# data[].attributes.body
The intention of this content curation assignment was to collect various materials, that will help 7th grade students be successful in the ecology unit. The materials within this curation are accurate, reliable, up-to-date, challenging, exploratory, integrative, and interdisciplinary. The ecology unit primarily focuses on the relationships between organisms and their environments, along with the negative and positive factors that affect habitats. Students will learn how energy is shared/lost, the different levels of consumers, and how different animals affect one another and their ecosystem. It is important for students to gain an understanding of how the ecosystems around them function, and what proper measures need to be taken to keep them well managed. The learning materials provided will help students gain the skills that are tied with the unit's learning objectives.

# data[].attributes.body
These learning materials will help me explain the patterns of interactions in different ecosystems, in terms of the relationships among and between biotic and abiotic components of ecosystems

S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.

a. Construct an explanation for the patterns of interactions observed in different ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem. (Clarification statement: The interactions include, but are not limited to, predator-prey relationships, competition, mutualism, parasitism, and commensalism.)

b. Develop a model to describe the cycling of matter and the flow of energy among biotic and abiotic components of an ecosystem. (Clarification statement: Emphasis is on tracing movement of matter and flow of energy, not the biochemical mechanisms of photosynthesis and cellular respiration.)

d. Ask questions to gather and synthesize information from multiple sources to differentiate between Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate forest, desert, grassland, taiga, and tundra) and aquatic ecosystems (i.e., freshwater, estuaries, and marine). (Clarification statement: Emphasis is on the factors that influence patterns across biomes such as the climate, availability of food and water, and location.)

# data[].attributes.body
For Students: Use the slides to gain a brief understanding of energy pyramid and how energy flows from one level to another. Pay attention to the amount of energy that is lost at each level. In your interactive science notebook, write down notes that will help you remember how energy pyramids function and how they affect the ecosystem. Be sure to pay close attention to the information that is being shared in the Khan Academy video, as it will help learn how to use the 10% rule.

Purpose: Students will use these slides to learn the basic foundation of what energy pyramids are. It is important that students gain an understanding of how energy pyramids function before they can comprehend the roles of food chains and food webs.

# data[].attributes.body
For Students: Click on the image above. It will take you to a separate Google Doc. On this document, you will complete the drag-n-drop activity. Place the pictures of each organism, the % of energy, and the type of consumer that represents each level in the energy pyramid.

Purpose: This is an interactive and engaging way to get students to understand what specific factors belong in each part of the energy pyramid. It is important they know which consumers are autotrophs or heterotrophs, how much energy belongs in each level, and the type of organisms that belong in each trophic level.

# data[].attributes.body
For Students: Once you have finished taking notes from the lecture slides and video, along with completing the drag-n-drop activity, complete this mini quiz to test your newfound knowledge.

Purpose: This mini quiz will let both the students and the educator know what the main struggle areas are within this unit. Students will be able to look back at their missed questions and practice more to comprehend the content. Educators can analyze the data that will be provided when students have completed the assessment, and use their findings to create remediation and enrichment small groups.

# data[].attributes.body
For Students: Use this slide deck to begin learning about food chains and food webs. Before taking notes, use the two Blooket game links (posted on the slides) to review your vocabulary terms and quiz yourself on what you are about to learn. When you have finished the review games, use the provided note sheet and the slides to take your notes. Keep these notes in your science folder to help you study for the ecology unit quiz and test. Be sure to pay close attention to the significance of the arrows in the food chains/webs. Remember, the arrow is always pointing towards the animal that will consume another animal. When you are done taking notes, review them and feel free to ask any questions if you're confused. Then complete the food chains/web worksheet practice, and the "Build a Food Chain" game.

Purpose: The use of such materials will help students learn what food chains and food webs are, and how they function in ecosystems. Students must understand what food organisms in each trophic level eat (herbivore, omnivore, carnivore, detritivore), what the main source of energy is (the sun), and how energy flows in a chain or in a web. The basic thing to remember is that a food web is just a compilation of multiple food chains within an ecosystem. Students need to pay close attention to where each arrow is pointing, to know who is getting eaten by who. Since this part has a lot of book work, I embedded three review games to incorporate a more off-book and engaging learning experience.

# data[].attributes.headline
4) *continued* Practice Sheet & Notes Sheet

# data[].attributes.subject
4) *continued* Practice Sheet & Notes Sheet

# data[].attributes.body
Practice Worksheet: click on the image above

Notes Sheet: Fill out this sheet as your go through the slides

https://docs.google.com/presentation/d/1hTGqboWAZ1ovOZ_NnAETxQLYY672MfKuDEZ62rt66QI/edit?usp=sharing

# data[].attributes.body
For Students: Go through these interactive slides and complete each task. Before you begin the tasks, complete the activator by deciding which picture does not belong and explain WHY. Then use your headphones to watch The Amoeba Sisters video on food chains, food webs, and recycled energy. Make sure you turn your work in, on Google Classroom, when you are done. Pay close attention to the instructions for each task. If you finish this early, submit it, then use the Gizmo tool on your portal and complete the food chain Gizmo as extra practice.

