Unit Plan Danielle Ruff SCIE 380 “Interdependent Relationships in Ecosystems” 7™ grade Life ScienceTable of Contents Pre-Assessment Scoring Instrument—~ Post-Assessment Instrument Post-Assessment Scoring Instrument Lesson 1: Exploring Ecosystems- Lesson 2: Biotic vs. Abiotic~ Lesson 3: “Oh Deer, Here Come the Wolves”- Pre-Assessment/Post-Assessment AnalysisTopic and Learning Goals The overall goal of this Mini-Unit is based off of the Next Generation Science Standards for Life Science in middle school, covering the topic of “Matter and Energy in Organisms in Ecosystems.” Specifically, the unit is formed around the performance expectation MS-LS2-1, where students that demonstrate an understanding are able to “Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.” Under this performance expectation, there are three Disciplinary Core Ideas. The three Disciplinary Core Ideas ftom the NGSS, covered in this unit are as follows: LS2.A: Interdependent Relationships in Ecosystems * Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1) ‘© In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1) ‘© Growth of organisms and population increases are limited by access to resources. (MS- LS2-1) ‘The Unit was also designed using the Maryland State Standards for Biology. Under the following Performance Expectation of 3.5, “The student will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere,” two different indicators were used in for the mini unit. The indicators used are as follows: Indicator3.5.1 The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems. © 3.5.2 The student will analyze the interrelationships and interdependencies among, different organisms and explain how these relationships contribute to the stability of the ecosystem. By the end of this unit, students should be able to analyze data and understand that populations of organisms are affected by both living and nonliving factors within an ecosystem.Objectives Lesson One: Exploring Ecosystems ‘© Students will be able to define and describe an ecosystem. © Students will be able to identify and describe the levels of organization used in ecology. © Students will be able to analyze an ecosystem through a food web activity and identify producers, consumers, and decomposers within an ecosystem. ‘Lesson Two: Biotic vs. Abiotic ‘© Students will be able to identify and describe biotic and abiotic factors that affect ecosystems. © Students will able to describe the effects on an ecosystem if there was a change or disturbance in abiotic or biotic factors. Lesson Three: “Oh Deer, Here Come the Wolves.” © Students will be able to explain that populations increase or decrease relative to the availability of resources and the conditions of the environment.Pre-Assessment Instrument ‘The following pre-assessment was given to two Life Science classes at Magnolia Middle School. Pre-Assessment/Post- Assessment 1. What is an ecosystem? ‘A. Acsystem that represents the flow of energy from producers to consumers. B. A group of living organisms interacting with one another as well as nonliving things. . Agroup of organisms competing for the same resources. D. A group living organisms interacting with other living organisms. 2. Choose the best list of ABIOTIC factors A. Rocks, Grass, Sun, Leaves B. Air, Water, Sand, Plants C. Trees, grass, insects, mammals D. Water, Sun, Atmosphere, Rocks 3. Choose the best list of BIOTIC factors A. Rocks, Grass, Sun, Leaves B. Air, Water, Sand, Plants C. Trees, Grass, Insects, Mammals D. Water, Sun, Atmosphere, Rocks 4, Clams, oysters, and mussels eat plankton filtered from water. How would clams, oysters, and mussels most likely be affected if the amount of plankton in a large body of water was significantly reduced? A. They would increase in number. B. They would find a new food source. C. They would become prey to other animals, D. They would compete for a limited food source. 5. Use the information below to answer the following question. The gypsy moth was accidentally brought into the United States. The caterpillars of these moths eat the leaves of hardwood trees. Eating these leaves decreases the growth of the trees and may cause the trees to die. A gypsy moth and gypsy moth caterpillar are pictured below.How would an increase in the number of gypsy moth caterpillars affect an environment? A. Air temperatures would decrease. B. Tree populations would decrease. C. The diversity of trees would increase. D. The amount of oxygen in the air would increase. 6. Global warming causes an increase in coastal water temperatures. Increased coastal water temperature causes a decrease in the population of krill. Which of these would most likely experience an increase in population? COASTAL FOOD WEB iS. herting = eae aa oe \ pom z & 8 3 . PhytoplanktonPre-Assessment Scoring Instrument ‘The pre-assessment was out of a total of 9 points. The first three questions (1-3) were low-level knowledge questions that each counted as 1 point. The three more advanced questions (4-6) each counted as 2 points. Question Number | Comect Answer Number ofpoints | Number of points given if correct given if incorrect I pt 0 Ipt Jalal ——fipt 2pt 2pt ajafayeys|— olols) e|slelelel 2ptPost-Assessment Instrument The following post-assessment was given to two Life Science classes at Magnolia Middle School. Pre-Assessment/Post- Assessment 1. What is an ecosystem? E. Asystem that represents the flow of energy from producers to consumers. F. A group of living organisms interacting with one another as well as nonliving things. G. A group of organisms competing for the same resources. H. A group living organisms interacting with other living organisms. 