In this introductory lesson to our interdisciplinary unit on ecosystems, we explored a Greek element that will crop up in many key vocabulary words and practiced a vocabulary reading strategy - "Tune In to Interesting Words" - to help us read-aloud the first chapter of our science textbook, Ch. 3-1 "What is Ecology?" (pp. 63-65). After mapping the basic levels of organization on a graphic organizer, we applied our knowledge of the Greek prefix, "BIO-" to predict the difference between "biotic" and "abiotic" factors. Then we discussed which levels of organization included only interactions among biotic factors and which level was the first to introduce abiotic factors into its biological interactions. Therefore, not only does this lesson strive to set up the structure of the unit - through the Greek element that will appear most frequently in the unit's future key terms (some of which appear immediately in this lesson) and the vocabulary-based reading strategy that will be imposed on all in-class and homework texts - it does so with the curriculum content that sets up the basic ecological structure of our natural word.
Reading Strategy Mini-Lesson: Vocabulary
"Tune In to Interesting Words" Before we read aloud the the first textbook chapter for this unit - Chapter 3-1: What is Ecology? - we looked at a vocabulary anchor chart and discussed what an "interesting word" would be. We ultimately classified "interesting words" into four categories:
After practicing the during-reading strategy, we introduced the strategy's extension activity, AlphaBoxes, in which you will record all of their circled "interesting words" after-reading, organizing them in alphabetical order. With the anchor chart sheet always available for reference, you will be circling and recording "interesting words" for every homework and in-class reading assignment for the rest of the unit - in both disciplines - English and science. |
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Ch. 3-1 Textbook Read-Aloud &
DURING-READING GRAPHIC ORGANIZER: Levels of Organization As we read-aloud the first chapter in the textbook (Ch. 3-1 "What is Ecology," pp. 63-65) and circled "interesting words," we completed a graphic organizer to create a visual for the six ecological levels of organization, which were outlined in the chapter's second of three sections. In order of smallest to largest (with each subsequent level encompassing the levels before it), they were an organism of a specific species, population, community, ecosystem, biome, and biosphere. For each level, we listed the title down the center of the diagram, defined it in the right side bar, and drew a quick sketch in the left side bar. |
Four-Square Vocabulary Cards: In-Class Definitions For each of the levels of organization and both abiotic and biotic factors, we filled in the top half of Four-Square Vocabulary. The teacher explained the homework component of the index cards. For every key term we record on the cards in-class, that night's homework includes reviewing the terms from the lesson worksheets and including an illustration and example on the cards. |
Species: Organisms so genetically similar to one another that they can breed and produce offspring.
Population: A group of individuals that belong to the same species and live in the same area.
Community: Different populations of species that live together in a distinct area.
Ecosystem: A collection of all the organisms that live in a particular place together with their nonliving, or physical, environment.
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Biome: A group of ecosystems that have the same climate and dominant communities.
Biosphere: The combined portions of the Earth in which all of life exists, including land, water, and air. Extends from 8 kilometers above Earth's surface and 11 kilometers below.
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Vocabulary Greek Element: BIO-
Continuing our work with Greek and Latin elements from prior units, we looked at the Greek prefix "BIO." By brainstorming example words that began with that prefix, we filled out the graphic organizer to the right. On a teacher-made chart, we looked at the root words, discussed their meanings, and then added the prefix "bio" and described what happened to the meaning of the word to hypothesize the specific meaning of the Greek element. We grounded the Greek prefix immediately in text through the "BIOSPHERE" and "BIOME" in the first textbook chapter of the interdisciplinary unit. We inferred why many of the levels of organization would include "BIO-". Then we predicted the difference between "abiotic" and "biotic" factors using our knowledge of this Greek element.
BIO (Greek): Life, Living Matter
"BIOSPHERE" and "BIOME" and "BIOTIC"
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BIOTIC FACTORS:
ABIOTIC FACTORS:
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T-CHART: Biotic v. Abiotic Factors After discussing the general levels of organization, we looked at the two main components at play in the environment: biotic and abiotic factors. After predicting the difference between them based on our knowledge of the Greek prefix, "BIO-," we defined them, listed examples, and determined their role in each level of organization previously discussed (i.e. Which level or organization do both factors finally come into play [ecosystem]? Which factor was the sole component of the prior levels [biotic]?). To brainstorm examples, the teacher read through a list of biotic and abiotic factors and we had to classify them on the T-chart. Then we compared our charts with a partner to check our answers. Biotic and abiotic factors are interconnected, interacting to sustain the life in an ecosystem. Therefore, consider the following possible scenarios and predict how the interactions between the factors would play out:
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Biotic Factors: The living organisms, like animals, plants, and fungi, that shape an ecosystem.
Abiotic Factors: The physical or nonliving components of an ecosystem with which organisms interact.
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