LSI: Life Science Investigation

Transcription

1 LSI: Life Science Investigation E-Tech Multimedia Science Teacher s Lesson Planning Guide LSI Segment Title Investigation 4 The Struggle for Survival Brief Description/Major Concepts within the Segment Time Needed for Investigations Ohio Middle Grades Science Benchmarks and Indicators Addressed in These Activities In the lesson, students will investigate Great Lakes invaders. The video investigates the relationship between invasive Goby fish and the native Lake Erie water snake. 1 ½ - 2 class hours 6-8 LS C: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. 7 th Grade Indicators Indicator 2. Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator-prey, parasitism, mutualism and commensalism). Indicator 3. Explain how the number of organisms an ecosystem can support depends on adequate biotic (living) resources (e.g., plants, animals) and abiotic (nonliving) resources (e.g., light, water and soil). 1

2 Indicator 6. Summarize the ways that natural occurrences and human activity affect the transfer of energy in Earth s ecosystems (e.g., fire, hurricanes, roads and oil spills). 6-8 LS D: Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record). 7 th Grade Indicators Indicator 5 - Explain that some environmental changes occur slowly while others occur rapidly (e.g., forest and pond succession, fires and decomposition). Inquiry Questions to be Addressed Background Vocabulary for Teachers How do invasive species get to Lake Erie? How have invasive species altered the Lake Erie ecosystem? Predator-prey Parasitism Mutualism Commensalism Invasive species Native species Non-native species For consistency and accuracy, we strongly encourage teachers to use the search functions at Wikipedia to gather the necessary background vocabulary prior to using the LSI video and lesson. 2

3 Classroom Procedures Things Teachers and Students Should Do 1. After viewing LSI 4, check for student comprehension by discussing the following questions: What is an invasive (non-native) species? How did the Goby get into Lake Erie? Are invasive species always destructive? Explain the relationship developed between the native Lake Erie Water Snake and the invasive Goby. What are some of the other native species that have been threatened by or have benefited from these relationships? 2. Tell the students they are going to read a brief article about the relationship developed between the Lake Erie Water Snake and the Goby and then analyze a graph depicting the eating habits of the Lake Erie Water Snake. Provide print copy or project LEWS Just Love Gobies article (Twineline Magazine, Winter 2005). 3. Read the LEWS article individually or as a classroom read-aloud. Different sections of the article can be assigned to different groups to summarize. After reading the article, ask students to share additional information about the Goby and Lake Erie Water Snake that they learned from the article that wasn t in the LSI video. Ask students why this information might be important to the LSI investigation. 4. Have students study the Figure 1 graph from the LEWS article and gather useful information. Have students analyze the graph and summarize the eating habits of the Lake Erie Water Snake for these time periods: A. 1948, B , C , D Tell students that it is now time to investigate other invasive species in Lake Erie! Show students Great Lakes Region Nab The Aquatic Behavior web site. (Note: It is recommended that students complete this computer activity individually.) Tell students that their mission is to Book one invasive plant and one invasive animal. Follow directions as directed at the web site. Allow students to investigate and book the selected invaders. Tip: Have students display their 3

4 Book em Certificate on the computer for your confirmation that they have successfully completed the investigation. 6. Congratulate students on a job well done and tell them they are ready for LSI 5 investigation. Materials Needed To Conduct These Activities Students should have access to computers with Web access. A computer lab or COW (Computer lab On Wheels). LEWS Just Love Gobies article Twine Line Magazine Winter Web Resources Needed to Conduct These Activities LEWS Just Love Gobies article Twine Line Magazine Winter Great Lakes Region Nab The Aquatic Invader web site (Note: Many other issues of Twineline are available through the Ohio Sea Grant Web site. This magazine is a great resource for understanding the work of scientists in monitoring and maintaining Lake Erie s health!) Supplemental Resources These resources can be used to explore the wide variety of plant and animal invasive species 4

5 already in the Lake Erie watershed ecosystem. Download a PDF file all about Ohio s Invasive Species Challenges EPA Great Lakes Invasive Species Great Lakes Information Networks Invasive Species in the Great Lakes Region Round Goby Research Invasive Species Throughout the U.S. Search for Ohio s Invasive Aquatic Species: Read about the 100 Most Invasive Species in the World: See what The Nature Conservancy predicts about freshwater invasives: 5

6 Search the Global Invasive Species Database 6