Food Webs Across the Ecosystems
Unit Plan
By: Caroline Hardeman, Francisca Lozano,
Monica Luna-velasquez
Subject: 6th and 7th Grade Life Science
Estimated Lesson Time: Will vary from class to class
California Content Standards:
Grade 6
Ecology (Life Sciences)
6.5. a. Student know energy entering ecosystems as sunlight is transferred by producers
into chemical energy through photosynthesis and then from organism to organism
through food webs.
6.5. b. Students know matter is transferred over time from one organism to others in the
food web and between organisms and the physical environment.
6.5. c. Students know populations of organisms can be characterized by the functions they
serve in an ecosystem.
6.5. d. Students know different kinds of organisms may play similar ecological roles in
similar biomes.
6.5.e. Students know the number and types of organisms an ecosystem can support
depends on the resources available and on abiotic factors, such as quantities of light and
water, a range of temperatures, and soil composition.
Grade 7
Evolution
7.3. Biological evolution accounts for the diversity of species developed
through gradual processes over many generations. As a basis for
understanding this concept:
7.3.a. Students know both genetic variation and environmental factors are
causes of evolution and diversity of organisms.
7.3.c. Students know how independent lines of evidence from geology,
fossils, and comparative anatomy provide the bases for the theory of
evolution.
7.3.d. Students know how to construct a simple branching diagram to
classify living groups of organisms by shared derived characteristics and
how to expand the diagram to include fossil organisms.
7.3.e. Students know that extinction of a species occurs when the
environment changes and the adaptive characteristics of a species are
insufficient for its survival.
Lesson Objectives: Students will become familiar with the Intertidal, Neridic,
Oceanic and Benthic ecosystem organisms and processes occurring in each. They
will examine the process of photosynthesis and its role in the stability of food
webs within ecosystems. Students will then identify characteristics of different
ecosystems and the differences and similarities among them. Students will
classify the organisms within each ecosystem and the purposes each serves.
Key Vocabulary:
Any vocabulary that is associated with marine ecosystems, including, but
not limited to: photosynthesis, consumer, producers, web, ecosystem, etc.
Anticipatory Set:
Students will be introduced to the different marine ecosystems. They will
be asked to brainstorm occupations that do not have any connection to the ocean.
The instructor will lead students through the creation of a K-W-L chart to assess
prior knowledge and student interest. Student might also participate in a photo
walk and hypothesize about the content of the lesson will encompass.
Input:
The lesson will begin with an introduction to the vocabulary of a food web.
In an marine centered biome, phytoplankton and other microscopic organisms
are the primary producers, and therefore support the entire food web. These
organisms produce energy through the process of photosynthesis. Initially,
students will learn about the process of photosynthesis. They will become
familiar with the formula for the process and come to understand the significant
role the process plays in all ecosystems, especially those in the ocean..
This can be demonstrated through a simple lab with elodea plants. The lesson
plan can be found at:
http://www.ncsec.org/cadre2/team22_2/teachers/elodealab.htm
(Note: The above lab does take preparation and time to complete. If you plan on
using it, be prepared to do so at least 1 class period prior to continuing)
Modeling:
The teacher will model good note taking strategies. They will
also emphasize getting all of the information and adding their own
notes to make the notes more meaningful.
Independent Practice:
The students will then make a wet mount slide (covered in the
previous lab) of the fertilized solution and begin to identify the stages
of cell division and mitosis.
At the end of the day, refrigerate the fertilized solution to
preserve it for the following day.
Guided Practice:
The teacher will assist students in identifying the appropriate
phases by having them refer to their notes as to the characteristics of
each phase. The teacher will also (if equipment is available) find the
phases on a video microscope so students can see what they are
supposed to be finding.
Closure:
For their conclusion of the lab students will answer this
question in their lab books: Using your notes from class, explain what
is happening in each stage cell division and mitosis for each picture
that you drew.
Assessment:
Students will be tested on the phases and characteristics of cell
division and mitosis in the form of a chapter test.
Adaptations For:
ESL: Emphasize the vocabulary and how it relates to each phase
LD: Have them draw the phases as you find them on the video
microscope
GATE: When they are finished allow them to dissect the spawned
specimens
Learning Modalities:
Auditory: Lecture notes, Lab instructions
Visual: Notes on the board, Teacher demonstrations
Kinesthetic: Creating a wet mount slide, Operation of he microscope,
Drawing cell division phases in their notes and in lab books
Classroom Management:
Students will be reminded that their behavior in the note taking
part of the unit will effect their participation in the lab portion of it.
Students will need to be reminded of how behave if they are not
to lose their privileges of participating in lab. In our classes they will
be issues a “Lab Safety Citation” if they choose to misbehave in lab.
This results in a zero for the lab no matter how much they have done.
Paraprofessional Management:
Aides in the classroom will assist students as they need based
on their individual situations. They will bring any specific problems
that they cannot address to the teacher’s attention for individual
assessment.
Materials/Technologies:
Student microscopes
Video Microscope (if available)
25 gauge syringe
Sea urchins: Strongylocentrotus purpuratus
Or other urchin species
Beakers for catching gametes
Slides, cover slips, eye droppers (for wet mounts)
Student Lab Books (used in our classes)
6th grade lesson extension activity for 6th grade dana
point field trip
Students will be going to dana point for a day at the tide
pools and bluffs. As part of the study of food webs, students
will create a marine life field guide.
Within each tide pool, student study groups will catalog the
creatures. They will draw images, write descriptions, and
count numbers. We will map out the pools, label them, and
record our findings.
Students will take photographs with disposable cameras
and will create laminated guide cards for future classes to
utilize. Future classes will compare data to see if organism
populations fluctuate from year to year.
http://www.panda.org/news_facts/education/virtual_wildlife/wild_places/oceans.cfm
http://www.enchantedlearning.com/Home.html
http://oceanography.geol.ucsb.edu/Student_Pages/Paul/glossary.html
http://www.bigelow.org/foodweb/
http://oceanography.geol.ucsb.edu/Student_Pages/Paul/biolprod.html
http://www.cabrilloaq.org/previsit.html
http://www.pbs.org/wnet/nature/edgeofsea/tidepool.html (virtual tide pool)
http://montereybay.nos.noaa.gov/visitor/TidePool/welcome.html
Caroline: rfnjy48@earthlink.net
Francisca: franciscaduran@mybluelight.com
Monica: mvelasquez@huensd.k12.ca.us