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.)

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.

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.

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.

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.

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

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

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.

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.

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.

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.

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.

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.