Do Now: Check your plants, water if needed
Driving Question: How can one species affect the traits of another species? Learning Goal: Collect and analyze data on sea urchins to help answer our driving question and investigate the selective pressure otters exert on urchins. Handout: What happened to the urchin population? Last week, you collected data on the length and color of sea urchin shells to find the average size and the distribution of colors in the simulated urchin population. This data will give us a baseline so you can compare the urchin traits in the population before and after sea otter hunting. Before you all become hunting otters, please take a few minutes to answer the questions on page 1 by yourself. Then we will share out. What vocabulary did you encounter that is new to you? I will write these on the board.
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Do Now: Make a list of functions all living things need to do on the back side of your handout.
Share your list with your table mates and add anything they have that you think belongs. Class Question Brainstorm: Sea Urchins Watch a video about harvesting sea urchins as food - Why are Sea Urchins So Expensive? Thinking Routine: Connect - Extend - Challenge on your handout. record your thinking during and after the video. You can wait to write if you need to. Share your thinking with your group. Be ready to share your own ideas or something you heard in your group when called on. Watch a short video on the mouth of a sea urchin. Scientists have given unique names to every species they classify. What is the Phylum, genus and species for a sea urchin? List the characteristics of an echinoderm. Use this video and this website to help you dissect and identify the structures of a sea urchin. Write down in your handout the structures that help a sea urchin do the functions listed. Check off when you and your partner are pretty sure you have identified the structures that help the urchin perform the functions. Exit ticket: Hand in your sheet and tell me what was the most surprising or interesting structure (body part) in a sea urchins and why you found it interesting. Do Now: Check your plants and RECORD your data on your Google Doc. Be ready to share how your experiment is going. Circle up
Learning Goal Question: How do factors in the ecosystem affect the carrying capacity and homeostasis of populations? How do the interaction of species affect each other's carrying capacity? Check in that everyone has completed the Population Trend data and graph questions.
Let's make sure we all understand what the next question is asking...
Photo from Climate.gov Do Now: We are going outside together to notice the ecosystems near our school and think about carrying capacity and limiting factors. Please bring out the half sheet I handed you, a pencil and a clip board. 1. What ecosystems can you see might exist near our school? 2. What organisms can you identify in the ecosystem you see? 3. What are some abiotic factors in this system? 4. Let's pick an organism. What do you think is the carrying capacity for that organism? 5. What would be some limiting factors that would keep this population from growing? Find a seat in a new location by yourself or sitting near new people. We will get back into groups after the first part Learning GOAL: We will look at populations and what they need to look like to maintain ecosystem homeostasis. How do you graph? What is a trend? How do you describe data trends from a graph? How much detail should you use when you describe a pattern in the data? What types of patterns do we see in data? Individually work on your organism population trend graph sheet. We will split into groups according to your organism or we can have an all class scientist meeting. Each group should have all four organisms. Let's collaborate to help each other understand the complexity of this system more deeply.
What are the crosscutting concepts that are relevant to this topic? What science practices did we use today? What part of this assignment took the most thinking? Did we engage in any of these types of thinking? Which ones? Cite an example. Use imagery to represent what we are learning about ecosystems. You are free to draw anything. Anyone willing to share, we would all love to see what you imagined. What are the limiting factors for a population in an ecosystem?
Do Now: Observe and take care of your plants. Please enter your observations in your plant journal.
Thinker: Think of one way humans have had an effect on our local or larger ecosystem. Remember that a system is composed of interconnected parts. Please be ready to share. Learning Goal: Determine which species in the Northwest Pacific ecosystem is the keystone species using a model, and begin to explore what energy and matter factors limit the size of populations in those ecosystems. NGSS: LS2-1/2-2, SEP2/3/4, CCC-P/S&SM/E&M 1. Each group gets one set of the Homeostasis Blocks. Cut out the blocks and tape them into their 3D shapes. 2. Answer the questions on the first page of the Community Builder handout before you start building your model. 3. Follow the parameters in the handout (also listed here) to build your model with your group. 4. Let's learn more about what we used to think and what we think now because of a few scientists' curiosity and experimentation. Watch the 20 min video that illustrates how this model works and what they found out that changed our understanding of the relationships in ecosystems. 5. Do our models represent what happened in the ecosystem later? How can we change the model to accurately represent that ecosystem change? Use your model to explain the quote, "All animals are equal, but some are more equal than others." Use your model to predict what would happen if the clams were removed from the system. Why is the class not a keystone species? These questions are answered on the handout and in conversation with your table and me. Have we learned anything that helps us answer any of our previous questions? Ask a question related to what we learned about today on a sticky note. We will add them to our Driving Question Board. Do Now: Please check your plants. They should be moist, but not soggy. Will they be okay over the weekend? Record your observations on your Google Doc Plant Journal.
Grab your paper from yesterday and let's circle up. We are going to discuss the different Conservation efforts with whatever information we have. Learning Goals:
Do Now: Please observe and record your plant information
Purpose: Argue, using evidence and judgement, for a proportion of funds that should be used for different possible conservation efforts to protect species biodiversity. Purpose: Evaluate, compare and contrast different conservation programs to determine which one is most effective. 1. Please pick up your handouts from yesterday. 2. Open up this Slide Show containing our full agenda today. It has links you will need. Finish the "How do you value biodiversity?" assignment Research one conservation effort on your second handout: "Elephant Conservation Efforts." |
AuthorChris Campbell NGSS 3 DimensionsArchives
June 2023
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