Project GLAD
ECOSYSTEMS AND TROPHIC LEVELS
Level 6
IDEA PAGES
I.UNIT THEME - Include cross-cultural sensitivity theme
- All living things are classified and interdependent.
- Organisms in ecosystems exchange energy and nutrients among themselves and with the environment.
- Populations of organisms can be categorized by the functions they serve in ecosystems.
- Different ecosystems can be impacted by humans
- Cross-cultural theme: All cultures have views on ecological needs (logging vs. deforestation). Biomes/ecosystems have common characteristics around the globe.
II.FOCUS/MOTIVATION
- Important Big Book
- Ecologist Awards
- Inquiry Charts
- Observation Charts
- Interest pieces
- Guest speakers
- Videos, movies, filmstrips
- Field Trips
III.CLOSURE
- Living Walls
- Important Big Books
- Realia
- Vocabulary Strips
- Poetry
- Where's My Answer
-Living things
-trophic level
- Art / Models
- Theater / Role Playing (ecosystem interaction of trophic levels)
- Team study – Expert Groups
- Group presentations of team tasks
- Scientific Experiments
- Personal Exploration
- Portfolio/Learning Logs
- Student-authored books
- Videos, documentaries, laser discs, streaming videos
IV. EARTHSCIENCE - Grade 6CONCEPTS
Ecology (Life Science)
5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:
a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.
b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.
c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
d. Students know different kinds of organisms may play similar ecological roles in similar biomes.
e. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.
Resources
6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:
a. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.
b. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.
c. Students know the natural origin of the materials used to make common objects.
Investigation and Experimentation
7.0 Scientific progress is made by asking meaningful questions and conducting careful investigations.
a.Develop a hypothesis.
c.Construct appropriate graphs from data and develop qualitative statements about therelationships between variables.
d.Communicate the steps and results from an investigation in written reports and verbal presentations.
e.Recognize whether evidence is consistent with a proposed explanation.
g. Interpret events by sequence and time from natural phenomena.
h.Identify changes in natural phenomena over time without manipulating the phenomena.
V.LANGUAGE ARTS STANDARDS - Grade 6 California Standards
READING
Word Analysis, Fluency, Systematic Vocabulary DevelopmentWord Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.2 Identify and interpret figurative language and words with multiple meanings.
1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.
1.4 Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning.
Reading Comprehension
2.0 Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.
Structural Features of Informational Materials
2.2 Analyze text that uses the compare-and-contrast organizational pattern.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
Expository Critique
2.7 Make reasonable assertions about a text through accurate, supporting citations. Literary Response and Analysis
3.0 Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the qualities of the character on the plot and the resolution of the conflict.
3.3 Analyze the influence of setting on the problem and its resolution.
3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
3.6 Identify and analyze features of themes conveyed through characters, actions, and images.
3.7 Explain the effects of common literacy devices in a variety of fictional and nonfictional texts.
WRITING
WRITING STRATEGIES
1.0 Students write clear, coherent, and focused essays. The writing exhibits
student’s awareness of the audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions.
Organization and Focus
1.1 Choosethe form of writing that best suits the intended purpose.
1.2 Create multiple-paragraph expository compositions:
a.Engage the interest of the reader and state a clear purpose.
b. Develop the topic with supporting details and precise verbs nouns.
c.Conclude with a detailed summary linked to the purpose of the composition.
1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order ofimportance, or climactic order.
Evaluation and Revision
1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.
Writing Applications
2.1 Write narratives:
a.Establish and develop a plot and setting and present a point of viewthat is appropriate to the stories.
b. Include sensory details and concrete language and character.
2.2 Write expository compositions.
a.State the thesis or purpose.
b. Explain the situation.
c.Follow an organizational pattern appropriate to the type of composition.
d. Offer persuasive evidence to validate arguments and conclusionsas needed.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
Sentence Structure
1.1 Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts.
Grammar
1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects.
Punctuation
1.3 Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences.
