Lesson Plans prepared by Carol A. Thomson, Okanagan University College   Grade Seven Unit: Ecology Focus: Endangered Species in Endangered Spaces INDEX  Lesson 1: What if?  Lesson 2: Connections  Lesson 3: Food Webs  Lessons 4 and 5: Habitats All lessons could be one unit; alternatively this could be the end of a unit on Endangered Species, and the beginning of a unit on Endangered Spaces.  Lessons 6: Limiting Factors  Lessons 7 and 8: Biogeoclimatic Zones  Lesson 9: Endangered Spaces  Lesson 10: Media presentations: Recovery Actions  Lesson 11: Endangered Spaces = Endangered Species  Assessment and Evaluation  Adapting Activities for Students with Special Needs  Student Glossary  Background Information  Resources  Additional Activities  Curriculum Connections  Sites to Visit Grade Seven Unit: Ecology  LESSON ONE: What if? Learning outcomes: It is expected that students will: describe ways in which species interact with each other Materials: Charts/posters Chart paper Felt pens Introduction: * Display posters/charts of extinct or endangered species, using some that are well known as extinct or endangered (eg. dinosaur, passenger pigeon, dodo bird, whooping crane, spotted owl). * Brainstorm: What do all these species have in common? (Extinct/Endangered) Data Collecting: * Challenge question: What happens when an endangered speciesbecomes extinct? * In groups, have students collaborate to discuss broad ramifications of this question. (If the burrowing owl disappears, how would other populations such as insects, rodents be affected? How would animals which feed on birds' eggs be affected? How would people be affected? Would you be affected? Would it matter to you?) * Have each group generate ideas about a different species, eg. What would happen if all butterflies disappeared? Data Processing: * Each group charts data by listing what would be affected and how it would be affected. * One person from each group presents the information to the class, posting the chart for reference. * After discussion, determine relationships between taxa, using strings to make connections when organisms appear on more than one chart. Closure: * Determine why the issue of endangerment is important to each of us.  LESSON TWO: Connections Learning outcomes: It is expected that students will: describe all organisms in terms of their roles as part of interconnected food webs describe ways in which species interact with each other Materials: Kokanee picture/chart Newspaper article Food Chains video Introduction: * Display a picture of a kokanee and ask students if kokanee are an endangered species? * Read from the editorial in the Kelowna Daily Courier: "Do Kokanee have a chance?" Image Credit: photo of Kokanee taken by Peter Dill Data Collecting: * Discuss the article and the problem presented. (Balance of nature disrupted by the introduction of a new food for the mature kokanee.) * Define and diagram a simple food chain for these land-locked salmon: * Determine what happened to the food chain when the mysis shrimp were introduced to provide food for the adult kokanee. (The kokanee capture individual zooplankton visually, during the daylight. The Mysis shrimp, although food for the mature kokanee, also eat the zooplankton. The shrimp filter the phytoplankton out of the water day and night. They eat five times as many zooplankton as the kokanee do. Therefore, the size of the zooplankton population is drastically reduced by the mysis shrimp. This creates a problem for immature kokanee because zooplankton are their only food source.) * Determine how the shrimp avoid predation by kokanee. (They move up and down in the water according to the solar cycles and surface at night. Kokanee rely on their vision to locate the mysis shrimp. At night the water is dark and the shrimp can surface without being noticed.) * View the video Beginning of the food chain: plankton or the video Food chains. Image Credit: drawing of Mysis shrimp by Dr. D. Lasendy. Data Processing: * Have students write a paragraph about the relationships in the food chain of fish, describing organisms in terms of their roles as part of interconnected food webs. Closure: * Emphasize the fact that the relationships are not always simple ones in a food chain, eg. the mysis shrimp are food for the mature kokanee, but they are also in competition for food for young kokanee. Al Hogan, Kelowna Daily Courier, 96-02-28  LESSON THREE: Food Webs Learning outcomes: It is expected that students will: describe all organisms in terms of their roles as part of interconnected food webs describe ways in which species interact with each other Materials: Endangered species Internet resources Strips of paper Glue Introduction: * Display Red List and Blue List of Thompson-Okanagan Endangered Species and elicit the meaning and importance of the lists. * List the thirty-four Thompson-Okanagan endangered species for which resource material is available, on the Internet, through this project. Have each student choose an endangered species for study. If students have access to the Internet they will be able to research all thirty-four species on-line. If students do not have access, students should access the information with the teacher or teacher-librarian, and print information about some of the species so that this local information is available for class research. If only the teacher has access to the Internet resources she/he should display the computer screen using an LCD unit for the overhead projector (eg. DataShow) so that all students can see the on-line photographs and information links. Data Collecting: * Individually, choose one species and research the food requirements for it. Data Processing: * Create a food chain for each species, using strips of paper. * In groups, compare individual food chains and see which of the chains can be linked to create a food web. Individuals can move from group to group until they find where they can link to form a web. Closure: * Hang the webs to demonstrate the interconnectedness of food chains, and the interaction of species.  