Ecology Unit

Plan
Nicole Murley
EDU 4570: Theories and Techniques of Instruction
Madonna University
 Ecology: It’s All Connected
Unit Plan

Table of Contents

Rationale 3

Standards and Benchmarks 4

Sample of Lesson Plans 6

Lesson Plan 1: The Carbon Cycle 6
Lesson Plan 2: Climate and Biomes 9
Lesson Plan 3: Niches and Community Interactions 12
Lesson Plan 4: Carrying Capacity in Predator-Prey Relationships 15
Lesson Plan 5: Interdependency Within Food Webs 18
Lesson Plan 6: Human Impact on the Biosphere 21

Performance Assessment 24
Performance Assessment Criteria 26
Performance Assessment Rubric 27

Self-Evaluation 29

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Rationale
In this unit, earth is called a “biosphere,” or “living planet.” It’s no surprise that the

earth is full of life! From the frozen tundras of Antarctica to the tropical rainforests and

oceans, all of life is connected by a vast network of relationships. As ecologists,

students will study the complex relationships within ecosystems and among the

organisms that inhabit our planet. They will learn about how predator and prey maintain

a delicate balance in food webs, how climate and biogeochemical cycles influence life

on earth, and much more.

Ecology is one of the most important topics for scientists to explore, because our

role within the ecosystem is often more dramatic and widespread than we realize.

Humans play a crucial role in shaping both the living and nonliving conditions of the

whole world, and it is our responsibility to learn what we can do to help solve some of

the most difficult, and most important, problems facing our planet today. After learning

about the complex inner workings of the ecosystems on earth, students will discover the

impact that human activity has on those ecosystems and set out to find solutions to

climate change, habitat loss, food chain disruption, and more… Before it’s too late. This

unit will develop problem-solving skills as students gain a deeper appreciation for the

complexity and delicacy of nature. Not only will students become better scientists, but

they will become better citizens as they become activists for social changes that will

help preserve the environment for generations to come.

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Standards and Benchmarks

Target Standards: NGSS-HS-LS2-1, NGSS-HS-LS2-4, NGSS-HS-LS2-6,
NGSS-HS-LS2-7, NGSS-HS-ESS3-4, NGSS-HS-ESS3-6

Other Standards Addressed: NGSS-HS-LS2-5, NGSS-HS-ESS2-2, NGSS-HS-ESS2-6,

NGSS-HS-ESS3-3, NGSS-HS-ESS3-5, CCSS.ELA-Literacy.RST.9-10.1,
CCSS.ELA-Literacy.RST.9-10.7, CCSS.ELA-Literacy.RST.9-10.8,
CCSS.Math.Practice.MP4

NGSS:

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CCSS:
● CCSS.ELA-Literacy.RST.9-10.1: Cite specific textual evidence to support
analysis of science and technical texts, attending to the precise details of
explanations or descriptions.
● CCSS.ELA-Literacy.RST.9-10.7: Translate quantitative or technical information
expressed in words in a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an equation) into
words.
● CCSS.ELA-Literacy.RST.9-10.8: Assess the extent to which the reasoning and
evidence in a text support the author's claim or a recommendation for solving a
scientific or technical problem.
● CCSS.Math.Practice.MP4: Model with Mathematics

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Sample of Lesson Plans

Lesson Plan 1: The Carbon Cycle

I. Content:
A. Standards HS-LS2-4, HS-LS2-5, HS-ESS2-6, CCSS.Math.Practice.MP4

B. Enduring 1. Plants play a pivotal role in cycling the essential elements

Understandings & of life, including carbon, through all living things.
Essential Questions 2. Atoms of carbon, hydrogen, oxygen, and nitrogen are not
created or destroyed; they are continuously cycled through
the biosphere in different forms.

