16.) Identify density-dependent and density-independent limiting factors that affect populations in an ecosystem.

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1 Lesson Plan Title: Defining Symbiosis Concept/Topic to Teach: The types of symbiosis (mutualism, commensalism, parasitism) Standards Addressed: Biology Standard ) Identify density-dependent and density-independent limiting factors that affect populations in an ecosystem. Examples: - density-dependent disease, predator-prey relationships, availability of food and water; - density-independent natural disasters, climate Discriminating among symbiotic relationships, including mutualism, commensalism, and parasitism Specific Objectives: Students will be able to identify the three kinds of symbiosis (parasitism, mutualism, commensalism), and when given an distinguish what kind of relationship is occuring. Required Materials: -Holt Modern Biology: Ch 34 Section 3 pg 674 -Computer -Internet -Pen or pencil -Paper Anticipatory Set (Lead-In): Students today we will be learning about the difference between the different relationships organisms have with one another. This will be our lead in to our termite lab and the other activities that we do this week. Remember that it is imperative that we behave during this time so that I know you can behave during the lab. It critical that you learn and understand this information so that you are able to participate in the games and activities we will be playing this week. Step-By-Step Procedures for Teaching the Lesson: Day 1 1. Before:

2 a. K-W-L: Symbiosis Have students fill out the 'Know' and 'Want to Know' part of the KWL chart for warm-up. 2. During: a. Students will take the formative assessment. b. Students will read Ch 34 Section 3 pg 674. They will define all key terms and answer all section review questions. 3. After: K-W-L: Symbiosis Students will fill out the 'Learned' part of the KWL chart for the after portion of the lesson. Step-By-Step Procedures for Teaching the Lesson: Day 1 1. Before: a. K-W-L: Vertebrates & Invertebrates Have students fill out the 'Know' and 'Want to Know' part of the KWL chart for warm-up. 2. During: a. Students will take the formative assessment below:

3 Guided Practice: Students will discuss aloud with the class what kind of different relationships they think animals can have with one another. I will then ask them different questions about situations with organisms, and to identify who is benefiting from the relationships. Students will then think pair share with their table partners if the statement is As a class we will work through all of the know parts of the KWL in order to determine if what we think we know about KWLs is accurate. Independent Practice: b. Students will read Ch 34 Section 3 pg 674. They will define all key terms and answer all section review questions. 3. After: K-W-L: Vertebrates & Invertebrates Students will fill out the 'Learned' part of the KWL chart for the after portion of the lesson. Day 2 Before: During: Students should get in groups of two to four and: Students should use the worksheets located at the websites below and using their knowledge from the previous day identify what kind of relationships different organisms have. 2. Day 3 They will need to create a glogster on symbiosis and share the link to their document on the class wiki. The instructions for this assignment are on the worksheet located below. Before: I will explain the assignment handout and rubric. During: Students will work on their projects individually in the library on computers. After: Students will practice using the graphic organizer rubric to evaluate their own projects prior to my grading and see what edits they need to make. They will then fix these problems. Adaptations (For Students With Special Needs): Students will be able to classify symbiotic relationships with 80% accuracy with the help of a paraprofessional when needed. Teacher will circulate around the room and assist when needed. Extensions (For Advanced Students): Students who complete their work early will be asked to draw and types of animal relationships they can think of. They will then trade worksheets with other students and try to identify the kind of relationships shared by these animals. They will write about how they know what is an invertebrate and what is a vertebrate. Possible Connections to Other Subjects: The writing portion of this project connects to English.

4 Reflection: This lesson is helpful for learners who are developing their knowledge of symbiotic relationships. While critical for developing understanding in this area, the extensions for advanced students could likely use some additional work, as students that are extremely advanced may still find themselves needing addition work. Formative Assessment: Students will take the assessment located below. They will then record their score for each question on a piece of paper. They will save this answer and will compare the result to their score at the end of the unit. Summative Assessment: Students will take the assessment located below. They will then record their score for each question on a piece of paper. They will save this answer and will compare the result to their score at the beginning of the unit.

