Biology of cells of higher organisms: structure, function, and biosynthesis of cellular membranes and organelles; cell growth and oncogenic transformation; transport, receptors and cell signaling; the cytoskeleton, the extracellular matrix, and cell movements; chromatin structure and RNA synthesis.

In this group of activities students will investigate their schoolyard or other nearby space in orderto identify what is around them and arrive at the definition of an ecosystem. Students will take a walk or go to a specific location to observe the types of constructed and natural features that are there. Students will record their observations and then begin to categorize their findings into living and non- living things. Once students have identified the living things, they will discuss what living things need to survive. Students will learn new terms, biotic and abiotic, and review what a habitat is as they discuss the components of an ecosystem. Students will also be introduced to the term biodiversity.

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.

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.

Objective
SWBAT identify and explain the roles of different organisms within an ecosystem.

Big Idea
In this lesson, students research the roles of producers, consumers, and decomposers within an ecosystem. Then, students apply this understanding by identifying the roles of organisms within the Yellowstone National Park ecosystem.