Author:
Melody Casey
Subject:
Science
Material Type:
Lesson Plan
Level:
Middle School
Grade:
8
Tags:
  • #NCDLS
  • GEDB
  • Global Education
  • ncdls
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB Ecosystems: A Changing World – A Picture Is Worth a Thousand Words (Lesson 5 of 6)

    GEDB Ecosystems: A Changing World – A Picture Is Worth a Thousand Words (Lesson 5 of 6)

    Overview

    This lesson will incorporate how organisms affected at one trophic level in an ecosystem can change the entire structure of the ecosystem. The students will gain an understanding that human impact through deforestation, climate change and even restoration effort can alter an ecosystem's flow of energy through a food web which can have a chain effect spreading through the entire food web. The affect could cause an entire ecosystem to collapse especially if the original organism affected is a keystone species or an umbrella species. Students will learn that the extinction of the polar bears will cause devastation on the Arctic ecosystem that may cause the extinction of world biome.

    This lesson was developed by Elizabeth Bartlett as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.        

    Lesson Plan

    Description

    The teacher will provide pictures of how humans impact the ecosystem. The pictures should focus on both positive and negative human impact. The students will use the pictures to create a poster while recognizing the perspective of others by using the Observe Describe Interpret Validate Explain (ODIVE) global cultural method. The students will analyze the impact on limiting factors and organisms interaction. The students will include a component of how the flow of energy has been changed, because humans have impacted the organisms within the ecosystem. The students will conduct a gallery walk to communicate with their peers the information they discovered on their ecosystem. The gallery walk will provide the students the opportunity to evaluate their peers through constructive feedback. This lesson will incorporate how organisms affected at one trophic level in an ecosystem can change the entire structure of the ecosystem. The students will gain an understanding that human impact through deforestation, climate change and even restoration effort can alter an ecosystem's flow of energy through a food web which can have a chain effect spreading through the entire food web. The affect could cause an entire ecosystem to collapse especially if the original organism affected is a keystone species or an umbrella species. Through the gallery walk, all students should come to understand that the loss of the polar bear in the Arctic ecosystem is not the loss of an unusual bear that Coke has made an icon. The students will learn that the extinction of the polar bears will cause devastation on the Arctic ecosystem that may cause the extinction of world biome.


    Content

    Student Engagement/Motivation

    The teacher will project a picture on the SMART board of an ecosystem using the ODIVE tool. The teacher will explain that the O is for observation, so the students should study the picture for one minute and write a sentence stating what they observed in the picture. The teacher will then explain to students that the D stands for description. The students will now have one minute to write down everything they observed in the picture. The students will include people, objects, and even activities taking place.  The teacher needs to make it clear to students that they only write down what they actually see in the picture. The students will now have three minutes to interpret/infer(I) what they predict is taking place in the picture. The teacher will explain that the next step is to validate (V) their description through research. The teacher will provide a link to the picture at this point, so the students can go and read about what is actually taking place in the picture. The teacher will allow ten minutes for the students to conduct their research. The teacher could provide more time if they want the students to go into more in-depth research. However at this point, the teacher is modeling the steps of the ODIVE activity. The last step is for the students to compare their interpretation to the information they discovered during their research. The students will then explain (E) what is really happening in the picture. The students might discover their interpretation is not correct and they need to discard that information. They students might find that part or all of their interpretation is correct and they will include that information in their explanation. The teacher will take the students through the steps as a class. This will allow the students to ask questions. The picture can be anything the teacher would like to use. The teacher used an ecosystem picture for thisexercise but not one of human impact. This allowed the teacher to demonstrate but not influence the students.


    Learning Targets and Criteria for Success

    Learning Target:

    I can identify and recognize how human interaction with world ecosystems can alter the ecosystems limiting factors, their interactions, and even the food webs energy flow.

    Criteria for Success:

    I will be able to use the ODIVE tool to recognize that human impact of ecosystems varies throughout the world

    I will be able to compare and contrast my own perspective with the perspective of others on the value of maintaining world ecosystems.


