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ECOLOGY

Grade 9, 10- Ecology

Standards:

NYS Living Environment Core Curriculum

Key Idea 6: Plants and animals depend on each other and their physical environmental

Performance Indicators 6.1, 6.2, 6.3

NGSS

LS1.C, LS2.B, LS2.A

Pre-Requisite Skills

In addition to basic reading and writing skills, students should have some prior knowledge of reading

and creating graphs, the terms habitat, herbivore, carnivore, omnivore, the idea that different regions of

the world are home to different types of species.

Unit Objectives: Ecology

Students will come to understand the

• interdependencies of organisms in an ecosystem

• visual diagrams used to represent these relationships

• types of relationships that exist between organisms

• flow of energy from the sun to all life on earth

• limiting factors on the growth of organisms

• the cycles of nutrients and water as they are used and re-used throughout nature

• importance of biodiversity of organisms for stability in ecosystems

Unit Vocabulary

ecosystem, biome, producer, primary consumer, secondary consumer, decomposer, food chains, food

webs, species, population, community, niche, predator, prey, parasitic, host, symbiosis, mutualism,

commensalism, parasitism, biotic, abiotic, autotroph, heterotroph, photosynthesis, trophic level, energy

pyramid, biodiversity, microinvertebrates, macroinvertebrates,competition, carrying capacity, density

dependent limiting factors, density independent factors,evaporation, transpiration, condensation,

carbon, nitrogen, phosphorus, pioneer species, primary succession, secondary succession

Outline of Lessons

1. Introduction to Producers, Consumers, Decomposers and Food Webs

Vocabulary:

ecosystem, biome, producer, primary consumer, secondary consumer, decomposer, food

chains, food webs

Brief outline:

Vocabulary will be introduced and clearly explained with many examples given. As a class we

will construct a local food web on the board. Students will complete a formative assessment of

vocab using whiteboards to catagorize organisms. Students will work together to color code a

food web and share their findings.

2. Populations, Communities, and Interrelationships

Vocabulary: species, population, community, niche, predator, prey, parasitic, host, symbiosis,

mutualism, commensalism, parasitism, biotic, abiotic

Brief Outline:

Class will include Web Of Life activity to tie into the material learned in the last class.

Vocabulary will be introduced and clearly explained with many examples given, including color

images of organisms in their environments. Class will watch informative video explaining

types of Symbiotic relationships, and complete a worksheet to answer questions found in

the video. http://education-portal.com/academy/lesson/symbiotic-relationships-mutualism-

commensalism-amensalism.html

Students will be grouped and given non-fiction reading material describing the relationships

between 2 organisms. Groups will determine the type of relationship being described and report

to the class (jig-saw style)

3. Trophic Levels and Energy Flow

Vocabulary: autotroph, heterotroph, photosynthesis, trophic level, energy pyramid

Brief Outline:

Students will be introduced to the concept of energy flow and the 10% rule. Visual examples

will be included. Students will begin PopCorn lab: Using pop corn and containers, students will

http://education-portal.com/academy/lesson/symbiotic-relationships-mutualism-

http://education-portal.com/academy/lesson/symbiotic-relationships-mutualism-commensalism-amensalism.html

create a model of energy flow through an ecological system.

4. Lab Completion & Review Day

Brief Outline:

Students will be provided time to finish their PopCorn lab from the previous lesson or cycle

through review stations to reinforce vocabulary and concepts presented thus far. A whole group

Jeopardy-style review game will be included. If time allows, we will discuss trophic levels as

they relate to human population and world wide food consumption.

5. Carrying Capacity Lab

Students will act out the role of bears using the Too Many Bears lab, discussing the results and

implications.

6. Limiting Factors in an Ecosystem

Vocabulary: competition, carrying capacity, density dependent limiting factors, density

independent factors

Brief Outline:


images of organisms in their environments. Student will watch video describing limiting factors

for sturgeon: https://www.youtube.com/watch?v=QI2ixJeIxEU and …..

7. Ecological Succession

Vocabulary pioneer species, primary succession, secondary succession

Brief Outline:


images of organisms in their environments. Students will watch video: http://education-

portal.com/academy/lesson/ecological-succession-from-pioneer-to-climax-communities.html

Students will work independently on Pond Succession worksheet, followed by discussion

8. Recap and Review before exam

Using questions from previous Regents Exams, we will review material from the unit and

http://education-portal.com/academy/lesson/ecological-succession-from-pioneer-to-climax-communities.html

http://education-portal.com/academy/lesson/ecological-succession-from-pioneer-to-climax-communities.html

https://www.youtube.com/watch?v=QI2ixJeIxEU

practice for the exam the following day.

9. Exam

Composed of 18 Regents questions. Includes multiple choice and short answer.

10. Supplemental Lesson- Safety in the Lab

Students will learn about the potential dangers in the science lab and procedures and rules.

Introduction to the Producers, Consumers, Decomposers and Food Webs

Lesson Plan:

Student Learning Standards:

NYS Intermediate Science- Core Curriculum

6.1a

6.1b

Next Generation Science Standards

LS2.B: Cycle of Matter and Energy Transfer Through Ecosystems

Student/Class Profile NOTE: (this profile differs from the rest of the lessons in this unit plan. This

lesson was originally designed to be presented in both English and Spanish. I am including it in this

unit plan in its original format to remind potential employers of my ability to instruct bilingually)

22 Students. 12 girls, 3 black, 9 Hispanic ELL students

This is a mixed classroom of middle-class, suburban 8th graders and recent Spanish speaking

immigrants. The students tend to self-segregate and so I assigned seats, pairing students who are

struggling with the language with native English speaking students. This arrangement

encourages peer teaching and cuts down on the normal social chit-chat that disrupts my other

sections. Many of the ELL students are living with relatives in the community and may have

difficulty finding time/space to study- I have arranged to meet with them during my 5th period

prep and after-school three days a week to provide additional support and time to re-teach when

necessary. The class is taught in a bi-lingual manner, but all students are encouraged to

complete their work in English.

Learning Outcomes

Pre-requisite knowledge: Students should have a general understanding that a habitat is an

animal's home and that a habitat provides all of the resources that an animal needs to live

(food, water, shelter, space). Students should also know the terms herbivore, carnivore,

omnivore and photosynthesis.

This lesson is an introduction to the basic vocabulary terms used in Ecology:

ecosystem, biotic, producer, primary consumer, secondary consumer, decomposer, food chains

& food webs.

Skills addressed in this lesson

• developing a model to demonstrate interrelationships between organisms in an ecosystem

At the end of this lesson students will be able to say “I can explain the difference between a

producer and a consumer. I identify examples of organisms that are decomposers. I can

develop a model to show the interrelationships of these 3 types of organisms using a food

web.”

Cognitive Engagement

When students first enter the room they will see three pictures representing different habitats

(color images, projected onto the screen) and the question “What is an ecosystem?” This “do

now” style question will tap into their previous knowledge, provide the starting point for our

conversation, and give a visual cue about what they can expect from class today. This

introductory conversation will let me gauge their background knowledge. If students seem

unclear or confused by terms like herbivore and carnivore, I will be sure to re-teach and

thoroughly explain them during this lesson using examples, images and by referring back to

them often when appropriate.

Students will be provided with a graphic organizer for note taking. I will introduce topic of

ecology, ecosystems, and the vocabulary word Producers. I will explain the important

connection between the sun to producers and review the term photosynthesis. I will provide a

few examples of producers at the beginning and then ask the class to name examples from

different kinds of habitats or ecosystems. Once we have a clear idea of what kinds of organisms

are classified as producers, I will initiate a peer-teaching mini-review with students explaining

to their partners all of the information covered thus far. While they are teaching, I will walk

around the pairs to check for accuracy.

Next, I will distribute a list of local producers (and show an image of the region) and ask for a

few examples from the list. Using these, I'll begin to create a diagram on the side of the board

that will be the basis for a local food web. Note: fruit, nut and seed bearing plants will be

specially highlighted as important producers in terrestrial ecosystems.

Providing images of the region and also of the specific plants is critical for this group of

students, many of whom have not had the opportunity to explore the local forested areas, and

are therefore unfamiliar with the species present.

Continuing the lesson, I will introduce the terms Consumers (primary and secondary) and then

Decomposers, following the same pattern (provide examples, ask for examples, peer-teaching

mini-review, then adding organisms to the food web). Once the local food web is complete I

will carefully explain the diagram, how it represents energy flow and point out how the

organisms are interconnected.

To check understanding of the vocabulary, I will use a prepared PowerPoint type presentation

with images of many different examples of producers, consumers and decomposers from

various ecosystems. I will pass out whiteboards & markers, and instruct the class to write P, C

or D for the organism presented. This will be a fast-paced activity, with about 5 seconds for

students to write the letter before being asked to hold it up and show me.

If the class seems to be struggling with the examples, I will allow more time, and provide a

clear explanation between slides. This activity will provide practice for all students,

especially the ELL students. Images, instead of written words, will help with comprehension,

and in this particular case, the letters “P, C & D” align in both languages.

Once I am sure that the whole class understands the terms and can correctly recognize

organisms of the 3 types, I will pass out diagrams of completed food webs representing

terrestrial and aquatic ecosystems. Students will work in pairs (already determined by seating

chart) to color code the diagram. There will be a variety of ecosystems represented, but there

will be duplicity among the class (each pair of students will not have a unique food web- one or

two groups will have the same one). I will then ask for pairs to come to the front (one at a

time) to project their diagram on the screen (using the overhead projector) and explain their

food web to the class, being sure to use correct vocabulary. Pairs with identical webs will be

asked to compare their work and agree or disagree with their classmates determinations.

During the last few minutes of the class I will explain the homework and provide an opportunity

for work to begin in class, paying close attention to those students who may have struggled with

the earlier exercises. The homework will be to draw a food web using a provided, illustrated list

of organisms (3 lists will be provided, students must choose one).

Adjustment and Modifications

To ensure comprehension for the ELL students, the majority of the class will be instructed in

both English and Spanish. Additionally, images and diagrams will be used throughout the lesson

to visually support the concepts.

This lesson provides scaffolding which should increase the students' level of success with the

assignment. These include: first creating a food web as a class and becoming familiar with the

terms, working to assign the vocabulary to a completed diagram of a food web with a partner,

then finally creating a food web individually.

When students are working together to color-code their food web diagrams, they will be able to

chat quietly about their choices- this time will be an opportunity for students to answer each

other's questions. ELL students can practice their English, and English speakers will gain a

deeper understanding of the topic when they are able to re-teach the ideas to their peers. Color-

coding also appeals to visual learners and will help make the categories more obvious.