C. Objectives: 1. List pathways carbon takes as it cycles through the

(SWBAT) biosphere.
2. Explain how carbon atoms cycle through living things, the
soil, the air, and the ocean.
3. Predict what would happen to the cycle of carbon in an
ecosystem if plant life suddenly disappeared.
4. Compare and contrast the carbon cycle in a healthy
ecosystem compared to one with a lack of plant life.
5. Extend concepts discussed in the carbon cycle to the
cycling of all matter in an ecosystem.
II. Assessment:
A. 1st Formative Small-groups create posters comparing and contrasting their
Assessment bar graphs.

B. 2nd Formative Exit slip addressing each of the lesson objectives.

Assessment
III. Instruction:
A. Anticipatory Set http://oceanservice.noaa.gov/education/pd/climate/teachin
gclimate/carbon_cycle_game.pdf - demonstrate carbon
cycle game where students will travel throughout the room

B. Instructional Students play the role of a carbon atom and cycle between
Activities (includes 7 stations, rolling dice to see where they travel to in the
Introduction, biosphere. Students will keep track of 10 rounds, then
Presentation, Clues record the total number of times they visited each part of

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for Discovery, the biosphere in a whole-class spreadsheet. Students will

Modeling, and then construct a bar graph depicting the amount of carbon
engagement in present in each area of the biosphere. We expect this to
gradual release, as be relatively even. Then I ask the question, “what would
planned) happen to our biosphere if plants suddenly started
disappearing?” Students would predict and construct a
new bar graph based on their predictions, then share their
predictions in small groups and present conclusions to the
whole class. Finally, students will repeat the game for 5-10
rounds, but without allowing them to use photosynthesis to
enter plants. They again compile their data, make a new
bar graph depicting their new data and make a
comparison. Students conclude with reading about,
viewing diagrams, and answering summary questions
about the carbon, water, and nitrogen cycle using an
interactive website.

With special attention i. Differentiation Mixed-level groupings allow for

to: higher level students to discuss
ideas and clarify understandings for
low-level
ELL students engage in dialogue
with groupmates

ii. Higher Level Predicting changes in carbon cycle

Cognition flow

iii. Technology Creating bar graphs using Microsoft

Excel, interactive website tracing the
biogeochemical cycles:
http://ci.columbia.edu/ci/tools/1111a
_tools.html

C. Gradual Release 1. After carbon cycle activity, ask students to first recall the
Techniques (See major pathways of the carbon cycle they “traveled
Formative through.” Write these together on the board.
Assessment – 2. After students compile their data, demonstrate how to
Checking for create a bar graph and have them use excel to create one
Understanding, before drawing it on a poster.
Guided Practice, 3. Students use “think-pair-share” method to predict how
Independent Practice, the carbon cycle will be affected by the disappearance of

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Class Exit) plants.

D. Closure Students read about and look at visuals of the

biogeochemical cycles of water and nitrogen, then answer
summary questions.
IV. Reflection:
A. What Will They and I
Do Next & Why?

Special Resources Needed: Dice, Carbon Cycle Game handouts and signs, poster
making materials, computers

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Lesson Plan 2: Climate and Biomes

I. Content:
A. Standards NGSS-HS-LS2-6, NGSS-HS-ESS2-2, NGSS-HS-ESS3-5,
CCSS.ELA-Literacy.RST.9-10.1, CCSS.ELA-Literacy.RST.9-
10.2

B. Enduring 1. Climate has a direct impact on the organisms living in a

Understandings & particular area. Organisms adapt to the climate they live in.
Essential Questions 2. If the climate of an area changes, the entire ecosystem has
change. This can mean that the organisms must adapt,
emigrate, or face extinction.

C. Objectives: 1. Compare and contrast the features of different biomes.

(SWBAT) 2. Analyze the unique adaptations that the organisms in a
particular biome have that allow them to survive in that
environment.
3. Predict the changes that would occur in an ecosystem
if the climate changed.
II. Assessment:
A. 1st Formative Posters summarizing the similarities and differences between
Assessment two biomes.

