Lesson Plan

Biomes and Catastrophic Events

Subject Area(s) life science, science, math, and technology Associated Unit Lesson Title What a catastrophe? Header

Image 1 Image file: mission.jpg

ADA Description: Image list the main different types of biomes Source/Rights: NASA Earth Observatory

http://earthobservatory.nasa.gov/Experiments/Biome/ Caption: Mission: Biomes is the result of a collaborative effort between NASA's

Goddard Space Flight Center, educators in the Washington, D.C. metropolitan area, college interns, and computer programmers.

Grade Level 7 (7-7) Lesson # __ of __ Lesson Dependency None Time Required 3 weeks

Summary In this project the students will research the effects of catastrophic events such as earthquakes, fires, floods, hurricanes, landslides, tornadoes, tsunami and volcanic eruptions on the environment. Students will create a biome and explain the process of ecological succession which created their biome. (Increase awareness of environment, leads to less extinction). They will also monitor a model biome that will undergo an artificially created catastrophic event to observe the changes to the environment.

Engineering Connection

Electrical and mechanical engineers design surveillance systems to help consumers monitor activity. Video monitors are used to track and measure the extent of different natural disasters to alert the surrounding patrons. Engineers construct tsunami warning systems, earthquake warning systems, volcano warning systems, weather warning systems, flood monitoring systems, and hurricane monitoring systems. Currently codes for arduino boards are constructed for PIR motion sensors to sense motion in ecosystems. By monitoring the ecosystems undergoing a catastrophic event, we would be able to raise awareness about the effects and preventions of these events.

Engineering Category = 1. Relating science and/or math concept(s) to engineering

Keywords Biodiversity, Biomes, catastrophic, circumference, microhabitats, natural disaster, perimeter, succession, sustainability, volume

Educational Standards Texas 2009, grade 7

Standards for Mastery

7.8 Earth and Space.

The student knows that natural events and human activity can impact Earth Systems. The student is expected to:

• 7.8A Predict and describe how the different types of catastrophic events impact ecosystems such as floods, hurricanes, and tornadoes.

(7.10) Organisms and environments.

The student knows that there is a relationship between organisms and the environment. The student is expected to:

• (R) (7.10A) observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;

• (S) (7.10C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.

ITEEA Educational Standard(s) Grade 6-8: Standard 1. Students will develop an understanding of the characteristics and scope of technology. In order to comprehend the scope of technology, students should learn that: G. The development of technology is a human activity and is the result of individual and collective needs and the ability to be creative. In order to appreciate the relationships among technologies and other fields of study, students should learn that:

Standard 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. F. Knowledge gained from other fields of study has a direct effect on the development of technological products and systems. Standard 11. Students will develop the abilities to apply the design process. As part of learning how to apply design processes, students should learn that: J. Make two-dimensional and three-dimensional representations of the designed solution. Standard 15: Students will develop an understanding of and be able to select and use agricultural and related biotechnologies. In order to select, use, and understand agricultural and related biotechnologies, students should learn that: I. Artificial ecosystems are human-made complexes that replicate some aspects of the natural environment.

Pre-Requisite Knowledge A basic understanding of what is a biome and a catastrophic event.

Learning Objectives

After this lesson, students should be able to:

1. Design and create a three dimensional habitat that represents their selected biome. Include how the biome started and explain the succession process. Their biome should be greater than or equal to .25m3 and less than 1m3.

f. Identify at least 5 biotic factors and 3 abiotic factors in their biome

g. Research the effects of natural disasters on land, wildlife, and plants. Then write a summary of the effects the catastrophic event causes in that biome

2. Create a multimedia presentation illustrating all of the research/findings from their observations of monitoring their artificial biome undergoing a catastrophic event. Include observations from attending a virtual field trip to their biome or from a trip to the Zoo or Science Museum. (Highly recommended for inclusion in presentation). Data should be included such as temperature and rainfall for their biome. The students also will be required to include at least two different plants and three different animals that are indigenous to their biome. (see attachment)

4. Present their summary and biome to the class and/or invite an audience. Example: Texas Department of Wildlife or region 6 Environmental Protection agency (EPA). ·

