Unit: Aquatic Communities Water, Water, Everywhere!

Transcription

1 Unit: Aquatic Communities Water, Water, Everywhere! Standards (Content and Characteristics): Focus Standard: S7L4. Students will examine the dependence of organisms on one another and their environments. e. Describe the characteristics of Earth s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). Supporting Standards: S7L4. Students will examine the dependence of organisms on one another and their environments. a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. d. Categorize relationships between organisms that are competitive or mutually beneficial. S7CS10. Students will enhance reading in all curriculum areas by: a. Reading in All Curriculum Areas Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas Read both informational and fictional texts in a variety of genres and modes of discourse Enduring Understanding: The earth is vast and has a great variety of different land types, organisms, climates, and aquatic types. The ocean is only a percentage of the world s water. There are also freshwater communities and estuaries. Location and climate play are huge role in the type of organisms that live in aquatic environments. Different factors influence if an organism can live in a certain habitat: temperature, light, food source, space, ect. Some organisms can survive in both terrestrial and aquatic environments.

2 Essential Questions: What are the characteristics of the three aquatic communities? How do salt marshes fit into aquatic communities? Characteristic wise? And location wise? How does an estuary merge organisms from land and water? How are terrestrial biomes and aquatic communities alike? Different? Pre-Assessment: Use What I Know About Aquatic Communities-KWL, Attachment A. For this pre-assessment activity, chart paper and pencils are need. Students work in small groups followed by a class discussion. After students are in groups (no larger than four), hand out the KWL chart. Students are to complete the K and W sections of the chart with only the help of their group members no text books. The L section will be completed in conclusion to the unit. After 8 minutes, discuss their charts as a class. Take them up to be placed on the wall for display. Teacher will look over the completed portion of the chart to assess the students knowledge. o Clarify ideas and correct any misconceptions

3 LEARNING FOCUS STRATEGIES Lesson Planning Form Name: Rutledge Class: 7 th grade Life Science GPS: S7L4. Students will examine the dependence of organisms on one another and their environments. e. Describe the characteristics of Earth s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). Unit/Chapter/Lesson: Unit 2: Aquatic Communities Date(s): Day 1, 50 minutes Learning Focus Time Essential Question(s): (with key questions if necessary) What are the characteristics of the three aquatic communities? Activating Thinking Strategies: (ex: kwl, word maps, wordsplash, etc ) 15 minutes K-W-L (Attachment A) Students will divide into groups of 3 or 4 and complete the K and L sections of the chart. Teacher will facilitate a class discussion of chart, clarify ideas, and correct misconceptions.

4 Acceleration Strategies: (focus on content maps and key vocabulary) Fresh water: No salt Rivers, lakes, ponds, streams Large variety of plants and animals Most spread out biome across the world Marine: Estuary: Salt water, oceans Four zones: (Intertidal, Neritic, Oceanic, Benthic) Reference Finding Nemo Where fresh water combines with salt water Ex: Mississippi River dumping into the Gulf of Mexico Brackish water river mouths, bays, lagoons and salt marshes Teaching Strategies: 10 minutes Tree Map of aquatic communities with characteristic (graphic organizers) listed below each Prompts: 15 minutes Prezi or PowerPoint presentation (distributed practice and distributed summarizing) Summarizing Strategies: 10 minutes Discuss the Essential Question. (ex. Ticket Out the Door, 3-2-1, etc Answer the essential question) Assignment and/or Assessment: No Homework Re-Teaching Focus and Strategy: (if necessary) SED Modifications: Some students will be given a partially completed tree map to help guide them with filling it in.

5 LEARNING FOCUS STRATEGIES Lesson Planning Form Name: Rutledge Class: 7 th grade Life Science GPS: S7L4. Students will examine the dependence of organisms on one another and their environments. e. Describe the characteristics of Earth s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). S7L4. Students will examine the dependence of organisms on one another and their environments. a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. S7CS10. Students will enhance reading in all curriculum areas by: a. Reading in All Curriculum Areas Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas Read both informational and fictional texts in a variety of genres and modes of discourse Unit/Chapter/Lesson: Unit 2: Aquatic Communities Date(s): Day 2, 55 minutes Learning Focus Time Essential Question(s): (with key questions if necessary) Activating Thinking Strategies: (ex: kwl, word maps, wordsplash, etc ) How do salt marshes fit into aquatic communities? Characteristic wise? Location wise? How does an estuary merge organisms from land and water? 5 minutes The Do Now for the day is for students to clear their desks and prepare for story time. If able, move desks out of the way and create a circle with the chairs.