B. 2nd Formative Exit slip writing prompt: examining climate change data in
Assessment California and predicting how that affected the organisms that
live there.
III. Instruction:
A. Anticipatory Set Pictures of different biomes, ask students to think about
planning a vacation there - imagine what they could do, what
they would need to pack, what type of wildlife they would see
(Short discussion).

B. Instructional Assign each individual a biome to research and find climate

Activities (includes data and information about flora and fauna. Allow in-class
Introduction, time to conduct research, then allow students to meet briefly
Presentation, Clues with those who researched the same biome to compare
for Discovery, notes. Then assign partners who will compare and contrast
Modeling, and the climate and wildlife in their biomes. They should construct
engagement in charts showing the changes in temperature and rainfall for

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gradual release, as each type of biome, and come up with some specific
planned) adaptations suitable for plants or animals in each. Then the
whole class views images, news articles, and video clips
from California over the past several decades to observe how
the climate has changed over time. Students should reflect
individually after some whole-class discussion about the
impact that this change will have on the organisms that live
there.

With special attention i. Differentiation Higher-level students should be

to: assigned biomes that are less
commonly known, and paired with low-
level students to help them understand
the differences they notice. Lower-level
students may be paired with other
students during the research phase or
be provided with the resources to use.

ii. Higher Level Analyzing precipitation and

Cognition temperature data and making
predictions are both higher level
cognitive processes

iii. Technology Using internet resources and media to

research biomes, collect data, and
observe real-time change in California

C. Gradual Release First, the teacher discusses key features of biomes and helps
Techniques (See students interpret a sample graph of temperature and
Formative precipitation changes. Students research individually but can
Assessment – be assisted by classmates if necessary. Partner work and
Checking for whole-class discussion of concepts allow students to hear
Understanding, multiple explanations, but they conclude with an individual
Guided Practice, writing assignment where they must put together the
Independent Practice, information they learned.
Class Exit)

D. Closure Writing assignment about how climate change impacts the

organisms living in California. Leading question about how
humans impacted this climate change can lead into a related
human impact lesson.

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IV. Reflection:
A. What Will They and I
Do Next & Why?

Special Resources Needed: computers with internet access or biome data, poster
materials

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Lesson Plan 3: Niches and Community Interactions

I. Content:
A. Standards NGSS-HS-LS2-6

B. Enduring 1. Life within an ecosystem is interdependent. Even

Understandings & organisms that are not within the same food web are still
Essential Questions closely related.
2. Every organism plays an important role within their
ecosystem. Without that organism, the whole ecosystem is
affected. Conversely, two organisms cannot occupy the same
niche because the supplies in an ecosystem are limited.

C. Objectives: 1. Define niche, habitat, symbiosis, mutualism,

(SWBAT) commensalism, parasitism, predator/prey, and
herbivore/plant relationships
2. Apply definitions to scenarios or specific interactions
between two species.
3. Integrate the definitions and examples to develop new
ideas about how life is interdependent within an
ecosystem.
II. Assessment:
A. 1st Formative “Vocabulary carousel” - terms and definitions are posted
Assessment around the room, along with a special code corresponding to
each term. Students match the term to the definition and write
down the codes. The teacher can check when students are
finished to see if they “cracked the code” and matched up all
of the definitions correctly.

B. 2nd Formative “Vote by feet” - read a description of species and determine

Assessment which type of interaction is occurring between the two by
moving to a designated location in the classroom.
III. Instruction:
A. Anticipatory Set Video clips from “Finding Nemo” or other relatable movie
that demonstrate the concepts of “niche,” “habitat,” and
community interactions.

B. Instructional Notes: defining niche, habitat, symbiosis, mutualism,

Activities (includes commensalism, parasitism, predator/prey, and

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Introduction, herbivore/plant relationships. Students discuss in small

Presentation, Clues groups and come up with examples of each.
for Discovery, Re-watch the short video clips and have students “vote by
Modeling, and feet” which type of interaction is occurring.
engagement in Ask the class guided questions: “Why do you think it is
gradual release, as important for every organism to have its own niche in the
planned) ecosystem?” “What would happen if two organisms had
the same exact niche?” “Why do you think organisms
interact in these different ways?” “What do you think would
happen to one organism if another species that it
interacted with a lot were to move or go extinct?” Use
think-pair-share to facilitate dialogue. Conclude with
“vocabulary sort.”

