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I’m Depending on You Interactions within Ecosystems
TAKS Objective 2 – The student will demonstrate an understanding of living systems and the environment Interdependence occ...
TEKS 8.6 The student knows that interdependence occurs among living systems. The student is expected to describe interacti...
Lesson Objectives <ul><li>The learner will produce a graph or sketch to describe at least one example of oxygen and carbon...
Question True or False: Plants do not carry on respiratory functions
Plants require energy for cell functions. Plants use stomata to take in oxygen instead of lungs or gills
Question True or False: The majority of oxygen is provided by terrestrial plants.
The majority of oxygen is produced by phytoplankton and algae living in the oceans.
Prior Knowledge TEKS 7.12A – Familiar with components of an ecosystem TEKS 6.8C – Flow of energy in living systems includi...
Background
Combination of abiotic factors and communities in an environment is called an ecosystem
Life Levels and Organization
Ecosystem energy flows from the sun to autotrophs and subsequently to heterotrophs.
Food Chains and Food Webs
 
Nutrients must be recycled in the ecosystem.
Water cycles through living organisms.
Show the pictures of the Exxon Valdez oil spill. http:// www.evostc.state.ak.us/facts/photos.html  ENGAGE
 
 
 
 
 
 
 
 
 
 
Create an ecocolumn to help students review prior knowledge about ecosystems.  EXPLORE
<ul><li>Describe the relationship between oxygen and carbon dioxide? </li></ul><ul><li>Describe the roles of solar energy,...
Ecocolumn will be used in tandem with TEKS 8.14C – TAKS 5  ELABORATE
TAKS Objective 5 – The student will demonstrate an understanding of Earth and Space Science Natural events and human activ...
TEKS 8.14 The student knows that natural events and human activity can alter Earth systems. The student is expected to :
<ul><li>Describe how human activities have modified soil, water, and air quality. </li></ul>TEKS 8.14 C
<ul><li>Produce a graph or sketch to accurately describe at least one example of oxygen and carbon dioxide cycling in the ...
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Pre-AP Tie-in Objective 8.14A, B, and C Ecosystems and Pollution

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Transcript of "Pre-AP Tie-in Objective 8.14A, B, and C Ecosystems and Pollution"

  1. 1. I’m Depending on You Interactions within Ecosystems
  2. 2. TAKS Objective 2 – The student will demonstrate an understanding of living systems and the environment Interdependence occurs among living systems
  3. 3. TEKS 8.6 The student knows that interdependence occurs among living systems. The student is expected to describe interactions within ecosystems.
  4. 4. Lesson Objectives <ul><li>The learner will produce a graph or sketch to describe at least one example of oxygen and carbon dioxide cycling in the ecocolumn. </li></ul><ul><li>The learner will record observations and drawings for each plant and animal in the ecocolumn. </li></ul><ul><li>The learner will demonstrate an understanding of food chains by accurately drawing a food chain and a food web. </li></ul><ul><li>The learner will write at least 50 words in the science journal describing the effects of pollution on terrestrial and aquatic plant life. </li></ul>
  5. 5. Question True or False: Plants do not carry on respiratory functions
  6. 6. Plants require energy for cell functions. Plants use stomata to take in oxygen instead of lungs or gills
  7. 7. Question True or False: The majority of oxygen is provided by terrestrial plants.
  8. 8. The majority of oxygen is produced by phytoplankton and algae living in the oceans.
  9. 9. Prior Knowledge TEKS 7.12A – Familiar with components of an ecosystem TEKS 6.8C – Flow of energy in living systems including food chains and food webs TEKS 7.12D and 7.5 B – Role of ecological succession with regard to environmental change and equilibrium/ Relationship between producers, consumers, and decomposers in an ecosystem should be reviewed. TEKS 7.12C – Understand the relationship between organisms and the environment where they are found.
  10. 10. Background
  11. 11. Combination of abiotic factors and communities in an environment is called an ecosystem
  12. 12. Life Levels and Organization
  13. 13. Ecosystem energy flows from the sun to autotrophs and subsequently to heterotrophs.
  14. 14. Food Chains and Food Webs
  15. 16. Nutrients must be recycled in the ecosystem.
  16. 17. Water cycles through living organisms.
  17. 18. Show the pictures of the Exxon Valdez oil spill. http:// www.evostc.state.ak.us/facts/photos.html  ENGAGE
  18. 29. Create an ecocolumn to help students review prior knowledge about ecosystems.  EXPLORE
  19. 30. <ul><li>Describe the relationship between oxygen and carbon dioxide? </li></ul><ul><li>Describe the roles of solar energy, respiration and photosynthesis? </li></ul><ul><li>Describe the relationship between solar energy, water, carbon dioxide, and photosynthesis? </li></ul><ul><li>Create food chains and food webs to show how the two ecosystems are related. </li></ul> EXPLAIN
  20. 31. Ecocolumn will be used in tandem with TEKS 8.14C – TAKS 5  ELABORATE
  21. 32. TAKS Objective 5 – The student will demonstrate an understanding of Earth and Space Science Natural events and human activity can alter Earth systems
  22. 33. TEKS 8.14 The student knows that natural events and human activity can alter Earth systems. The student is expected to :
  23. 34. <ul><li>Describe how human activities have modified soil, water, and air quality. </li></ul>TEKS 8.14 C
  24. 35. <ul><li>Produce a graph or sketch to accurately describe at least one example of oxygen and carbon dioxide cycling in the ecocolumn </li></ul><ul><li>Record observations and drawings for each plant and animal in the ecocolumn </li></ul><ul><li>Accurately draw a food chain and a food web </li></ul><ul><li>Using data from pollution experiments, write at least 50 words in their science journal describing the effects of pollution on terrestrial and aquatic plant life </li></ul> EVALUATE
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