Lesson Plan for the week of March 5-9
Mon: Body Systems (Boyer)
Tues: Day 1 Investigation, Video: Brain Pop: Population Growth & C. Notes (teacher led)
Wed: Day 2 Investigations & Reading
Thurs: Competition Videos & Lab Stations –Discovery Education: Competition
Fri: Review & Quiz
Monday: Mrs. Boyer will be reviewing Body Systems with the classes. She will be leading this review. On
this day, I will not be at Dobie due to classes at Texas State
Limiting Factors and Competition
Essential Question: How do organisms interact with their environment?
Vocabulary:
New: compete, competition, niche
Old: organism, population, ecosystem, biotic, abiotic, habitat, food chain, food web
Objectives:
Student will know…
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a biotic factor is a factor created by a living thing or any living component within an ecosystem that
affects the life of another organism.
an abiotic factor is a non-living chemical or physical factor in an ecosystem.
examples of common biotic and abiotic factors.
organisms depend on and compete for biotic and abiotic factors.
populations depend on and compete for biotic and abiotic factors.
Student will be able to…
investigate and describe how organisms and populations in an ecosystem depend on and compete for
biotic and abiotic factors.
TEKS:
Content:
8.11A: describe producer/consumer, predator/prey, and parasite/host relationships as they occur in
food webs within marine, freshwater, and terrestrial ecosystems.
8.11B: investigate how organisms and populations in an ecosystem depend on and may compete for
biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition.
Process:
8.1A demonstrate safe practices during laboratory and field investigations as outlined in the Texas
Safety Standards.
8.1B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of
materials.
8.2A plan and implement comparative and descriptive investigations by making observations, asking
well-defined questions, and using appropriate equipment and technology.
8.2C collect and record data using the International System of Units (SI) and qualitative means such
as labeled drawings, writing, and graphic organizers.
8.2D construct tables and graphs, using repeated trials and means, to organize data and identify
patterns.
8.2E
analyze data to formulate reasonable explanations, communicate valid conclusions supported
by the data, and predict trends.
8.3A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing, including examining all sides of
scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.
8.4A use appropriate tools to collect, record, and analyze information, including lab
journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot
plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers,
spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
BSL:
In all environments, organisms with similar needs may compete with one another for limited resources,
including food, space, water, air, and shelter.
The world contains a wide diversity of physical conditions, which creates a wide variety of
environments: freshwater, marine, forest, desert, grassland, mountain, and others. In any particular
environment, the growth and survival of organisms depend on the physical conditions.
Given adequate resources and an absence of disease or predators, populations of organisms in
ecosystems increase at rapid rates. Finite resources and other factors limit their growth.
All organisms, both land-based and aquatic, are interconnected by their need for food. This network of
interconnections is referred to as a food web. The entire earth can be considered a single global food
web, and food webs can also be described for a particular environment. At the base of any food web are
organisms that make their own food, followed by the animals that eat them, then the animals that eat
those animals, and so forth.
NSES:
Content Standards Grades 5-8
-Structure and function in living systems
-Populations and ecosystems
Unifying Concepts and Processes:
-Systems, order, and organization
-Form and function
ELPS:
1A
use prior knowledge and experiences to understand meanings in English.
1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing,
contrasting, and reviewing to acquire basic and grade-level vocabulary.
1E
internalize new basic and academic language by using and reusing it in meaningful ways in
speaking and writing activities that build concept and language attainment.
3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired.
4K
demonstrate English comprehension and expand reading skills by employing analytical skills
such as evaluating written information and performing critical analyses commensurate with content
area and grade-level needs.
5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing
needs as more English is acquired.
Misconceptions:
-Upper elementary-school students may not believe food is a scarce resource in ecosystems, thinking
that organisms can change their food at will according to the availability of particular sources.
-Students of all ages think that some populations of organisms are numerous in order to fulfill a demand
for food by another population.
-Middle-school and high-school students may believe that organisms are able to effect changes in bodily
structure to exploit particular habitats or that they respond to a changed environment by seeking a
more favorable environment.
-Species coexist in an ecological system because of their compatible needs and behaviors: they need to
get along.
-The needs and roles of a species are general and typical of species
-All factors are limiting, except the most abundant one. OR The most limiting factor is the least abundant
one.
Materials:
Teacher computer
Projector
Speakers
Limiting Factors Presentation (on teacher computer)
Plant Behaviors and Competition Investigation Worksheet (1/student)
STEMScopes Reading (1/student)
Limiting Factors and Competition Quiz (1/student)
Lab Materials
Mustard Seeds (40/group)
Foil (2 sheets/group)
Paper Towels (2/group)
Graduated Cylinders (1/group)
Permanent markers (1/group)
Tuesday:
Warm Up: Review of Body Systems (5 minutes)
Begin Day 1 of the plant behaviors and competition investigation. Will need the lab materials. (see
above) Follow directions 1-7 on student worksheet. Be sure to have students fill out the hypothesis
section before the class ends. Collect the seed packets and set aside for the following day. Make
students put their worksheets up in unibinder. (15 minutes)
Put up powerpoint slideshow. Lead students through cornell notes. (Competition, Limiting Factors,
abiotic, biotic, niche) (30 minutes)
Questions-What are some examples of competition?
-Name some examples of biotic factors.
-Think/Pair/Share: What would happen to a population if you remove a certain limiting factor
from the ecosystem?
Video: Brain Pop: Population Growth & Quiz (10 minutes)
http://www.brainpop.com/science/ourfragileenvironment/populationgrowth/
Wednesday:
Warm Up: Review of Body Systems (5 minutes)
Day 2 of plant behaviors and competition investigation. Students should take out the worksheet from
their binder. Start at step 8 of directions. Students will collect data, fill out tables, and answer questions
on the following page. Tape on page 96. (30 minutes)
Have students complete the STEMScopes reading and the accompanying questions. Discuss the
questions at the end of the period. Tape onto page 97. (30 minutes)
Thursday:
Warm Up-Review of Body Systems (5 minutes)
Discovery Streaming Video: Competition for resources and mates (10 minutes)
http://player.discoveryeducation.com/index.cfm?guidAssetId=3F8B5328-C645-4236-A579E13E73DB6ADA&blnFromSearch=1&productcode=US
4 station lab: Station 1: random competition game Station 2: Biotic/Abiotic sorting & Niche Drawing
Station 3: Limiting Factor/competition writing Station 4: Environment illustration and discussion (40
minutes)
Post Lab discussion (Exit Slip) (10 minutes)
-Name some examples of Abiotic factors
-Name some examples of Biotic factors
-Compare/Contrast habitat and niche
-Predict what would happen if there was no restrictions on deer growth
-Draw a food web that includes at least 4 organisms
Friday
Warm Up-Review of Body Systems (5 minutes)
Dry Erase Drills-Powerpoint slide show (30 minutes)
Limiting Factors/Competition Quiz