Lesson Plan Title: Defining Symbiosis
Concept/Topic to Teach: The types of symbiosis (mutualism, commensalism, parasitism)
Standards Addressed:
Biology Standard 16
16.) Identify density-dependent and density-independent limiting factors
that affect populations in an ecosystem.
Examples:
- density-dependent—disease, predator-prey relationships, availability of
food and water;
- density-independent—natural disasters, climate
• Discriminating among symbiotic relationships, including
mutualism, commensalism, and parasitism
Specific Objectives:
Students will be able to identify the three kinds of symbiosis (parasitism, mutualism,
commensalism), and when given an example, distinguish what kind of relationship is occuring.
Required Materials:
-Holt Modern Biology: Ch 34 Section 3 pg 674
-Computer
-Internet
-Pen or pencil
-Paper
Anticipatory Set (Lead-In):
Students today we will be learning about the difference between the different relationships
organisms have with one another. This will be our lead in to our termite lab and the other
activities that we do this week. Remember that it is imperative that we behave
during this time so that I know you can behave during the lab. It critical that you learn and
understand this information so that you are able to participate in the games and activities we will
be playing this week.
Step-By-Step Procedures for Teaching the Lesson: Day 1
1. Before:
a. K-W-L: Symbiosis
Have students fill out the 'Know' and 'Want to Know' part of the KWL chart for warm-up.
2. During:
a. Students will take the formative assessment.
b. Students will read Ch 34 Section 3 pg 674. They will define all key terms and answer
all section review questions.
3. After: K-W-L: Symbiosis
Students will fill out the 'Learned' part of the KWL chart for the after portion of the lesson.
Step-By-Step Procedures for Teaching the Lesson: Day 1
1. Before:
a. K-W-L: Vertebrates & Invertebrates
Have students fill out the 'Know' and 'Want to Know' part of the KWL chart for warm-up.
2. During:
a. Students will take the formative assessment below:
Guided Practice:
Students will discuss aloud with the class what kind of different relationships they think animals
can have with one another. I will then ask them different questions about situations with
organisms, and to identify who is benefiting from the relationships. Students will then think pair
share with their table partners if the statement is correct. As a class we will work through all of
the know parts of the KWL in order to determine if what we think we know about KWLs is
accurate.
Independent Practice:
b. Students will read Ch 34 Section 3 pg 674. They will define all key terms and answer
all section review questions.
3. After: K-W-L: Vertebrates & Invertebrates
Students will fill out the 'Learned' part of the KWL chart for the after portion of the lesson.
Day 2
Before:
During:
Students should get in groups of two to four and:
Students should use the worksheets located at the websites below and using their knowledge
from the previous day identify what kind of relationships different organisms have.
2.
Day 3
They will need to create a glogster on symbiosis and share the link to their
document on the class wiki.
The instructions for this assignment are on the worksheet located below.
Before: I will explain the assignment handout and rubric.
During: Students will work on their projects individually in the library on computers.
After: Students will practice using the graphic organizer rubric to evaluate their own projects
prior to my grading and see what edits they need to make. They will then fix these problems.
Adaptations (For Students With Special Needs):
Students will be able to classify symbiotic relationships with 80% accuracy with the help of a
paraprofessional when needed. Teacher will circulate around the room and assist
when needed.
Extensions (For Advanced Students): Students who complete their work early will be asked
to draw and types of animal relationships they can think of. They will then trade worksheets
with other students and try to identify the kind of relationships shared by these animals. They
will write about how they know what is an invertebrate and what is a vertebrate.
Possible Connections to Other Subjects:
The writing portion of this project connects to English.
Reflection: This lesson is helpful for learners who are developing their knowledge of symbiotic
relationships. While critical for developing understanding in this area, the extensions for
advanced students could likely use some additional work, as students that are extremely
advanced may still find themselves needing addition work.
Formative Assessment:
Students will take the assessment located below.
They will then record their score for each question on a piece of paper. They will save this
answer and will compare the result to their score at the end of the unit.
Summative Assessment:
Students will take the assessment located below.
They will then record their score for each question on a piece of paper. They will save this
answer and will compare the result to their score at the beginning of the unit.
Biology
Symbiosis Formative Assessment
Objective: I can compare the symbiotic and competitive relationships in an ecosystem
Name ________________________________Pr. _____ Score: _____/5
Directions: Read each question and write the letter of the correct answer on the line to the left.
______1. An oxpecker bird lives on a rhino and eats ticks and pests from its skin. This is what
kind of symbiosis?
A. Mutualism B. Commensalism C. Parasitism D. Predation
______ 2. A clownfish that lives in a sea anemone is protected from the anemone’s stings. This is
what kind of symbiosis?
A. Mutualism B. Commensalism C. Parasitism D. Predation
______3. Ticks live on dogs and drink their blood. What type of relationship is this?
A. Mutualism B. Commensalism C. Parasitism D. PredationDirections: Using complete
sentences, write an answer to each question on the lines below.
4. Why do organisms develop symbiotic relationships in nature? (What are the benefits of
symbiotic relationships?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. How are competitive relationships different from symbiotic relationships?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name:_______________
Date:_______________
TYPES OF SYMBIOSIS
There are 3 basic types of symbiosis. Don’t forget that symbiosis is the relationship between two
organisms of different species that benefits one or both organisms.
