Interdependence

TEKS & National Standards TEKS: 8.11B The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to: Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition.

National Standards: The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.

TEKS: 8.11B The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to: Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition.

National Standards: The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.

TEKS: 8.11B The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to: Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition.

National Standards: The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.

TEKS: 8.11B The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to: Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition.

National Standards: The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.

Prior Knowledge 5.9A: Observe the way organisms live and survive in their ecosystem by interacting with the living andnonliving elements.6.12E: Describe biotic and abiotic parts of an ecosystem in which organisms interact.7.10A: Observe and describe how different environments, including microhabitats in schoolyards andbiomes, support different varieties of organisms.

5.9A: Observe the way organisms live and survive in their ecosystem by interacting with the living andnonliving elements.6.12E: Describe biotic and abiotic parts of an ecosystem in which organisms interact.7.10A: Observe and describe how different environments, including microhabitats in schoolyards andbiomes, support different varieties of organisms.

5.9A: Observe the way organisms live and survive in their ecosystem by interacting with the living andnonliving elements.6.12E: Describe biotic and abiotic parts of an ecosystem in which organisms interact.7.10A: Observe and describe how different environments, including microhabitats in schoolyards andbiomes, support different varieties of organisms.

5.9A: Observe the way organisms live and survive in their ecosystem by interacting with the living andnonliving elements.6.12E: Describe biotic and abiotic parts of an ecosystem in which organisms interact.7.10A: Observe and describe how different environments, including microhabitats in schoolyards andbiomes, support different varieties of organisms.

Objectives Students will be able to distinguish how organisms depend on abiotic and biotic factors to survive. Students will be able to identify what happens when two species in the same environment occupy the same niche. Students will be able to elaborate how habitats resources affected by competition. Students will be able to complete a scientific hypothesis and a CER.

Students will be able to distinguish how organisms depend on abiotic and biotic factors to survive. Students will be able to identify what happens when two species in the same environment occupy the same niche. Students will be able to elaborate how habitats resources affected by competition. Students will be able to complete a scientific hypothesis and a CER.

Students will be able to distinguish how organisms depend on abiotic and biotic factors to survive. Students will be able to identify what happens when two species in the same environment occupy the same niche. Students will be able to elaborate how habitats resources affected by competition. Students will be able to complete a scientific hypothesis and a CER.

Students will be able to distinguish how organisms depend on abiotic and biotic factors to survive. Students will be able to identify what happens when two species in the same environment occupy the same niche. Students will be able to elaborate how habitats resources affected by competition. Students will be able to complete a scientific hypothesis and a CER.

COMPETITION COMPETITION COMPETITION COMPETITION COMPETITION

EngageEngage ExploreExplore Explain

Entry Document: Squirrel PPT:“It’s a Squirrelly World” Entry Document: Squirrel PPT:“It’s a Squirrelly World”

Research for the hypothesis: students will research about gray squirrels and red squirrels, and gather information in order to create a hypothesis.

Research for the hypothesis: students will research about gray squirrels and red squirrels, and gather information in order to create a hypothesis.

• Have students read the 2 blogs about CERs (claim, evidence, reasoning) and how to do them. • http://alwaysformative.blogspot.com/p/claim-evidence-reasoning.html• http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

Class Discussion: go over what the power point was say. • What important information they need to know from the power point. • Independent variables, dependent variables, and what a hypothesis calls for. • Go over what is needed to form a hypothesis

• Fill out independent variable and dependent variable

• Have students read the hypothesis blog. Then have a clarification discussion as a class. The class discusses how to create a hypothesis, and the teacher clarifies on what is misunderstood.

Class Discussion: go over what the power point was say. • What important information they need to know from the power point. • Independent variables, dependent variables, and what a hypothesis calls for. • Go over what is needed to form a hypothesis

• Fill out independent variable and dependent variable

• Have students read the hypothesis blog. Then have a clarification discussion as a class. The class discusses how to create a hypothesis, and the teacher clarifies on what is misunderstood.

• Squirrel Lab: students will go outside an perform the squirrel lab. Some will be predators (coyotes), some will be the pray (red squirrels and gray squirrels). Some students are the resources (food, shelter, water). The population starts out with only red squirrels, and when the teacher says go, the pray runs towards the resources, the other teacher then instructs the coyotes to get their pray. If a pray is tagged by a coyote before they get their resource, then they become a predator, if they get a resource then the resource becomes a pray, but if they do not get tagged and do not get a resource they die, go through decomposition, and then become another resource. Before the pray starts to get a resource they must make their sign of what resource they are going after, wave like motion for water, rub belly for food, house over head for shelter. The coyotes (predators) do alligator jaws as they are going after their pray. After about 5-8 years the teacher introduce the gray squirrel. When the prays are released to go get food, the red squirrels must hop on one leg (because in their research they found the red squirrel was slower than the gray one). Do 20 trial run, and eventually the red squirrel population comes down to one or two and the gray squirrel population explodes.

