# Ecosystems: Tools for Science and Math Teachers

## CONTENTS OF CURRICULUM UNIT 92.05.10

- Introduction
- The rationale and General Objectives for the Unit
- General Objectives of the Unit
- Overview of the topic
- Food Chains and Food Webs
- Response to Physical Factors
- Temperature Response
- Light response
- The Carbon Dioxide Response
- The Carbon Cycle
- The Properties of Water
- The Hydrological Cycle
- Population and Communities
- Ecological Succession
- Global Change
- Climate Effects
- Indirect Effects
- The Greenhouse Effect
- Lesson Plan I
- Lesson Plan II
- Lesson Plan III
- Lesson Plan IV
- Lesson Plan V
- Lesson Plan VI
- Lesson Plan VII
- Lesson Plan VIII
- Lesson Plan IX
- Conclusion
- Bibliography

### Unit Guide

## Mathematics and Ecology: Through the Window Garden

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## Lesson Plan VII

### How much bigger? (Middle School)

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Task Analysis:
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- 1. To find the total surface area of each planter.
- 2. To use a tape measure.
- 3. To decide on the necessary data needed to find area.

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Materials:
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Planters, boxes, tape measure. (Graph paper)

Organization: Whole class and group activity.

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Procedure
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- 1. Discuss the meaning of area. Show the amount of space the shape takes up on graph paper or on grids on the chalkboard. (Concentrate on either the rectangular shapes, or the circular shapes in each lesson.)
- 2. Have students brainstorm on ways to determine the area of the shapes from the grid paper.
- 3. Discuss the difficulties faced using this method.
- 4. Have them determine the measurements that need to be made to find the area with rectangular vs. circular shapes.
- 5. Use the formula for area to determine the area of given shapes.
- 6. In groups, have students measure and then determine the area of each face, then find the total surface area.

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Extension:
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- 1. For cylindrical pots, more work must be done finding the circumference, diameter, and the determination of pie.
- 2. Use the same measurement approach to determine the volume of each container. This should be done as a separate lesson.