Identify the Problem. OUTSIDE
Content Standard:S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine).
STEM Standard of Practice 3:A. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.).
Essential questions:How do you fit into the larger world? How do changes in climate affect living things in their environment? How are organisms and their environment linked together?
What are the different types of relationships between organisms? What are the characteristics of each biome? AC: How are you responsible for your environment?
MONDAY AUGUST 31, 2015 CHOICES / TUESDAY SEPTEMBER 1, 2015 / WEDNESDAY SEPTEMBER 2, 2015 / THURSDAY SEPTEMBER 3, 2015
ENGAGING STRATEGY Opening
THE CUBE - ecological relationships
MONITOR GARDEN and MINI ECOSYSTEMS
EXPLANATION
“Do Now” # 1 – SYMBIOSIS -VOCAB VIDEO
HOMEWORK DUE FRIDAY
SCALE MODEL PROJECTS DUE ON FRIDAY 9/4/15
ENDURING UNDERSTANDING
1. / Ecosystems consist of complex interactions between organisms and the physical environment.
2. /
Understand that all living things interact with each other and the environment.
EXPLORATION # 1 I-PADS
I. Identify the problem STEM
How well do you understand the ecosystem?
II. Make a hypothesis ______
III. Materials: game board, , BRAINPOP video, game- FOOD FIGHT, quiz
IV. Procedure: Follow game rules.
EVALUATION V. Results and Conclusion:
______
Student Closing: How does climate change affect living things? / ENGAGING STRATEGY Opening
Ecosystem Cycles - Science Probe- Writing
EXPLANATION
GO TO EDMODO TO VIEW VIDEO
or
PROJECT LEARNING TREE
EXPLORATIONLAB # 2
- Identify the problem. OUTSIDE
- Make a hypothesis.
III. Materials: chairs, labels, cards, music source
IV.Procedure: Look at your animal card. When the music begins, start walking around the chairs looking for something you can have a symbiotic relationship with and sit in that chair when the music stops.
EVALUATION V. Results and Conclusion
______
Student CLOSING: Compare and contrast symbiotic relationships.______ / ENGAGING STRATEGY Opening
CONCEPT CARTOONS ON SYMBIOSIS
MONITOR GARDEN and MINI ECOSYSTEMS
I-RESPOND QUIZ
EXPLANATION
“DO NOW”# 2 Habitats
ENDURING UNDERSTANDING
1. / Ecosystems consist of complex interactions between organisms and the physical environment.
2. /
Understand that all living things interact with each other and the environment.
EXPLORATION # 3 – PROJECT LEARNING
I.Identify the problem
Compare and contrast the various types of biomes. What is needed in each biome to sustain life?
II.Make a hypothesis.
______
III. Materials:CREATIVE WRITING
ADVANCED: Animal origami and habitat project
ON LEVEL: Construction paper, cut outs, scissors, glue
IV.Procedure:
Make a 4 corner biome graphic organizer using the materials given.
EVALUATION V.Results and Conclusion
______
Student CLOSING: How do living things adapt to their environment? ______ / ENGAGING STRATEGY Opening
CARRYING CAPACITY WORKSHEET – Goldfish Activity
END MINI ECOSYSTEMS FRIDAY
FOLDERS and SCALE MODELS DUE FRIDAY!!!!!
IPADS
EXPLORATION # #4 STEM
I.Identify the problem.
How do living things interact with their environment and each other?
II.Make a hypothesis
______
III.Materials: IPADS
IV.Procedure: Follow the computer prompts
V.Results and Conclusion EVALUATION
______
Student CLOSING: What have you learned about symbiotic relationships?
______
Unit Title: Independence of Life– 5 E Lesson plans START EVERY CLASS BY REVIEWING YOUR WEEKLY STANDARD
Content Standard:S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine).
STEM Standard of Practice 3:A. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.).
Essential questions:How do you fit into the larger world? How do changes in climate affect living things in their environment? How are organisms and their environment linked together?
What are the different types of relationships between organisms? What are the characteristics of each biome? AC: How are you responsible for your environment?
MONDAY SEPT.7, 2015 CHOICES / TUESDAY SEPTEMBER 8, 2015 / WEDNESDAY SEPTEMBER 9, 2015 / THURSDAY SEPTEMBER 10, 2015
ENGAGING STRATEGYOpeningTED-EDSymbiosis review
EXPLANATION
“DO NOW” # 3 BIOMES
Textbook pg. 490 VIDEO with graphic organizer
HOMEWORK DUE FRIDAY- BIOMES
LABOR DAY HOLIDAY – NO SCHOOL / ENGAGING STRATEGYOpening
Writing Activity Habitat – Science Probe
MONITOR GARDENS
EXPLANATION
GO TO EDMODO TO VIEW VIDEO
EXPLORATION # 1 STEM
SMALL GROUP STATIONS- IPADS for Research
I.Identify the problem. BUILDING DIARAMAS
ADVANCED:Work as a group and create a BIOME in a BOX. Use your EDN to design the biome first.
ON LEVEL:Work as a group and make a poster of a BIOME? Poster can be 2D.
II.Make a hypothesis. ______
III.Materials: COMPUTERS, box, markers, poster paper, and materials
IV.Procedure: Collaborate with your peers.
EVALUATIONV.Results and Conclusion
______
Students close: What factors determine a biome? / ENGAGING STRATEGYOpening
ECOLOGICAL SUCCESSION
I-RESPOND QUIZ
EXPLANATION
“DO NOW” # 4 Land Biomes
video and graphic organizer
ENDURING UNDERSTANDING:
1. / Ecosystems consist of complex interactions between organisms and the physical environment.
