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Canossa Academy Calamba City SCIENCE and TECHNOLOGY II-BIOLOGY UNIT II-ECOLOGY Subject/level: Science and Technology II-

Biology Quarter: First Name: Mr. Paul Michael V. Boncayo and Mr. Julius T. Riego Date: July 11-22, 2011 Big Idea: Everything is Connected to Everything Else Graduate Attributes: Academically Competent Learner, Sharers of Gods Love Sub GAs: Critical Thinker, Effective Communicator, Person oriented STAGE 1: DESIRED OUTCOMES Established Goals Transfer The students will be able to: 1. List and describe the layers of I want the students to learn that everything in the environment is connected to each other and the ecological organization; damage of one can greatly affect the other, so that in the long run, they will be able, on their own to 2. Describe the climates and organisms make their own ways on how to protect the environment and participate in advocacies that will typical to major biomes; promote awareness and develop a sense of responsibility among people. 3. Describe the major zones and organisms present in aquatic Make Meaning communities; Essential Understanding Essential Questions 4. Describe how organisms interact in 1. The dynamic nature of an ecosystem is 1. Do my actions really impact the world? food chains and food webs; the result of the interactions of organisms, 2. How do ecosystems respond to positive and 5. Explain the importance of ecological the availability of resources, and negative inputs? pyramids; environmental changes. 3. Is life possible without interaction? Why or 6. Differentiate between biotic and 2. The existence of life on Earth depends on Why not? abiotic elements of the ecological interactions among organisms and 4. Why are humans stewards of our finite system; earth? between organisms and their 7. Discuss the interactions among environment. producers, consumers and 3. Humans, as stewards of our finite earth, decomposers; are tasked to contribute to (a) 8. Relate trophic levels and food webs to conservation of resources and (b) solution

the flow of energy in a community; 9. Explain how human activities disrupt the ecological balance; 10. Provide solutions to different ecological problems; and 11. Cite worldwide efforts to protect our environment.

of ecological problems through cooperative conduct of environmental activities or projects. Acquisition of Knowledge and Skills KNOWLEDGE: SKILLS: Students will know: Students will be able to: Level of organizations; Identify the differences among the layers of ecological organization; Major Land and Water Biomes; Energy Transfer: Food Chains and Food Give the characteristics of the different Web; organisms that allows or enables them to thrive on a certain biome; Ecological Pyramids; Describe the flow of energy through an Elements of the Ecological System; organism or food web including the energy Interactions among Populations; lost to the dissipation of heat; Maintaining Ecological balance; Explain the elements that shape an Environmental Problems; ecosystem; Make comparisons of the different interactions of organism in a population; Determine the possible consequences of human impact on environmental conditions; Formulate a possible solution to the pressing problem of pollution and other environmental problems. STAGE 2: ASSESSMENT EVIDENCE Performance Task Transfer Task: Are you Green? Should you Care? You are a member of the non-government environmentalist group GREEN PEACE. Your organizations goal is to "ensure the ability of the Earth to nurture life in all its diversity and

Evaluative Criteria For Transfer Task: Content A. Amount of content covered B. Quality of Research Creativity Mechanics

Organization Group participation Length of presentation Sources

Other Assessment Tools: Rubrics for: -output (see attached rubric) Oral presentation/performance Formative quizzes Summative quizzes Sources:

focuses its work on worldwide issues such as global warming, deforestation, overfishing, commercial whaling and anti-nuclear issues (wikipedia.org). With this, you and your team decided to strengthen your goals through the use of multimedia resources. Your team decided to make a campaign video showing the different environmental issues that harms our mother earth. The video presentation must be scientific, comprehensive, informative and persuasive so that people who will watch it will make a realization about the problems that we have created and the possible ways of correcting our mistakes. This video will be posted in youtube.com or other sites so that it will be accessible to all. Standards: Topic: Ecology Materials: depends on the needs of the students.

