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Life Science Lesson Plans March 28th April 1st

Monday 28th
Intro to Ecology
Objective(s): SWBAT
-Give two reasons why
the rainforest should
be saved
-Explain how one
ecosystem can affect
other ecosystems
Standards:
SC.8.N.4.1:
Explain that science is
one of the processes
that can be used to
inform decision
making at the
community, state,
national, and
international levels.

Tuesday 29th
Biotic Communities
and Habitats
Objectives: SWBAT
-Explain what a niche
is and an example of
one in an ecosystem
Standards:
SC.7.L.17.3:
Describe and
investigate various
limiting factors in the
local ecosystem and
their impact on native
populations, including
food, shelter, water,
space, disease,
parasitism, predation,
and nesting sites.

LAFS.6.SL.1.1d:
Review the key ideas
expressed and
demonstrate
understanding of
multiple perspectives
through reflection and
paraphrasing.

SC.8.L.18.1:
Describe and
investigate the process
of photosynthesis, such
as the roles of light,
carbon dioxide, water
and chlorophyll;
production of food;
release of oxygen.

Engage: 8 min.
Bellwork:
Show video of river
rapids
https://www.youtube.c
om/watch?
v=wzWrXDDaRos
Is there life under
white water stretches
in rivers, or is the
bottom swept clear of
life a biological
desert?

Engage: 10 min.
Bellwork:
79 OBC
Why would half a
dozen reasonably
intelligent people slog
through a marsh?

Wednesday 30th
Abiotic Environment

Thursday 31st
Abiotic Environment

Friday 1st
Carbon Cycle

Objectives: SWBAT
-Determine what
separate one biome
from another

Objectives: SWBAT
-Identify Multiple
Abiotic factors in an
ecosystem

Objectives: SWBAT
-Describe the law of
conservation of mass

-Identify connections
between Abiotic
factors and the
ecosystems they
support.

-Discuss why there is


more diversity in the
photic zone than in the
aphotic zone

Standards:
SC.7.L.17.3:
Describe and
investigate various
limiting factors in the
local ecosystem and
their impact on native
populations, including
food, shelter, water,
space, disease,
parasitism, predation,
and nesting sites.
SC.8.L.18.1:
Describe and
investigate the process
of photosynthesis, such
as the roles of light,
carbon dioxide, water
and chlorophyll;
production of food;
release of oxygen.
Engage: 5 min.
Bellwork:
If you could live
anywhere, where
would it be?

Standards:
SC.7.L.17.3:
Describe and
investigate various
limiting factors in the
local ecosystem and
their impact on native
populations, including
food, shelter, water,
space, disease,
parasitism, predation,
and nesting sites.
SC.8.L.18.1:
Describe and
investigate the process
of photosynthesis, such
as the roles of light,
carbon dioxide, water
and chlorophyll;
production of food;
release of oxygen.
Engage: 10 min.
Bellwork:
A fish tank is an
ecosystem. What is the
purpose of the fish
below in an aquarium?
Will the other
organism in the
aquarium harm or help
it?

-Describe the
movement of carbon
within the carbon
cycle.
Standards:
SC.8.L.18.3:
Construct a scientific
model of the carbon
cycle to show how
matter and energy are
continuously
transferred within and
between organisms and
their physical
environment.
SC.8.L.18.4:
Cite evidence that
living systems follow
the Laws of
Conservation of Mass
and Energy.

Engage: 10 min.
Demo:
-This beaker 1 has
baking soda and
beaker 2 has vinegar. If
I weight both of these
substances then
combine them, what
will happen to the
weight of the
combined substances?
-Explain the law of
conservation of mass.
Do demo again with
balloon over the
beaker after the
substances are
combined.

L
A

Explore 7 min.
-Teach students the
ecology song
Explore 30 min.
-Why save the rain
forest activity (see
worksheet)
-Groups of four
brainstorm reasons to
save the rainforest
-Groups compare their
list with each other and
develop a class list
-Students then
compare their list to a
list developed by
experts
Elaboration: 5 min.
-Ticket to Leave
What kind of places
can be considered an
ecosystem? Give one
example.

