{"id":1618,"date":"2018-01-02T13:03:25","date_gmt":"2018-01-02T18:03:25","guid":{"rendered":"http:\/\/www.horizon-research.com\/ASSET\/?page_id=1618"},"modified":"2019-04-15T16:33:38","modified_gmt":"2019-04-15T20:33:38","slug":"student-experience-2-what-happens-if-organisms-needs-arent-being-met","status":"publish","type":"page","link":"https:\/\/www.horizon-research.com\/ASSET\/getting-started-interdependence\/driving-question-pathway-the-mystery-at-sunrise-farm-pond\/the-mystery-at-sunrise-farm-pond-part-three\/student-experience-2-what-happens-if-organisms-needs-arent-being-met\/","title":{"rendered":"Student Experience 2: What happens if organisms\u2019 needs aren\u2019t being met?"},"content":{"rendered":"<p><a href=\"https:\/\/www.horizon-research.com\/ASSET\/wp-content\/uploads\/2018\/01\/all-together.gif\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-medium wp-image-1821\" src=\"https:\/\/www.horizon-research.com\/ASSET\/wp-content\/uploads\/2018\/01\/all-together-300x225.gif\" alt=\"all together\" width=\"175\" height=\"132\" \/><\/a><br \/>\n<a href=\"https:\/\/www.horizon-research.com\/ASSET\/getting-started-interdependence\/driving-question-pathway-the-mystery-at-sunrise-farm-pond\/the-mystery-at-sunrise-farm-pond-part-three\/student-experience-2-what-happens-if-organisms-needs-arent-being-met\/print\/\" rel=\"nofollow\" title=\"Print\">Print<\/a>\n<h3><em>Purposes<\/em><\/h3>\n<ol>\n<li>To identify events that are impacting the <a href=\"https:\/\/www.horizon-research.com\/ASSET\/organisms-vs-plants-and-animals\/\" target=\"_blank\">organisms <\/a>living in the pond.<\/li>\n<li>To identify organisms\u2019 needs for survival.<\/li>\n<\/ol>\n<h3><em>Description<\/em><\/h3>\n<p>Prompt students to recount the events up to this point in the instructional sequence (e.g., algae overgrowth as a result of <a href=\"https:\/\/www.horizon-research.com\/ASSET\/food-vs-nutrient\/\" target=\"_blank\">nutrient <\/a>overload, algae blocking light from <a href=\"https:\/\/www.horizon-research.com\/ASSET\/plants-vs-producers\/\" target=\"_blank\">producers<\/a>).\u00a0 After the class has generated a list of events, ask students to think back about the needs of consumers and producers. \u00a0Facilitate a discussion about how these events are affecting organisms\u2019 ability to meet their needs in the pond, highlighting differences between consumers (including decomposers) and producers.\u00a0 Record the suggestions for potential impacts.<\/p>\n<h3><em>Questions to Ask Students<\/em><\/h3>\n<ul>\n<li>Think about the ways that you have changed\/added to your diagram over time. What have we noticed happening in the pond?<\/li>\n<li>What have we added to our models? Why?<\/li>\n<li>In what ways did the increased growth of algae impact other producers\u2019 needs?\n<ul>\n<li>What do producers supply?<\/li>\n<\/ul>\n<\/li>\n<li>What do decomposers use as they feed on the dead algae?\n<ul>\n<li>How does the decomposers\u2019 use of oxygen relate to the needs of the other organisms?<\/li>\n<\/ul>\n<\/li>\n<li>What do consumers need to survive?<\/li>\n<li>How do producers\u2019 needs differ from consumers\u2019 needs?<\/li>\n<li>How are the consumers\u2019 and producers\u2019 needs being met in this environment?<\/li>\n<\/ul>\n<h3><em>Student Thinking<\/em><\/h3>\n<ul>\n<li>Students may not recognize non-living factors as part of an ecosystem or believe that organisms are not affected by these abiotic factors. In the case of the pond, students may find it difficult to understand how the decreased levels of oxygen would affect the organisms.<\/li>\n<li>Additionally, students may view abiotic factors as unchanging. In this case, they may have difficulty understanding that the oxygen levels will change based on the level of decomposer activity.<\/li>\n<li>At the other extreme, students suggest that abiotic factors affect all organisms equally. In the case of the pond, students may think that the fertilizer is universally toxic to all organisms.<\/li>\n<li>Students may not recognize natural, biodegradable, or non-visible entities as pollutants. Therefore, students may find it difficult to see the nutrients entering the water as a \u201cpollutant.