• Squirrel Lab: students will go outside an perform the squirrel lab. Some will be predators (coyotes), some will be the pray (red squirrels and gray squirrels). Some students are the resources (food, shelter, water). The population starts out with only red squirrels, and when the teacher says go, the pray runs towards the resources, the other teacher then instructs the coyotes to get their pray. If a pray is tagged by a coyote before they get their resource, then they become a predator, if they get a resource then the resource becomes a pray, but if they do not get tagged and do not get a resource they die, go through decomposition, and then become another resource. Before the pray starts to get a resource they must make their sign of what resource they are going after, wave like motion for water, rub belly for food, house over head for shelter. The coyotes (predators) do alligator jaws as they are going after their pray. After about 5-8 years the teacher introduce the gray squirrel. When the prays are released to go get food, the red squirrels must hop on one leg (because in their research they found the red squirrel was slower than the gray one). Do 20 trial run, and eventually the red squirrel population comes down to one or two and the gray squirrel population explodes.

• CER Discussion: the teacher will put up the example document of the CER examples (claim, evidence, reasoning), and the class will discuss about what it is, and how to do it. The instructor will go over the examples with the class

• Complete conclusion questions and go over as a class.

• Materials: • PPT (entry document)• Lab Handout for students • Hypothesis link • Computer with internet access

• Materials: • PPT (entry document)• Lab Handout for students • Hypothesis link • Computer with internet access

• Materials: • Computer with internet access• Cornell Notes page • Cite Sources page • Student lab handout

• Materials: • Computer with internet access• Cornell Notes page • Cite Sources page • Student lab handout

• Materials:• CER Examples• Computer with internet access • 2 blog sites

• Resources: • http://completeyourdissertation.com/blog/270/creating-strong-hypothesis-statements/• Squirrel lab instructions for teacher • STEM Scopes website

• Resources: • http://completeyourdissertation.com/blog/270/creating-strong-hypothesis-statements/• Squirrel lab instructions for teacher • STEM Scopes website

• Resources: • Wikipedia for modifications for regular student class• Red Squirrels Wikipedia • http://en.wikipedia.org/wiki/Red_squirrel•Grey Squirrel Wikipedia • http://en.wikipedia.org/wiki/Eastern_gray_squirrel

• Resources: • Wikipedia for modifications for regular student class• Red Squirrels Wikipedia • http://en.wikipedia.org/wiki/Red_squirrel•Grey Squirrel Wikipedia • http://en.wikipedia.org/wiki/Eastern_gray_squirrel

• 2 blog sites: •http://alwaysformative.blogspot.com/p/claim-evidence-reasoning.html• http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell• Rubric • CER Examples

ElaborateElaborateElaborate Evaluate Evaluate

• Students will practice creating CERs by creating a draft. • The teacher will walk around and read students drafts, and share with class some of the ones that are on the right track. • Students should pair up with their critical friends and critique each others CERs before they turn in their CERs for a quiz grade. Critical friends will be professional about their critiques and students will take constructive criticism in a professional manor.• Go over CER rubric

• Students will practice creating CERs by creating a draft. • The teacher will walk around and read students drafts, and share with class some of the ones that are on the right track. • Students should pair up with their critical friends and critique each others CERs before they turn in their CERs for a quiz grade. Critical friends will be professional about their critiques and students will take constructive criticism in a professional manor.• Go over CER rubric

• Students will practice creating CERs by creating a draft. • The teacher will walk around and read students drafts, and share with class some of the ones that are on the right track. • Students should pair up with their critical friends and critique each others CERs before they turn in their CERs for a quiz grade. Critical friends will be professional about their critiques and students will take constructive criticism in a professional manor.• Go over CER rubric

• The teacher will evaluate the students final CER drafts. • The teacher will evaluate the students final CER drafts.

• Materials: • CER example• CER rubric • Computer with internet access

• Materials: • CER example• CER rubric • Computer with internet access

• Materials: • CER example• CER rubric • Computer with internet access

• Materials: • CER rubric • Grade book

• Materials: • CER rubric • Grade book

• Resources:

• The blog links for student reference• http://alwaysformative.blogspot.com/p/claim-evidence-reasoning.html

• The example page for student reference•http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

• Resources:

• The blog links for student reference• http://alwaysformative.blogspot.com/p/claim-evidence-reasoning.html

• The example page for student reference•http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

• Resources:

• The blog links for student reference• http://alwaysformative.blogspot.com/p/claim-evidence-reasoning.html

• The example page for student reference•http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

Teachers Guide For Squirrel Lab

PPT/ ENTRY DOCUMENT

References

Brunsell, E. (2012, September 25). Designing science inquiry: claim + evidence + reasoning = explanation. Edutopia . Retrieved October 25, 2012, from http://

www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

Buell, J. (2012, September 9). Always Formative: Claim Evidence Reasoning. Always Formative. Retrieved October 26, 2012, from http://alwaysformative.blogspot.com/p/

claim-evidence-reasoning.html

Eastern gray squirrel . (2012, October 25). Wikipedia . Retrieved October 25, 2012, from http://en.wikipedia.org/wiki/Eastern_gray_squirrel

Jain, R. (n.d.). Creating strong hypothesis statements. Dissertation coaching tips blog. Retrieved October 25, 2012, from http://completeyourdissertation.com/blog/270/

creating-strong-hypothesis-statements/

Red squirrel. (2012, October 26). Wikipedia . Retrieved October 25, 2012, from http://en.wikipedia.org/wiki/Red_squirrel

University. (n.d.). Stemscopes. Stemscopes. Retrieved October 25, 2012, from https://coppellisd.stemscopes.com/