UnderstandingByDesignUnitTemplate

TitleofUnit
CurriculumArea
DevelopedBy

EcosystemExploration

Biology

AndyHeusinkvelt

GradeLevel
TimeFrame

912
4weeks

IdentifyDesiredResults(Stage1)
ContentStandards

NGSSStandards

HSLS28.Evaluatetheevidencefortheroleofgroupbehavioronindividualandspecieschancestosurviveandreproduce.
HSLS26.Evaluatetheclaims,evidence,andreasoningthatthecomplexinteractionsinecosystemsmaintainrelativelyconsistentnumbersandtypesoforganisms
instableconditions,butchangingconditionsmayresultinanewecosystem.
DesigHSLS27.Design,evaluate,andrefineasolutionforreducingtheimpactsofhumanactivitiesontheenvironmentandbiodiversity.
HSLS24.Usemathematicalrepresentationstosupportclaimsforthecyclingofmatterandflowofenergyamongorganismsinan
ecosystem.

NebraskaStateScienceStandards

FlowofMatterandEnergyinEcosystems:SC12.3.3Studentswilldescribe,onamolecularlevel,thecyclingofmatterandtheflowofenergybetweenorganismsand
theirenvironment.
SC12.3.3.aExplainhowthestabilityofanecosystemisincreasedbybiologicaldiversity
SC12.3.3.bRecognizethatatomsandmoleculescycleamonglivingandnonlivingcomponentsofthebiosphere
SC12.3.3.cExplainhowdistributionandabundanceofdifferentorganismsinecosystemsarelimitedbytheavailabilityofmatterandenergyandtheabilityofthe
ecosystemtorecyclematerial.

Understandings

OverarchingUnderstanding

Tounderstandthecomponentofanecosystem.Todescribehowbioticand
abioticfactorsplayaroleinecologicaldiversity.

RelatedMisconceptions

EssentialQuestions

Overarching

Topical

Howdotheelementsofan

Howareenergyandmatter

ecosysteminteracttobalancelifeon conservedinanecosystem?
Earth?

Howarespeciesinterdependentand
related?

Howdoestheenvironmentaffect
populationsizeandecosystem
stability?

Whatismatter?

Whatisenergy?

Thesimplicityofwhatmakesupanecosystem.

Knowledge

Skills

Studentswillknow

Studentswillbeableto

Energyisstoredinorganicmatterinanecosystem.

Energyisneithercreatednordestroyed,butrathertransformed.

Energytransferisnotasimpleonetoonerelationship,butratheracomplex
webofinteractions.

Eachpopulationinanecosystemisvitaltothesurvivalofthatecosystem.Take
anorganismaway,anditcanhavedramaticeffects.

Trophiclevelsdescribeproducers,consumers,anddecomposersthatfunction
tomovetheflowofenergy.

Traceenergyflowthroughanecosystem.

Interpretapopulationgraphanddeterminetherelationshipsitshows.

Explainhowthestabilityofanecosystemisincreasedbybiological
diversity.

Comeupwithasolutiontohelpincreasebiodiversityinecosystems.

Determinethecausesanddevelopaplantoreducetheimpactofhuman
activityintheenvironment.

AssessmentEvidence(Stage2)
PerformanceTaskDescription
Goal
Role
Audience
Situation
Product/Performance
Standards

Todefendorcriticizetheplacementofanewfactoryinawetland.
Studentswillbreakintogroupsof4,eachbeingascientist,CEOofthefactory,aresidentofthetown,andtownmayor.
Classmates
Afactorywantstorepurposewetlandsnearatown,representativesneedtodebatetheprosandconsofthisidea.
Studentswillwriteascriptdefendingeachoftheirviews

OtherEvidence

LearningPlan(Stage3)
Where
areyourstudentsheaded?Wherehave
theybeen?Howwillyoumakesurethestudents
knowwheretheyaregoing?

Mystudentswilllearnaboutthemacroscaleinteractionsbetweenlivingthingsintheir
environments.Afterthisunittheywilllearnaboutthemicroscopicinteractionsbetweencellsin
livingthingsintheenvironment.