\u201d<\/li>\n<\/ul>\n<h3><em>Implementation Tips<\/em><\/h3>\n<ul>\n<ul>\n<li>Keep the list of potential impacts as a starting point for the next student experience. Sample impacts generated by students may include:\n<ul>\n<li>nutrients from fertilizer allow the algae to grow very quickly<\/li>\n<li>algae growth causes the water to become cloudy and blocks sunlight to producers<\/li>\n<li>decomposers use a lot of the oxygen in the pond as they <a href=\"https:\/\/www.horizon-research.com\/ASSET\/eat-vs-consume\/\" target=\"_blank\">consume <\/a>the dead algae<\/li>\n<li>mayfly larvae do not have enough oxygen and begin to die<\/li>\n<li>without mayfly larvae to consume, the minnows begin to die<\/li>\n<li>without mayfly larvae or minnows to consume, the perch begin to die<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/ul>\n<div class=\"su-box su-box-style-default\" id=\"\" style=\"border-color:#087c19;border-radius:3px;\"><div class=\"su-box-title\" style=\"background-color:#3baf4c;color:#FFFFFF;border-top-left-radius:1px;border-top-right-radius:1px\">Crosscutting Concepts<\/div><div class=\"su-box-content su-u-clearfix su-u-trim\" style=\"border-bottom-left-radius:1px;border-bottom-right-radius:1px\">\n<div class=\"su-note\"  style=\"border-color:#b7cec0;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><div class=\"su-note-inner su-u-clearfix su-u-trim\" style=\"background-color:#d1e8da;border-color:#ffffff;color:#333333;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><a href=\"https:\/\/ngss.nsta.org\/CrosscuttingConcepts.aspx?id=2\" target=\"_blank\"><b> Cause and Effect<\/b><\/a> In this experience, students are asked to consider the impacts of events at Sunrise Farm Pond. By defining these individual causal relationships, students are building the foundation for solving the mystery, which requires sequencing the impacts of multiple events. <\/div><\/div> <\/div><\/div>\n<ul>\n<li>It may be helpful to depict how organisms in the class-created food web can be categorized as consumers and producers. This representation may help students to see how these organisms share common needs.\u00a0 (See example below.)<\/li>\n<li>Although students may mention several environmental conditions (e.g., temperature, shelter), or interactions among organisms (e.g., protection, defense strategies), it is most important to focus on the oxygen and the effects of depleted oxygen levels on the perch\u2019s food sources to determine the cause of the dead fish (see example below).<\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.horizon-research.com\/ASSET\/wp-content\/uploads\/2018\/01\/P3SE2-Model.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1788\" src=\"https:\/\/www.horizon-research.com\/ASSET\/wp-content\/uploads\/2018\/01\/P3SE2-Model.png\" alt=\"P3SE2 Model\" width=\"757\" height=\"631\" srcset=\"https:\/\/www.horizon-research.com\/ASSET\/wp-content\/uploads\/2018\/01\/P3SE2-Model.png 757w, https:\/\/www.horizon-research.com\/ASSET\/wp-content\/uploads\/2018\/01\/P3SE2-Model-300x250.png 300w\" sizes=\"auto, (max-width: 757px) 100vw, 757px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Purposes To identify events that are impacting the organisms living in the pond. To identify organisms\u2019 needs for survival. Description Prompt students to recount the events up to this point in the instructional sequence (e.g., algae overgrowth as a result of nutrient overload, algae blocking light from producers).\u00a0 After the class has generated a list<a class=\"moretag\" href=\"https:\/\/www.horizon-research.com\/ASSET\/getting-started-interdependence\/driving-question-pathway-the-mystery-at-sunrise-farm-pond\/the-mystery-at-sunrise-farm-pond-part-three\/student-experience-2-what-happens-if-organisms-needs-arent-being-met\/\"> Read the full article&#8230;<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":1614,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1618","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/pages\/1618","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/comments?post=1618"}],"version-history":[{"count":11,"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/pages\/1618\/revisions"}],"predecessor-version":[{"id":2700,"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/pages\/1618\/revisions\/2700"}],"up":[{"embeddable":true,"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/pages\/1614"}],"wp:attachment":[{"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/media?parent=1618"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}