Unit: We Built a Zoo Content Area: Science Unit Standards: L.EC.06.

L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) components of an ecosystem. L.OL.06.51 Classify producers, consumers, and decomposers based on their source of food (the source of energy and building materials). L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy. L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey). L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency. L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships in the food web. L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems. L.EC.06.42 Predict possible consequences of overpopulation of organisms, including humans, (for example: species extinction, resource depletion, climate change, pollution).

Unit Objectives: A student will be able to describe the biotic and abiotic factors of seven ecosystems/biomes. A student will be able to determine if an organism is a producer, consumer or decomposer based on the way they obtain energy. A student will be able to give examples of producer, consumers and decomposers. A student will be able to define the terms competition, parasitism, symbiosis and predator/prey relationships. A student will be able to give examples of specific animals that use competition, parasitism and symbiosis. A student will be able to explain how two organisms can have a mutually beneficial relationship and how that can lead to interdependency. A student will be able to predict the impact on the food web when one population changes. A student will be able to describe the positive and negative impacts humans have on the ecosystem. A student will be able to explain how actions of humans accidentally or purposefully impact an ecosystem. A student will be able to predict the impact of overpopulation of a species.

Overview: Students will learn about factors that determine a biome or ecosystem, including living and nonliving factors, relationships and interdependence of animal populations. Students will learn about the impact humans have had on the distribution, survival and extinction of animals through the use of video and book texts. Through the use of these texts students will discover both sides in the controversy of animal rights in zoos and then develop a zoo that provides the best atmosphere possible for the animals that will live there. Resources used: French, Thomas. Zoo Story: Life in the Garden of Captives. Hyperion, 2010. This story follows the rights of animals in Tampas Lowry Zoo and looks at the positives and negative aspects of zoos.

Van Tuyl, Christine. Zoos and Animal Welfare (Issues that Concern You). Greenhaven Press, 2007. This book provides an equal evaluation of the ethical question of zoos.

Turvey, Samuel. Witness to Extinction: How we Failed to Save the Yangtze River Dolphin. Oxford University Press, 2009. This story examines Turveys efforts to save a dolphin species in China.

Mack, Andrew L. Searching for Pekpek: Cassowaries and Conservation in the New Guinea Rainforest. Cassowary Conservation & Press, 2014. This story looks at the conservation efforts to save the New Guinea Cassowary

McDougal Littell Science: Student Edition Grade 7 Life Science 2006. McDougal Littell Publishing, 2006 This is a middle school biology textbook students will use as a reference.

Lesson Plan Day 1 Intro to abiotic and biotic factors of ecosystems Objective: Students will learn about the factors that define specific ecosystems or biomes. These factors include seasonal temperature, seasonal precipitation, flora and fauna. Content Standard: L.EC.06.31 Identify the living (biotic) and nonliving (abiotic) components of an ecosystem. Lesson: Class will brainstorm factors that make up an ecosystem Teacher will instruct further on abiotic (non-living) components and biotic (living) components Students will read their textbooks covering the sections on ecosystems and take split page notes

Lesson Plan Day 2 Intro to African savannas and deserts Objective: Students will learn about the factors that make up the African savanna (grassland) and desert. Content Standard: See Day 1 Lesson Class will watch video of African Savannah at http://www.youtube.com/watch?v=TukJW-wng0 Students will Think-Pair-Share with their neighbor about biotic and abiotic factors of the African savannah and desert Class will discuss factors of the savannah as well as human impacts If needed class will watch video again to solidify their answers Class will then discuss desert ecosystem factors

Lesson Plan Day 3 WORK DAY Objective: Students will research their chosen animals from Africa. Content Standard: See Day 1 Lesson: Students will research their animals using a Web-Quest to get them started

Lesson Plan Day 4 Organization of ecosystems Objective: Students will learn the structure of ecosystems and how the organisms obtain energy (producers, consumers and decomposers) Content Standard: L.OL.06.51 Classify producers, consumers, and decomposers based on their source of food (the source of energy and building materials). L.OL.06.52 Distinguish between the ways in which consumers and decomposers obtain energy. Lesson: Class will brainstorm how animals get food Class will learn about producers, consumers and decomposers by viewing a PowerPoint presentation and complete a concept map

Lesson Plan Day 5 Organization of food chain Objective: Discuss organization of food chain using African animals and explain how different organisms interact with each other (competition, parasitism, Content Standard: Lesson Students will complete an Anticipation Guide about animal relationships Students will watch videos below o Community Interactions: http://www.youtube.com/watch?v=D1aRSeT-mQE o Animal partnerships: http://www.youtube.com/watch?v=Qqa0OPbdvjw o Mutualism: http://www.youtube.com/watch?v=zSmL2F1t81Q Students will complete Anticipation Guide Class will discuss answers L.EC.06.21 Describe common patterns of relationships between and among populations (competition, parasitism, symbiosis, predator/prey). L.EC.06.22 Explain how two populations of organisms can be mutually beneficial and how that can lead to interdependency.

