Module Five
Curriculum Links Level 9 Science Curriculum
(Victorian Curriculum and Assessment Authority 2018)
Biological Sciences
Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (VCSSU121)
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Elaboration: exploring interactions between organisms, for example, predator/prey, parasites, competitors, pollinators and disease vectors
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Science Inquiry Skills
Communicating: Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (VCSIS140)
Learning Intentions/Outcomes:
By the end of this lesson students should be able to:
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Apply their understanding of interactions between organisms to describe adaptations of maggots and bacteria
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Describe abiotic and biotic factors that influence organisms
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Construct well annotated food chains and food webs
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Contribute their newly acquired knowledge in the form of game to gain cumulative data on students understanding
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Demonstrate their progression through the activities through their participation in the summative task
“I CAN” STATEMENTS
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I can demonstrate understanding of the topic that has been covered in timed scenarios.
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I can communicate my understanding in a concise manner.
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I can help my peers with their own understanding by sharing my own understanding.
Learning Activity 1:
Adaptations for survival
Teacher Input
Organisms like maggots and bacteria have special features called adaptations (structural, behavioural and physiological/functional) that assist them to survive and reproduce in their environment. The purpose of this task is for students to consider the adaptations that maggots and bacteria have to cope with the biotic and abiotic factors in their environment and their interactions with these factors.
Arrange students in pairs and allocate each student in a pair either a maggot or bacterium. Each student will need a computer to research the various adaptations for their organisms as well as the biotic and abiotic factors the effect these organisms. They are to present their findings as an annotated diagram and use their information to construct 2 different annotated food chains that include these organisms. Using these food chains they are to attempt to create a food web also. They can present their findings to other small groups of the rest of the class.
It is assumed that the teacher has covered content on food chains and webs. If not a refresher may be needed.
Student Input
Students are to arrange into pairs and decide who will research a maggot and who will research a bacterium. Using the Instruction worksheet, blank paper and laptops they are to investigate adaptations of their organisms individually and then in pairs create annotated food chains and webs based on their findings.
Resources
Instruction Worksheet
Blank paper per student
Pencils/markers for drawing
Laptops and Internet access
Assessment FOR and OF Learning
For this activity it is a form of summative assessment that enables students to apply their understanding of maggots and bacteria to their study of ecosystems. This task can be peer and or teacher assessed.
Student Worksheet
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Learning Activity 1:
Adaptations for survival
Teacher Input
Organisms like maggots and bacteria have special features called adaptations (structural, behavioural and physiological/functional) that assist them to survive and reproduce in their environment. The purpose of this task is for students to consider the adaptations that maggots and bacteria have to cope with the biotic and abiotic factors in their environment and their interactions with these factors.
Arrange students in pairs and allocate each student in a pair either a maggot or bacterium. Each student will need a computer to research the various adaptations for their organisms as well as the biotic and abiotic factors the effect these organisms. They are to present their findings as an annotated diagram and use their information to construct 2 different annotated food chains that include these organisms. Using these food chains they are to attempt to create a food web also. They can present their findings to other small groups of the rest of the class.
It is assumed that the teacher has covered content on food chains and webs. If not a refresher may be needed.
Student Input
Students are to arrange into pairs and decide who will research a maggot and who will research a bacterium. Using the Instruction worksheet, blank paper and laptops they are to investigate adaptations of their organisms individually and then in pairs create annotated food chains and webs based on their findings.
Resources
Instruction Worksheet
Blank paper per student
Pencils/markers for drawing
Laptops and Internet access
Assessment FOR and OF Learning
For this activity it is a form of summative assessment that enables students to apply their understanding of maggots and bacteria to their study of ecosystems. This task can be peer and or teacher assessed.
Student Worksheet
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Teacher Document
Learning Activity 2:
Science Tiggy
Teacher Input
The concept is the same as Number or Math Tiggy. Students are asked to spread out round the room with a mini whiteboard/answer cards and a sheet of paper, the students are asked a series of questions relevant to the topic of Natalie Gasz’s research. A correct answer allows for the student to step towards another in the attempts to tag them out and be the last standing. There is also a series of roughly five short answer questions disguised as an exit slip for one final round of assessment for the students.
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Students will contribute their newly acquired knowledge in the form of game to gain cumulative data on students understanding
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This is a summative activity to better understand how the students have progressed through the activities
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Individual style reinforces independent thought on the topic being asked
Student Input
Students are to spread out around the room in preparation for the activity. Students must take the required resources with them. All students are to give a response to the question being asked before moving on to next step so the teacher has time to correctly assess the class. A correct answer allows one step around the room, 3 incorrect answers results in a knock out, being tagged also results in a knock out. While knocked out students are still expected to answer due to 2 correct answers in a row allows re-entry into the game. Hot seat round is auto elimination if wrong answer for any students who have already been knocked out and a plus one buffer for students who have been in the game from the start, final round questions are short answer and to be written down. Collect sheets at end as an exit slip to have hard copy of assessment.
Resources
Flash card sets of A to E or,
Mini whiteboards and markers
Blank paper per student
Enough space for students to spread out
Assessment FOR and OF Learning
For this activity it is a form of summative assessment with the exit slip for the short answer questions of the game. The teacher can also choose to keep score of the students in the first round as secondary form of assessment to examine overall understanding of the content focused around Natalie Gasz’s research.
Science Tiggy Questions:
(Word document of questions are also included below)
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Short answers questions:​
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List three different abiotic factors that affect organisms.
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List four different types of relationships that affect organisms.
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Distinguish between commensalism and parasitism.
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Suppose why the Proteus mirabilis bacteria is still alive in the maggots?
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Provide reasons as to which symbiotic relationship the Proteus mirabilis has with the maggot.
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Define the following terms and give an example for the organisms you have studied:
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Structural adaptation
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Behavioural adaptation
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Physiological adaptation
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Compare a community with an ecosystem.
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Classify each of the relationships listed below and justify your answer.
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Tapeworm and human digestive tract
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Barnacles and whale
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Bee and flower
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Remora fish and sharks
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Fungus and ant’s brain
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Termites and wood
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Lion and cheetah
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Challenging/higher order thinking questions:
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Construct a food web using examples. E.g. examples of omnivores, detritivores, carnivores, producers, herbivores, primary and secondary consumers.
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Identify what level of consumer you are in a food chain when you eat: a) Chicken b) an apple.
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Explain how energy enters ecosystems and what happens to it immediately after it enters plants.
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Has the Earth reached its carrying capacity? Why? Why not?
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Explain why decomposers are important for a sustainable ecosystem.
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In your opinion, has your perception on ecosystems changed, since the beginning of this unit of work? What role do ecosystems play in our lives?