Introduction / Motivation http://www.youtube.com/watch?v=lpWOeKk1GUo Global weather patterns of temperature and rainfall determine the distribution of plants on planet Earth. The plants and vegetation dictates the animals that reside in the area because of the food source. A massive natural disaster has occurred and devastated a large portion of Earth’s surface. Some humans survived and you happen to be one of the fortunate ones. Inactivity has caused the land to become uninhabitable because of depleting resources. After an environment experiences a catastrophic event, it can recover and once again sustain life. How can we design an environment that can sustain life based on abiotic factors such as average temperatures and amount of rainfall the area receives? We need you to work in groups of 4-5 to design and create a sustainable biome based upon the temperature and rainfall for your specific geographical area. You will have about 3 weeks to complete this project. How can we design a biome that can sustain life for an environment that has experienced a catastrophic event?

Discussion Questions:

1. What causes catastrophic events such as earthquakes, fires, floods, hurricanes, landslides, tornadoes, and volcanic eruptions? Why are they so devastating?

2. How does succession occur after a flood or tornado? What happens to the land? 3. What are the stages in the development of an environment? 4. What events causes primary succession?

Lesson Background & Concepts for Teachers A biome is a major regional or global biotic community, such as a grassland or desert, characterized chiefly by the dominant forms of plant life and the prevailing climate. These biomes had to undergo succession which is the gradual and orderly process of change in an ecosystem brought about by the progressive replacement of one community by another until a stable climax is established. Often times the ecosystem was disturbed by a catastrophic event. This is considered secondary succession. Over time, the changes in the biomes are observed and documented for historical data.

Figure 1 Image file: manado.jpg

ADA Description: Manado Tua volcanic island where the first Indonesian Coelacanth was discovered in 1997.

Source/Rights: MarineBio Conservation Society http://marinebio.org/oceans/marine-ecology.asp

Caption: Figure 1. Marine Ecology is the scientific study of marine-life habitat, populations, and

interactions among organisms and the surrounding

environment including their abiotic (non-living physical and chemical factors that affect the ability of organisms to survive and reproduce) and biotic

factors (living things or the materials that directly or indirectly affect an organism in its environment).

Vocabulary / Definitions Word Definition

microhabitats A very small, specialized habitat, such as a clump of grass or a space between rocks.

biomes A major regional or global biotic community, such as a grassland or desert, characterized chiefly by the dominant forms of plant life and the prevailing climate.

biodiversity The variability among living organisms on the earth, including the variability within and between species and within and between ecosystems.

sustainability To keep in existence; maintain

ecology The science of the relationships between organisms and their environments. Also called bionomics.

habitat The area or environment where an organism or ecological community normally lives or occurs: a marine habitat.

perimeter the length of an outer boundary of a two-dimensional figure.

circumference the length of a closed geometric curve, esp of a circle. The circumference of a circle is equal to the diameter multiplied by π

polygon a closed plane figure bounded by three or more

straight sides that meet in pairs in the same number of vertices, and do not intersect other than at these vertices. The sum of the interior angles is (n-2) ✕ 180° for n sides; the sum of the exterior angles is 360°. A regular polygon has all its sides and angles equal. Specific polygons are named according to the number of sides, such as triangle, pentagon, etc.

prisms polyhedron having parallel, polygonal, and congruent bases and sides that are parallelograms

area the extent of a two-dimensional surface enclosed within a specified boundary or geometric figure the area of Ireland the area of a triangle b. the two-dimensional extent of the surface of a solid, or of some part thereof, esp one bounded by a closed curve the area of a sphere

cylinders The surface generated by a straight line intersecting and moving along a closed plane curve, the directrix, while remaining parallel to a fixed straight line that is not on or parallel to the plane of the directrix.

Associated Activities

“What a Catastrophe?”

