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| | This mini-collection on symbiotic relationships is aligned to Life Science Benchmark C: Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. Several of these resources are also aligned to the scientific process standards; in addition, the resources provide multiple opportunities to incorporate writing into science instruction.
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|  | | | | | Striking A Balance (ORC#: 4710) | | | This lesson asks students to participate in an activity that demonstrates how organisms interact with one another. Students become a specific component of a food chain (producer, herbivore, or carnivore) and analyze their food chain under different conditions and population numbers. By completing this lesson, students should understand that energy is lost through breathing, heating, and moving, and realize that energy is transferred when it passes from one organism to another. Students should also be able to analyze and predict a likely food chain for a given habitat, skills commonly required on the OAT. (author/cb)
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| | | | | Gypsy Moth, an Exotic Invasive Species (ORC#: 4856) | | | This lesson is an inquiry-based lesson dealing with gypsy moth infestations in forests. Students are asked to complete a variety of activities using a number of skills required on the OAT such as: - identify the potential damage gypsy moths can inflict on our forests
- predict the future spread of this insect
- analyze the pros and cons of a variety of management options for controlling gypsy moth populations (author/cb)
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| | | | | Yellowstone Wolves (ORC#: 457) | | | This is an inquiry activity focusing on the rocky mountain gray wolf's community -- its pack, prey, and competitors. Students are asked to analyze the Rocky Mountain gray wolf problem discussed in this lesson and draw their own conclusion regarding whether or not the wolves in Yellowstone National Park should be removed.
Throughout this investigation, students are asked to write down evidence of natural and human forces that have an effect on a wolf's survival. They are also required to analyze the components of and predict a possible solution for the gray wolf problem. These are all skills required on the OAT and are enhanced via this lesson. (author/cb)
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| | | | | Food Webs in the Bay (ORC#: 453) | | | This lesson acquaints students with a type of ecosystem (the submerged aquatic vegetation of a bay) and how the different organisms of that ecosystem compete with one another for resources. Students are asked to complete research, make oral reports, create a food web, and participate in a class discussion. With all of these components, this lesson may take 3-4 class periods to complete. Before teaching this lesson, it is also important to note common misconceptions that students may have.
Middle school students understand that animals eat plants and other animals to survive, but often have trouble understanding that there is not an unlimited supply of food. They do not readily understand that a wide variety of plants and animals must be available for consumption to support the populations of animals sharing the same space. In general, middle school students benefit from visual aids to help explain the concept that organisms living in the same area share food, space, water, air, and shelter. (author/cb)
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| | | | | Birds of Prey (ORC#: 441) | | | The purpose of this lesson is to help students further understand the predator/prey relationship by researching specific examples of birds (predators) and what they eat to survive (prey). This lesson enhances skills required on the OAT such as summarizing findings and improving writing skills. (author/cb)
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| | | | | Owls: Top of a Food Chain (ORC#: 464) | | | This lesson develops the concept of energy flow through an ecosystem. Students research a North American owl, dissect owl pellets, and draw conclusions regarding the flow of energy through the food chain. To extend this lesson, you may want to discuss what would happen if one of the organisms in the food chain were removed or if new predator were introduced into or taken from the ecosystem.
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| | | | | Predator/Prey Relationship (ORC#: 3106) | | | This assessment question requires students to study a population data table for snowshoe hare and lynx. This question would be best suited for classroom use after a discussion on predator/prey relationships since it does require some prior knowledge on this subject.
Along with the predator/prey content that is addressed, this item also requires students to use skills found on the OAT. They are asked to create a graph of the data to facilitate accurate analysis of the hare and lynx populations. The research data and analysis of that data is then used to write a response to a proposal that reduces the lynx population. (author/cb)
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 | | | | | NAEP Assessment Item, Grade 8: Predators that eat small fish (ORC#: 1582) | | | This constructed-response question asks students to identify two predators that might feed on small fish in a pond ecosystem. Questions such as this require knowledge of predator/prey relationships and pond ecosystems. This question could be asked to stimulate a group discussion on various predator/prey relationships in a local pond or even in your classroom aquarium. (author/cb)
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