1. The Question Lesson designed by Krystle Lunkas/Oakland University 2008

2. The Task You have been hired as an ecologist for National Geographic Magazine. The National Geographic Committee plans to do a featured article on an ecosystem’s food web dynamics for an upcoming magazine cover story. Your 2 nd mission is to write a persuasive advertisement to the National Geographic Committee to convince them to do a featured article on the ecosystem you find most intriguing. Your 1 st mission is to research different ecosystems to discover how they support life by analyzing the food web operating in the ecosystem

3. The Lesson  Begin by watching the food chain movie to review important vocabulary. Click on the movie reel.  Choose two ecosystems from the 8 major ecosystems below that you find most intriguing to research.  Use the research links on the following slide to explore the ecosystems. AquaticDesert TundraGrassland Temperate Rainforest Tropical Rainforest Coniferous Forest Deciduous Forest

4.The Lesson Research Sites Desert Coniferous Forest Deciduous Forest Tropical Rainforest Temperate Rainforest Aquatic Tundra Grasslands

5. The Student Activity  Complete the ecosystem information chart for the two ecosystems you have chosen. Print when complete. Ecosystem information chart  Take additional notes in you science journal

6. Assessment Intriguing Ecosystem Project  Choose one of the ecosystems you researched that you find most intriguing to create your own food web for. Click on the food web below to enter the Create a Food Web site.  When your food web is complete, please do the following: print it off, add a title naming the ecosystem, and include labels for each level of the food web (primary producers, primary consumers, secondary consumers, tertiary consumers, and decomposers). Food Web Glossary  Using Microsoft Word, attach an advertisement describing why the National Geographic Committee should feature this ecosystem for their cover story. Tips for Advertisement How Will I Be Graded?

7. Enrichment/Differentiation Simplifications Review the basics of food chains and vocabulary. Students can practice constructing simple food chains in various habitats. Practice with food web constructions in different ecosystems. Extensions Explore food web population changes, biomass charts, and population graphs using the food web simulation options. Food chain quiz Create a classroom Ecosystem Resource Center on the 8 major ecosystems. Materials could include related books and magazines, posters, slides, videos, and field guides. Students could work in collaborative groups based on the two ecosystems they chose to research

8. Standards & Benchmarks Science-Michigan Curriculum Frameworks -Describe common patterns of relationships among populations (III.5.M.1). Science-Grade Level Content Expectations -Classify organisms (producers, consumers, decomposers) based on their source of energy for growth and development (L.OL.06.51). Language Arts-Michigan Curriculum Frameworks -Express their responses and make connections between oral, visual, written, and electronic texts and their own lives (3.M.8). -Describe and use characteristics of various informational genre (persuasive arguments) and elements of expository text structure to convey ideas (8.M.3). -Organize, analyze, and synthesize information to draw conclusions and implications based on their investigation of an issue or problem (11.M.3). ________________________________________________________________________________________ Technology Curriculum Standards Critical Thinking, Problem Solving, and Decision Making -Collect and analyze data to identify solutions and/or make informed decisions (4.c) Technology Operations and Concepts -Understand and use technology systems (6.a)

9. Teacher Tips Good Classroom Library Additions: What Are Food Chains and Webs? -Bobbie Kalman- River Food Chains –Emma Lynch- Forest Ecosystems –David Perry- Tropical Rainforests –Darlene Stille- 101 Facts About Deserts -Julia Barnes-  This lesson requires prior knowledge of food web dynamics vocabulary. Students should also have a developed concept of food chains and food webs.  Some of the student links were created in Microsoft Word to enable easy typing and printing. They will only open outside of the PowerPoint window

10. Bibliography Graphics:  Microsoft Word clip art   ous/decfor.html ous/decfor.html  09.jpeg 09.jpeg   Websites:   