Dune Dynamics
8th Grade
Lesson Plan
For more information, please contact:
Janice Kerber
Director of Education
John D. MacArthur Beach State Park
T: (561) 776-7449 Ext 104
Email: [email protected]
[January 2012]
DUNE DYNAMICS
(Pretest / Post-test)
1. a). Define biodiversity:
b). Define ecosystem:
2. Explain why the non-living components of an ecosystem determine what organisms can
survive in that system.
3. Classify objects in your area as abiotic or biotic. (Give at least 3 examples of each)
Abiotic objects
Biotic objects
4. Explain the process of photosynthesis.
5. Illustrate the Carbon Cycle in a natural system.
DUNE DYNAMICS
(Pretest / Post-test) Key
1. a). Define biodiversity:
The variety of organisms (plants and animals) in a specific environment, or on
a whole
Earth as
b). Define ecosystem:
All the living populations in an area along with the nonliving parts of that environment
2. Explain how the non-living components of an ecosystem determine what organisms can
survive in that system.
The type of soil determines the diversity of plants that can grow in the area which impacts
the diversity of animals that can survive in the area.
The type of water (salt / fresh) and depth of water (shallow / deep) has an impact on the
organisms that can live in the area.
The wind, amount of sunlight, and temperature determines which organisms can survive in
the area.
(Students may pick one ecosystem and be very specific about the effects of the non-living
components on the living organisms.)
3. Classify objects in your area as abiotic or biotic. (Give at least 3 examples of each)
Abiotic objects
Biotic objects
Any nonliving object in the area.
Any living organism in the area.
4. Explain the process of photosynthesis.
Photosynthesis is the chemical process by which plants use light energy to make sugar from
water and carbon dioxide. Plants take in water and nutrients through their roots and send
them to the leaves though the stem or trunk. The leaves take in carbon dioxide. Plant cells
contain the green pigment, chlorophyll. Chlorophyll molecules trap energy from the sun and
use it to transform the carbon dioxide and water into a simple sugar called glucose and
oxygen. Plants use the glucose as a food source and the oxygen is released through the
leaves back into the air.
5. Illustrate the Carbon Cycle in a natural system.
Illustration should include plants releasing oxygen into the air (being used by
animals); animals releasing carbon-dioxide into the air (being used by the
plants); decomposers, breaking down dead organisms, releasing carbon dioxide
into the air (used by plants).
Title
Dune Dynamics Mini-Lesson
Grade level
Eighth Grade
Student Target
SC.8.L.18.1
SC.8.L.18.3
Describe and investigate the process of photosynthesis, such as roles of light,
carbon Dioxide, water and chlorophyll, production of food and release of oxygen.
Construct a scientific model of the carbon cycle to show how matter and energy are
continuously transferred within and between organisms and their physical
environment.
Materials
Teacher


Student


String
2 liter bottle (empty)
paper
colored pencils
Warm-up
1. Have the students brainstorm a list of ways plant are important to people and other animals. Write their
ideas on the board.
2. Discuss how plants provide oxygen for people and other animals to breathe and animals including
people provide carbon dioxide for plants to make food. Discuss the basic steps of photosynthesis.
Main Lesson
3. Ask the students how much oxygen they need each day (360 liters or 210 mL) and how many square
feet of grass is needed (25 square feet or 2.25 square meters) to produce that amount of oxygen. (Have a
two liter bottle available to show that they would need 180 filled with oxygen in order to breathe for one
day.)
4. Have the students determine how long a piece of string is needed to create a 25 square foot or 2.25
square meter plots (20 feet or 6 meters). Then have each child measure out a 20 foot (6m) length of string.
5. Take the children to a grassy field and each child needs to measure a plot of grass that represents their
oxygen need for the day. (You may want to create a grid to show the total amount needed by the group for
one day’s supply of oxygen.)
Reflection
6. Return to the classroom and have the children draw and label a model of the relationship they have with
their plot of grass (carbon cycle).
Assessment
Participation in the activity
Attachments
 Information packet about John D. MacArthur Beach State Park
Title
Dune Dynamics Regular Lesson
Grade level
Eighth Grade Program
Student Target
SC.8.L.18.1
SC.8.L.18.3
Describe and investigate the process of photosynthesis, such as roles of light,
carbon Dioxide, water and chlorophyll, production of food and release of oxygen.
Construct a scientific model of the carbon cycle to show how matter and energy are
continuously transferred within and between organisms and their physical
environment.
Materials for Pre & Post Lessons
Teacher
 MacArthur Beach Packet
Student
 Poster paper (1 per team)
 Colored pencils or crayons
Pre-visit Warm-up Lesson
1.
(completed in classroom before visiting)
Review the information in the MacArthur Beach packet with your students.
Main Lesson
(completed during visit with their staff)
1. Welcome, Introductions to park, overview of park, and safety talk.
2. Divide the students into 2 groups to rotate through 2 different collection stations:
A. Beach and Dune Hike: Students will explore the trail along the beach and dune
focusing on a comparison between the fore dune and back dune.
1. Biotic/Abiotic factors: Students will record on a data sheet the biotic
and abiotic components found along the beach and hammock.
2. Biodiversity: Students will record the number of different plants found
in a specific area on both the hammock and beach.
3. Soil Sample: Students will gather and examine qualities of the
samples from the beach and hammock.
4. Leaf Data Collection: Students will compare sea grape leaf growth
and structures from the beach and hammock.
B. Classroom Exploration: Students will compare data and discuss results.
C. Every Tree for Itself: Students will participate in an activity, Every Tree for Itself, to
understand the needs of plants and how they compete for resources. (Time
permitting)
Post-visit Reflection Lesson
(completed in classroom after visiting)
1. Divide the students into research teams. Assign each team an ecosystem. Have the teams research
the plants and animals of the system and create a poster showing the connections of these organisms
and how they impact the carbon cycle.
2. Have students write a story from the perspective of a tree, describing 10 years in the tree’s life. Give
details about the events that affect the tree both positively and negatively.
Assessment
Participation in the activity
Attachments
 Information packet about John D. MacArthur Beach State Park