Modifications will be made throughout the lesson based on feedback from students and results

of their formative assessments (peer instruction and white board activity). Possible

modifications could include re-teaching with alternate examples, video presentation of

vocabulary and concepts, or a charades-type game with students acting out the roles of the

various components in the ecosystem.

Assessments

I will check students' prior knowledge at the beginning of class, and have planned time in the

lesson for reinforcement, re-teaching or reviewing if necessary. I plan to incorporate the “old”

vocabulary with the new to make sure students understand that there are many specific terms

used to describe characteristics of organisms.

The several “peer-teaching mini-review” sessions will provide an opportunity for formative

assessment throughout the lesson. Also, I will check for understanding using images of

organisms- each student will have a white boards and will practice categorizing using the new

terms. I will be able to see the answers, but the other students will not, reducing the chance that

an individual will mark down an answer simply because their neighbors chose it.

When students are working together to color-code their food web diagrams, they will be able to

chat quietly about their choices- this time will be an opportunity for students to answer each

other's questions. ELL students can practice their English, and English speakers will gain a

deeper understanding of the topic when they are able to re-teach the ideas to their peers. Color-

coding also appeals to visual learners and will help make the categories more obvious.

The homework will provide and opportunity for students to demonstrate their new knowledge

of the terms and create a labeled food web. The format provides an amount of choice,

increasing the likelihood that the assignment will be completed.

Materials Needed

• completed slide show with appropriate images, computer and projector

• graphic organizer and colored pencils/pens for note taking

• Colored chalk (for blackboard) or colored dry-erase markers (for whiteboard)

• blue and green tags for student desks (to help organize peer-teaching review)

• small white boards, makers, and erasers for each student

• food web work sheets and colored pencils

• homework assignment sheets

Name____________________________________ Ecology Homework

Draw a food web using at least 7 of the organisms listed below. Be sure to draw arrows to represent

energy flow between organisms.

Snakes- Trees- Bacteria- Deer- Flower Seeds- Mice- Insect eating Birds- Mountain Lions- Grasses

-Rabbits- Mice- Seed eating Birds- Hawks- Mushrooms- Bark beetles

Clover

Black CherryTree

Chestnut OakTree

HemlockTree

WildBlueberry

BlackRaspberry

Maple Tree

Wild Grasses

Ferns

Organisms in anEcosystems

Receives Energy from:

Examples:

Producers

Consumers

• Primary

• Secondary

Decomposers

Name____________________________ Directions: Work with your partner to identify the Producers, Primary consumers, Secondary consumers, (and tertiary consumers, if any). Circle the organisms using the code below:

Question: Which group of organism discussed in class is NOT represented by this food web?___________________________

Producers=GreenPrimary Consumers-BlueSecondary Consumers-RedTertiary Consumers- Yellow

Populations, Communities, and Interrelationships

Lesson Plan:


NGSSMS-LS2-2, LS2.A

NYState Living Environment Core Curriculum

6.1a, 6.1g, 6.3a

Student/Class Profile

24 Students, 13 girls, 5 black, 2 Asian, 3 Hispanic

This is a 10th grade Regents level biology class in a suburban/rural setting. The majority of the students

have been with each other since elementary school. There are two students who are new to the district

this year. There are three medicated ADD students in this class, and the results of my initial Learning

Style Inventory indicates many (14) visual and kinesthetic learners among the class.

Rationale: I have chosen the activities in this lesson for the following reasons

• the Do Now activity taps into prior knowledge and prepares students for the new lesson. I am

including pictures of animals for my visual learners

• Introduction of new vocabulary will be short (for ADD students), include color images (for

visual learners) and graphic organizer/note page will help keep all students organized

• Web Of Life activity is hands-on, engaging, clearly demonstrates concepts, and gets students up

and out of their seats (for my kinetic learners)

• I have divided the lesson into two parts to separate the amount of new vocabulary introduced at

once which can be overwhelming for students

• Students will be paired during the non-fiction reading assignment. This provides an opportunity

for peer-teaching and discussion. Students can bounce ideas off their partner and reach a

decision before presenting their determination to the class.

Learning Outcomes

Prerequisite knowledge: This lesson will build on the previous class material. Students should

be familiar with the following concepts and vocabulary: ecosystem, biotic, producer, primary

consumer, secondary consumer, decomposer, food chains & food webs

New vocabulary to be introduced: species, population, community, niche, predator, prey, symbiosis,

parasite, host, mutualism, commensalism, & parasitism.

Skills that will be addressed in this lesson:

• classifying organisms and relationships using new vocabulary

• analysis of non-fiction reading material and collaboration with classmates

Cognitive Engagement and Groups

This lesson will begin with a review of vocabulary from the last class (producer, consumer etc)

using a Do Now matching activity. Four organisms (labeled A,B,C,D) will be projected onto the board,

and six possible responses will be provided. Students will be asked to chose the correct 4 that best

describe to organisms listed. Once students have all arrived, I will give one extra minute and then go

over the correct answers, addressing any confusion at that time.

New vocabulary will be introduced using a slide-show or Prezi type of presentation. Students

will be provided with a note page or graphic organizer to assist their note taking. New vocabulary will

include species, population, community, niche, predator and prey. Once these terms have been

introduced we will move on to the activity and practice using the terms in context.

Students will be asked to help move desks to the sides of the room to provide an open space in

the middle. I will ask them to circle up and begin to explain the Web Of Life activity. Once I have

checked for understanding (Thumbs Up, Thumbs Down), I will hand out the cards and begin the

activity.

The Web Of Life activity uses string to connect different organisms in an ecosystem and

demonstrates both interconnectedness and dependency on energy from the sun. Terms from this lesson

and the previous lesson will be used to describe the relationships between the organisms as they are

connected. For example: Green Plants are connected to the Sun because they need the sun's energy for

photosynthesis (plants are producers ), Insects are connected to Green Plants because they eat the

plants (insects are primary consumers), a toad is connected to insects because they are it's prey (a toad

is a secondary consumer and a predator) etc.

Once this activity is complete, we will discuss and debrief. I will ask questions that require the

students to think about the implications when changes effect the ecosystem.

During the second half of the class I will introduce the next set of vocabulary (symbiosis,

parasite, host, mutualism, commensalism, & parasitism) using a video clip with a fill-in worksheet for

students. Link to video:http://education-portal.com/academy/lesson/symbiotic-relationships-mutualism-

commensalism-amensalism.html. I plan to pause the video at key moments to highlight the importance

of the topic, and to address any questions the students may have.

Our last activity is a short non-fiction reading jigsaw. Students will be paired with their seat-

mate and given a brief description of two organisms and their interactions with each other. As a team

they will have to determine if the relationship fits into the category of mutualism, commensalism,

parasitism, or predator-prey. Groups that finish early may read a second example.

I will write the categories on the board while they are reading, and once everyone has finished, I

will ask each group to come to the front, summarize their reading, and write the names of the

organisms under the correct grouping. Classmates will have an opportunity to agree or challenge their



decision. We will continue until all of the groups have presented.


Throughout the lesson I will check for understanding through observation and discussion.

If it becomes apparent that certain students are becoming confused or frustrated, I will slow

down, and re-teach using new examples and scenarios.

If students cannot control themselves during the web of life activity I can modify it by having

them sit instead of stand, or by writing out the names of organisms on the board and drawing lines to

show the relationships.

If students are having trouble understanding the non-fiction text, I can provide one-on-one

support or re-arrange the parings so that a stronger reader is paired with a struggling classmate.

Assessment

Throughout the lesson I will check for understanding through observation and discussion.

Specifically I will use Thumbs Up/Thumbs Down before beginning the Web of Life activity.

The non-fiction reading assignment serves as an assessment- students must understand and recognize

the different types of relationships presented and correctly categorize them. The whole class will

discuss and have an opportunity to agree or disagree with the determination.

Resources and Materials Needed:

• Do Now activity and images

• illustrated presentation introducing new vocabulary

• student note page/graphic organizer

• Web of Life cards and string

• computer, internet and projector to show video

• non-fiction passages describing different relationships

Fill in the blank as we go over these terms in class:

_______________________ A group of similar organisms that can breed and produce fertile offspring.

EXAMPLES:

_____________________ A group of individuals of the same species that live in the same area.

EXAMPLES:

______________________Many different populations that live together in a defined area.

EXAMPLES:

____________________the entirety of environmental factors that tend to suit and allow an animal or

plant species to survive in its habitat.

EXAMPLES:

Images to illustrate vocabulary and concepts:

Species population niche community

1. Certain wasps and caterpillars

A certain group of wasps lay their eggs inside the soft body of caterpillars. When the larva hatch they

feed on the body of the caterpillar, ultimately killing it. (parasitism)

2. Cattle Egret and Water Buffalo

The cattle egret follows cattle, water buffalo, and other large herbivores as they graze. The herbivores

flush insects from the vegetation as they move, and the egrets catch and eat the insects when they leave

the safety of the vegetation. In this relationship the egret benefits greatly, but there is no apparent effect

on the herbivore. (Commensalism)

3. Goby fish and shrimp.

The shrimp digs a burrow into the sand and both organisms live there. Because the shrimp is almost

blind, the goby fish will touch the shrimp when a predator is near. (Mutualism)

4. Remora Fish and Sharks.

Remora fish are very bony and have a dorsal fin (the fin on the back of fish) that acts like a suction cup.

Remora fish use this fin to attach themselves to whales, sharks, or rays and eat the scraps their hosts

leave behind. The remora fish gets a meal, while its host gets nothing. (Commensalism)

1. Barnacles and whales.

Barnacles are normally sessile, or non-moving sea creatures. They rely on currents to bring food past

them in order to eat. However, some barnacles have attached themselves to the sides of various sea life,

such as whales, in order to have a more advantageous position in life. These barnacles benefit by

receiving transportation all over the ocean, which exposes them to more currents and feeding

opportunities than they would normally experience. The whale neither benefits nor is harmed by the

barnacles. (Commensalism)

2. bee and a pollinating flower. The bee gains nectar from the flower for survival, as it uses the bee to

carry its pollen to other flowers. So both organisms living together benefit from their existence.

(Mutualism)

3.the Egyptian plover and the crocodile. In the tropical regions of Africa, the crocodile lies with its

mouth open. The plover flies into its mouth and feeds on bits of decaying meat stuck in the crocodile’s

teeth. The crocodile does not eat the plover. Instead, he appreciates the dental work. The plover eats a

meal and the crocodile gets his teeth cleaned. Coincidentally, the Egyptian plover is also known as the

crocodile bird. (Mutualism)

4. Ticks and Deer. Ticks attach to a warmblooded animal and feed on its blood. Ticks need blood at

every stage of their life cycle. They also carry Lyme disease, an illness that can cause joint damage,

heart complications, and kidney problems. The tick benefits from eating the animal's blood.