With special attention i. Differentiation Think-pair share and open-ended

to: questions allow students to work to
their ability level.

ii. Higher Level Open-ended questions are designed

Cognition to promote higher level cognition,
and all of the vocabulary learned in
this lesson is applied to multiple
scenarios.

iii. Technology Video clips present the concepts in a

more dynamic fashion.

C. Gradual Release Teacher supplies definitions, then elaborates, then asks

Techniques (See students to come up with examples and to further
Formative elaborate. Teacher guides discussion and provides further
Assessment – information for clarity, then asks students to summarize the
Checking for important ideas discussed. Students are responsible for
Understanding, knowing and using vocabulary, but they have the
Guided Practice, opportunity to work with others as well as work individually.
Independent Practice,
Class Exit)

D. Closure Review vocabulary sort results and ask students to

summarize the key points of discussion.
IV. Reflection:

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A. What Will They and I

Do Next & Why?

Special Resources Needed: Pre-selected video clips, images of different types of

interactions

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Lesson Plan 4: Carrying Capacity in Predator-Prey Relationships

I. Content:
A. Standards NGSS-HS-LS2-1, NGSS-HS-LS2-2, NGSS-HS-LS2-6,
CCSS.Math.Practice.MP4

B. Enduring 1. Ecosystems have a limited supply of resources, which

Understandings & serves to limit population growth.
Essential Questions 2. The populations within an ecosystem stabilize over
time.
3. Population changes of predators and prey are closely
related.

C. Objectives: 1. Create graphs depicting population changes over time

(SWBAT) in two different types of ecosystems.
2. Explain how the population of deer and wolves
changed over time in the ecosystem.
3. Analyze the graphs of population changes over time to
determine carrying capacity and examine the
relationships between producer, predator, and prey
populations.
4. Construct explanations for the trends observed in real
population curves.
5. Support explanations by citing specific evidence from
the graphs.
II. Assessment:
A. 1st Formative Graphical analysis questions - short writing assignment /
Assessment reflection activity after completing the graph

B. 2nd Formative Questioning - What is the carrying capacity of the deer

Assessment population? How did introducing the wolves change the deer
population? What happened to both populations eventually?
III. Instruction:
A. Anticipatory Set Demonstrate how to play the game, “Oh Deer!” Students
have the role of either being food, water, shelter, or deer.
Deer have to seek out the resources they need to survive
and reproduce. If they survive, they take their resource with
them and the resource becomes a new deer. If they do not,

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they die and become a resource.

B. Instructional Students play the “Oh Deer!” game for about 10 rounds and
Activities (includes record the number of deer alive at the beginning of each
Introduction, round. They graph the population size over time and
Presentation, Clues complete a writing assignment that follows the graph. Then,
for Discovery, a wolf is introduced into the same game and the game
Modeling, and continues for 10 more rounds. A new graph is created.
engagement in Students compare the two graphs and discuss the effect that
gradual release, as the wolves had on the deer population. Then, students look
planned) at real population graphs from different predator-prey
relationships and come up with explanations for the trends
they observe.

With special attention i. Differentiation Students who require assistance with

to: creating graphs could do so using a
Microsoft Excel spreadsheet that was
pre-formatted. While students are
analyzing graphs, the teacher can
check students individually for
understanding. Students may also
work with a partner if they are
struggling to analyze the graphs.

ii. Higher Level Students are conducting graphic

Cognition analysis and supporting claims with
specific evidence.

iii. Technology Microsoft Excel for graphing (possible),

examining real population graphs and
sources from the internet

C. Gradual Release The teacher can facilitate discussion by starting with

Techniques (See observation-based questions (what happened to the deer
Formative population over this time period?) before asking more difficult
Assessment – questions (why did the deer population decrease?) The
Checking for teacher can review how to create the graph and graph the
Understanding, first few points with the whole class before allowing the
Guided Practice, students to continue graphing. Students have time after
Independent Practice, whole-class discussion to write their individual responses to
Class Exit) analysis questions.