2. /
Understand that all living things interact with each other and the environment.
IPADS – Design a BIOME BROCHURE
EXPLORATION # 2
I. Identify the problem: STEM Microsoft Publisher
How are animals adapted to each biome?
II.Make a hypothesis
______
III.Materials: BRAINPOP
video, activity, quiz
ADVANCED: PHOTOSTORY,PREZI, or MOVIEMAKER
IV.Procedure: Choose a biome. Design a vacation brochure for your selected biome.
challenge.com
EVALUATIONV.Results and Conclusion
______
CLOSING:What impact do humans have on ecosystems? ______ / ENGAGING STRATEGY Opening
Ecology Science Probe - WRITING
MONITOR GARDENS
FOLDERS DUE FRIDAY!
SCIENCE ENGINEERING FAIR INTRODUCTION ON FRIDAY
Project Learning Tree and STEM
EXPLORATION #3 IPADS
I. Identify the problem – INDIVIDUAL LAB
Create a creature for your environment.
II.Make a hypothesis: ______
On Level:(
tropical.htm)
Advanced:CREATIVE WRITING
III.Materials : switch a zoo.com ,
IV.Procedure:Create a new animal and describe the biome, habitat, and niche for this new animal. Print out a picture of the animal.
EVALUATION V. Results and Conclusion
______
STUDENT CLOSING:How are you responsible for your environment?
Unit Title: Independence of Life - 5 E LESSON PLAN START EVERY CLASS BY EXPLAINING YOUR WEEKLY STANDARD
Content Standard:S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine).Compare and contrast Earth’s major terrestrial biomes.
STEM Standard of Practice 3,4,5:#3. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). #4.Students will engage in inquiry to investigate global issues, challenges, and real world problems. # 5 Students will engage in logical reasoning to answer complex questions, to investigate global issues and to develop solutions for challenges and real world problems.
Essential questions:What are the characteristics of each biome? AC: How are you responsible for your environment?
MONDAY SEPTEMBER 14, 2015 CHOICES / TUESDAY SEPTEMBER 15, 2015 / WEDNESDAY SEPTEMBER 16, 2015 / THURSDAY SEPTEMBER 17, 2015
ENGAGING STRATEGYOpening
Compare and Contrast Biome Worksheet
MONITOR GARDENS
EXPLANATION
“DO NOW” # 5 Aquatic Biomes
w/graphic organizer
HOMEWORK DUE FRIDAY
ENDURING UNDERSTANDING:
1. / Understand that a number of characteristics, including elevation and climate, are used to divide the world into biomes.
2. / Understand that biomes can be divided into smaller, more specific groups called biotic communities.
EXPLORATION Activity # 1
I.Identify the problem I-PADS
Animal Cracker Biome Activity- Who lives where?
II.Hypothesis: ______
III.Materials: crackers and a worksheet
IV.Procedure:Pick an animal cracker from the bag. Identify which biome it belongs to and record on the chart. When all animals are identified, design a graph showing how many animals are in each biome.
ADVANCED: Select one of the biomes from your animal cracker WS and build a food web.
EVALUATION V.Results and Conclusion
______
Student CLOSING:Give an example of how an animal adapts to its environment. ______ / ENGAGING STRATEGYOpening
Biome Who Lives Here Game – GROUP Activity
MONITOR GARDENS
EXPLANATION
GO TO EDMODO TO VIEW VIDEO
or
STEM LAB Use your EDN to plan & draw
EXPLORATION Activity # 2
I.Identify the problem.I-PADS
Explain the importance of underwater robots?
II.Hypothesis
______
III. Materials: various materials for creative design.
IV. Procedure: ADVANCED:Work as a group to CREATE an underwater robot vehicle that moves.ON LEVEL: Build a submarinethat moves under the water. What would you see in an ocean?
EVALUATION V.Results and Conclusion
______
Student CLOSING: How have human activities impacted upon the balance in the ecosystem in which we live? / ENGAGING STRATEGYOpening
Test your underwater robot or vehicle
MONITOR GARDENS
I-RESPOND QUIZ
EXPLANATION
“Do Now” # 6 – Ecosystem Songwith graphicorganizer
ENDURING UNDERSTANDING:
1. / Understand that a number of characteristics, including elevation and climate, are used to divide the world into biomes.
2. / Understand that biomes can be divided into smaller, more specific groups called biotic communities.
EXPLORATION # 3- USE EDN to plan
I.identify the problem STEM LAB
How has human impact affected Earth’s biomes?
II.Make a hypothesis: ______
______
III.Materials: Poster paper and markers I-PADS
IV. PROCEDURE: VIDEO COMMERCIAL
ADVANCED Design a commercial for public awareness on preserving a particular biome. Commercial will be video- taped. ON LEVEL-Design a poster of the human impact on a biome and what we can do to change it.
EVALUATION V.Results and Conclusion
______
Student CLOSING:How can recognizing different biomes help in the understanding of diversity? / ENGAGING STRATEGYOpening
MONITOR GARDENS
Writing Activity
Science Probe Is it a Consumer?
FOLDERS DUE FRIDAY!!!
SCIENCE FAIR RESEARCH BEGINS THIS FRIDAY.
Paragraph One of Research
EXPLORATION # 4STEM LAB
I.Identify the problem
How can you model a balanced ecosystem?
II.Hypothesis
______
III.Materials
I-PADS and worksheet
VIRTUAL BIOME LAB
VIRTUAL ECOSYSTEM
IV.Procedure
Follow computer prompts.
V.Results and Conclusion EVALUATION
______
Student CLOSINGWhy is balance within an ecosystem essential for its sustainability? ______