Entire+Unit

**Grade Level (5-8)** **Duration of Unit (8 to 10 - 45 minute sessions)**
 * Thematic Science Unit of Instruction ****  :  **
 * Robert McDougall **

**__Ecosystems and Invasive Species __**


 * Lesson One - Ecosystems **

__ Essential Question __ : What is an ecosystem?

__ Objective __ : SWBAT define an ecosystem

__ Materials: __ Class Poster (KWL) Sticky Notes Science Journals [|What is an Ecosystem] [|KWL Chart.pdf] Activity Websites:
 * 1) [|What is an Ecosystem (KidCyber)]
 * 2) [|Geography4Kids - Biosphere]
 * 3) [|Earth Floor - Biomes]
 * 4) [|Definition of an Ecosystem]

[|Ecosystems - Lesson 1 Activity.pdf] __ Do Now __ : On a sticky note, students write down what they believe an ecosystem is. When finished, students will place their post it note on a large KWL chart under K __ Mini Lesson __ : Take picture (ie: grasslands) and ask “what do you see? What is this? What about the ants, water, etc?” Start building a foundation for “ecosystem” definition. Then show the Ecosystem YouTube Video and have students take notes on “What is an Ecosystem?” After watching, list examples of Ecosystems that were mentioned in the video and other “not so traditional” ecosystems. __ Activity: __ Students will work in groups to read and report on the content from one of five different websites about ecosystems. Students will be required to take notes in their science notebooks and share their finding with the classroom using a Google Doc set up to share results. After everyone has shared out, and students have added notes from all groups into their science journal, the class will develop a working definition of “ECOSYSTEM”

__ Project Task __ : What is an Ecosystem? Handout

__ Assessment __ :
 * 1) Classwork - Google Doc and Classroom Discussion
 * 2) Concept - Can students explain what an Ecosystem is in their Science Journal
 * 3) Homework - Completion of "What is an Ecosystem" handout

__ Standards __ :


 * Lesson Two - Using Non-Fiction Text **

__ Essential Question __ : How can we get information from a non-fiction text? __ Objective __ : SWBAT gather and apply information from a non-fiction text.

__ Materials __ : Class Poster (KWL) Sticky Notes Science Journals [|ReadWriteThink - Fact Fragment Frenzy] [|ecosystems.pdf] [|Ecology_Activity83 (Suitable Habitats).pdf] [|Ecology_Activity83AQ.doc]

__ Do Now __ : On a sticky note, students write down one thing what they want to know about an ecosystem. Students place note under W column on KWL chart.

__ Mini Lesson __ : Start the mini-lesson by watching the interactive on “note taking” using non-fiction text at - [|http://www.readwritethink.org/files/resources/interactives/factfrenzy/opening.html]. After watching the interactive, put “ecosystem” text on the smartboard and practice gathering information from a non-fiction text together reading the first page of the text. Students will use highlighters and their science notebooks to gather information from the text.

__ Activity __ : Students will work in groups to jigsaw the remaining sections from the text and create learning posters with JUST THE FACTS as practiced in the mini-lesson.

__ Project __ : Students will do the “reading” section of Suitable Habitats and answer question Set B – practicing gathering and applying information from non-fiction texts.

__ Assessment __ :
 * 1) Classwork - Jigsaw, Classroom Discussion, group Learning Poster content
 * 2) Concept - Can students use the skills of gathering information as practiced in class
 * 3) Homework - Completion of Ecology Activity 83AQ - Section B

__ Standards __ :


 * Lesson Three - Interacting Ecosystems **

__ Essential Question __ : How do ecosystems interact?

__ Objective __ : SWBAT provide two to three examples of how ecosystems interact.

__ Materials __ : Class Poster (KWL) Sticky Notes Science Journals [|Ecosystems.ppsx] [|Ecosystems - Natureworks] [|Interactions Within an Ecosystem.pdf]

__ Do Now __ : Quick write- Name the different ecosystems you came in contact with on your way to school today

__ Mini Lesson __ : For a quick review, project the PPT on Ecosystems that covers the previous topics and introduces “interaction”. Students can take notes in their science journals. After the review, project the website “Ecosystems – Natureworks” and have students read and discuss what systems are at play in an ecosystem.

__ Activity __ : Students will work in small groups to read “Interactions within an Ecosystem” chapter (Pages 10-16). Students will practice taking notes from non-fiction text on the topic of how do ecosystems interact.

__ Project __ : Groups will be assigned questions after the reading and note-taking session is complete. They will have to answer the question from the Topic Review (one of the five questions) and report out. Students will have to complete an exit slip discussing a minimum of two ways that ecosystems interact as mentioned in class discussion and the reading.

__ Assessment __ :
 * 1) Classwork - Check Science Journals for Notes using the strategy discussed in previous lesson
 * 2) Concept - Exit Slip - How Ecosystems Interact

__ Standards __ :


 * Lesson Four - Ecosystems in Danger **

__ Essential Question __ : What threatens/ affects an ecosystem?

__ Objective __ : SWBAT identify three to four factors which threaten or affect the ecosystem

__ Materials __ : Class Poster (KWL) Sticky Notes Science Journals Chart Paper [|Threats to Ecosystems - U of MIch] [|threats_from_above.pdf] [|Coastal and marine ecosystems-threats.pdf]

__ Do Now: __ Brainstorm a list of possible threats to one of our closest ecosystems – Central Park

__ Mini Lesson __ : As a group, we will look at the University of Michigan site on “Threats to Ecosystems”. Together we will identify major threats to ecosystems and chart them. Chart them on Chart Paper to hang in class.

__ Activity __ : Students will be given a handout of “Threats from Above” and a section they will read. They will highlight new vocabulary and take notes as discussed in lesson 2 on their section. They will create a learning poster for share out on their assigned section and jigsaw the results.

