Best Practices—Review, Reteach, & Reflect
Name: ________________________________________________________
Ms. Kim
Biology Period _________
Date: ________/________/________
Benchmark Review—Units 5 & 6
You have a biology benchmark exam next week on Monday or Tuesday, March 26 or 27. It is very
important you study at least 2 hours this weekend and perform well! The benchmark exam will include
all materials from Unit 5-Ecology and Unit 6-Human Body.
MUST-DO: You must be on-task at all times and work only with your elbow partner. You may use all notes!
Check off each must-do below as you accomplish them. You must also show Ms. Kim your work and get
approved to move on to the next task of your choice. You will receive an exit slip grade out of 10 points.
√
TASK:
APPROVED! 
Unit 5 Ecology Flashcards—Quizzing (Stds. 6a-6e):
o Quiz each other using the Unit 5 flashcards until you know every single word and
definition. You will both need to answer 5 definitions correctly in a row (and
quickly) to be approved.
Unit 6 Human Body Flashcards—Quizzing (Stds. 9a-9e):
o Quiz each other using the Unit 6 flashcards until you know every single word and
definition. You will both need to answer 5 definitions correctly in a row (and
quickly) to be approved.
Ecology Vocabulary Crossword Puzzle (Stds. 6a-6e):
o Completely and accurately fill out the crossword puzzle! When done, check with
Ms. Kim for accuracy and approval.
Question & Answer Cards (Stds. 6 & 9):
o Take one sheet of Q & A cards. Cut out into 12 cards—be careful as the lines are
not lined up accurately. Use the hole-punch to place in your binder. Review all
questions. You will both need to answer 3 questions correctly to be approved.
Venn Diagram—Circulatory vs. Respiratory vs. Digestive (Std. 9a, 9b):
o Completely fill out all tri-circle Venn diagram with detail.
o There must be at least 3-4 key details in each circle, and at least 1 detail in each
overlapping section. When done, check with Ms. Kim for accuracy & approval.
Venn Diagram—Nervous vs. Endocrine System (Std. 9b, 9d):
o Completely fill out all Venn diagram with detail.
o There must be at least 4-5 key details in each circle, and at least 2 details in the
middle. When done, check with Ms. Kim for accuracy & approval.
Graphic Organizer—Levels of Organization & Negative Feedback (Std. 9c):
o Completely fill out the two graphic organizers. See textbook pages 891, 894, 895,
and 896 for help. You have these reading pages as well from the advisory study
hall day. When done, check with Ms. Kim for accuracy & approval.
Human Body Standards & Multiple Choice Questions (Stds. 9a-9e):
o Re-write each of the standards in student-friendly language.
o Annotate the multiple-choice questions & answers & select the best answer.
o Check your work (answers on bottom). Show Ms. Kim for approval.
Gallery Walk (Stds. 6a-6f):
o Work together to solve all 9 problems in the gallery walk. Go to each problem
together, read it, and solve it! Place all answers on the back of this sheet. When
done, check with Ms. Kim for accuracy & approval. This is worth 2 stamps/points!
Best Practices—Review, Reteach, & Reflect
Name: ________________________________________________________
Ms. Kim
Biology Period _________
Date: ________/________/________
Ecology Unit Exam Stations Review
Station 1: Vocabulary & Learning Goals
Ecology Unit Learning Goals:
Std. 6a. I know what biodiversity is and why it is important.
Std. 6b. I can define an ecosystem and list 3 ways it can be negatively impacted.
Std. 6b. I can explain current environmental issues such as global warming, ozone layer depletion,
and acid rain.
Std. 6c. I know 4 ways population size in an ecosystem is affected.
Std. 6c. I know what carrying capacity is & explain why it is reached.
Std. 6d. I know how the water, carbon, and nitrogen cycle between abiotic & biotic resources,
including photosynthesis & cellular respiration.
Std. 6d. I know how nitrogen-fixing bacteria work and how de-nitrification takes place.
Std. 6e. I know why producers & decomposers are the MOST IMPORTANT factors in keeping an
ecosystem stable.
Std. 6f. I know the difference between a food chain & food web.
Std. 6f. I know the correct direction of the arrow in a food web & can explain what the arrow
represents.
Std. 6f. I can define & give examples of the various types of consumers.
Std. 6f. I know the difference between predator & prey.
Std. 6f. I can describe the following about an energy pyramid:
 the organisms found at each level from bottom to top
 the amount of energy passed along & what happens to the rest of the energy
 why the energy pyramid is larger at the bottom than the top.