2. Choose the best list of ABIOTIC factors E. Rocks, Grass, Sun, Leaves F. Air, Water, Sand, Plants G. Trees, grass, insects, mammals H, Water, Sun, Atmosphere, Rocks 3. Choose the best list of BIOTIC factors E. Rocks, Grass, Sun, Leaves F. Air, Water, Sand, Plants G. Trees, Grass, Insects, Mammals H. Water, Sun, Atmosphere, Rocks 4. Clams, oysters, and mussels eat plankton filtered from water. How would clams, oysters, and mussels most likely be affected if the amount of plankton in a large body of water was significantly reduced? E. ‘They would increase in number. F. They would find a new food source. G. They would become prey to other animals. H. They would compete for a limited food source. 5, Use the information below to answer the following question. ‘The gypsy moth was accidentally brought into the United States. The caterpillars of these moths eat the leaves of hardwood trees. Eating these leaves decreases the growth of the trees and may cause the trees to die. A gypsy moth and gypsy moth caterpillar are pictured below. ‘Gypsy Moth Gypsy Moth Caterpillar10 How would an increase in the number of gypsy moth caterpillars affect an environment? E, Air temperatures would decrease. F, Tree populations would decrease, G. The diversity of trees would increase. H. The amount of oxygen in the air would increase. 6. Global warming causes an increase in coastal water temperatures. Increased coastal water temperature causes a decrease in the population of krill. Which of these would most likely experience an increase in population? ‘COASTAL FOOD WEB Dy phytoplankton seaweed E. Gull F. Herring G. Anchovy H, PhytoplanktonPost-Assessment Scoring Instrument u The post-assessment is identical to the pre-assessment and was also out of a total of 9 points. The first three questions (1-3) were low-level knowledge questions that each counted as 1 point. The three more advanced questions (4-6) each counted as 2 points. Question Number | Correct Answer Number ofpoints | Number of points | given if correct given if incorrect 1 B I pt 0 2 D T pt 0 3 ie Ipt 0 4 D 2pt 0 3 B 2 pt __|o 6 D 2pt 0Lesson One: Exploring Ecosystems Unit: Ecology ‘Lesson Title: Exploring Ecosystems Core Learning Goal(s) or VSC Standard(s): NGSS. MS-LS2-IAnalyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem MD state standards: Biology 3.5.2- The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem. ‘Objective: © Students will be able to define and describe an ecosystem. © Students will be able to identify and describe the levels of organization used in ecology © Students will be able to analyze an ecosystem through a food web activity and identify producers, consumers, and decomposers within an ecosystem. ‘Assessment Focus: | Students will be able to define an ecosystem, and identify the roles of organisms of an. (Rey Idea) ecosystem within a food chain and how it contributes to the stability of an ecosystem. | Materials Needed: | PowerPoint ql ~~ | Computer/projector Yam Handouts: Guided notes handout = Levels of organization Cards Organism role cards ‘Adaptations and Modifications: Give instructions both orally and in writing Repeat instructions Allow extra time as needed Pair with more proficient student(s)order that they determined. A discussion will follow. Students then will complete the guided notes activity using their notes worksheet to follow the PowerPoint. Students will cover the topics of the level of | organization in ecology, energy flow and food chains, | organism roles in food chain (producer, consumer, | types of heterotrophs, autotrophs, nutrient cycles, and | nutrient limitation. Engagement | Students will answer the following warm up question | Level(s) _ | III Application in their drill notebooks, “What is an ecosystem? of TIME _! Describe.” After students answer the question in their | Bloom’s notebook, a short discussion will follow. taxonomy: Exploration | Students will complete a short think-pair-share Level(s) | TKnowledge activity where they will look at three different of TIME_10___| pictures (city, forest, aquarium) and decide which one | Bloom’s is an example of an ecosystem (they all are taxonomy: examples.) After a few minutes students will discuss with the person next to them which one do they think is an ecosystem and why. After students have discussed with their partners, students will be asked to volunteer to share their findings with the entire class. Explanation | Students get a sot of cards and have to match a picture | Level(s) | [Knowledge with one of the levels or organization. Students will | of 11 Comprehension TIME__35___ | work with a partner in matching the cards on Bloom’s complete to first part of the guided notes to fill in the] taxonomy:Extension TIME_35. a | After cussing completing the guided notes and | discussiny fins, students will be handed a card | with a picture of an organism and its name as their organism role card. Students will be asked to form a circle around the room. Students will be told that they | are now that organism and they will be playing that role. To begin the activity, students will be asked, “who is the sun?” The student that is the sun will be identified and that student will hold the yam. Then the students will be asked, “Who needs the sun as a source of energy or food.” The students will raise their hand if they are a plant, The “sun” will hold onto a piece of the yard and throw the ball of yam to one