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Unit Plan Overview

Unit: Stage 1- Desired Results Connections to Context: -My students have been working on learning about Michigans ecosystems this semester. This will further their knowledge on the subject. -My students attend a Christian School so this allows me the opportunity to expand their knowledge of creation. -Many of my students are interested in life sciences and ecosystems in specific, this can broaden their perspective on it. -This unit plan allows my students to get outside and see nature from a different perspective.
(How does this fit with students experiences, the school goals, and the larger societal issues?)

Transfer Students will be able to independently use their learning to Deepen their understanding of ecosystems and be better stewards of Gods creation by learning about the many different realms that are within ecosystems.
(What kinds of long-term independent accomplishments are desired?)

UNDERSTANDINGS Students will understand that Many species make up an ecosystem All of the species are interconnected through food chains and are dependent on each other Humans and other animals (invasive species) have done harm to different ecosystems

Meaning ESSENTIAL QUESTIONS Students will keep considering Stewardship of Gods creation Essential questions discussed about how an ecosystem can be helped or hurt Choices about whether or not to touch, move, or interact with different species that make up an ecosystem or not The beauty, awe and wonderment of Gods creation

Established Goals 1.) Students will learn and understand how to be better stewards of Gods creation 2.) Understand how ecosystems are all interconnected and play a huge role within our lives and other species lives 3.) Understand and apply the main components of what makes up an ecosystem. -S.RS.04.11 Demonstrate scientic concepts through various illustrations, performances, models, exhibits, and activities. -L.EC.E.2 Changed Environment EffectsWhen the environment changes, some plants and animals survive to reproduce; others die or move to new locations. -L.EC.04.11 Identify organisms as part of a food chain or food web. -L.EC.04.21 Explain how environmental

(What specically do you want students to understand? What inferences should they make?)

(What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Students will know Students will be skilled at Students will exhibit What adaptations are Creating and designing how food Awareness of the ecosystems chains work around them What invasive species are Illustrating and explaining Choices to be made about an Vocabulary words such as different invasive species and ecosystem predator, prey, tertiary, etc. different levels of symbiosis Stewardship to help maintain Ecosystems are both part of the fall Gods creation within and restoration ecosystems Ecosystems play an important role in our world and without them we (What discrete skills and processes should couldnt survive
students be able to use?) (What values and commitments and attitudes should students acquire or wrestle with?)

(What facts and basic concepts should students know and be able to recall?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

changes can produce a change in the food chain. -S.RS.04.18 Describe the effect humans and other organisms have on the balance of the natural world. -L.OL.04.15 Determine that plants require air, water, light, and a source of energy and building material for growth and repair. -L.OL.04.16 Determine that animals require air, water, and a source of energy and building material for growth and repair

(What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21st century skills, core competencies- will this unit address? Include source and identifying number)

Evaluative Criteria -Students participation in classroom activities and discussion. The students ability to follow instructions and complete the required tasks at hand.
(What criteria will be used in each assessment to evaluate attainment of the desired results?) -Visual and verbal participation in activities such as small group or large group and discussions. (Regardless of the format of the assessment, what qualities are most important?)

Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S): Answering thought provoking and inquiry-based question verbally in discussion and through demonstrations. Understanding the different types of species that make up an ecosystem such as predators, preys, invasive species, consumers, producers, etc. Writing, drawing and producing pictures and posters of food chains, symbiosis, invasive species. Exploring the many impacts and ecosystem has and how ecosystems make up our world.
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

OTHER EVIDENCE: Using vocabulary words such as predator, prey, consumer, producer, invasive species, etc. ( words that arte found in lesson one from Mrs. Stegink)
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan Pre-assessment- due ______18th October 2013__ My students will answer questions on a worksheet provided by me about ecosystems: 1.) What are 3 primary things that make up an ecosystem? 2.) Describe what a predator/prey is? 3.) What is a food chain? 4.) Name one negative thing in an ecosystem?
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each Learning Events learning event build?) Acquisition Meaning Transfer

Progress Monitoring
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?)

Student success at transfer, meaning, and acquisition depends upon their participation in these learning events 1.) Lessons: -Ecosystems Introductions -Acquisition: Knowing the difference between predators, preys, consumers, and decomposers. -Meaning: Considering what type of animal or species it would be -Transfer: Making informed decisions about what category the species would be found under -Food Chains -Acquisition: parts of ecosystems/food chains -Meaning: Understanding how each ecosystem is dependent on another and how all species are dependent on each other through food chains, etc. -Transfer: Understanding of food chain and ecosystems cycles by actually making them on posters -Adaptations -Acquisition: Knowing what adaptations are and how they help an animal survive -Meaning: understanding that adaptations play an important role within ecosystems and that humans also have adaptations, not just animals -Transfer: Making choices about adaptations through interactive/kinesthetic game -Invasive Species -Acquisition: Stewardship of Gods creation by the prevention of spread of invasive species -Meaning: How to effectively prevent invasive species -Transfer: Make informal decisions about invasive species and how they can harm or help an environment, depending on their adaptations and where they belong on the food chain. 2.) Final Assessment -Questions focusing on my main goals for learning (My summative assessment will occur within my teachers final assessment, because students are continuing their learning on ecosystems after I leave)

Verbal questions Follow up review worksheets


(How will students monitor their own progress toward acquisition, meaning, and transfer?) Verbal questions Discussion Group work Review worksheets (What are potential rough spots and student misunderstandings?)

Understanding what an ecosystem is but not being able to differentiate between predators, preys, consumers, producers.
(How will students get the feedback they need?)

Verbal encouragement Comments on worksheets Class discussions Feedback in class Small group work

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

-Students will apply their understandings of ecosystems through hands on activities such as creating board games and using their knowledge of lessons in order to proceed in the game while playing. -Ecosystems make up our world and need to be handled carefully but also need to be explored in order to further knowledge about them. -Ecosystems play a crucial part in our lives and need to be conserved
Star the multiple means of representation; underline the multiple means of action and expression; circle the multiple means of engagement (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

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