Goal: To make a video presentation that will show different environmental problems we are facing nowadays. http://collaboration4education.blogspot.co Role: Members of the non-government organization (NGO) Green Peace. m/2009/02/understanding-by-design-ecologyAudience: Everyone unit.html Situation: You and your team decided to make a video presentation that will enlighten the http://search.yahoo.com/search;_ylt=AixFL minds of people regarding the pressing problems in our environment. S98r5.REWr7UiBFiJWbvZx4?vc=&fp_ip=ph&p=ub Product, Performance and Purpose: A video presentation will made by the students to promote awareness on the different environmental problems and the corresponding actions that d+ecology&toggle=1&cop=mss&ei=UTFwe can do in order for us to prevent its further damage. 8&fr=yfp-t-701 Standards and Criteria for Success: http://www.bbc.co.uk/schools/ks2bitesize/s CRITERIA: cience/living_things/food_chains/play.shtml Description: UBD Plans- Designed by Mauricio Adlaon 3 interview questions from each group member based on research Creative mode of interview Exploring Life Through Science-Phoenix Each group member must have equal participation Publishing House Specific Requirements: Video needs to be 10-12 minutes in length 5 sources (at least) used for research

Define problem/topic Include ways in which topic affects environment, man, other organisms, etc. Discuss problems that might arise or have arisen based on your topic Discuss ways in which the problem is being corrected today, as well at least ONE new idea your group develops to help remedy the situation. Topic choices: 1. Water and Land Pollution 2. Air and Solid Waste Pollution 3. Deforestation, Reforestation and Aforestation 4. Wildlife Conservation (preservation of endangered species) 5. Overfishing and commercial whaling STAGE 3: LEARNING EXPERIENCES AND INSTRUCTION DAY ONE LEVEL OF BIOLOGICAL ORGANIZATION Motivation: Students will go the field and observe the surrounding. Ask them to make a list of all types of organisms that they can see. Ask them to make a diagram that shows how the organisms on their list interact with each other. (they must list specific organism, e.g. ants, trees etc.) When the class goes back to the classroom, 2-3 students will be asked to share their answers. (If it is raining, pictures will be shown to the students. From there, they will make their own diagram. Ask the students to explain the existing relationship among the different organism and lead to them to the idea that Everything is connected to everything else. Interaction: (Powerpoint) Living things interacting with each other are all part of a biosphere. Levels of Biological organization: - Simplest levels - Species/Individual - Population - Community - Ecosystem - Biome

- Biosphere Ask the students: What shapes an ecosystem? They will differentiate biotic from abiotic factors. - Describe the relationship between abiotic and biotic factors. What will be the effect if one is absent? - Do my actions affect the environment? - Are the interactions of organisms affect the totality of the environment? Together biotic and abiotic factors determine the survival and growth of an organism and the productivity of ecosystems in which an organisms lives. Ask the students the difference between habitat and niche. Drill: different pictures will be shown to students. Ask them to identify if it is a species, population, community, ecosystem, biome, biosphere. Reflection: (this will be written on their reflection journal) 1. Do you think the number of species in our forests then is still the same as what we have now? Why did you say so? Cite some evidences. 2. What do you think is the reason for the extinction of some species in our forest?

DAY TWO BIOMES: Land Biomes Introduction: Start the lesson by asking the students: Where in the world can you find a tarsier? A kangaroo? A penguin? - The students would most probably answer Bohol for tarsier , Australia for Kangaroo, North pole for penguin. - After it, ask the students: What do you think are the characteristics of the environment that allows the organism to survive? Can a tarsier live in the same area where kangaroo lives in? a penguin? Lead the students to the idea that, An ecosystem is concerned not just with the physical/ on-living environment but also with the living things that interacts with it. A biome refers to a large geographic region characterized by a pattern of annual temperature and precipitation distribution and a predominant vegetation type. Discussion: (Powerpoint presentation) - What are the two types of Biomes? (Land and Water) - 7 Land Biomes - Beore presenting the lesson, ask the students to identify the factors that are considered in classifying the a. Tropical rain forest e. Temperate deciduous forest b. Savanna f. Taiga c. Prairie g. Tundra d. Desert Drill: Pictures of organisms will be shown to the students. They will identify the biome where that certain organism lives. After that, they will asked to explain or to give the reason why that organism was able to survive that area/biome.

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DAY THREE BIOMES: Water Biomes Introduction: Begin the session by asking the students the following questions: - Do you believe that Water is Life? How did you say so? Can you give an example? - How is water important for all living things? (Possible answers: for nourishment, shelter, biological activities) Lead the students to the idea that water is important for it serves as a habitat for different organism. Then ask, - What are the different bodies of water where organisms can live? - How will you differentiate a saltwater or marine ecosystem from freshwater ecosystem? - Can you give an example of a marine ecosystem? Freshwater ecosystem? - Ask 2-3 volunteers to answer the question. Presentation: - Freshwater ecosystem includes ponds, lakes, rivers and streams. Marine ecosystem includes oceans and seas. Large bodies of water are types of marine ecosystem. - The water biomes will be discussed according to characteristics, abiotic and biotic factors. Water Biomes Freshwater Biome Saltwater Biome a. Flowing-water a. Ocean b. Standing-water b. Estuaries c. Wetlands a. According to distance - Inland wetland - shallow water (intertidal zone) - Coastal wetland - Coastal water (neritic zone) - Open water (oceanic zone) b. According to depth/light penetration - Photic Zone - Aphotic Zone - Benthic Zone Synthesis: Oral: 1. What is the primary difference between the neritic and oceanic zones? 2. Enumerate and describe the zones in a marine biome. 3. In which marine zones are heterotrophs located? Autotrophs? Explain your answer.

