Grade 8
Science
Unit: 12
Lesson: 01
Suggested Duration: 6 days
Science Grade 08 Unit 12 Exemplar Lesson 01: Relationships and Interdependence
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students describe relationships in food webs within marine, freshwater, and terrestrial ecosystems. They investigate the interdependence of living
systems and environment, as well as competition for resources.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
8.11
Organisms and environments. The student knows that interdependence occurs among living systems and the
environment and that human activities can affect these systems. The student is expected to:
8.11A Describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within
marine, freshwater, and terrestrial ecosystems.
Readiness Standard
8.11B Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic
factors such as quantity of light, water, range of temperatures, or soil composition.
Readiness Standard
Scientific Process TEKS
8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
8.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined
questions, and using appropriate equipment and technology.
8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and
predict trends.
8.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated
cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators,
computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 08 Science Unit 12 PI 01
Develop and present a media product that summarizes a descriptive investigation on the competition for resources by organisms in an environment, both biotic and
abiotic. The summary should include a description of the relationships within the ecosystem, such as producer/consumer, predator/prey, and parasite/host.
Standard(s): 8.2A , 8.2E , 8.11A , 8.11B
ELPS ELPS.c.1C , ELPS.c.2C , ELPS.c.5G
Key Understandings
There is interdependence between organisms and their environment.
— What are the biotic factors an ecosystem?
— What are some abiotic factors in an ecosystem?
— For what resources may organisms have to compete?
— In what ways do organisms depend on each other?
— How are organisms and their environment interdependent?
Vocabulary of Instruction
Last Updated 05/30/13
page 1 of 15 Grade 8
Science
Unit: 12
Lesson: 01
Suggested Duration: 6 days
predator
prey
parasite
mutualism
commensalism
host
abiotic
biotic
competition
interdependent
ecosystem
Materials
access to textbooks or campus based resources (multiple for research)
hole punch (single, 1 per teacher)
paper (cardstock, 8.5”x11”, any color, 20 sheets per teacher for class set of pouches)
paper (see Advanced Preparation, construction, 3”x3” squares, red, green, blue, and yellow, 1 class set to accommodate 1 of each per
student)
picture of an ecosystem (see Advance Preparation, 1 for projection)
pouch (see Advance Preparation, 1 class set)
stapler (1 per teacher)
string (any, 90’ per teacher for class set of pouches)
tape or glue (per class)
tokens (plastic, any color, 1 per student)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Teacher Resource: Swamp Ecosystem Cards (see Advance Preparation, 1 set per group)
Handout: Competition for Food Data Table (see Advance Preparation, 1 half sheet per student)
Teacher Resource: Competition for Food (see Advance Preparation, 1 for projection)
Teacher Resource: Possible Ecosystems (see Advance Preparation)
Handout: Ecosystem Research (1 per student and 1 for projection)
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Prior to Day 1:
Locate and preview a picture of an ecosystem for projection. Reference the questions in the Engage section of the lesson to ensure that your
picture has all of the necessary components.
Print on cardstock, laminate, cut apart, and bag the Teacher Resource: Swamp Ecosystem Cards (1 set per group). Note: There are two sets
per page.
2. Prior to Day 2:
Print the Handout: Competition for Food Data Table, and cut it in half (1 half sheet per student).
Locate a grassy area (approximately 50’x50’) in which to conduct the Competition for Food activity.
Laminate construction paper, and cut a set of four 3”x3” cards (1 class set to accommodate 1 green, 1 red, 1 yellow, and 1 blue square for
each student).
Construct pouches for the colored cards. Cut a sheet of card stock in half, and partially fold over and tape or staple to make a pouch. Punch
two holes at the top corners, and reinforce them. Cut a length of string appropriate to hang around your neck, and attach it to the pouch. See
the picture below. The pouch will be used to hold the cards, and students will wear it during the activity.
3. Prior to Day 3: Arrange for student computer/Internet use and/or other campus based resources for research and presentations for Days 4–6.
