FOSS Program The Regents of the University of California Can be used with permission.

Transcription

1 FOSS Program The Regents of the University of California Can be used with permission.

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3 For Teachers Investigations Guide and Teacher Resources For Students FOSS Science Resources Equipment Equipment Kit with materials for 32 students (5 uses) Technology Access to FOSSweb for all technology resources

4 BIG QUESTIONS 1. How do biotic and abiotic factors interact in an ecosystem? 2. If one part of the ecosystem changes, how will it affect the rest? 3. How can humans minimize their impact on ecosystems while still benefitting from their resources?

5 The 1 st Edition Populations and Ecosystems Course was developed in Need to: Update content Incorporate research about how people learn Apply research about best practices in pedagogy Align to the NGSS/K-12 Framework, including Scientific and Engineering Practices and Crosscutting Concepts

6 Notebooking embedded in curriculum Assessment aligned with K-6 (ASK program) Student Resource Book with Common Core State Standards connections New technology features Improved multimedia Digital Teacher Guide and Student Resources Book Homework connections Additional content & current research Rich resources for exploring regional ecology

7 Investigation 1: Milkweed Bugs Investigation 2: Sorting Out Life Investigation 3: Mono Lake Investigation 4: Minihabitats Investigation 5: Producers Investigation 6: Following the Energy Investigation 7: Population Size Investigation 8: Human Impact Investigation 9: Ecoscenarios

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9 Science Notebooks in Middle School In Teacher Resources Online at

10 Talk with a partner: What is food? Where does food come from? What is the point of consuming food?

11 We will be jumping in to the course after students have learned about energy, food, producers, consumers, and biomass. We will quickly review these student activities as reference for our modelbuilding activity.

12 Students have: Developed a food web for a simple ecosystem. p. 2 in the notebook

13 Students have: Grown plants to consider how producers increase biomass. p. 3 in the notebook

14 Students have: Analyzed data about plant growth to determine the chemical reactants for photosynthesis. p. 4 in the notebook

15 Students have: Developed vocabulary through an in-class reading. This article is on page 50 in Science Resources p. 5-7 in the notebook

16 Students have: Developed vocabulary through an in-class reading. This article is on page 50 in Science Resources p. 5-7 in the notebook

17 Science-Centered Language Development In Teacher Resources Online at

18 Students have: Burned a snack food and measured the energy transferred to consider energy in food. p. 9 in the notebook

19 Students have: Summarized key points about energy and food. Insert copy from NB p. 9 in the notebook

20 In Follow the Energy students learn how energy provided by producers is used by all organisms.

21 Focus Question Investigation 6, Part 1 What are the kinds of work you do that require energy? p. 11 in the notebook

22 Focus Question Investigation 6, Part 1 What are the kinds of work you do that require energy? p. 11 in the notebook Key idea: Our body uses energy for everything we do (eating, breathing, moving, reproducing, etc.)

23 Students have: Engaged in a physical game where they altered the number of organisms to create a sustainable food chain, and learned that they needed more producers than consumers (notebook page 13) Key idea: There must be more biomass at the lower trophic levels to sustain the next trophic level.

24 Turn to notebook page 2. Discuss these questions in your group: How does energy enter the Mono Lake ecosystem? Do migratory birds bring more biomass and energy into the ecosystem or do they take more biomass and energy out? What happens to the biomass made by the algae? What happens to the energy in algae eaten by the brine shrimp?

25 The levels in a food web are called trophic levels. Energy enters the food web as sugars and other energy-rich molecules made by producers. Biomass is the mass of matter produced by organisms in the ecosystem.

26 Focus Question How does biomass and energy flow through an ecosystem? Respond on p. 14 in your notebook.

27 Turn to p 15 in your notebook. Discuss these questions in your group: Is all the biomass consumed at each level? If a brine shrimp eats 10 g of algae in its life before a gull eats it, does the gull get 10 g of biomass when it eats the brine shrimp? Why or why not? Key idea: Only energy used as growth and reproduction is transferred to biomass in the environment.

28 Only about 10 percent of the biomass consumed as food at one trophic level transfers to biomass in organisms at the next level. Based on the 10% rule, could you have an ecosystem in which there lived: 100 kg of algae, 100 kg of brine shrimp, 100 kg of gull? Key idea: Students apply the results from their food-chain simulation in Part 2.

29 How could we develop a model that represents biomass in an ecosystem and the 10% rule in a way that helps us understand it and explain it to others? What features of an ecosystem would need to be represented within the model?

30 Work in small groups to create models for: 1 kg of brine shrimp 1 kg of brine fly based on algae biomass.

31 How does this model represent the 10% biomass transfer between trophic levels? What happened to the 9 kg of algae biomass?

32 Can you use the 10% rule to show how much biomass would produce a kilogram of California gull biomass with the tropic level beds you have?

33 How much biomass is needed to support 1 kg of coyote?

34 Using our trophic level bead model, discuss these questions with a partner: Does a healthy ecosystem produce the same amount of biomass at each trophic level? If the amount of biomass varies, which trophic level has the largest biomass? What happens to a ecosystem if one population fails?

35 p. 16 in the notebook

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37 Turn to p.58 in your book.

38 Students apply what they learned in the reading Trophic Levels and design a new diagram in the shape of a food pyramid, showing relative amounts of biomass at each level.

39 Return to your Focus Question How does biomass and energy flow through an ecosystem? Draw a Line of Learning underneath your initial response, add to your response. p. 14 in the notebook

40 Discuss these questions with a partner: How does this model support students? What are some limitations around the model?

41 Discuss these questions with a partner: How does this model support students? What are some limitations around the model? What are some ways we can discuss modeling with students?

42 Elicit prior knowledge Focus Question, Quick Write Active Investigation Data Analysis Sense making Articulating understanding in notebook Developing vocabulary, Reading Assessment Reflection, Next Steps

43 The skills and concepts used in one investigation are applied in answering questions and solving problems in subsequent investigations. The questions students ask are explored in later investigations.

44 Investigation 1: Milkweed Bugs Investigation 2: Sorting Out Life Investigation 3: Mono Lake Investigation 4: Minihabitats Investigation 5: Producers Investigation 6: Following the Energy Investigation 7: Population Size Investigation 8: Human Impact Investigation 9: Ecoscenarios

45 Specific connections to the K-12 Framework, Scientific and Engineering Practices, Crosscutting Concepts, and NGSS can be found in multiple locations: The Overview Chapter of the Populations and Ecosystems Investigations Guide pages 8-14 Online at

46 Come to a summer institute at LHS, in Berkeley, CA! Human Systems Interactions, July 7-8, 2016 Introducing the NEW FOSS Short Courses. Chemical Interactions 2 nd Ed., July 11-14, 2016 A focus on Modeling and Engineering in this new edition.