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D. Closure Review student responses to analysis questions, asking

them to evaluate the justifications for each response. Ask
students to summarize what was discussed and give a news
article for students to read related to introducing predators
into areas with out-of-control population growth to tie the
concepts in with a relevant scenario.
IV. Reflection:
A. What Will They and I
Do Next & Why?

Special Resources Needed: Space for movement, graph paper or computers with
Microsoft Excel

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Lesson Plan 5: Interdependency Within Food Webs

I. Content:
A. Standards NGSS-HS-LS2-2, NGSS-HS-LS2-4, CCSS.ELA-
Literacy.RST.9-10.7

B. Enduring 1. The ultimate source of all energy on earth is the sun.

Understandings & 2. Energy flows from producer to consumer in an
Essential Questions ecosystem and is used to sustain life processes for
each level of the food web.
3. Only about 10% of the energy in each level of the food
web is passed on to the next, and most of the energy is
lost as heat. That affects the amount of each type of
organism that can be sustained in an ecosystem.

C. Objectives: 1. Identify the essential components of a food web.

(SWBAT) 2. List the order in which energy flows through an
ecosystem.
3. Explain how energy is stored in organisms, transferred
through a food web, and lost as heat.
4. Compute the relative numbers of organisms that can
be supported at each level of an ecological pyramid or
food web.
II. Assessment:
A. 1st Formative Kahoot! Game with vocabulary related to food webs and with
Assessment practice calculation questions - pre- and post-lesson

B. 2nd Formative Checkpoint questions throughout the lesson - written

Assessment responses to questions that correspond to the discussion so
that students have to rewrite and summarize what was
discussed. Can be monitored in real-time using Socrative
online survey tool.
III. Instruction:
A. Anticipatory Set 5-10 minute “nature walk” around the outside of the school.
Students list and count the number of each type of different
organism they see as we walk.

B. Instructional Recall past information learned about food webs (Kahoot!

Activities (includes pre-test). Ask students why food webs exist, in other words

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Introduction, why do animals need to eat each other? Then discuss the
Presentation, Clues need for energy to sustain life. Guide students to trace the
for Discovery, path of energy back to its original source, the sun. Then
Modeling, and construct ecological pyramids using data and strips of
engagement in cardstock listed:
gradual release, as http://web.archive.org/web/20060929210544/http:/www.powe
planned) rnaturally.org/Programs/pdfs_docs/41_BiomassEnergy.pdf
Use these constructed pyramids to predict and calculate the
amount of biomass and the number of organisms present at
each level of the food web around our school. Use Kahoot!
For a post-test.

With special attention i. Differentiation Open-ended questions. Call on lower-

to: level students to answer recall
questions, and higher-level students to
answer synthesis questions in whole-
class discussion. Monitor individual
responses to checkpoint questions and
address them as necessary.

ii. Higher Level Students need to think abstractly

Cognition concepts such as transformation of
energy and come up with calculations
they can use to examine ecosystems.

iii. Technology Kahoot! And Socrative assessment

tools

C. Gradual Release Teacher-facilitated discussion will guide students to the

Techniques (See important conclusions, then students will answer checkpoint
Formative questions to check for understanding. Students will make the
Assessment – ecological pyramids in groups, then the Kahoot! Review
Checking for game oscillates between individual response and whole-
Understanding, class review.
Guided Practice,
Independent Practice,
Class Exit)

D. Closure Relate the concepts to the ecosystem around the school and
review with a Kahoot! game.
IV. Reflection:

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A. What Will They and I

Do Next & Why?