4. Prepare attachment(s) as necessary.
Background Information
Last Updated 05/30/13
page 2 of 15 Grade 8
Science
Unit: 12
Lesson: 01
Suggested Duration: 6 days
This lesson bundles student expectations that address the interdependence between living systems. Relationships are investigated in aquatic and terrestrial systems.
Students describe how biotic and abiotic factors affect organisms and populations present in an ecosystem.
During this lesson, students describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial
ecosystems. They investigate how organisms and populations in an ecosystem depend on, and may compete, for biotic and abiotic factors, such as quantity of light, water,
range of temperatures, or soil composition. After this unit, in Biology, students continue the study of living systems and organisms and the relationship of natural selection to
adaptation and to the development of diversity within and among species.
STAAR Notes:
Readiness Standards (8.11A), relationships in marine, freshwater, and terrestrial ecosystem food webs, (8.11B), competition for biotic and abiotic factors, and (8.11C),
effects of environmental changes on organisms and traits in subsequent populations, will be assessed under Reporting Category 4: Organisms and Environments on the
STAAR Grade 8 Science Assessment. Supporting Standard (8.11D), human dependence on ocean systems and effects of human activities on these systems, will also be
assessed under Reporting Category 4: Organisms and Environments on the STAAR Grade 8 Science Assessment.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Visual Field Trip
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Ask students to draw a square on a sheet of paper and number each corner 1–4.
Instruct students to find four different people in the room to sign their name next to
each corner. For example, if John signs Ashley’s corner number 4, Ashley signs
John’s corner number 4. Explain that students will meet that partner for a discussion
when the teacher gives the signal. You may need to project a model.
Materials:
picture of an ecosystem (see Advance Preparation,
1 for projection)
2. Project a picture of an ecosystem (see Advanced Preparation).
3. Pose the followingscenario:
Imagine that you are on a field trip to this ecosystem. Imagine that you
are able to spend time in the ecosystem and see everything that
happens.
4. Project the following, and instruct students to answer the questions with their
partners and in their science notebooks:
Find your number 1 partner, discuss questions A–C, and record the
answers in your notebooks. Allow students 3–5 minutes.
A. What are some of the producers that you would find here? Answers will
vary, depending on the chosen ecosystem.
B. What are some consumers found here?
Instructional Notes:
In previous grades, students have been introduced to biotic and
abiotic components, the interaction of organisms with their
environments, and the influence of external and internal stimuli on
organisms, as well as the basic needs of organisms.
During the discussion, note any misconceptions and/or
underdeveloped concepts that will need to be addressed within the
upcoming lesson.
STAAR Note:
Students are introduced to food chains and webs in several
elementary grade levels (1.9C; 3.9A,B; 4.9A,B; 5.9A,B).
C. What is an example of a food chain in this ecosystem?
Check For Understanding:
Find your number 2 partner, discuss questions D–F, and record the
answers in your notebooks. Allow students 3–5 minutes.
D. What is an example of an animal that is eaten by another animal in this
ecosystem?
E. Are there any organisms that attach themselves to other organisms
for food?
The Engage activity serves as an assessment of prior knowledge.
Science Notebooks:
Students answer questions in their science notebooks.
F. In what ways do organisms depend on each other?
Find your number 3 partner, discuss questions G–I, and record the
answers in your notebooks. Allow students 3–5 minutes.
G. What are the biotic factors in this ecosystem?
H. What are some abiotic factors in this ecosystem?
I. For what resources may organisms have to compete?
Find your number 1 partner, discuss questions J–K, and record the
answers in your notebooks. Allow students 3–5 minutes.
J. In what ways do the organisms depend on each other?
K. How are organisms and their environment interdependent?
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page 3 of 15 Grade 8
Science
Unit: 12
Lesson: 01
Suggested Duration: 6 days
5. Monitor students as they rotate through discussion partners.
6. Ask students to share their responses with class. Make a note of any misconceptions
and/or underdeveloped concepts that will need to be addressed within the upcoming
lesson.
