasitism Pheromones Photosynthesis Pollutant Population density Population dynamics Predation (predator/prey) Vocabulary Strategy: Foldable, flipbook, word puzzle, word matching, quizlet live Page 3 of 6 The High Performance LEARNING-FOCUSED Lesson Graphic Organizer ● How will students store and organize information as they learn during this lesson? ● Base the organizer on the thinking in the Will Be Able To… (Do) Learning Goals. 1. https://www.google.com/search?safe=strict&biw=1002&bih=461&tbm=is ch&sa=1&ei=nW8qW6jOLqaO5wLly6z4Aw&q=ecology+graphic+organi zer&oq=ecology+grap&gs_l=img.1.1.0l3j0i5i30k1l3j0i24k1l4.6711.7390. 0.9787.4.4.0.0.0.0.186.458.2j2.4.0....0...1c.1.64.img..0.4.455....0.qeoJ2l oB7s8#imgrc=KLQmLre4LPyU3M: 2. https://www.google.com/search?safe=strict&biw=1002&bih=461&tbm=is ch&sa=1&ei=nW8qW6jOLqaO5wLly6z4Aw&q=ecology+graphic+organi zer&oq=ecology+grap&gs_l=img.1.1.0l3j0i5i30k1l3j0i24k1l4.6711.7390. 0.9787.4.4.0.0.0.0.186.458.2j2.4.0....0...1c.1.64.img..0.4.455....0.qeoJ2l oB7s8#imgrc=D1iAfN2xNBFnhM: 3. https://drive.google.com/open?id=0B9weSQ-t-jHjNHRCRVE1aG5GZk0 Learning Activity 1 The Learning Goal(s) for this Learning Activity and Assessment Prompt: Consider: ● Content students need to learn ● Chunk activity: o Several opportunities for thinking, talking, writing to learn o Distributed summarizing and/or practice o Questions to ask ● Active engagement: o Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc. o Variety o Movement Students will follow a link and complete an online read/write interactive to learn about the carbon, nitrogen and water cycle. They will cut out key concepts of each cycle and work in pairs to construct the cycle. Written Component: Students will write an essay explaining the what happens at each step and its importance in maintaining a balance in the ecosystem. They will also include ways we disrupt each cycle and preventative measures. CUT OUT: https://drive.google.com/open?id=0B9weSQ-t-jHjNHRCRVE1aG5GZk0 https://drive.google.com/open?id=0B9weSQ-t-jHjX1BKSlpQT1h5SW8 https://drive.google.com/open?id=0B9weSQ-t-jHjRW5ua1cxWk0yTHM INTERACTIVES: https://drive.google.com/open?id=0B9weSQ-t-jHjdXdWOEI2b0JqRmc https://unctv.pbslearningmedia.org/resource/lsps07.sci.life.eco.nitrogen/t he-nitrogen-cycle/#.WiGgyTRrxLM https://water.usgs.gov/edu/watercycle-kids-adv.html Assessment Prompt for Learning Activity 1 Formative assessment of the Learning Goal(s). Write an essay to explain each cycle, the importance and how do humans disrupt the balance. Be sure to include details and accurate description of each step in the cycles Accurate completion of the worksheet that goes with the interactives Water Cycle: https://quizlet.com/_50bmf7 Nitrogen Cycle: https://quizlet.com/_50bvdz Biology Cycles: https://quizlet.com/_50bv57 Page 4 of 6 The High Performance LEARNING-FOCUSED Lesson Learning Activity 2 The Learning Goal(s) for this Learning Activity and Assessment Prompt: Consider: ● Content students need to learn ● Chunk activity: o Several opportunities for thinking, talking, writing to learn o Distributed summarizing and/or practice o Questions to ask ● Active engagement: o Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc. o Variety o Movement Assessment Prompt for Learning Activity 2 Formative assessment of the Learning Goal(s). Food web and chain, energy pyramid Gizmos: https://www.explorelearning.com/ Food Chain In this ecosystem consisting of hawks, snakes, rabbits and grass, the population of each species can be studied as part of a food chain. Disease can be introduced for any species, and the number of animals can be increased or decreased at any time, just like in the real world. https://el-gizmos.s3.amazonaws.com/materials/FoodChainSE.pdf Using a completed graphic organizer students will discuss in pairs how energy is passed on from one organism to the next, they will also discuss the efficiency of the transfer making reference to the 10% rule Food Webs/ Pyramids/Matter and Energy: https://quizlet.com/_50bwa1 Food Web Terms: https://quizlet.com/_50bvqp Learning Activity 3 The Learning Goal(s) for this Learning Activity and Assessment Prompt: Consider: ● Content students need to learn ● Chunk activity: o Several opportunities for thinking, talking, writing to learn o Distributed summarizing and/or practice o Questions to ask ● Active engagement: o Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc. o Variety o Movement Symbiosis lab group activity https://drive.google.com/open?id=1zc5_Oqt61rCl4Ul7UUcMUKcBqnuW9Xk Students will be placed in groups to discuss and interpret pictures illustrating various behaviors of organism Page 5 of 6 The High Performance LEARNING-FOCUSED Lesson Assessment Prompt for Learning Activity 3 Students will discuss group observations and come up with a consensus to complete the lab write up. Formative assessment of the Learning Goal(s). Symbiosis: https://quizlet.com/_50bwsp +Add 1-2 additional Learning Activities if needed Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson? Assignment ● Plan this before planning Lesson Instruction. ● How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals? Students will work in pairs to build a shoebox ecosystems, they will include all components of an ecosystem including biotic and abiotic factors. They will have to identify symbiotic relationships (4). Student and teacher will design rubric together. Page 6 of 6
