Unit Standards S7L4. Students will examine the dependence of organisms on one another and their environments. a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. b. Explain in a food web that sunlight is the source of energy and that this energy move from organism to organism. c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. d. Categorize relationships between organisms that are competitive or mutually beneficial. e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
Unit Essential Questions What are a food web and a food chain and how are they connected? What is the difference between food chain and a food web How are populations, communities, ecosystems, and the biosphere connected? What types of interactions occur in an ecosystem? What is a keystone organism? What are three major biomes? What are some similarities between different biomes? How are marine biomes different from terrestrial biomes? What do whales have in common with land animals?
Diagnosis Assessment for the unit Pre- Formative Summativeassessment Teach assessmen Teach assessment t I believe assessments should start with the end in mind, and it should be related to the learning or instructional objectives.
Pre-Assessments I will use Pre-Assessment to determine readiness, interests and learning style It will be use to • Differentiate instruction • Guide whole-group instruction • Plan learning activities that address varying levels of readiness • Determine which students have/have not achieved mastery of specific objectives • Identify problems that might cause students’ difficulty with mastery of an objective • Form flexible groups • Determine mastery level of individuals or small groups
Pre-Test will consist of twenty- multiply choice questions
Formative Assessment:For this unit I will use formative assessment forongoing, informal checks for understanding duringthe curriculum implementation.Techniques I use for formative assessment Anticipation Guides Ticket Out the Door Journal/Free Write KWL Most Difficult First Observation Who am I
Example of Unit FormativeAssessmentAnticipation/Reaction Guide Read each statement. If you think the statement is true, write T. If false, write F. Fill in the Anticipation column only at the beginning of the lesson.Anticipation Reaction ___ 1. All living and nonliving parts in an area is called ___ an ecosystem. ___ 2. All living things depend on each other. ___ ___ 3. Some consumers eat only producers. ___ ___ 4. The amount of energy available increases as you ___ move up the energy pyramid. ___ 5. In the rain forest, if something changes the food ___ web in just one way, other parts may be affected. ___ 6. The organisms in each level of the energy pyramid ___ eat those in the level below them. ___ 7. Both energy pyramids and food chains show the ___ flow of energy. ___ 8. Most organisms are part of only one food chain. ___
Summative assessment The types of summative assessment I will useare end of the unit test and the end of the unitproject to determine if mastery of specificcompetencies.
Example of the end of Unit Project Objectives and Standards Project Land BiomesEssential Questions :How are the types of biomes that organisms live in important to their survival.Learning Objectives : Students will learn the different biomes Students will learn the major characteristics of the biomes Students will identify adaptations of organisms in various biomesStandards:S7L4. Students will examine the dependence of organisms on one another and their environments. c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. d. Categorize relationships between organisms that are competitive or mutually beneficial. e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
Example of the end of Unit Project Land BiomesIntroduction:As a committed conservationist, you are concerned about the state of yourbiome. To ensure the survival of your biome, you need to acquire money foryour conservation project. Your objective as conservationist is to raise moneyto save your biome by convince the producers of “Survivor” that your biomeshould be chosen for the show.Tasks:Your objective is to convince the producers of “Survivor” that your biome should be chosen for the show. Your task will consist of several parts. You and your committee are assigned the following responsibilities:1. Produce a flyer describing your biome (e.g. average temperature & precipitation), outlining what ecological concerns in your biome merit funding2. Individually produce a flyer on an organism in your biome and its adaptations3. Design a reward challenge unique to your biome4. Make a presentation to the producers of the “Survivor” series5. Evaluate the suitability of each biome for “Survivor”