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Grade/Subject:7th Grade Life Science Teacher(s): Mr. Moore Week of: February 13, 2017 Unit : Interdependence Dates: 2/2/173/10/17 Florida Standard(s): SC.7.L.17.2(AA) Compare and contrast the relationships among organisms such as Benchmarks, mutualism, predation, parasitism, competition and commensalism. descriptions, DOK SC.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers levels, standards and decompsosers in the process of energy transfer in a food web. unpacked (know/do) SC.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their highlighted impact on native populations, including food, shelter, water, space, disease, parasitism, predation and nesting sites. Learning Goal: Compare and contrast relationships amoung organisms: mutualism, predation, parasitism, competition and commensalism. Give examples of mutualism, predation, parasitism, competition and commensalism. Explain the roles in an ecosystem and the relationship to each other: producer, consumer and decomposer. Identify and explain the limiting factors of an ecosystem and how those factors impact local populations and personal health. Create and interpret food webs, food chains and energy pyramids. Predict an impact on a population if one of the limiting factors changed. Essential Question How do the roles amoung organisms interrelate? What types of relationships can be found within a population? How would a change in climate affect a population? How is an energy pyramid organized? Assessments Pre Assessment: Unit 8 Interdependence Formative Assessment: Observation and Activity mastery Summative Assessment Common Assessments, 9 Week test, Unit End Product Progress Monitoring/ Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as on Feedback Loop the final day of unit. Also, review as needed throughout the year through bell ringers, tickets out and floating questions into subsequent unit tests of the most missed questions. Higher Order How are the relationships amoung organisms similar and different? Question(s) What factors determine the size of a population? Key Vocabulary What trophic level of energy are organisms located? What is the difference between a food web and a food chain? What is the human impact on Earth’s land and aquatic biomes? Ecosystem, biotic factor, abiotic factor, climate, atmosphere, evaporation, condensation, precipitation, nitrogen fixation, photosynthesis, chemosynthesis, food chain, food web, energy pyramid, biosphere, community, population, competition,limiting factor, population density, biotic potential, carrying capacity, birth rate, deathe rate, extinct species, endangered species, threatened species, migration, habitat, niche, producer, consumer, symbiosis, mutualism, commensalism, parasitism, biome, desert, grassland, temperate, taiga, tundra, salinity, wetland, estuary, intertidal zone, coral reef, ecological succession, climax community, pioneer species, eutrophication Monday 2/13/17 Daily Objective BELL RINGER ( 5 minutes) I DO: WE DO: YOU DO: Homework EXIT TICKET: (5 minutes) Unit : Interdependence Rigor Level 1 Daily Agenda Students will do an activity “Oh Deer” and Thinking Map on relationships among organisms What are the three types of symbiosis? Directions Discussion Activity, Thinking Map Finish Thinking Map and summary How is parasitism different from mutualism and commensalism? Tuesday 2/14 Unit : Interdependence Daily Agenda Students will write Cornell notes on Ch. 20 Daily Objective BELL RINGER ( 5 Minutes) I DO: WE DO: YOU DO: Homework EXIT TICKET: (5 minutes) What are the seven types of terrestrial biomes found on the Earth? Directions Discussion Cornell notes and summary Complete Cornell notes off of website What factors contribute to make up the different terrestrial biomes? Wednesday 2/15 Daily Objective BELL RINGER ( 5 Minutes) I DO: WE DO: YOU DO: Homework EXIT TICKET: (5 minutes) Rigor Level 2 Unit: Interdependence Rigor Level 2 Daily Agenda Students will continue to write Cornell notes on Ch. 20-1, 20-2 and 20-3 What are the seven types of aquatic biomes? Directions Discussion Cornell notes and summary Complete Cornell notes off of website What factors distinquish the difference between the aquatic biomes? Thursday 2/16 Daily Objective BELL RINGER (5 Minutes) I DO: WE DO: YOU DO: Homework EXIT TICKET: (5 minutes) Unit: Interdependence Daily Agenda Students will watch “The Lorax” How do ecosystems change over time? Directions Discussion Watch video and contribute to discussion None None Unit: Interdependence Daily Agenda Students will finish watching “The Lorax” What message does the Lorax give with the video. Directions Discussion Watch video and contribute to discussion None None Friday 2/17 Daily Objective BELL RINGER ( 5 Minutes) I DO: WE DO: You DO: Homework EXIT TICKET: (5 minutes) Rigor Level 2 Rigor Level 2 Learning Scales and Accommodations: Interdependence Score 4.0 Grade 7 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught the student is able to: Score 3.0 The student understands and is able to: Score 2.0 Explain the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. There are no major errors or omissions regarding the simpler details and processes as the student is able to: Score 1.0 Use what is known about the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web to design a model. Compare the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes the student is able to: • Recognize the roles of producers, consumers, and decomposers in the process of energy transfer in a food web Score 0.0 Even with help, no understanding or skill demonstrated WICR Strategies used during each unit. Writing Writing activities that help Inquiry Questioning strategies Collaboration Working together with a Reading Any strategies in reading students understand the content that help students understand the content Writing-to-Learn • summaries Process writing • using a rubric as evaluation On-demand/Timed writing • writing that is completed in class within a set amount of time • grade is evaluated using a rubric Cornell Notes • taking notes on the most important information • summarizing • using the notes to study Reflective writing • students write about what they have learned and what they still need Higher level questioning in classes • Costa’s Level 1: Students find the answers right there in the text. partner or in a group of students to understand, to problem solve, or to complete a task/project Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk • Costa’s Level 2: Students must figure out the answer from information in the text. Problem solving in groups that help students understand Before reading activities • vocabulary activities • accessing prior knowledge • making predictions During reading activities • marking the text • Cornell notes • graphic organizers Projects in groups After reading strategies • summarizing • group projects • Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, .