Special Resources Needed: Ruler, clear tape, cardstock, markers

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Lesson Plan 6: Human Impact on the Biosphere

I. Content:
A. Standards NGSS-HS-LS2-7, NGSS-HS-ESS3-3, NGSS-HS-ESS3-6,
CCSS.ELA-Literacy.RST.9-10.8

B. Enduring 1. Humans play a significant role in changing the earth’s

Understandings & ecosystems.
Essential Questions 2. Some problems caused by human activity may be so
severe that, if we don’t act now, will be irreversible and
cause unfathomable changes to life as we know it.

C. Objectives: 1. Recognize some of the negative impacts of daily

(SWBAT) human activity on the biosphere.
2. Create a presentation to present the facts and opinions
surrounding a particular problem.
3. Evaluate possible solutions to an ecological problem
and present the best solution.
II. Assessment:
A. 1st Formative WebQuest reading questions
Assessment

B. 2nd Formative Informal presentation of an ecological problem and solution

Assessment and associated quiz.
III. Instruction:
A. Anticipatory Set Video clip presenting some of the impacts humans have on
the environment:
https://www.youtube.com/watch?v=0zPcR7wgh0c

B. Instructional Students complete webquest:

Activities (includes http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/D
Introduction, omain/2585/Webquest%20on%20human%20impact.pdf then
Presentation, Clues discuss results. Then the class will read short news articles
for Discovery, about invasive species, genetically modified food, and/or
Modeling, and climate change and discuss the concepts of biodiversity and
engagement in nonrenewable resources. Students list environmental
gradual release, as problems that are caused by humans. They are then
planned) assigned small groups and choose by lottery from the list of
topics to research in more detail. They research the problem,

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find evidence to support the claim that this problem is the

most important to solve, then evaluate and select the best
solution to present to the class. They will make posters
advertising their solution and emphasizing its importance.
Students will take notes on the other groups’ presentations
and take a short informal quiz to assess their understanding
and memory. The posters can be displayed around the
classroom or the school.

With special attention i. Differentiation Portions of this lesson will be

to: completed in small groups, which will
be heterogeneous so that members of
all abilities can work together and learn
from each other.

ii. Higher Level Students are conducting research and

Cognition using evidence to support their ideas
as they develop a solution or evaluate
an existing solution to a problem.

iii. Technology Internet research

C. Gradual Release The lesson starts with a guided webquest to walk students
Techniques (See through an introduction of the impacts of human activity. The
Formative teacher than guides discussion of news articles before
Assessment – students branch out into small group research. After the
Checking for small groups present their information, individuals need to
Understanding, recall and relate the information they learned on an informal
Guided Practice, quiz.
Independent Practice,
Class Exit)

D. Closure Students will share their posters and solutions with each
other, then the whole class can discuss steps they can take
starting today that will make a positive impact on the global
problems. Hopefully, the presentations will encourage them
to become environmental activists in their homes and
communities.
IV. Reflection:
A. What Will They and I

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Do Next & Why?

Special Resources Needed: Computers with internet access, poster making materials

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Performance Assessment

Throughout this ecology unit, students have learned about the relationships

among organisms and between organisms and their environment. They examined food

webs and biogeochemical cycles, predator-prey and symbiotic dynamics within

communities, the effects of climate on wildlife, and the changes that take place when

humans disrupt an ecosystem. They will bring together all of their knowledge and

experiences throughout the unit in the form of a children’s story, which they will create

and share in a local elementary school after the unit concludes. The story will present

some of the more paramount topics students learned in a creative way suitable for a

3rd, 4th, or 5th grade audience.

On the first day this culminating project is presented, the class will read through

the rubric together, then read The Lorax and discuss the ecological concepts presented

in the story. They will use the remaining time to brainstorm story ideas, then use the

next two full class periods to work on their project. Students will work with a partner in

class on the project, where they will learn how to delineate roles and collaborate in

order to enhance their understanding and perspective of the topics. In addition to the

two full class periods they can use to work on the project, they are given one week to

complete the assignment outside of class. As a teacher, I will be monitoring their

progress throughout the week, asking them to submit small progress reports at the

beginning of class each day.