of the students who is a plant. Then, the student will be asked, “Who could use this plant as a source of energy/who will eat this plant?” Students that have role cards of organisms that would eat that particular plant would raise their hand and the student with the yarn will hold onto a piece and throw it to one of the students that raised their hand. The game will continue until the students determined that they have reached the top of the food chain. The game will go through another round to form a different web to include organisms that may have not been included before. Students will be asked the second round that if, they are thrown the yam, they have to indentify if they are a producer, consumer, autotroph, heterotroph (as well as the type of heterotroph), and trophic level. After the second round, students will participate in a discussion with the following questions: ‘Who is holding the most pieces of yarn? Why? Who else is a part of many food chains? What would happen if all of the green plants died? ‘A third round will start and after that round has finished students will participate in another discussion with the following questions: How could we show what could happen if one kind of plant, such as all the clover died? (The student representing clover could pull out his or her pieces of yam and sit down.) If all the clover is gone, who may have trouble getting ‘enough food? (Identify all the animals that were in food chains that included clover. Whoever had yarn pulled out of their hands might have trouble getting enough food without the clover.) ‘What happened to our food web? (It is much thinner, less complex, and less strong.) Why should we be concerned about each kind of plant or animal? (Because other plants and animals in the food web may depend on it.) Level(s) of Bloom’s taxonomy: [101 Application | IV Analysis V Synthesis VI Evaluation‘Evaluation TIME_5__ Students will return to their seats and answer the Level(s) _] IV Analysis following wrap up questions on a sheet of paper and | of V Synthesis turn in as their exit ticket, Bloom’s VI Evaluation What are the levels of organization in ecology? taxonomy: ‘What were some of the examples of producers/consumers/decomposers in the food web activity? What happened when we lost a member of our food web? How did this affect other organisms? References/Credits: | Food web activity adapted fror ttp://forces si.edw/main/pdf/2-5- WeavingTheWeb.pdf Guided notes information adapted from: Mrs. Martinek Dimensions of TlAttitudes and Perceptions Cl Acquire/Integrate Knowledge Cl Extend/Refine Learning: Knowledge Reflections: Out of the _37__ students who tumed in the Exit ticket _32__|_37__ scored 90% or above (proficient) Analysis of Lesson 4-7 _37__ scored between 80 — 89% (above average) Effectiveness: |__/_37_ scored 70 ~ 79% (satisfactory) | __7 60-70% 1 <60% Areas for ‘A video may have served as a more engaging engagement activity. Improvement: Classroom management needed some improvement in regards to the noise level during the food web activity,5/14/2015 ihat is an ecosystem? Describe. a : or ete) "Filia your worksheet with your order oft Teveot organisation 1 iba holueteet lla-5/14/20155/14/20155/14/2015 "Saws one way low of ayn an syst What do the arrows represent? 5 example ts food chan tat you can "© Organisms use about 10% of energy for life processes the rest Cee5/14/20155/14/2015 son what could happen on je? seca e teersEcology Levels of Organization Biome Organism Population Biosphere Community Ecosystem >. > >. >. >. >Notes Species: A group of. so similar to one another they can and Population: A group of that belong to the same Community: Different that live together in the same area Ecosystem: A group of. interacting with other. as well as Biome: A group of, that have the same and similar Biosphere: The part of that supports Ecosystem Organization [Ne ee biosphere Question: How do these levels of organization compare to the levels of organization within the body?Notes Energy Flow: The in an ecosystem is an important factor in determining the systems capacity to . © Without constant a supply of. living systems cannot function. Producers: © What are producers/autotrophs?, © What are some examples of producers? Consumers: © What are consumers/heterotrophs? * What are some examples of consumers? ‘© How do consumers get energy?. ‘Types of Heterotrophs Match the following heterotrophs with its definition. Herbivore Feeds on plants ] Carnivore Feed by chemically breaking down organic matter _ 2 Detritivore Feeds on both plants and animals | Decomposer Heterotroph that eats animals —_I Omnivore Heterotroph that consumers the “leftovers” | of dead plant an animals Scavenger Eats detritus (waste) |Notes Energy Flow 2 Energy stored by. pass through an alonga Food Chain: oA isa series of steps in the passing of © Shows of. inan ecosystem. © Whatis an example ofa food chain that you can think of?. © What do the arrows represent in a food chain? Trophic Level Each organism in a food chain occupies a © Each depends on the below it for Identify the correct trophic level for each organism in this food chain! Grasshopper > Secondary consumer «Primary Producer -Tertiary Consumer +Quaternary ConsumerNotes Ecological Pyramid Energy Pyramid Organisms use about of energy for the rest is lost as Thirdlevel consumer, Nutrient Cycles «Every organism needs to build tissue and for essential life functions. © Like water, are passed between organisms through Nutrient neNotes Nutrient Limitation : © Ifthere is a shortage