Unfortunately, the animal suffers from the loss of blood and nutrients and may get sick. (Parasitism)

Commensalism

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General Topics

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.Commensalism is a relationship between two species where one species derives a benefit from the relationship andthe second species is unaffected by it. Several examples of commensalism are given below.

Cattle Egret

Anemonefish

Barnacles

Pseudoscorpions

Monarchs and Viceroys

Burdocks

Commensalism is much more difficult to demonstrate than mutualism. For true commensalism, the second speciesmust be unaffected by the presence of the first, but commonly a detailed study of the relationship will show someaffect on the second species. For example in the barnacle example, the scallop appears to be unaffected. Howeverscallops feed on essentially the same planktonic plants and animals as does the barnacle. Therefore there may becompetition for food between the two species. In addition it is difficult to prove that the weight of the barnaclesdoes not inhibit the movements of the scallop shells. On the other hand the presence of a covering of barnaclescould reduce predation on the scallop by marine gastropods (snails) that drill holes in the scallop shells to get tothe animal within. It is difficult to prove or disprove these possibilities.

The Cattle Egret (Bubulcus ibis) forages in pastures and fieldsamong livestock such as cattle and horses, feeding on the insectsstirred up by the movement of the grazing animals. The egretsbenefit from the arrangement, but the livestock, generally, do not.However as in most cases of commensalism, there is a "but". CattleEgrets have been observed perching on the top of cattle picking offticks, lending a slight tinge of mutualism to the arrangement.

Color Photograph: Corel Corporation

Cattle Egrets are originally from Africa where they were adapted tofollowing the large herds of herbivores as they moved across thesavannah. They first appeared in South America in the 19th centuryand have since spread to the eastern United States and California.The Cattle Egret breeds in colonies near water (as almost all heronsdo), but feeds almost exclusively with herds of cows and horses.

Color Photograph: Copyright Corel Corporation

Color Photograph: Copyright IMSI, Inc.

Anemonefishes (sometimes called clownfishes) are a beautifulgroup of tropical, reef fishes from the Pacific and Indian Oceans.Almost all of the species belong to the genus Amphiprion. Thesefishes are unusual because they have a close relationship with seaanemones. Sea Anemones belong the class Anthozoa which includesthe hydras, corals, and jellyfish. The simple structure of the seaanemone consists of a hollow cylinder surrounded by a crown oftentacles. The tentacles are equipped with specialized cells callednematocysts. Nematocysts are shaped and function like smallharpoons and contain a poison sufficient to paralyze or kill smallfish and other reef inhabitants.

The anemonefish lives among the forest of tentacles of an anemoneand is protected from potential predators not immune to the stingof the anemone. The anemonefish is protected from the sting of theanomone tentacles by a substance contained in the mucous on itsskin. The exact nature of this protective substance is not known,but is believed to be a combination of a partial natural secretionand chemicals the fish harvests by rubbing up against theanemone's tentacles. What ever the case may be, the anemonetreats the fish as part of itself and does not sting it.

Some consider this relationship to be a case of mutualism, claimingthat the anemonefish chases away other fish that might prey on theanemone. However this aspect of the relationship is not welldocumented.

Color Photograph: Copyright Corel Corp.

Barnacle are sedentary, highly modified crustaceans resemblingconical pyramids. Barnacles live by using long, featheringappendages to sweep the surrounding water for small, free-floating organisms. The critical resource for barnacles is a place tostay. Barnacles attach to rocks, ships, shells, whales, and just aboutanywhere else they can gain a foothold. In the example on the leftthe two barnacles are attached to the shell of a scallop. Thebarnacle gains a place to live and, presumably, the scallop is notharmed by the presence of the barnacles. Therefore the relationshipis commensalism.

Just as a curiosity, the bottom photograph on the left shows afossil of the extinct scallop Chesapecten from the Miocene (15million years ago) complete with barnacles. The more thingschange, the more they stay the same.

Color Photograph: Copyright Nearctica.com, Inc.

Color Photographs: Copyright Nearctica.com

Pseudoscorpions are small, predaceous arthropods, mostly lessthan 1 centimeter is length. These scropion like animals havepincers (chlicera) like scorpions, but lack a sting. Pseudoscorpionsare common, but usually overlooked because of their small size andbecause they are concealed in the soil or under the bark of trees.

A few species of pseudoscorpions disperse by concealingthemselves under the wing covers (elyatra) of large beetles such asthe cerambycid beetle shown below. The pseudoscorpions gain theadvantage of being dispersed over wide areas whilesimulataneously being protected from predators. The beetle is,presumably, unaffected by the presence of the hitchhikers.

The Monarch butterfly (Danaus plexippus) feeds as a larva onspecies of milkweeds (Asclepias spp.). The milkweeds contain agroup of chemicals called cardiac glycosides. Cardiac glycosides arepoisonous to vertebrates (although not to invertebrates). The larvae

Color Photographs: Copyright Nearctica.com, Inc.

Note: The photographs are not to scale. The monarchis a large butterfly than the Viceroy.

store these cardiac glycosides and the later adult contains them aswell. If a bird (or other vertebrate such as a mouse or frog) eats aMonarch it finds them distasteful to begin with and is later sick.Experimentally birds learn to avoid Monarchs. The Monarchadvertises its inedibility by a bright orange and black coloration.

The Viceroy (Limentis archippus) is not distasteful and does notcontain cardiac glycosides. However by mimicing the the pattern ofthe Monarch it is also avoided by birds and other vertebrates thathave learned to avoid the Monarch. This particular relationship iscalled Batesian Mimicry.

The Viceroy, therefore, is protected from vertebrate predation bymimicing the Monarch, but the Monarch populations are unaffected.However if the Viceroy is much more common than the Monarch,the vertebrate predators may not learn that the Monarch is to beavoided leading to increased mortality to the Monarchs.

Color Photograph: Copyright Nearctica.com, Inc.

A critical phase in the life cycle of plants is the proper dispersal ofits seeds. Many wonderful or strange adaptations have evolved toinsure this dispersal. One of these adaptations is the evolution ofrecuved spines on the seeds or seedpods to attach the seeds to thefur of passing vertebrates who carry the seeds away from theparent plant. In the case of humans, fur is replaced by pants,sweaters, socks, and other pieces of clothing. Plants, therefore,anticipated the invention of velcro from several million years. Theplant benefits from the relationship by the dispersal of its seeds.The vertebrates are not affected except, perhaps, by being annoyed.

One of the most famous examples are the burdocks, common weedsfound along roadsides and in empty lots and fields. The species onthe left is the Great Burdock (Arctium lappa). The seed heads (burs)of burdocks long spines with hooked tips. The hooked tips catchonto the hair of passing vertebrates (cows, deer, dogs, humans) andthe burs are carried elsewhere until they finally drop off or arepulled off by the carriers.

Similar structures have evolved in other many other plant groups.

Copyright Nearctica.com, Inc. 2004. All rights reserved.

Trophic Levels and Energy Flow

Lesson Plan:Student Learning Standards:

NGSSHS-LS2-4


6.1a, 6.1b







Rationale: I have chosen the activities in this lesson for the following reasons

• Video clips provide clear examples and interesting images (visual learners)

• The “water-pouring” demonstration is a tangible, visual example of energy transfer and will

help make the concept clear

• By completing the Pop Corn Lab, students will create an accurate model of energy transfer. This

type of Hands-On learning solidifies concepts and lets kinesthetic learners build and make.

• Students will have the opportunity to move around the classroom and get out of their seats

(critical for ADD students and kinesthetic learners)

Learning Outcomes

Prerequisite knowledge: This lesson and lab will build on the previous class material. Students will

have a solid understanding of the following concepts and vocabulary: ecosystem, biotic, producer,

primary consumer, secondary consumer, decomposer, food chains & food webs

New Vocabulary includes: autotroph, heterotroph, trophic level, energy pyramid

Learning Objective

• Illustrate the transfer of energy between trophic levels

Key Points

• Energy decreases as it moves up trophic levels because energy is lost as metabolic heat when

the organisms from one trophic level are consumed by organisms from the next level.

• Trophic level transfer efficiency (TLTE) measures the amount of energy that is transferred

between trophic levels.

• A food chain can usually sustain no more than six energy transfers before all the energy is used

up.

• Net production efficiency (NPE) measures how efficiently each trophic level uses and

incorporates the energy from its food into biomass to fuel the next trophic level.

• Endotherms have a low NPE and use more energy for heat and respiration than ectotherms, so

most endotherms have to eat more often than ectotherms to get the energy they need for survival.

• Since cattle and other livestock have low NPEs, it is more costly to produce energy content in

the form of meat and other animal products than in the form of corn, soybeans, and other crops.

Source: Boundless. “Ecological Efficiency: The Transfer of Energy between Trophic Levels.” Boundless Biology. Boundless, 03 Jul. 2014. Retrieved 04 Dec. 2014 from https://www.boundless.com/biology/textbooks/boundless-biology-textbook/ecosystems-46/energy-flow-through-ecosystems-257/ecological-efficiency-the-transfer-of-energy-between-trophic-levels-953-12213/

Skills that will be addressed in this lab include

• Weighing and measuring using an electric balance and using metric system units

https://www.boundless.com/definition/energy/

https://www.boundless.com/definition/ectotherm/

https://www.boundless.com/definition/respiration/

https://www.boundless.com/definition/endotherm/

https://www.boundless.com/definition/biomass/

https://www.boundless.com/definition/food-chain/

https://www.boundless.com/definition/trophic-level/

• calculating the percentage decrease in available energy

• Students will be responsible for throughly explaining their model at the end. Presentation skills

are a key component of 21st Century Learning Skills

At the end of this lab, students will be able to say, “I can calculate the amount of energy available at a

given trophic level using the rule of 10%.”


When students enter the classroom they will pick up a slip of paper from a basket. Each paper

will have a labeled picture of an organism from a local ecosystem (with the exception of one paper that

will represent the sun). On the board will be an empty Energy Pyramid. Once all students have arrived,

I will instruct them to tape their organism into the correct level of the pyramid. Students will come up

in rows (5 or so at a time). This activity will tap into their prior knowledge of food webs from previous

lessons. We will discuss the placement of the organisms into the pyramid and review vocabulary at that

time. I will check for understanding (Fist to Five) before moving on.

