Lesson Plan: The Factors of Life

Transcription

1 Lesson Plan: The Factors of Life Participants: Carrie Fioramonti, NOAA Fisheries, Panama City, FL Barbara Rutledge, Gateway Military Academy, Bonifay, FL Travis Moore, Student, Chipola College Biology (General) Class Time Allotted- Two 50 minute class periods Motivation: (10 min: 5 minutes each class period) Students will watch bell-ringer videos, as well as videos to introduce concepts during lectures and activities. Part 1: The Factors of Life! Abiotic/Biotic (Discovery video 1.21 min) Part 2: Let s Look at Aquatic Factors! Aphotic Zone Bioluminescence Thermalhaline currents Questions are posed to class: Are non-living materials essential to the continuation of life? Imagine you could remove a single non-living essential such as light would life carry on? Why or why not? For how long? (Name several other elements, such as oxygen, water, carbon dioxide, potassium, nitrogen, and phosphorus.) Students take the Pre-Test. (The Post Test is identical to the Pre-Test and is given at the close of the 2 nd class period). (10 min) Life s Many Factors Pre-Test Name

2 1. A marine biome characterized by no sunlight and deep water depths is a. the photic zone b. a bog c. a lake d. an aphotic zone 2. Based on the data above, at what time of the day is the dissolved oxygen level in the tide pool greater that in the ocean? a. 6 am b. 4 pm c. midnight d. 2 am 3. A body of water in which both fresh and salt water mix is called a(n). a. lake b. estuary c. stream d. tidal zone 4. Which of the following resources is a biotic factor? a. insects b. water c. light d. rock 5. Write the equation for photosynthesis (without water): + + sunlight + 6. Which of the following statements about a body of water is true? a. As depth increases, both temperature and light increase. b. Where light decreases, both temperature and depth are increasing.

3 c. As depth increases, both temperature and light decrease. d. Where depth decreases, both light and temperature decreases as well. 7. Nutrient recycling in the ocean is facilitated by which two of the following factors? a. salinity b. decomposers c. carnivores d. upwelling 8. At which level of the ocean would you expect the higher concentration of dissolved oxygen and why? There is more dissolved oxygen closest to the surface where there are aquatic plants giving off oxygen through photosynthesis. At greater depths, there is little light, so photosynthesis is not possible. Also wind and waves increase the amount of oxygen diffused from the atmosphere. 9. factors are the nonliving parts of an organism s environment. a. niches b. ecosystems c. heterotrophs d. abiotic factors 10. Autotroph is another term for. a. plants or producers b. omnivore c. herbivore d. carnivore 11. A fox eats a squirrel that consumed acorns. The fox would be considered a. a) tertiary consumer b) secondary producer c) secondary consumer d) primary consumer

4 12. Food production in this particular plant is affected by temperature. Which statement is true? a. Food production slows dramatically at temperatures between 10 and 20 degrees Celsius. b. Food production remains the same following the rise to 20 degrees Celsius. c. Food production drops as temperatures continue to increase beyond 30 degrees Celsius. d. Food production is greatest at lower temperatures. Following Pre-test students will move to the lab tables in groups of three.materials Needed. Activity Connected! A large ball of yarn or string (minimum 100 feet) One card per student depicting a biotic or abiotic factor in an environment Open room or outdoor courtyard for student circle Currents A rectangular clear plastic tub for each group of three students. 1 large towel for each group of three students 1 plastic 200 ml graduated cylinder (or hard plastic cup) Microwave oven or drip coffee maker for heating colored water Ice to chill colored water 1 pot holder per table 1 canister salt per table 1 red food color/ 1 blue food color per table

5 Room set-up: Students will initially be seated at their desks on one end of the room to complete the Pre-test and Post-test (beginning of class session 1, and at the conclusion of class session 2) after viewing the bell-ringer video clip on abiotic and biotic factors. Following the pre-test, students will move to the lab tables to begin collaborative work on the Lesson worksheets and lab activities. A supply table is located in close proximity to the lab tables and holds the articles needed for the two activities. A white board is provided for student and teacher notes and demonstration. A restroom or lab sink will provide water for the thermohaline current activity. At the close of the second class period, students will move back to the desks to complete the post-test.

6 WATER SOURCE Science Lab Setup: Students are assigned in groups of three per lab table. One student monitors time allotment, another the materials and orderliness, and the third is responsible for manipulating activity. Teacher s Desk White board Lab Table Lab Table Supply Table Lab Table Lab Table STUDENT DESKS

7 Outcomes Dimensions of K-12 Science Education Standards: Scientific and Engineering Practices: 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 8. Obtaining, evaluating and communicating information Crosscutting Patterns: 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. System and system models 5. Energy and matter: Flows, cycle, and conservation 7. Stability and change Disciplinary Core Ideas: PS 1: Matter and its interactions PS 3: Energy Next Generation Sunshine State Standards: SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Assessed as SC.912.L SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Also assesses SC.912.E.7.1. Content Literacy Standards: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Specific Learning Outcomes: 1) Given worksheets, students will collaborate in groups of 3-4 to complete Part 1: The Factors of Life!. Students will differentiate between abiotic and biotic factors in terrestrial and aquatic environments, as well as between primary, secondary, and tertiary consumers, as they relate in the trophic levels of the food chain with 100% accuracy. 2) Provided the essay question, students will answer the following question individually as graded homework to be turned in at the next class meeting: If sunlight were unable to reach the earth, what impact would that have on the food chain? Life on earth as we know it? Explain. The assignment should be no less than 100 words and framed as an essay. Essay is graded on a rubric, 1- minimal understanding of role of producers/ 2- gives basic relationship between web producers and consumers/ 3- gives role of photosynthesis in the food chain/ 4- A complete understanding that photosynthesis affects all living and some abiotic factors / 5- A thorough description the role of sunlight in the total scheme of abiotic and biotic factors and its effect on the global food web, both land and aquatic. 3) In Part 2: Let s Look at Aquatic Factors of the worksheet, student groups will demonstrate the ability to draw a general curve on a graph given the written relationship between an organism and a biotic factor acting on the organism. Each group will draw a different graph and present it on the board. The rest of their classmates will provide any necessary feedback until the graph is 100% accurate and can be interpreted by the presenting group. 4) Provided worksheets, students will work in groups of 3-4 to complete Part 2: Let s Look at Aquatic Factors worksheet. Student will differentiate between the different types of abiotic factors in aquatic environments and how each factor specifically impacts an organism and its ability to survive in a specific environment. Worksheets should be completed by the end of the class period with 100% accuracy as teacher covers subject matter through lecture and demonstration. 5) Students will write a short essay to be completed individually as graded homework and to be turned in at the next class meeting The essay will identify a species of an aquatic organism (plant or animal) and describe the attributes/adaptations that allow it to survive in its native environment.