in nutrient supply, how would this affect organisms? © Limited can affect an organismsPopul Organism Population Ecosystem | Community [Bic Biosphere @ pi TX) (oSExample role cards for food web activty Weaving the Web senses Prairie Dogs SunflowerExample role cards for food web activty Weaving the Web Activity Sheet 1Example role cards for food web activty Weaving the Web Activity Sheet 4Example role cards for food web activty Weaving the Web Activity Sheet Coneflower | Worm |Weaving the Web Activity Sheet 5Lesson 2: Biotic vs. Abiotic Unit: Interdependent Relationships in Ecosystems Lesson Title: Biotic vs. Abiotic Core Learning Goal(s) or VSC Standard(s): NGSS. MS-LS2-I Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem MD state standards: Biology 3.5.2- The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem. MD state standards: Biology 3.5.1 The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems. Objective: Students will be able to identify and describe biotic and abiotic factors that affect ecosystems. Students will able to describe the effects on an ecosystem if there was a change or | disturbance in abiotic or biotic factors. | ‘Assessment Focus: | Students will be able to define biotic and abiotic factors, Students will also be able to (Key Idea) describe the affect of a change of biotic and abiotic factors in an ecosystem. | Materials Needed: — | PowerPoint Computer/projector Colored Pencils Handouts: Vocabulary Worksheet Video Worksheet Create Your Own Ecosystem Worksheet ‘Adaptations and _| Give instructions both orally and in writing Modifications: Repeat instructions Allow extra time as needed Pair with more proficient student(s)‘Engagement TIME_7_ Students will complete two stop and jot Level(s) of questions in their notebook. For the stop and | Bloom’s jot, students will look at two groups of pictures | taxonomy: and decide what they pictures have in common, Students will record their answers in their notebook and then there will be a brief class discussion. First group of pictures- living ‘Second group of pictures- non living. TM Application Exploration TIME_30__ Explanation TIME _20__ | Students will view the video, “Sea otters: Students will form a definition of abiotic and | Level(s) of biotic factors before being formally introduced | Bloom’s to the term, Students will write down their taxonomy: definitions and then share definitions with a partner (the person sitting then to them). Students will then identify abiotic and biotic factors in our ecosystem based off of their definition. After students have recorded their answers, the class will group back together for a short discussion on their findings. After the discussion, students will use the vocabulary diagram to define abiotic and biotic factors. The actual definition will be given and students will record the definition. The students will then complete the rest of the diagram on their own defining the term in their own words, giving examples of the term, and a drawing of the term. Level(s) of Bloom’s taxonomy: Saving kelp forests and our climate.” As they watch the video, students will complete the video worksheet. During the video they will identify both biotic and abiotic factors that they observed. After the video, the students will then complete the post video questions about the affect of a decreased population of a biotic factor that they observed on other biotic and abiotic factors in kelp forest ecosystem. Students will share their findings in a brief discussion after they complete the worksheet. T Knowledge 1 Knowledge 1 ComprehensionExtension | rue. 30 ‘Students will create their own ecosystem with 4 | Level(s) of biotic factors and 3 abiotic factors. They will | Bloom’s begin by either creating their own ecosystem, or | taxonomy: use an ecosystem that they already may know about. Students will list the abiotic and biotic factors of their ecosystem. They will then write 1 short paragraph describing the ecosystem and the interaction between the biotic and abiotic factors. After they completed their description, they will draw the ecosystem. If there is enough time, students will be able to color their drawing. Students will tum the assignment as an exit ticket. TH Application IV Analysis V Synthesis ‘VI Evaluation | Evaluation TIME_3__ Students will participate in a whole clas Level(s) of discussion of the following questions: Bloom’s -What are some biotic and abiotic factors that} taxonomy: affect the ecosystem we live in? -What would happen to our ecosystem if there were a change in one of these factors? ‘As an exit ticket, students will tur in their “Create Your Own Ecosystem,” assignment. TV Analysis V Synthesis VI Evaluation protectors ‘Video link: http://www. bbe.com/fature/story/20140121-sea-otters-our-ocean- Dimensions of Learning: Knowledge Di Attitudes and Perceptions O Acquire/Integrate Knowledge O Extend/RefineReflections: | Out of the _37__ students who tumed in the “Create your own ecosystem” | 20__/_37__ scored 90% or above (proficient) Analysis of Lesson | _ 9_/_37__ scored between 80 — 89% (above average) Effectiveness: _4__/_37_scored 70 — 79% (satisfactory) | | 37 60-70% | lp ome = 60% | areas for | More time may have needed to be allotted in creating your own ecosystem. | Improvement:5/14/2015 {A the end ofthis lesson, you wil beable to flonbty and deserve bate snd abso factors that affect ecosystems. ‘You wil ble to describe the eects on an scosystomit thore was a change or disturbance In abiote or blot factors,5/14/2015 yu atch tha vida. panna completa the “During Video.” partof the worksheet. ‘Aner the video, please completo the post video ‘uestons Be proporedta discus! See gear it Fas ‘SSGiME che Stelter pres econ?