I will lead the discussion and point out how there are fewer organisms the higher you go on the

pyramid, and ask students for their thoughts about why that might be. I will introduce the concept of

trophic levels and the 10% rule, then show the following video clip for reinforcement:

https://www.youtube.com/watch?v=ScizkxMlEOM

I will demonstrate and explain the concept of energy flow using water in beakers. I will use a

1,000mL beaker and put yellow food coloring in to represent the sun. Then I will label four other

beakers with four organisms at different trophic levels and show how only 10% of the energy moves up

the chain. I will pour 100mL into the grass from the sun. Then, pour 10 mL from the grass into an

insect, then 1 mL from the insect into a bird, then .1mL (a drop) into a hawk etc. This shows that the

grass gets the most energy, and the hawk gets the least.

https://www.youtube.com/watch?v=ScizkxMlEOM

Immediately following this demonstration, I will initiate a peer-teaching mini-review with

students explaining to their partners (using appropriate vocabulary) all of the information covered thus

far. While they are teaching, I will walk around the pairs to check for accuracy.

Then we will begin the lab portion of the class. (Note, this lab may need to be continued into the

next class period. If so, I will make adjustments to the lessons accordingly) Students will break up into

their (previously established) lab groups. I will explain the assignment, check for understanding, hand

out materials, and monitor their progress.

Once complete, each group will be required to explain their model and answer specific

questions about their model. Questions may include: What does this container represent? What kinds of

organisms are found at this trophic level? Why isn't there more pop corn at this level? What would

happen to the organisms at the next level if these caught a disease and died? This part of the lesson will

serve as a verbal assessment of comprehension. Once they can explain in words what they've done,

they will complete the written portion of the lab.


During this lesson I will be continually checking for understanding and will address confusion

as it arises. If students are unable to work with popcorn (allergies etc) I will provide crackers or

birdseed or another material to represent the energy for the lab.

Assessment

Formative assessments will be used throughout the lesson, including Fist to Five and the peer-

teaching mini-review. All students will be required to verbally explain their pop corn lab model and

complete the written section of the lab to demonstrate comprehension.


• labeled slips of paper and tape

• computer, screen, projection equipment for video

• Water, beakers, and cut out images for water-transfer-demo

For Lab:

• popcorn

• plastic containers to represent trophic levels

• electronic balances (scales)

• lab packet, one per student

Popcorn Energy F low Lab Submitted by Anna Scott Athens Academy Athens, G A

Introduction: This activity requires the students to build 3D models of energy flow through an ecosystem. The most powerful part, instructionally, occurs when I have them teach me about energy flow using their models. During these interchanges they see that there is a top to the pyramid, not because their teacher said so or because of the picture in the text, but because of inherent inefficiency in energy transfer between trophic levels. Popcorn is messy, but very useful because each piece can be easily broken to obtain the amount needed to move up the pyramid.

Georgia Performance Standards: SCSH2, SCSH4, SB4 A and B

Time Considerations: 1 to 1.5 50 minute class periods, depending on number of groups.

Materials:

One bag of ready to eat popcorn per group-‐ I use Smartfood unless there is a cheaper generic version available.

A variety of containers to represent trophic levels-‐I use whatever is on hand, but some examples are plastic cups, plastic petri dishes, paper bags, Ziploc bags, old film canisters, etc. I stick to plastic so the kids don t need goggles.

Several electronic balances set up around the room so students can calculate the amount of energy proceeding from one level to the next.

Broom and dustpan Clorox wipes (the waste energy gets all over the lab tables and leaves a greasy residue) Fun Stamp-‐I have them teach me about energy flow and then ask them difficult questions.

(What or who in an ecosystem is represented by this level? Why does only 10% make it from one level to the next? Why is there seldom more than 4 trophic levels?) If they are successful, I put a stamp on their sheet-‐and then they are allowed to answer the questions in the lab packet. This makes grading easier when they submit the handouts.

Issues: The students get frustrated initially, because there is no one formula for success. Frequently they forget they need to mass only the energy and not the container they have on the balance. So, remind them to subtract. Overall, this has proven to be a great way of making sure the students are understanding energy flow as opposed to only memorizing the diagram in the text.

Dr. Scott

Biology

Popcorn Energy Flow Lab 30 points

Directions: In this lab we will create a model of energy flow through an ecological system. We will

use popcorn and various containers to represent energy flow through each trophic level. You will need

paper and a calculator. You will get lots of practice converting to metric, within metric, and calculating

percentages.

1. You will need to work in groups of 2 or 3. You may choose your own groups but choose wisely! There will be much opportunity for distraction! Each group should have a leader, sweeper, and time keeper/measurer.

2. Obtain 1 bag of popcorn from the Energy Supply area. Be sure to note special information on the bag (i.e. mass or volume). This information may prove useful when you need to perform calculations. DO NOT THROW THE BAG AWAY!

3. Select containers from the materials at the trophic building supply store. You will use these to build a model of energy flow. You might want to consult the energy pyramid on page 72 as you are planning.

4. Work to create a model of energy flow using your materials. You must write up your procedure such that another scientist could replicate your model. This means each step needs to be justified and explained thoroughly.

5. Special hint-‐-‐-‐remember only 10% of energy that enters a system makes it to the next trophic level. You need to be able to quantify the amount of energy that leaves a system as waste and that which makes it to the next trophic level. This is where the balances and calculator come in.

6. When you are satisfied your model, you will need to show it to me, and walk me through it as if I were your student. I will sign your sheet, and then you will be able to take it home to complete your calculations.

7. Each student will submit a completed lab hand out.

In our Model, energy is represented by _______________________ and trophic levels are represented by __________________________.

How did you calculate the amount of energy lost between trophic levels in your model? Provide an example here.

Steps for conducting our Energy Flow Model:

A Diagram of our Energy Flow Model complete with numbers (i.e. What percentage makes it to each trophic level?)

HOW WE KNOW our energy flow model is representative of energy flow in nature:

Why did Dr. Scott have us complete this lab?

Lab Completetion and Review Day


NGSSreview of 4 previous lessons


review of 4 previous lessons







Rationale:

It is critical for student learning to include class time for practice and review. Many groups may

not have had time to complete and present their PopCorn lab last class. Additionally we have

covered a large amount of content in a few short lessons. Today will be an opportunity for

students to finish the lab (if needed), and review material we've learned in the previous lessons.

Vocabulary review will be in a Jeopardy-style game, an engaging method for many learning

styles that has proven successful in my past teaching experience.

If time allows, we will discuss trophic levels as they relate to human population and world wide

food consumption. This conversation will be structured around the National Geographic article,

Feeding 9 Billion http://www.nationalgeographic.com/foodfeatures/feeding-9-billion/

I believe in tying classroom studies to real-life situations as often as possible, and I feel that

this is an important issue that students should be aware of.

http://www.nationalgeographic.com/foodfeatures/feeding-9-billion/

Learning Outcomes

Prerequisite knowledge: vocabulary and concepts covered in class up to this point

Time will be given today to reinforce information to be sure students understand what we've

discussed before moving on. No new vocabulary will be introduced today.

Skills that will be addressed in this lesson include Bloom's Level One: Knowledge-

memorization, recall etc. and also Level Two: Comprehension.

At the end of the lesson today my students will be able to say “I am comfortable with the

concepts of Ecology studied up to this point including Food Webs, Trophic Levels, and

Interrelationships Between Organisms.”


When the students enter the room there will be a selection of Regents exam questions on the

board. Rather than answer them, each student will add a tally mark expressing how they feel

about that question in a box underneath it. For example, beneath a question about Energy Flow

Through Ecosystems, there will be a box with choices 'I know this answer' 'I think I might know

this answer' and 'I have no idea what the answer to this question is'.

This brief activity will quickly serve as a formative assessment of the class an their current level

of understanding with the material we've studied to this point. Before leaving, students will use

a different color of chalk and mark the questions again. This way I can gauge the students'

progress with the material.

The first part of the class period will be divided into activities based on what the individual

students need to work on. Stations are as follows:

1. Lab Completion- for students who did not have the opportunity to finish last time. They will

work with their lab partners at one of three lab desks.

2. Review- for individuals who completed their popcorn lab in the previous class. They may

choose to work independently or with their choice of partners (no groups greater than 4). The

remaining lab tables will be set up with activities A, B, C & D (see attached). A graphic organizer will

be provided and students will cycle through the stations in any order, as they become available.

Once all of the lab work is complete, I will divide the class into 5 groups for a Jeopardy-style

review game, using a PowerPoint Template or similar game display. Groups will select one question

from a category and have 5 seconds to correctly answer. They may discuss the correct choices with

their group and provide one spokesperson to deliver their answer. If they cannot answer within the 5

second time limit, the question goes up for grabs and any of the other groups may try to win their

points.

If time allows, I will arrange the desks into a horseshoe and we will discuss trophic levels as

they relate to human population and world wide food consumption. This conversation will be

structured around the National Geographic article, Feeding 9 Billion

http://www.nationalgeographic.com/foodfeatures/feeding-9-billion/. I want to address the important

idea of carrying capacity for humans and the ways we grow our food. I will draw attention to the

energy required to provide meat versus plant based foods.


Since this is a review day, with the objective of all students mastering previous material, special

attention will be given to ensure that everyone's needs are being met. This could include one-on-one re-

teaching, peer teaching, and review of notes and homework assignments. Previously used video clips

will be available for students wishing a re-cap, and new examples can also be provided.

Assessment

I will be assessing student knowledge via direct observation during the Jeopardy game and also during

class discussion. Students completing the lab work will be expected to clearly explain their model and

http://www.nationalgeographic.com/foodfeatures/feeding-9-billion/

demonstrate mastery. At the end of the class, students will check in again with the Regents questions

posted on the board from the beginning, and rate their current level of understanding. I will use these

“before” and “after” rankings to gauge their learning.


Review questions A-D with answers and graphic organizer

Jeopardy game template, filled in and ready to go

Past Regents questions like the ones below:

Questions not presented on the board will be used in the review stations (with answers in an

envelope)

A certain plant requires moisture, oxygen, carbon dioxide, light, and minerals in order to survive. This statement shows that a living organism depends on

1. biotic factors 2. abiotic factors 3. symbiotic relationships 4. carnivore-herbivore relationships

Which is a biotic factor operating within an ecosystem?

1. the type of climate in a given region 2. the carnivores that consume other animals 3. the amount of helium gas in the air 4. the rate of flow of water in a river

The timber wolves, rabbits, and vegetation in a particular region of northern New York together

constitute part of a

1. population 2. community 3. genus 4. species

All the plants, animals, and protists living in a forest make up a

1. population 2. community 3. species 4. phylum

All of Earth's water, land, and atmosphere within which life exists is known as

1. a population 2. a community 3. a biome 4. the biosphere

Which statement best describes some organisms in the food web shown below?

