This document provides resources and guidance for teaching a unit on limiting factors and competition in an 8th grade science classroom. It includes the state standards, supporting resources like textbooks and videos, example assessment questions, and recommendations for lesson plan components such as engaging activities, scaffolding, and differentiation strategies. The goal is to help teachers effectively teach the concepts of limiting factors, competition, and organism interdependence within an ecosystem.
Waves (Grade 7, Quarter 3) Suggested Guide for DiscussionRachel Espino
A suggested powerpoint presentation guide for discussion for Gr.7 teachers on the characteristics and categories of waves. It also includes a simple quiz (under knowledge category) as an assessment
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral CEvonCanales257
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
Waves (Grade 7, Quarter 3) Suggested Guide for DiscussionRachel Espino
A suggested powerpoint presentation guide for discussion for Gr.7 teachers on the characteristics and categories of waves. It also includes a simple quiz (under knowledge category) as an assessment
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral CEvonCanales257
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
6. 8.4A8.11: Organisms and environments. The student
knows that interdependence occurs among living
systems and the environment and that human
activities can affect these systems. The student is
expected to:
•8.11B: investigate how organisms and
populations in an ecosystem depend on and may
compete for biotic and abiotic factors such as
quantity of light, water, range of temperatures, or
soil composition.
TEKS & Student expectations
Content TEKS Skills TEKS
1. What are the state standards for this unit?
2. Deconstruct the TEKS: Verb, Noun, and Context
Investigate: to observe or study by close examination and systematic inquiry
1. What are the state standards for this unit?
2. Deconstruct the TEKS: Verb, Noun, and Context
Investigate: to observe or study by close examination and systematic inquiry
8. Teacher Content support
SchoolWorkHelper: Biotic & Abiotic Factors Influence on Ecosystems
http://schoolworkhelper.net/biotic-and-abiotic-factors-influence-on-ecosystems/
Regents Prep: Biotic vs. Abiotic Factors
http://regentsprep.org/regents/biology/units/ecology/biotic.cfm
9. Vertical alignment
6TH
GRADE
•describe biotic and abiotic parts of
an ecosystem in which organisms
interact.
8TH
GRADE
8.11B: investigate how
organisms and populations in an
ecosystem depend on and may
compete for biotic and abiotic
factors such as quantity of light,
water, range of temperatures, or
soil composition.
BIOLOGY
•interpret relationships,
including predation, parasitism,
commensalism, mutualism, and
competition among organisms.
•investigate and analyze how
organisms, populations, and
communities respond to external
factors.
10. • An abiotic factor is a nonliving part of an ecosystem in which an organism interacts.
• A biotic factor is a living part of an ecosystem in which an organism interacts.
PRIOR LEARNING
14. Based on the data and distractors, what key points should teachers
emphasize during lessons?
• Interpret information in different types of tables and graphs.
• Define and identify examples of competition.
• Identify and describe abiotic and biotic factors in which species and populations
compete.
15. Components of a good lesson plan
1. Engage Student Interest
2. Review/Scaffold to TEKS
3. Student-Centered Activities directly relating to the depth and complexity of the TEKS
• Labs, Activities, Videos
1. Organize and Practice Vocabulary
2. Reading & Comprehension Strategies
3. Writing Opportunities & Scaffolds
4. Daily Listening & Speaking Opportunities
5. Differentiation
6. Formative Assessment & Reteach
16. Embedded in lessons:
Engage Student Interest
• K-W-L Chart:
What factors in an ecosystem might limit population size or an organism’
s survival?
• Modeling Clay: A 3-D Representation- Limiting Factors & Competition
• Limiting Factors Vocabulary Magic
• Introducing Limiting Factors Unit Overview
• Nova Video, Notes, & Summary: Beneath The Waters Of Coco’s Island
17. Recommended in lessons:
Review / Scaffold to TEKS- Content
• ScienceSaurus Reading
: Factors that Affect Populations p. 131
• Limiting Factors Vocabulary Magic
• Biotic and Abiotic Factors Chart - To assist in
understanding the difference between biotic and
abiotic factors, teacher could provide an image of an
ecosystem and have students identify, classify, and
write the names of the elements of the photograph
that are biotic and a biotic using a T-chart.
• Discovery Video: Abiotic & Biotic Factors
http://www.discovery.com/tv-shows/other-shows/videos/assignment-discovery-shorts-abiotic-and-biotic-factors
• Study Jams Video: Ecosystems
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/
ecosystems.htm
18. Recommended in lessons:
Review / Scaffold to TEKS- interpreting DATA
• ScienceFusion Unit 2, Lesson 1
Digital Lesson: Representing Data
• ScienceFusion Student Edition Look
It Up! Making & Interpreting Graphs
p. R51-R53
• BrainPop Video: Graphs
• BrainPop Video: Problem Solving Using Tables
19. • Nova Video, Notes, & Summary: Beneath The Waters Of Coco’s Island
• Plant Behaviors And Competition Investigation
• Competition On Sable Island Investigation
• Performance Assessment: Invasion!
