Heffner LP for November 3 - November 7

Monday Tuesday Wednesday Thursday Friday

Objectives SWBAT:
Draw conclusions
about a food web
including the biotic
relationships,
dependence, and
competition over
components.
SWBAT:
Investigate how
populations
compete for
resources, and the
relationships within
an ecosystem
SWBAT:
Summarize their
findings on the
populations
competing for
resources and the
relationships
through a
presentation to the
class
SWBAT:
Generate a
hypothesis on a
limiting factor in
an ecosystem
SWBAT:
Review of the
TEKS for Ecology
Unit 1
8.11 The student
knows that
interdependence
occurs among
living systems and
the environment
and that human
activities can affect
theses systems
(A) describe
producer/consumer,
predator/prey, and
parasite/host
relationships as they
occur in food webs
within marine,
freshwater, and
terrestrial ecosystems;
(B) investigate how
organisms and
populations in an
ecosystem depend on
and may compete for
biotic and abiotic factors
suach as quantity of
light, water, range of
temperatures, or soil
composition
P ENGAGE:
WARM up quiz on
last weeks topics
ENGAGE:
Video of a scientist
exploring the
variety of
relationships in an
ecosystem
ENGAGE:
Last minute
preparation for
presentations
ENGAGE:
Video on Limiting
Factors
ENGAGE:
Warm up review
Quiz



Heffner LP for November 3 - November 7

LA EXPLORE
Students will get into
groups of 3 and explore
questions based on a food
web assigned to them.
EXPLAIN
As the students are
completing their tasks, the
teacher will be moving
around the classroom and
helping them with any
misconceptions or issue
they might have with a
question
ELABORATE:
Ask the students to think
about how they might
have answered these
questions differently
given a marine
ecosystem.
EXPLORE
Students will work
in teams of 4 to
investigate a
question based on
an ecosystem and
it's biotic
relationships
EXPLAIN
As the students are
investigating,
make sure they
have an
understanding of
the ecosystem they
are exploring
ELABORATE
Have the students
create a food web
of their ecosystem

EXPLORE:
Students will take
notes as other
groups are making
their presentations to
the class
EXPLAIN:
While the students
are presenting, the
teacher will further
clear up any
misconceptions
ELABORATE:
Have each group
think about one
thing they could
have done
differently after
everyone has
presented
EXPLORE:
Explore a limiting
factor through an
activity on lily pads
EXPLAIN:
Class discussion on
the lily pad activity
ELABORATE:
Think/Pair/Share
on other possible
limiting factors in
an ecosystme
EXPLORE:
Task card lab
exploration of the
TEKS for
Ecology Unit 1
EXPLAIN:
Help students
where needed
with explanations
and
misconceptions
they may have
ELABORATE:
Have the students
come up with
their own
question.
N EVALUATE/ASSESS
Students will turn in a
sheet with their answers
to the questions on them

EVALUATE/ASSESS:
Exit ticket on one
important fact they
learned about their
ecosystem
EVALUATE/ASSESS:
Exit Ticket: Name
one thing you
learned about
another group's
presentation
EVALUATE/ASSESS:
Exit Ticket: Name
3 Possible Limiting
factors an
ecosystem might
have
EVALUATE/ASSESS:
All students
answer one of
their peer's
questions
Resources Food web hand out
Questions about food web
Answer sheet for
Questions
Student Science Journal

Question handouts
Butcher Paper
Markers
Map Pencils
Student Science
Journal
Computers and
Student Devices
Index Cards
Butcher Paper
Markers
Map Pencils
Student Science
Journal
Computers and
Student Devices
Index Cards
Lily Pad limiting
factors handout
Student Science
Journal
Index Cards
Task Cards
Task Card
Answer Handout
Student Science
Journal
Index Cards