1. Minnows and fish are primary consumers. 2. Algae and floating plants are decomposers. 3. Aquatic crustaceans are omnivores. 4. Raccoons, fish, and ducks are secondary consumers.

The diagram below represents some of the food relationships between several organisms in a marine community. Which organisms would normally be the least numerous in this marine community?

1. diatoms 2. small fish 3. small crustaceans 4. orca whales

Most autotrophs store energy in the form of

1. starches 2. carbon dioxide 3. water 4. nucleic acids

A scorpion stalks, kills, and then eats a spider. Based on its behavior, which ecological terms

describe the scorpion?

1. producer, herbivore, decomposer 2. producer, carnivore, heterotroph 3. predator, carnivore, consumer 4. predator, autotroph, herbivore

Which organisms are dependent upon other animals for food?

1. producers 2. herbivores 3. scavengers 4. primary consumers

Certain bacteria living in a human's large intesting help to produce vitamin K. This relationship

is an example of

1. animal parasitism 2. plant parasitism 3. commensalism 4. mutualism

Jeopardy Game

Food Webs Interrelationships Energy Flow Carrying Capacity

Q: where do producers get their energy?

Q: what is the general term for animals

Q: what percent of energy is available from

Q: explain the term carrying capacity

A: the suninteracting?

A:symbiosis

one level to the next?A: 10% A: the maximum

number of individuals ofa species that can be supported by a given area of land.

Q: What is the role of decomposers?

A: to recycle nutrients into the soil

Q: describe an example of Mutualism

A:

Q: if 1000Kcal are available for the level ofprimary consumers, howmuch will be available for 2ndary consumers?A: 100 Kcal

Q: What factors need to be considered to determine carrying capacity?A: food, water, shelter

Q: in a food web, will there be more primary or secondary level consumers?

A: primary

Q: describe an example of parasitism- name the host and the parasite.

A

Q: Which food source requires less energy to produce for humans? 1lb of fish, beef, bread or chicken?

A: bread

Q: what happens if a group of individuals becomes overpopulated?A: they cannot get enough resources, become sick, die

Q: Name a primary consumer from an aquatic ecosystem

A: any plant eater from a watery environment

Q: describe an example of commensalism

A:

Q: What some denstity dependent factors that affect the carrying capacity?A: disease, competition etc.

Q: What are some possible implications of a fungus that infects andkills fruit bearing producers in an ecosystem?

A: the consumers won't have enough to eat, they'll die off and the higher predators won't have enough to eat. Decomposers will be happy.

Q: The Kudzu vine is a fast growing vine that races to the top of trees and quickly spreads out leaves, competing for sunlight. In many instances the Kudzu vine kills the trees it uses as support. This relationship is an example of what?

A: parasitism.

Q: what are density independent factors?

A: human activity, storms, volcano etc.

Name: Kate Johnson

Unit: Ecology

Lesson: Carrying Capacity and Limiting Factors in Ecosystems

Date of Lesson: November 24, 2014

Lesson Plan:


NGSS:

HS-LS2-1, HS-LS2-2 & LS2.A


6.1d The number of organisms any habitat can support (carrying capacity) is limited by the available

energy, water, oxygen, and minerals, and by the ability of ecosystems to

recycle the residue of dead organisms through the activities of bacteria and fungi.



This is a 10th grade Regents level biology class in a suburban/rural setting. There have been several

recent sightings of bears in the local community and this lab will tie into our classroom discussions of

local wildlife and the students' personal experiences.

There are three medicated ADD students in this class, and the results of my initial Learning Style

Inventory indicates many (14) visual and kinesthetic learners among the class.

Rationale: I have chosen to teach carrying capacity with this lab because

• of the hands-on nature of the foraging activity

• it provides an opportunity for students to get up and move around the room

• gives students the chance to use data that they've collected themselves and will thus be more

interesting than a set of provided data for a species the students may not be familiar with

• clearly illustrates the concept of carrying capacity and limiting resources

• includes both math and literacy components (calculating percentage, summarizing results,

making predictions, analyzing data, using relevant vocabulary to write a conclusion)

The foraging component of this lab includes colorful food tokens that the students will have to

collect from the surfaces of the desks in the room and bring back to their “den” site. I am including this

kind of activity to meet the learning needs of my ADD students and also the visual and kinesthetic

learners.

I've also selected this lab because of my previous success with it. Student engagement during

this lesson is usually quite high; they are interested in finding out if their bear survived, and what

happened to the mother bear and her cubs. I find that the discussions following this activity often

remind students of the “harshness” of life in the wild: many students are disappointed when the mother

bear does not get enough food to support both herself and the cubs, and that in a natural setting, the

mother would keep herself alive before the cubs.

Learning Outcomes

Prerequisite knowledge: This lab will build on the previous class material. Students will have a solid

understanding of the following concepts and vocabulary: carrying capacity, competition, hypothesis,

omnivore, and limiting factors in ecosystems. No new vocabulary will be introduced during this lab.

Skills that will be addressed in this lab include

• tallying data and calculating percentage

• drawing conclusions based on data (How many individuals can this habitat support?)

• making predictions/summarizing and writing to clearly explain reasoning

At the end of this lab, students will be able to say, “I can analyze 'food availability' data for a

specific organism in an ecosystem and predict the carrying capacity for that organism given the

quantity of food required to sustain one individual for a given period of time.”

My students will understand the concept of carrying capacity and how that translates into a

natural setting. Limiting factors determine the number of individuals that can live in an area. This

includes the amount of food available. By participating in this indoor lab simulating a forest ecosystem,

students will recognize that an environment cannot support an unlimited number of bears because the

food resources are limited. We will discuss the implications, especially in terms of bears who are at a

disadvantage (the wounded bear and the mother bear).

I will assess comprehension throughout the lab by observation, questioning and discussion. Any

questions or uncertainty will be addressed at that time. The summative assessment is the completed lab

itself. Students must complete a clear conclusion statement including vocabulary from the unit to

demonstrate content mastery.

Cognitive Engagement and Groups : Too Many Bears Lab

As students enter the classroom there will be an image of a black bear and some typical food

sources with the question “What are some limiting factors in a bear's environment?” projected onto the

screen. Once everyone has arrived we will briefly discuss our previous lesson about carrying capacity,

competition, and limiting factors to remind everyone of the vocabulary.

I will use the “Windshield Check” to check for understanding before introducing the lab activity

for the day. During this lab students will begin by hypothesizing about the carrying capacity for black

bears in a simulated environment. This will serve as a review of the term hypothesis and also serve as a

quick assessment to see if students remember the correct format for phrasing a hypothesis. Before we

move on to the activity I will call on students to share their hypothesis using the “Playing card” method

to randomly call on students. We will discuss the ideas presented.

Students are usually assigned to lab groups but will be working independently for this

assignment.

Outline of Lab Activity (attached) : Students will act out the role of black bears foraging for

“food” in the classroom. They will then compile data from the food tokens they've collected, arrange

them into a chart provided in the lab packet, and determine which, if any, bears survive. They will

make predictions about the simulation with different variables, and draw conclusions about carrying

capacity and limiting factors. I will clearly explain the lab activity using a Prezi presentation and check

for understanding by questioning before beginning.

During the Lab: Once students have tallied the amount of food they were able to collect, they

will then need to convert this amount into a percentage of the total to highlight the necessity of a varied

diet for optimal health. Calculators will be provided. We will then create a chart for the results of the

entire class and determine which bears survived, how much food was eaten and calculate the carrying

capacity for bears in our simulated environment based on the amount of food available.

To complete this lab students will be required to write responses and make predictions using

appropriate vocabulary. This literacy component is important for demonstrating concept mastery and is

correspondingly weighted in the grading of this lab. (rubric is attached)


Before beginning the lab, we will review the relevant vocabulary to be sure students are

comfortable with the material. If there still seem to be questions, I will re-teach and include the

following video that describes the carrying capacity for sturgeon in a lake ecosystem:


If the class seems to be un-ruly or overstimulated, it is easy to modify this lab to keep them in

their seats. I will simply provide them with the food tokens that their bear “collected” rather than have

them act it out. They will still be able to complete all other components of the lab exercise.


Assessment

As this is a lab activity, the students will be working to apply the knowledge and terms learned

in previous classes. This lesson itself serves as an assessment for comprehension of the lessons that led

up to it.

I will assess comprehension throughout the lab by observation, questioning and discussion. Any

questions or uncertainty will be addressed at that time. The summative assessment is the completed lab

itself. Students must complete a clear conclusion statement including vocabulary from the unit to

demonstrate content mastery.

Before leaving, I will give students a post it note and ask them to contribute to the Stop Light

(Exit Ticket) strategy described here: https://www.teachingchannel.org/videos/daily-lesson-assessment

I will ask them to write either “ I learned...” “I considered or thought about...” or “My learning stopped

today when/because...”

By evaluating their lab work and their feedback from the exit tickets I will know if I need to re-

teach this concept or add additional clarifications to our subsequent lessons.


• Image of bear and food sources to project at the start of class

• Too Many Bears lab packets, 1 per student

• Envelopes or containers to serve as “dens”

• Colored food tokens for foraging portion of the lab

• calculators for student use

• Exit tickets

https://www.teachingchannel.org/videos/daily-lesson-assessment

Too Many Bears Lab

Name:_____________________ Date:___________________ Period:______________

Question: What will happen when a population of bears the size of our class hunts for food in their environment? How does the population size and the size of the environment affect the animal?

Hypothesis:_________________________________________________________________________________________________________________________________________________________________________________________________________________

Materials:15 orange nut cards (10 lbs each) 5 orange nut cards (20 lbs each)15 yellow insects cards (6 lbs each) 5 yellow insects cards (12 lbs each)15 green plant cards (10 lbs each) 5 green plant cards (20 lbs each)15 red berry cards (10 lbs each) 5 red berry cards (20 lbs each)15 pink meat cards (4 lbs each) 5 pink meat cards (8 lbs each)Envelopes

Procedure:1. Choose an envelope. This will represent your “den site” and should be left on the

ground at the starting line.2. You are now all black bears. All bears are not alike. Among you is a male bear that

has not yet found his own territory. Last week he met up with a larger male bear in the larger bear’s territory, and before he could get away, he was hurt. He now has a broken leg and must hunt by hopping on one leg. Another bear is a young female bear that investigated a porcupine too closely and was blinded by the quills and musthunt blindfolded. The third special bear is a mother bear with two fairly small cubs. She must gather twice as much food as the other bears.

