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Unit plan sittie2

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  • 1. Intel® Teach Program Essentials Course Unit Plan Template Click on any descriptive text, then type your own.Unit AuthorFirst and Last Name Sittie Hadjirah Tan BaserSchool District Cebu CitySchool Name Cebu Normal UniversitySchool City, State Cebu City, PhilippinesUnit OverviewUnit TitleEcologyUnit SummaryEcology is the study of living and nonliving things in an environment and how they depend on andinteract with one another for survival. The impact, both positive and negative, of humans onenvironments will be explored. Through this unit students will understand that life is dependent onthe well being of the environment.Subject AreaBiologyGrade LevelSecond Year High SchoolApproximate Time Needed1 weekUnit FoundationTargeted Content Standards and Benchmarks (BEC COMPETENCIES) Explain how parts of an ecosystem are related and how they interact Explain how energy is distributed to living things in an ecosystem Explain how communities of living things change over a period of time Describe how materials cycle through an ecosystem and get reused in the environment Analyze how humans and the environment interact Describe common patterns of relationships among populations Describe the relationships among producer, consumer, decomposer, prey, and predator Predict the effects of changes in one population in a food web on other populations Recognize a community as all the populations of organisms living together in an ecosystem Explain that every organism in an ecosystem is directly or indirectly linked to other organisms Describe types of interrelationships to include parasitism, mutually beneficial relationships, competition, and predator/prey relationships Describe how all organisms acquire energy directly or indirectly from the sunlight Explain how energy flows through each link in a food web Explain the energy relationships in an ecosystems food web Predict the effects of changes in one population in a food web to other populations Describe how populations of animals, plants, and other organisms in an ecosystem coexist in a natural balance Recognize how populations are dependent upon one another © 2008 Intel Corporation. All Rights Reserved. Page 1 of 5
  • 2. Intel® Teach Program Essentials Course Explain how natural events, human activities, and the introduction of non-native species change environments Explain how the population of animals, plants, and other organisms in an ecosystem are affected when plant populations change Describe the likely succession of a given ecosystem over time Describe how ecosystems change over time and follow a predictable pattern Explain how ecosystems follow predictable patterns or stages called ecological succession Describe the features of the various stages of ecological succession from pioneer species to a climax community Explain how humans use and benefit from plant and animal materials Describe the ways in which humans alter the environment Evaluate the positive and negative effects of human activities on the environmentStudent Objectives/Learning OutcomesIdentify the parts of an ecosystem.Enumerate the different types of ecosystems and its components.Analyze various biotic factors affecting flow of energy within ecosystem.Illustrate how man influences ecosystem and the extent to which this helped and/or harmed theecosystem.Curriculum-Framing Questions Essential What type of an ecosystem do we live in? Question How are species interdependent and interrelated? Unit Questions How does the environment regulate population size and ecosystem stability? Content Questions How do ecosystems respond to positive and negative inputs?Assessment PlanAssessment Timeline © 2008 Intel Corporation. All Rights Reserved. Page 2 of 5
  • 3. Intel® Teach Program Essentials Course Before project work begins Students work on projects After project work is and complete tasks completed Allow the students to express Human Environmental Impact their expectations and initial Survey – Students will do a The initial survey will be reactions on the guide assessed based on questions. self-survey, identifying the introspection and completion. possible positive and negative The final survey will be assessed using the final written impacts they have on the response. An analytical rubric environment and how the will be used assessing their proper use of new vocabulary, environment reacts to these the organization of their inputs. The students will then argument, the application of ecological principles, the broaden their survey to quality of support given to their include local, state, national argument and the quality and creativity of their proposed and global human impact improvement to events. The students will human/environmental relations. create a final written response to the information gathered during the survey. This written response will ask them to apply all ecological principles presented during the unit, ask them to add personal commentary on the current state of human impact and give at least one specific example of an action to improve human/environmental relations.Assessment SummaryAside from the usual paper-pencil exams and activity worksheets, students will also be given thechance to participate in different activities and games. A field trip to the zoo will serve as culminationto the lesson. A reaction paper regarding the field trip experience will be assigned to the studentsafter completion of the unit.Assessment RubricsClassroom participation - 20Paper-pencil test - 20 © 2008 Intel Corporation. All Rights Reserved. Page 3 of 5
  • 4. Intel® Teach Program Essentials CourseWorksheets - 10Total 50 pointsUnit DetailsPrerequisite SkillsEnumeration of what comprises an ecosystem.Identify the relationship between organisms found in an ecosystemAppreciation of the importance of each component in a certain environmentInstructional ProceduresThe class will start of with a presentation then followed by a short lecture discussion on the partsand composition of an ecosystem. A game will then be used in relation to the discussion. Activityworksheets will then be distributed for the students to answer. A unit test will then follow after allparts of the lesson have been tackled. A bring-home reaction paper will then be assigned to thestudents.Accommodations for Differentiated Instruction Special Needs Limited number of students should be assigned per class, preferably with Students similar special needs. Short discussions are to be presented to prevented fatigue. Audio-visual materials which support the special needs are to be used. Nonnative Audio-visual materials with subtitles are to be given. Constant follow up and Speakers demonstration/return demonstration to assess for understanding. Allow students to ask questions for clarification. A test can be given for initial evaluation. Stress on topics which needs Gifted/Talented reinforcement. Interactive discussion can be used to promote exchange of Students ideas.Materials and Resources Required For UnitTechnology – Hardware (Click boxes of all equipment needed) Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera Projection System Video Conferencing Equip. DVD Player Scanner Other Internet Connection TelevisionTechnology – Software (Click boxes of all software needed.) Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing E-mail Software Multimedia Other Encyclopedia on CD-ROM © 2008 Intel Corporation. All Rights Reserved. Page 4 of 5
  • 5. Intel® Teach ProgramEssentials Course Audersik, T. et. al. (1999), Biology: Life on Earth, New Jersey: Prentice-Hall, Inc. Biggs, A. et. al. (1995), Life Science, Ohio: McGraw Hill/Glencoe Division of MacMillan. Hadsall, A. et. al. (2008), Exploring Science and Technology II, Makati City,Printed Materials Philippines: Diwa Learnins Systems Inc. Practice Taking the HAS, Biology Interdependence of Organisms (2008, 2007, 2006, 2005, 2004) http://www.mdk12.org/assessments/high_school/index_ d.htmlSupplies Sound system, television with DVD player, computer, and projector. http://christinecharisma.tumblr.com, www.biology4teachers.comInternet Resources www.copernicusproject.ucr.edu/ssi/HSBiologyResources.htm www.interactive-biology.comOther Resources Field trip to the zooPrograms of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program aretrademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.© 2000-2007 Intel Corporation. All Rights Reserved. Page 5 of 5

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