Students with differing abilities will be paired so that everyone has the chance to

work at their ability level, and gifted students will be required to provide more detail in

their assigned parts. They have the option to use construction paper, Microsoft

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PowerPoint, Windows Movie Maker, or another format to be approved by the teacher to

create their story. Illustrations for the stories may also be made by hand or digitally. This

will allow for students to demonstrate their creativity and unique intelligences.

When students complete their project they will present their stories to students in

a 3rd, 4th, or 5th grade class at a local school. By presenting their stories, they are able

to share what they have learned with their audience to make the experience more

meaningful. In addition, this unit allows students to practice their presentation and story

development skills as they integrate the content they learned in an original way.

Students will be graded according to their content knowledge, accuracy, creativity,

effort, and teamwork skills demonstrated in completing the culminating activity.

Image source: https://seussblog.files.wordpress.com/2013/06/the-lorax-example-page-

4.png

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Performance Assessment Criteria

To the students: Be as creative and detailed as you can in creating your story. See if you
can incorporate the elements of ecology into a story that has some form of organization/plot.
Remember that the focus of this project is presenting the concepts you’ve learned to a younger
audience. You may use any presentation format you choose (construction paper, PowerPoint,
YouTube video, etc.) but be sure to check with the teacher to ensure that you’ll meet all of the
requirements.
To receive full credit for this project, address each of the criteria listed below. Consult the
rubric for a more detailed description of what is expected of you. You will also be graded on the
overall appearance of your project, the time you spend in class, and your teamwork.

1. Address all of the following Key Elements of Ecology in the story:

a. The climate and biome within which the characters reside. Describe how the
characters are adapted to survive in that biome.
b. Niche and habitat - describe the niches and habitats of some of your characters.
c. Symbioses - mutualism, commensalism, and/or parasitism. Select one or two to
fully explain and use in the story.
d. Matter and energy flow within ecosystems - describe one of these and explain
why it is important to the characters in your ecosystem.
e. Food webs - producer, consumer, predator, prey, decomposer - discuss a few of
these roles and explain how your characters are related to each other in this food
web.
2. Address at least one impact that humans can have on the ecosystem and characters in
your story. It can be any type of human impact that we discussed in our unit, or another
if you conduct your own research.
3. Suggest specific things that the reader can do to help preserve the ecosystem.
4. Provide illustrations for each of the Key Elements and the Human Impact. You can draw,
take photographs, use clipart, or any combination to present the concepts in an exciting
way that your readers will understand and enjoy.
5. Do all of these things in a creative way, and have fun!

Good luck!

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Unit Plan

Performance Assessment Rubric

Element Great Satisfactory Needs Unaccaptable

Performance Performance Improvement Performance
(90-100%) (75-90%) (60-75%) (<60%)

Addressing the All topics are At least 4 topics At least 3 topics Only 1 or 2
Key Elements addressed with are addressed are addressed topics are
(up to 50 points) at least 3 with at least 2-3 with at least 1 addressed.
sentences about sentences. sentence each.
each.

Addressing At least one At least one At least one Human impact is

Human Impact human impact human impact human impact not addressed at
(up to 20 points) on the on the on the all.
ecosystem and ecosystem is ecosystem is
characters is explained with at mentioned, but
explained with at least 2 not explained.
least a sentences.
paragraph.

Presenting Multiple specific Multiple A general No solutions are

Solutions to solutions are solutions are solution is presented, or a
Human Impact presented that presented, some presented that solution is
(up to 10 points) empower the of which may may apply to the presented but is
reader to make a apply to the reader’s life. not possible for
change in their reader’s life. the reader to
own life. participate in.