    Supplies/Resources

    The teacher will supply the students with a picture that displays human interaction with an ecosystem in the world. The teacher will provide a link to the picture. The pictures can be of positive and negative human impact. The teacher will supply the students a copy of the ODIVE handout.  The students will need chart paper, glue sticks, and markers. The teacher will provide the following handouts: ecosystems, ODIVE, student comment log, poster checklist, and student ecosystem information sheet for gallery walk which are attached to the lesson.

    Suggested Websites for Pictures: Try To Find Current Pictures

    Human Impact Images: China Yangtze River, Mexico,

    https://www.exposingtruth.com/20-images-that-show-the-human-impact-on-the-planet/

    Evolution/Ecology: Congo Deforestation

    http://evoecoproject.weebly.com/human-impact.html

    The Weather Network: Norway Polar Bear

    https://www.theweathernetwork.com/us/news/articles/record-breaking-polar-bear-spurs-climate-change-concerns/55350/

    South Africa Monkey Rehab: Conservation

    http://xtremegapyear.co.uk/trip/south-africa-monkey-rehab/

    Peter Chadwick: Rhino Conservation

    https://www.peterchadwick.co.za/blog/rhino

    Hard Rain Project: Amazon Deforestation Rainforest

    http://www.hardrainproject.com/hrpl?n=9873

    Price Economics: Seal Clubbing

    https://priceonomics.com/the-business-of-seal-clubbing/


    Learning Tasks and Practice

    Lesson Flow
     

    Day One

    Instructions 5 Minutes:

    The teacher will give the students the handout of the ODIVE and the checklist for the poster. The teacher will explain that the students will be using the ODIVE method to view an image. The teacher will then explain the poster checklist and the requirements for the poster.

    Modeling 10 Minutes:

    The teacher will project a picture on the SMART board of an ecosystem using the ODIVE tool. The teacher will explain that the O is for observation, so the students should study the picture for one minute and write a sentence stating what they observed in the picture. The teacher will then explain to students that the D stands for description. The students will now have one minute to write down everything they observed in the picture. The students will include people, objects, and even activities taking place.  The teacher needs to make it clear to students that they only write down what they see in the picture. The students will now have three minutes to interpret/infer(I) what they predict is taking place in the picture. The teacher will explain that the next step is to validate (V) their description through research. The teacher will provide a link to the picture at this point, so the students can go and read about what is taking place in the picture. The teacher will allow ten minutes for the students to conduct their research. The teacher could provide more time if they want the students to go into more in-depth research. However, at this point, the teacher is modeling the steps of the ODIVE activity. The last step is for the students to compare their interpretation to the information they discovered during their research. The students will then explain (E) what is really happening in the picture. The students might discover their interpretation is not correct and they need to discard that information. The students might find that part or all their interpretation is correct, and they will include that information in their explanation. The teacher will take the students through the steps as a class. This will allow the students to ask questions. The picture can be anything the teacher would like to use. The teacher used an ecosystem picture for this exercise but not one of human impact. This allowed the teacher to demonstrate but not influence the students.

    Collaborate 5 Minutes:

    The students will be placed in pairs using table partners or seat buddies.

    Analyze 15 Minutes:

    The students will be asked to look at the pictures using the ODIVE cultural perspective method.  The students will work collaboratively with a partner. As they view their picture, the students will collaborate and complete the ODIVE tool.  The students will need to recognize that pictures are full of information and can even allow them to glimpse into someone else's world. This lesson is about the students placing themselves into the picture and why that person might have acted in that manner.  

    Create 20 Minutes:

    The students will use a piece of chart paper and glue their picture to the paper. The students will then write an explanation of what is happing and why it might be happening after completing the ODIVE handout. The students need to explain how the humans have impacted the ecosystems limiting factors, the organisms interactions such as competition, and how this has altered the food web of the ecosystem. The students need to be detailed in their description.