Food Chain Gizmo: https://docs.google.com/document/d/1BB3n5cayK4V2YSyF40z9sF2liFc7SjpEVuqXu3jmFDo/edit?usp=sharing

Purpose: This assignment will test students based on the recently-learned topic, food chains & webs. Each slide has a different task to be completed. A few of the tasks are drag-n-drops, matching, fill-in-the blanks, and short constructed responses. Using various formats and activities will keep students interested as they do their work, and will challenge them to use a wide range of reading and comprehension skills.

# data[].attributes.body
For Students: As you go through the slides, fill in your stations worksheet. Each slide represents a different symbiotic relationship. Symbiotic relationships represent how organisms in environments affect each other whether negatively or positively. There are 5 main relationships that we focus on in 7th grade: Mutualism (both benefit), Parasitism (parasite & host = prolonged pain/death), Predation (predator and prey), Commensalism (one benefits while the other is unaffected), and Competition (bull vs. bull). Place a check mark in each category that relates to each relationship scenario (table #1). Then on table #2, list the type of relationship (use the same order of table #1) and explain why. If there are any questions, use the Screencastify video on slide 3.

Response sheet: https://docs.google.com/document/d/1HQzcwszETepv5kOgPo_s5TsC_Nf6GoH2a9_fmD0fRqg/edit?usp=sharing

Purpose: Students will use these slides to learn about the 5 different types of symbiotic relationships that occur in all ecosystems. The way organisms affect each other also affects the flow of energy, carrying capacity, limiting factors, niches, and other factors that keep ecosystems alive and thriving.

# data[].attributes.body
For Students: You may complete this lab activity with a partner (highly suggested). You will need 2 pipe cleaners shaped as squares (5 cm each side), 100 beans, an Expo marker, dice, and the picture sheet. If you are in class, these materials will be given to you. You will begin by watching the video explaining how kudzu vine was a huge invasive species in the South (still is). Then you will read the background information of how kudzu vines and other invasive species in general, negatively affect the habitats, organisms, and ecosystem around them. As you complete the lab, follow the directions on the slides, they are very straight forward to help you do the lab. Write your results on a sheet of notebook paper. Reminder: Zebra mussels have stripes and are the invasive species while the native mussels are plain. Then answer the zebra mussel question, the line graph question, reflection questions, and the summarizing CER to conclude the activity.

Picture Sheet: https://docs.google.com/document/d/1xG6I3Gd_MyCJVzLRU0nNpVL6h7FkTV47PMR3CCkbuiQ/edit?usp=sharing

Purpose: This lab activity is an interactive way for students to begin learning about invasive species, and how they have the ability to takeover everything in their new environments. Students will learn how invasive species negatively alters the carrying capacity and decreases factors that are already limited in an area.

# data[].attributes.body
For Students: Go through these slides above and fill in your biome notes chart as you go along. Please be sure that you include/type every piece of information I am giving you, since you will later need it on you Ecology unit test. Feel free to take some time to study all the different biomes and the characteristics of each. Make sure you study the names, specific plants, specific animals in the biome, and their weather/climate. If you finish your chart and have extra time, complete the Biome Intro drag-n-drop challenge activity!

Biomes Note Chart: https://docs.google.com/document/d/1UfuIPv4Df3pB-iM1uQaV9QzSQ9CzszZitHCImpFn_kg/edit?usp=sharing

Drag-n-Drop: https://docs.google.com/presentation/d/12yOo57yDzFo3NEOvhnaTQFtQyLpM6Lgry8M5PLx4wXw/edit?usp=sharing

Purpose: The purpose of these notes and note chart is for students to not only learn the names of the different biomes (and their alternative names), but to also know the characteristics that make them what they are.

# data[].attributes.body
For Students: Hurray! Finally a fun activity! On a sheet of notebook paper, make a chart that has 3 columns and 13 rows. In the first row/first column, write "Movie Name". In the second row/second column, write "Biome Name". Then in the third row/third column, write "Evidence". Before you begin, complete the activator slide. Which biome do you think does not belong (there are no wrong answers)? Now you are ready to move on to the Disney movies! Each slide has a Disney movie. Sing-a-long and watch the video clips as you complete your chart. On the last slide, you must identify the four biomes that are seen in the movie clip. Have fun and use your biomes characteristic chart, if you need it!

Purpose: The purpose of this activity is just to get students to challenge their brains and use their problem-solving skills, to guess what biomes are in different Disney movies. Since everyone loves the classic Disney movies, I embedded this activity to have students continue to learn content regarding biomes, in a very fun and personable manner. When activities/tasks are relatable to students, they put more effort and motivation into their work.

# data[].attributes.body
For Students: Use the slides to complete your Big 20 vocabulary sheet. Be sure to use the definitions provided (paraphrase if some are too long) and draw pictures to identify each term (use pictures that will help YOU remember the definitions). You will need to know these terms for your vocab quiz and unit test.

Vocab Sheet: https://drive.google.com/file/d/1m2_DVgD6-E_YFi0r1duLBTanx57NopFV/view?usp=sharing

Purpose: Vocabulary is always a priority in any content area. If students don't even know what the foundational words in each unit means, they will struggle to grasp all the other content that will be thrown their way later during the unit.