Embedded Files
Week 3 Agenda
Week 3 Agenda
Links to Each Day in Week 3
Links to Each Day in Week 3
Day 11: What make something alive?
Day 11: What make something alive?
Learning Goals:
SWBAT explore what makes something considered “living” by exploring biotic and abiotic factors.
Week's Focus: Life Science
Week's Focus: Life Science
Big Question: What Makes Something Alive?
Big Question: What Makes Something Alive?
To consider something to be "living" indicates that it is a "biotic" factor in the environment. The word "biotic" originates from the Greek word "biotikos" which means "pertaining to life".
Now, what are the characteristics that all living things, or biotic factors, have in common?
There are 7 Characteristics of Living Things:
Photo Credit: https://www.firstcry.com/intelli/articles/living-and-non-living-things-definition-examples-and-characteristics/
Interconnectedness: Biotic and abiotic factors are interconnected and depend on each other. Plants (biotic) need sunlight and water (abiotic) to grow. Animals (biotic) need air (abiotic) to breathe and plants (biotic) to eat.
Balance in Nature: For an ecosystem to be healthy, there needs to be a balance between biotic and abiotic factors. Changes in abiotic factors like temperature or water availability can have big effects on the living things in an environment.
Photo Credit: https://www.firstcry.com/intelli/articles/living-and-non-living-things-definition-examples-and-characteristics/
Biotic Factors: are all living things in an environment. Biotic factors interact with each other and have a role in its ecosystem.
Abiotic Factors: are the nonliving parts of an environment, but are essential for life. The nonliving parts of an environment affect the living parts, for example the amount of sunlight and rain impacts plant growth.
Photo Credit: https://www.proprofs.com/quiz-school/story.php?title=the-characteristics-of-life
Preparation
Preparation
Day 11 - Before the Day Begins:
Print the Activity: What is Life? materials and prepare the activity for correct # of groups/participants.
Materials:
Printed and cut out cards on p.4-6
There are 24 cards and I print enough sets for students to work in pairs.
I store them in Ziploc baggies.
I prefer to get them printed in color and then laminate them so they are pretty and durable for reuse year after year.
• White board or giant sticky note to create the class list upfront
Review the Implementation section in the activity.
Print the Abiotic Vs Biotic Factors Worksheet for each student.
Review the Characteristics of Living Things Presentation.
Print the Characteristics of Living Things Doodle Notes for each student.
Tasks for the Day
Tasks for the Day
Tasks for Day 11:
Tasks for Day 11:
1) Activity: What is Life? Prepare the inquiry by printing out the cards and placing them in ziplock bags. Each participant should inquire and organize all the cards as living or nonliving. The purpose of the activity is to have students recall prior knowledge of what considers something living or not. Follow the procedure listed under "Implementation" and guide the students to learn what is considered a biotic factor compared to an abiotic factor. (Est. 30 minutes)
2) Practice: Abiotic Vs. Biotic Factors Worksheet Students will apply the new concepts learned and differentiate between biotic and abiotic factors in groups or independently. (Est.15 minutes)
3) 7 Characteristics of Living Things: Students will explore the 7 characteristics of all living things by completing a Doodles Note worksheet and complete a quiz independently to evaluate and check for understanding. There is a Google Slides presentation that goes along with the Doodle Notes posted under resources. The quiz is located in the resource and includes multiple choice questions and a short answer response. (Est.30 minutes)
Supplementary Materials:
Supplementary Materials:
Resources & Materials
Resources & Materials
Link to Activity: What is Life?
Link to Characteristics of Living Things Presentation
Link to Characteristics of Living Things Doodle Notes
Grading Recommendations
Grading Recommendations
Have students hold onto their Biotic Vs. Abiotic Practice Worksheet.
Evaluate the "Notes: 7 Characteristics of Living Things" by completion (C) or not completed (NC)
NGSS
NGSS
MS-LS1-2: Ecosystems: Interactions, Energy, and Dynamics
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems
Day 12: How do Characteristics of Organisms reflect to ecological roles?
Day 12: How do Characteristics of Organisms reflect to ecological roles?