Explore 15 min.
-Salt Marsh Jigsaw
Students in a group of
three each get two of
the cards
Students need all the
cards to determine the
correct placement of
each organism in the
intertidal ecosystem
However, students
cannot show others
their cards. Therefore,
students must
communicate to place
each in its proper
place.
Explain 25 min.
Students Read pg. 341
343 and use the
following questions as
a Note Taking Guide
1.Give an non-example
of an ecosystem.
2.Give an example of a
man-made ecosystem.
3.What are the two
major parts of an
ecosystem?
4.What separates the
term niche from the
term habitat?

Explore 35 min.
-Would I want to Live
Here? Activity (see
worksheet)
-Students are given
precipitation and
temperature data from
12 locations.
-Students must graph
the collected data and
interpret it
-Students should be
able to observe
seasonal changes and
relevant weather
patters

Evaluate: 10 min
Students will use the
evidence collected to
decide which graph
goes with which
location.

Explain 20 min.
Students Read pg. 343
347 and use the
following questions as
a Note Taking Guide
1.Define Abiotic
2.Make a list from 1
5 of the abiotic factors
that have the greatest
impact on an
ecosystem in order of
impact. (this is your
opinion)
3. Write a one sentence
justification for each of
your answers from
question 2.
4. Fill out chart
Abiotic
How it
effects
ecosystems
Light
Temp.
Water
Soil
Wind
5. Draw a diagram of
the water cycle.
6.Why is it important
that water cycles to
humans and animals?
Explore 20 min.
Computer Lab
Aquatic Life Animated
Activity
http://www.classzone.c
om/cz/books/bio_09/re
sources/htmls/animate
d_biology/unit5/bio_c
h15_0477_ab_whereli
v.html=

Elaborate: 5 min.
-Answer this question
with shoulder partner
on marker board
-How does the water
cycle illustrate the law
of conservation of
mass?
Explain 5 min.
Waters movement
through a plant
http://www.classzone.c
om/cz/books/bio_09/re
sources/htmls/animate
d_biology/unit7/bio_ch
21_0644_ab_material.
html
Explain 20 min.
-Students Read pg. 348
352 and fill out Note
Taking Guide
-Name and describe
the process that
producers use to get
energy.
-Name 3 producers
you could find in your
back yard.
-What part does
cellular respiration
play in the carbon
cycle?
-What part do bacteria
play in the nitrogen
cycle.
-Draw a diagram of the
carbon cycle
Explore 10 min.
-Carbon Cycle Game
part 1
Warm-Up:
-Review what carbon
is
-Discuss where carbon
can be found on Earth.
-Discuss the role of
carbon in each of the
places identified.
-Review the processes
that move carbon
around in the carbon
cycle
1. Physical processes
-Water currents
-Settling to the ocean

floor or to the ground


2. Chemical and
Biological processes
-Respiration
Exchange of gases
through breathing
-Photosynthesis - The
synthesis of complex
organic materials, esp.
carbohydrates, from
carbon dioxide, water,
and inorganic salts,
using sunlight as the
source of energy and
with the aid of
chlorophyll and
associated pigments.
-Combustion The act
or process of burning
-Dissolving gaseous
carbon dioxide into
water, where it takes
the form of carbonic
acid
-Coming out of
solution of carbonic
acid to become carbon
dioxide in the air
-Death and
Decomposition
breakdown or decay of
organic matter
N

Evaluate and
Summary:
-Ticket to Leave

Evaluate and
Summary:
-Note Taking Guide

R
e
s
o
u
r
c
e
s

-Sticky note
-Why save the rain
forest activity

-OBC
-Salt Marsh Jigsaw

Evaluate and
Summary:
- Would I want to Live
Here? Activity
-Would I Want to Live
Here? Activity
-Illustration table
Illustration Key

Evaluate and
Summary:
-Note Taking Guide

Evaluate and
Summary:
-Note Taking Guide

-Computer Lab

-beakers
-baking soda
-vinegar
-Carbon Cycle Game