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Students will create a written plan within their groups and can present their information however they choose. However, several requirements must be met including developing an infographic, citing research, and presentation quality.

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Students work with a partner to identify relationships in sentence examples provided on a sheet by the teacher.

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We will explore relationships in an ecosystem by watching this video and identifying relationships we see.

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1. Introduce vocabulary terms related to ecological interactions and symbiosis.
Explain that in this activity students will use a series of videos, images, and scenarios to identify and discuss examples of ecological and symbiotic relationships in the ocean. Write the following terms on the board: competition, predation, symbiosis, mutualism, commensalism, and parasitism. Do not include the definitions yet. First, ask students to identify the root words and brainstorm what types of ecological and symbiotic relationships the terms describe. Then, review the definitions of the terms. Point out that the term symbiosis is an overarching term for mutualism, commensalism, and parasitism and that the ecological relationships predation and competition are not generally considered to be symbiotic.

competition-when two or more organisms rely on the same environmental resource

predation-behavior of one animal feeding on another

symbiosis-the close relationship of two dissimilar organisms

mutualism-a symbiotic relationship where both organisms benefit

commensalism-a symbiotic relationship where one organism benefits and one does not benefit but is unharmed

parasitism-a symbiotic relationship where one organism benefits and one is harmed

2. Build background about National Geographic Crittercam.
Explain to students that they will watch footage from a National Geographic project called Crittercam. Crittercam's goal is to help researchers understand the day-to-day lives and ecological relationships of different species. Scientists fit wild animals with a GPS tracker and a combination video and audio recorder with environmental data instruments to measure such things as depth, temperature, and acceleration-which allow the study of animal behavior without interference by human observers. Ask students to think about the benefits of studying animal behavior and ecological interactions without interference by human observers.

3. Have students use a Crittercam video to identify ecological relationships.
Show students the National Geographic video "Fish Thieves Take Rare Seals' Prey" (3.5 minutes), in which an endangered Hawaiian monk seal preys upon and competes for fish and invertebrates on the seafloor at 80 meters (262 feet) deep. Ask: What is the ecological relationship between the monk seal and the octopus/eel/trigger fish? ( predator/prey) Ask: What is the ecological relationship between the monk seal and the jacks/sharks? (competition) Ask students to again think about and discuss the benefits of studying animal behavior and ecological interactions without interference by human observers. Elicit from students that Crittercam allows researchers to examine the behavior and interactions of marine species that they normally would be unable to observe.

4. Have students view videos to identify symbiotic relationships.
Show students the three videos of different marine species interactions. After each video, have the class identify and discuss the symbiotic relationships they observed.

"Caribbean Cleaners" (2.5 minutes)-mutualism

"Giving Fish a Bath" (5.5 minutes)-parasitism

"Clownfish and Sea Anemone Partnership" (1.5 minutes)-mutualism

Ask: What type of symbiotic relationship was not shown in the videos? (commensalism)

5. Use a National Geographic image to explore commensalism and discuss the origins of Crittercam.
Display the image "lemon shark" in the resource carousel and have students observe it closely. Ask: Other than the shark, are there any other organisms you see? Elicit from students that the shark and the remoras, the smaller fish below the shark, have a symbiotic relationship called commensalism, where the remoras benefit from holding onto the shark, but neither species is harmed. Tell students that this commensal relationship is why Greg Marshall, marine biologist and filmmaker, invented Crittercam. In 1986, a shark approached him during a dive near Belize. Marshall noticed a remora clinging to a shark, and as he watched the shark disappear, it occurred to him that if he could put a camera in the place of the remora, he could see the shark's behavior unfold without disturbing the shark. Explain that with Crittercam, Marshall learned that remoras attach themselves to predatory fish like sharks for two reasons: a free ride and protection due to hanging onto a feared predator. The shark is not affected in the process since remoras eat only leftover food from the shark.

