Interdependence Unit 2012-2013
Teachers: Ben Lyne
Rebecca King
Grade/Subject: 7th Grade Science
Unit: Interdependence
Length of Unit: 3 weeks
Core Content/ POS:
 SC-06-4.7.1
Students will describe the consequences of change in one or more abiotic factors on a population within
an ecosystem.
The number of organisms an ecosystem can support depends on the resources available and abiotic
factors (e.g., quantity of light and water, range of temperatures, soil composition).
DOK 2
o SC-6-I-U-1
Students will understand that ecosystems are more than just the organisms they contain: geography,
weather, climate and geologic factors also influence the interactions within an ecosystem.
o SC-6-I-S-1
Students will describe and explore the biotic and abiotic factors that affect change in ecosystems
o SC-6-I-S-2
Students will document and describe consequences of change in one or more abiotic factors on a
population within an ecosystem
o SC-6-I-S-3
Students will investigate how communities are interconnected, how they interact with different Earth
systems, and represent these global connections/interactions in a variety of ways (e.g. writing, models,
multi-media, Claymation)
 SC-07-4.7.1
Students will compare abiotic and biotic factors in an ecosystem in order to explain consequences of
change in one or more factors.
The number of organisms an ecosystem can support depends on the resources available and abiotic
factors (e.g., quantity of light and water, range of temperatures, soil composition). Given adequate
biotic and abiotic resources and no diseases or predators, populations (including humans) increase at
rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of
populations in specific niches in the ecosystem.
DOK 3
o SC-7-I-U-2
Students will understand that changes within an ecosystem may be caused by the interactions of many
factors, both biotic and abiotic. Seemingly small changes can have significant consequences as their
effects ripple through a community.
o SC-7-I-S-1
Students will research and investigate environmental situations where small changes may have large
impacts in both living and non-living components of systems (e.g., introduction of zebra mussels into the
Kentucky river, planting kudzu to stabilize hillsides)
o SC-7-I-S-2
Students will investigate potential factors contributing to endangerment or extinction, including the
effects of competition for resources
o SC-7-I-S-5
Students will design and conduct investigations of changes to abiotic and biotic factors in ecosystems,
document and communicate observations, procedures, results and conclusions
Unit Goals:
1. Students will be able to describe what humans have in common with every living organism on
Earth.
2. Students will be able to explain how an ecosystem is organized.
3. Students will be able to compare abiotic and biotic factors in an ecosystem in order to explain
consequences of change in one or more factors.
4. Students will be able to analyze relationships between organisms.
“I Can” Statements:
Unit Goal
“I Can” Statement
1
I can describe the seven characteristics that all living things share.
2
I can describe the different parts of an ecosystem.
2
I can explain how populations, communities, ecosystems and the biosphere are related.
3
I can distinguish between biotic and abiotic factors in an environment.
3
I can describe how biotic and abiotic factors in an environment can limit the growth of a
population.
3
I can define and identify factors that will affect carrying capacity.
3
I can predict what will happen to the size of a population based on its carrying capacity.
3
I can graph data based on information about population growth and decline.
4
I can identify and describe predator/prey relationships in an ecosystem.
4
I can identify and describe competitive relationships in an ecosystem.
4
I can identify and describe symbiotic relationships in an ecosystem.
