Name:                            Robin L. Lewis

Subject:                         Biology I-Ecology Day 3

Period:                           3rd

Approximate Time:           50 minutes

Objectives:

The student will…

1. Analyze an energy pyramid, a pyramid of numbers, and a biomass pyramid. (MSF Biology  I 7d)
2. Interpret interactions among organisms in an ecosystem. (MSF Biology  I 7b)

Materials:

Index cards, pens, pencils, markers, color pencils, erasers, blank white paper

Set:

Recall the levels of ecological organization and how a food web shows an ecological community.  Upon your interpretation, explain how the people in your community are like those described in the ecological community definition.  Write your response on a sheet of paper.  While you’re thinking, also remember your friends, family, and neighbors who may make up your community.  Today we will continue analyzing energy transfer in an ecosystem by way of energy pyramids, a pyramid of numbers, and a biomass pyramid.  We will also interpret interactions among organisms in an ecosystem.

Procedures:

1. Bellwork:  Finish food web assignment.
2. Review trophic levels in a food web.
3. Set.
4. Discuss energy transfer.
   1. In a food chain, energy is passed from producer to consumer.
   2. Those at the top of the food chain get less energy b/c only 10% is transferred.
5. Review Energy pyramids.
   1. Show the way that energy is transferred from one trophic level to the next.
6. Nutrients must also be transferred from one organism to the next.  Biomass is the amount of potential food or nutrients.
7. Biomass Pyramid.
   1. Shows the amount of potential food or nutrients at a given trophic level.
   2. Draw a biomass pyramid with snakes, rats, grasshoppers, and grass.
8. Pyramid of Numbers
   1. Shows the approximate numbers of individual organisms at each level.
   2. Draw numbers pyramid with snake, rats, grasshoppers, grasses, then one with hawks, woodpeckers, insects, and tree.

                                         i.    Can look weird and be inverted.

3. Questions about pyramids.
4. Write habitat-where an organism lives.
5. Write niche-role an organism plays in its habitat.

                                         i.    Ex. Grasshopper’s habitat is grass; grasshoppers provide food for worms and frogs.

6. In a food web the habitats and niches of some organisms overlap.  Now we will look how different organisms interact and interpret interactions among organisms in an ecosystem.
7. Role-play of ecological relationships

                                         i.    Give students note cards.  On each card have a scenario.  Each student must act out the scenario and the class must take note on what the actor is doing.  For more difficulty, actor may not talk during performance.

                                        ii.    Instruct students to take notes from each scenario and describe what happens in each skit.

8. Scenarios.

                                         i.    Cow eats grass (plant-herbivore)

                                        ii.    Hunter shoots rabbit (predator-prey)

                                       iii.    Jumping Jacks: One student does 2 jumping jacks, and then the next student repeats the action.  Have them both pull on a broom for a tug-of war game. (competition)

                                       iv.    Have a sign with money for an alarm clock.  Give both students a sign that says $10.  Have students look at alarm clock, then at money.  The both give the clerk their money and get the item.  Next, they give each other a thumb up sign. (mutualism)

9. Have students to review their responses.
10. Give each student a copy of the relationship words with their definitions.  Have each student review the relationship words, revisit their scenario summaries, and then make a connection between the definitions and the scenarios.
11. Review student responses individually.  The have students share answers aloud to come to a conclusion.  Review correct answers.
12.  Go through each definition from the scenario, have students underline key words.
13. Next look at symbiotic relationships. Review each definition with the students.  Give examples.
14. Extra time or homework: Have students create an original scenario like the ones today for commensalism and parasitism.
15. For extra practice, the students will complete Practice 1.

Closure:

Today we analyzed an energy pyramid, a pyramid of numbers, and a biomass pyramid.  We also interpreted interactions among organisms in an ecosystem. Now let’s review.  Give the general description of an ecological relationship and have students answer questions about them.  Review the terms niche and habitat.  Next, ask what information does an energy/biomass/numbers pyramid show.  Ask for questions.  Tomorrow we will revisit the flow of energy in an ecosystem by analyzing three important biogeochemical cycles.  Tonight your homework is to complete the commensalism and parasitism scenarios and to reread your notes.

Assessment/Evaluation:

Informal: The teacher will listen (M) to student responses from pyramid questions and from the scenarios of ecological relationships (C).

Formal: The teacher will give a quiz concerning the three types of ecological pyramids: biomass, energy, numbers and ecological relationships including predator-prey, plant-herbivore, commensalism, and symbiotic relationships (C).  The quiz will be graded (M) and recorded in the gradebook (D).

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