Download Learning Scales and Accommodations

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)
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
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?
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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?
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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
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
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?
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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)
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
Unit: Interdependence
Daily Agenda
Students will watch “The Lorax”
How do ecosystems change over time?
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Directions
Discussion
Watch video and contribute to discussion
None
None
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Unit: Interdependence
Daily Agenda
Students will finish watching “The Lorax”
What message does the Lorax give with the video.
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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,
.