Valuing: If you will be reborn, and you will be an aquatic organism, to which water biome would like to live and why? Assignment: Each student will cut out 3 pictures of organisms each. It can either be plants or animals. This will be used in their activity for the next session. DAY FOUR FOOD CHAIN AND FOOD WEB Short Activity: Paste pictures of organisms on the board. (Rice or any plant, Rat, Snake, Lion). Ask students to devise ways by which organisms eat the other organism. Ask for volunteers to go to the board and draw an arrow to connect one organism to the other. - After putting an arrow on the different organisms, ask the students to explain the reason why that certain organism comes first in the chain. Ask: 1. Why are we using arrows in representing a relationship among organisms? 2. Why is there a need for an organism to eat other organism? What is the main reason why an organism eats? - Lead the students to the idea that organisms need energy to survive. The energy in the community of organisms is passed from one organism to another as food. And this process is called as Food Chain. It is a way of describing the flow of energy in food through a community. Arrows are used to show the direction in which the energy flows. Each stage in the food chain is known as the Trophc Level. Discussion: The following will be discussed to the class. 1. Define a food chain 2. Describe the components of a food chain a. Producers b. Consumers 1.) carnivore, 2.) omnivore, 3.) herbivore c. Decomposers 3. Define a food web.

Application: The students will use their cut outs for this activity. They will form a food using their pictures. It will posted on their notebooks. They will make sure that energy will be transferred in a proper order. Synthesis 1. Compare a food chain from a food web. 2. Describe the producers, consumers and decomposers in your own words. Valuing: If you will be asked to choose what consumer level would you like to occupy, what will it be and why? (Primary consumer, secondary consumer or tertiary consumer)

Enrichment Activity: Ask the students to visit the website below. http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/food_chains/play.shtml In this website, they will learn more on food chain in land and in water. There are prepared activity and an online quiz. They will take the online quiz and print out its result. It will be submitted after two days and will serve as a quiz. DAY FIVE FOOD PYRAMID Review: 1. Display the names of organisms that could be found in a specific ecosystem. 2. Call on students to identify each organism as producer or consumer. 3. Write P or C to each organisms name. 4. Have students further classify each consumer as a carnivore, omnivore or herbivore; write C, O or H next to each name. 5. Have students link together any 3 organisms a producer, a herbivore, a carnivore. in a food chain. After the short activity, ask the students: - Energy can be transferred through food chain and food web, but which of them acquire the greater energy, the least? - What do you think is the reason why the top most organism in the chain has the least amount of energy acquired?

Presentation: 1. Show a food pyramid with 4 trophic levels. 2. Using the organisms in your food chain (the one they made during the short activity), place them in the different levels of the pyramid. 3. Emphasize which organism should be placed at the bottom and which should be placed on top. 4. Lead the students to the idea that, the flow of energy in an ecosystem can be illustrated through a block diagram called Food Pyramid. Discussion 1.Define Energy pyramid 2. Show the amount of energy transferred per trophic level. Only about 10 percent of the energy available within one trophic level is transferred to organisms at the next trophic level. Activity: A picture of a food pyramid will be shown to students. Then they will answer the following questions: 1. How many calories do the 10 snakes have? 2. What will happen if the 1,000 * answers will be grasshoppers will be gone? 3. How many calories does each of the 100 frogs have?

Answers will be written on a sheet of paper.

Synthesis 1. Define energy pyramid 2. Describe the flow of energy per trophic level. Reflection: God designed every organism in a way that we can interact and live harmoniously with each other. With this, we as the highest form of animal are the ones given the responsibility in taking care of and making sure that every organism is doing their part in the said interaction. In line with this, can you recall of a moment or an event in your life in which you are held responsible in doing or performing a certain task? Have you completed your task? Or you just ignored and didnt make a step in order to attain it?

