Presentation on theme: "1. Question 1111 2222 3333 6666 5555 4444 Next How are organisms of the Chesapeake Bay ecosystem interdependent upon each other and their environment?"— Presentation transcript:
1. Question 1111 2222 3333 6666 5555 4444 Next How are organisms of the Chesapeake Bay ecosystem interdependent upon each other and their environment? What organisms are considered producers, consumers or decomposers in this ecosystem? All living things need energy to grow, develop and survive. In order for these life cycles to take place, there are a series of energy transformations which occur between the biotic and abiotic factors in an ecosystem. What is the energy relationship between producers, consumers and decomposers? Photo Credit: www.clipart.com
2. Information Sources You will review the following e-resources in order to explore the energy relationships in the Chesapeake Bay ecosystem. Be sure to verify with your teacher what star that you will be for the activity. 1111 2222 3333 6666 5555 4444 Next How do the biotic and abiotic factors interact in this fragile ecosystem? Click on the star and read View Click on the star and read the selection and complete tasks 1-3 View All Stars View Food Chain interactiveFood Chain interactive View Sunny Meadows slides (1-10)Sunny Meadows slides Run the Sunny Meadows SimulationSunny Meadows Simulation Photo Credit: NCTC Image Library, USFWS
3. Student Activity You will complete the following tasks: A.Complete Activity A to review consumer, producer, and decomposerActivity A B. Select two habitats and complete two Food Web Activities.Food Web Activities. 1111 2222 3333 6666 5555 4444 Next
4. Assessment Activity You will apply your new learning regarding the interdependence of organisms in the Chesapeake Bay ecosystem Assessment Activity. Assessment Activity You will apply your new learning regarding the interdependence of organisms in the Chesapeake Bay ecosystem Assessment Activity. Assessment Activity 1111 2222 3333 6666 5555 4444 Next How are the osprey, the sun, herring, zooplankton, bass and algae interdependent?
5. Enrichment Activities Real World Applications: Food Chain Effects The Relationship between Wetlands and the Food Chain The Relationship between Wetlands and the Food Chain The Science Keeping Fish Alive in Aquariums 1111 2222 3333 6666 5555 4444 Next What would be the impact of the population of rock fish if the SAV population decreased? Why?
6. Teacher Support Materials BCPS Curriculum SWBAT identify the transfer of energy among organisms IOT explain how the amount of energy remains constant in an ecosystem. Maryland State CurriculumMaryland State Curriculum: Environmental Science The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions. Indicator 6.2.1 The student will explain how organisms are linked by the transfer and transformation of matter and energy at the ecosystem level. At least — – Photosynthesis/respiration – Producers, consumers, decomposers – Trophic levels – Pyramid of energy/pyramid of biomass Common Core State Standards Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21 st Century Learner Standards for the 21 st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0 : Use a variety of technologies for learning and collaboration. Time Frame: 1-2 50 min class sessions Differentiation: Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries. Learning Styles: Notes to the teacher: For the assessment, ensure that the students enable the macro by clicking on the icon in the formula bar. Last update: July 2011 Created Keishauna Banksto email address BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at http://questioning.org/module2/quick.html. Keishauna Bankshttp://questioning.org/module2/quick.html 1111 2222 3333 6666 5555 4444