Know it?
(YES or NO)
Best Practices—Review, Reteach, & Reflect
Station 2: Biodiversity Gallery Walk (Std. 6a)
Location: ___________________________
Location: ___________________________
Location: ___________________________
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Location: ___________________________
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Location: ___________________________
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Location: ___________________________
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Of the six ecosystems above, which location has the most biodiversity? Why? Provide at least three
pieces of evidence that show how the location you chose is the most diverse compared to the other five.
Write in complete sentences.
Location ______ has the highest levels of biodiversity because…__________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Station 3: Environmental Concerns (Std. 6b)
ENVIRONMENTAL
ISSUE
CAUSE
-What created this issue?
-Describe the issue.
EFFECTS
-Why are we worried?
-How does it impact
ecosystems?
Ozone Layer Depletion
Global Warming
Air Pollution
-Acid Rain:
SOLUTIONS
-What are some possible
ways to solve/prevent
this issue?
Best Practices—Review, Reteach, & Reflect
Station 4: Population Issues (Std. 6c)
Should there be strict immigration laws to protect resources?
Yes, there should be stronger immigration
laws because...
No, we should open up immigration because...
Review Questions:
1) What is the carrying capacity of
paramecia?
2) When was carrying capacity
reached?
3) Why does carrying capacity occur?
4) Which of the following would be true of the paramecia population at carrying capacity?
A) birth rate > death rate
B) birth rate = death rate
C) birth rate < death rate
Station 5: Biogeochemical Cycles BrainPop (Std. 6d)
www.brainpop.com
Username: sjseattle
Password: jaguars
Check off each video you watch. Complete the
review quiz after each video as a group.
 Nitrogen Cycle
 Carbon Cycle
 Water Cycle
 Ecosystems
Best Practices—Review, Reteach, & Reflect
Station 6: The SUPER Important Producers (& Decomposers)! Std. 6e)
Producers
Decomposers
Station 7: Food
Webs & Energy Pyramids (Std. 6f)
A) Food Web: Draw the food web in this box.
C) Solve! (easy)
B) Energy Pyramid: Label this energy pyramid
with all required key words. Write small!
D) Solve! (medium)
E) Solve! (challenging)
Station 8: Ecology Jeopardy Review
Play the Ecology Jeopardy Review Game at this station. Take turns selecting questions & tallying up
scores! Winner gets a candy! (But only if the whole team plays fairly and there are no complaints.)
Names
Points Total
Best Practices—Review, Reteach, & Reflect
Example for English:
“The Second Coming” by W.B. Yeats
Stations created by Ms. V. Person, North Carolina, Honors English II
Station 1: Initial Impressions-Come up with an adjective (use a powerful adjective; consult
the thesaurus) to describe the tone of the poem. Find at least 3 specific words or phrases in
the poem that create that tone and list them on your response sheet.
Station 2: Vocabulary Work- Define these vocabulary words so that you can better
understand the poem. Once you define them, reread the poem and discuss what you
understand now that you have looked up these words.
A. gyre
B. anarchy
C. falconry
D. revelation
E. indignant
F. vexed
Station 3: Historical Background- Read the background on Yeats. Then, in your group,
discuss what role world events and his biography played in this poem. What influenced him
to write this poem? Write your list on your response sheet. You need at least three
influences.
Station 4 (Internet needed): Google the Allusions- Allusions are reference in one literary
work to a character or theme found in another literary work. Go to this website and click on
the hyperlinks to read more about the allusions in the poem:
http://www.stfrancis.edu/en/yeats!.htm#spiritus
Then, choose one of the allusions and write two or three sentences on why the poet included
the allusion in the poem. In other words, what was the poet trying to say through the
allusion?
Station 5: Troubling Lines- Read the poem again. Now, come up with one specific question
about the language, craft, or message in the poem. Write your question on the chart paper.
Be sure to sign your name on it. Then, look for another person’s question. You need to write
a response to it that uses critical thought. Again, be sure to answer sign your name by your
answer.
Station 6: Guiding Questions-Answer these questions with your group. Individually record
your answers on your response sheet.
A. Name all the animals that are mentioned in the poem.
Best Practices—Review, Reteach, & Reflect
B. What do you think each animal symbolizes?
C. What purpose or message is each animal image conveying?
Station 7: Shifting Perspectives- Speculate how you might read this poem differently if you
were Okonkwo (assuming it was written in Okonkwo’s language). What would your
interpretation be? Write your response on your sheet.
