Objectives SWBAT: Draw conclusions about a food web including the biotic relationships, dependence, and competition over components. SWBAT: Investigate how populations compete for resources, and the relationships within an ecosystem SWBAT: Summarize their findings on the populations competing for resources and the relationships through a presentation to the class SWBAT: Generate a hypothesis on a limiting factor in an ecosystem SWBAT: Review of the TEKS for Ecology Unit 1 8.11 The student knows that interdependence occurs among living systems and the environment and that human activities can affect theses systems (A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems; (B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors suach as quantity of light, water, range of temperatures, or soil composition P ENGAGE: WARM up quiz on last weeks topics ENGAGE: Video of a scientist exploring the variety of relationships in an ecosystem ENGAGE: Last minute preparation for presentations ENGAGE: Video on Limiting Factors ENGAGE: Warm up review Quiz
Heffner LP for November 3 - November 7
LA EXPLORE Students will get into groups of 3 and explore questions based on a food web assigned to them. EXPLAIN As the students are completing their tasks, the teacher will be moving around the classroom and helping them with any misconceptions or issue they might have with a question ELABORATE: Ask the students to think about how they might have answered these questions differently given a marine ecosystem. EXPLORE Students will work in teams of 4 to investigate a question based on an ecosystem and it's biotic relationships EXPLAIN As the students are investigating, make sure they have an understanding of the ecosystem they are exploring ELABORATE Have the students create a food web of their ecosystem
EXPLORE: Students will take notes as other groups are making their presentations to the class EXPLAIN: While the students are presenting, the teacher will further clear up any misconceptions ELABORATE: Have each group think about one thing they could have done differently after everyone has presented EXPLORE: Explore a limiting factor through an activity on lily pads EXPLAIN: Class discussion on the lily pad activity ELABORATE: Think/Pair/Share on other possible limiting factors in an ecosystme EXPLORE: Task card lab exploration of the TEKS for Ecology Unit 1 EXPLAIN: Help students where needed with explanations and misconceptions they may have ELABORATE: Have the students come up with their own question. N EVALUATE/ASSESS Students will turn in a sheet with their answers to the questions on them
EVALUATE/ASSESS: Exit ticket on one important fact they learned about their ecosystem EVALUATE/ASSESS: Exit Ticket: Name one thing you learned about another group's presentation EVALUATE/ASSESS: Exit Ticket: Name 3 Possible Limiting factors an ecosystem might have EVALUATE/ASSESS: All students answer one of their peer's questions Resources Food web hand out Questions about food web Answer sheet for Questions Student Science Journal
Question handouts Butcher Paper Markers Map Pencils Student Science Journal Computers and Student Devices Index Cards Butcher Paper Markers Map Pencils Student Science Journal Computers and Student Devices Index Cards Lily Pad limiting factors handout Student Science Journal Index Cards Task Cards Task Card Answer Handout Student Science Journal Index Cards