(Mecnaoy soo bac tear ae ate cin Sree {Scart Gus acooytomts proven st shart Sart ‘Sutin ne eccamtam by oeding on ameter ah Tha, preven opaon om grntogtoongh mon woul Ustsnanecomyatom knot aera actos splot tm seperson yer asso ‘Sine ocean order suv W hares nt enough ogen a ‘haeatar nena ae cng arbance ne \Winat are some biotic and blot factors that sttect the econystem we lve in? ‘what would happen to our ecosystem if there ‘were a changein one of these factors? 5/14/2015Name. Abiotic and Biotic factors In your own words, please define the term Biotic: In your own words, please define the term Abiotic: Based on your definition, work with a partner to identify abiotic and biotic factors that affect us in our ecosystem. Please record your findings in the table below: Biotic Factors Abiotic FactorsBiotic Factors Definition: Definition using your own words: ixamples: : rrawing: | Exampl Drawing: Abiotic Factors [ Definition: Definition using your own words: Examples: Drawing:Name. Kelp Forest Video During the video: ‘As you watch the video, please identify and record biotic and abiotic factors that you observed in the video or that were discussed. Biotic Factors __ Abiotic Factors After the video: 1. Choose one biotic factor from your list. If there were a decrease in the population of that biotic factor, how would this affect other biotic factors in the kelp forest ecosystem? Explain. For example, if there were less kelp, what other biotic factor(s) would be affected and how? 2. Choose one biotic factor from your list. Ifthere were a decrease in the population of that biotic factor, how would this affect other abiotic factors in the kelp forest ecosystem? Explain. For example, if there were less kelp, what other abiotic factor(s) would be affected and how?Name. Create your own ecosystem! DIRECTIONS: You are now going to create our own ecosystem with both biotic and abiotic factors! ‘© Think of, or create or own ecosystem. © Make alist of at least 4 biotic factors and 3 abiotic factors in that ecosystem. © Step two: © Write a short paragraph describing your ecosystem and the interaction between the biotic and abiotic factors, © Stepthree ‘© Draw it! Please label your biotic and abiotic factors! + (ifthere is extra time you will be able to color your drawing) *+Please complete your FINAL draft on the back of this paper. You will be turning this in at the end of class!!! Requirements for FINAL draft checklist 1 Title (the name of your ecosystem) C List of biotic and abiotic factors ( at LEAST 4 biotic and 3 abiotic) 1 Short paragraph describing the ecosystem and the interactions between the abiotic and biotic factors 1 Drawing of Ecosystem20 Lesson 3: “Oh Deer, Here Come the Wolves.” | Unit: Interdependent Relationships in Ecosystems Lesson Title “Oh Deer, Here Come the Wolves.” Core Learning NGSS. MS-[S2-1Analyze and interpret data to provide evidence for the effects of | Goals) resource availability on organisms and populations of organisms in an ecosystem | or VSC Standard(s): | Biology 3.5.2- The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem. Objective: Students will be able to explain that populations increase or decrease relative to the availability of resources and the conditions of the environment. ‘Assessment Focus: | Students will be able to explain that certain changes in an environment can affect (Rey Idea) populations of organisms. | Materials Needed: | PowerPoint _ Computer/projector Handouts: Oh deer here comes the wolves worksheet ‘Adaptations and Give instructions both orally and in writing | Modifications: Repeat instructions | Allow extra time as needed | Pair with more proficient student(s) - Engagement | Students will answer the following warm up | Level(s)of | IIT Application question in their drill notebooks, “What Bloom’s | 7IME__10__| resources (think abiotic and biotic factors) do _| taxonomy: organisms compete for in our environment?” After students answer the question in their notebook, a short discussion will follow. Students will then be told they will be playing the role of a wildlife manager, as described in the packet, and they will have to choose to best, environment to reintroduce a population of deer, Students will be read aloud the two scenarios and the directions for the assignment will be given. Exploration | Students will work with a partner in Level(s) of T Knowledge completing the packet and review the Bloom’s TIME_10___| scenarios again and make a prediction as to _| taxonomy: which environment is the best for their deer | population.eo ‘Explanation | Students will look at the data on deer Level(s)of | TKnowledge populations for both scenarios provided in the | Bloom’s TI Comprehension TIME _30__| packet. They will then graph each data set _ taxonomy: appropriately. Students will then answer the data analysis questions. ‘Extension Students will complete part two of the packet | Level(s) of TI Application ‘on a separate piece of notebook paper. Bloom’s WV Analysis TIME_35____| Students will be introduced to new vocabulary | taxonomy: V Synthesis terms such as limiting factors and carrying Vi Evaluation capacity. Using the new terms, students will perform further analysis on the data Evaluation | Students will turn in their packet, Once the | Level(s) of | IV Analysis packet has been collected, students will answer | Bloom’s V Synthesis TIME_5___ | the