This document provides standards, objectives, and assessments for a unit on relationships among organisms. It includes 5 standards related to food webs, energy transfer, environmental impacts on survival, and organism relationships and biomes. Formative assessments include anticipation guides and exit tickets. Summative assessments are a unit test and final project where students create a presentation to convince a TV show to film in their assigned biome. The purpose is to learn biome characteristics and adaptations to survive.

1. UNIT
RELATIONSHIPS AMONG
ORGANISMS

2. 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).

3. 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?

4. Diagnosis Assessment
for the unit
Pre- Formative Summative
assessment 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.

5. 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

6. Pre-Test will consist of twenty-
multiply choice questions

7. Formative Assessment:
For this unit I will use formative assessment for
ongoing, informal checks for understanding during
the 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

8. Example of Unit Formative
Assessment
Anticipation/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. ___

9. Summative assessment
The types of summative assessment I will use
are end of the unit test and the end of the unit
project to determine if mastery of specific
competencies.

10. Example of the end of Unit Project
Objectives and Standards
Project Land Biomes
Essential 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 biomes
Standards:
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).

11. Example of the end of Unit Project
Land Biomes
Introduction:
As a committed conservationist, you are concerned about the state of your
biome. To ensure the survival of your biome, you need to acquire money for
your conservation project. Your objective as conservationist is to raise money
to save your biome by convince the producers of “Survivor” that your biome
should 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 funding
2. Individually produce a flyer on an organism in your biome and its adaptations
3. Design a reward challenge unique to your biome
4. Make a presentation to the producers of the “Survivor” series
5. Evaluate the suitability of each biome for “Survivor”