Teacher(s): Mr. Moore Grade/Subject:7th Grade Life Science

Week of: May 9, 2016 / Unit9: Ecology
Human Growth and Development / Dates:
May 2, 2016 – June 3, 2016
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers, in the process of energy transfer in a food web.
SC.7.L.17.2 (AA): Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.8.L.18.3: Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment.
SC.8.L.18.4 (AA): Cite evidence that living systems follow the laws of conservation of massand energy.
HE.6.C.1.8: Explain how body systems are impacted by hereditary factors and infectious agents.
Learning Goal: /
Students will be able to:
Describe food chains, food webs, the energy pyramid and cycles of matter as well as the relationships between organisms in an environment.
Explain the limiting factors of an ecosystem and how it impacts local populations and personal health.
Essential Question / What trophic level of energy are organisms located?
What is the difference between a food web and a food chain?
How do you explain The Laws of Conservation of Mass and Energy?
Assessments /
Progress Monitoring/Feedback Loop / Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as on 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 Question(s) / How do environmental factors affect personal health in humans?
What is the human impact on Earth’s land and aquatic biomes?
Key Vocabulary / Ecosystem, biotic factor, abiotic factor, climate, atmosphere, evaporation, condensation, precipitation, nitrogen fixation, photosynthesis, chemosyntheis, food chain, food web, energy pyramid, biosphere, community, population, limiting factor, population density, biotic potential, carrying capacity, birthrate, death 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 / Unit:Ecology / Rigor Level2
Daily Agenda
Daily Objective /
  • Students will work on Abiotic vs Biotic packet

BELL RINGER
( 5 minutes) /
  • What is an abiotic factor

I DO: /
  • Directions

WE DO: /
  • Discussion

YOU DO: /
  • Cornell notes, packet and section review

Homework /
  • Finish packet

EXIT TICKET:
(5 minutes) /
  • What does the Cycle of Matter mean?

Tuesday / Unit: Ecology / Rigor Level 2
Daily Agenda
Daily Objective /
  • Students will work with Ch. 18-3 Energy in Ecosystems

BELL RINGER
( 5 Minutes) /
  • How does energy move in ecosystems?

I DO: /
  • Directions, video

WE DO: /
  • Discussion

YOU DO: /
  • Cornell notes, packet and section review

Homework /
  • None

EXIT TICKET:
(5 minutes) /
  • What percentage of energy is transferred from one trophic level to another?

Wednesday / Unit:Ecology / Rigor Level 2
Daily Agenda
Daily Objective /
  • Students will be in the 404 lab to work on setting up their schedules next year.

BELL RINGER
( 5 Minutes) /
  • None

I DO: /
  • Directions

WE DO: /
  • Work on student schedules

YOU DO: /
  • Set up student schedule

Homework /
  • None

EXIT TICKET:
(5 minutes) /
  • None

Thursday / Unit:Ecology / Rigor Level 2
Daily Agenda
Daily Objective /
  • Students will work with Ch. 19-1 Populations

BELL RINGER
(5 Minutes) /
  • What defines a population?

I DO: /
  • Directions, video

WE DO: /
  • Disscussion

YOU DO: /
  • Write Cornell notes, answer section review pg. 738

Homework /
  • None

EXIT TICKET:
(5 minutes) /
  • What factors affect the size of a population?

Friday / Unit:Ecology / Rigor Level2
Daily Agenda
Daily Objective /
  • Students will work with Ch. 19-2 Changing populations

BELL RINGER
( 5 Minutes) /
  • How do populations change?

I DO: /
  • Directions

WE DO: /
  • Disscussion

You DO: /
  • Write Cornell notes, answer section review pg. 748

Homework /
  • None

EXIT TICKET:
(5 minutes) /
  • What is the difference between threatened and endangered species?

Learning Scales and Accommodations:

Nature of Science
SC.7.L.17.2
Grade 7
Score 4.0 / In addition to 3, I can analyze and describethe relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
Score 3.0 / I can compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
Score 2.0 / I can explainthe relationships among organisms.
Score 1.0 / With help, I can describe relationships among organisms.
Score 0.0 / Even with help, I cannot explain the relationships among organisms.
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
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.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
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,
.