3. The pieces of paper represent various kinds of bear food; since bears are omnivores, the like a wide assortment of food, so you should gather different colored squares to represent a variety of food.

4. Bears do not run down their food; they gather it, so walk into the “forest”. When you find a colored square, pick it up one at a time and return it to your “den” before picking up another colored square.

5. When all the colored squares have been picked up, the food gathering is over. Pick up you den envelopes and return to your lab table.

6. Record the total number of pounds of food you gathered. Then convert the numbersinto percentages of the total poundage of food gathered.

What will happen to the blind bear, the injured bear, and the mother with the young cubs? How will their impairments affect their hunt for food?Prediction:__________________________________________________________________________________________________________________________________

As a bear, what do you think some of the obstacles will be in your quest for finding food?Prediction:_________________________________________________________________________________________________________________________________

Data Table 1 – Amount of FoodCircle your bear: Normal Bear Injured Bear Blind Bear Mother Bear

Food Nuts Berries Insects Meat Plants

# of pounds

Percentage

Total Number of Pounds _____________

An actual bear’s diet will vary between areas, seasons, and years. For example, a bear in Alaska would more likely eat more meat (fish) and fewer nuts than a bear in Arizona. Onesimilarity among black bears everywhere is that the majority of their diet is normally madeup of a vegetative material.The following are estimates of total pounds of food for one bear in ten days.Berries and fruit – 20 pounds = 25%

Nuts - 20 pounds =25% Insects – 12 pounds = 15 % Meat – 8 pounds = 10% Plants – 20 pounds = 25% Total – 80 pounds = 100%

Explain how healthy you think your bear will be. BE SPECIFIC.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Data Table 2 - Class ResultsBears Nuts Berries Insects Meat Plants Total Survives

Total Number of Pounds Eaten ________________

Analyzing Data:

How many bears survived? ___________

Divide the total number of pounds eaten by the 80 pounds needed for an individual bear to survive a 10 day period.

__________ / 80 = ___________

How many bears could the habitat support? ______________

Was there a discrepancy between the number of bears that survived and the number of bears that the habitat could support? ______________

Explain why there might be a difference between the number of bears that survived and thenumber of bears the habitat could support even if it did not occur in this situation._________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Prediction:How will limiting the size of the bear population affect the hunt for food for the bears that to hunt? What do you think will happen if only half the class hunted with the same amount of food available?_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Conclusion: Answer the following questions in your conclusion. What will happen

when a population of bears the size of our class hunts for food in their environment? How

did the population size and the size of the environment affect the animal? Include the

following terms in your answer: competition, population, carrying

capacity and limiting factor.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Too Many Bears Rubric

Total Points: ____________/ 32 ________% Grade__________

Content of Lab Report:

Included the essential information for each section of the lab report

Problem/Purpose/Question (included)

Hypothesis ______ / 2

Materials (included)

Procedure (included)

Prediction/Outcome question 1 ________/ 1

Prediction/Outcome question 2 ________/ 1

Data Table 1 ______/ 4 *information is complete and accurate

Data Table 1 question _____/ 2

Data Table 2 ______/ 6 *information is complete and accurate

Analyzing Data ______/ 6

Prediction _____ / 2

Conclusion ______/ 8

*answered thoughtfully and thoroughly all questions / used data to support answers

Limiting Factors in an Ecosystem


NGSSHS-LS2-6LS2-A


6.1c, 6.1d, 6.1e







Rationale: I have chosen the activities in this lesson for the following reasons:

I am encouraging students to work together to read non-fiction and then act out the information for the

rest of the group. This provides opportunities for peer-teaching and kinesthetic learning. It also is an

engaging method for introducing vocabulary. I have had positive results with this kind of assignment in

the past, especially when groups are “performing” their concept. Their classmates are very interested in

what they have to present.

Learning Outcomes

Prerequisite knowledge: This lesson and lab will build on the previous class material. Students will

have a solid understanding of the following concepts and vocabulary: ecosystem, biotic, producer,

primary consumer, secondary consumer, decomposer, food chains & food webs, autotroph,

heterotroph, trophic level, energy pyramid

New Vocabulary includes: Limiting factors, Density dependent factors, Density independent factors,

competition, predation, parasitism and disease, human disturbances, drought and other climate

extremes.

Skills that will be addressed during this lesson include:

• interpreting graphs

• communication and collaboration

• practice non-fiction reading

At the end of this lesson, students will be able to say “I understand that there are factors in ecosystems

that limit the size of populations of organisms. I can identify the various factors, and can predict what

may happen if these factors increase or decrease stress on populations.”


When the students enter the room they will be asked to get out a piece of paper and begin a Do-

Now activity. On the board will be the following question: What reasons can you think of that would

prevent a population of organisms from reproducing until they took over the planet? Examples of

organisms could be mosquitoes, oak trees, rabbits, woodpeckers, clover, codfish, rat snakes or

earthworms (or anything else you can think of)

Once everyone has arrived and taken a few minutes to think about the question, we will discuss

as a class and I will introduce the idea of Limiting Factors.

Next, I will divide students into their lab groups. To introduce today's vocabulary I will provide

each group with a non-fiction reading selection that describes a certain limiting factor (competition,

predation, parasitism and disease, drought or storms etc). Groups will be instructed to read the passage,

and think of a clever way to act out or demonstrate the concept (vocabulary charades). They will be

provided a short time to make or gather simple props, assign roles, and work out lines. At the end of

time, each group will present to the class. The role of the audience will be to guess the limiting factor.

As a group we will classify them as Density Dependent or Independent Factors. Students will be

provided with a graphic organizer for note taking to use as we go over each factor. Before putting the

notes away I will quickly check in with the class using a formative assessment (like Fist to Five, or

Red, Yellow, Green) and address any confusion immediately.

We will then look closer at the predator/prey relationships and work together to interpret a

graph of the populations of wolves and moose on Isle Royale. Additionally, we will use this time to

review graphs and identify the dependent and independent variables.

We will wrap up the day's lesson with a discussion of what happens in nature when limiting

factors increase or decrease pressure on populations. I will use pictures to highlight specific examples,

like over-growth of kudzu in the south (and other invasive species closer to home), extinction of

passenger pigeons (and other human-caused extinctions), decline of coral reefs, decline of codfish

populations near Maine, and over population of deer in upstate NY.


If there are any students who struggle with reading, I can provide one-on-one assistance, or have lower-

level non-fiction reading passages available. Any students who may not wish to perform in front of

their classmates can choose to participate by writing the lines, narrating off to the side, or otherwise

participating. Students will be provided with a copy of the graph but I will also project it onto a screen

so that we can go over it together.

Additionally, if there is confusion about the concept of limiting factors, the following video will be

available (This is also a good clip because it includes how 'catch limits' are calculated to manage

populations of fish in a like) https://www.youtube.com/watch?v=QI2ixJeIxEU


Assessment

I will use a formative assessment after introducing the new vocabulary and will observe classroom

discussion to monitor comprehension and understanding. I will ask specific questions relating to the

graph to determine if my students are understanding the relationship presented.


• non-fiction reading passages that explain the various limiting factors

• graphic organizer for note taking

• Moose and Wolf population graph

• presentation with images highlighting invasive species, extinct species, declining species and

over-populated species

Density Dependent Factors

Limiting Factor Example

Density INDEPENDENT Factors

Limiting Factor Example

Ecological Succession


NGSS HS-LS2-2

NYState Living Environment Core Curriculum6.3b








The Do-Now assignment provides a tangible introduction to the topic and the pictures illustrate

the changes that take place. I selected the video clip because of the concise dialogue and

interesting video footage that accompanies it. The peer-teaching mini-review components of the

day serve to reinforce the vocabulary and break up the lecture part of the lesson, helping to hold

students' focus. The worksheet gives them a chance to use their new knowledge and apply it to a

different context, in this case a new ecosystem.

Learning Outcomes

Prerequisite knowledge: Ecology concepts studied up to now including food webs,

interrelationships, trophic levels and energy flow, carrying capacity, and limiting factors

New Vocabulary:

• climax community : Final stable stage of ecological succession.

• ecological succession : Constant replacement of one community by another that happens

after a big change in the ecosystem.

• pioneer species : Species that first colonize a disturbed area.

• primary succession : Re-establishment of a community in an area that has never before

been colonized by plants and animals.

• secondary succession : Re-establishment of a community in an established area that has

been disturbed.

At the end of the lesson today my students will be able to say "I understand the process by which an

ecosystem recovers from a disturbance. I recognize the individual steps involved and understand the

difference between primary and secondary succession."


When the students enter the classroom there will be a Do-Now question and images on the board:

Imagine an ecosystem that has been destroyed by a volcanic explosion- reorder the following images to

show the progression of life growing back.

Once students have all arrived and have had an opportunity to try the question, we will go over the

answer as a class and I will introduce the term succession. Using images and the following video we

will discuss the process of succession and the difference between primary and secondary succession:

http://education-portal.com/academy/lesson/ecological-succession-from-pioneer-to-climax-

communities.html

After introducing each concept or vocabulary term, I will initiate a peer-teaching mini-review

with students explaining to their partners all of the information covered thus far. While they are

teaching, I will walk around the pairs to check for accuracy.

During the second part of the lesson I will distribute a worksheet for the students to do. This

sheet provides an example of succession in a different ecosystem (an aquatic ecosystem). Students

may choose to work in pairs, and we will go over the answers in class altogether before the end of the

period. I will call on students randomly using the 'deck of cards' technique.

If time allows we will discuss the implications of succession as they relate to the local fire at

Minnewaska in 2008 using pictures of the fire, and the resulting regeneration of plant life.


If students are struggling to take notes during the video, I can quickly pause it and discuss the points to

provide more time. I have more than one example in diagram form to use to illustrate the concepts of

succession and can use them to reinforce the ideas or provide new examples if needed. If any student is

having trouble with their worksheet, they can first choose to ask a classmate for assistance, and if the

question is still unresolved I can offer one-on-one assistance or re-teach if necessary.

Assessment

I will monitor student progress throughout the lesson by direct observation and questioning. During the

peer-teaching sessions I will check for accuracy. The worksheet will provide indications of

comprehension and I will use this page to assess their understanding.


• Do now image

• computer, projector and screen for video clip

• note sheet, worksheet and diagrams of ecological succession

Name:_________________________________________

Examining the Stages in Ecological SuccessionSuccession, a series of environmental changes, occurs in all ecosystems. The stages that any ecosystem passes through are predictable. In this activity, you will place the stages of succession of two ecosystems into sequence. You will also describe changes in an ecosystem and make predictions about changes that will take place from one stage of succession to another.

