Pond SuccessionPond Succession

By:By:

Shannon JacksonShannon Jackson

Renee LuczkowskiRenee Luczkowski

Endia McWhorterEndia McWhorter

Rebecca SimoRebecca Simo

John WestfallJohn Westfall

TargetsTargets

Target audience Target audience 44thth grade grade

Content Standard C: Organisms and the Environment:Content Standard C: Organisms and the Environment: An organism's patterns of behavior are related to the An organism's patterns of behavior are related to the

nature of that organism's environment, including the nature of that organism's environment, including the kinds and numbers of other organisms present, the kinds and numbers of other organisms present, the availability of food and resources, and the physical availability of food and resources, and the physical characteristics of the environment. When the characteristics of the environment. When the environment changes, some plants and animals environment changes, some plants and animals survive and reproduce and others die or move to new survive and reproduce and others die or move to new locations.locations.

Objectives & GoalsObjectives & Goals

Recognize that natural environments are Recognize that natural environments are involved in a process of continual change.involved in a process of continual change.

Discuss the concept of succession.Discuss the concept of succession. Describe succession as an example of the Describe succession as an example of the

process of change in natural environments.process of change in natural environments. Apply understanding of the concept of Apply understanding of the concept of

succession by drawing a series of pictures succession by drawing a series of pictures showing stages in pond succession.showing stages in pond succession.

Prior LessonsPrior Lessons

A lesson on the parts of a pond, A lesson on the parts of a pond, specifically structure and organisms.specifically structure and organisms.

Pond ReviewPond Review A lesson on the prehistoric era (i.e. some A lesson on the prehistoric era (i.e. some

plants and animals of the time)plants and animals of the time)

Materials NeededMaterials Needed

Butcher block paperButcher block paper Non-toxic MarkersNon-toxic Markers 1 Worksheet for each 1 Worksheet for each

studentstudent TapeTape

Key Terms Used In Key Terms Used In LessonLesson

Change Change EcosystemsEcosystems EvolutionEvolution Pond Pond SedimentSediment SuccessionSuccession

Definition of Key TermsDefinition of Key Terms

ChangeChange Refers to when things do not remain the same over Refers to when things do not remain the same over

time.time.

EcosystemsEcosystems The organisms and plants, etc. that exist in a pond The organisms and plants, etc. that exist in a pond

and work together to exist in a balanced manner.and work together to exist in a balanced manner.

EvolutionEvolution Refers to the changes that take place over time as Refers to the changes that take place over time as

some species find that they can survive in a pond some species find that they can survive in a pond habitat, and others cease to exist, as they cannot.habitat, and others cease to exist, as they cannot.

Definition of Key TermsDefinition of Key Terms PondPond

A small fresh water ecosystemA small fresh water ecosystem

SedimentSediment The “sand” in a pond.The “sand” in a pond.

SuccessionSuccession Refers to the stages a pond goes through in its Refers to the stages a pond goes through in its

existence: The pond moves through an “orderly, existence: The pond moves through an “orderly, gradual, and continual replacement of one gradual, and continual replacement of one community of organisms in an environment with community of organisms in an environment with another” (p. 66 Project WILD Aquatic).another” (p. 66 Project WILD Aquatic).

ProcedureProcedure Start off the lesson by reviewing with students the idea of Start off the lesson by reviewing with students the idea of

succession, a process that is generally an orderly, succession, a process that is generally an orderly, gradual, and continual replacement of one community of gradual, and continual replacement of one community of organisms in an environment with another. Introduce key organisms in an environment with another. Introduce key terms: succession, sediment, change, pond, ecosystems, terms: succession, sediment, change, pond, ecosystems, and evolution and evolution

Lead a class discussion about ponds. How many people Lead a class discussion about ponds. How many people have seen a pond? What do they look like? What lives in have seen a pond? What do they look like? What lives in ponds? After a description of ponds, ask the students to ponds? After a description of ponds, ask the students to imagine what a pond would like from a side view if you imagine what a pond would like from a side view if you could see under the water and show the nearby could see under the water and show the nearby environment. For example, a pond and the surrounding environment. For example, a pond and the surrounding forest.forest.

Procedures Cont.Procedures Cont. Explain the class activity that they will be doing in Explain the class activity that they will be doing in

groups . Clarify that the students understand that groups . Clarify that the students understand that they will be drawing a series of three views of ponds they will be drawing a series of three views of ponds over a period of years. The first (left-hand) section over a period of years. The first (left-hand) section will show the pond as it was when dinosaurs roamed will show the pond as it was when dinosaurs roamed the Earth, the next would be what the pond looks like the Earth, the next would be what the pond looks like today, and the (right-hand) will be a depiction of what today, and the (right-hand) will be a depiction of what the students think ponds will look like in 500 years.the students think ponds will look like in 500 years.