7. Close the discussion with the following:
In this unit, you will be investigating different types of ecosystems and
answering questions such as these to determine the relationships within
the ecosystems.
EXPLORE – Swamp Ecosystem Card Sort
Suggested Day 1 (continued)
1. Instruct students to draw a data table in their science notebooks with space for the
following information:
Attachments:
Producers
Consumers
Teacher Resource: Swamp Ecosystem Cards
(see Advance Preparation, 1 set per group)
Predator/Prey/Parasite/Host
Instructional Notes:
Although the terminology in this activity may be familiar, you may
want to have students create Frayer models for the terms to give
additional practice. For more information about the Frayer model,
conduct a web search.
2. Divide the class into groups of 3–4.
3. Distribute a set of the Teacher Resource: Swamp Ecosystem Cards to each group
of students (see Advance Preparation).
4. Instruct students to work together to sort the cards into two piles: producers and
consumers. Once agreed upon, students will list the organisms in the correct column
of the data table.
5. Once the consumers have been listed, students need to decide if the organisms are
a predator/prey or parasite/host. These terms may be familiar to students from
previous experiences.
Some answers to the card sort may vary, but students should
reasonably justify their answers.
Misconception:
Students of all ages think that some populations of
organisms are numerous in order to fulfill a demand
for food by another population.
6. If students are unfamiliar with these terms, inquire with the class to see if anyone can
Check For Understanding:
remember. If so, ask that student to explain. If not, share scenarios with the class to
see if they can figure out the meanings (see Instructional Notes). Students may or
The reflection question may be used as a formative assessment.
may not realize that a predator in one situation may be prey in another situation.
7. Remind students that an organism can fill more than one role.
STAAR Note:
8. Monitor students, and assist as necessary.
Readiness Standards (8.11A), relationships in marine, freshwater,
9. Next, ask students to pair organisms from the card sort and classify them by their
relationships; producer/consumer, predator/prey, or parasite/host.
11. Instruct students to work with a partner to develop and record operational definitions
of the terms in their notebooks.
12. Instruct students to complete the following in their notebooks:
and terrestrial ecosystem food webs, (8.11B), competition for biotic
and abiotic factors will be assessed under Reporting Category 4:
Organisms and Environments on the STAAR Grade 8 Science
Assessment.
Science Notebooks:
Describe the types of relationships that form between organisms in a
food web.
In what ways do organisms depend on each other?
Students construct a table for the card sort, describe relationships
that form in food webs, and answer the question in their
notebooks.
Students record operational definitions of terms in their notebooks.
EXPLORE/EXPLAIN – Competition for Resources
Suggested Days 2 and 3
1. Ask:
Materials:
What are the basic needs of organisms? (Food, water, shelter, and space)
What are some biotic and abiotic factors in an ecosystem? Biotic factors
are all living things. Abiotic factors are all nonliving things.
What are some ways organisms compete for these (biotic/abiotic)
factors? Answers will vary.
2. Post the following terms, and instruct students to list each one and work with a
partner to develop a brief definition in their own words in their notebooks (producer,
primary consumer, secondary consumer, omnivore, and decomposer).
Last Updated 05/30/13
tokens (plastic, any color, 1 per student)
paper (see Advanced Preparation, construction,
3”x3” squares, red, green, blue, and yellow, 1 class
set to accommodate 1 of each per student)
pouch (see Advance Preparation, 1 class set)
string (any, 90’ per teacher for class set of
pouches)
paper (cardstock, 8.5”x11”, any color, 20 sheets
page 4 of 15 Grade 8
Science
Unit: 12
Lesson: 01
Suggested Duration: 6 days
3. Allow students a few minutes to complete the task. Ask a few volunteers to share
their definitions. Encourage students to add to and modify their answers as
necessary.
per teacher for class set of pouches)
tape or glue (per class)
hole punch (single, 1 per teacher)
stapler (1 per teacher)
4. Say:
Today, we are going to simulate competition for resources in an
ecosystem.