Illustrations (up Illustrations are Illustrations are Illustrations are Illustrations are
to 10 points) provided for all provided for provided for rare and are not
of the Key most of the Key some of the Key very accurate or
Elements and Elements and Elements and detract from the
Human Impact Human Impact Human Impact story.
topics. topics. topics.
Illustrations are Illustrations are Illustrations are
accurate and accurate and mostly accurate.
detailed, and detailed.
they add to the
story.

Overall Quality The project is The project is The project is The project is
(up to 10 points) neat, visually neat, visually neat and visually sloppy,
appealing, well- appealing, and appealing, but disorganized,
organized, and has very few has grammatical and/or has
has no grammatical errors glaring
grammatical errors. grammatical
errors. errors.

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Unit Plan

Appropriate for Strong Some Some Limited

Audience (up to awareness of awareness of awareness of awareness of
20 points) audience in the audience in the audience in the the needs and
design. Students design. design. Students interests of the
can clearly Students can find it difficult to target audience.
explain why they partially explain explain how the
felt the why they felt the vocabulary and
vocabulary and vocabulary and illustrations fit
illustrations fit illustrations fit the target
the target the target audience.
audience. audience.

Collaboration Uses all of class Uses most of Uses some of Does not use
and In-Class time wisely, class time class time class time
Work (up to 10 communicates wisely, wisely, but lacks wisely, does not
points) often with communicates some communicate
partner, and with partner, and communication with partner, and
exceeds meets or responsibility does not meet
responsibilities responsibilities in following responsibilities.
to ensure the to ensure the through with the Their partner is
success of the success of the project. “left high and
project. project. dry.”

Presentation (up Participates fully Participates fully Partially Does not

to 10 points) in presenting the in presenting the participates in participate in
story to the story to the presenting the presenting the
audience and audience. story to the story to the
demonstrates a audience. audience.
lively attitude.

Total Points Possible: 140

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Unit Plan

Self-Evaluation

Writing this unit plan required me to use all of the skills I have learned in my

education coursework and to think critically about the outcomes I wanted from the unit. I

knew that I wanted students to walk away with an understanding of how complex and

fragile the earth’s ecosystems are, and how the decisions that they make can have a

significant influence on the future of the planet, for better or for worse. Taking those

essential understandings and “fleshing out” a unit proved to be a difficult task, but

following the process that I learned in methods this semester seemed to be the most

natural way to develop the unit plan.

One of the most difficult things for me to do was to narrow down the content

standards I wanted to incorporate into my unit. From there, it was equally as difficult to

decide which standards were most important, to be taught throughout a series of

lessons, and which standards were to be taught in one lesson. I should have

communicated more with my content area teacher and the more experienced teachers

in my school to see how much time they would reasonably expect to spend on the

various components of this unit.

The easiest things to do were developing lessons and formative assessments

designed to measure what students learned in the lessons. I feel that I have a strong

grasp of the structure of a lesson after watching experienced teachers and practicing

within my field placements and in my position. I feel comfortable structuring a lesson

that has a “hook,” an engaging activity, and a variety of instructional methods. I have

also learned many ways to quickly and effectively assess student learning, including exit

slips, questioning, graphic organizers, and online practice quizzes.

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 Ecology: It’s All Connected
Unit Plan

When I was deciding on the format for the performance assessment, I quickly

came up with the assignment details but struggled to write the rubric for the assignment.

I still need most work with developing rubrics that are objective in nature and allow me

to accurately and fairly evaluate each student’s work. An effective rubric would also help

my students understand exactly what was expected of them so that they could complete

the assignment successfully.

I have learned from this unit planning process that quality teaching takes as

much, if not more, time outside of the classroom carefully selecting content and

developing instructional units. However, investing that extra time allows me to map out

the progression of the school year so that I can emphasize the knowledge and skills that

will build on each other in each successive unit. Without a full unit mapped out, I cannot

successfully lead my students to the important conclusions I need them to make. I

learned an extensive amount about the unit planning and lesson planning process while

working with my content area instructors. Now I need to put what I learned into practice,

and the more time I spend practicing my unit planning skills the more I will be able to

benefit my students.

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