The evolution of a body of water from a lake to a marsh can last for thousands of years. The process cannot be observed directly. Instead, a method can be used to find the links of stages and then to put them together to develop a complete story.

The water level of Lake Michigan was once 18 meters higher than it is today. As the water level fell, land was exposed. Many small lakes or ponds were left behind where there were depressions in the land. Below are illustrations and descriptions of four ponds as they exist today. Use the illustrations anddescriptions to answer the questions about the ponds.

Pond A: Cattails, bulrishes, and water lilies grow in the pond. These plants have their roots in the bottom of the pond, but they can reach above the surface of the water. This pond is an ideal habitat for the animals that must climb to the surface for oxygen. Aquatic insect larvae are abundant. They serve asfood for larger insects, which in turn are food for crafish, frogs, salamanders, and turtles.

Pond B: Plankton growth is rich enough to support animals that entered when the pond was connected to the lake. Fish make nests on the sandy bottom. Mussels crawl over the bottom.

Pond C: Decayed bodies of plants and animals form a layer of humus over the bottom of the pond. Chara, a branching green algae, covers the humus. Fish that build nests on the bare bottom have been replacedby those that lay their eggs on the Chara.

Pond D: The pond is so filled with vegetation that there are no longer any large areas of open water.

Instead, the pond is filled with grasses. The water dries up during the summer months.

Questions1. Write the letters of the ponds in order from the youngest, to the oldest. ________________________________2. Black bass and bluegill make their nests on sandy bottoms. In which pond would you find them? ____________3. What will happen to the black bass and blue gill as the floor of the ponds fills with organic debris? ___________4. Golden shiner and mud minnows lay their eggs on Chara. In which pond would you find them? _____________5. Some amphibians and crayfish can withstand periods of dryness by burying themselves in mud. In which pond(s) would they survive? _________6. Dragonfly nymphs spend their early stages clinging to submerged plants. Then, they climb to the surface, shed their skins and fly away as dragonflies. Which pond is best suited for dragonflies?_____________________7. In which pond will gill breathing snails be replaced by lung breathing snails that climb to the surface to breathe? ____8. Some mussels require a sandy bottom in order to maintain an upright position. In which ponds will they die out._____

The climax community in the area of Michigan is a beech-maple forest. After the ponds are filled in, the area will undergo another series of stages of succession. This is illustrated below. Briefly explain what is happening in the diagram below.

Image to be used for Do Now activity. Image will be cropped to remove the numbers and cut to separate the stages.

Notes Page:

Vocabulary:

Process by which the species structure of an ecological community changes over time:

______________________________________________________________

Succession that begins in an area where the soils has not yet formed:

___________________________________________________________

Succession that begins after an event clears the community but leaves the soil intact:

___________________________________________________________________

The first species to populate an area: ___________________________ examples:

Relatively stable population of species in a mature ecosystem:

___________________________________________________________________

Review for Exam


NYS Living Environment Core CurriculumKey Idea 6: Plants and animals depend on each other and their physical environmental

Performance Indicators 6.1, 6.2, 6.3

NGSS

LS1.C, LS2.B, LS2.A








Allowing peer-teaching provides an opportunity for students to explain concepts to each other,

strengthening the understanding of the 'teacher', and offering an alternate explanation for the 'learner'.

Reviewing questions as a group ensures that all students get practice with the same types of questions,

and receive immediate clarification and explanations of correct answers. Additionally, using past

Regents questions prepares students for the format and types of questions they will encounter on the

end-of-year exam.

Learning Outcomes

Prerequisite knowledge: This is a review of all of the material we've learned so far. No new vocabulary

will be introduced. At the end of this lesson students should feel confident with the material.

Alternatively, they will know what topics and concepts they need to review for homework.


Students will be randomly grouped (names from a hat), and given review questions to work on

together. I will instruct the class to work on three at a time. We will go over the answers as a class as

they complete the questions. I will explain the answers and provide alternate scenarios or examples if

there is still any confusion. Before moving on to the next set of questions, I will check understanding

(fist to five) and provide time for any last clarifications.

Based on their understanding of these questions they will know what areas they need to study as

homework to prepare for the test tomorrow.


I will have alternate examples available for re-teaching concepts and vocabulary if necessary.

Assessment

This lesson is a review to prepare students for assessment. Beyond formative assessments, there will

not be any assessment during this lesson. Students will have the opportunity throughout the lesson to

ask questions and get clarification for topics they don't understand. I will


• review questions taken from past Regents exams

Review day questions

A fundamental concept of ecology is that living organisms

(1) are independent and do not interact with each other or with the physical environment

(2) do not interact with other living organisms, but do interact with the physical environment

(3) interact with each other, but do not interact with the physical environment

(4) interact with other living organisms and interact with the physical environment

Sugar maples and white pines are two different tree species that often grow side by side in

the Adirondack Mountains. Which statement concerning these trees is correct?

(1) Since they are both trees, they can interbreed.

(2) Since they are not closely related, they do

not compete with one another.

(3) Even though they are both trees, each plays

a different role in the ecosystem.

(4) They utilize totally different abiotic resources

In 2003, the city of Rochester, New York, began killing weeds with steam. A machine heats water

to 280°F then sprays it on the weeds with great pressure. The extreme heat destroys the cellular

structure of the plants. What is a possible disadvantageof this method of weed control?

(1) It can be used safely in areas where children play.

(2) It reduces the number of mutations in the ecosystem.

(3) It destroys weeds without chemicals.

(4) It alters the habitats of some beneficial insects

A food chain is represented below.

grass →rabbit →hawk

Structures within the rabbit are formed using

(1) solar energy from the grass

(2) heat energy lost to the environment

(3) chemical energy from the hawk

(4) chemical energy from the grass

[12]

Base your answers to questions 49 through 51 on the passage below and on your knowledge of biology.

Tracking the Big Horn

Bighorn sheep, Ovis canadensis, are a majestic symbol of the mountainous West. They

browse at high altitudes and in steep, rocky areas from Texas to British Columbia. Rams’

horns curl around their eyes and grow up to 45 inches long. Males butt horns to establish

dominance during the fall rut [mating season]. Ewes [females] sport shorter, spiked horns

similar to a mountain goat’s. From their first days of life, bighorns are surefooted enough to

scale cliffs too steep for most predators to follow....

Two centuries ago, an estimated 1.5 million to 2 million bighorn sheep lived in North

America; today, a mere 28,000 remain. Diseases caught from domestic sheep, competition

from livestock for forage, and trophy hunting for their horns caused populations to

plummet [drop rapidly]. Bighorns graze in mountain meadows, habitat that is being lost to

expanding forests, which are growing beyond their historic boundaries in part because the

wildfires that are used to hold them in check have been suppressed. Glacier National Park,

home to 400 to 600 bighorn sheep, lists the animals as a “species of concern,” that is, at risk

of becoming endangered....

49 The feeding activity of the bighorn sheep is best described as

(1) consumers feeding on autotrophs (3) autotrophs feeding on decomposers

(2) decomposers feeding on consumers (4) autotrophs feeding on heterotrophs

50 Which statement best accounts for the decline in bighorn sheep populations?

(1) Predators of the sheep decreased in number.

(2) Sheep ewes that have shorter, spiked horns increased in number.

(3) Human activities directly and indirectly affected the sheep.

(4) The sheep were listed as a “species of concern” by Glacier National Park.

51 State oneway that young bighorn sheep are able to avoid predators.

Name________________________ ECOLOGY EXAM

1. Forests, mountains, rivers, and marshes are examples of the wide variety of ecosystems in

New York State. The diversity of these ecosystems is most likely the result of

(1) the variety of abiotic conditions in these regions

(2) interactions between producers and decomposers

(3) increased efforts to protect endangered species

(4) a lack of competition between the heterotrophs living there

2. In a pine forest, there are different species of birds known as warblers that are able to coexist

on the same pine trees. The Cape May warblers feed on insects located on the tips of the highest

pine branches. The yellow-rumped warblers feed on insects on lower branches of the same

trees. The different feeding locations for these two species of warblers indicate that they have

different

(1) niches

(2) ecosystems

(3) methods of asexual reproduction

(4) methods of selective breeding

3. Extinction occurs when the environment changes and

(1) a species can reproduce successfully

(2) an individual has adaptive characteristics insufficient to allow survival

(3) all members of a species are no longer living

(4) one individual produces some offspring that evolve into a new specie

4. Which environmental change would cause the greatest reduction in the biodiversity of a large

ecosystem?

(1) building a new home

(2) building a new store in a shopping mall

(3) widespread use of pesticides

(4) widespread recycling program

5. A variety of pear tree, known as Bradford, was originally introduced into the eastern United

States in the 1960s. Today, this tree is crowding out other plants in these states. This situation

best illustrates

(1) an unintentional negative effect of altering an ecosystem

(2) how a foreign species is controlled in the eastern United States

(3) that the introduction of a foreign species does not affect food webs

(4) that serious environmental consequences can be avoided by importing a foreign species

6. A growing mass of plastic garbage is collecting in an area of the Pacific Ocean. This is caused by

plastic garbage that is discarded by people, and it ends up in rivers that carry it to the ocean. Over time,

ocean currents cause it to accumulate in this area of the Pacific. Currently, the mass is estimated to

cover an area of ocean twice the size of Texas. As these plastics slowly break down, chemicals enter the

water, and can enter ocean organisms that we might eventually use for food. This sequence of events

illustrates that

(1) humans modify ecosystems as a result of population growth, consumption, and technology

(2) human activities that degrade ecosystems result in an increase in diversity of ecosystems

(3) when humans alter ecosystems by adding specific organisms, serious consequences could result

(4) industrialization brings a reduced demand for fossil and nuclear fuel

7.As a result of human activity, a significant percentage of the coral reefs in the oceans have

been damaged. One-third of marine fish species depend on coral reefs for survival. Many of these

fish might die. The most direct cause of the death of these fish would be

(1) habitat destruction

(2) direct harvesting

(3) recycling of nutrients

(4) use of nuclear fuels

8. Which statement best describes the role of decomposers?

(1) They convert carbon dioxide and water to glucose.

(2) They break down organic compounds into products used by other organisms.

(3) They release oxygen to the atmosphere.

(4) They provide energy for the synthesis of proteins

9. Maple leaf beetles and willow leaf beetles are named for the type of tree where they live and

reproduce. They look identical to each other when observed, but experiments have shown

that willow beetles would starve before eating maple leaves. This is an example of specialization

that would directly reduce

(1) variation (3) adaptation

(2) competition (4) replication

10. The increase of certain types of gases in the atmosphere has contributed to the problem of

global warming. All these gases are

(1) biotic factors

(2) abiotic factors

(3) organic factors

(4) endangered factor

11. Autotrophs might survive when heterotrophs cannot, because autotrophs are able to

(1) reproduce asexually

(2) become dormant

(3) exist without respiration

(4) make their own food

Base your answers to questions 12 and 13 on the information below and on your knowledge of biology.