Capitalization
1.4 Use correct capitalization.
Spelling
1.5 Spell frequently misspelled words correctly.
VI.VOCABULARY
1
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
abiotic
autotrophs
bacteria
biomes
cacti
carnivore
cave
chemo-
synthesis
consumers
decomposer
desert
earthworms
ecosystems
ferns
food web
fungi
guano
herbivore
heterotroph
insect
moss
natural
nutrient
omnivore
organism
peat
photosynthesis
phylum
primary
producers
rainforest
resource
secondary
soil
sow bug
sunlight
swamp
taiga
temperate
tertiary
trees
vegetarian
vines
water
1
Ecosystems and Tropic Levels, Level 6 CA
Noshaba Afzal, Jabbar Beig, Adam Fee, Carrie Jamil (Project GLAD 03/09)
VII.ELD STANDARDS - CALIFORNIA STANDARDS
LISTENING and SPEAKING (ELD Standards)
Beginning Level:
Demonstrates comprehension through nonverbal responses
Begins to speak 1 - 2 words
Independently uses common phrases (greetings, etc.)
Early Intermediate Level:
Speaks using inconsistent grammar
Asks and answers simple questions
Restate and follow multi step directions
Restate simple main idea
Communicates basic needs
Prepares and delivers short presentation (groups and pairs)
Intermediate Level:
Listens and identifies key ideas; both verbally and nonverbally. (Main idea and details)
Is understood when speaking, fairly consistent grammar
Actively participates (ask and answer) in social situations
Short presentation from variety of sources
Early Advanced Level:
Does all of above in expanded form
Speaks appropriately to purpose
Uses idioms and figurative language
Advanced:
Does all of above - very expanded
Does all across content areas
READING (ELD Standards)
Beginning Level:
Word Analysis
Practice English phonemes
Early Intermediate Level:
Produce some English phonemes while orally reading own writing
Recognize obvious cognates
Intermediate Level:
Applies knowledge of common morphemes and phonemes
Advanced Level:
Uses knowledge of roots and affixes
FLUENCY and SYSTEMATIC VOCABULARY DEVELOPMENT (ELD Standards)
Beginning Level:
Read aloud simple words in literature and content texts
Responds with short answers in social/academic settings
Creates a simple dictionary
Simply retells stories verbally/non-verbally
Communicates basic needs
Early Intermediate:
Uses background knowledge to predict meaning
Reads simple passages and paragraphs
Self-corrects some while reading aloud
Reads own writing with intonation
Uses standard dictionary
Intermediate Level:
Covered in Listening and Speaking
Uses decoding, knowledge of vocabulary academic/social to read independently
Recognizes words have multiple meanings
Early Advanced Level:
Same as above - expanded
Advanced Level:
Applies knowledge of multiple meanings
Same as above, expanded
READING COMPREHENSION (ELD Standards)
Beginning Level:
Reads and responds to text, directions verbally and non-verbally
Recognizes categories of common informational materials
Points out text features: titles, etc.
Compare/contrast; fact/opinion and cause/effect using visuals and verbally
Early Intermediate Level:
Same as above – expanded
Responds simply to a variety of texts
Intermediate Level:
Use of detailed sentences to respond to variety of texts, directions, or categories of
informational materials
Understands rhetoric of consumer materials
Early Advanced Level:
Expanded
WRITING (ELD Standards)
Beginning Level:
Organize and list expository information: pictures, etc.