Lesson Closure

Post Assessment (see attachment)

Assessment Lesson Extension Activities Math TEKS that can be included: (7.8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

• (S) (7.8A) sketch three-dimensional figures when given the top, side, and front views; • (S) (7.8B) make a net (two-dimensional model) of the surface area of a three-dimensional figure; • (S) (7.8C) use geometric concepts and properties to solve problems in fields such as art and architecture. 7.9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: • (R) (7.9A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; • (S) (7.9B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; • (R) (7.9C) estimate measurements and solve

Math Activities:

1. Have them build a biome that should be greater than or equal to .25m3 and less than 1m3.

a. Pick a base for their biome that is a 3D figure and sketch a two and three dimensional blueprint design and net of the biome on grid/isometric paper. Use the ratio 1cm = 1m. Provide a key

b. Calculate the perimeter (circumference) and area of the base.

c. Use the appropriate formula for the volume of cylinders and prisms to determine the area of the bottom or substrate layer of your biome.

d. Calculate the volume, using correct formulas, of their biome model.

e. Give metric measurements in customary units. Be able to convert measurements within each of these units. Ex: centimeter to millimeter.

Additional Multimedia Support Science http://irondalecom.jefcoed.com/Documents/Graphic%20Organizers/organizer%20science.pdf Math http://www.dgelman.com/graphicorganizers/#MEASUREMENT ELAR http://www.eduplace.com/graphicorganizer/

Planet Earth: The Complete Series

Chernobyl Wolves: http://www.youtube.com/watch?v=y0wuc8SsMMI

Resources: Supplementary materials explanation sheet (attached) SIOP ( 99 Ideas and Activities for Teaching English Learners with The SIOP Model) Levels of Proficiency Performance indicators ELPS at A Glance flip book

Supplementary Materials: Bilingual Dictionary; Google Translate, Word List, Picture Dictionary, Reading Log and Research log for main concepts, Vocabulary booklet, Goals sheet, Buddy Read

References

Attachments

Other

None

Redirect URL None

Contributors Marlon Harris & LaTonia Dennis (Duncanville ISD) Raechelle Jones, Lori Wolfe, Chelsea Meyer, Jennifer Williams

Supporting Program

UNT Research Experiences for Teachers; College of Engineering, Parks and Recreation Departments (Duncanville, Cedar Hill, Lancaster, DeSoto)

Texas Department of Wildlife or Region 6 Environmental Protection Agency (EPA).

Acknowledgements

Dr. Acevedo (UNT); Dr. Thompson (UNT); University of North Texas; Duncanville ISD

Biomes and Catastrophic Events Subject Area(s) life science, science, math, and technology

Associated Unit

Associated Lesson ?

Activity Title What a Catastrophe?

Image 1 Image file: mission.jpg

ADA Description: Image list the main different types of biomes Source/Rights: NASA Earth Observatory

http://earthobservatory.nasa.gov/Experiments/Biome/ Caption: Mission: Biomes is the result of a collaborative effort between NASA's

Goddard Space Flight Center, educators in the Washington, D.C. metropolitan area, college interns, and computer programmers.

Grade Level 7 (7-7)

Activity Dependency

Time Required 3 weeks total

Group Size 3-5 people

Expendable Cost per Group US $20

Summary

In this project the students will research the effects of catastrophic events such as earthquakes, fires, floods, hurricanes, landslides, tornadoes, tsunami and volcanic eruptions on the environment. Students will create a biome and explain the process of ecological succession which created their biome. (Increase awareness of environment, leads to less extinction). They will also monitor a model biome that will undergo an artificially created catastrophic event to observe the changes to the environment.

Engineering Connection

Electrical and mechanical engineers design surveillance systems to help consumers monitor activity. Video monitors are used to track and measure the extent of different natural disasters to alert the surrounding patrons. Engineers construct tsunami warning systems, earthquake warning systems, volcano warning systems, weather warning systems, flood monitoring systems, and hurricane monitoring systems. Currently codes for arduino boards are constructed for PIR motion sensors to sense motion in ecosystems. By monitoring the ecosystems undergoing a catastrophic event, we would be able to raise awareness about the effects and preventions of these events..

Engineering Category 1. Relating science and/or math concept(s) to engineering

Keywords Biodiversity, Biomes, catastrophic, circumference, microhabitats, natural disaster perimeter, succession, sustainability, volume

Educational Standards

Texas 2009, grade 7

Standards for Mastery

7.8 Earth and Space.

The student knows that natural events and human activity can impact Earth Systems. The student is expected to:

• 7.8A Predict and describe how the different types of catastrophic events impact ecosystems such as floods, hurricanes, and tornadoes.

