Interactions in the Savannah
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- Dayna Bates
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1 Lesson Overview Savannahs cover approximately 20% of the Earth s land surface. The savannah is a type of grassland biome with scattered trees and shrubs. Although there are several different types of savannahs, they are all located near the equator all around the globe. By studying the plants and animals that live in the savannah, students will learn about the various aspects of an ecosystem, including food chains, group dynamics, and symbiotic relationships. Objectives Conduct research about the plants and animals in the savannah using multiple resources Identify several food chains within the savannah Explain why some animals form groups to help in survival Find examples of symbiotic relationships in the savannah Construct an argument why symbiotic relationships are beneficial to both parties Standards (NGSS and Common Core) For state specific standards visit edu.zspace.com Next Generation Science Standards Life Science - Ecosystems: Interactions, Energy, and Dynamics 3-LS2-1 Construct an argument that some animals form groups that help members survive. 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Grade level: 3rd - 5th Grades Lesson Time: 120 Minutes Key Terms: Abiotic Biotic Climate Consumer Decomposer Food chain Group dynamics Predator Prey Producer Resources Savannah Scavenger Symbiotic relationship Resources: Answer Key worksheet Materials needed: Research materials (internet and textbooks) Presentation materials (poster board, chart paper, Common Core Connections Language Arts W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5 Include multimedia components (e.g, graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 1
2 Differentiation (Δ) Give students a variety of presentation styles to choose from (using charts/graphs, PowerPoint, making 3D presentations, creating videos/movies, making posters) Enrichment: Students could find real-world problems involving the concept and design solutions to those problems Enrichment: Students could research similar topics and create presentations Introduction The teacher will begin the lesson by asking students to describe a savannah, including its biotic and abiotic factors. After listening to ideas, the teacher will explain that a savannah is a type of grassland biome with scattered trees and shrubs that has both a rainy and a dry season, but stays pretty warm all year long. The teacher will then tell the students that they will virtually observe the plants and animals that live in a savannah, and then work in groups to research various aspects of its ecosystem. Activity This section will be completed in Studio along with the worksheet. Scene 1 You are in the savannah! This is not to scale. Who is a predator? Who is prey? Are there any symbiotic relationships? Who will compete for resources? Teacher Note: Please make sure that students click Scene 1 in Tour Builder before beginning. This will add all important savannah models to the screen. Ecosystem Research and Presentations Using textbooks and the internet, students will work in small groups to research one aspect of the savannah ecosystem: food chains, group dynamics, or symbiotic relationships. Food chains: Students will identify and diagram different food chains within the savannah, from producer to consumer (herbivore/carnivore) to scavenger to decomposer. Group dynamics: Students will identify different animals within the savannah that form groups for survival and explain how this behavior helps them survive. Symbiotic relationships: Students will identify specific examples of symbiotic relationships within the savannah and explain how this relationship benefits both parties. 2
3 Groups will create visual displays (for example, posters, charts/graphs, PowerPoint presentations, 3D models, or videos/movies) of their research and make presentations to the class. Closing After listening to all savannah group research, students will share what they liked about each other s presentations. Questions for Discussion 1. Based on your research, what is something new that you learned about savannahs? Answers will vary. Sample Answer: I learned that savannahs are found near the equator and have both a rainy and dry season. 2. Can you give an example of a symbiotic relationship that occurs in a different ecosystem? Answers will vary. Sample Answer: Yes, the clownfish and anemone have a symbiotic relationship in the ocean. The clownfish is protected from predators by the anemone s poisonous tendrils. The anemone also benefits because the clownfish consumes its waste products. 3. Can you give an example of an animal from a different ecosystem who forms groups to survive? Answers will vary. Sample Answer: Yes, many different animals form groups to survive. For example, fish swim in schools in the water and bees form colonies in hives. Δ Investigate Further Follow-up Activity: Students could complete the African Savannah Plants activity in Studio to learn more about the specific plant species that grow in the African Savannah. Follow-up Activity: Students could complete the Flow of Energy in an Ecosystem activity in Studio to learn more about the transfer of energy through food chains. Extension Activity: Students could research the different types of savannahs (tropical, subtropical, temperate, Mediterranean, flooded, and montane) and compare and contrast their specific biotic and abiotic factors. Extension Activity: For a social studies connection, students could identify and mark the locations of the different types of savannahs on a world map. Extension Activity: Students could research the current threats to savannahs (wildfires, overgrazing, farming, tree clearing, climate change, and introduction of exotic plant species) and make presentations to the class regarding their recommendations to protect savannahs from further harm. 3
4 Answer Key Activity Questions Provided in Studio 1. Who is a predator? Answers will vary. Sample Answer: Predators in the savannah include carnivores like lions and crocodiles from the Studio scene, plus many others, including leopards, hyenas, cheetahs, and wild dogs. 2. Who is prey? Answers will vary. Sample Answer: Prey in the savannah would include herbivores like zebras, elephants, and rhinos from the Studio scene, plus many others, including giraffes, gazelles, buffalo, wildebeests, and ostriches. 3. Are there any symbiotic relationships? Answers will vary. Sample Answer: The ant and the acacia tree is an example of a symbiotic relationship in the savannah. The ant benefits because the tree provides it with food and shelter. The tree benefits because the ants protect it from herbivores. In addition, the rhinoceros and the oxpecker are another symbiotic relationship in the savannah not shown here in Studio. The oxpecker benefits because it eats ticks off the rhino. The rhino benefits because the bird warns it of impending danger. 4. Who will compete for resources? Answers will vary. Sample Answer: Some predators will compete for the same resources. For example, lions and hyenas will compete for gazelles, zebras, and wildebeests. Some herbivores will also compete for the same resources. For example, hippos, elephants, and rhinos will compete for grasses. 5. List the plants and animals in one food chain of the savannah. Answers will vary. Sample Answer: Producer--Grass; Consumer (Herbivore)--Zebra; Consumer (Carnivore)--Lion; Scavenger--Vulture; Decomposer--Fungi. 4
5 Name Date Complete this worksheet as you view the Studio tour. Conduct additional research to help answer the questions. Who is a predator? Give examples from Studio, plus others from your research. Who is prey? Give examples from Studio, plus others from your research. Are there any symbiotic relationships? Give an example from Studio and explain how both parties benefit from this relationship. Who will compete for resources? Explain. List the plants and animals in one food chain of the savannah. Producer: Consumer (Herbivore): Consumer (Carnivore): Scavenger: Decomposer:
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HANDOUT SHEET #7 Chapter (4) "Living Things in Their Environment" Name: Subject :Science Date: / 11 /2012 Grade :2 A & B Vocabulary : Environment :is a place and all the living and nonliving things in