Stage 1 Desired Results

ESTABLISHED GOALS
State Standards:
3.SC3.2: The student
demonstrates an understanding
that all organisms are linked to
each other and their physical
environments through the transfer
and transformation of matter and
energy by: organizing a simple
food chain of familiar plants and
animals.
3.SA3.1: The student
demonstrates an understanding
that interactions with the
environment provide an
opportunity for understanding
scientific concepts: observing local
conditions that determine which
plants and/or animals survive.

Transfer
Students will be able to independently use their learning
to
Define, categorize, and compare ecosystems of
Southeast Alaska, and more specifically Ketchikan. Use
this information to compare and contrast ecosystems of
Southeast Alaska to those in other areas of the world.
Recognize that humans play a role in the survival or
extinction of various ecosystems.
Meaning
UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will understand

that

1. What ecosystems can

you find in Southeast
Alaska, Ketchikan, at our
school, home?

1. All energy comes from

the sun
2. All organisms require
energy to survive, and
that energy is moved
from one living thing
to another.
3. All living things,
including humans,
depend on each other
and are interrelated.
4. Different organisms
(producers,
consumers,
decomposers) have
different methods of
getting energy.
5. Understand that
ecosystems influence
the way humans live
and vice versa.

2. How do the local

ecosystems affect the
way we live in Ketchikan?
3. How do the ecosystems
affect the way people live
in other communities?
4. Predict how changes in
the environment would
affect an ecosystem of
organisms.
5. Predict effects on a
population if some of the
plants or animals in the
community are scarce or
if there are too many.
Specifically our local
environment.
6. How are plants and
animals (including
humans) reliant on one

another?
7. How do people affect
ecosystems?
Positives/Negatives?
Acquisition
Students will know
How to describe the roles of
organisms and the flow of
energy within an ecosystem.
Demonstrate the flow of
energy through a food
web/chain beginning with
sunlight and including
producers and consumers.
Vocabulary associated with
ecosystems such as food
chain, food web, producer,
consumer, decomposer,
omnivore, herbivore,
carnivore, ecosystems,
organism, predator, prey

Students will be skilled

at
Identify and use
appropriate vocabulary
when discussing local
ecosystems
Work collaboratively with
peers to understand how
the ecosystems of our
area limit and favor our
way of life
Present their ideas and
knowledge through
multiple avenues of
learning

Stage 2 - Evidence
Evaluative Criteria

Assessment Evidence
3.SC3.2: The student demonstrates an understanding that all
organisms are linked to each other and their physical
environments through the transfer and transformation of matter
and energy by: organizing a simple food chain of familiar plants
and animals.
3.SA3.1: The student demonstrates an understanding that
interactions with the environment provide an opportunity for
understanding scientific concepts: observing local conditions
that determine which plants and/or animals survive.
PERFORMANCE TASK(S):
1. E Energy Pyramid: Students will collect data using the
ipads by going outside and taking photos of producers,
herbivores, and (hopefully) carnivores. They may choose

to work individually or in small groups to collect as many

examples of organisms as possible. We will also gather
photos from the internet and magazines. Students will
work together to define and categorize the producers,
herbivores, and carnivores. As a whole class we will
discuss and analyze our data and sort the images into
three categories. The sun will be on the bottom of the
pyramid, next the producers, then the herbivores, and
finally the carnivores will be on the top of the pyramid.
Some essential questions that will be discussed during
this time are:
2. FFood Chains: After researching and exploring local
ecosystems students will choose a local ecosystem that
they would like to represent by creating food chains.
Students will use their knowledge of ecosystems to create
a simple food chain using index cards. Students can
choose to draw, use photos, magazine clippings, etc to
create their food chains.
3. S Food Web: Stretch it! Students will choose to draw or
design their own food web. Students will use the
application ImageChef on the ipad to design their food
webs.

Rubric
Student represents the sun as the main source of energy- 10pts
Student labels organisms as producer, consumer, or
decomposer-15 pts
Design accurately organizes placement of organisms in
ecosystem-15pts.
Drawings or graphics accurately represent organisms-10 pts

Formative Assessments

OTHER EVIDENCE:
Exit Tickets
Discussion
Around the World
Teacher Observation

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
1. Watch the Food Chains Brain pop video https://jr.brainpop.com/science/animals/foodchain/ (H,E)
2. Read Hey Diddle Diddle A Food Chain Tale by Pam Kapehinsks (W,H,E)
3. Watch the Introduction to a Food Chain powerpoint by Emily Kissner
https://www.teacherspayteachers.com/Product/Introduction-to-Food-Chains-Powerpoint-102260 (W,E)

4. Create a class anchor chart on Producers and consumers. Students will get a yellow and green sticky no
sticky note students will write the name of a producer. On the yellow sticky note students will write the n
We will add them all to our anchor chart along with the definitions of producer, consumer, and decompos
5. Play the interactive food chain game! https://www.brainpop.com/games/foodchaingame/ (I.E)
6. Watch What is a Consumer? This video talks about the three different types of consumers; herbivore,
omnivorenger. https://www.youtube.com/watch?v=-xBIfqE-X14 (H,E,I)
7. Create an anchor chart on the three types of consumers. Students will get three different colored sticky
them on our class anchor chart. (R,E)

8. Self-assessment by traffic light system. Students will get three cards. A green, yellow, and a red card. S
themselves on how well they understand the essential questions. Students will write their answers to ou
on paper. I will then ask students to hold up a card that represents how well they understand the essent
asked. Green card means I got it, yellow card means Ive somewhat got it, and red card means I ne
students will match themselves up with someone with a different color card for peer support.
9. Energy Pyramid Class Project (E,I,T)
10.Watch Fabulous Food Chains https://www.youtube.com/watch?v=MuKs9o1s8h8 (H,W,E)

11.Discuss local food chains and ecosystems in our community. Ask and discuss essential questions #1-#5
12.Show examples of food chains around the world (H,E)
13.Create Food Chains Project (E,T,O)

14.Create Food Webs Project (E,T,O)