6 Acceleration Strategies: (focus on content maps and key vocabulary) Teaching Strategies: (graphic organizers) Words and concepts from the book to discuss: tide prey/predator life cyles salt marsh estuary creek ocean Be sure to draw attention to the types of plants and vegetation. Chart comparing students perceptions of the ocean and marsh Prompts: 5 minutes (distributed practice and distributed summarizing) 25 minutes Teacher will create a chart on the board to compare the ocean and the marsh. The object is to have students list all the things they like/dislike/know about the ocean and the marsh. Read And The Tide Comes In aloud to students. Throughout the story, discuss content as it comes up. 7 minutes 5 minutes Cannon s Point Video: Introduce Cannon s Point and the assignment for during the field trip. Summarizing Strategies: (ex. Ticket Out the Door, 3-2-1, etc Answer the essential question) Assignment and/or Assessment: Re-Teaching Focus and Strategy: (if necessary) 8 minutes Review Chart comparing Ocean and Marsh Get responses from the students: Were their perceptions of the ocean like the girl in the story? Look at some of the responses on the board. Based on what we just read in the book, are they right/wrong? How Review tree map of Aquatic Communities Review tree map of Terrestrial Biomes, focusing on the maritime forest SED Modifications: Students with hearing problems can sit closer to the teacher.

7 LEARNING FOCUS STRATEGIES Lesson Planning Form Name: Rutledge Class: 7 th grade Life Science GPS: S7L4. Students will examine the dependence of organisms on one another and their environments. e. Describe the characteristics of Earth s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). S7L4. Students will examine the dependence of organisms on one another and their environments. a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. d. Categorize relationships between organisms that are competitive or mutually beneficial. Unit/Chapter/Lesson: Unit 2: Aquatic Communities Date(s): Day 3, 70 minutes Learning Focus Time Essential Question(s): (with key questions if necessary) How do salt marshes fit into aquatic communities? Characteristic wise? And location wise? How does an estuary merge organisms from land and water? Activating Thinking Strategies: (ex: kwl, word maps, wordsplash, etc ) Acceleration Strategies: (focus on content maps and key vocabulary) How are terrestrial biomes and aquatic communities alike? Different? 5 minutes Double Bubble, Attachment B Students will complete the Double Bubble comparing the land and marsh/ocean. If the student cannot complete it within the time allotted, he/she can fill it out throughout the tour.

8 Teaching Strategies: (graphic organizers) Double Bubble, Attachment B Prompts: 40 minutes Students will go on a tour of Cannon s Point beginning (distributed practice and in the forest and ending at the marsh. Throughout the distributed summarizing) tour, students will be prompted questions to relate the tour to the standards. How are the organisms interacting with each other? Type of relationship? How can changes in the environment (rather by people or nature) affect the community? How is energy transferred from one organism to the other? What are the characteristic of the land/marsh/ocean? Which biome is it? Discuss the differences in the land environment and water environment. Discuss how human interaction can change the environment. Summarizing Strategies: 25 minutes Double Bubble Compare land and water (ex. Ticket Out the Door, 3-2-1, environments etc Answer the essential Blank Sheet of paper, Attachment C draw a food web question) using an organism seen at Cannon s Point, in the story, or native to the ocean or marsh. Answer the three discussion questions on Wrapping It Up, Attachment D Assignment and/or Assessment: Three handouts will be taken up before departure and graded as a quiz grade. Re-Teaching Focus and Strategy: (if necessary) SED Modifications: Students will complete a partially completed Double Bubble, draw the food web, and answer one out of the three discussion questions or work with a partner to answer them all.