following wrap up questions in their taxonomy: ViEvaluation notebooks and a class discussion will follow. ‘Wrap up questions: How many of you chose scenario 2 in your predictions? Why? ‘What did the data show? Why did this happen? Explain. References/Credits: | Adapted from http://www.pbs.org/americanfieldguide/teachers/native_species/native_species.pdf Dimensions of Learning: Reflections: | Di Attitudes and Perceptions Cl Acquire/integrate Knowledge Ci Extend/Refine | Knowledge | Out of the _ 37__ students who tumed in the “Oh Deer, Here Come the Wovles, | “activity, Analysis of Lesson | _17__/_37__ scored 90% or above (proficient) Improvement: Effectiveness: “15/37 scored between 80 — 89% (above average) 737 _~37_ scored 70 — 79% (satisfactory) 60-70% 7 “Areas for Students may have needed additional explanation on some of the vocabulary terms that were given at the extension part of the activity.5/14/2015 fir cease oeetteetes See cee ‘Saegygunave made your predton,youmay ook st Remember to answer he analysis questions in ‘Sompiatesenionces! nat rarourcas think abiotic and biotic factors) ‘do we compate orn our environment? Wy ais tis happen? ‘Students wil be able to explain that populations Inorease or decrease relative tothe availabilty of resources andthe conations of the ‘environment.Native Species 1 Name. Ecology Native Species Restoration and its Impact on Local Populations Background Information: In many parts of the country, native species have been driven out of their habitats by human activities leading some species to become endangered or even extinct. Today, several large animal species are being reintroduced to their native ecosystems. These include large predators such as gray wolves. Many people see the reintroduction of predator species as a threat to their livelihood. People are also afraid that large predators are a danger to other humans. Other groups of people see native species, including large predators, as part of the natural ecosystem and are working to reintroduce them to their native habitats. Oh Deer, Here Come the Wolves Imagine you are a wildlife manager working to restore the population of an endangered species of deer. Currently, the herd is small and your task is to find the best habitat and situation for the population to grow and develop into a healthy herd. Which of the following scenarios do you think would provide the best situation for your herd of deer? Scenario 1: The herd is currently living in a 100 square mile range in the Bitterroot Mountains of Montana which has been continually inhabited by this species for centuries. Human settlers eradicated wolves (one of the deer’s principle predators) over 100 years ago although other habitat changes caused by human development have continued to keep the deers populations low. Now, the habitat is improving and the deer population is growing slowly but steadily. However, some wildlife managers are planning to reintroduce wolves to your region. They plan to bring in several families of wolves into the area. The deer population is just beginning to rebound and you are concerned about the effects of the wolf introduction on the continued growth of the herd: Scenario 2: You have the opportunity to move the deer herd and reintroduce it to a new, more favorable habitat. The new area is a deserted island in the arctic region There is a lot of food (no animal has filled the deer’s niche for many years) and there are no natural predators. The island has 41 square miles of good habitat for the population. Adapted from hp ore americanNative Species 2 Predictions: Which of these scenarios would produce the fastest growth of the deer population? Which would potentially provide the healthiest long-term situation for the deer? Graphing: Graph the following data showing the changes in deer population over time for each of the two regions described above. You will make 2 line graphs. Remember title and labels. Data Set Year 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992Native Species 3 Adapted rom hu. ps orlamerianfielduidetcachersnatve specicvative species pifwash poxtony pssads Sc SS6T 8 OS6T OL Sv6t 0007 Ov6t 008 SE6T 00S Og6t oor S@6T ost Oz6T 8 ST6T se OT6T Uoneindod 188q TPeA now 7g qeS eyedNative Species 5 Data Analysis: 1. What do you see happening to the two deer populations over time? 2. What similarities do you see in the two graphs? What differences? 3. Why do you think the population changes that you see have occurred? | 4. At some point, wolves were reintroduced; explain when you think this happened (which graph and what year) and why you think it happened at that point. Adapted rom bt: p oalamericnfieldgideteahersnatve speciestative_ spies pdfNative Species Part 2- Background Information: the wolves were reintroduced to the population illustrated in graph A between the 1980 and 1981 population counts. Answer the following questions on a sheet of notebook paper. Answer in complete sentences. 1. Look at graph B. If there were no predators, why couldn't the deer population continue to increase indefinitely? 2. Limiting resources are factors that limit the growth of a population. What are some limiting factors that might control the population of deer? 3. Carrying capacity is the maximum number of individuals an environment can support for an extended period of time. Explain what happened in each of the graphs in terms of carrying capacity. 4, What shape do you think the local ecosystem of graph B was in when the deer population crashed? 5. Did the wolves have the effect that you expected? 