5. Distribute the Handout: Competition for Food Data Table (see Advance
Preparation) to each student. Instruct students to affix it to their notebooks.
Attachments:
Handout: Competition for Food Data Table (see
Advance Preparation, 1 half sheet per student)
Teacher Resource: Competition for Food (see
Advance Preparation, 1 for projection)
6. Follow the directions on the Teacher Resource: Competition for Food (see
Advance Preparation).
7. When students return to class, facilitate a discussion about how the competition for
food limits the number of organisms in an ecosystem.
Ask:
Safety Notes:
Remind students to stay within the designated area.
How do organisms compete for other resources? For example, how do
No horseplay allowed.
plants compete for light? Plants may grow larger leaves in order to gather
more sunlight. They may also grow taller in an effort to shade out competition.
Check For Understanding:
Which consumer is more likely to survive? (omnivore, primary consumer,
secondary consumer) Why? Some animals, such as the omnivore, are able to
The reflection questions may be used as a formative assessment.
eat a variety of foods; so, they are more likely to survive. Others, with a limited
diet, are more likely to perish.
Misconception:
8. Ask students to work with a partner to write responses to the following reflection
questions in their science notebooks:
What are the relationships between consumers and producers?
How are organisms in an ecosystem dependent on each other?
Students may not believe food is a scarce resource
in ecosystems, thinking that organisms can change
their food at will according to the availability of
particular sources.
Science Notebooks:
Students record terms and definitions, and affix data tables for the
activity in their science notebooks.
Students answer reflection questions in their notebooks.
ELABORATE – Researching Ecosystem Relationships
Suggested Days 3 (continued) and 4
Grade 08 Science Unit 12 PI 01
Materials:
Develop and present a media product that summarizes a descriptive investigation on the
competition for resources by organisms in an environment, both biotic and abiotic. The summary
should include a description of the relationships within the ecosystem, such as producer/consumer,
predator/prey, and parasite/host.
Standard(s): 8.2A , 8.2E , 8.11A , 8.11B
ELPS ELPS.c.1C , ELPS.c.2C , ELPS.c.5G
access to textbooks or campus based resources
(multiple for research)
tape or glue (per class)
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the performance assessment.
Attachments:
EVALUATE – Performance Indicator
Suggested Days 5 and 6
Last Updated 05/30/13
Teacher Resource: Possible Ecosystems (see
Advance Preparation)
Handout: Ecosystem Research (1 per student
and 1 for projection)
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)
page 5 of 15 Grade 8
Science
Unit: 12
Lesson: 01
Suggested Duration: 6 days
Attachments:
Grade 08 Science Unit 12 PI 01
Develop and present a media product that summarizes a descriptive investigation on the
competition for resources by organisms in an environment, both biotic and abiotic. The summary
should include a description of the relationships within the ecosystem, such as producer/consumer,
predator/prey, and parasite/host.
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)(from previous
activity)
Standard(s): 8.2A , 8.2E , 8.11A , 8.11B
ELPS ELPS.c.1C , ELPS.c.2C , ELPS.c.5G
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the performance assessment.
Last Updated 05/30/13
page 6 of 15 Grade 8
Science
Unit: 12 Lesson: 01
Swamp Ecosystem Cards
Cut apart cards, and put them into small, plastic bags. There are two sets per page.
cypress trees
moss
algae
grass
cattails
Spanish moss
turtle
minnow
crayfish
catfish
alligator
mosquito
leech
frogs
flies
dragonflies
ticks
ducks
heron
cottonmouth snake
butterfly
flower
crocodile
Egyptian Plover bird
cypress trees
moss
algae
grass
cattails
Spanish moss
turtle
minnow
crayfish
catfish
alligator
mosquito
leech
frogs
flies
dragonflies
ticks
ducks
heron
cottonmouth snake
butterfly
flower
crocodile
Egyptian Plover bird
©2012, TESCCC
05/30/13
page 1 of 1
Grade 8
Science
Unit: 12 Lesson: 01
Competition for Food Data Table
Data Table
Producers
(green)
Primary
Consumers
(red)
Secondary
Consumers
(yellow)
Omnivores
(blue)
Producers
(green)
Primary
Consumers
(red)
Secondary
Consumers
(yellow)
Omnivores
(blue)
Before
Round 1
After
Before
Round 2
After
Before
Round 3
After
Data Table
Before
Round 1
After
Before
Round 2
After
Before
Round 3
©2012, TESCCC
After
12/17/12
page 1 of 1
Grade 8
Science
Unit: 12 Lesson: 01
Competition for Food
Purpose: How are producers and consumers interdependent in an ecosystem?