Howwillyou
hook
studentsatthebeginningof
theunit?
Whateventswillhelpstudents
experienceand
explore
thebigideaandquestionsintheunit?
Howwillyouequipthemwithneededskillsand
knowledge?
Howwillyoucausestudentsto
reflectand
rethink?
Howwillyouguidetheminrehearsing,
revising,andrefiningtheirwork?
Howwillyouhelpstudentsto
exhibitand
selfevaluate
theirgrowingskills,knowledge,and
understandingthroughouttheunit?
Howwillyou
tailor
andotherwisepersonalizethe
learningplantooptimizetheengagementand
effectivenessofALLstudents,without
compromisingthegoalsoftheunit?
Howwillyou
organize
andsequencethelearning
activitiestooptimizetheengagementand
achievementofALLstudents?

Tostartofftheunit,wewillbetakingafieldtriptoadiverseecosystemandstudytheliving
thingsthatmakeupthebiomearoundus.
Aneventthatwillhelpstudentsexperienceandrelatetothislessonwillbethecollectingofinsects
thatliveintheecosystemstheywillstudy.Iwillhavechartsthatwillidentifyeachinsect,andthe
studentsmustclassifythespecimensbytheirgenusandspeciesname.
Openendedquestionsafterlabsandworksheets,askingthemwhytheychosetothinkthatway,
andwhattheirthoughtprocesswasthatbroughtthemtothatanswer.
Toexhibittheirgrowingskills,Iwillusequizzesandworksheetsthatactasreviewofthematerial.

Iwillmakesurethatallmystudentsareinvolvedinclassbyperforminglabsandactivitiesthat
involveeveryone.Allthestudentswillparticipateinthestepsofthelabs,assuringeveryonehas
anunderstandingofthelabaswellasasolidgrasponthematerial.
Iwillorganizetheactivitiesintheunitsothattheyflowinalogicalordersoastooptimizethe
studentsunderstandingasitbuildsfromonetopictoanother.Iwillalsoengagethestudentsin
groupworkanddiscussion,thiswayIcanhelptomaximizeanySPEDstudentsparticipationand
helpthemfeelincluded.

From:Wiggins,GrantandJ.McTighe.(1998).
UnderstandingbyDesign
,AssociationforSupervisionandCurriculumDevelopment
ISBN#0871203138(ppk)

Day InquiryPhase
(4Es)and
Learning
Theory/Principle
1
Engage

LearningActivity

TalkingorWritingStructure/
InstructionalStrategy

Academic
LanguageSupport
Strategy

Assessment
activity(5th
E:
Evaluate)

BiomesConceptMap
http://www.lessonplansinc.com
/lessonplans/population_ecology_lab.pdf

Smallgroupwork.Studentswill
breakintosmallgroupsand
completetheactivity.

Diagnostic

Engage
LP1:Accessingprior
knowledge

Activity:Foodweb
http://forces.si.edu/main/pdf/25Weavin
gTheWeb.pdf

ELL
accommodation:
Thesesmallgroups
willbebrokendown
insuchawaythat
anyELLstudentswill
begroupedwitha
bilingualstudent.If
thatisnotpossible,I
willpassouta
worksheetofthe
conceptmap
translatedtotheir
language,sotheycan
besuccessful.
Activity

Explore
LP2:Factualand
conceptual
knowledge
development

Vocabularywords
withpicturesin
slideshow

Explain
LP2:Factualand
conceptual
knowledge
development
Explain

Formative:
Discussionwill
allowmeto
identifywhat
aspectsofthe
videomystudents
learned.

Noevaluation

Interactivestructurethatinvolves
studentsmovingaroundthe
classroomandtalkingwitheach
othertofigureoutaproblem.
Discussion:DebriefonFoodwebactivity. PowerPointnoteswithvideos.After
Watchvideo
:
ElementsofBiology:
video,Iwillleadaclassdiscussion
Ecosystems:Organismsandtheir
onwhatwewatched.
Environments1

Learnaboutbioticandabioticfactorsin
anecosystem.