     

    Day 2

    Instructions 5 Minutes:

    The teacher will explain that the students will be conducting a gallery walk. The teacher will explain that students are required to make three comments on three different posters. The comments should be about the information provided and not how the poster is laid out or looks. The teacher will explain the comments need to be constructive and provide information that will help their peers. The teacher will provide an example of how to make a constructive comment. The example the teacher uses can be an alternative for when the students want to put good job. The teacher will then show the students that they can say the same thing by stating the information you provide on how humans affected the food web in the ecosystem really made me stop and think about how our interaction can slowly alter an ecosystems structure. The teacher will then provide the students with sticky notes and a handout to log their comments.

    The students will then hang the posters around the room.

    Evaluate 30 Minutes:

    The students will conduct a gallery walk analyzing the pictures. The students will write comments on the pictures using sticky notes. The students will have a comment log that they will be required to complete for the teacher. This will provide evidence that the students did make three comments but will further provide the teacher with evidence of those who may need help with peer evaluations. The teacher must state comments need to be constructive and directly address something on the poster. The teacher will need to explain "good job" is not an acceptable comment. The teacher will explain if the students think it is a good job, what made them believe it was a good job. The teacher will have the students thinking critically and the student get more detailed feedback. The teacher will require each student to write three comments during the gallery walk. The students write the comment they made on the poster, on the comment log with their name to be turned in to the teacher. This allows the teacher to evaluate the students on their comments but leaves the comment anonymous on the posters.

    The students will now walk around and view the information of the posters. The students will make three constructive comments using sticky notes. The students will complete their comment log.

    Communicate 10 Minutes:

    The students will be gathering information from each poster, so they can compare and contrast human interaction with ecosystems from around the world. The teacher will be going around the room and collect comment cards as students make them as this prevents students from copying comments from other students. The students will have a class discussion on how humans have impacted limiting factors, which affect organisms interaction that leads to a change in how energy will flow through the food web.

    Collaboration 15 Minutes:

    Students will have a class discussion on what they have learned about how human interaction can affect ecosystems from around the world. The teacher needs to keep the discussion focused on limiting factors, organisms interaction, and food webs. The teacher could start the discussion or ask the students a question that would start a discussion. For example, looking at all the different world ecosystems what were the common problems that involved human interaction in the ecosystem. A follow up question might be since these are common throughout the world should the entire world focus on solving these issues or should each individual country try to solve their own problems.


    Technological Engagement

    The teacher will need to use the smart board to do the modeling of the ODIVE tool. The students will need a computer with internet access to validate their picture.


    Collecting and Documenting Evidence of Learning

    The teacher will collect the ODIVE tool worksheet, ecosystem information worksheet, poster, and student comment logs.


    Student Self-Reflection and Action Steps

    The students will need to self-reflect on the comments they made to the other students. The teacher will return the comment logs to the students the next day. If the teacher is unable to return the logs that soon, then the self-reflection needs to wait until the comment logs are returned to students. The student will complete a warm-up by reading their own comments and reflecting if they could have said something differently.


    Feedback/Instructional Adjustments

    The students will provide peer feedback during the gallery walk. The students will then have the opportunity to view the comments and adjust their poster.


    Extended Learning Opportunities

    The students will conduct an investigation on one of the pictures that they would like more information. The students will go to other sites and see if they are able to locate more information about the human activity impacting that ecosystem. The students will then reflect upon how humans might change the activity so it doesnt impact the ecosystem.


    Teacher Reflection of Learning

    The students should have worked in collaborative groups of four. The students were cross group discussing their pictures. The teacher allowed these discussions to take place as long as they were on target. The teacher thinks by having more collaboration the students will reach deeper and think more critically. The teacher found that having only collaborative pairs the activity took two days instead of one day. The teacher will return to collaborative groups of four to save time and allow for more discussion on the picture.


    Formative Assessments

    The teacher will use the ODIVE worksheet, ecosystem information sheet, poster and student comment log.


    Summative Assesment

    If the teacher completes the unit then lesson six Interconnected Ecosystems would be summative.