Decline in the Amphibians

Declines in amphibian species, such as frogs, toads and salamanders, might affect the

ways in which ecosystems function. Amphibians prey on many types of small organisms that

survive by consuming leaf litter (leaf material on the ground of ecosystems). These small

organisms include animals such as earthworms, centipedes, millipedes, pill bugs, and many

species of insects. In turn, amphibians are preyed on by fish, herons, chipmunks, turkeys,

foxes, coyotes, and other animals.

Human activities often cause a reduction in the size of amphibian populations. As

amphibian populations are reduced, the organisms that are preyed on by amphibians

increase in number. As the populations of small forest organisms increase, the amount of

leaf litter decreases. The decrease in the amount of leaf litter on the forest floor may have

negative effects on the forest ecosystem.

12. Identify one human activity and describe how that activity could directly or indirectly lead to a

reduction in amphibian populations.

13. State one possible effect an increase in the amount of leaf litter on the forest floor would have on

the amphibian population. Support your answer.

14. In the space below, construct a food chain consisting of at least three organisms, including a

producer, that would be present in the ant ecosystem.

15 Select one organism from the food chain you constructed and write it on the line below. State

one way the removal of the organism you selected would affect another organism in the food chain.

Support your answer.

Organism_______________________

Answer Key

1. 1

2. 1

3. 3

4. 3

5.1

6.1

7.1

31. 3

32. 4

8. 2

9. 2

10.2

11.4

12 & 13:

12: Acceptable responses include, but are not limited to:

— Building in the area destroys the habitat.

— Deforestation reduces the area where animals can find food and shelter.

— Burning fossil fuels leads to acid rain, resulting in the death of organisms.

— Introducing nonnative species increases competition for resources and could cause the loss

of an organism to an area.

Note:

Allow credit for a human activity, not the product of activities, not just “pollution” without

an explanation.

13:

[1] Allow 1 credit for stating onepossible effect an increase in the amount of leaf litter on the forest

floor would have on the amphibian population and supporting the answer. Acceptable responses

include, but are not limited to:

— The amphibian population might increase because more food would be available to support

a larger population of animals that the amphibians eat.

— There would be more food available for the amphibian population

14 Acceptable responses include, but are not limited to:

— plants →ants (grubs) →caterpillars

— plants →insects →red ants

— grasses →insects →birds

— grasses →cattle →humans

15 Allow 1 credit for selecting an organism and stating one way the removal of the organism selected

would affect another organism in the food chain and supporting the answer. Acceptable responses

include, but are not limited to:

Organism: grass or plant

— All other organisms decrease because there is less food.

Organism: rabbit orcow

— Grass overpopulates because it is not being eaten.

Organism: red ant

— Butterflies die out because they are not fed and protected by the ants.

— no ant grubs for the caterpillars to eat

Organism: butterfly

— Red ants increase because they are not being eaten by butterfly caterpillars.

Note:

Allow credit for an answer consistent with the student’s food chain for question 6

29. 1

Safety in the Lab


NGSS

NA


NA








The information presented today is extremely important, but can be rather dull if presented in a lecture

format. By having the students act out what not to do, they will be involved with the presentation,

attentive to the scenarios and have a better understanding of why these rules must be followed. This

method is appealing to ADD students, and both visual and kinesthetic learners.

Learning Outcomes

In order to fulfill the state requirements for laboratory exercises, Regents level students must

participate in several labs throughout the year. Before gaining access to the equipment and materials,

all students need to be made aware of the potential dangers and safety concerns.

Objectives: Students will be introduced to the following rules and procedures. They must:

follow directions the first time they are given

walk in the lab (no running)

never do experiments, touch, taste, or smell any chemicals without permission from the teacher

remain calm in the lab- there is to be no horseplay or practical jokes

use caution with glassware and sharp objects

report all accidents immediately

never eat in the lab

wear safety goggles while working in the lab

handle live and preserved specimens with care and treat them with respect

use proper techniques when using/handling/carrying lab equipment including microscopes &

scales


When students enter the room there will be a cartoon displayed on the projector. The Do Now question

is: How many things can you find that are unsafe in this lab?

Once everyone has arrived we will begin our discussion of the importance of safety in the lab.

The class will be divided into groups (lab partners) and given a lab safety rule. Each group will be

assigned to prepare a short skit, illustrating what might go wrong if the rule is not followed. Groups

will take turns performing for the class and the audience will guess the rule. After each rule has been

correctly guessed, and thoroughly discussed, I will add it to a list that will remain displayed throughout

the year. I will also explain the severe consequences if the rules are not followed.

Students will take the Safety in the Lab test, and take home the Safety Contract to be signed by a parent

and returned to school .

I will used the following video clip for reinforcement at the end of the class:

https://www.youtube.com/watch?v=XYbOSmYme6Y


It is imperative that students all receive and understand the information presented in today's lesson.

If any student is absent, I will be available to make up the lesson after school.

Assessment

I will monitor student understanding during the discussions and address questions at that time. Students

will take a test at the end of the class- this summative assessment will be used to gauge their

understanding of the science safety lab rules.


• cartoon of unsafe laboratory

• rules for students to act out

• poster to add rules to

• Safety test and contract

1. Flammable materials, like alcohol, should never bedispensed or used nearA. an open door.B. an open flame.C. another student.D. a sink.

2. If a laboratory fire erupts, immediately A. notify your instructor.B. run for the fire extinguisher.C. throw water on the fire.D. open the windows.

3. Approved eye protection devices (such as goggles) areworn in the laboratoryA. to avoid eye strain.B. to improve your vision.C. only if you don’t have corrective glasses.D. any time chemicals, heat or glassware are used.

4. If you wear contact lenses in the school laboratory,A. take them out before starting the lab.B. you do not have to wear protective goggles.C. advise your science instructor that you wear

contact lenses.D. keep the information to yourself.

5. If you do not understand a direction or part of a labprocedure, you shouldA. figure it out as you do the lab.B. try several methods until something works.C. ask the instructor before proceeding.D. skip it and go on to the next part.

6. After completing an experiment, all chemical wastesshould beA. left at your lab station for the next class.B. disposed of according to your instructor’s directions.C. dumped in the sink.D. taken home.

7. If a lab experiment is not completed, you shouldA. discuss the issue with your instructor.B. sneak in after school and work alone.C. come in during lunch and finish while eating lunch.D. make up some results.

8. You are heating a substance in a test tube. Always pointthe open end of the tubeA. toward yourself.B. toward your lab partner.C. toward another classmate.D. away from all people.

9. You are heating a piece of glass and now want to pick itup. You shouldA. use a rag or paper towels.B. pick up the end that looks cooler.C. use tongs.D. pour cold water on it.

10. You have been injured in the laboratory (cut, burn,etc.). First you shouldA. visit the school nurse after class.B. see a doctor after school.C. tell the science instructor at once.D. apply first aid yourself.

11. When gathering glassware and equipment for anexperiment, you shouldA. read all directions carefully to know what

equipment is necessary.B. examine all glassware to check for chips or cracks.C. clean any glassware that appears dirty.D. All of the above.

12. You want to place a piece of glass tubing into a rubberstopper after the tubing has been fire polished andcooled. This is best done byA. lubricating the tubing with water or glycerin.B. using a towel or cotton gloves for protection.C. twisting the tubing and stopper carefully.D. all of the above.

13. Personal eyeglasses provide as much protection asA. a face shield.B. safety glasses.C. splashproof chemical goggles.D. none of the above.

14. Long hair in the laboratory must beA. cut short.B. held away from the experiment with one hand.C. always neatly groomed.D. tied back or kept entirely out of the way with a hair

band, hairpins, or other confining device.

15. In a laboratory, the following should not be worn.A. loose clothing.B. dangling jewelry.C. sandals.D. all of the above.

16. The following footwear is best in the laboratory.A. sandalsB. open-toed shoesC. closed-toed shoesD. shoes appropriate for the weather

SCIENCE LABORATORY SAFETY TEST

Name ______________________________________________ Date ___________________________

17. Horseplay or practical jokes in the laboratory areA. always against the rules.B. okay.C. not dangerous.D. okay if you are working alone.

18. If a piece of equipment is not working properly, stop,turn it off, and tellA. the custodian.B. your lab partner.C. your best friend in the class.D. the science instructor.

19. If an acid is splashed on your skin, wash at once withA. soap.B. oil.C. weak base.D. plenty of water.

20. When you finish working with chemicals, biologicalspecimens, and other lab substances, alwaysA. treat your hands with skin lotion.B. wash your hands thoroughly with soap and water.C. wipe your hands on a towel.D. wipe your hands on your clothes.

21. Draw a diagram of your science room and label thelocations of the following:

�� Fire Blanket�� Fire Extinguisher(s)�� Exits�� Eyewash Station�� Emergency Shower�� Closest Fire Alarm Station�� Waste Disposal Container(s)

2002 Flinn Scientific Inc. All Rights Reserved. BAP4238A

P.O. Box 219, Batavia, IL 605101-800-452-1261 • Fax: (866) 452-1436

[email protected] • www.flinnsci.com

“Your Safer Sourcefor Science Supplies”

True—FalseT F

22. �� Hot glass looks the same as cold glass.

23. �� All chemicals in the lab are to be considereddangerous.

24. �� Return all unused chemicals to their originalcontainers.

25. �� Work areas should be kept clean and tidy.

26. �� Pipets are used to measure and dispense smallamounts of liquids. You should draw the liquidinto the pipet using your mouth.

27. �� Laboratory work can be started immediatelyupon entering the laboratory even if theinstructor is not yet present.

28. �� Never remove chemicals or other equipmentfrom the laboratory.

T F

29. �� Chipped or cracked glassware is okay to use.

30. �� Read all procedures thoroughly before enteringthe laboratory.

31. �� All unauthorized experiments are prohibited.

32. �� You are allowed to enter the chemicalpreparation/storage area any time you need toget an item.

33. �� Laboratory aprons should be worn during alllab activities.

34. �� It’s okay to pick up broken glass with your barehands as long as the glass is placed in the trash.

35. �� Never leave a lit burner unattended.

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ECOLOGY - kjohnsonscienceportfolio.weebly.comkjohnsonscienceportfolio.weebly.com/uploads/6/3/6/... · they relate to human population and world wide food consumption. 5. Carrying