Science Grade 8: Limiting Factors & Competition

Core Content Coaching

PurposeTo provide support for grade-level, unit content planning

Resources for planning• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 8: Ecology

• Blank Pacing Calendar

• 8th Grade 5th Six Weeks Lessons: Limiting Factors & Competition Pacing Guide & Lessons

• Computer with Internet Access

Teacher yearly resource document

Monday Tuesday Wednesday Thursday Friday2/23

Galaxy

2/24 2/25

Light Years

2/26 2/27

3/2

Electromagnetic Waves

3/3 ¾ 3/5 3/6

3/9

Ecosystem Relationships

3/10 3/11 3/12 3/13

3/23

Limiting Factors & Competition

3/24 3/25 3/26 3/27

3/30

Human & Environmental Effects Over Time

3/31 4/1 4/2 4/3

Student/Staff Holiday

4/6

STAAR Review

4/7 4/8 4/9 4/10

4/13

STAAR Review

4/14 4/15 4/16 4/17

5th Six Weeks Planner (34 days)

8.4A8.11: Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to:

•8.11B: investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition.

TEKS & Student expectations

Content TEKS Skills TEKS

1. What are the state standards for this unit?

2. Deconstruct the TEKS: Verb, Noun, and Context

Investigate: to observe or study by close examination and systematic inquiry

1. What are the state standards for this unit?

2. Deconstruct the TEKS: Verb, Noun, and Context

Investigate: to observe or study by close examination and systematic inquiry

CRM 8: TEKS & Acquisition section

Teacher Content support

SchoolWorkHelper: Biotic & Abiotic Factors Influence on Ecosystems

http://schoolworkhelper.net/biotic-and-abiotic-factors-influence-on-ecosystems/

Regents Prep: Biotic vs. Abiotic Factors

http://regentsprep.org/regents/biology/units/ecology/biotic.cfm

Vertical alignment

6TH GRADE

•describe biotic and abiotic parts of an ecosystem in which organisms interact.

8TH GRADE

8.11B: investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition.

BIOLOGY

•interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms.

•investigate and analyze how organisms, populations, and communities respond to external factors.

• An abiotic factor is a nonliving part of an ecosystem in which an organism interacts.

• A biotic factor is a living part of an ecosystem in which an organism interacts.

PRIOR LEARNING

2014 STAAR QUESTION: 8.11B

A 11

*B 83

C 2

D 3

2014 STAAR QUESTION: 8.11B

F 7

G 23

*H 61

J 8

2014 STAAR QUESTION: 8.11B

F 6

G 5

H 16

*J 72

Based on the data and distractors, what key points should teachers emphasize during lessons?

• Interpret information in different types of tables and graphs.

• Define and identify examples of competition.

• Identify and describe abiotic and biotic factors in which species and populations compete.

Components of a good lesson plan1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

4. Organize and Practice Vocabulary

5. Reading & Comprehension Strategies

6. Writing Opportunities & Scaffolds

7. Daily Listening & Speaking Opportunities

8. Differentiation

9. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest

• K-W-L Chart: What factors in an ecosystem might limit population size or an organism’s survival?

• Modeling Clay: A 3-D Representation- Limiting Factors & Competition

• Limiting Factors Vocabulary Magic

• Introducing Limiting Factors Unit Overview

• Nova Video, Notes, & Summary: Beneath The Waters Of Coco’s Island

Recommended in lessons:Review / Scaffold to TEKS- Content• ScienceSaurus Reading

: Factors that Affect Populations p. 131

• Limiting Factors Vocabulary Magic• Biotic and Abiotic Factors Chart - To assist in

understanding the difference between biotic and abiotic factors, teacher could provide an image of an ecosystem and have students identify, classify, and write the names of the elements of the photograph that are biotic and a biotic using a T-chart.

• Discovery Video: Abiotic & Biotic Factorshttp://www.discovery.com/tv-shows/other-shows/videos/assignment-discovery-shorts-abiotic-and-biotic-factors/

• Study Jams Video: Ecosystemshttp://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm

Recommended in lessons:Review / Scaffold to TEKS- interpreting DATA

• ScienceFusion Unit 2, Lesson 1 Digital Lesson: Representing Data

• ScienceFusion Student Edition Look It Up! Making & Interpreting Graphs p. R51-R53

• BrainPop Video: Graphs

• BrainPop Video: Problem Solving Using Tables

• Nova Video, Notes, & Summary: Beneath The Waters Of Coco’s Island

• Plant Behaviors And Competition Investigation

• Competition On Sable Island Investigation

• Performance Assessment: Invasion!

