Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 76060
Symbiotic Relationships
This lesson introduces, enforces and assesses students on three types of symbiotic relationships (mutualism, commensalism and parasitism).
Subject(s): Science
Grade Level(s): 7
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector, Microsoft Office
Instructional Time: 1 Hour(s) 40 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: ecology, symbiosis, mutualism, commensalism, parasitism
Resource Collection: FCR-STEMLearn Diversity and Ecology
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to identify examples of symbiosis.
Students will be able to differentiate mutualism, commensalism and parasitism.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need to know that organisms have basic needs.
Students need to know that living things interact with their environment and each other.
Students need to know how energy moves through an ecosystem and from one organism to another.
Guiding Questions: What are the guiding questions for this lesson?
How do organisms live and interact in an ecosystem?
What is symbiosis?
What are the types of symbiosis?
How does mutualism differ from commensalism?
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher will begin the lesson guided by the "Ants Guarding Acacia Trees" Powerpoint. The corresponding article is linked to the lesson but the lesson is
designed to only use a portion of the actual article (the first heading which discusses ants on acacia trees). Engage the students in a discussion about guarding their
home. Have the students visually (thumbs up, to the side or down) decide on an answer to the question. Randomly choose students to discuss why they chose that
answer. Students should be prepared to defend their answer (yes, no or maybe). The teacher can ask for further explanation from student or ask other students if
they agree or disagree and why. The main focus is for the student to explain why they feel that way. Have the students read the article and allow them to mark it as
they choose. Discuss the contents of the article with the students to ensure they understand the material and answer any questions if necessary.
page 1 of 4 Ants Guarding Acacia Trees powerpoint.pptx
Ants Guarding Acacia Trees prompt.docx
2. Show the students a video of ants guarding acacia trees. The video is linked in the PowerPoint.
http://video.nationalgeographic.com/video/ant_acaciatree?source=searchvideo
3. Give the students the "Ants Guarding Acacia Tress Prompt". Have the students answer the prompt using text references to support their answer. It may be
necessary to give the students and example of using text references before asking them to complete the prompt. Have the students complete the question generation
section by writing their own questions that can either be answered with the material from the article or something they wondered about or wanted more information
about.
4. Have student volunteers hand out paper for foldable (one half sheet of paper per student).
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Create a foldable using a half sheet of lined or colored 8.5x11 piece of paper. Fold the paper in half lengthwise and cut one flap into 3 sections. Label each flap with
one of the types of symbiosis (mutualism, commensalism and parasitism). Have the students write the definition for each type on the inside of the corresponding flap.
Students should glue the foldable into their notebook.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Print a set of symbiosis ID cards for each student or group of students, whichever you prefer. Cards can be laminated so they can be reused. Use the Symbiosis
examples Powerpoint to show the students the examples and have them hold up the card they think matches the type of symbiosis. The teacher should insert
pictures in the Powerpoint of the symbiotic relationships. Randomly choose a student (or group) to explain why they chose that answer.
Symbiosis ID group cards.docx
Symbiosis examples.pptx
4. Symbiotic organism identification: Access the purpose games website. Press start to begin and students identify organism listed by clicking on the blue dot on the
picture. The purpose of the game is to give students an opportunity to visually see organisms they may not have experience with. Students can work alone or in
groups and activity is timed. It can be used as a competition for students. If time allows, students can choose one example to further research and present to the
class.
(Teacher note: There are some advertisements on the Purposegames site, so you will want to view per your district's requirements.)
http://www.purposegames.com/game/symbiosis-quiz
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Teacher will end the lesson by randomly calling on students and asking them to share one thing they learned from the lesson. All students will use a piece of lined
paper to write a summary using only 20 words. They can use as many sentences they need but only 20 words (punctuation does not count!).
Summative Assessment
Symbiosis Assessment: Students complete assessment on their own as a graded activity
Symbiosis Assessment.docx
Symbiosis Assessment Answer Key.docx
Formative Assessment
Ants Article: https://student.societyforscience.org/article/ants-guard
page 2 of 4 1. Writing prompt for Ant Article: used to ensure students understand the relationship discussed in the article
Ants Guarding Acacia Trees powerpoint.pptx
Ants Guarding Acacia Trees prompt.docx
2. Symbiosis Foldable: Create a foldable using a half sheet of lined or colored 8.5 x 11 piece of paper. Fold the paper in half lengthwise and cut one flap into 3
sections. Label each flap with one of the types of symbiosis (mutualism, commensalism and parasitism). Have the students write the definition for each type on the
inside of the corresponding flap. Students should glue the foldable into their notebook.
3. Students can work independently or in groups to identify the types of symbiosis in the Symbiosis Examples Power point. Teacher should add pictures of symbiotic
relationships to the Power point. Print and laminate cards (so they can be reused). Each group(or student) receives a set of cards and holds up the card they believe is
shown in the picture. Randomly call on student or group to explain why they chose that type.
Symbiosis ID group cards.docx
Symbiosis examples.pptx
4. Symbiotic organism identification: Access the purpose games website. Press start to begin and students identify organism listed by clicking on the blue dot on the
picture. Students can work alone or in groups and activity is timed. It can be used as a competition for students. Teacher moves throughout room to observe and
facilitate problems or questions and assesses understanding.
http://www.purposegames.com/game/symbiosis-quiz
Feedback to Students
1. Writing prompt for article may be collected and graded by teacher or may be discussed as a whole class, whatever the teacher prefers.
2. Students receive immediate feedback from the Symbiosis card activity from the teacher and class. The students receive immediate feedback from the symbiosis
organism identification from the website.
3. Teacher can collect Symbiosis Assessment and grade or have students trade papers and the class can grade together.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
1. Teacher can read Ants article as a whole group or have students read in groups.
2. Instead of having students use Symbiosis ID cards, the teach can label three areas of the room with mutualism, commensalism and parasitism. Show the example
and have the students move to the corresponding area. Randomly ask students why those chose that answer.
Extensions:
Teacher can assign different symbiotic relationships to students or groups and have them further research how they interact with each other (species, location,
climate, etc.)
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Microsoft Office
Further Recommendations:
If possible open and minimize Power Points to make transitioning easier. Have handouts easily accessible and ready for distribution.
page 3 of 4 Additional Information/Instructions
By Author/Submitter
There are multiple activities listed for teaching and enforcing symbiotic relationships which can be used together or alone.
SOURCE AND ACCESS INFORMATION
Contributed by: Melissa Fiuza
Name of Author/Source: Melissa Fiuza
District/Organization of Contributor(s): Charlotte
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.7.L.17.2:
Description
Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and
commensalism.
page 4 of 4