Evaluating+Ecosystems+in+“Lion+King”+and+“Finding+Nemo”

= Title: Evaluating Ecosystems in "Lion King" and "Finding Nemo"=

**Authors:** Philip Durkin and Susanne Coleman **Grade Level:** 5

//For additional free online lessons integrating media literacy and critical thinking into the curriculum, go to www.projectlooksharp.org.//

**Summary:** Students will view the first scene from the “The Lion King” during which baby Simba is introduced, the scene from “Finding Nemo” that shows Nemo going off to school, and various wildlife clips from Youtube. They will analyze the interactions or relationships they observe between the living things in each environment and infer which relationships are realistic and which are fictional and explain their reasoning.

Key terms: ecology, biotic factors, abiotic factors, population, community, ecosystem, symbiosis, mutualism, commensalism, parasitism, predator-prey

**Objectives:** > **Lesson Steps:**
 * Students will review the terms biotic and abiotic by identifying the biotic and abiotic factors they observe in the savanna and reef ecosystems in multiple media forms.
 * Students will describe some of the interactions or relationships they observe between the living things in each environment and will infer whether each interaction represents an example of mutualism, commensalism, parasitism or a predator-prey relationship and offer evidence that supports their inference.
 * Students will infer which relationships (in media represtentations) are realistic and which are fictional and explain their reasoning.
 * Students will reflect on why the film makers chose to include unrealistic or fictional depictions and what that may teach us about the representation of scientific information in entertainment media.
 * 1) Students will review the terms biotic and abiotic by identifying the biotic and abiotic factors they observe in the pond ecosystem.
 * 2) Students will give examples of individuals and populations, and name members of the community shown in a picture of the pond ecosystem. Following a discussion of local ecosystems, they will complete a semi-guided drawing activity on the ecological levels of a temperate woodland or meadow environment similar to those they would see in the Milford area.
 * 3)  Students will listen to the story, “//Honey… Honey… Lion//” by Jan Brett and students will view examples of symbiotic relationships and identify how the organisms are affected by each relationship. For each predator-prey relationship, students will identify both the predator and the prey.
 * Describe the relationship between the Honey-bird and the Honey Badger.
 * Infer which ideas and details from the story or illustrations are based on scientific fact. Explain how they know they are facts.
 * Describe some details that were fictional.
 * Cite clues that helped them to separate the facts from the fiction.
 * 1) After viewing the first scene from the “The Lion King” during which baby Simba is introduced, the scene from “Finding Nemo” that shows Nemo going off to school, and a sequence of wildlife clips from YouTube, students will: //It might be helpful for teachers/librarians to have the links to these clips here in the lesson steps. //
 * Describe some of the interactions or relationships they observe between the living things in each environment.
 * Infer whether each interaction represents an example of mutualism, commensalism, parasitism or a predator-prey relationship and offer evidence that supports their hypothesis
 * Decide which relationships are realistic (based on fact) and which are fictional and then explain their reasoning.
 * 1) Students will reflect on why the film makers chose to include unrealistic or fictional depictions and what that may teach us about the representation of scientific information in entertainment media.


 * Extension Activity:**

Students will read the article, "Odd Couples" from National Geographic for Kids, and respond to the information presented by filling out a Science News Think Sheet. They will then share their thoughts and ideas with the class.

**Materials:** //Honey...Honey...Lion!// by Jan Brett

//This lesson was produced during 2011-2012 as part of a collaboration between Project Look Sharp at Ithaca College and four NY State BOCES School Library Systems. The initiative brought together pairs of secondary science teachers and school librarians to develop models for integrating critical thinking and media literacy into secondary science content. The project was supported by federal LSTA funds awarded to the NY State Library by the Federal Institute of Museum and Library Services.// //To view additional lessons from this series go to: www.projectlooksharp.org.//