Objective
SWBAT explain how plants with different structures meet their own needs.

Big Idea
In this lesson, students learn about the classifications of plants within the plant kingdom. Then, students further research plant structures while analyzing how different plants meet their needs.

Objective
SWBAT examine the interactions between biotic and abiotic factors within an ecosystem.

Big Idea
In this lesson, students will be examining how the biotic (living) and abiotic (nonliving) factors are interacting within the aquarium portion of their ecocolumns models.

Objective
SWBAT explain why maintaining biodiversity is important to the health of an ecosystem and develop suggestions for maintaining biodiversity.

Big Idea
Students work to recognize that changes to part of an ecosystem can have positive or negative impacts on the entire ecosystem.

Objective
SWBAT explain the role of decomposers and scavengers in ecosystems.

Big Idea
In this lesson, students will be creating three compost bins to investigate which scavenger (earthworm, darkling beetle, or a roly-poly) will decompose organic materials the fastest.

With prior knowledge of food and organic matter decomposition, students will use industry and extension publications to learn the processes of composting, as well as the benefits and challenges of compost production (available nutrient levels, community perceptions, hazardous materials, smell, and storage).

This lesson is about the flow of energy in ecosystems. The setting is Plimoth Plantation, a living history museum in Plymouth, Massachusetts, USA, where students will learn about the first Thanksgiving meal in America, celebrated in 1621 by early American settlers and Wampanoag Indians. By examining this meal and comparing it to a modern day Thanksgiving celebration, students will be able to explore the way in which food energy moves and is transformed in an ecosystem. The learning goals focus on the movement of energy from one feeding level to the next within a food web, the way in which energy changes form, and the inefficiency of energy transfer, which in turn affects the availability of food energy for organisms at the highest feeding level. The lesson is directed at high school level biology students. Students should be familiar already with food webs, food chains, and trophic (feeding) levels. They should also be familiar with the general equations for photosynthesis (CO2 + H2O => C6H12O6) and cell respiration (C6H12O6 => CO2 + H2O), and understand the basic purpose of these processes in nature. This lesson can be completed during one long classroom period, or can be divided over two or more class meetings. The duration of the lesson will depend on prior knowledge of the students and on the amount of time allotted for student discussion. There are no supplies required for this lesson other than the downloadable worksheets (accessed on this BLOSSOMS site), paper and some glue or tape.

This lesson is about the flow of energy in ecosystems. The setting is Plimoth Plantation, a living history museum in Plymouth, Massachusetts, USA, where students will learn about the first Thanksgiving meal in America, celebrated in 1621 by early American settlers and Wampanoag Indians. By examining this meal and comparing it to a modern day Thanksgiving celebration, students will be able to explore the way in which food energy moves and is transformed in an ecosystem. The learning goals focus on the movement of energy from one feeding level to the next within a food web, the way in which energy changes form, and the inefficiency of energy transfer, which in turn affects the availability of food energy for organisms at the highest feeding level. The lesson is directed at high school level biology students. Students should be familiar already with food webs, food chains, and trophic (feeding) levels. They should also be familiar with the general equations for photosynthesis (CO2 + H2O => C6H12O6) and cell respiration (C6H12O6 => CO2 + H2O), and understand the basic purpose of these processes in nature. This lesson can be completed during one long classroom period, or can be divided over two or more class meetings. The duration of the lesson will depend on prior knowledge of the students and on the amount of time allotted for student discussion. There are no supplies required for this lesson other than the downloadable worksheets (accessed on this BLOSSOMS site), paper and some glue or tape.

" We will cover fundamentals of ecology, considering Earth as an integrated dynamic system. Topics include coevolution of the biosphere, geosphere, atmosphere and oceans; photosynthesis and respiration; the hydrologic, carbon and nitrogen cycles. We will examine the flow of energy and materials through ecosystems; regulation of the distribution and abundance of organisms; structure and function of ecosystems, including evolution and natural selection; metabolic diversity; productivity; trophic dynamics; models of population growth, competition, mutualism and predation. This course is designated as Communication-Intensive; instruction and practice in oral and written communication provided. Biology is a recommended prerequisite."

This open textbook covers the most salient environmental issues, from a biological perspective. The text is designed for an introductory-level college science course. Topics include the fundamentals of ecology, biodiversity, pollution, climate change, food production, and human population growth.

Objective
Students will be able to read and understand food chains and food webs.

Big Idea
Eating out in the natural world.

Objective
Students will be able to compare and contrast food chains, food webs and food pyramids.

Big Idea
It's lonely at the top of a food pyramid

Objective
Students will be able to read and interpret food chains, food webs, and food pyramids.

Big Idea
Small changes can mean big problems for ecosystems.

Objective
SWBAT explain how species evolve from common ancestors.

Big Idea
Students create their own cladogram model that demonstrates how life evolves from a common ancestor.

LESSON DESCRIPTIONStudents will research potential careers of stakeholders involved in making land use decisions then engage in a role-playing scenario about a proposed dam removal in their community.

In this group of activities, students will think more deeply about the ways in which organismsinteract within communities in their ecosystems. Students will learn about different types of relationships including commensalism, mutualism, and parasitism and will role play predator/prey relationships through an interactive game. Students will also discover how energy movesthrough ecosystems via food chains and food webs and look at energy pyramids.

In this group of activities, students will investigate how nutrients and water move through ecosystems in cycles. Students will begin by investigating how carbon cycles through organisms as part of photosynthesis and cellular respiration and then through food chains. Students will discuss what happens when living things do not decompose under normal conditions and become fossilfuels. Students will then review the water cycle and discover that water connects everything inecosystems. Students will explore stories of the water cycle as told by molecules of water anddiscuss water’s importance to all living things.

Students will learn about Michigan’s four ecological regions, how these unique regions come together to help support Michigan’s environment, and the important role they play in Michigan’s economy, as well as globally. Students will become “CSI agents” investigating and collecting information that supports why Michigan‘s environment is unique. Students will apply what they have discovered by creating an infographic that advertises the importance of their region.

There are many different types of ecosystems in the state of Michigan. Many of these ecosystemshave changed over time due to fires, storms, or animals. No animal has had a bigger impact onMichigan’s ecosystems than humans. Humans have transformed ecosystems all across the state.These ecosystems have been transformed in many different ways, like draining wetlands, cuttingdown forest for farm fields, and cities getting larger and expanding outward. Many ecosystems andorganisms are resilient and have adapted to the changes; others unfortunately have not.

LESSON DESCRIPTIONStudents will use problem-based learning to engineer a solution to the animal car collision problem.

Michigan has a variety of different ecosystems ranging from large forests all the way to shallow creeks, streams, and wetlands. Humans use these ecosystems in a variety of ways (good or bad). Students will investigate both the unique terrestrial and aquatic ecosystems found throughout Michigan through researching and developing detailed maps.