Discuss with students the possibilities of plant and Discuss with students the possibilities of plant and animal life in the first section. What kinds plants and animal life in the first section. What kinds plants and animals lived back then?animals lived back then?

In the waterIn the water Along the shorelineAlong the shoreline In the surrounding areaIn the surrounding area

Procedures Cont.Procedures Cont. Hand out to each group a piece of paper that Hand out to each group a piece of paper that

members will divide into three equal sections members will divide into three equal sections (by folding and drawing). Instruct students to (by folding and drawing). Instruct students to fill in the first section with their drawing of the fill in the first section with their drawing of the pond and the surrounding area. Set a specific pond and the surrounding area. Set a specific time frame for students to draw (about 10 time frame for students to draw (about 10 minutes).minutes).

Bring the class together again for a Bring the class together again for a discussion, which will be labeled discussion, which will be labeled “Prehistoric.” Consider the following items:“Prehistoric.” Consider the following items:

What does the pond look like now?What does the pond look like now? What organisms live in or around it?What organisms live in or around it? What plant life exists in or around it?What plant life exists in or around it?

Procedures Cont.Procedures Cont. Repeat the previous two for the present day ponds and for ponds Repeat the previous two for the present day ponds and for ponds

as they might appear 400 years from now.as they might appear 400 years from now.

Small Group ActivitySmall Group Activity Explain to the students that they will be drawing a Explain to the students that they will be drawing a

series of three views of a pond over a period of series of three views of a pond over a period of years. The first (left-hand) section will show the pond years. The first (left-hand) section will show the pond as it was when dinosaurs roamed the Earth, the next as it was when dinosaurs roamed the Earth, the next would be what the pond looks like today, and the would be what the pond looks like today, and the (right-hand) will be a depiction of what the students (right-hand) will be a depiction of what the students think the pond will look like in 400 years.think the pond will look like in 400 years.

Then give each group a piece of paper that members Then give each group a piece of paper that members will divide into three equal sections (by folding and will divide into three equal sections (by folding and drawing). Instruct students to fill in the first section drawing). Instruct students to fill in the first section with their drawing of the pond and the surrounding with their drawing of the pond and the surrounding area. Set a specific time frame for students to draw area. Set a specific time frame for students to draw (about 10 minutes).(about 10 minutes).

Small Group Activity Small Group Activity Cont.Cont.

Bring the class together again for a discussion, which Bring the class together again for a discussion, which will be labeled “Prehistoric.” Consider the following will be labeled “Prehistoric.” Consider the following items:items: What does the pond look like now?What does the pond look like now? What organisms live in or around it?What organisms live in or around it? What plant life exists in or around it?What plant life exists in or around it?

Safety FirstSafety First

Non-toxic markersNon-toxic markers

Teachers RoleTeachers Role

The teacher will act as a guide throughout the process of this The teacher will act as a guide throughout the process of this investigation. He or she will begin by discussing why it is investigation. He or she will begin by discussing why it is important to understand how ecosystems change over time and important to understand how ecosystems change over time and what causes these changes. As well, they will introduce the what causes these changes. As well, they will introduce the vocabulary relevant to this lesson. The teacher will help the vocabulary relevant to this lesson. The teacher will help the students create a driving question, such as: Do you think a pond students create a driving question, such as: Do you think a pond will looks the same now as it did in the past and do think it will be will looks the same now as it did in the past and do think it will be the same in the future? to explore as a class. The teacher will help the same in the future? to explore as a class. The teacher will help the students answer any questions they may have during the the students answer any questions they may have during the lesson, either through their own investigations (internet, etc.) or lesson, either through their own investigations (internet, etc.) or discussions with the teacher.discussions with the teacher.

Teachers Role Cont.Teachers Role Cont. The teacher will describe to the students the activity they will The teacher will describe to the students the activity they will

be doing in small groups, as well as how they will be divided be doing in small groups, as well as how they will be divided into small groups. They will ask the students to assign a into small groups. They will ask the students to assign a supplies person to collect the materials for the group, when supplies person to collect the materials for the group, when they are ready to begin the activity.they are ready to begin the activity.

The teacher will walk around and observe students as they The teacher will walk around and observe students as they draw their pictures at the various stages of succession. In draw their pictures at the various stages of succession. In order to check for understanding, they will ask questions order to check for understanding, they will ask questions like: Why did you draw these organisms/ plants in your like: Why did you draw these organisms/ plants in your picture? What changes are you noticing between this picture picture? What changes are you noticing between this picture and the last one? What do you think caused that change?and the last one? What do you think caused that change?

Teachers Role Cont.Teachers Role Cont. During the class discussion for each picture, the teacher will ask During the class discussion for each picture, the teacher will ask

students questions like: What differences do you see between students questions like: What differences do you see between your picture and your classmates? What similarities do you see? your picture and your classmates? What similarities do you see? What do you think caused those changes? Have you ever seen a What do you think caused those changes? Have you ever seen a pond at this stage? (Again to check for understanding.)pond at this stage? (Again to check for understanding.)