Embedded in lessons:
Student-Centered Activities directly relating to the depth and complexity of the
TEKS (investigations, Activities, Videos)
20. Embedded in lessons:
Organize and Practice Vocabulary
• Limiting Factors Vocabulary Magic
• K-W-L Chart
• Introduce Limiting Factors Unit Overview
• 8.11 Limiting Factors Cornell Notes
• STEMScopes Interdependence Reading Advanced Organizer
• Kagan Fan-N-Pick Vocabulary Review Game
21. Embedded in lessons:
Reading & Comprehension Strategies
• ScienceSaurus Reading: Factors that Affect Populations p. 131
• STEMScopes Interdependence (8.11B) Elaborate Reading Science (Or Accommodated), Advanced Organizer, And Multiple-choice Questions
• Comprehension Strategies
• Shared Reading Recommendation
Student pairs read a paragraph at a time and then have
the non-reader summarize the section.
• GIST Strategy
After reading the passage, students come up with 20
important words related to the passage. Once the list is
generated, students work in pairs, or in groups to write a
20-word summary. Students share their summary with the
class.
• Accommodated Advanced Organizer
Provide students a partially completed The Tropical
Rainforest Advanced Organizer.
• Text-to-Speech
23. Embedded in lessons:
Daily Listening & Speaking Opportunities
I think this picture
might match the word
… because…
I conclude…
24. • Special Education:
1. Mixed-Ability Partners
2. Science Glossary
3. Word Bank
4. Sentence Frames
5. Shared Reading
6. Replay Video
7. Accommodated Notes
8. Data Table for Investigations
9. Accommodated Advanced Organizer
10. K-W-L Creator11. Compare & Contrast Map
12. Venn Diagram
13. Cast Science Writer
• English Language Learners:
1. Mixed-Ability Partners
2. Dual Language Science Glossary
3. Word Bank
4. Sentence Frames
5. Shared Reading
6. Replay Video
7. Biotic & Abiotic Factors Chart
8. Advanced Organizer
9. GIST Strategy
10. Plant Competition Drawings
Embedded in lessons:
Differentiation
Extensions for Learning:
1. The Niche Project using Voice Thread (http://voicethread.com)
25. • Pre-Assessment: K-W-L Chart
• Nova Video Summary
• Cornell Notes Summary
• Investigation Conclusions
• Vocabulary Review Games
• 8.11B Progress Monitoring Assessment
• Limiting Factors & Competition Quiz with SCA-Released Questions
• Performance Assessment: Invasion!
Embedded in lessons:
Formative Assessment
Formative Assessment
26. Reteach Options: CONTENT
• ScienceSaurus Reading: Factors that Affect Populations
• Limiting Factors Vocabulary Magic
• Biotic and Abiotic Factors Chart - To assist in
understanding the difference between biotic
and abiotic factors, teachers could provide an
image of an ecosystem and have students
identify, classify, and write the names of the
elements of the photograph that are biotic and
a biotic using a T-chart.
• Discovery Video: Abiotic & Biotic Factors
http://www.discovery.com/tv-shows/other-
shows/videos/assignment-discovery-shorts-
abiotic-and-biotic-factors/
• Study Jams Video: Ecosystems
http://studyjams.scholastic.com/studyjams/jam
s/science/ecosystems/ecosystems.htm
Abiotic Factors Biotic Factors
Definition: Definition:
Examples: Examples:
27. Higher level questions
• “Research shows there’s a link between critical thinking skills and increased student achievement in the
classroom.” (Moore & Stanley, 2010)
• Higher level questions must be planned in order to be implemented effectively in the classroom.
• Levels of Questions
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing
Higher Level Questions.
30. Knowledge Comprehension Application Analysis Synthesis Evaluate
Define
(abiotic/biotic).
What is
competition?
How do
organisms and
populations
depend on and
compete for
biotic and abiotic
factors in an
ecosystem?
How do
competition and
environmental
changes affect
survival of
species?
How do
organisms
interact with their
environment?
Slide 11 Slide 12 & 13
How would you
design a field
experiment to
determine which
species in your
school yard
compete most for
the contents of the
compost bin?
Slide 12 & 13:
Which data was
used to support
your conclusion?
31. Recommended Anchors of Support
• K-W-L Chart
• Nova Video Notes & Summary
• 8.11 Limiting Factors Cornell Notes
• Interdependence Reading Advanced Organizer
32. Anchors of Support
Other Resources
•Interactive Word Wall- Current, working models with student contributions
• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf
• “Word walls can be arranged on cupboard doors or classroom walls, or hung from
the ceiling with wire and string.”
• “Maximum instructional potential and efficiency are achieved when interactive word-
wall construction is aligned with lessons and students are allowed to participate in
the process. As a result, walls are usually built over many days and are finished as
a unit nears completion. Word walls support units and are changed or replaced as
units change.”
• Interactive Word Walls Rubric: Next Slide
• ScienceFusion Textbook, Science Glossaries, Dual Language Science
Glossaries
What are the state standards for this Unit?
Deconstruct the TEKS: Verb, Noun, and Context
What does it mean to “investigate””?
What should students know and be able to do?
This information is located on the CRM and the Teacher Lesson Page. The Teacher Lesson Page contains the specific prior learning for the specific TEKS for this Unit.
Edited from Critical Thinking and Formative Assessment: Increasing the Rigor in Your Classroom
Edited from Critical Thinking and Formative Assessment: Increasing the Rigor in Your Classroom
Edited from Critical Thinking and Formative Assessment: Increasing the Rigor in Your Classroom
Guiding Questions are bold and italicized.
What are the essential vocabulary for the unit?Are all necessary vocabulary accounted for in the acquiring and practicing opportunities?
