Monday Tuesday Wednesday Thursday Friday
Objectives SWBAT:

Compare and contrast the abiotic and biotic factors in an ecosystem
SWBAT:

Differentiate between the different types of symbiotic relationships:
Mutualism,
Predation,
Commensalism,
Parasitism
SWBAT:

Demonstrate and understanding of the different types of symbiotic relationships and what symbiosis is
SWBAT:

Identify symbiotic relationships, the effects of abiotic and biotic factors, and explore how organisms depend upon one another within an ecosystem
SWBAT

Evaluate symbiotic relationships, the effects of abiotic and biotic factors, and explore how organisms depend upon one another within an ecosystem
P ENGAGE:

Class discussion on prior knowledge of abiotic and biotic factors
ENGAGE:

Brainpop clip on symbiosis
ENGAGE:

Class discussion and the previous days foldable
ENGAGE:

Adventure Time
Food Chain Youtube video
ENGAGE:

Class discussion on collapsible food web foldable from previous day

LA
N
Resources
EXPLORE

Work in groups to read and discover which abiotic factors are involved in three ocean ecosystems:
Rocky Shore, Coral
Reef, Open Ocean
EXPLAIN

Fill in the class chart on which abiotic factors in in each ecosystem
ELABORATE

Fill in the poster on how each abiotic factor can affect an ecosystem, not just ocean ecosystems
EVALUATE/ASSESS

Formative assessment while the students are filling out their charts in their groups

Ocean Abiotic Factors
Sheet

Ocean Ecosystem
Sheet

Student Science
Journal

Abiotic factors Chart
EXPLORE

Using their own devices and the computers in the classroom students fill in a symbiosis foldable
EXPLAIN

Providing pictures for the students to determine what kind of symbiosis relationship it represents
ELABORATE

Have students come up with their own symbiotic relationship through their internet search
EVALUATE/ASSESS

Students turn in an index card with their own example of a symbiotic relationship

Computers
 Students’ own devices

Student science journal

Symbiosis
Foldable
EXPLORE
 symbiosis
EXPLAIN

Students share their
ELABORATE

EVALUATE/ASSESS

Exit Ticket on symbiosis



Using the foldable from the previous day students will fill in a concept map on concept maps with one another in a class discussion
Hand back their example cards from the previous day and have them figure out where their symbiotic relationship fits into their concept map
Concept map handout
Student science journal
Student index card from previous day
EXPLORE

Create a food web collapsible foldable using pictures available for assignment
EXPLAIN

Present food web collapsible foldable to class
ELABORATE

Come up with another food web using student devices in the classroom
EVALUATE/ASSESS


Turn in created food web from internet search
Blank collapsible foldable

Pictures of animals for food web

Student science journal

Student devices and computers in classroom
EXPLORE

Using science journals, students will complete a food web worksheet
EXPLAIN

While the students are working on the worksheet, the teacher will help eliminate any misconceptions they may have on the weeks objectives
ELABORATE

Students will work in pairs to evaluate their worksheets, and come up with other examples of symbiotic relationships, abiotic and biotic factors, and food webs
EVALUATE/ASSESS


10 questions quiz on abiotic and biotic factors, symbiosis, and food webs
Quiz on the weeks objectives

Food web worksheet

Student science journal