6. Do you think the carrying capacity of a region can change? 7. Did the wolves have an effect on the region's carrying capacity? 8. Is reintroducing a native predator species harmful to the local ecosystem? 9. According to wildlife biologist Daniel Pletscher, after wolves were reintroduced, they may have depleted the deer population from between 3% and 12% each year. Why do you think this rate may have varied? Adapted from htp:en pho “amsrcanfeigulds eachNative Species 7 Adapted rom hi. Lp orelamerianficluideteachersnaive speviesatve species pifPre-assessment Analysis, Two classes were given the pre-assessment. Based on the amount of questions answered correctly, it was important to address those topies that had the lowest scores. For both elasses, more than half of the students could not correctly identify abiotic and biotic factors. With this information, it was important that a lesson was devoted to the topic of abiotic and biotic factors for students to be able to practice correctly identifying and describing abiotic and biotic factors, as well as address any misconceptions. Class One Data Table: ‘Question Pre-test: Pre-test: Post-test: Post-test: Number Number of Percent of Number of Percent of students that had_| students in the | students that had_| students in the the correct class that the correct class that answer! the total | answered answer/ the total | answered number of correctly number of correctly students in the students in the class class 1 9/15 60% 10/15 66.7% 2 S/S 33.3% S/S. a 33.3% 3 o/s 40% TAS 46.7% 4 7/5 46.7% 9S 60% 3 13/15 86.7% fons 66.6% 6 4/15 26.7% Tse 46.6% ‘The first class is a heterogeneous class with students of mixed abilites. Overall, compared to the other classes, this class can be considered an average level class in terms of student performance. Many students in this class had misconceptions of abiotic and biotic factors. Within the pretest, many students considered grass an abiotic factor. Formative assessments were given throughout this lesson by means of discussion, observations, and an exit ticket. In the lesson, many students had questions about things that could be considered biotic and abiotic. Students had questions about if a plant or animal were to die would it still be considered a biotic factor. Themisconceptions were addressed through discussion; however, more time should have been taken to address misconceptions in the lesson because of the pre-test scores as well as my formative analysis. This class also had a very low score were students had to use a food web to identify which organism had an increase in population when an organism in the food web (krill) had a decrease in population. Almost half of the students (46.7%) believed that the gull in the top of this food chain would have an increase in population. With this information, it was important to address in the lessons how to correctly read a food chain and not have the misconception that just because the organism is at the top of the food chain that organism would be first affected by a change in the environment. To address this, portions of the lessons were designed to address how to correctly read a food chain or web, as well as analyze scenarios where there was a change in the population of a type of organism and how that would affect other organisms within that food chain, Specifically, in the second lesson of abiotic and biotic factors, students had to analyze a situation where they chose a biotic factor from the video, and determine if there was a decrease in the population of that biotic factor, how would that affect the other organisms. Class Two Data Table: Question Pre-test: Pre-test: Post-test: Post-test: Number Number of Percent of Number of Percent of students that had | students in the | students that had students in the the correct class that the correct class that answer/ the total | answered answer/ the total | answered number of correctly number of | correctly students in the students in the class class i 12/22 34.5% —7er 80.9% 2 5/22 27.3% 19/21 90.4% 3 5/22 22.7% 18/21 85.7% 4 17722 713% 17721 80.9% 5 20722 90.9% 1721 80.9% 6 19/22 86.3% 17/21 80.9%Students in Class Two, had similar misconceptions, as did the first class in correctly identifying abiotic and biotic factors. Again, it was important to address this topic in an entire lesson so students could accurately describe how organisms within jf an environment depend on and interact with both living and nonliving factors. Overall, many students in this class perform at an above average level, and therefore move through lessons at a faster pace, with quickly addressing misconceptions. It was interesting to see that in tis class more students struggled with the lower level questions of recalling vocabulary, but performed relatively well on the higher-level 4 erat! thinking questions on analyzing the affects of resource availability on populations. While delivering the lesson, formative assessments were given and students were quickly able to identify the correctly terminology for biotic and abiotic factors. However, there were still some students that had misconceptions, so it was important to reinforce throughout the lesson the difference between abiotic and biotic factors through questioning, and providing models and examples. Post-Assessment Analysis The post-assessment was the same test as the pre-assessment and again given to both classes after the three lessons. The post-test was given approximately a week after the last lesson for this particular mini-unit. It was important to give the post-assessment a week after in order to see if students retained the information in their long-term memory and to see if misconceptions still existed. Using the data table above, two graphs were constructed to illustrate student growth from the pre-assessment to the post-assessment, as well as areas where students did not grow.