Station 8: Comparing the first stanza with Things Fall Apart- Using one of the t-chart graphic
organizers, write down each line and phrase in the first stanza in the first column. Then, in
the middle column, make a connection with something that it reminds you of in Achebe’s
Things Fall Apart. Then, use the third column to reflect over what you have noticed about
these two works. What do you better understand now? What are your thoughts on these
issues? (t-charts available at the station)
Station 9: Personal Application- On your response sheet, write a journal entry describing a
time when things fell apart, when the center did not hold. It can be an example from personal
experience or something you see happening in our school, community, state, nation or world.
Be specific and describe what exactly is falling apart and what was at the center that is no
longer holding.
Station 10: Picture This-Read the poem, and then using the watercolors, use paints to
capture the mood the poem creates in you. You are visually responding to the poem. I
would encourage you to paint abstractly! You are capturing feelings, not specific imagery.
You will need to sign your artwork and explain in writing on your response sheet why you
painted what you did. What were you thinking? Write in complete sentences.
Example for History: (sorry, this is a middle school example on the Middle Ages)
Middle Age Stations
Directions:
1. Complete the activities at each station.
2. Use specific information from the text and/or details from your observations. Neatness, grammar,
spelling and punctuation are important.
Hint: Remember to read the questions to be answered at each station before you start
the activity….that way you know what you are looking for.
Station A: The Fall of Rome – 476 A.D. (C.E.)
1. Examine the picture: “Map: Roman Empire” and read Section A of “The Fall of the Roman Empire” to
understand how large it was.
2. Examine the picture: “Huns at a Feast” and read Section B.
Best Practices—Review, Reteach, & Reflect
a. What did the Romans call the people that invaded their empire along the eastern
and western borders?__________________________
b. What was the name of the famous Hun leader?_____________________________
c. What three problems did the Romans have which lead to the fall of their empire.
______________________________________________________________
______________________________________________________________
______________________________________________________________
d. In what year did the Western Roman Empire collapse?___________________
e. What happened to the eastern part of the Roman Empire?
______________________________________________________________
Station B: Feudal Europe - 476-1400 A.D. (CE)
Put the “Triangle of Feudalism” together.
1. What are the 6 classes of feudal society?
________________
_________________
________________
_________________
_______________
_______________
2. Which section of society had the greatest population?__________________________
3. Now, take turns and read about each of the feudal classes. As one person in the group
reads, the others listen and:
Identify the role of each member of feudal society. (or, what each person does)
King:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Nobles: _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Clergy: _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Knights: _____________________________________________________________
_____________________________________________________________
Best Practices—Review, Reteach, & Reflect
_____________________________________________________________
Serfs:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. Based on what you read, is feudalism a simple or complex political system? Write feudalism under
the “simple to complex” symbol where you think it belongs.
Station C: Siege Warfare (or attacking a castle) .
Watch “Castle” by David MacCauley and answer the following questions.
1. Describe four strategies used to attack a castle.
a. ______________________________________________________________
b. ______________________________________________________________
c. ______________________________________________________________
d. ______________________________________________________________
2. Identify three strategies used to defend a castle.
a. ______________________________________________________________
b. ______________________________________________________________
c. ______________________________________________________________
Station D: Cathedrals
Examine the slides and read the corresponding placards. Name and describe six characteristics of a
Gothic cathedral.
1. _______________________________________________________________
_______________________________________________________________
2. _______________________________________________________________
_______________________________________________________________
3. _______________________________________________________________
_______________________________________________________________
4. _______________________________________________________________
_______________________________________________________________
5. _______________________________________________________________
_______________________________________________________________
6. _______________________________________________________________
_______________________________________________________________
Station E: Gregorian Chants.
Best Practices—Review, Reteach, & Reflect
Listen to the tape and examine the picture.
1. Look at the tape’s cover and identify the singing group.
____________________________________________
2. Suggest five adjectives to describe the music.
__________
__________ __________ ______________ _______________
3. Who were monks? List 3 things you think they did with their time.
a.________________________________________________________________
b.________________________________________________________________
c.________________________________________________________________
Station F: The Byzantine Empire – 726-1095 A.D. (C.E.)
Examine the picture: “Trade Routes to Constantinople” and read Section A.
