ESSENTIAL QUESTION: How do interactions among organisms impact the changing environment?
BENCHMARKS: SC.912.L.17.5
LEARNING OBJECTIVES: Students will be able to:
-Identify the different roles of organisms in any ecosystem.
-Explain that different types of organisms exist within aquatic systems due to chemistry, geography, light, depth, salinity, and/or temperature.
-Investigate the chemical factors (pH, oxygen, carbon dioxide, nitrogen, phosphorous, and salinity) in aquatic systems.
-Explain how succession changes ecosystems over time.
-Recognize the potential changes to an ecosystem resulting from seasonal variations, climate changes,
and/or succession.
BELL RINGER- Look at the Everglades Food Web and answer the following: (give each student a handout)
Use this picture to answer the questions below.
-What might happen if a specific plant or animal was removed from the food web.
-Which organisms would be affected the most?
-Do you think that ecosystem would be able to find a balance?
-What would happen if you introduced an exotic species, let’s say a tegu lizard or a Mayan cichlid fish?
Watch the video and re-evaluate your answers.
VOCABULARY: commensalism, ecosystem, global warming, greenhouse effect, invasive species, mutualism, parasitism, predation, primary succession, secondary succession, succession, symbiosis, abiotic, biome, biotic, biodiversity, climate, producer, consumer, decomposer, aquatic
HOME LEARNING: HL 4 Food Web
AGENDA
WHOLE GROUP
Students completed the questions based on the food web above. I forgot to scan the actual chart, so get your official copy from your folder if you were absent. We reviewed and revised our answers based on classroom discussion.
Students then completed placing all handouts from topic 3 in their notebook and completed the questions and summary section, in preparation to begin a new topic.
Students also received Home learning four, which can be found above.
Students finalized the handouts and information for topic 3 in their notebook, including questions and summary.
Students then put together the remaining pages in their notebook, which consisted of pages:
5: the log to record scores on major District exams, for each benchmark.
6: individual independent assignment log
7: year at a glance
8: major projects/papers for the year
a: Costa's leveled questions for the left hand column of the Cornell notes.
b. examples of quality questions for the left hand column
c and d: standards that will be tested during the 8th grade Science FCAT. This includes all the big ideas taught in 8th grade and the annually accessed standards from 6th, 7th, and 8th grade that will be included on the test.
inside back cover: contact information/password log
Students completed the set up of the seed germination experiment.
Students spent the remainder of the period in individualized study.
Students completed the set up of the seed germination experiment.
Students spent the remainder of the period in individualized study.
