5E Lesson. Name(s): Sara Neely. Title of lesson: What makes up a habitat?- Part One. Date of lesson: Length of lesson: 50 minutes

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1 5E Lesson Name(s): Sara Neely Title of lesson: What makes up a habitat?- Part One Date of lesson: Length of lesson: 50 minutes Description of the class: Name of course: Biology Grade level: 9th Honors or regular: Honors &/or Regular Source of the lesson: TEKS addressed: Evolution: 13.A: evaluate the significance of structural and physiological adaptations of plants to their environments Plants: 13.A: evaluate the significance of structural and physiological adaptations of plants to their environments Environmental systems: 4. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. A: identify indigenous plants and animals, assess their role within an ecosystem, and compare them to plants and animals in other ecosystems and biomes B: make observations and compile data about fluctuations in abiotic cycles and evaluate the effects of abiotic factors on local ecosystems and biomes D: predict how the introduction, removal, or reintroduction of an organism may alter the food chain and affect existing populations E: predict changes that may occur in an ecosystem if biodiversity is increased or reduced 5. The student knows the interrelationships among the resources within the local environmental system. The student is expected to: A: summarize methods of land use and management B: identify source, use, quality, and conservation of water

2 I. Overview Part one of the Habitat lesson introduces the general factors, requirements, and interactions within a thriving habitat. This lesson is designed as a general introduction into the Design a Habitat project. II. Performance or learner outcomes Students will be able to: 1. Identify abiotic & biotic factors within a habitat. 2. Identify cycles/substances within habitats that influence organisms living within them. a. Water, carbon dioxide, sunlight, oxygen, nitrogen, carbohydrates i. Photosynthesis & Cellular Respiration III. Resources, materials and supplies needed IV. Supplementary materials, handouts. (Also address any safety issues Concerning equipment used) a. Photosynthesis worksheet photo_stuguide_p1.jpg b. Cellular Respiration worksheet c. Nitrogen Cycle worksheet df V. Safety Issues There are no significant safety issues for this lesson. VI. Accommodations for learners with special needs (ELLs, Special Ed, 504, G&T) Students are given many opportunities to communicate in groups and express their learning through concept maps, creating stories/comic strips, and Venn diagrams/lists as non-lecture alternatives.

3 Five-E Organization Teacher Does Probing Questions Student Does establish prior knowledge and create a need to know Engage: Responses/Misconceptions Approx. Time 5 mins Warm-up questions: What makes up a habitat? What do we need in a habitat to make sure that the organisms living there stay alive? Plants and animals. Sunlight, water, air, etc. Evaluation(Decision Point Assessment): Explore: Approx. Time 10 mins Vocabulary: predation, commensalism, parasitism, mutualism. Students may discuss in groups a list of habitat factors. Class discussion should create a class list. allow you to decide whether students understand or are able to carry out the assigned task (formative) Students may work in their groups to discuss and create a list of the types of interactions occurring within a habitat. Abiotic vs. biotic interactions. How does the amount of sunlight influence a habitat? move on to the exploration? What will you do if the outcome is something else? Students create a list of abiotic & biotic factors. Students may also mention the water cycle (nitrogen cycle, oxygen/carbon dioxide, and carbohydrates). Responses/Misconceptions. It may influence the amount of photosynthesis a plant can do.

4 How does the amount of water influence a habitat? What kinds of interactions occur between animals? Animals need water and plants need water. There s predators & prey. Sometimes animals help each other. Evaluation(Decision Point Assessment): Students should come up with a list/web of the resources and interactions required within a habitat. move on to the explanation? What will you do if the outcome is something else? Explain: Approx. Time 10 mins Evaluation(Decision Point Assessment) allow you to help students clarify their understanding and introduce information related to concepts to be learned Students will be provided different habitat scenarios (ex. desert, tropics, wetland, etc.) and work in their groups to evaluate and list the types of interactions in the habitat they were given in their groups. A class discussion will be held to determine similar/unique interactions in each habitat. This may be done as a Venn diagram, a list, etc. Responses/Misconceptions. move on to the extension? What will you do if the outcome is something else?