1. Constantinople was the capital of ______________________________________
2. Who overthrew the Western Roman Empire in 476 ?___________________________
3. Constantinople was an ideal port for trade. What were the 3 areas that utilized
Constantinople as a center of trade ? a._________________________________
b._________________________________
c._________________________________
4. How did the Byzantine Empire become so wealthy?__________________________
5. Based on what you read, was the Byzantine Empire a simple or complex political system? Write
Byzantine Empire under the “simple to complex” symbol where you think it belongs.
Read Section B and examine the overhead: “Hagia Sophia”.
6. a. Originally, the Hagia Sophia was a ________________.
b. Later, when Constantinople fell to the Muslims, it became a _____________.
c. Today, it is a _________________.
Station G: Facts about Islam
Read “Facts about Islam” and examine the artifacts.
1. Who is the prophet of Islam?_____________________________________________
2. What does Islam mean?_________________________________________________
3. What are the 5 pillars of Islam?
a.________________________________________________________________
b.________________________________________________________________
c.________________________________________________________________
Best Practices—Review, Reteach, & Reflect
d.________________________________________________________________
e. ________________________________________________________________
4. What is the holy book of the Muslims?____________________
5. How many Muslims are there in the world today?____________
Station H: The Mongol Empire – 1200-1447 A.D. (C.E.)
1. Read Section A of “The Mongols” and examine the map: “Mongol Empire,
1200-1294 “. Use the map scale and a ruler to estimate the east-west extent of the
entire Mongol Empire. __________________
2. Turn to pages 52 and 68 of the atlas and examine the maps of Europe and Asia.
List 5 modern countries included in the Mongol Empire.
________________ _______________ ________________
________________ _______________
Read Section B of “The Mongols” and examine the picture of Genghis Khan.
3. Who was Genghis Kahn?
__________________________________________________________________
__________________________________________________________________
4. What does “Genghis Khan” mean? ________________________________________
5. Identify two reasons why Genghis Khan was such a strong leader.
a.____________________________________________________________________
b.____________________________________________________________________
6. True or False. Many religions existed in the Mongol Empire.
7. True or False. The Mongol rule promoted trade.
(Skipped Stations I, J, and K)
Station L: “Life and Times in the Year 999”
The Washington Post 5/12/99
1. Skim the subtopic, “Life Span”. What was the life expectancy in the Middle
Ages?_____
2. Skim the subtopic, “Marriage Vows”. In the year 999, at what age did a person
become a legal adult?_____
3. Skim the subtopic, “Personal Hygiene”. What were the only colors peasants were
allowed to wear?___________________________________________________
4. Skim the subtopic, “Church and State”. What was the most influential force in Europe
in the year 999._____________________Why?______________________________
Best Practices—Review, Reteach, & Reflect
____________________________________________________________________
5. Skim the subtopic, ”Elsewhere: The Vikings”. The Vikings (pirates) were from
_________________________.
6. Skim the subtopic, “the Byzantine Empire”. What was the capital of the Byzantine
Empire ?__________________.
Station M: Making Wool
Watch the video and examine the artifacts to learn about making wool.
1. Indicate two problems shepherds face when caring for their sheep.
__________________________________________________________________
__________________________________________________________________
2. How long did it take a medieval shearer to shear a sheep?
__________________________________________________________________
3. Feel and smell the wool (a moment in a peasant’s life). Decide on three adjectives
that best describes the wool. No slang please.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Station N: Medieval Food
Read “Medieval Food” and examine the pictures on the back.
1. During the Middle Ages, poor people mostly ate______________________________.
2. Drinking water was often unclean and considered unsafe to drink. Instead, the poor
drank____________________.
3. While not a spice, ____________was so important that when serving a meal, it was
considered a privilege to sit close to it at the dinner table.
Read “Medieval spices” and smell the samples.
1. Name 5 spices that were used by the nobility during the Middle Ages.
_______________ _______________ _______________
_______________ _______________
2. Name 2 places from where these spices came from.
http://www.montgomeryschoolsmd.org/departments/development/resources/learning_sta/index.shtm
Best Practices—Review, Reteach, & Reflect
Effective stations should…
 Focus on important learning goals
 Contain materials to promote individual students’ growth towards those goals
 Use materials and activities addressing a wide range of reading levels, learning profiles, and
student interests
 Include activities that vary from simple to complex, concrete to abstract, structured to open-ended
 Provide clear directions for students
 Offer instructions about what the student is to do if they need help
 Include instructions on what the student should do when he completes a center assignment
 Use a record keeping system to monitor what students do at the center
 Include a plan of on-going assessment of student growth in the class in general, which will lead to
adjustments in center tasks.