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 :
Classwork - Google Doc and Classroom Discussion
Concept - Can students explain what an Ecosystem is in their Science Journal
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.
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 :
Classwork - Jigsaw, Classroom Discussion, group Learning Poster content
Concept - Can students use the skills of gathering information as practiced in class
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.
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 :
Classwork - Check Science Journals for Notes using the strategy discussed in previous lesson
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
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 :
Classwork - Sharing of learning poster and new vocabulary usage
Concept - Can students identify major threats to ecosystems?
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.
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 :
Classwork - Class discussion, notes in Science Journal, Quickwrite
Concept - Can students identify invasive species and the affects they have on ecosystems through their quickwrite.
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.
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.
Lab to extract DNA
Lab - Running a GEL to test for DNA
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 :
Classwork - Class Discussion, Lab Procedures, Exit Slip
Concept - Can students follow lab procedures to test the DNA from a specimin to determine what type of species using DNA Barcoding.
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 :
Classwork - Can students identify their species using DNA Subway
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.
Robert McDougall
Grade Level (5-8)
Duration of Unit (8 to 10 - 45 minute sessions)
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
Activity Websites:
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 :
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
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 :
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 - Natureworks
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 :
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
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 :
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
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 :
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
Extracting DNA Lab Procedures PDF
Running Gels to test for DNA Procedures 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.
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 :
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 :
Standards :