WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template Name Matcuk/ Grischow week: Date 9/03/12 Length of Lesson 17 daysContent Area Biology Edline was updated this My Class website was updated this week: STAGE I – DESIRED RESULTS LESSON TOPIC:Ecosystems BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus) • Describe ecological levels of organization in the biosphere. UNDERSTANDING GOALS (CONCEPTS): Students will understand: • Course Requirements and expectations of the students • Safety rules of the classroom and in the lab • Reading strategies to assist students with reading the textbook • Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, and biosphere). • Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems • Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids). • Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis). • Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and nitrogen cycle). • Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires). • Describe the effects of limiting factors on population dynamics and potential species extinction. . VOCABULARY: Ecology, habitat, abiotic factor, biotic factor, biodiversity, pioneer species, succession, primary succession, secondary succession, primary productivity, producer, consumer, trophic level, food chain, food web, herbivore, carnivore, omnivore, detritivore, decomposer, energy pyramid, biomass, biogeochemical cycle, ground water, transpiration, nitrogen fixation, organisms, population, ecosystem, community, biome, biosphere, coevolution, predation, parasitism, secondary compound, symbiosis, mutualism, commensalism, competition, niche, fundamental niche, realized niche, competitive exclusion, climate, littoral zone, limnetic zone, profundal zone, plankton ESSENTIAL QUESTIONS: • What are the levels of ecological organization? • Why are the levels of organization important? • How do characteristics of ecosystems change between different ecosystems? • What are the interactions and relationships in an ecosystem? STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to: • Distinguish an ecosystem from a community. • Describe the diversity of a representative ecosystem. • Sequence the process of succession. • Distinguish between producers and consumers. • Compare food webs and chains. • Describe the role of competition in shaping the nature of communities. • Summarize the importance of biodiversity. • Summarize the key features of the Earth’s major biomes. STAGE II – ASSESSMENT EVIDENCE PERFORMANCE TASK: • Warm-up activity • Etymology • Directed and Active Readings • Chapter 16 study guide • FORMATIVE ASSESSMENTS: #1. Pre-Assessment #2. Graphic Organizers #3. Exit Tickets Others: Teacher questioning, class discussion, simulations, labs, event retelling, think-pair-share, small group talk, game playing, thumbs up, think aloud, read aloud, demonstrations STAGE III: LEARNING PLAN INSTRUCTIONAL PROCEDURES: MATERIALS AND RESOURCES: Active Engagements used: #1. Note-Taking #2. Think-Pair-Share Others: Graphic organizers Higher Level thinking skills • Projector • Power Point • Lap top • DVD • Worksheets • Lab Equipment • Note Packets: Ecolosystems Biological Communities Describe usage: • Lecture/discussion of Ecolosystems and Biological Communities. • Build on the knowledge of organisms, environment and their associations. CONTENT AREA READING: Chapters 16 Scaffolding used: #1. Guided Notes #2 . Provide Visual Support Others: K-W-L Teacher prompting Describe usage: • Build on students knowledge of different environments and the types of organisms that live in those environments. • Compare a food chain and food web in a selected environment. Other techniques used: • Probes • Compare and contrast MINI LESSON: Abiotic vs biotic INTERVENTIONS: ASSIGNMENTS: • Student portfolio • Test Corrections • Extended time for homework and tests • Alternative assignments • Tutoring • College Access • Chapters 16 Vocabulary • Graphic organizer using given data • Directed Readings • Active Readings