DAY SIX INTERACTIONS AMONG POPULATIONS OF THE ECOSYSTEM Motivation: Show to the students a quotation, No man is an Island. - Ask the students to explain the meaning of this quotation or allow them to give example of situations wherein this quotation is evident. - How can organisms become independent? Or can they? - Lead the students to the idea that, everything on this world is connected to each other and no one can exist on its own or live on its own. Everything is related to anything. Presentation: Have you ever imagined life without your neighbors? - Life could be very incomplete and boring. It is the interactions that you do with your neighbors that give life to your everyday activities. Organisms interact with one another in many ways. The relationships may benefit one and harm the other, benefit both or harm both. When organisms live in close association with one another, they are said to have a symbiotic relationship. - Tell the students that relationships are inevitable for any living being whether it is an animal, a plant, a microscopic organism or a human being.

Discussion: (Through a powerpoint presentation) - A video presentation will be shown to the students so that they will have a prior knowledge about the different relationships. 1. Enumerate the different types of relationship a. Mutualism b. Commensalism c. Competition d. Parasitism e. Predation 2. Give examples of organisms exhibiting the different interactions 3. Cite some advantages and disadvantages of these ecological relationships.

Activity: Summarize the different ecological relationship by placing +/- to indicate if the organism is benefited or harmed. Interaction Organism A Organism B Mutualism Commensalism Competition Parasitism Predation Synthesis What is the importance or essence of the existing relationship among organism in the ecosystem? Reflection: 1. Have you ever been into a relationship? Relationship with whom? 2. Which among the relationships do you exhibit with your parents? Friends? Teachers? Classmates? Explain. Homework: Look for 3 sets of organisms that exhibit the different types of ecological interactions. Paste their pictures on a typewriting paper. Below the picture, indicate the type of relationship that they exhibit. Write a + sign to the organism which is benefited and to the one which

is harmed. DAY SEVEN, EIGHT AND NINE ENVIRONMENTAL PROBLEMS First Session Motivation: A Human Environment: Imagine that you and your classmates are being sent to explore two islands in the Pacific. Both islands are large and organized but one island has a human population and the other has none. Predict what you can see on each island. - The natural forces that may affect the ecological balance will be discussed to the students. - The students will be asked to give the effects of the natural forces to the economy of a place. They will also identify whether these are natural or man-made. - The effects of illegal logging and conservation of organisms will be reiterated to the class. - Lead the students to the idea that humans affect the condition of the environment through our different activities. Activity: Anticipation-Reaction Guide (What is Balance of Nature) - Activity Sheets will be distributed to students. (See attached sheet) - The students (by pair) will read the questions in the first column of the organizer. Students will answer the questions using their prior knowledge. - After it, handout about Balance of Nature (see attached sheet) will be distributed t them. They are allowed to read the handout for 15 minutes. They will write the precise answer to the questions. Then ask them; 1. Are there differences of the answers on before reading column from after reading column? - Volunteers will be asked to share their answers. - It will be discussed and if there are any misconceptions about it, it will be corrected.

Second Session Presentation: Song/Video Analysis, Masdan Mo ang Kapaligiran by Asin - The students will watch a video clip entitled Masdan Mo ang Kapaligiran. After it, there will be a brainstorming and the teacher will synthesize the answers of the student and bring the discussion to the conditions of our ecosystem. - The following questions will be asked to the students: 1. What message is relayed by the song? 2. Why do you think so? 3. How is the environment described by the song? 4. Are you amenable with it? Why?

5. What does man do to mother earth? 6. What is the impact of human activities on biological systems? 7. What does the song wants us to do? 8. What are your realizations upon hearing the song? 9. What kinds of pollutants are often used? 10. How do these pollutants affect the biodiversity of a locale? Discussion: Since human beings are the major causes of the different threats to the environment, we should do something about these problems. Can you name some of the environmental problems that is present today in our environment and which is common caused by humans?

Third Session Activity: The students will be grouped into eight. Each group will be given one environmental issue. For the first half hour, they will have a research on the topic assigned to their group. After it, they will talk with each member of the group and share ideas about the problem and then each group will discuss the environmental issue assigned to them. Included in the discussion are the effects and possible solutions to each problem. a. Deforestation b. Wildlife depletion c. Destruction of coastal resources d. Eutrophication e. Acid precipitation f. Water pollution g. Air pollution h. Solid Waste Pollution Reflection: 1. Which among the mentioned environmental issues is/are present in our country? 2. What can you do as a Canossian student in order to lessen the said environmental problem?

DAY TEN PERDORMANCE TASK

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