9 LEARNING FOCUS STRATEGIES Lesson Planning Form Name: Rutledge Class: 7 th grade Life Science GPS: S7L4. Students will examine the dependence of organisms on one another and their environments. e. Describe the characteristics of Earth s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). Unit/Chapter/Lesson: Unit 2: Aquatic Communities Date(s): Day 4, 55 minutes Learning Focus Time Essential Question(s): (with key questions if necessary) What are the characteristics of the three aquatic communities? How do salt marshes fit into aquatic communities? Characteristic wise? And location wise? How does an estuary merge organisms from land and water? How are terrestrial biomes and aquatic communities alike? Different? Activating Thinking Strategies: 5 minutes WordSplash have students create a list of words that (ex: kwl, word maps, wordsplash, relate to the unit (aquatic communities). It can also etc ) include terms from the terrestrial biomes unit as well if it relates to Cannon s Point. The goal, is to have lists of around 30 terms/concepts. Acceleration Strategies: (focus on content maps and key vocabulary) Teaching Strategies: (graphic organizers) 10 minutes Review tree maps for both terrestrial and aquatic biomes

10 Prompts: 35 minutes Travel Brochures - pretend you are a travel agent for a (distributed practice and specific biome. Your boss tells you to create a distributed summarizing) brochure to attract travelers to your biome. Summarizing Strategies: (ex. Ticket Out the Door, 3-2-1, etc Answer the essential question) Assignment and/or Assessment: In your brochure, you must include: Name of your Biome General climate Types of plants and animals and their relationships with each other One Made-up Attraction Location 5 minutes Revisit lists made during Do Now. Randomly call out words from the students papers and define them as a class. Answer Essential Questions Re-Teaching Focus and Strategy: (if necessary) SED Modifications: Aim for a list of words for Do Now

11 LEARNING FOCUS STRATEGIES Lesson Planning Form Name: Rutledge Class: 7 th grade Life Science GPS: S7L4. Students will examine the dependence of organisms on one another and their environments. e. Describe the characteristics of Earth s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). Unit/Chapter/Lesson: Unit 2: Aquatic Communities Date(s): Day 5, 55 minutes Learning Focus Time Essential Question(s): (with key questions if necessary) What are the characteristics of the three aquatic communities? How do salt marshes fit into aquatic communities? Characteristic wise? And location wise? How does an estuary merge organisms from land and water? How are terrestrial biomes and aquatic communities alike? Different? Activating Thinking Strategies: 15 minutes Do Now: Find your brochure and complete it. Prepare (ex: kwl, word maps, wordsplash, to present it. etc ) Acceleration Strategies: (focus on content maps and key vocabulary) Teaching Strategies: (graphic organizers) Prompts: (distributed practice and distributed summarizing) 30 minutes Present Biome Brochures (To keep students engaged in their peers presentation, students will have to write down one thing they liked about each classmate s brochure/biome)

12 Summarizing Strategies: 10 minutes Answer Essential Questions (ex. Ticket Out the Door, 3-2-1, etc Answer the essential K-W-L Charts, complete the L portion question) Assignment and/or Assessment: Biome Brochure will serve as 50% of Unit test grade ---See attached rubric Re-Teaching Focus and Strategy: (if necessary) SED Modifications: Students will have extra time to prepare for presentation.

13 Attachment A What I Know About Aquatic Communities Pre-Assessment Names: Directions: Date: For each topic listed in the left column of the table below, list everything you already know in the column labeled K. For each topic listed in the left column of the table below, list everything you want to know (are unsure of or need clarified) in the column marked W. The L column will be used at the conclusion of this lesson. At the conclusion of the lesson, you will list everything you have learned in the L column. TOPIC K W L Fresh Water Marine (Ocean) Estuaries Cannon s Point St. Simon s Island

14 Attachment C Food Wed Directions: Create a Food Web using at least one organism seen at Cannon s Point.

15 Attachment D Discussion Questions What are the characteristics of the three aquatic communities? How do salt marshes fit into aquatic communities? Characteristic wise? Location wise? How are terrestrial biomes and aquatic communities alike? Different?

16 Rubric for Travel Brochures Name: Biome: Category Description Excellent 4 Climate Plants Animals Location Made up Attraction (Creativity) Climate is accurately described for the biome. It includes temperature and amount of rain fall. At least three accurate examples of plants (with relationships) are given. At least three accurate examples of animals (with relationships) are given. Location is accurate and fits the biome. Example: Savanna in the tropics, not near the North Pole. Attraction is creative and shows thought. Good 3 Average 2 Needs Work 1 Presentation Presentation flowed. Eye contact was made. Loud, clear speaking voice. Steady speed.