Create simple sentence with assistance
Write simple narrative, description, and compare/contrast
Uses writing process, basic
Completes basic business forms (name, phone #)
Early Intermediate Level:
Uses common verbs, nouns and high frequency modifiers in simple sentences
Follows an outline to create paragraph
Increases writing in content areas
Collects information and takes notes
Expanded use of writing process and business forms
Intermediate Level:
As above – expanded
Investigate and research a topic in content area
Early Advanced Level:
Write in different genre: (plot, characters or thesis and support)
Expanded above
Advanced Level:
Writes persuasive/expository/narrative and informational coherently and with detail
Writes responses to literature, develops thesis and supports with rhetorical devices
Writes biographies and autobiographies
WRITING CONVENTIONS (ELD Standards)
Beginning Level:
Recognizes basic editing and revising
Early Intermediate Level:
Edits for basic conventions, revises with teacher assistance
Intermediate Level:
Expanded editing and revising
Early Advanced Level:
Uses expanded transitions
Advanced Level:
Expanded editing and revising
READING - LITERARY RESPONSE AND ANALYSIS (ELD Standards)
(covered in Reading Comprehension)
Beginning Level:
Role-play characters
Uses visuals to identify characteristic of fiction, non-fiction, poetry
Early Intermediate Level:
Covered in Reading Comprehension
Intermediate Level:
Covered in Reading Comprehension
Early Advanced Level:
Covered in Reading Comprehension
Advanced Level:
Analyzes setting and its influence
Compare/contrast similar themes, authors, plots, etc.
VIII.MATH/SOCIAL STUDIES SKILLS
•Observing, comparing, communicating, organizing
•Information and research skills, cite sources
•Maps and globes
•Critical thinking skills
IX.RESOURCES AND MATERIALS
Teacher
- Classifying Living Things - Scholastic, 1995
- Habitat Handbook - San Diego Zoo, 1992 - Zoological Society of San Diego Ed. Dept.
- Parade of Life - Prentice Hall Science, 1993
- Ecology - Prentice Hall Science, 1993
- Wetland Activities - Louisiana Dept. of Wildlife & Fisheries, Lake Charles, LA
- National Geographic
- September 1994, “Sonoran Desert”
- April 1994, “The Everglades”
- July 1987, “The Great Lakes Troubled Waters”
- November 1979, “The Desert," "The Wetlands”
- Windows on Science; Volume 1; Life Science; Optical Data Corporation
Fiction
Cactus Fox, Julian May
Road Runner, Naomi John
The Desert is Theirs, Byrd Baylor Amino, Baylor & Schweitzer
Mojave, Diane Siebert
The 100 Year Old Cactus, Holmes
Desert Dance, Scott Foresman, C Armajo, 1993 Tortoise Tales, Manning-Sanders
Wild Fox, Mason; Down East Books, Maine*
Animals Don't Wear Pajamas, Feldman/Owens; Hold and Co. N.Y.*
James and the Giant Peach, Ronald Dahl; illustrated by Nancy Ekholm Burkert, Knopf, 1961
Jumanji, Chris Van Allsburg
Non-fiction
Fox, (See How They Grow): DK Inc., N. Y.*
Habitats, Hickman; Addison-Wesley*
Pond and River, (Eyewitness Books); Knopf N.Y.*
Ecosystems and Food Chains, Troll Associates*
Pond Life (A New True Book); Children’s Press Chicago*
Ponds and Streams (Nature Club); Stidworth; Toll Associates*
Wonders of the Pond, Sabin/Grant; Troll Associates*
Extinct Amphibians, Steele, P; Franklin Watts, N.Y.*
Wetlands, (EcoZones), Stone, L; Rourke Enterprises Inc. Florida*
Swamps and Marshes, Sabin; Troll Associates*
Pond Life, Kirkpatrick; Raintree Publications
Chains, Webs and Pyramids: The Flow of Energy In Nature, Pringle/Adkins Crowell Co. N.Y.*
Endangered Wetland Animals, Taylor, D.; Crabtree Publishing, N.Y.*
Cactus, C. Overbeck
Desert Giant, Barbara Bash
