INTERDEPENDENCY

1.9BC: Life

Lesson Outline
Teacher:

Dates: Content Objective: 1.9BC: Life

The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to (B) analyze and record examples of interdependence found in various situations, such as terrariums and aquariums or pet and caregiver; (C) gather evidence of interdependence among living organisms, such as energy transfer through food chains and animals using plants for shelter. Key Concepts: 1. We can analyze and record how organisms depend on other living things in various situations to survive. 2. Animals need food to survive, which can include plants or other animals. 3. Animals can use plants for shelter, such as birds building nests from plant materials or fish hiding in aquatic plants. Process Objectives: 2A-E, 3A-C, 4A

Pre-Lesson Implementation:
Read the TEACHER BACKGROUND and use the key concepts to drive instruction. View the MATERIAL LIST to identify and gather the necessary materials for the scopes activities. Review the INTERNET RESOURCES and see how they can be integrated into the unit.

I.

ENGAGE

A teacher-led activity or demonstration that hooks the student and connects with their knowledge

Students identify how ocean animals depend on each other to survive.

II. EXPLORE III. EXPLAIN

A hands-on activity or experiment

Students explore interdependency in a mock dinner where guests include fish, frogs, grasshoppers, hawks, cows, lions and humans.
Teacher uses questioning strategies to probe student understanding and connect concepts to real life experiences

Teacher questions the students on a. exploring the concept through inquiry. b. applying the activity to real-life experiences. c. investigating the concept further. Teacher shares knowledge and understanding of concepts by discussing the PICTURE VOCABULARY. Students write their own definitions of the specific vocabulary words by drawing on their knowledge from the EXPLORE and EXPLAIN section.

IV. ELABORATE

Students expand their conceptual knowledge through hands-on, project-focused, and literacy-based experiences

Students practice their literacy skills and learn more about the concept through reading the SCIENCE READING PASSAGE. Students further investigate the concept by conducting another hands-on activity in the NEXT STEP INQUIRY ACTIVITY: How many animals can survive in each habitat? Students read more on the topic by looking at the aligned trade books in the BOOKS ON TOPIC section. Teacher leads the students through further discovery using concept EXTENSIONS: Leap Frog Game, Guest Speaker-Zookeeper.

V. EVALUATE

Teacher checks for understanding

Students use their knowledge of the concept to create a rubric-based project with the CONCEPT BUILDER: Roll the Dice: Does That Animal Get to Eat? Students play the objective-based INTERACTIVE REVIEW GAME and then test their knowledge with the TAKS FOCUSED ASSESSMENT. Students demonstrate knowledge of concept by responding to a rubric-based writing prompt in WRITING ON TOPIC.