Objectives
LS2-1
Students will be able to
analyze and interpret data
to provide evidence
for the effects of resource
availability on organisms
and populations of
organisms in an
ecosystem.
LS2-2
Students will be able to
construct an explanation
that predicts patterns of
interactions among
organisms across
multiple ecosystems.
Pre-Assessment Formative Assessment
Each student will respond Students will take Entrance
to a 10 question test. 5 Ticket upon entering class.
questions will be MC or Students will use a
short answer and the bacterial
remaining 5 items will be population study in which a
vocabulary terms. sampling technique is used
to
count the population. Data
will
be graphed and analyzed
using
students’ knowledge on
carrying capacity and
limiting factors of
population growth.
For this concept I have
included three trials of a
bacteria population
count, a data table for the
student and a mini-quiz.
Quiz + Discussion
Students will be given 10 Students will be given
question matching test. several examples of
Matching an image to a symbiotic relationships and
type of Symbiotic will need to decide if the
Relationship. relationship is an example
of parasitism, mutualism or
commensalism. Students
will put each example in
Pocket Foldable for
Science Interactive
Notebook. Have students
write the definition of each
Summative Assessment Accommodations
Each student will be given Multiple choice test. Open
a scenario in which notes.
populations change and
the students will need to
explain what was the
cause of the population
increase, stability, or
decline.
Students will choose a Choice of simple slide
symbiotic relationship show of a symbiotic
explain how it affects and relationship, and location
ecosystem. Students will of animals.
choose and describe the
relationship between Create a poster or diagram
species and how their of a symbiotic relationship.
relationship impacts the
ecosystem in which they With a 10 question test
live. Open notes
Student can choose to
present the information via

LS2-4
Students will construct an
argument supported
by empirical evidence
that changes
to an ecosystem
affect populations.
LS2-3
Students will develop a
model to describe the
cycling of matter and flow
of energy among living
and nonliving parts
of an ecosystem.
LS1-6
Students will articulate an
explanation of
Students will be given a
model of an ecosystem
and a variety of animals
will be placed in the model
ecosystem. The students
will then be asked which
animal do they think is the
invasive species and why.
Then explain their
reasoning.
Keely Probe
Keely Probe
symbiotic relationship on
the front of foldable.
Quiz + Discussion
For this section students
will be learning about
“Global Invaders” in
which they will be
researching seven different
invasive species and
reporting on how the
species were introduced,
what problems have
they caused and what
actions are now being
taken. They are also
required to choose an
invasive species to
research then share with
the group upon completion.
Quiz + Discussion
In this Arctic Food Web
activity, students will be
asked to connect all the
individual food chains that
make up this food web.
Once complete, the
pictures will be cut as flaps
under which students will
be asked to label which
trophic level each
organism belongs.
Quiz + Discussion
Students will make a
pop-up visual
representation of
photosynthesis,
slide show, website
creation, or flip chart.
Students will do a research
project on a particular
invasive species explaining
the native environment of
the species, how it was
introduced (who/where),
and how it impacts the
ecosystem that it was
brought to.
Students create a food
web.
Students create a 10
question quiz for peers to
answer based on their food
web and explaining how
energy and matter travel
through an ecosystem
Create a video, using a
model, to explain the
process of photosynthesis.
Includes: Identifying key
Choice of a slideshow of
an invasive species and
how it impacts an
ecosystem.
With a 10 question test.
Open notes
Students are given a food
web with pictures of
animals, and students
have to paste images in
the correct trophic level.
With a 10 question test.
Open notes
Verbally explain the
process using their
diagram in their interactive
notebooks.
photosynthesis by
providing evidence and
use a chain of reasoning
for their explanation.
LS1-7 Keely Probe
Students will develop a
model to describe how
food molecules are
rearranged as matter and
energy moves through an
organism.
using cut outs, color and
descriptions to identify the
reactants and
products of the process.
Quiz + Discussion
Students will compare and
contrast photosynthesis
and cellular
respiration by filling in the
missing information in the
provided table.
Items include identifying
reactants and products of
equations,
organelles responsible for
reactions, and advantages
and disadvantages
of each process for an
organism.
Quiz + Discussion
organelle,
Students use pony beads
of different colors
(representing H, O, and C)
and pipe cleaners to build
the reactants of each
process. They then put
them in a "mitochondria" or
"chloroplast" (you can use
your imagine for this), and
rearrange the beads to
make the products.
Includes an analysis
section
10 Question test
Students are given a paper
to complete and have
beads already arranged on
pipe cleaners and are
given 4 tasks:
1. Identify what the
string of molecules
is.
2. Record on paper
what the
arrangements are.
3. Verify
4. Turn it in