6. Have students read statements and identify types of ecological interactions.
Give each student a copy of the Symbiotic Interactions worksheet. Read aloud the directions. Tell them that they should be able to provide reasons for their choices. Discuss the answers as a class. Have students explain why they classified the different scenarios as one type of symbiosis and not the others. Ask: How do ecological relationships shape the marine ecosystem? Why is it important to identify and understand these relationships?

Informal Assessment

Use the provided answer key to check students' completed worksheet for accuracy. Ask students to orally explain why they labeled each mutualism, commensalism, or parasitism.

Extending the Learning

Have students identify one new marine-related example for each of the ecological relationships discussed in this activity: predation, competition, mutualism, commensalism, and parasitism. Discuss the examples as a class.

Credits

Media Credits

The audio, illustrations, photos, and videos are credited beneath the media asset, except for promotional images, which generally link to another page that contains the media credit. The Rights Holder for media is the person or group credited.

Writers

Angela M. Cowan, Education Specialist and Curriculum Designer
Nancee Hunter

Editors

Julie Brown, National Geographic Society
Christina Riska Simmons, National Geographic Society
Elizabeth Wolzak, National Geographic Society

Educator Reviewers

Mark H. Bockenhauer, Ph.D., Associate Professor of Geography, St. Norbert College
Elizabeth Wolzak, National Geographic Society

Expert Reviewers

Julie Brown, National Geographic Society
Sarah Wilson, National Geographic Society

National Geographic Program

2010 National Teacher Leadership Institute: Oceans

Other

Special thanks to the educators who participated in National Geographic's 2010-2011 National Teacher Leadership Academy (NTLA), for testing activities in their classrooms and informing the content for all of the Ocean: Marine Ecology, Human Impacts, and Conservation resources.

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Students watch videos and discuss ecological relationships with a focus on observing symbiosis. Then they classify the ecological relationships they observe as mutualism, commensalism, and parasitism.

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Lesson 5 - Endangered Species Project Extend

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Lesson 5 - Endangered Species Project Extend

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Students begin multiday  project in teams of 3. Students will develop a “recovery plan” to come up with ways to bring back an animal that is on the verge of extinction based on the information we have discovered about relationships, food chains, energy flow, etc.

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Students will receive a graphic organizer to organize information on the relationships between animals.

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“I have... who has...” Review game with definitions

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Lesson 4 - Relationships Between Organisms Engage

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Lesson 4 - Relationships Between Organisms Engage

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Hook - Short Video

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I will post another question on Socrative for students to respond to. “What would happen if decomposes went extinct?”

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Students use a simulation to explore relationships of animals in an ecosystem. Students will complete a few trials, while recording their data. They will follow up by answering several short answers about the model. (Again, this link only works on a computer unfortunately)

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Evaluate

Students listen to song and write down all the vocabulary words they recognize and try to come up with definition for each.

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Here is a video I created for my 6th grade science students to help them study. I hope you enjoy.

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I’ll post a question on Socrative asking students “Why do you think food chains have only 4 or 5 links?” This answer will come from their interactions with the interactive model.

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Students will work at a computer with a partner to explore a model ecosystem on energy flow in trophic levels (link doesn’t work on iPad) I included it anyway :) Students will have a guided question sheet to work through while working with the model.

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Higher Education Support | McGraw Hill Higher Education

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Learn more about McGraw-Hill products and services, get support, request permissions, and more.

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Students will take guided notes, which I will distribute before beginning the presentation on food chains and energy levels.

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Lesson 2 - Energy Flow in Ecosystems Engage

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Lesson 2 - Energy Flow in Ecosystems Engage

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We will begin by watching a short clip on food chains.

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Students will create a T-chart in their notebooks with biotic and abiotic on each side. We’ll go outside and students will write down examples of each they found outside. I’ll close the lesson by having a group discussion inside of what we found.

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Powerpoint - we will go through a PowerPoint together as a class discussing what abiotic and biotic factors are. I’ll use popsicle sticks to call on students and explain what factors in the photo are abiotic. Then to explain what factors in the photo are biotic.

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Students work with a partner to complete and answer question “How do organisms interact with the living and non-living elements of their environment?

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Hook - Short Video