Interdependence Unit 2013-2014

Teachers: Ben Lyne Rebecca King Grade/Subject: 7th Grade Science

Unit: Interdependence Length of Unit: 3 weeks

Core Content/ POS:  SC-06-4.7.1 Students will describe the consequences of change in one or more abiotic factors on a population within an ecosystem. The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition). DOK 2

o SC-6-I-U-1 Students will understand that ecosystems are more than just the organisms they contain: geography, weather, climate and geologic factors also influence the interactions within an ecosystem.

o SC-6-I-S-1 Students will describe and explore the biotic and abiotic factors that affect change in ecosystems

o SC-6-I-S-2 Students will document and describe consequences of change in one or more abiotic factors on a population within an ecosystem

o SC-6-I-S-3 Students will investigate how communities are interconnected, how they interact with different Earth systems, and represent these global connections/interactions in a variety of ways (e.g. writing, models, multi-media, Claymation)

 SC-07-4.7.1 Students will compare abiotic and biotic factors in an ecosystem in order to explain consequences of change in one or more factors. The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition). Given adequate biotic and abiotic resources and no diseases or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. DOK 3

o SC-7-I-U-2 Students will understand that changes within an ecosystem may be caused by the interactions of many factors, both biotic and abiotic. Seemingly small changes can have significant consequences as their effects ripple through a community. o SC-7-I-S-1 Students will research and investigate environmental situations where small changes may have large impacts in both living and non-living components of systems (e.g., introduction of zebra mussels into the Kentucky river, planting kudzu to stabilize hillsides)

o SC-7-I-S-2 Students will investigate potential factors contributing to endangerment or extinction, including the effects of competition for resources

o SC-7-I-S-5 Students will design and conduct investigations of changes to abiotic and biotic factors in ecosystems, document and communicate observations, procedures, results and conclusions

Unit Goals: 1. Students will be able to explain how an ecosystem is organized. 2. Students will be able to compare abiotic and biotic factors in an ecosystem in order to explain consequences of change in one or more factors. 3. Students will be able to analyze relationships between organisms.

“I Can” Statements: Unit Goal “I Can” Statement 1 I can describe the different parts of an ecosystem. 1 I can explain how populations, communities, ecosystems and the biosphere are related. 2 I can distinguish between biotic and abiotic factors in an environment. 2 I can describe how biotic and abiotic factors in an environment can limit the growth of a population. 2 I can define and identify factors that will affect carrying capacity. 2 I can predict what will happen to the size of a population based on its carrying capacity. 2 I can graph data based on information about population growth and decline. 3 I can identify and describe predator/prey relationships in an ecosystem. 3 I can identify and describe competitive relationships in an ecosystem. 3 I can identify and describe symbiotic relationships in an ecosystem.

Vocabulary: Ecology Biotic Abiotic Organism Population Community Ecosystem Biosphere Limiting Factor Carrying Capacity Predator Prey Habitat Niche Interdependence Predation Symbiotic relationship Mutualism Commensalism Parasites Activities/Tasks:

Day 1  Hand out Interdependence packet  Complete vocabulary over levels of the ecosystem o Packet pg. 2  EP- Finish Vocabulary

Day 2 CIITS TESTING (Only see ____ periods)  Notes: Biotic vs. Abiotic Factors & Levels of the Environment o Packet pgs. 3-4  EP- Biotic or Abiotic? worksheet- Packet pgs. 9-10

Day 3 CIITS TESTING (Only see ____ periods)  Notes: Biotic vs. Abiotic Factors & Levels of the Environment o Packet pgs. 3-4  EP- Biotic or Abiotic? worksheet- Packet pgs. 9-10

Day 4  Activity: Sorting Levels of the Ecosystem Cards  Notes: Limiting Factors (Food/water, Space, Climate, Disease, Introduced species) o Packet pgs. 5-6  Video clip: Toad Warrior’s and Venomous Snakes (United streaming  EP- Living Things and the Environment worksheet- Packet pgs. 11-12

Day 5 (Musical during 6th & 7th periods)  Notes: Limiting Factors (Interactions- Competition & Predator/Prey) o Packet pgs. 5-6  Video clip:) Battle at Kruger (YouTube)  EP- Organisms and Their Environments worksheet- Packet pgs. 13-14

Day 6  Lab: Bears in the Forest  EP- Finish lab questions- packet pgs. 19-20

Day 7  Vocabulary Quiz: Levels of the Ecosystem  Notes: Carrying Capacity- Predator/Prey graphs o Packet pgs. 6 & 8  EP- Mono Lake Data worksheet- packet pgs. 15-18 Day 8  Gen: Deer- Predation or Starvation o Create a carrying capacity graph using simulated data over a population of deer. . Packet pgs. 21-24  Adv: Lab: Sharks and Minnows o Students will role play being sharks and minnows create a predator/prey graph based on the lab trials. (Separate from packet)  EP- Finish Deer population graph- packet pgs. 21-24  ADV EP- Finish Sharks and Minnows graph

Day 10  Gen: Video: Hunting and Escaping o Packet pg. 25  Adv: Deer- Predation or Starvation o Create a carrying capacity graph using simulated data over a population of deer. . Packet pgs. 21-24  EP- Interactions Among Us worksheet- packet pg. 24  ADV- Finish Deer population graph- packet pgs. 21-24 & Interactions Among Us- packet pg. 24

Day 11  Quiz: Limiting Factors & Carrying Capacity  Gen: Finish Hunting and Escaping video  Adv: Video: Hunting and Escaping o Packet pg. 25  EP- No EP

SPRING BREAK

Day 12  Review previous material  Notes: Symbiotic Relationships (Mutualism, Commensalism & Parasitism) & Coevolution o Packet pg. 11 . Video clips: Monster’s Inside Me (YouTube)  Maggots in my hand  Killer cat scratch  Parasite invades eye  Letting the bed bugs bite  Worm in my butt  EP- Symbiotic Relationships worksheet- packet pgs. 26-27

Day 13 CLASSROOM GUIDANCE

Day 14  Video: The Trials of Life- Living Together o Packet pgs. 28-29  Complete pg. 30  EP- Study guide

Day 15  Review study guide  EP- study for test/ORQ

Day 16  Interdependence Test/ORQ  EP- none Accommodations for Special Populations 1.) Students with Individual Education Plans (IEP) or 504 plans Accommodations/Modifications will be based on a student’s individual education plan (IEP) or 504 plan. Some of the accommodations/modifications may include: · Modified assignments · Extended Time · Reader · Scribe · Paraphrasing 2.) Students with English Language Learner plans (ELL) Accommodations/Modifications will be based on a student’s English language learner plan (ELL). Some of the accommodations/modifications may include: · Modified assignments · Extended Time · Reader · Scribe · Paraphrasing · Graphic organizers and visual aids 3.) Students with a Gifted Student Services Plan (GSSP) Possible modifications may include: · Extensions/Enrichment · Acceleration · Cluster Grouping · Independent Study · Instructional Grouping · Advanced courses are available if the entrance criteria is met.