Learning Goals:
SWBAT categorize different types of organisms by comparing and contrasting characteristics.
Week's Focus: Life Science
Week's Focus: Life Science
EQ: How do characteristics of organisms reflect to ecological roles?
EQ: How do characteristics of organisms reflect to ecological roles?
Photo Credit: https://www.vecteezy.com/vector-art/6748855-diagram-showing-six-kingdoms-of-life
Photo Credit: https://www.geeksforgeeks.org/classification-of-animals/
Photo Credit: https://en.wikipedia.org/wiki/Kingdom_%28biology%29
Preparation
Preparation
Day 12 - Before the Day Begins:
Print the Warm Up: Kingdoms of Life for each student.
Review the Google Slide Presentation - Domains of Life.
Print the Notes; Domains of Life for each student (Slide 1)
Print the Activity: Create your own Creature from the same resource as the notes, on Slide 3, for each student.
Students will need materials to creatively draw and color their creature.
Tasks for the Day
Tasks for the Day
Tasks for Day 12:
Tasks for Day 12:
1) Warm Up: Kingdoms of Life Guide students to complete the warm up worksheet to introduce the kingdoms of life - Bacteria, Archaea, Protista, Fungi, Plantae, and Animalia. (Est.15 minutes)
2) Notes: Domains of Life Guide students to complete extended notes to the warm up, while calling on students to participate in the blanks. There is a link to a Google Slide Presentation (Domains of Life) to help scaffold students and present (Est.20 minutes)
3) Activity: Create your own Creature Students will apply the concepts learned and create their own creature and categorizing their creature correctly in regards to the domains of life. (Est.40 minutes)
Supplementary Materials:
Supplementary Materials:
Resources & Materials
Resources & Materials
Grading Recommendations
Grading Recommendations
Observe and take note which students may need to be scaffold after the Warm Up: Kingdoms of Life. Make sure you touch base during the Practice: Domains of Life to identify which students need scaffolding during the Paper Plate activity.
Grade the Kingdoms of Life and Domains of Life worksheets by completion (C) or not completed (NC)
Evaluate the students' performance and participation during the Activity: Create your own Creature. Grade their lab report as followed:
Not Yet Met Expectations = The student shows no evidence or no clear understanding of how to differentiate between species.
Nearly Met Expectations = The student has some knowledge of how to differentiate between species.
Met Expectations = The Student has a clear understanding of how to differentiate between species.
NGSS
NGSS
MS-LS1-2: Ecosystems: Interactions, Energy, and Dynamics
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems
Day 13: How do organisms sustain biodiversity?
Day 13: How do organisms sustain biodiversity?
Learning Goals:
SWBAT investigate how organisms are organized in ecosystems and explore biodiversity.
Week's Focus: Life Science
Week's Focus: Life Science
EQ: How do organisms sustain biodiversity?
EQ: How do organisms sustain biodiversity?
bi·o·di·ver·si·ty (noun)
the variety of life in the world or in a particular habitat or ecosystem.
Organisms sustain biodiversity through a variety of mechanisms that contribute to the health and stability of ecosystems.
There are ecological roles, interactions, relationships, genetic diversity and humans impact that shape biodiversity.
Photo Credit: https://www.biologyonline.com/wp-content/uploads/2019/10/biodiversity-definition-and-example-350x196.jpg
Preparation
Preparation
Day 13 - Before the Day Begins:
Review the Biodiversity Presentation
Print the Biodiversity Student Guided Notes for each student.
Print the Biodiversity Worksheet for each student.
Prepare the Measuring Biodiversity Activity by placing the colored dominos (replacing the pompoms) in bags for each group or student. Print Page 2-3 for each student or one per group.
We will replace pompoms with colored dominoes.
When placing colored dominoes into bags, I made sure that one bag had more species richness, than the other. I also made sure some species seemed to be “rare.”
Answers will vary from group to group.
Arranged students in groups of 3-4. Each student had their own sheet or you can give one per group.
