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Next. 1. 2. 3. 4. 5. 6. 0. 1. The Question. How could fluctuations in the population of something as small as a water flea affect large predators like raccoons and herons? How do changes in the food chain affect other organisms in the Chesapeake Bay?.
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Slide 1

Next 1 2 3 4 5 6 0 1. The Question How could changes in the number of inhabitants in something as little as a water bug influence extensive predators like raccoons and herons? How do changes in the evolved way of life influence different life forms in the Chesapeake Bay? Photograph kindness of Maryland Department of Natural Resources Last upgrade: July 2006 Created by Sharon Grimes August 2005 BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools , MD, all rights saved. The models might be utilized for instructive, non-benefit school utilize as it were. Every different us, transmissions, and duplications are disallowed unless authorization is allowed explicitly. This lesson depends on Jamie McKenzie\'s Slam Dunk Lesson module accessible at http://questioning.org/module2/quick.html .

Slide 2

Next 1 2 3 4 5 6 2. Data Sources The principal site you will visit is BrainPOP where you will watch a short video about evolved ways of life and after that take an intelligent test. After you construct your experience learning about evolved ways of life when all is said in done, you will visit the Maryland Department of Natural Resources\' site to take in more data about evolved ways of life in the Chesapeake Bay. The last webpage you visit will be the Pride of Baltimore site to learn particular insights about evolved ways of life in the Chesapeake Bay. Realistic kindness of the Chesapeake Bay Program

Slide 3

Next 1 2 3 4 5 6 3. The Student Activity First, see the short video on natural pecking orders at BrainPOP . At that point, test your insight by taking the intelligent test. Second, read for data about natural pecking orders in the Chesapeake; finish the GULP! Worksheet by outlining and drawing a straightforward Chesapeake Bay natural pecking order taking after the directions gave on the worksheet. Sites: BrainPOP (In BrainPOP , click Science, then Ecology & Behavior, then Food Chain.) Food Chains in the Chesapeake Zooplankton Link in the Bay

Slide 4

Next 1 2 3 4 5 6 4. The Assessment Activity Looking at the evolved way of life you made on your GULP! Worksheet, on the off chance that you expelled the striped bass fish from your evolved way of life, what might be the "chain response?" at the end of the day, if striped bass were overfished or kicked the bucket from a microscopic organisms, what might happen to alternate living beings in the natural pecking order? Compose your reply as an expanded built reaction.

Slide 5

Next 1 2 3 4 5 6 5. Advancement Activities An evolved way of life is a basic straight repre-sentation of who eats what. Be that as it may, the sustaining framework in a biological community is more entangled than that. Go to Ocean Link: Food Webs to take in more about sustenance networks . At that point make your own sustenance web utilizing one of these sites: Food Webs: Marine Make a Food Chain (Near the end of the site page, tap on the "Make a Food Web" interface.)

Slide 6

Objective: Students will make an evolved way of life and clarify what happens when one creature is expelled. A. Logical Inquiry: 1. Get to and handle data from readings, examinations, and/or oral correspondences. Overall Question: How are living beings of the Chesapeake Bay biological system associated upon each other and their surroundings? Educator Note: The BrainPOP video could be seen as a class and after that understudies could separately total the Graded Quiz. Time Management Strategies: One 45-minute term is suggested. Understudies can be collaborated for the understudy movement. Separation: Give understudies an agenda of exercises to finish amid the lesson. Utilize media asset, BrainPOP, to make content open to all. Give understudies a realistic coordinator to help with the augmented useful reaction. Print understudy duplicates; permit to hghlight imperative data; intense key terms. Permit understudies to work in sets. Devoted Strategy: Collaborative Learning Styles : Visual , Active , Reflective , Global Understanding , Analytical Understanding Maryland Voluntary State Curriculum Goal: 3.0 Life Science: Students will utilize logical abilities and procedures to clarify the dynamic way of living things, their associations, and the outcomes from the connections that happen after some time. Biology, Indicator: 1. Give reasons supporting the way that the quantity of living beings a situation can bolster relies on upon the physical conditions and assets accessible. b. Recognize and portray variables that could restrain populaces inside any environment, for example, sickness, presentation of nonnative species, consumption of assets, and so forth. enGauge "As society changes, the abilities expected to arrange the complexities of life additionally change… To make progress in the 21 st century, understudies likewise need to achieve capability in science, innovation, and culture, and also pick up a careful comprehension of data in every one of its structures." ( enGauge) Digital-Age Literacy incorporates : enGauge 21st Century Skills 1 2 3 4 5 6. Instructor Support Materials

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