__ Project __ : Students will be given the Coastal and Marine Ecosystems Threat handout. They will read the document and list factors that threaten or affect an ecosystem. They will then decide which of these factors are taking place in their local ecosystems and list them on the back of the paper.

__ Assessment __ :
 * 1) Classwork - Sharing of learning poster and new vocabulary usage
 * 2) Concept - Can students identify major threats to ecosystems?
 * 3) Homework - Student created list of factors threatening/affecting ecosystems based on reading of text

__ Standards __ :


 * Lesson Five - Invasive Species **

__ Essential Question __ : How do invasive species affect an ecosystem?

__ Objective __ : SWBAT to understand what an invasive species is and how it affects an ecosystem.

__ Materials __ : Class Poster (KWL) Sticky Notes Science Journals Chart Paper [|Invasive Species.ppt] [|Invasion.pdf] [|InvasiveSpecies.pdf]

__ Do Now __ : Quick write – Should invasive species be managed? Why or Why Not?

__ Mini Lesson __ : Invasive Species PPT – Students will view and take notes on Invasive Species and the impact they have on an ecosystem.

__ Activity __ : Students will be given the Science Poster printout Invasion. In groups they will read and analyze the document. They will then go back to their quick write from the do-now and either add more supporting details to their answer, or change their opinion with supporting textual information.

__ Project __ : Students will read the pdf Invasive Species – They will create a PPT that uses the information from the PPT showed in class, the Science Poster handout, and the PDF handout to explain what an invasive species is and how it affects an ecosystem.

__ Assessment __ :
 * 1) Classwork - Class discussion, notes in Science Journal, Quickwrite
 * 2) Concept - Can students identify invasive species and the affects they have on ecosystems through their quickwrite.
 * 3) Homework - Does the PPT explain what an invasive species is, how it affects an ecosystem, and they use information from PPT, Science Poster, and Invasive Species Handout.

__ Standards __ :


 * Lesson Six - DNA Barcoding (2-3 class sessions) **

__ Essential Question __ : How do we identify unidentified species?

__ Objective __ : Students will understand, with new technologies, those specimens that contain DNA can be identified.

__ Materials __ : Class Poster (KWL) Sticky Notes Science Journals DNA Barcoding Kit (AMNH) [|Scientific Method Interactive] [|DNA Barcoding - A Way of Identifying Biological Specimens.pdf] [|Identifying Invasives with DNA Barcoding.pdf] Extracting DNA Lab Procedures PDF Running Gels to test for DNA Procedures PDF [|Have_Your_DNA_and_Eat_It_Too.pdf]

__ Do Now __ : You are presented with an unknown specimen. What scientific methods could you use to identify the unknown object? Write your ideas in your science journal.

__ Mini Lesson __ : What is DNA Barcoding? Students will read the handout about DNA Barcoding. They will discuss major ideas and how it can be beneficial. After discussion, group read Identifying Invasives with DNA Barcoding pdf and discuss. Students will fill out a Exit Slip explaining what they elarned about DNA Barcoding and how it can be used to identify Invasive Species.

__ Activity __ : Students will use the lab protocols to attempt to extract DNA from an unidentified species. This will take two days and involve the rental of a KIT and the sending out of DNA samples for coding. This is a lab procedure day, so it will be MODEL FIRST BY INSTRUCTOR/DO BY STUDENTS AFTER situation. We will use the exact procedures in the handout, but students will WATCH the instructor first, then replicate. All procedures are in the PDF and will be modeled and then replicated.


 * 1) Lab to extract DNA
 * 2) Lab - Running a GEL to test for DNA
 * 3) Sending results to get DNA Barcoding

__ Project __ : Students will be given the last two pages of the Have Your DNA and Eat It Too handout and will have to build a model of DNA using the instructions provided. Students will need to explain their model and the different parts and the role they play in the DNA model. They will then share their results with their table groups. The table groups will share all their projects and once and discuss their findings. These will be recorded and added as "podcasts" to the school website.

__ Assessment __ :
 * 1) Classwork - Class Discussion, Lab Procedures, Exit Slip
 * 2) Concept - Can students follow lab procedures to test the DNA from a specimin to determine what type of species using DNA Barcoding.
 * 3) Homework - Students will work to complete a DNA strand using instructions and materials provided. They will then share their results with their group and groups will present.

__ Standards __ :


 * Lesson Seven - Identifying Species Using DNA Subway **

__ Essential Question __ : How can we use DNA Subway to identify unknown species?

__ Objective __ : SWBAT use DNA Subway to identify an unknown species

__ Materials __ : Class Poster (KWL) Sticky Notes  Science Journals  DNA SUBWAY Procedural PDF  DNA SUBWAY __ Do Now __ : Thinking about the specimen you were given, what do you think you it was and why?

__ Mini Lesson __ : Model how to use the different components of DNA subway and how to use them; How to created a project; How to work through the process; How to share your results with others. Pages 26-27 of DNA Barcoding spiral document can be used to help convey the information necessary for students to understand how to use DNA Subway to identify unknown species.

__ Activity __ : This is another Teacher Models/Student Follows session. Teacher will show the process, then students will practice the process, then students will do the process on their own. After modeling how to use DNA Subway – Give students a sample specimen number to work through the process of using DNA Subway.

__ Project __ : Students use DNA Subway to figure out what type of species their unidentified specimen was.  Students will have to try and figure out if the species they have would be invasive or a natural part of the ecosystem. __ Assessment __ :


 * 1) Classwork -  Can students identify their species using DNA Subway
 * 2) Concept -  Homework -  Students understand the power of DNA subway. They can now go to an Online DNA Bank, download DNA code, and figure out species based on their DNA Barcode.

__ Standards __ :