9 Part 1- The Factors of Life (50 minutes) Presentation and Participation Bellringer (5 minutes) Abiotic/Biotic (Discovery video 1.21 min) Pretest (10 minutes) Behavior and Cognitive (20 minutes) Given the review vocabulary (See Attached) with definitions from previous lessons, students collaborate in small groups to complete the worksheet Part 1 The Factors of Life (See Attached) Essay question for homework will be assigned to be turned in at the next class meeting: If sunlight were unable to reach the earth, what impact would that have on the food chain? Life on earth as we know it? Explain. The assignment should be no less than 100 words and framed as an essay. Application (15 minutes) Upon completion of Part 1 of the worksheet, the entire class will participate in the Part 1 Activity- String Along Web (See attached) Part 2- Let s Look at Aquatic Factors (50 min) Bellringer (5 minutes) Aphotic Zone Bioluminescence Behavior and Cognitive (25 minutes) Given the review vocabulary with definitions from a previous lessons, students collaborate in small groups to complete the worksheet Part 2 Let s Look at Aquatic Factors (See Attached) Bill Nye demonstrates thermohaline currents: Application (15 minutes) Part 2 Activity The Thermohaline Current (See attached) (20 min)

10 Watch: Thermalhaline currents 1HYFg&feature=related Questions 1. List some basic resources that organism need to survive. 2. What percentage of the energy from a lower trophic level is transferred to the next trophic level? What happens to the energy that is not transferred? 3. What type of environmental factors may affect the availability of resources. 4. Write the formula for photosynthesis. 5. What type of compound is an enzyme? What is the function of an enzyme? Explain how environmental factors affect the function of enzymes. 6. List and define some characteristics that define an aquatic environment. 7. Within an aquatic environment, list some of the biotic and abiotic factors. Explain why each factor is either biotic or abiotic. 8. Phytoplankton is one of the earth s major contributors to primary production. Describe where you would find phytoplankton in the world s aquatic systems and why. Hint-Combine several of the abiotic factors of aquatic systems. 9. Imagine a hurricane taking out most of the trees and forested region of your area. How would this impact the present food web? Explain and justify your prediction. 10. If sunlight were unable to reach the earth, what impact would that have on the food chain? Life on earth as we know it? Explain. 11. There is definitely life in some of the deepest parts of the ocean. What forms the base of the food chain? If there is no light, then what powers primary production? 12. How would you evaluate the potential effects of an oil tanker spill that occurs close to a coastal area (as did the Valdez spill) and one that occurs over the ocean depths? 13. Predict what you think may result from a lack of ocean upwelling, as is the case during an El Nino season. Justify your prediction.

11 14. Although both are aquatic bodies, compare and contrast the elements of a fresh water pond environment to that of a deep ocean trench. Reflection Written formative assessments will take place through worksheets, a homework essay question, and the Post test (same as pre-test). Formative assessment will also occur throughout the lesson as the teacher circulates and asks questions during group work and the application activity. Verbal feedback will be provided to groups throughout the lesson based on their answers to the teacher s oral questions as well as during the groups graphical presentations Safety A standard lab safety chart is posted in the classroom, and rules are addressed by the teacher verbally before lab activities. String along web activity: Teacher should use a pair of scissors to cut the string in numerous places prior to students standing. This is to prevent students tripping on the immense web. Thermohaline current activity: Provide each table (group) with a large bath towel so as to collect unexpected spills. Instruct students to clean up any spills on the floor immediately to prevent slipping. Students are instructed to use a pot holder when handling the hot water graduated cylinder or cup. Transformative: ADD/ADHD students may complete the worksheets with a learning partner who can assist with staying on task in a timely manner. A language-challenged student may be utilized in the string-along web game as a facilitator to the students, assisting to pass the string from one side of the room to the other, while hearing the card titles and reading them simultaneously. For an auditory learner, the teacher could administer the pre and post-tests aloud.

12 Utilize If less than 50% of the students make a score of 4, specific elements of the role of sunlight and its effects will be readdressed in various web clips and review. After reviewing grades and missed questions on the pre and post exams, determine what if any concepts need to be readdressed and with whom. It is usually a good idea to assign (or volunteer) a couple of students who are competent with graphing and basic data analysis the role of data expert for the specific time period when students are drawing the curve on the graphs. So when a student has trouble graphing data, the student is encouraged to check with one of the classes data and/or graphing experts. This will better allow the teacher more time to answer content related questions. For the thermohaline current activity, It is a time saver to have the water in the tubs already filled and colored with the blue food coloring. Air pots are handy if available to spare the mess of heating water.