PowerPoint

Vocabularyterms,
graphs.

Trophiclevelsandenergyflow

PowerPoint.Ticketoutthe
door:nameonetrophiclevel
relationshipthatinvolvesa
decomposer.

Diagramsandenergy
flowcharts.

Diagnostic

Formative:The
ticketoutthedoor
willhelpme
gaugehowmuch
mystudents

Explain

Populationsandbiodiversity.
http://www.biologycorner.com
/worksheets/examine_ecosystem.html

PowerPointslideshow,
interactiveactivity.Students
willbreakintosmallgroups
andruntestsonpondwater.

Explain

Explainhowthestabilityofanecosystem
isincreasedbybiodiversity.
Populationactivity
http://www.lessonplansinc.com
/lessonplans/population_ecology_lab.pdf

Outsidephysical
simulation/activity.Myclass
willbesimulatedapopulation
ofrabbitsandwolvesinan
ecosystem.Thestudentswill
beabletointeractivelysee
howpopulationiscontrolled
effectively,andwhathappens
whenthereistoomuchortoo
littleofapopulation.

Explain

NichesandHabitat

CompareandContrast.White
boardactivity.

Explain

SymbioticRelationshipsinEcosystems

Smallgroupcollaboration

learnedfromthe
classthatday.
ELL
Formative:
accommodation:
I
Monitorthe
willworkwithanyELL activityanduse
studentandexplain
theiractivity
whatwearedoingin questionsto
aslowerway,sothat clarifyany
hecanbesuccessful
misconceptions.
intheactivityaswell.
Iwillalsohavethe
handoutstranslated
sotheycanfollow
alongatthesame
paceastheirpeers.

Oralinstructionswill
Iwillcollecttheir
begiventoensure
activity
equalunderstanding
worksheetsfrom
andparticipation
thepreviousday
amongthestudents.
todeterminemy
studentslevelof
knowledge.

Groupworkconsisting Formative:based
ofwritingdown
onthestudents
answerstoprompts.
answerstothe
whiteboard
questions,Iwill
adjustmylessons
accordingly.
Clarifyanyconfusion
Formative:
byfurther
Observesmall
explanation.
groupsand
respondto
questions.

10

Explain

NutrientCycles
Quizoverbiodiversityandenergy
transfer

PowerPoint.Individuallywork
onthequiz.

ELL
accommodation:
I
willallowanyELL
studentstotakethe
testsorally,sothey
donotstruggle
readingthe
information.

Summative:To
seehowwellmy
studentshave
been
understandingthe
materialsofarin
theunit

11

Engage

EcosystemFieldTrip

FieldTrip,guidedactivities.I
willhaveanumberof
experimentsforthestudents
toconduct,suchaspopulation
counting,pHofwater,clarity
ofwater,andecosystem
identification.

Breakstudentsinto
groupssothatthere
isanevensplitof
interestlevelsineach
group.

Formative:Obtain
worksheetswith
datafromeach
group.

12

Explain

Reviewfindingsoffieldtrip

Wholeclassdiscussion.Iwill
facilitateaclassdiscussionon
thefindingsofourfieldtrip.

Formative:Class
discussionon
whatwaslearned
fromthefieldtrip.

13

Explain

UpperandLowerLimitofpopulations
Populationgraphs

PowerPointlecture

Gooverwhatwe
learnedfromthetrip
sothateachstudent
understandsthe
measurementswe
took.
Vocabularywordsand
graphs.

14

Explain:Students

Howarehumansaffectingecosystems?

Smallgroup/whiteboard
discussionwithhypotheseson
howhumansareadversely
affectingecosystems
throughouttheglobe.

15

Explain:Teacher

Quiz,Explanationofrubricfor
project.

16

QuizoverLimitofpopulationsand
nutrientcycles.
Project:Investigatethedifferingviewsof
communityleadersinresponsetoa
factorybeingbuiltoutsideoftown.
OverviewofTaxonomy,insecttaxonomy

Vocabularytermsand
graphswithpictures.

