UNCSA Biology Lesson Plan

Entire lesson plan can be found online at: aaronwilley.weebly.com

Sample Teaching Website: willeycoolscience.weebly.com
I.

Essential Questions: How can studying species interactions deeper our understanding of ecological
systems, evolution, and ourselves?

II.

Learning Objectives:
At the end of this lesson students should be able to:
A.
B.
C.
D.
E.
F.
G.

III.

Explain the difference between predation, competition, and symbiotic relationships

Identify examples of organism interactions as they relate to symbiosis
Conduct field research and specimen collections
Demonstrate proper microscopy wet-mount techniques using compound light microscopes
Analyze data to determine the presence and nature of symbiotic relationships
Draw on prior knowledge to further explain laboratory findings
Formulate a more complete view of the nature of science

Next Generation Science Standards:

HS-LS1-2. Structure and Function: Develop and use a model to illustrate the hierarchical
organization of interacting systems that provide functions with multicellular
organisms.
HS-LS2-3.

Matter and Energy in Organisms and Ecosystems: Construct and revise an

explanation based on evidence for the cycling of matter and flow of energy in
aerobic and anaerobic conditions.

HS-LS2-6.

Interdependent Relationships in Ecosystems: Evaluate the claims, evidence,

and reasoning that the complex interactions in ecosystems maintain relatively
consistent numbers and types of organisms in stable conditions, but changing
conditions may result in a new ecosystem.

HS-LS2-8.

Interdependent Relationships in Ecosystems: Evaluate the evidence for the role

of group behavior on individual and species chances to survive and reproduce.

HS-LS3-1.

Inheritance and Variation of Traits: Ask questions to clarify relationships about

the role of DNA and chromosomes in coding the instructions for characteristic traits
passed from parents to offspring

HS-LS4-4.

Natural Selection and Evolution: Construct an explanation based on evidence for

how natural selection leads to adaptation of populations.

HS-LS4-5.

Natural Selection and Evolution: Evaluate the evidence supporting claims that
changes in environmental conditions may result in (1) increased in the number of
individuals of some species, (2) the emergence of new species over time, and the
(3) the extinction of other species.

IV.

Engage (5 min)
A. Upon entering class, students will engage in a warm-up designed to introduce them to the topic,
assess their prior knowledge, and grab their attention.
i. Video: I will show a short clip of a TED talk featuring David Gallow. Gallow is an
oceanographer who films marine life. The clip shows an octopus ability to masterfully
camouflage in the presence of danger.
ii. Questioning: I will question the students regarding the octopus and their prior knowledge of
species interactions and as it relates to evolution.
iii. Discussion: We will briefly discuss the four steps of evolution so the students have a
framework for applying how species interactions fit into the broader topic of ecology.

V.

Explore (20 min)

A. Students will be handed a copy of the Community Ecology Guided Notes. (A concept map will
also be written on the board covering the same information.)
B. Each student will be handed a Symbiosis Card. Each card represents an animal involved in a
symbiotic relationship.
C. Students will be asked to walk around the room, sharing their cards with one another until each
student has found their match.
D. Once students find their match, they will be instructed to come to the board and decide which
category their symbiotic relationship falls under. Once they do, they will write their example on
the board.
E. Student pairs will explain to the class which type of symbiosis is represented by their cards.
F. The class as a whole will complete a chart on the board depicting the relationship between the
three main types of symbiosis.

VI.

Explain (15 min)

A. Student pairs will view two prepared microscope slides. The slides represent examples of
mutualism. One is of the mutualistic relationship between fungi and algae in lichen. The other
slide is of the mutualistic relationship between legumes and bacteria.
B. If time allows, students will prepare and view their own slides.

VII.

Elaborate (15 min)

A. Students pairs will work together to analyze their data from the lab.
B. They will determine whether the slides viewed were evidence of mutualism, commensalism, or
Parasitism and whether the specimens are examples of endosymbiosis and ectosymbiosis.

VIII.

Evaluate (5 min)
A. I will lead a discussion on the post-lab questions which answer how symbiosis relates to the
larger concept of ecology and our own human classification.
B. If time allows, I will facilitate a discussion on the extension portion of the lab which involves
symbiosis in organelle evolution and the evolution of antibiotic resistance.

IX.

Modifications and Extensions:

A. Students will be given a handout containing guided notes in an outline form. However, I will also
present the same information as more of a concept map on the board, for more visual learners.
B. I will not initially go over the definitions of commensalism, mutualism, and parasitism. However, I
will provide students with that information if they are unable to place their example in the proper
category.

C. If time allows, I will have materials for students to create their own slides. However, I will also
have pre-made slides so that students are able to view the material in the allotted class time.
D. There are extension questions located at the end of the lab that explore the topic of symbiosis in
more detail. These questions are for students who have more prior knowledge of the material
and desire a more in-depth analysis of the information.
E. In an advanced biology course, students would also dissect the gut of a termite to observe its
symbiotic bacteria. We would also travel to a local agriculture extension site to observe and test
the contents of a cannulated cow.