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (investigations, Activities, Videos)

Embedded in lessons:Organize and Practice Vocabulary

• Limiting Factors Vocabulary Magic

• K-W-L Chart

• Introduce Limiting Factors Unit Overview

• 8.11 Limiting Factors Cornell Notes

• STEMScopes Interdependence Reading Advanced Organizer

• Kagan Fan-N-Pick Vocabulary Review Game

Embedded in lessons:Reading & Comprehension Strategies• ScienceSaurus Reading: Factors that Affect Populations p. 131

• STEMScopes Interdependence (8.11B) Elaborate Reading Science (Or Accommodated), Advanced Organizer, And Multiple-choice Questions

• Comprehension Strategies

• Shared Reading Recommendation Student pairs read a paragraph at a time and then have the non-reader summarize the section.

• GIST StrategyAfter reading the passage, students come up with 20 important words related to the passage. Once the list is generated, students work in pairs, or in groups to write a 20-word summary. Students share their summary with the class.

• Accommodated Advanced Organizer Provide students a partially completed The Tropical Rainforest Advanced Organizer.

• Text-to-Speech

Embedded in lessons:Writing Opportunities & Scaffolds• K-W-L Chart

• 8.11 Limiting Factors Cornell Notes Summary

• Investigation Conclusions

Scaffolds

• Sentence Frames

• Word Banks

• Guiding Questions

• Write/Share/Revise

• Think/Share/Write

• Think/Write/Pair/Share

• K-W-L Creator

Embedded in lessons:Daily Listening & Speaking Opportunities

I think this picture might match the word

… because…

I conclude…

• Special Education:

1. Mixed-Ability Partners2. Science Glossary3. Word Bank4. Sentence Frames5. Shared Reading6. Replay Video7. Accommodated Notes8. Data Table for Investigations9. Accommodated Advanced Organizer10. K-W-L Creator11. Compare & Contrast Map12. Venn Diagram13. Cast Science Writer

• English Language Learners:

1. Mixed-Ability Partners2. Dual Language Science Glossary3. Word Bank4. Sentence Frames5. Shared Reading6. Replay Video7. Biotic & Abiotic Factors Chart8. Advanced Organizer9. GIST Strategy10. Plant Competition Drawings

Embedded in lessons:Differentiation

Extensions for Learning:

1. The Niche Project using Voice Thread (http://voicethread.com)

• Pre-Assessment: K-W-L Chart

• Nova Video Summary

• Cornell Notes Summary

• Investigation Conclusions

• Vocabulary Review Games

• 8.11B Progress Monitoring Assessment

• Limiting Factors & Competition Quiz with SCA-Released Questions

• Performance Assessment: Invasion!

Embedded in lessons:Formative AssessmentFormative Assessment

Reteach Options: CONTENT

• ScienceSaurus Reading: Factors that Affect Populations p. 131

• Limiting Factors Vocabulary Magic

• Biotic and Abiotic Factors Chart - To assist in understanding the difference between biotic and abiotic factors, teachers could provide an image of an ecosystem and have students identify, classify, and write the names of the elements of the photograph that are biotic and a biotic using a T-chart.

• Discovery Video: Abiotic & Biotic Factorshttp://www.discovery.com/tv-shows/other-shows/videos/assignment-discovery-shorts-abiotic-and-biotic-factors/

• Study Jams Video: Ecosystemshttp://studyjams.scholastic.com/studyjams/jams/science/ecosystems/ecosystems.htm

Abiotic Factors Biotic Factors

Definition: Definition:

Examples: Examples:

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Knowledge Comprehension Application Analysis Synthesis Evaluate

Define (abiotic/biotic).

What is competition?

How do organisms and

populations depend on and

compete for biotic and abiotic

factors in an ecosystem?

How do competition and environmental changes affect

survival of species?

How do organisms

interact with their environment?

Slide 11 Slide 12 & 13

How would you design a field experiment to

determine which species in your

school yard compete most for the contents of the

compost bin?

Slide 12 & 13:Which data was used to support

your conclusion?

Recommended Anchors of Support

• K-W-L Chart

• Nova Video Notes & Summary

• 8.11 Limiting Factors Cornell Notes

• Interdependence Reading Advanced Organizer

Anchors of SupportOther Resources•Interactive Word Wall- Current, working models with student contributions

• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide• ScienceFusion Textbook, Science Glossaries, Dual Language Science

Glossaries

Academic vocabularyLESSON COMPONENTS PAGE

CURRICULUM ROAD MAP