Materials:
set of four cards for each student (1 green, 1 red, 1 yellow, and 1 blue square)
pouch with string or yarn
token (small toy, button, plastic chip…) to represent food
Advance Preparation:
1. Cut construction paper into 3”x3” squares. Each student will need one green, one red, one
yellow, and one blue square.
2. Create one pouch for the cards per student. Students wear the pouch during the activity.
3. Locate a suitable area in which to play the activity. It should be approximately a 50’x50’ area.
Procedure:
1. As students enter the class, instruct them to write a definition of producers, primary consumers, secondary
consumers, omnivores, and decomposers in their science notebooks.
2. Distribute the data table, and instruct students to affix it to their notebooks. Explain that they are going to create a
model of an ecosystem with these components.
Sample Data Table
Producers
(green)
Primary
Consumers
(red)
Secondary
Consumers
(yellow)
Omnivores
(blue)
Before
Round 1
After
Before
Round 2
After
Before
Round 3
After
3. Discuss the guidelines for the activity.
a. Identify the boundaries for the activity. Designate one side of the area as a recycling area for students who were
tagged.
b. Each student has a color card representing each of the organisms in an ecosystem (producers- green, primary
consumers- red, secondary consumers - yellow, and omnivores- blue). All cards will go into the pouch. Instruct
them to select one card to be the card that shows in their pouch. This will represent their role in the ecosystem for
that particular round. (Several rounds will be played, and data will be recorded).
c. If a student is tagged, they must give their food token to the consumer who tagged them.
d. Remind students that producers are eaten by consumers. Primary consumers only eat producers. Secondary
consumers only eat other consumers. An omnivore can eat both producers and consumers.
e. If they are observed eating the wrong food, the teacher will take their food tokens and remove them from the
round.
4. Prior to the start of the round, record the number of students who selected each color of card. Instruct students to
record this on the data table in “before” row.
5. In the large grassy area, have students play a game of tag with the following rules:
a. Producers (green cards) must stand still.
©2012, TESCCC
05/30/13
page 1 of 2
Grade 8
Science
Unit: 12 Lesson: 01
6.
7.
8.
9.
10.
b. Consumers move about slowly (Only speed walking is allowed.) in search of food. Students observed running will
have their food tokens taken and be removed from the round. Primary consumers may only tag producers (green
cards). Secondary consumers may only tag consumers (all cards except green). Omnivores may tag both
producers and consumers (all cards).
c. Once a tag has been made, the consumer must walk the person they tagged to the recycling area and take their
food token from them.
d. While walking to the area, no one else is allowed to tag either person.
e. Consumers that are successful at finding food are able to reproduce, so once the “food” has been placed in the
recycling area, the consumer should look around the recycling area for a matching card and release that
consumer from the recycling area by giving them a food token. If there is no one with a matching card in the
recycling area, the consumer simply searches for more food.
Allow three minutes for round one. At the end of the three minutes, instruct students to record in their science
notebooks the number of students with each color card who survived the round in the “after” row. Survivors are those
students who have a food token.
For the second round, ask students to think about the numbers from round one. In their science notebooks, instruct
students to explain the results for round one. (If the round did not last for three minutes, it was because they ran out of
food for the consumers to eat. This could be due to not having enough to begin with.) Instruct students to make a new
selection for which organism they would like to represent this round, based on their observations from round one. Redistribute the food tokens. Record the data, and let the tag begin again for three minutes.