Learning StylesLearning Styles VisualVisual - Visual learning is a proven teaching method in which - Visual learning is a proven teaching method in which

ideas, concepts, data and other information are associated with ideas, concepts, data and other information are associated with images and represented graphically. Graphic organizers, such as images and represented graphically. Graphic organizers, such as webs, concept maps and idea maps, and plots, such as stack webs, concept maps and idea maps, and plots, such as stack plots and Venn plots, are some of the techniques used in visual plots and Venn plots, are some of the techniques used in visual learning to enhance thinking and learning skills.learning to enhance thinking and learning skills.

AuditoryAuditory - is a type of learning in which a person will benefit the - is a type of learning in which a person will benefit the most from listening to lectures, speeches, and oral sessions.most from listening to lectures, speeches, and oral sessions.

Kinesthetic learningKinesthetic learning - - is a teaching and learning style in is a teaching and learning style in which learning takes place by the student actually carrying out a which learning takes place by the student actually carrying out a physical activity, rather than listening to a lecture or watching a physical activity, rather than listening to a lecture or watching a demonstration. Some examples are: building dioramas, physical demonstration. Some examples are: building dioramas, physical models, participating in role-playing or historical reenactment.models, participating in role-playing or historical reenactment.

Learning Styles Cont.Learning Styles Cont. KinestheticKinesthetic- Students who prefer this style will be able to take - Students who prefer this style will be able to take

advantage of it when we draw pictures. Then, they will be able to advantage of it when we draw pictures. Then, they will be able to move around their tables and create their picture. (This lesson move around their tables and create their picture. (This lesson may also be done, with small groups meeting around the room, may also be done, with small groups meeting around the room, sitting on the floor if they would like, then meeting as a large sitting on the floor if they would like, then meeting as a large group, in a horse shoe shape, at the front of the class for whole group, in a horse shoe shape, at the front of the class for whole class discussions.)class discussions.)

VisualVisual- Students with this learning style will be able to use it when - Students with this learning style will be able to use it when we look at the web pages for visual representations of pond we look at the web pages for visual representations of pond populations, reminders of what the structure and habitats of ponds populations, reminders of what the structure and habitats of ponds looks like. They will also be able to use their pond drawings and looks like. They will also be able to use their pond drawings and their classmates to aide in their learning. Finally, they will have the their classmates to aide in their learning. Finally, they will have the trade books to look at, for visual aides and references.trade books to look at, for visual aides and references.

AuditoryAuditory- These students will be able to take advantage of the - These students will be able to take advantage of the small group and class discussions. They will be able to use others small group and class discussions. They will be able to use others thoughts, shared through discussion, to aide their learning.thoughts, shared through discussion, to aide their learning.

Closing ActivityClosing Activity

Virtual PondVirtual Pond The teacher will ask the students for ideas about how many of The teacher will ask the students for ideas about how many of

each organism they should enter into the pond population. The each organism they should enter into the pond population. The teacher will lead students through exploration of the results from teacher will lead students through exploration of the results from these numbers, as the online site calculates totals for each these numbers, as the online site calculates totals for each organism in the pond over many years.organism in the pond over many years.

Lead class discussion on question such as: Why do you think the Lead class discussion on question such as: Why do you think the numbers changed between years? What might have happened to numbers changed between years? What might have happened to cause these changes? (Tying in our previous activity) What stage cause these changes? (Tying in our previous activity) What stage of our pond drawings would be reflected by these numbers?of our pond drawings would be reflected by these numbers?

Ask the students to discuss what the computer portrays ponds are Ask the students to discuss what the computer portrays ponds are going to look like and what students portray from there pictures? going to look like and what students portray from there pictures? How are they similar and how are they different?How are they similar and how are they different?

AssessmentAssessment

InformalInformal::

Asking students questions in their small groups and as Asking students questions in their small groups and as a whole class throughout the lesson in order to assess a whole class throughout the lesson in order to assess understanding of vocabulary and related concepts.understanding of vocabulary and related concepts.

FormalFormal::

The students will be given a worksheet to complete. The students will be given a worksheet to complete. This will be given to formally check their understanding This will be given to formally check their understanding of concepts in the lesson and key vocabulary of concepts in the lesson and key vocabulary associated with this lesson.associated with this lesson.

Trade Books & Other Trade Books & Other Sources Needed / UsedSources Needed / Used http://www.uen.org/utahlink/pond/http://www.uen.org/utahlink/pond/

virtpond2.cgi virtpond2.cgi http://www.biologycorner.com/http://www.biologycorner.com/

worksheets/succession.html worksheets/succession.html Project Wild Aquatic (pg. 66)Project Wild Aquatic (pg. 66) Project Wild Project Wild