Tasks for the Day
Tasks for the Day
Tasks for Day 13:
Tasks for Day 13:
1) Introduction to Biodiversity: Student Guided Notes Present the Biodiversity presentation and guide students to complete their notes to introduce biodiversity and make real life connections. (Est.20 minutes)
2) Introduction to Biodiversity: Student Worksheet Have students apply the concepts learned and attempt to complete the student worksheet following the guided notes. They can use their guided notes as a scaffold. (Est.15 minutes)
3) Activity: Measuring Biodiversity Guide students to complete the activity independently or in groups. Walk around to reach out to students who may need help or remediation. (Est 40 minutes)
Supplementary Materials:
Supplementary Materials:
Resources & Materials
Resources & Materials
Grading Recommendations
Grading Recommendations
Grade the Biodiversity Student Guided Notes and Biodiversity Student Worksheet by completion (C) or not completed (NC)
Evaluate the students' performance and participation during the Activity: Measuring Biodiversity. Grade their lab report as followed:
Not Yet Met Expectations = The student shows no evidence or no clear understanding of the definition of biodiversity and how there are many different types of species living in a community.
Nearly Met Expectations = The student has some knowledge of the definition of biodiversity and how there are many different types of species living in a community.
Met Expectations = The Student has a clear understanding of the definition of biodiversity and how there are many different types of species living in a community.
NGSS
NGSS
MS-LS1-2: Ecosystems: Interactions, Energy, and Dynamics
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems
Day 14: How do organisms relationships shape ecosystems?
Day 14: How do organisms relationships shape ecosystems?
Learning Goals:
SWBAT elaborate the relationships between organisms and how it affects the ecosystem.
Week's Focus: Life Science
Week's Focus: Life Science
EQ: How do organisms relationships shape ecosystems?
EQ: How do organisms relationships shape ecosystems?
To better understand the relationships between the diverse species within an ecosystem, we must understand how the energy flows within an ecosystem.
All organisms need energy to survive (food). While some organisms can make their own energy (autotrophs, plants), others need to forage for food and energy (heterotrophs). Depending on each heterotrophs diet, will shape the energy transferred in the ecosystem.
A Food Web is a model that shows all the possible feeding and relationships in a community at each trophic level.
A Food Chain is a model that shows how matter and energy move through an ecosystem.
A Food Pyramid is a diagram that shows an ecosystem's loss of energy.
Photo Credit: https://stock.adobe.com/search/images?k=food+chain+diagram
Photo Credit: https://www.careerpower.in/school/biology/food-chain
Photo Credit:https://infograph.venngage.com/ps/JmM1WnDsDG4
Now that students have an understanding of what biodiversity means and the importance of it, they can now explore the relationships between the diverse species in an ecosystem.
The relationship of organisms shape ecosystems in many fundamental ways, contributing to their structure, function, and stability. The most common symbiotic relationships that can be identified in every ecosystem are the following:
1) Predation: Predation occurs when one organism (the predator) hunts and eats another organism (the prey).
2) Competition: Competition happens when two or more species vie for the same resources, such as food, water, or space.
3) Mutualism: Mutualism is a relationship where both species benefit.
4) Commensalism: Commensalism occurs when one species benefits while the other is neither helped nor harmed.
5) Parasitism: Parasitism is a relationship where one organism (the parasite) benefits at the expense of another (the host).
Photo Credit:https://haleybambicoscience.weebly.com/ecosystem-relationships.html
Preparation
Preparation
Day 14 - Before the Day Begins:
Review the Relationships within Ecosystems Presentation
Print the Notes: Organism Relationships for each student.
Print the Activity: Build a Food Web and the Activity: Food Chain for each student.
EXTENSION: Print the Local Ecosystem Assignment
Tasks for Day 14:
Tasks for Day 14:
1) Notes: Organisms Relationships Guide the students to complete the notes to introduce and explore the different relationships between organisms to better understand how ecosystems are developed due to the diverse relationships. (Est.25 minutes)
2) Activity: Build a Food Web and Food Chain This activity is a combination of 2 different resources. Help students develop and create their own food web and food chain after taking notes on the relationships between organisms. Students can design a real-life food web and food chain from their favorite ecosystem or creatively design a fictional food chain and web. (Est.30 minutes)
This can be replaced with the JigSaw activity posted under the Supplementary Materials**
3) Extension: Local (Bakersfield) Ecosystem and Biodiversity As an extension, have students elaborate Bakersfield's ecosystem and biodiversity by completing the assignment (Est.25 minutes)
Supplementary Materials:
Supplementary Materials:
Resources & Materials
Resources & Materials
Grading Recommendations
Grading Recommendations
Grade the Notes: Organisms Relationships by completion (C) or not completed (NC)
Evaluate the students' performance and participation during the Activity: Build a Food Web and Food Chain
Grade their activity assignment as followed:
Not Yet Met Expectations = The student shows no evidence or no clear understanding of how the relationships between organisms shape the ecosystem and flow of energy in a system.