Vocabulary:
Ecology
Biotic
Abiotic
Organism
Population
Community
Ecosystem
Biosphere
Limiting Factor
Carrying Capacity
Predator
Prey
Habitat
Niche
Interdependence
Predation
Symbiotic relationship
Mutualism
Commensalism
Parasites
Activities/Tasks:
Day 1
 Hand out Interdependence packet
 Notes: Foldable of Biotic vs. Abiotic
o Include Definition of each, 7 Characteristics of Life & Six Kingdoms of Living Things
 Notes: Biotic vs. Abiotic and the 7 Characteristics of Life
 EP- Characteristics of Life worksheet. Packet pgs. 2-3
 ADV EP-Characteristics of Life worksheet. Packet pgs. 2-3
Day 2
 Notes: The 6 Kingdoms of Life
 EP- Six Kingdoms worksheet. Packet pg. 4
 ADV EP- Six Kingdoms worksheet. Packet pg. 4
Day 3
 Complete vocabulary over levels of the ecosystem
o Packet pg. 6
 Activity: Vocabulary Pictionary
 EP- Biotic or Abiotic? Worksheet. Packet pg. 5
 ADV EP- Biotic or Abiotic? Worksheet. Packet pg. 5
Day 4
 Notes: Levels of the Environment
o Packet pg. 7-8
 Draw a picture of an ecosystem on packet pg. 8
 Activity: Sorting Levels of the Ecosystem Cards
 EP- Living Things and the Environment worksheet. Packet pg. 12-13
 ADV EP- Living Things and the Environment worksheet. Packet pg. 12-13
Day 5
 Vocabulary Quiz: Levels of the Ecosystem
 Video: Mono Lake
o Mono Lake video questions- pg. 16
 EP- Organisms and Their Environments worksheet. Packet pg. 14-15
 ADV EP- Organisms and Their Environments worksheet. Packet pg. 14-15
Day 6
 Lab: Bears in the Forest
 EP- Finish lab questions. Packet pg. 17-18
 ADV EP- Finish lab questions. Packet pg. 17-18
Day 7
 Notes: Limiting Factors (Food/water, Space, Climate, Disease, Introduced species)
o Packet pg. 9
 Video clip: Battle at Kruger (YouTube)
 EP- Factors that Affect a Community worksheet. Packet pgs. 19-20
 ADV EP- Factors that Affect a Community worksheet. Packet pgs. 19-20
Day 8
 Video clip: Toad Warrior’s and Venomous Snakes (United streaming)
 Notes: Limiting Factors (Interactions- Competition & Predator/Prey) & Carrying Capacity
o Packet pg. 9-10
 Draw a predator/prey graph. Packet pg. 10
 EP- Mono Lake Data worksheet. Packet pg. 21-24
 ADV EP- Mono Lake Data worksheet. Packet pg. 21-24
Day 10
 Notes: Carrying Capacity- Predator/Prey graphs
 EP- Deer: Predation and Starvation worksheet. Packet pg. 25-27
 ADV EP- Deer: Predation and Starvation worksheet. Packet pg. 25-27
Day 11
 Video: Hunting and Escaping
o Packet pg. 29-30
 EP- Interactions among Organisms worksheet. Packet pg. 28
 ADV EP- Interactions among Organisms worksheet. Packet pg. 28
Day 12
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Quiz: Limiting Factors & Carrying Capacity
Review Homework
EP- none
ADV EP- none
Day 13
 Notes: Symbiotic Relationships (Mutualism, Commensalism & Parasitism) & Coevolution
o Packet pg. 11
 Video clips: Monster’s Inside Me (YouTube)
 Maggots in my hand
 Killer cat scratch
 Parasite invades eye
 Letting the bed bugs bite
 Worm in my butt
 EP- Symbiotic Relationships. Packet pg. 31-32
 ADV EP- Symbiotic Relationships. Packet pg. 31-32
Day 14
 Video: The Trials of Life- Living Together
o Packet pg. 33-34
 EP- Study guide
 ADV EP- Study guide
Day 15
 Complete study guide for test/ORQ
 EP- study for test/ORQ
 ADV EP- study for test/ORQ
Day 16
 Interdependence Test/ORQ
 EP- none
 ADV EP- none
Day 17
 If needed
Accommodations for Special Populations
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1.) Students with Individual Education Plans (IEP) or 504 plans
Accommodations/Modifications will be based on a student’s individual education plan (IEP) or
504 plan. Some of the accommodations/modifications may include:
Modified assignments
Extended Time
Reader
Scribe
Paraphrasing
2.) Students with English Language Learner plans (ELL)
Accommodations/Modifications will be based on a student’s English language learner plan
(ELL). Some of the accommodations/modifications may include:
Modified assignments
Extended Time
Reader
Scribe
Paraphrasing
Graphic organizers and visual aids
3.) Students with a Gifted Student Services Plan (GSSP)
Possible modifications may include:
Extensions/Enrichment
Acceleration
Cluster Grouping
Independent Study
Instructional Grouping
Advanced courses are available if the entrance criteria is met.