Sample Unit Plan - SchoolNet

1 Sample Unit PlanEcology ExplorersAppendix G: Seeing Reason Tool ResourcesAppendix 2006 Intel Corporation. All rights TEACH TO THE FUTUREC lassroom InformationSubject AreaScience, Language ArtsGrade Level(s)6 8 Unit SummaryIn this project, students study problems that arise as wildlife and human habitatsincreasingly overlap in our growing world. Taking the role of wildlife conservationists,students become experts on an endangered animal or plant in their region. They study theorganism's needs and understand interdependencies in the ecosystem in which it the Seeing Reasoncausal mapping tool, students model their developing understanding of the intricacies of a balanced ecosystem, and then map the human factorsthat influence that balance.

2 Through a webquest research project, they learn how humanactivity affects an organism's survival, and consider ways to lessen human impact on localpopulations. They prepare a presentation for the local conservation board, in which they describe the habitat needs of the species they have researched and offer practical and economically feasible solutions to ensure its the FoundationHabits of Learning Taxonomy Analysis connect, compare, appraiseSynthesis propose, plan, formulateEvaluation predict, assess, support, defendProblem solvingThinking flexiblyStandards Benchmarks for Science Literacy - Benchmark 5 Level 6 8 and 9 12 Two types of organisms may interact with one another in several ways.

3 They may be in aproducer/consumer, predator/prey, or parasite/host relationship. Or one organism mayscavenge or decompose another. Relationships may be competitive or mutually species have become so adapted to each other that neither could survive withoutthe other. ecosystems can be reasonably stable over hundreds or thousands of years. As anypopulation of organisms grows, it is held in check by one or more environmental factors:depletion of food or nesting sites, increased loss to increased numbers of predators, orparasites. If a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one.

4 Like many complex systems, ecosystems tend to have cyclic fluctuations around a stateof rough equilibrium. In the long run, however, ecosystems always change when climatechanges or when one or more new species appear as a result of migration or G: Seeing Reason Tool ResourcesAppendix TEACH TO THE FUTURE 2006 Intel Corporation. All rights Question How can we all get along?Unit Questions What influences the biological success of a species? How can people and animals co-exist?Content Questions What are limiting factors?What are the organisms within an ecosystem and how are they dependent uponeach other?

5 What makes a species endangered?Curriculum-Framing Questions Standards (Continued) Human beings are part of the earth's ecosystems . Human activities can, deliberately orinadvertently, alter the equilibrium in School District Standards Generalize about changes that may take place in organisms and populationsof organisms within an ecosystem. Describe the relationship between humans and the Objectives Students will: Understand the importance of balanced systems Distinguish between a food chain and a food web Identify some interactions/relationships between organisms in an ecosystem Assess an organism s needs and propose practical and economically feasible solutions toensure its survivalStudent Assessment Assessment SummaryHave students use manipulatives (balancing nail activity) to help them understand theconcept of interdependence.

6 Through the questioning and discussion, assess and buildupon their prior knowledge. Use the Oh Deer! activity and discussion to assess theirunderstanding of limiting factors. Use the webquest to help guide their learning, keepthem on track, and find resources for their research. Assess the quality of their sciencejournal entries and Seeing Reasonmaps (causal relationship explanations, sources,overall understanding of the ecological system) to monitor progress and understanding of content. Use questioning throughout the unit to help studentsdevelop their higher-order thinking skills and process content.

7 Have students use thescoring guide to help them self- and peer-assess work prior to their report andpresentation s completion. Use this same scoring guide and the details in the Webquestand research paper outline to assess and grade the final G: Seeing Reason Tool ResourcesAppendix 2006 Intel Corporation. All rights TEACH TO THE FUTURES tudent Assessment (Continued)Assessment TimelineAnalogy/ manipulatives QuestioningScience journal Questioning Science journalQuestioningWebquestSeeing Reasonmap detail WebquestScience journalsScoring guideScoring guide Research paper outlineResearch paper outline Self- and peer-reviewBefore Project Work Begins While Students Work on Projects After Project Work EndsSeeing Reason ElementsSeeing Reason Project Title Ecology Explorers.

8 Overlapping HabitatsProject Description In preparation for your study of endangered species during the webquest , research the relationships between humans and animals in general and identify what happens whentheir habitats overlap. Research QuestionWhat happens when human and animal habitats overlap?Practice MapUnit Details Approximate Time Needed Four weeks, 20 50 minute class periods Prerequisite SkillsReading for information, basic research writing and presentation skills, basic knowledge oninterdependencies of lifeAppendix G: Seeing Reason Tool ResourcesAppendix TEACH TO THE FUTURE 2006 Intel Corporation.

9 All rights Details (Continued)ProceduresPrior to InstructionIn advance of instruction, prepare the materials for the introductory "balanced systems" investigation. In individual plastic bags (one set for every four students), include: 13 8-penny nails with flat heads (not finishing nails) 1 block of wood, approximately 10 cm by 4 cm, with one of the above nails embedded inthe centerProvide science journals for each student to reflect on and respond to activities andquestions throughout the unit. Review the Ecology webquest . Make sure associated Web sites are active, and replace inactive sites if necessary.

10 An alternative webquest could be designed so that students research animals only from their local region, rather than worldwide especially if you wantthe students to get involved in any community or regional action plans. Consider how you could incorporate an authentic audience for your students local or state government officials, governing boards, wildlife specialists,community members, parent organizations, local clubs or organizations, etc. to set up a dateand time when students can present their findings. If this is not possible, identify their audience as the (simulated) National Wildlife Conservation the stagePose the Essential Question, How can we all get along?