Ecology Lesson Plans
Week 13
Oct. 28- Nov. 1
Monday (28) THE SUMMATIVE TEST WILL BE FRIDAY, NOV. 1ST
Learning Target – I can reflect on my performance on my summative practice test and can set a goal to
improve for the summative test.
I can offer constructive comments as well as identify the necessary components needed in a technical
science writing piece; in order to help construct a scoring checklist.
Students will begin class by reflecting on their performance on a test which I have decided to make a
“practice” test. Students will answer several questions concerning what they did to prepare for the test.
Students will then be asked what they could have done differently, and finally, they will be asked to set
a goal for improvement. After completing the reflection and goal setting process, we will begin Triplett
Creek data analysis. To lead into the analysis, I will use a lead in similar to the following:
I want you to think back to our field trip to Triplett Creek. Think about the tests we conducted
that day. We did a bio assessment using macro invertebrates, we collected air and water
temperature data as well as dissolved oxygen, pH, and conductivity readings. You also spent
time in the area that day. If you were to make a judgment about the overall health of the
ecosystem , what would it be? Why ? What kids of data would help you to determine the
overall health of Triplett behind Rodburn?
Give students the assignment page. Allow them to make notes on the page. Students will look at their
assignment and will give suggestions for developing a scoring checklist. We will do this as a large group
activity. Areas that students will need to think about are: the graph and the writing piece. Students will
need to consider grammar/mechanics as well as scientific information. Once the checklist is complete, I
will share a teacher made model with students. With remaining time, students will decide on one of the
suggested data analyses to complete.
Formative Assessment: Develop scoring checklist
Media/Technology: Document Camera
Special Needs Accommodation: Students will select the D.O. and water temperature relationship. Graph
will be set up for students who cannot set it up without help.
Tuesday (29)
Learning Target: I can correctly construct a line or double line graph.
I can analyze data in order to complete a writing task about relationships in an ecosystem.
Begin class by reviewing the assignment. Revisit the teacher model if needed. Review the student made
scoring guide. Students will spend class time constructing graphs and writing their analyses. Students
will write on every other line. The graph and writings will be due on Wednesday.
Formative Assessment: None
Media/Technology: Document Camera
Special Needs Accommodations: Students will complete the D.O. water temperature relationship
analysis. The relationship graph will be set up for students who cannot set up the graph independently.
Wednesday (30)
Learning Target: I can determine my readiness for the Ecology Summative Exam based on my
performance on class activities and on the clicker quiz.
Students who scored a 75% or higher on the Ecology Practice Test may opt to complete an enrichment
assignment in the computer lab. The assignment may be a web quest on invasive species or a series of
interactive websites about pH.
Students who scored less than 75% will work in small groups with review cards. Students will read
statement cards about Temperature, Dissolved Oxygen, Turbidity, and Conductivity and must determine
in which category they best fit. Students will also work with “Etch a Sketch” cards which will help
students to review dissolved oxygen notes. Finally, students will complete a Venn diagram that
compares freshwater ecosystems during the day and night. Students will work with each set of cards for
8 minutes. After working with all three sets, students will take a formative assessment over learning
targets 7-12 using the SMART Response clickers. Students will receive immediate feedback on their quiz
so that they will know which learning targets are strengths for them and which are weak areas for them.
Formative Assessment: SMART Response Clicker Quiz over learning targets 7-12.
Media/Technology: SMART Quiz with clickers
Special Needs Accommodations: Small heterogeneous groups, self-check opportunities, oral quiz
Thursday (31)
Learning Target - I can use a scoring guide to make suggestions for improvement on my own writing as
well as on the writing of others.
Students will begin class by looking at student examples of graphs and writings. Random students will
be asked to comment on the papers. Each time students will be asked to use the scoring guide to make
one positive comment and one suggestion for improvement. As a large group, we will look at the
writing examples very procedurally (one checklist item at a time e.g. spelling, capitalization, type of
relationship).
Next, students will review and score their own papers. To do this, they will begin with a “Knee to Knee”
Conference with another classmate. One student will read their own paper aloud to the other. (This is
done so that the author can catch errors as they are reading aloud). Next, the other partner will read
their own paper. Each will then take a minute to evaluate their own writing using the scoring guide.
Finally, the partners will change papers and will use the checklist to assign a score as well as to give one
positive comment and one suggestion for improvement. Corrections will be due on Friday.
Formative Assessment: Self score, peer score
Media/Technology: Document Camera
Special Needs Accommodations: Teacher assistance as needed.
Friday (1)
Learning Target: I can show what I know about Ecology based on my summative test over LT 7-12.
Collect student writing corrections. Students will take a test over Learning Targets 7-12 in class.
Students who showed mastery of the concepts last week may opt to complete an enrichment activity in
the computer lab. This enrichment activity will either be a web quest on invasive species or a series of
interactive web sites about pH.
Summative Assessment LT 7-12
Media/Technology:
Special Needs Accommodations: Test Recording for students who need a reader.
Core Content for the Week:
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
MS-LS2-4: Construct an argument supported by empirical evidence that
changes to physical or biological components of an ecosystem affect
populations.
MS-LS2-5: Evaluate competing design solutions for maintaining
biodiversity and ecosystems services.
Disciplinary Core Ideas
LS2 C: Ecosystem Dynamics, Functioning, and Resilience
Ecosystems are dynamic in nature; their characteristics can vary over
time.
Disruptions to any physical or biological component of an ecosystem can
lead to shifts in all its populations (MS-LS2-4)
Biodiversity describes the variety of species found in Earth’s
terrestrial and oceanic ecosystems. The completeness or integrity
of an ecosystem’s biodiversity is often used as a measure of its
health (MS-LS2-5)