Day Objective (s)
30
1
2
Students will recall food chain and food web. Define the following terms: Trophic levels, energy pyramid, ecological pyramid and biomass pyramid. Investigate the concept by interpreting examples.
Analyze and create 3 pyramids to display a working understanding of the concept.
Students will recall trophic levels.
Define the following terms: abiotic, biotic factors. Analyze examples and place them in their respective positions using a Venn diagram.
Create an ecosystem and incorporate examples of both.
Determine the outcome when essential abiotic and biotic factors are removed.
Students will define the following terms: water cycle, nitrogen cycle, phosphorus cycle, evaporation, transpiration, condensation, precipitation, nitrogen fixation, denitrification and decomposition.
Research and analyze each cycle.
Create each cycle in correct order.
3
3
4
3
Students will define the following terms: water cycle, nitrogen cycle, phosphorus cycle, evaporation, transpiration, condensation, precipitation, nitrogen fixation, denitrification and decomposition.
Research and analyze each cycle.
Create each cycle in correct order.
4
4
Students will recall information given in the previous class period.
Analyze the nitrogen cycle specifically. Differentiate between denitrification and nitrogen fixation.
Create a nitrogen cycle poster as
2
DOK
Level
Collection of work.
Activities / Teaching Strategies
PDN to review food web and chain
Anticipatory set, trophic level video to relate topic to students
Pretest on trophic levels to gauge previous knowledge.
Whole group notes on trophic levels.
Facilitate the creation of energy pyramids.
Check each other pyramids, are they correct? Share thoughts.
Posttest to check learned knowledge
PDN to review trophic levels.
Anticipatory set to relate biotic and abiotic factors to students.
Trophic level quiz.
Board examples and class discussion.
Facilitation of guided practice on abiotic and biotic factors as a class. Think, pair, share used.
Quiz
Board
PDN to review abiotic/biotic factors
Anticipatory set to relate the cycles of matter to the students.
Facilitation of the creation of cycles of matter circles. Students will construct get cycle using paper cut outs. Analyze each step in each cycle and connect them in the correct order.
Collection of cycle work.
W
I
Books
Board
Paper cycles
Scissors
Glue
PDN to review abiotic/biotic factors
Anticipatory set to relate the cycles of matter to the students.
Facilitation of the creation of cycles of matter circles. Students will construct get cycle using paper cut outs. Analyze each step in each cycle and connect them in the correct order.
Collection of cycle work.
W
I
Books
Board
Paper cycles
Scissors
Glue
PDN review cycles of matter
Anticipatory set to relate the nitrogen cycle to the students.
Facilitation of individual research and poster.
Collection of completed work.
I
W
W
S
I
W
S
Materials /
Resources
Board
Video
Notebooks
PP
Chalkboard
Text books
Assessment of Objective (s)
Formative- Questioning during discussion, monitoring of pyramid creation.
Summative-Upcoming comprehensive unit test.
Student Self-Assessment-
Students check each other’s pyramids for correctness. Compare pre and posttests.
Formative- Whole group discussion, small group monitoring, check individual activity work. Quiz.
Summative-Upcoming comprehensive unit test.
Student Self-Assessment-
Students check for understanding of previous class material using the
PDN.
Formative-Whole group discussion, individual monitoring, collection and correction of work.
Summative- Upcoming comprehensive unit test.
Student Self-Assessment-
Students check for understanding of previous class material using the
PDN.
Formative-Whole group discussion, individual monitoring, collection and correction of work.
Summative- Upcoming comprehensive unit test.
Student Self-Assessment-
Students check for understanding of previous class material using the
PDN.
Formative- Whole group discussion,
Monitor individual work. Collection and review of work.
Summative-Upcoming comprehensive unit test.
Student Self-Assessment-

individuals Students check for understanding of previous class material using the
PDN.

Day Objective (s)
30
Students will define ocean and thermal pollution, categorize 7 types of ocean debris and determine how those materials can influence the ocean wildlife.
3
DOK
Level
1
2
3
4
Students will analyze the reason for reservoir and dam use by calculating their estimated weekly water usage, calculating the water use of a county with a 1,000,000 population and relating that information to the real world
Hoover Dam.
Students will investigate the management and use of dams by conducting a water budget lab in which they simulate water supply and deficiency of two fictional cities in groups of 4.
Students will begin an in class project based assessment for the water unit by researching a country of their choosing and presenting information including: water resources, use, management and conservation of that particular country.
Students will finish an in class project based assessment for the water unit by researching a country of their choosing and presenting information including: water resources, use, management and conservation of that particular country.
4
3
3
4
Activities / Teaching Strategies
Materials /
Resources
Assessment of Objective (s)
PDN to review residential water pollution
Anticipatory set to relate ocean pollution to the students.
Whole group notes and discussion of ocean pollution.
Facilitate ocean debris activity. Students will visit 7 stations, categorize the debris, analyze its ability to float, sink and travel via the wind, record data and apply data collected by writing an essay on the harms of ocean debris.
Closure by collecting essays.
PDN to review ocean pollution
Anticipatory set to conservation to students.
Individual calculation of water use. Whole group calculation of class average of water use. Whole group notes and discussion of reservoirs and dams.
Facilitation of Hoover Dam web quest in pairs.
Collection of web quest questions.
W
S
I
W
S
I
PDN to review water conservation
Anticipatory set to relate water budgets to the students
Facilitation of budget lab in groups.
Collection of lab results.
Facilitation of the unit test project.
I
S
I
PP, Plastic, metal, cloth, wood, glass, rubber, paper.
Buckets, fan, water.
Water Journals
Computers
Web quest questions, PP.
Formative- Questioning during discussion, collection of analysis essays.
Summative-Upcoming unit test.
Student Self-Assessment-
Students check for understanding of previous class material using the
PDN.
Formative- Questioning during discussion, monitor of pair work.
Quest questions.
Summative-Upcoming unit test.
Student Self-Assessment-
Students check for understanding of previous class material using the
PDN.
Formative-Monitor of lab, Lab results
Summative-Upcoming unit test.
Student Self-Assessment-
Students check for understanding of previous class material using the
PDN.
Formative- Monitor project work.
Summative-Unit test project begins
Student Self-Assessment-
After test projects are graded students will be asked to reflect on their performance. What could they do better? How? Etc.
Facilitation of the unit test project. I Formative- Monitor project work.
Summative-Unit test project begins
Student Self-Assessment-
After test projects are graded students will be asked to reflect on their performance. What could they do better? How? Etc.