Noevaluation

PowerPoint

Formative:gauge
students
understandingon
theinformation.
Groupworkconsisting Formative:based
ofwritingdown
onthestudents
answerstoprompts.
answerstothe

whiteboard
questions,Iwill
adjustmylessons.

Quizcanbetaken
Summative:Quiz
orallyforlearning
tocheck
challengedstudents.
understanding.

17

Elaborate

CollectBugsoutsidearoundtheschool.

Wewillgooutandlookfor
insectsaroundtheschool
grounds.

Helpstudentswho
Noevaluation
cannotgooutsidefind
bugs.

18

Elaborate

Classtimeconsistingofusing
DichotomousKeystoidentifytheinsects.

Wewillidentifytheinsects
basedonpictureswetook,or
bylookingatanycaptured
insects.

Vocabularytermsand
speciesnameswillbe
explainedinfurther
detail.

19

ProjectWorkDay

Individualprojectworktime.

20

Elaborate

ProjectPresentations

Presentations

Helpanystudents
whoarestruggling
withtheproject.
Listenandgive
feedbackto
presentations.

21

Evaluate

ProjectPresentations
Review

Reviewoftestmaterial.

22

Evaluate

UnitTest

IndividualPaperTest

Formative:Iwill
assesshow
difficultitisfor
studentsto
identifythe
insects.
Noevaluation

Summative:
Evaluatewhether
mystudentscan
applytheir
knowledgetoa
practicalsituation.
Vocabularywordsand Noevaluation
keyconcepts
identifiedfortest
preparation.
Test
Summative:Unit
testtoasses
overallmasteryof
unitmaterial

Iplantoevaluatestudentlearningthroughvariousformativeassignmentsthroughouttheunit.Iwillusetheactivitiesthaty
studentsdoasanindicatoronwheretheyareintheirlearningprocessforthechapter.Iwillalsousethetwoquizzesandtheunit
test,aswellastheirproject,assummativegradesfortheunit.ThequizzeswillbeevenlyspacedthroughouttheunittoensurethatI
knowwherethestudentsunderstandinglevelisatthefirsthalfoftheunit,andthelasthalf.Thesesummativegradeswillallowme
toseewhatinformationmystudentsactuallytookawayfromtheunit,andwhatlessonsImighthavegoneovertooquickly,orinnot
enoughdetailforthemtomasterit.Theirformativeassignmentswillbehelpfulformetochecktheirongoingunderstanding
throughoutthesemester.Thesewillgivemetheopportunitytocorrectanymisconceptionsthatcouldsurfacefromaparticular
lessonIdid,orallowmetogooveralessonthatwasclearlynotexplainedwellenough.
Mydiagnosticactivityatthebeginningoftheunitwillgivemetheopportunitytoidentifyanymisconceptionsandgaugemy
studentspriorknowledgebeforeIstartintotheunit.Thefoodwebactivitywillgivemeagoodinsightintohowmuchmystudents
actuallyknowaboutenergytransfer,ecosystems,andhoweverylivingandnonlivingthingonEarthisrelated.Basedonhowwell
thisactivitygoes,thatwillgivemeanindicationonwhereIshouldstartmylessons,andhowfastorslowIcangoovercertaintopics.
TheotherdiagnosticactivityIhad,thebiomeconceptmap,willallowmetoassesshowmuchmystudentsknowabouttheEarthand
thedifferentenvironmentsthatexistontheplanet.ItwillalsogivemeinsightintohowindepththeirknowledgeissothatIwillhave
abetterideaonwheretobeginmyunit.
http://www.lessonplansinc.com/lessonplans/population_ecology_lab.pdf

http://forces.si.edu/main/pdf/25WeavingTheWeb.pdf

http://www.biologycorner.com/worksheets/examine_ecosystem.html

http://www.lessonplansinc.com/lessonplans/population_ecology_lab.pdf