* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download 7.11
Survey
Document related concepts
Overexploitation wikipedia , lookup
Pleistocene Park wikipedia , lookup
Holocene extinction wikipedia , lookup
Introduced species wikipedia , lookup
Molecular ecology wikipedia , lookup
Source–sink dynamics wikipedia , lookup
Occupancy–abundance relationship wikipedia , lookup
Biological Dynamics of Forest Fragments Project wikipedia , lookup
Habitat destruction wikipedia , lookup
Biodiversity action plan wikipedia , lookup
Ecological resilience wikipedia , lookup
Natural environment wikipedia , lookup
Restoration ecology wikipedia , lookup
Ecosystem services wikipedia , lookup
Habitat conservation wikipedia , lookup
Reconciliation ecology wikipedia , lookup
Transcript
COGNITIVE LEVEL QUESTION CUES/ VERBS REMEMBER (B1) Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognize, Match, Reproduce, Memorize, Draw, Select, Recite UNDERSTAND (B2) APPLY (B3) ANALYZE (B4) EVALUATE (B5) CREATE (B6) Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalize, Summarize Show, Solve, Use, Illustrate, Construct, Complete, Examine, Classify, Choose, Interpret, Make, Put together, Apply, Calculate, Modify Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Identify, Explain, Separate, Categorize, Model Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Determine, Estimate, Weigh, Value, Defend Create, Invent, Compose, Predict, Plan, Construct, Design, Imagine, Propose, Formulate, Combine, Elaborate, Write Science Standards of Learning Curriculum Framework 2010 Life Science – Page 24 LS.11 The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts include a) food production and harvest; b) change in habitat size, quality, or structure; c) change in species competition; d) population disturbances and factors that threaten or enhance species survival; and e) environmental issues. In order to meet this standard, it is expected that students will • identify examples of ecosystem dynamics. • describe the relationship between human food harvest and the ecosystem. • debate the pros and cons of human land use versus ecosystem stability. • compare and contrast population disturbances that threaten and those that enhance species survival. • describe ways that human interaction has altered habitats positively and negatively. • observe the effect of human interaction in local ecosystems and collect, record, chart, and interpret data concerning the effect of interaction (from observations and print and electronic resources). • design an investigation from a testable question related to the relationships between ecosystem dynamics and human activity. The investigation may be a complete experimental design or may focus on systematic observation, description, measurement, and/or data collection and analysis. • analyze and critique the experimental design of basic investigations related to the relationships Vocabulary: harvest, ecosystem, population, land use, species, habitat Assessment Type and Cognitive Level: Homework Assignments: Formative: Monday Tuesday Wednesday Summative: Thursday Friday Conditions / Criteria for Success Learning Plan, Activities, Planned Questions Hook/ Essential Question Daily Objective DATE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Reflection Closure Differentiation (Above, On, and/or Below Grade Level) A O B