Big+Idea+C

=**Big Idea C: Relationships Between Organisms** =  Feeding including parasite/host, predator/prey, of mutual benefit, including mutualism and symbiosis. || no organism exists intependently of other organisms. the producers, consumers, and decomposers of an ecosystem interact with one another in a variety of complex ways, and each form associations with other organisms. || Symbiosis is the result of coevolution || Learning Activity 1: Student will complete the following [|Lesson plan] activity. This enquiry based activity will introduce them to the different types of relationships between organisms such as symbiosis, mutualism, commensalism, parasitism. Through completing this activity students should understand what each term means and be able to provide examples of each. This activity also promotes discussion and questioning through group work and students are required to articulate their thinking in the oral presentation. This activity is designed so that levels of understanding can be evaluated and there is the possibility for extension work.
 * What you intended the students to learn about this idea || In ecosystems, interactions are continually occuring:
 * between the living community and its aboitic surroundings
 * withing the abiotic surroundings
 * within the living community
 * Why it is important for students to know this . || Ecosystem health depends on complex relationships (codependency) between organisms.
 * What else you know about this idea (that you do not intend students to know yet). || The extent in which these relationships affect ecosystem health, if one relationship fails the consequences could be unfavourable. The notion of food webs and how everything within the ecosystem is interelated.
 * Knowledge about students' thinking/difficulties connected with teaching this idea || Differentiation between the different types of interactions. ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Teaching procedures (and particular reasons for using these to engage with this idea) || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Students can research the different typess of relationships between two animals, for example, the oxpecker bird and the rhinoceros. The reason for this is it enable the students to learn about the different types of relationships between plants and/or animals whilst also providing them with practical examples. ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Specific ways of ascertaining students' understanding or confusion around this idea (include any likely range of responses). || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">Discussions surrounding the lesson content in the link 'lesson plan<span style="color: #0ced3c; font-family: Verdana,Geneva,sans-serif;"> ' would highlight to me any confusion amoung students. through their oral presentation they will be required to articulate their thinking, the ease of their explinations will tell me how well they have grasped each concept. ||

Learning Activity 2: The videos found through the link on the unit outline page 'Week 4: Symbiotic Relationship Videos' can be used as a visual learning tool. Students are to write down one interesting fact they learnt and one question they had regarding each video. At the end of the videos (how many viewed is up to the individual teacher) students are to select one of each of their interesting facts and questions, to write on the board. The class will then discuss these point and try to answer all of the questions. The questioning part is of particular value because it gives student the opportunity to clarify any misunderstandings, even if their question is simple eg what does ... mean? This activity should also highlight to the teacher any gaps in student understanding which will allow for further discussion in subsequent classes.
 * Video || Question || Interesting fact ||
 * Honeypot ants & Aphids ||  ||   ||
 * Mistletoe & Oak tree ||  ||   ||