5 Biology Symbiosis Formative Assessment Objective: I can compare the symbiotic and competitive relationships in an ecosystem Name Pr. Score: /5 Directions: Read each question and write the letter of the correct answer on the line to the left. 1. An oxpecker bird lives on a rhino and eats ticks and pests from its skin. This is what kind of symbiosis? A. Mutualism B. Commensalism C. Parasitism D. Predation 2. A clownfish that lives in a sea anemone is protected from the anemone s stings. This is what kind of symbiosis? A. Mutualism B. Commensalism C. Parasitism D. Predation 3. Ticks live on dogs and drink their blood. What type of relationship is this? A. Mutualism B. Commensalism C. Parasitism D. PredationDirections: Using complete sentences, write an answer to each question on the lines below. 4. Why do organisms develop symbiotic relationships in nature? (What are the benefits of symbiotic relationships?) 5. How are competitive relationships different from symbiotic relationships?

6 Name: Date: TYPES OF SYMBIOSIS There are 3 basic types of symbiosis. Don t forget that symbiosis is the relationship between two organisms of different species that benefits one or both organisms. M- Mutualism- a symbiotic relationship that benefits both organisms involved. C- Commensalism- a symbiotic relationship that benefits one organism and the other is not helped or harmed. P- Parasitism- a symbiotic relationship that benefits one organism and the other is harmed. Directions: Put the letter (M,C,P) by the statement that best describes the type of symbiosis. 1. A tick living on a dog. 2. The honeyguide bird leading the honey badger to the bees hive, both eat the honey. 3. A tapeworm living in a 6th grade students intestines. 4. A bird building their nest in a tree. 5. The hermit crab carrying the sea anemone on its back. 6. The bristle worm living with the hermit crab. 7. Head lice living on a human scalp. 8. Mistletoe putting its roots into its host tree. 9. The ants and the acacia tree living together and both receiving benefit. 10. The egret, an insect eating bird, graze near some herbivores mouth. 11. Orchids growing in tall tropical trees, the trees are not harmed but the orchids get sunlight. 12. Bacteria living on a humans skin. 13. The remora hitching a ride on a shark. 14. Barnacles living on a whale. 15. Bees and a flower. 16. Bacteria living in the intestines of a cow to help it break down cellulose. 17. The clownfish and the sea anenemoe. 18. A sixth grader and their pet. 19. The Rhino and the tick bird. 20. The lichen- a close relationship of a fungus and an alga that benefits both. df/ /symbiosis_worksheet.pdf

7 Symbiosis Glogster Assignment 1. Go to glogster, sign in to your account. 2. Create a new glog. 3. Title it [Your Name] Symbiosis Glog (Ex Ms. Kilgallen's Symbiosis Glog) 4. List the term mutualism. Define it, give an example of it and include a picture of this example. 5. List the term commensalism. Define it, give an example of it and include a picture of this example. 6. List the term parasitism. Define it, give an example of it and include a picture of this example. 7. When you have completed your assignment, review it using the rubric given to you. Grade your assignment on your own for practice. If there is anything that you are missing or if any information on your assignment is incorrect, edit it. 8. Save and publish the glog. 9. Go to our class wiki and post the link to your glog there.

8 Symbiosis Glogster Rubric created via RubiStar Teacher Name: Kristina Kilgallen Student Name: CATEGORY Title X1 (up to 4 pts available) Labels Mutualism Commensalis m Parasitism X1 (up to 4 pts available) Defined, example. All data Defined, example. All data Defined, example. All data Title is informative, centered, and larger than other text. Every item that needs to be identified has a label. It is clear which label goes with which structure. Defined, example. Not all data Defined, example. Not all data Defined, example. Not all data Title is informative and larger than other text. Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure. Missing one or more of the Missing one or more of the Missing one or more of the Title is informative and centered. Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure. Missing two or more of the Missing two or more of the Missing two or more of the The title is incomplete and does not clearly indicate what organism is pictured. Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with with item. Missing all of the Missing all of the Missing all of the

9 Biology Symbiosis Summative Assessment Objective: I can compare the symbiotic and competitive relationships in an ecosystem Name Pr. Score: /5 Directions: Read each question and write the letter of the correct answer on the line to the left. 1. An oxpecker bird lives on a rhino and eats ticks and pests from its skin. This is what kind of symbiosis? A. Mutualism B. Commensalism C. Parasitism D. Predation 2. A clownfish that lives in a sea anemone is protected from the anemone s stings. This is what kind of symbiosis? A. Mutualism B. Commensalism C. Parasitism D. Predation 3. Ticks live on dogs and drink their blood. What type of relationship is this? A. Mutualism B. Commensalism C. Parasitism D. PredationDirections: Using complete sentences, write an answer to each question on the lines below. 4. Why do organisms develop symbiotic relationships in nature? (What are the benefits of symbiotic relationships?) 5. How are competitive relationships different from symbiotic relationships?

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