(7.10) Organisms and environments.

The student knows that there is a relationship between organisms and the environment. The student is expected to:

• (R) (7.10A) observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;

• (S) (7.10B) describe how biodiversity contributes to the sustainability of an ecosystem;

• (S) (7.10C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.

ITEEA Educational Standard(s) Grade 6-8: Standard 1. Students will develop an understanding of the characteristics and scope of technology. In order to comprehend the scope of technology, students should learn that: G. The development of technology is a human activity and is the result of individual and collective needs and the ability to be creative. In order to appreciate the relationships among technologies and other fields of study, students should learn that:

Standard 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. F. Knowledge gained from other fields of study has a direct effect on the development of technological products and systems. Standard 11. Students will develop the abilities to apply the design process. As part of learning how to apply design processes, students should learn that: J. Make two-dimensional and three-dimensional representations of the designed solution. Standard 15: Students will develop an understanding of and be able to select and use agricultural and related biotechnologies. In order to select, use, and understand agricultural and related biotechnologies, students should learn that: I. Artificial ecosystems are human-made complexes that replicate some aspects of the natural environment.

Pre-Requisite Knowledge

A basic understanding of what is a biome and a catastrophic event.

Learning Objectives

After this lesson, students should be able to:

1. Design and create a three dimensional habitat that represents their selected biome. Include how the biome started and explain the succession process.

f. Identify at least 5 biotic factors and 3 abiotic factors in their biome

g. Research the effects of natural disasters on land, wildlife, and plants and write a summary of the potential effects on their biome of a catastrophic event that could occur in that biome

2. Create a multimedia presentation illustrating all of the research/findings from their observations of monitoring their artificial biome undergoing a catastrophic event. Include observations from attending a virtual field trip to their biome or from a trip to the Forth Worth Zoo or Perot Science Museum. (Highly recommended for inclusion in presentation). Data should be included such as temperature and rainfall for their biome. The students also will be required to include at least two different plants and three different animals that are indigenous to their biome.

4. Present their summary and biome to the Texas Department of Wildlife or region 6 Environmental Protection agency (EPA). • Materials List • -boxes • -protractors • -Rulers • -Plastic animals and plants • -3D modeling kit •

To share with the entire class: • Introduction / Motivation

Vocabulary / Definitions

Word Definition

microhabitats A very small, specialized habitat, such as a clump of grass or a space between rocks.

biomes A major regional or global biotic community, such as a grassland or desert, characterized chiefly by the dominant forms of plant life and the prevailing climate.

biodiversity The variability among living organisms on the earth, including the variability within and between species and within and between ecosystems.

sustainability To keep in existence; maintain

ecology The science of the relationships between organisms and their environments. Also called

bionomics.

habitat The area or environment where an organism or ecological community normally lives or occurs: a marine habitat.

perimeter the length of an outer boundary of a two-dimensional figure.

circumference the length of a closed geometric curve, esp of a circle. The circumference of a circle is equal to the diameter multiplied by π

polygon a closed plane figure bounded by three or more straight sides that meet in pairs in the same number of vertices, and do not intersect other than at these vertices. The sum of the interior angles is (n-2) ✕ 180° for n sides; the sum of the exterior angles is 360°. A regular polygon has all its sides and angles equal. Specific polygons are named according to the number of sides, such as triangle, pentagon, etc.

prisms polyhedron having parallel, polygonal, and congruent bases and sides that are parallelograms

area the extent of a two-dimensional surface enclosed within a specified boundary or geometric figure the area of Ireland the area of a triangle b. the two-dimensional extent of the surface of a solid, or of some part thereof, esp one bounded by a closed curve the area of a sphere

cylinders The surface generated by a straight line intersecting and moving along a closed plane curve, the directrix, while remaining parallel to a fixed straight line that is not on or parallel to the plane of the directrix.

