Ecosystems pp

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Ecosystems: Interactions, Energy, and Dynamics:

Ecosystems: Interactions, Energy, and Dynamics By: Daniel Sanchez EDSC 304 Unit: Ecology

The Basics:

The Basics Content Standards Addressed HS-LS2-2.  Ecosystems: Interactions, Energy, and Dynamics  Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.  HS-LS2-6. Ecosystems: Interactions, Energy, and Dynamics  Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions but changing conditions may result in a new ecosystem.  Big idea: Students will be able to read and interpret data obtained from skeletal remains and develop an understanding about keystone species. “What do these findings illustrate about the species environment?” “ Are there any possible reasons why one species is found more than another?” 2. Students will be to utilize that information to determine the effects of key stone species on population growth. “How does one species effect a population and the entire ecosystem?” 21 st Century Skills: Students will utilize the four Cs when conducting this lab experiment/ lesson. They will: critically think to determine population growth. creative to think outside the box and creative effective posters that display information. collaborate with classmates to convey meaning and understanding. communicate with one another for clarification and project organization. Students will use the internet to attain more information about their specific species. This develops: information literacy , which helps students understand facts, especially data points, that they’ll encounter online. media literacy , which helps they distinguish credible sources. technology literacy , which they take a step further into the age of information by utilizing physical tools and online tools to promote their findings and position.

Student Learning Objects and Assessments:

Student Learning Objects and Assessments Learning Objectives: Students will be able to read and interpret data obtained from skeletal remains and develop an understanding about keystone species. In addition to this, students will be to utilize that information to determine the effects of key stone species on population growth. During the process, students will develop domain specific and general vocabulary such as, producers, hetereotrophs , decomposers, keystone species, biotic and abiotic factors, population community, ecosystem, biosphere and biome. Assessments: Entry Level: group discussion, key illustration worksheet, observation of prior knowledge, frontloading information, SIOP strategy art walk. Formative: Pause and predict strategy, in class discussion, note taking strategies for homework, visual hand drawn illustrations. Summative: After reading strategy; time line; grading prelab quiz, monitor vocabulary use.

Two Different Learning Activities:

Two Different Learning Activities 1) (During the experiment) Students break up into their assigned group of 3 and will dissect owl pellets and identify bones of specific species. Two students will dissect the owl pellet and 1 will arrange the bones on the worksheet. They will use the bone layout worksheet to make a layout of the bones found. They will demonstrate comprehension by identifying bones. 2) (After the experiment) Students will break up into 4 collaborative groups and begin presenting and decorating their group poster. Each person that goes in the master group is responsible for providing at least 1-2 facts about their species. Once they finish their poster, they will hang it up. Around their poster they will hang their skull drawings around their poster, so the walls become filled with student art.

Why I Chose This Topic:

Why I Chose This Topic I chose the topic of ecology because it is a branch of biology that deals with the relations of organisms to one another and to their physical surroundings. This topic introduces so many important subtopics such as biomes, survival of the fittest, human intervention, and population growth. The animal kingdom has always been so fascinating to me. I like that fact that it demonstrates through factual evidence, the interconnectedness of all beings. It demonstrates how one being affects another and, in turn, how it affects the environment. This is a good topic to have students focus on as it promotes multiple literacies, such as math, calculating population growth, history, seeing historical trends, English, writing and presenting arguments, and art, drawing their lab findings. Promoting these multiple literacies enables the student to further develop in multiple courses. Students gain deeper understandings about the environment and are able utilize their research to create solutions to problems presented.

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