M- Mutualism- a symbiotic relationship that benefits both organisms involved.
C- Commensalism- a symbiotic relationship that benefits one organism and the other is not helped
or harmed.
P- Parasitism- a symbiotic relationship that benefits one organism and the other is harmed.
Directions: Put the letter (M,C,P) by the statement that best describes the type of symbiosis.
____ 1. A tick living on a dog.
____ 2. The honeyguide bird leading the honey badger to the bees hive, both eat the
honey.
____ 3. A tapeworm living in a 6th grade students intestines.
____ 4. A bird building their nest in a tree.
____ 5. The hermit crab carrying the sea anemone on its back.
____ 6. The bristle worm living with the hermit crab.
____ 7. Head lice living on a human scalp.
____ 8. Mistletoe putting its roots into its host tree.
____ 9. The ants and the acacia tree living together and both receiving benefit.
____10. The egret, an insect eating bird, graze near some herbivores mouth.
____11. Orchids growing in tall tropical trees, the trees are not harmed but the orchids
get sunlight.
____12. Bacteria living on a humans skin.
____13. The remora hitching a ride on a shark.
____14. Barnacles living on a whale.
____15. Bees and a flower.
____16. Bacteria living in the intestines of a cow to help it break down cellulose.
____17. The clownfish and the sea anenemoe.
____18. A sixth grader and their pet.
____19. The Rhino and the tick bird.
____20. The lichen- a close relationship of a fungus and an alga that benefits both.
http://stemteachersnowpdproject.wikispaces.com/file/view/SYMBIOSIS_WORKSHEET.p
df/292261015/SYMBIOSIS_WORKSHEET.pdf
Symbiosis Glogster Assignment
1.
2.
3.
4.
5.
6.
7.
8.
9.
Go to glogster, sign in to your account.
Create a new glog.
Title it [Your Name] Symbiosis Glog (Ex – Ms. Kilgallen's Symbiosis Glog)
List the term mutualism. Define it, give an example of it and include a picture of this
example.
List the term commensalism. Define it, give an example of it and include a picture of this
example.
List the term parasitism. Define it, give an example of it and include a picture of this
example.
When you have completed your assignment, review it using the rubric given to you.
Grade your assignment on your own for practice. If there is anything that you are
missing or if any information on your assignment is incorrect, edit it.
Save and publish the glog.
Go to our class wiki and post the link to your glog there.
Symbiosis Glogster
Rubric created via RubiStar
Teacher Name: Kristina Kilgallen
Student Name: ________________________________________
CATEGORY
Title
X1 (up to 4 pts
available)
Labels
X1 (up to 4 pts
available)
Mutualism
Defined, example
listed with
illustration. All data
correct.
Commensalis
m
Defined, example
listed with
illustration. All data
correct.
Parasitism
Defined, example
listed with
illustration. All data
correct.
4
3
2
1
Title is
informative,
centered,
and larger
than other
text.
Every item
that needs to
be identified
has a label.
It is clear
which label
goes with
which
structure.
Defined,
example
listed with
illustration.
Not all data
correct.
Defined,
example
listed with
illustration.
Not all data
correct.
Defined,
example
listed with
illustration.
Not all data
correct.
Title is
informative
and larger
than other
text.
Title is
informative and
centered.
Almost all
items (90%)
that need to be
identified
have labels. It
is clear which
label goes
with which
structure.
Missing one
or more of the
following:
definition,
example,
illustration
Missing one
or more of the
following:
definition,
example,
illustration
Missing one
or more of the
following:
definition,
example,
illustration
Most items (7589%) that need
to be identified
have labels. It is
clear which label
goes with which
structure.
The title is
incomplete and
does not clearly
indicate what
organism is
pictured.
Less than 75% of
the items that need
to be identified
have labels OR it is
not clear which
label goes with with
item.
Missing two or
more of the
following:
definition,
example,
illustration
Missing two or
more of the
following:
definition,
example,
illustration
Missing two or
more of the
following:
definition,
example,
illustration
Missing all of the
following:
definition, example,
illustration
Missing all of the
following:
definition, example,
illustration
Missing all of the
following:
definition, example,
illustration
Biology
Symbiosis Summative Assessment
Objective: I can compare the symbiotic and competitive relationships in an ecosystem
Name ________________________________Pr. _____ Score: _____/5
Directions: Read each question and write the letter of the correct answer on the line to the left.
______1. An oxpecker bird lives on a rhino and eats ticks and pests from its skin. This is what
kind of symbiosis?
A. Mutualism B. Commensalism C. Parasitism D. Predation
______ 2. A clownfish that lives in a sea anemone is protected from the anemone’s stings. This is
what kind of symbiosis?
A. Mutualism B. Commensalism C. Parasitism D. Predation
______3. Ticks live on dogs and drink their blood. What type of relationship is this?
A. Mutualism B. Commensalism C. Parasitism D. PredationDirections: Using complete
sentences, write an answer to each question on the lines below.
4. Why do organisms develop symbiotic relationships in nature? (What are the benefits of
symbiotic relationships?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. How are competitive relationships different from symbiotic relationships?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________