Interactions Between Living Things and Their Environment

This site shows pictures of foldable activities included in interactive scientist’s notebooks for all three GLEs in Interdependence. It includes definitions and examples as well as links to other powerpoints and videos to support this topic thread. Some links included in this site require subscriptions.

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Standards & Objectives

Learning objectives:

Students will understand:

Organisms within an ecosystem interact with each other and their environment.
Organisms within an ecosystem can be categorized as producers, consumers, or decomposers and can be sequenced in simple food chains.
Food webs are diagrams that illustrate the dependent and interdependent relationships within ecosystems.
Growth and reproduction of organisms within an ecosystem are affected by factors such as food, light, water, temperature, and acidity (pH).
Natural events and human activities can cause a disturbance to or imbalance of an ecosystem.
Requirements for the survival of organisms.
Sun as a source of energy.
Path of energy from the sun to the producers and then to the consumers.
Critical analysis of evidence; distinguish opinion from scientific evidence.

Essential and guiding questions:

Observe the eco-column. Name three specific living organisms and three specific non-living materials in the eco-column. Place them on the T-chart below.
Name two basic needs that organisms must have to survive. Explain how the organisms in the eco-column are interdependent.
Name three environmental factors that could affect the growth and reproduction of the guppies in an eco-column. Tell how each factor might affect the guppies.
What is the source of energy for all ecosystems?
Complete a simple food chain using organisms found in the picture. Be sure to include the energy source.
Look at the picture of the “Wetland Ecosystem.” If all the large-mouth bass disappear, describe how the number of perch and minnows in the food chain may be affected. Explain why this will happen.
Use the data from the graphs on page 6 to determine the health of the Delmarva River. Write two conclusions that are supported by the data.
What are three possible causes for the change in data over the four-year period? What steps can be made to improve the health of the Delmarva River?

Lesson Variations

Blooms taxonomy level:

Applying

Helpful Hints

The only prior preparation for this assessment would be to ensure that each student has access to an eco-column.

References

Contributors:

Lisa Stalans

Originator:

Ayers Institute for Learning & Innovation