After three minutes, stop the activity and instruct students to record data in their science notebooks. Ask students to
compare the final results from the first round to the second round. (Depending on the class’ choice, they probably did
not have enough producers in one of the rounds, so the consumers could not survive).
For round three, challenge the students to design an ecosystem where the most organisms survive at the end of the
round. Once their selections have been made and the food tokens re-distributed, record the data and instruct students
to play again. (Students should realize that there should be a large number of producers, some primary consumers,
and very few secondary consumers.)
Return to the class. Ask students to work with a partner to write responses to the following questions in their science
notebooks:
a. What are the relationships between consumers and producers?
b. How are organisms in an ecosystem dependent on each other?
©2012, TESCCC
05/30/13
page 2 of 2
Grade 8
Science
Unit: 12 Lesson: 01
Possible Ecosystems
Desert
Coral Reef
Pond
Lake
River
Beach
Jetty
Pine Forest
Grassland
Taiga
Swamp
Marsh
Backyard
Tropical Rainforest
Temperate Rainforest
Alpine
Hardwood Forest
Canyon
Chaparral
Prairie
©2012, TESCCC
12/17/12
page 1 of 1
Grade 8
Science
Unit: 12 Lesson: 01
Ecosystem Research
Ecosystem:
Host
Parasite
Relationships
(Check all that apply.)
Prey
Terrestrial
Predator
Freshwater
Consumer
Marine
Producer
Type:
(Circle one.)
Resources:
Biotic Factors:
Resources:
Abiotic Factors:
Competition:
Describe the competition for resources in your ecosystem. Include biotic and
abiotic factors.
©2012, TESCCC
05/30/13
page 1 of 2
Grade 8
Science
Unit: 12 Lesson: 01
Illustrate a food web from your ecosystem. You may use words or pictures.
©2012, TESCCC
05/30/13
page 2 of 2
Grade 8
Science
Unit: 12 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator
Develop and present a media product that summarizes a descriptive investigation on the
competition for resources by organisms in an environment, both biotic and abiotic. The
summary should include a description of the relationships within the ecosystem, such as
producer/consumer, predator/prey, and parasite/host.
(8.2A, 8.2E; 8.11A, 8.11B)
1C, 2C, 5G
ELABORATE
Materials:
access to textbooks or campus based resources (multiple for research)
tape or glue (per class)
Attachments:
Teacher Resource: Possible Ecosystems (see Advance Preparation)
Handout: Ecosystem Research (1 per student and 1 for projection)
Instructional Procedures:
1. Assign a specific ecosystem to investigate to each group of 4–5 students. Refer to the Teacher
Resource: Possible Ecosystems (see Advance Preparation) for a sample list of ecosystems
students may investigate.
2. Explain that students will describe the resources and relationships within the assigned ecosystem.
They are also to describe examples of competition within the ecosystem and illustrate a possible
food web from their ecosystem. Post a list of unit vocabulary, and remind students these terms
should be used in the development of their product.
3. Project and distribute the Handout: Ecosystem Research to each student.
Discuss the research expectations, and answer any questions students may have. Explain that
the research will be used to develop a media product/presentation as an evaluation.
4. Monitor and assist students with research and presentation development.
5. Instruct students to affix their research to their notebooks.
Science Notebooks:
Students affix their research to their notebooks.
©2012, TESCCC
05/30/13
page 1 of 2
Grade 8
Science
Unit: 12 Lesson: 01
EVALUATE
Instructional Procedures:
1. Project the Performance Indicator, and explain the expectations. Answer any questions students
may have.
2. Instruct students to compile their research into a media presentation that summarizes the
information for their ecosystem.
3. Monitor and assist students as necessary.
4. Allow time for the presentation of each media project. Instruct students to summarize relationships
and competition in each ecosystem presented in their science notebooks.
Instructional Notes:
Consider introducing students to examples of Web 2.0 tools for media presentations.
Science Notebooks:
Students summarize the relationships and competition in each ecosystem presented.
©2012, TESCCC
05/30/13
page 2 of 2