LESSONS FOUR and FIVE: Habitats Learning outcomes: It is expected that students will: compare and contrast the habitat needs of species describe ways in which species interact with each other Materials: Endangered Species Internet Resources Form: Habitat Information -- Working Document Introduction: * Refer to the food webs and review interactions because of food needs and predation. * Inform students that they will be collecting additional information about endangered species in the Thompson-Okanagan region in order to create an electronic encyclopedia. Data Collecting: * Investigate basic habitat requirements: food, shelter, water, space. Data Processing: * Chart data on Habitat Information working documents Closure: * Brainstorm how these Working Documents can be used to form the basis of an electronic encyclopedia about endangered species in the Thompson-Okanagan region. Electronic Encyclopedia Project Objective: to have each student create an entry for an endangered species and put this information on a computer disk. Included in this would be one or more illustrations (photographs, line drawings, art model/project etc.) which can be scanned on to the disk by the student, if a scanner is available. PC image files can be saved with any of the following file extensions and inserted into a Word or Wordperfect document. The following file extensions are acceptable: filename.bmp; filename.wmf; filename.hgl; filename.cgm; filename.eps; filename.tif; filename.pcx; filename.pct; filename.dib; and filename.wpg. Macintosh image files can be saved into a Clarisworks document with the following extensions: filename.gif; filename.pict; filename.rtf; filename.tiff; or in MacPaint format. The textual information and one or two illustrations will fit on one double sided/double density computer disk. These files can be loaded on to the hard drive of a school computer and formatted into an electronic encyclopedia. This would be a wonderful project to display during Education Week or Parents' Night. The individual disks can be used in a variety of ways: duplicated for other students, taken home for parents' viewing, or sent to students in other schools locally, nationally or internationally. Scanning pictures: If the school does not have a scanner, the scanning could probably be done at the District Resource Centre. (Scanning done by students themselves is, of course, preferable.) Length and Scope of project: The creation of the electronic encyclopedia could be accomplished within many other curricular areas: Art for the drawings, Language Arts for the writing and editing, Computer Science for the actual inputting and scanning. Therefore, the creation of this project will be taking place while other Learning Outcomes are being addressed in the Science class.  LESSON SIX: Limiting Factors Learning outcomes: It is expected that students will: determine the limiting factors for local ecosystems Materials: Picture charts of ecosystems Introduction: * Display labelled pictures/charts of grasslands, wetlands, shrub-steppe, mountains, and forests and determine which species live in the same ecosystems. * Elicit reasons as to why certain species live in certain spaces,ie. ecosystems. (Their requirements of food, water, shelter and space are met within the ecosystem.) Shrub-steppe Image Credit: photo of sagebrush and antelope-brush grasslands taken by Rob Cannings, Osoyoos Lake, British Columbia Mountains Image Credit: photo of montane region taken by Rob Cannings, Brent Mountain, west of Summerland, British Columbia Grasslands Image Credits: photo of Festuca Grasslands taken by Rob Cannings, West Bench, Penticton, British Columbia Forests Image Credits: photo of Ponderosa Pine and Douglas Fir forest taken by Rob Cannings, Mt. Kobau looking south to Osoyoos, British Columbia Wetlands Image Credits: photo of Wetland region taken by Rob Cannings, Cosens Bay Pond, Kalamalka Lake Provincial Park, Vernon, British Columbia Data Collecting: * Observe a photograph/chart, or preferably an outdoor vista, of an ecosystem which encompasses more than one biogeoclimatic zone (eg. ponderosa pine and bunchgrass). * Why does bunchgrass grow where trees cannot? What other types of plants might grow in a bunchgrass zone? Determine why there is a difference in vegetation (eg. exposure, amount of sunlight, amount of evaporation, amount of moisture in soil.) * Define limiting factors. * On blackboard print headings Abiotic Factors and Biotic Factors. * Explain that in an ecosystem abiotic factors such as sunlight and soil may be limiting factors. List these under heading Abiotic Factors. * Explain that biotic factors such as food and enemies are also limiting factors. List these. * Have students infer the difference between abiotic and biotic. Define the terms. * Add other factors to the lists which may be limiting factors in an ecosystem (eg. Biotic: overpopulation -- of plants, animals, people. Abiotic: precipitation, amount of oxygen, water conditions, temperature). Data Processing: * Group students and give each group one of the ecosystem picture charts used in the Introduction to this lesson. * Determine the limiting factors for each ecosystem. Classify the limiting factors into biotic and abiotic factors. * Have each group report back to the entire class. Closure: * Discuss limiting factors as important for maintaining an ecosystem. Stress that the balance of the ecosystem can be destroyed by the removal, or decrease, of a factor and also by the addition, or increase, of a factor. An alternate activity for the illustration of limiting factors (Lesson Six) could be the experiment "Aquatic Tolerance" prepared for the Minnesota Valley National Wildlife Refuge. This experiment allows students to discover the range of tolerance of an aquatic ecosystem through water testing.  