LESSON PLAN Name: _Caribou Parasites _ Grade: __10___ Date: _______________ Strand: __Life Science: Sustainability of Ecosystems ___

Topic: Parasites Author: Allison Cunningham Course: Science 10 Curriculum Document: SCIENCE GRADE 10 Integrated Resource Package 2008, British Columbia Curriculum Documents EXPECTATIONS PRESCRIBED LEARNING OUTCOMES B1 explain the interaction of abiotic and biotic factors within an ecosystem. B3 explain various ways in which natural populations are altered or kept in equilibrium SUGGESTED ACHIEVMENT INDICATORS define abiotic, biotic, biome, and ecosystem identify distinctive plants, animals, and climatic characteristics of Canadian biomes (tundra, boreal forest, temperate deciduous forest, temperate rainforest, grasslands) identify biotic and abiotic factors in a given scenario or diagram describe the relationships between abiotic and biotic elements within an ecosystem, including - air, water, soil, light, temperature (abiotic) - bacteria, plants, animals (biotic) explain various relationships with respect to food chains, food webs, and food pyramids, including - producer - consumer (herbivore, carnivore, omnivore) - predation (predator prey cycle) - decomposers - symbiosis (mutualism, commensalism, parasitism) give examples of how traditional ecological knowledge (TEK) can affect biodiversity (e.g., spring burning by Cree in northern Alberta) research and report on situations in which disease, pollution, habitat destruction, and exploitation of resources affect ecosystems Learning Goals Evaluation (General/Specific)(Knowledge, skills etc) How will you assess/evaluate? Learners will be able to: Product vocabulary book Process 1. I will understand what is meant by primary Page 1 of 4

producer, consumer, and parasite (symbiosis). 2. I will be able to lists some common caribou parasites. 3. I will be able to explain the life cycles of some common caribou parasites.

Performance participation Provincial Standard Criteria Included Rubric Exemplar YES YES NO NO

Teacher Materials: Caribou or Moose hide Beaver fur Scissors Leather needles Sinew Beans Beading needles Thread Duffle (felt) Sizing instructions Moccasin instructions Teacher Resource: An Introduction to First Nations Heritage Along the Yukon River great resource outlining heritage, way of life, working with elders etc. The PDF version can be found here: http://www.tc.gov.yk.ca/pdf/FNIC_Manual_PDFfinal.pdf http://www.taiga.net/projectcaribou/pdf/activities/b otfly_boogie.PDF - Bot fly activity from Project Caribou PROCEDURE Introduction\Motivation

Learner Materials: Note books Pens/pencils

Time 5-10 min

Recap from last class: what is an ecosystem? What is the Porcupine caribou ecosystem? How are caribou culturally significant? What are some threats to caribou? Sequence of Steps for Learning 1. Introduce the term: primary producer, consumer and parasite. Have students add these words to their vocabulary development chart created last class. Page 2 of 4 Min(s) 5-10 Strategies to Match Sequence of Learning

2. Split class into small groups of 4 use a deck of cards to do this. Ask students in their groups to relate these new terms to caribou life. How do caribou relate/interact with primary producers? Are caribou consumers? If so what kind of consumers? Do caribou have parasites? 3. Ask representative from each group to share what they came up with. Add any missing information. 4. In the same groups, ask students to draw (on individual whiteboards) a food chain that includes caribou. Where do parasites fit on this food chain? Discuss as a class. 5. Have students move back to their seats. Discuss symbiosis. What is it and what are different types? mutualism, commensalism and parasitism. Give some examples of all three. Have students add definitions to their vocabulary development chart. 6. Place the five parasite information sheets and life cycles (from Project Caribou) around the classroom and allow students to self-organize into 5 groups based on what one interests them the most. Explain to students that they must learn the life cycle and act it out for the rest of the class in 10 minutes. 7. Act out skits.

5-10

Small group discussion

5 5

Sharing

10

Direct instruction Group skit

15-20

10 Min(s) 20 depending on time left

Recap\Review - Connect caribou parasites to the hide we are working with. Some parasites can penetrate the caribous skin. Get students thinking about the material (leather) as more than just a material. Connect it to the animal and the land. Discuss how we can show respect for the animal we are using. What are some traditional ways of showing respect? This may be a good time to ask an Elder to visit your class to discuss the topic. Or, developing some discussion points and information with an Elder or community member could add valuable insight. Assign homework research assignment based on this question how do caribou diseases or parasites affect the ecosystem? Have students write a brief paragraph or draw a mind map to represent the affects. For the remainder of the period allow students to work on their beadwork or decoration.

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Application:

Accommodations? Modifications?

REFLECTION ON LESSON SELF ASSESSMENT ASSOCIATE\ADVISOR ASSESSMENT Strengths: Areas for Growth: Goals:

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