‘The number of students correctly answering pre-Assessment and post-Assessment questions: Class One 47 — Pretest | = Post-test For the class one, there was not a significant increase in growth in questions 2 and 3, which addressed abiotic and biotic factors. I was hoping that devoting an entire lesson to abiotic and biotic factors, students would able to grow significantly in their understanding. For question 2 there was no growth and for question 3, only one more student answered correctly on the post sments, I noticed a trend that many students mixed up assessment. While reviewing the post. the terminology. When the question asked for the best list of abiotic factors, many students chose the list that represented biotic factors. The same happened for biotic factors where students actually chose the list representing the biotic factors. From that information, I was able to gather that students may have been simply mixing up the terminology and therefore it would be important to work with the students on a strategy that they can use to not mix up the terminology.It was also interesting that for question 5, three less students answered this question. correctly. In the pre-assessment, 13 out of the 15 students had the correet answer and on the post- test, only 10 out of the 15 students answered correctly. It seems that a misconception may have arose from student’s previous understanding or through the activity. Several students chose that the diversity of trees would increase rather than the correct answer that tree populations would actually decrease. These students may have developed the misconception that in this particular situation, when the caterpillar feeds on the trees it allows for less competition and for tree diversity to increase. It would be important to review with these students analyzing more situations such as the one from the pre-test in order to determine the direct affects on population from a change in an environment. The number of students correctly answering pre-Assessment and post-Assessment questions: Class Two = Pre-Test = Post-Test J Compared to class one, students in class two showed a much more significant growth in understanding of abiotic and biotic factors. As stated before, many of the students in thisparticular class move at a faster pace and need less review of concepts. Students in this class already had a relatively good understanding in analyzing the affect of population changes in an environment. However, from the pre-assessment to the post assessment there was a decrease in performance for both questions 4 and 5. A couple of students that did not give the correct answer for questions 4 and 5 actually gave the correct answer on the pre-assessment, This indicates that misconceptions may have arose and it would be an important concept to review. With this particular class, we had extra time the lesson and after collection the post-assessment we were able to go over the answers. One student in particular, who answered the pre-test correctly and then answered the post-test incorrectly, discussed his confusion. The student actually thought that the question asked which organism would most likely experience a decrease in population, when the question was actually asking which organism would experience a decrease in population, With instances of students reading the question incorrectly, I think it would be important for students to practice reading such questions and answering them so students do not make avoidable mistakes. These questions were taken from the science MSA, so it would be essential that students have opportunities to practice answering these types of questions because they will be tested in a similar format. Implications for further instruction Based on the post assessment data, I think it would be important to review the concepts that were taught in the lesson. I also think that for future lessons, more data driven formative assessments should be given within it lesson to quickly address misconceptions. With class one in particular, know that these students need extra supports and opportunities to review a concept they lean previously. If I were to teach the lesson again to these particular students, I may spend more time reviewing vocabulary and strategies to not mix up the terminology such as biotic and abiotic. 1believe it would have been helpful for students in class one to spend some time on the vocabulary section of the lesson to go over the prefixes and the suffixes of the word to not get the teuninulogy confused. For buth classes, [also believe hat they need additional practice in understand the affect on populations when there are changes in an environment. The “Oh deer here comes the wolves activity,” was helpful for students to address their own misconceptions because many students chose scenario two over scenario one, and then after looking at the data, they were able to see how scenario two was not actually the most beneficial for the deer population, Even though the students performed well on the “Oh deer, here comes the wolves,” activity, I feel that it would be beneficial to have more opportunities or analyze data, or take in their own data and analyze it