5 Extend / Elaborate: Approx. Time 20 mins Evaluation(Decision Point Assessment): Students will be evaluated on their initial lists of resources and interactions within their specific habitat and their participation in the class discussion. allow you to decide whether students can extend conceptual connections in new situations Each student in a group should complete either a photosynthesis, cellular respiration, or nitrogen cycle worksheet/concept map. Students working on the same worksheet may work together as a specialty group (i.e. Photosynthesis group, respiration group, nitrogen group) After the worksheets are completed, students will create a story, comic strip, concept map, etc. of the major occurrences in each cycle, including possible organisms and abiotic factors involved. Students should complete one of the worksheets and create a story in their specialty groups. Students then should be able to explain the major concepts Responses/Misconceptions move on to the final evaluation? What will you do if the outcome is something else?

6 of each worksheet to their project group members (jigsaw). Evaluate: Lesson Objective(s) Learned (WRAP UP at end) -> Summarize Approx. Time 5 mins allow you to decide whether students understood main lesson objectives Students will turn in their list of resources and interactions of the specific habitats they were given. Students will turn in their photosynthesis, nitrogen, respiration worksheets and stories. Responses/Misconceptions.

7 5E Lesson Name(s): Sara Neely Title of lesson: What makes up a habitat?- Part Two Date of lesson: Length of lesson: 50 minutes Description of the class: Name of course: Biology Grade level: 9th Honors or regular: Honors &/or Regular Source of the lesson: TEKS addressed: Evolution: 13.A: evaluate the significance of structural and physiological adaptations of plants to their environments Plants: 13.A: evaluate the significance of structural and physiological adaptations of plants to their environments Environmental systems: 4. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. A: identify indigenous plants and animals, assess their role within an ecosystem, and compare them to plants and animals in other ecosystems and biomes B: make observations and compile data about fluctuations in abiotic cycles and evaluate the effects of abiotic factors on local ecosystems and biomes D: predict how the introduction, removal, or reintroduction of an organism may alter the food chain and affect existing populations E: predict changes that may occur in an ecosystem if biodiversity is increased or reduced 5. The student knows the interrelationships among the resources within the local environmental system. The student is expected to: A: summarize methods of land use and management B: identify source, use, quality, and conservation of water

8 I. Overview The second part of the Habitat lesson is to be taught during midpoint of the Design a Habitat project. This lesson covers the specific habitat requirements of the Texas Snowbells (but may be used for other species as well). Once these requirements are determined, students should investigate what other species may share these requirements and how those requirements influence other species. Students should also investigate how the Texas Snowbells may interact with other species. II. Performance or learner outcomes Students will be able to: 1. Identify cycles/substances in habitats that influence organisms living in the habitat. a. Water, carbon dioxide, sunlight, oxygen, carbohydrates, nitrogen. 2. Explain the interaction between habitat requirements & organisms in the habitat. a. Habitat requirements for the Texas Snowbells. b. Interaction of habitat requirements with other organisms in the habitat. c. Influence the habitat may have on organism interactions. i. Commensalism, mutualism, and parasitism 3. Design a habitat that encourages Texas Snowbells growth. III. Resources, materials and supplies needed Habitat Lesson- Part One. Students will need access to computers and the Internet. IV. Supplementary materials, handouts. (Also address any safety issues Concerning equipment used) V. Safety Issues There are no significant safety concerns for this lesson. VI. Accommodations for learners with special needs (ELLs, Special Ed, 504, G&T) Students are given many opportunities to communicate in groups and through concept maps as non-lecture alternatives. Students are also given opportunities to express their learning through concept maps or worksheets.

9 Five-E Organization Teacher Does Probing Questions Student Does establish prior knowledge and create a need to know Engage: Responses/Misconceptions Approx. Time 5 mins Evaluation(Decision Point Assessment): Explore: Approx. Time 20 mins Review Habitat Lesson - Part one. Warm-up questions: What makes up a habitat? What do we need in the habitat to make sure that the Texas Snowbells can thrive? Students will be evaluated on their participation in warm-up/engagement questions. allow you to decide whether students understand or are able to carry out the assigned task (formative) Students research/design a hypothetical environment that includes: a. Identification of the specific water, nutrient, sunlight, and soil requirements for the Texas Snowbells i. How do those requirements influence other organisms in the habitat? b. Interaction between the Texas Snowbells with other organisms in the habitat. Water, sunlight, nitrogen, animals, etc. I don t know. move on to the exploration? What will you do if the outcome is something else? Responses/Misconceptions. For example, Soil requirements: neutral alkaline (limestone)