LESSONS SEVEN and EIGHT: Biogeoclimatic Zones Learning outcomes: It is expected that students will: compare and contrast the major biogeoclimatic zones of the Thompson-Okanagan region. Materials: Map of British Columbia's biogeoclimatic zones Introduction: * Display a map of the biogeoclimatic zones of British Columbia. (If students do not have Internet access in colour, obtain a map from the Ministry of Forests, 31 Bastion Square, Victoria, BC V8W 3E7) * Locate the Thompson-Okanagan region on the map. Discuss the vegetation zones (ie. bunchgrass and ponderosa pine) which were observed and discussed in Lesson Six. Data Collecting: * Have students infer what biogeoclimatic zone means. Have each student write what they think it means. * As a class, break the word down to biology, geography and climate and discuss meanings. * Tell students that the dominant type of vegetation determines each biogeoclimatic zone, although many other species co-exist with the dominant vegetation, and the growth of this vegetation depends on the geography and climate. These dominant vegetation classifications are used by the Ministry of Forests. Have students individually compare actual meaning with their own definitions. * By referring to the map determine that the main biogeoclimatic zones in the Thompson-Okanagan region are Englemann spruce, montane spruce, bunchgrass, ponderosa pine, interior douglas fir and interior cedar hemlock. Data Processing: * Divide students into six groups -- one for each of the biogeoclimatic zones in the Thompson-Okanagan. * Prepare descriptions of the main biogeoclimatic zones in the Thompson-Okanagan region which include the main components of biology, geology and climate: Have some members in each group describe the biological (plant) life of their zone. Have some group members research the geographic features and climatic conditions of their zone using atlases. Students may also find information on the Internet using Okanagan Wildlife Notes. * Students determine in which biogeoclimatic zones of the Thompson-Okanagan some of the endangered plants may be found. Dicots, Monocots, Ferns. * Students determine in which biogeoclimatic zones of the Thompson-Okanagan some of the other endangered species may be found. Amphibians, Birds, Mammals, Reptiles, Insects, Other Invertebrates. * Groups report their findings to the class. (For summary, see Chart One.) Closure: * Using overlapping circles have students demonstrate that many species will be found in more than one biogeoclimatic zone. What can be said about species living in more than one biome? What examples of adaptational traits enable them to survive in more than one biome? Do some species need more than one biome to survive seasonally? Do species that live in only one biome have a greater chance of becoming endangered? Why or why not? LESSON NINE: Endangered Spaces Learning outcomes: It is expected that students will: outline the stages of recovery of a damaged local ecosystem. Materials: Newspaper articles Introduction: * Give each student a copy of a newspaper article (for example, "Marsh set for restoration.") Data Collecting: * Read and discuss the newspaper article. What are some of the limiting factors (eg. natural vegetation, water control)? What has happened to destroy the balance of this ecosystem? How does it affect the plant, animal, bird and fish life of this ecosystem? How does this affect these people? Why do they want to restore the marsh? How are they trying to restore this damaged ecosystem? * Group students and give each group another local newspaper article which deals with the restoration of ecosystems (for example "Effort underway to restore pond.") Data Processing: * Have students rewrite these articles for use as a student information source. Include all the important facts -- what the problem is, how it affects wildlife and people, what is currently being done to correct the problem and how students can help. Give it a "catchy" title that will ensure that other students will be interested and want to take action. * Have groups prepare their information for presentations to the class in some format, for example, an audio cassette to be used for a radio announcement, a video cassette to be used for television, a poster, a newspaper article etc. Closure: * Reaffirm the content of the projects (ie. the problem, steps in recovery) and determine logistics, including presentation date. Judie Steeves, Kelowna Capital News, 96-01-12 Click on the image to view a full size image of the article. LESSON TEN: Media Presentations -- Recovery Action Image Credits: photo of Sagebrush Brewer's Sparrow taken by Steve Cannings LESSON ELEVEN: Endangered Spaces = Endangered Species Learning outcomes: It is expected that students will: describe ways in which species interact. Materials: None Introduction: * On blackboard print: Endangered Spaces = Endangered Species * Discuss what this means. Data Processing: * Synthesize the information learned in this unit. Emphasize the interrelatedness of human and animal activity with regard to what has been studied and prepared (electronic encyclopedia and media presentations). * Create an Action Plan stating What can be done? How will it help? Where do we start? (There are many resources listed which have ideas for student action.) Closure: * Discuss the logistics of keeping this Action Plan current, eg. maintaining a bulletin board for information and status; remaining involved through cross-curricular activities; creating a resource of related Internet sites and making this available for other students and other teachers, etc., and most importantly, making a personal commitment. Image Credits: photo of Lyall's Mariposa Lily taken by Steve Cannings   this section sponsored by: Industry Canada