Lesson Plan Day 6 Intro to biomes of Asia and Australia Objective: Students will learn about the factors that make up the dominant biomes (Coniferous forest, Arctic and temperate forest) of Asia and Australia Content Standards: See Day 1 Lesson Students will brainstorm factors of the taiga, arctic and temperate forests Students will watch following videos o http://www.youtube.com/watch?v=4b91MGt-Bg4 o http://www.youtube.com/watch?v=BrAXujzQ70c Class will discuss factors together Students will read the applicable biome text from their textbooks

Lesson Plan Day 7 Discuss the consequences of human overpopulation Objective: Students will learn the negative effects of human population on the distribution and survival of plants and animals. Content Standards: E.ES.03.51 Describe ways humans are dependent on the natural environment (forests, water, clean air, Earth materials) and constructed environments (homes, neighborhoods, shopping malls, factories, and industry). E.ES.03.52 Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable, and non-renewable resources). Lesson Students will read work in small groups to complete a probable passage Reading will be about the negative impacts humans have on the environment o Readings from Mack and Turvey Class will discuss reading Class will then read about mitigation factors humans have taken that have benefitted animals o Reading from Mack Class will discuss further

Lesson Plan Day 8 Human impact on ecosystems Objective: Students will discuss the impact of humans on the ecosystem, both good and bad. Content Standards: See Day 7 Lesson Students will form into groups of six to read a different articles about zoos to do jigsaw reading Groups will be reading excerpts from: o French o Van Tuyl Group will summarize reading and discuss main points Groups will switch so that one member from each group has read the article Students will present their article and discuss with group

Lesson Plan Day 9 Work Day Objective: Students will research their chosen animals from SW Asia and Australia. Content Standards: See Day 1 Lesson Students will have class time to research chosen animals

Lesson Plan Day 10 Work Day Objective: Students will research animal habitats so they can begin to design the interior of the cage Content Standards: See Day 1 Lesson Students will have time to research chosen animals and their environmental needs Students will complete an exit slip on biomes as well as write a brief paragraph describing their progress on the assignments

Lesson Plan Day 11 Biomes of North and South America Objective: Students will learn about the remaining biomes (rainforest, mountain) through study of North and South American habitats Content Standards: See Day 1 Lesson Students will brainstorm the factors that make up a rainforest and mountain habitat Class will watch the following videos o http://www.youtube.com/watch?v=ezGjPmz7LEY o http://www.youtube.com/watch?v=-9sKTUfFfsM Class will read from their textbook

Lesson Plan Day 12 Work Day Objective: Students will discuss research their chosen animals from South America and work on their cage design. Content Standards: See Day 1 Lesson Students will have class time to research their chosen animals Students will also have time to work on their cage design

Lesson Plan Day 13 Review of Biomes Objective: Students will review all biomes and create a biome map. Content Standard: See Day 1 Lesson Teacher will divide class into groups of 7 Within each group of 7 one student will be responsible for completing a biome description of one of the following: o Desert o Grassland o Arctic o Tropical Rainforest o Temperate Forest o Coniferous Forest o Mountain Class will get started on the biome map and descriptions while watching a video found at: http://www.youtube.com/watch?v=v7cZ3b6PH2s

Lesson Plan Day 14 Work Day Objective: Students will have class time to finish up their assignments Content Standards: See Content Standards for Unit Lesson Students will have 15 minutes to work on their assignments Class will be split up into groups of four for a workshop o Groups will listen to 5 minute presentations from each student o Groups will have 2 minutes to give critiques of the information Any remaining class time will be used to make improvements

Day 15 Presentation Day Objective: Students will showcase what they have learned throughout the unit Content Standard: See Content Standards for Unit Lesson Students will present their animal facts and show their cage designs