Deserts and Wastelands, Dougal Dixon
Desert Dwellers, Terry Shannon
Look at the Desert Animals, June Behrens
Survival Under the Sun, Lewis Wayne Walker
Sand, Sally Cartwright
The Desert, What Lives There, Andrew Bronin
Desert, Delia Goetz
The Wild Young Desert, Ann Atwood
Read About Deserts, Carroll R. Norden
Time Life: Desert
Desert Animals, Sticker Fun, Golden
National Wildlife, March 84 “Diggin In”
National Geographic, Nov. 79, “The Desert”
Travel and Leisure, Sept. 86, “The Great American Desert”
Ranger Rick, March 86, “The Touch Me Not Gang”
Dinosaurs and Their Young, Russell Freedman
Jane Goodall: Living Chimp Style, Julie Fromer
The World of Animals, Virginia Harrison
Mushrooms, Sylvia A. Johnson
The Living World, Tony Seddon and Jill Bailey
Tyrannosaurus Rex, Millicent Selsam
Book of Animals, Martin Walters
RESOURCES AND MATERIALS - Poetry
Earth Songs, Myra Cohen Livingston
Light in the Attic, Shel Silverstein
New Kid on the Block, J. Prelutsky
When Clay Sings, B. Baylor
Random House Book of Poetry
Zoo Doings, Jack Prelutsky
PLACES TO VISIT OR WRITE
Lawrence Hall of Science, Berkeley, CA
Exploratorium, San Francisco, CA
WEBSITES
(poetry frames)
ECOSYSTEMS AND TROPHIC LEVELS
PLANNING PAGES
- FOCUS/MOTIVATION
•Cognitive Content Dictionary with Signal Word
•Important Big Book
•Observation Charts
•Ecologist Awards
•Poetry
•Inquiry Charts
•Guest speakers
•Videos, movies, filmstrips
•Field trips
•Pre/post tests
II.INPUT
•World Map
•Pictorial Input Chart of one ecosystem with tropic levels
•10/2 lecture with primary language
•Newspaper interest pieces
•Student demonstrations
•Silent Video
- GUIDED ORAL PRACTICE
•T-graph/processing
•Team co-op group evaluation
•Open Sort with textbook Picture File Cards
•Closed Sort with Picture File Cards - classify, compare, order
•Exploration Report
•Inquiry Chart
•Mind Mapping, list-group-label
•Heads Together/Process Grid
•Poetry
•Sentence Patterning Chart
- READING/WRITING
A.Total Group
• Group Frames (Teacher uses info. from students to model appropriate frame)
- Big Book - The Important Book
Cooperative Strip Paragraph - multiple paragraphs Information
- Poetry Frames
B.Small Group Reading/Writing Activities
• Ear-to-Ear Reading
• Textbook pairs of pairs reading, tutoring, worksheets
• Co-op interpretations of literature legends poetry
• Focused Reading
• Flexible Reading Groups
• Expert Groups
• Team Tasks
• Reader's Theater
• Team Writing Workshop
• Group Process Grids
• Farmer-in-the-Dell/Sentencing Patterning Chart
• Interactive Reading
• Book Sharing
C. Individual Activities - Portfolio
• Paragraph writing
• Poetry writing
• Chalk art
• Interactive Journal Writing
• Learning Logs
• Individual Tasks
- Writer's Workshop
• Mini Lesson
• Writing/planning
• Conferences
• Author's Chair
V.REINFORCEMENT/EXTENSION ACTIVITIES
• Poetry with musical instruments
• Read Aloud
• Newspaper interest pieces
- DAILY ACTIVITIES
• Read Aloud
• Silent Sustained Reading/Book Sharing
• Silent Sustained Writing
• Listening Activities
• Oral Language Activities
• Daily News/Interest Piece
• Personal Interaction
VII. CLOSURE
• Focused Reading
• Process Inquiry Charts
•Vocabulary Strips - Where's My Answer
• Reading Big Books, share individual poetry
• Personal Exploration with Rubric
• Student Generated Text
SAMPLE DAILY LESSON PLAN
DAY1:
FOCUS/MOTIVATION
- Super Scientist (Ecologist) Awards / 3 Standards
- Cognitive Content Dictionary w/Signal Word
- Observation Charts
- Inquiry Chart
- Big Book - Teacher made
INPUT
- Graphic Organizer Input Chart World Map – Big Picture
Primary Language groups w/ 10/2 lecture
Learning log