10 Evaluation(Decision Point Assessment): This may include: commensalism, mutualism, and parasitism. c. Interaction between the habitat and other species. Students should begin to research and design a habitat that may encourage growth of the Texas Snowbells as part of the final summative assessment of the project. This habitat design should include at least: 1 bacteria species, 5 plant species, and 5 animal species. Each species should include a justification of why students included those species in the final design. Students will be provided a rubric for the habitat design project (rubric is attached at the end of the lesson). Students should complete a Muddiest point formative assessment. move on to the explanation? What will you do if the outcome is something else? Explain: Approx. Time 15 mins allow you to help students clarify their understanding and introduce information related to concepts to be learned Students should be able to Responses/Misconceptions

11 Evaluation(Decision Point Assessment) justify the web of interactions within and between the habitat and the organisms living in it. Each organism included in the final habitat design should have a short summary of justification. Students should turn in short summaries of: - The habitat requirements of the Texas Snowbells - The habitat interaction with other species interaction between the Texas Snowbells with other species move on to the extension? What will you do if the outcome is something else? For example: the introduction of species of insect is beneficial for the Texas Snowbells because it removes harmful/predatory insects. Extend / Elaborate: Approx. Time 5 mins allow you to decide whether students can extend conceptual connections in new situations Students should consider background knowledge in photosynthesis, cellular respiration, and the nitrogen cycle as additional factors that may influence how organisms behave in the habitat. - Will the interactions between organisms influence each other s ability to photosynthesize? How? Responses/Misconceptions For example: The introduction of species of plant will harm growth of other plants because its expansive and

12 Evaluation(Decision Point Assessment): Evaluate: Lesson Objective(s) Learned (WRAP UP at end) -> Summarize - What does the introduction of an invasive/predatory species do to the habitat? - What do you think the use of fertilizers, herbicides/pesticides does to the habitat? What do these substances do to the native organisms? These considerations/questions should be addressed in the summaries of interactions. allow you to decide whether students understood main lesson objectives aggressive behavior. move on to the final evaluation? What will you do if the outcome is something else? Responses/Misconceptions. Approx. Time 5 mins Students will turn in a final habitat design that encourages growth of the Texas Snowbells as a summative assessment in the project. This habitat design should include at least: 1 bacteria species, 5 plant species, and 5 animal species. Each species should include a justification of why students included those species in the final design. Students should turn in short summaries of: - The habitat requirements of the Texas Snowbells

13 - The habitat interaction with other species - Interaction between the Texas Snowbells with other species Rubric for the initial habitat design project is attached. A final rubric for the complete project, presentation, and portfolio requirements is at the very end of this lesson. Habitat Design Project Rubric Project Requirements (77 points) At least 1 Bacteria Species (1 point) Short paragraph that justifies including this species of bacteria in the design (3 points) Habitat requirements of bacteria species, interactions between bacteria and the given species, interactions between bacteria and other organisms (1 point each) At least 5 Plant Species (5 points) Short paragraph that justifies including each species of plant in the design (15 points) Habitat requirements of each plant species, interactions between each plant and the given species, interactions between each plant species and other organisms (1 point each) At least 5 Animal Species (5 points) Short paragraph that justifies including each species of animal in the design (15 points) Habitat requirements of each animal species, interactions between each animal and the given species, interactions between each animal species and other organisms (1 point each) Each paragraph should be typed and clearly written (33 points) Final Project Requirements (34 points) Habitat Species List (6 points) Written Justification for Species List (6 points) Blue Print Design (5 points) List of Sources (5 points) Plan for Defense Against Invasive Species (5 points) Presentation (7 points) Total Points Possible: 111 points Points Given: Grade:

14 Project Rubric Habitat Design for Endangered Plant Species Final Portfolio Requirements (4) Food Web (4) Phylogenetic Tree (4) Structure/Adaptations of Endangered Species (4) Field Trip Compare and Contrast Summary General Project Requirements (1) At least 1 species of Bacteria present in the design (5) At least 5 species of Plant present in the design (5) At least 5 species of Animal present in the design (11) Short paragraph of justification for each species present in the design Habitat requirements of each species, interactions between each species and the given species, interactions between each species and other organisms in the design (3) Each paragraph clearly written and typed Final Project/Presentation Requirements (6) Habitat Species List (6) Written Justification Paragraphs (5) Blue Print Design (5) List of Sources (5) Plan for Defense Against Invasives (7) Presentation / 75TOTAL