Nearly Met Expectations = The student has some knowledge of how the relationships between organisms shape the ecosystem and flow of energy in a system.
Met Expectations = The Student has a clear understanding of the definition of how the relationships between organisms shape the ecosystem and flow of energy in a system.
NGSS
NGSS
MS-LS1-2: Ecosystems: Interactions, Energy, and Dynamics
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems
Day 15: What makes something alive?
Day 15: What makes something alive?
Learning Goals:
SWBAT apply concepts learned and develop a dichotomous key of two different organisms.
Week's Focus: Life Science
Week's Focus: Life Science
BQ: What makes something alive?
BQ: What makes something alive?
A dichotomous key is an identification chart that helps users identify organisms, objects or anything else by choosing between questions/statements presented in the chart until they reach a conclusion.
Students will apply all concepts learned and create their very own dichotomous keys which will display their understanding of Biodiversity, Ecosystems, and Relationships within Ecosystems by identifying Biotic and Abiotic Factors.
Photo Credit: https://mammothmemory.net/biology/characteristics-and-classifications/dichotomous-keys/examples-of-dichotomous-keys.html
Preparation
Preparation
Day 15 - Before the Day Begins:
Prepare to show the YouTube Video GCSE Biology: Classification
Print the Notes: Dichotomous Keys for each student.
Print the Activity: Dichotomous Key for each student.
Although this is a 2-day activity, you will complete it in one day.
Tasks for Day 15:
Tasks for Day 15:
1) Video: Biology-Classification Present the YouTube video to the class to remediate how organisms are classified. (Est.5 minutes)
2) Notes: Dichotomous Keys Guide the students to complete the notes to investigate how dichotomous keys are utilized and created by scientists. (Est.15 minutes)
3) Activity: Dichotomous Key Guide the students to complete the activity where they will have to be creative and design their very own dichotomous keys. The first dichotomous key will be an analogy of tools used everyday, then the second dichotomous key will be more rigorous and apply ecological concepts. (Est. 50 minutes)
Supplementary Materials:
Supplementary Materials:
Resources & Materials
Resources & Materials
Grading Recommendations
Grading Recommendations
Grade the Notes: Dichotomous Keys by completion (C) or not completed (NC)
Evaluate the students' performance and participation during the Activity: Dichotomous Keys
Grade their activity assignment as followed:
Not Yet Met Expectations = The student shows no evidence or no clear understanding of how organisms are categorized by common features and functions and that dichotomous keys can be used to relate common ancestries in evolution.
Nearly Met Expectations = The student has some knowledge of how organisms are categorized by common features and functions and that dichotomous keys can be used to relate common ancestries in evolution.
Met Expectations = The Student has a clear understanding of the definition of how organisms are categorized by common features and functions and that dichotomous keys can be used to relate common ancestries in evolution.
NGSS
NGSS
MS-LS1-2: Ecosystems: Interactions, Energy, and Dynamics
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems
Congratulations!
You Completed Week 3 in Summer School!
Students should now have an understanding of:
the definition of biotic and abiotic factors,
the characteristics of all living organisms,
how organisms are classified and categorized,
the major kingdoms of living things,
what biodiversity is and its importance,
how ecosystems depend on organism relationships,
how evolved species can be related in dichotomous keys.
What's Next?
Week 4 will cover the fundamentals of Earth and Space Science, which will include students exploring how Earth' s systems sustain life and the wonders of space and the universe. Then, students will apply all concepts taught to create their very own habitable and sustainable planet.
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