Procedure Week 1:

1. Introduce the lesson by showing them the video mention earlier: http://www.youtube.com/watch?v=lpWOeKk1GUo

2. Have students placed in groups of 3-5 3. Allow students to make a contract outlining their protocols for working together in a

group. 4. Address any questions or concerns students might have for the project. 5. Allow groups to choose a biome by drawing out of a container. 6. Students should start researching the answers to the discussion questions:

a. What causes catastrophic events such as earthquakes, fires, floods, hurricanes, landslides, tornadoes, and volcanic eruptions? Why are they so devastating?

b. How does succession occur after a flood or tornado? What happens to the land? c. What are the stages in the development of an environment? d. What events cause primary succession?

Week 2:

1. Continue to research the discussion questions 2. Attend the zoo or science museum virtually/physically to complete the graphic

organizer (see attachment) 3. Select materials for building 3D model of selected biome. 4. Decide which catastrophic event will affect the biome. 5. Illustrate the catastrophic event in the model of the biome. (You can be as creative

as you would like.) Week 3:

1. Complete building models. 2. Create multimedia presentations for peers or audience.

Background A biome is a major regional or global biotic community, such as a grassland or desert, characterized chiefly by the dominant forms of plant life and the prevailing climate. All biomes have undergone succession which is the gradual and orderly process of change in an ecosystem brought about by the progressive replacement of one community by another until a stable climax is established. Often times the ecosystem was disturbed by a catastrophic event. This is can create what is considered secondary succession. Over time, the changes in the biomes are observed and documented for historical data.

Before the Activity • Have the students complete the pre-assessment (see attachement)

With the Students

1. Make sure to cover the requirements of the project so that each group know what is expected of them.

Image

Figure 1 Image file: manado.jpg

ADA Description: Manado Tua volcanic island where the first Indonesian Coelacanth was discovered in 1997.

Source/Rights: MarineBio Conservation Society http://marinebio.org/oceans/marine-ecology.asp

Caption: Figure 1. Marine Ecology is the scientific study of marine-life habitat, populations, and

interactions among organisms and the surrounding environment including their abiotic (non-living

physical and chemical factors that affect the ability of organisms to survive and reproduce) and biotic

factors (living things or the materials that directly or indirectly affect an organism in its environment).

Attachments

Safety Issues • Troubleshooting Tips

Investigating Questions

Assessment Post Assessment (see attachments)

Pre-Activity Assessment Descriptive Title: ___?

Activity Embedded Assessment Descriptive Title: ___?

Post-Activity Assessment Descriptive Title: ___?

Activity Extensions Math TEKS that can be included: (7.8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to: • (S) (7.8A) sketch three-dimensional figures when given the top, side, and front views; • (S) (7.8B) make a net (two-dimensional model) of the surface area of a three-dimensional figure; • (S) (7.8C) use geometric concepts and properties to solve problems in fields such as art and architecture. 7.9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: • (R) (7.9A) estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes; • (S) (7.9B) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders; • (R) (7.9C) estimate measurements and solve

Math Activities:

1. Have them build a biome that should be greater than or equal to .25m3 and less than 1m3.

a. Pick a base for their biome that is a 3D figure and sketch a two and three dimensional blueprint design and net of the biome on grid/isometric paper. Use the ratio 1cm = 1m. Provide a key

b. Calculate the perimeter (circumference) and area of the base.

c. Use the appropriate formula for the volume of cylinders and prisms to determine the area of the bottom or substrate layer of your biome.

d. Calculate the volume, using correct formulas, of their biome model.

e. Give metric measurements in customary units. Be able to convert measurements within each of these units. Ex: centimeter to millimeter.

Activity Scaling • For lower grades, ___? • For upper grades, ___? Additional Multimedia Support

References

Other

Redirect URL

Contributors Marlon Harris & LaTonia Dennis (Duncanville ISD) Raechelle Jones, Lori Wolfe, Chelsea Meyer, Jennifer Williams

Supporting Program

UNT Research Experiences for Teachers; College of Engineering, Parks and Recreation Departments (Duncanville, Cedar Hill, Lancaster, DeSoto)

Texas Department of Wildlife or Region 6 Environmental Protection Agency (EPA).

Acknowledgements Dr. Acevedo (UNT); Dr. Thompson (UNT); University of North Texas; Duncanville ISD

Classroom Testing Information