TGC Fellow Unit Plan *
Prepared by: Kevin Tambara
School/Location: Bert Lynn Middle School, Torrance, CA
Subject: Life Science
Grade: 7th
Unit Title: Ecosystems Around the World
Time Needed: 3-4 weeks
Unit Summary: Students will be learning about ecosystems and their major components, from local neighborhood environments, to
regional US areas, to national levels. They will compare and contrast the local or regional US environment with that of another area
in the world, related to their ethnic origins. Particular emphasis will be placed on the idea that ecosystems are collections of
subsystems for the flow of energy and the cycling of matter.
Stage 1 Desired Results
ESTABLISHED GOALS:
From Next Generation Science Standards
(NGSS) MS-LS2(1-5) and LS.2(A-D) Ecosystems
G1. Describe the major living and non-living
component subsystems present in a typical
ecosystem.
G2. Characterize the flow of energy into,
throughout, and exiting an ecosystem.
Transfer
Students will be able to independently use their learning to…(real world purpose)
T1. Recognize patterns of the flow energy and matter in the environment.
T2. Recognize different perspectives regarding how other people around the world view and
treat their ecosystems.
T3. Research and validate ideas, and communicate results to an audience.
UNDERSTANDINGS
Students will understand that…
Meaning
ESSENTIAL QUESTIONS
E1. What are the major ecosystems around
G3. Explain major factors in the dynamic
U1. There is a high interdependence between the world, and how are they similar and
relationships between members of a food web all living and non-living components of any
different?
(predators, prey, producers, consumers, etc).
ecosystem.
E2. How do humans affect their local
U2. All local ecosystems are ultimately
ecosystems, and how does this cause other
G4. Compare and contrast the levels of
connected to each other globally.
ecosystems to change globally?
biodiversity between varying ecosystems.
Acquisition
G5. Explain major causes and effects of
Students will know… (Content)
Students will be able to… (Skills)
humans on different ecosystems in other
countries or geographic regions.
K1. Specific local food webs, and how they
S1. Analyze potential cause and effect
impact the web stability, and in turn how they relationships within an ecosystem.
G6. Research an ecosystem related to your
are impacted by changes.
S2. Create models that explain portions of
ethnic origin. Compare and contrast how this K2. How to identify the major components of
interest in an ecosystem.
ecosystem affects how a middle school
food webs in other countries or geographic
S3. Use such models to design experiments
student lives and goes to school versus your
areas.
and demonstrate (at least theoretically)
own situation.
K3. How to investigate global ecosystem
possible solutions to an ecosystem problem.
problems and identify relevant factors for
GLOBAL COMPETENCY:
solving these problems.
Investigate the world
Recognize perspectives
Communicate ideas
RESOURCES:
Next Generation Science Standards
http://www.nextgenscience.org/nextgeneration-science-standards
Stage 2 - Evidence
Assessment
1. Draft of model, outlining all pertinent
elements. Models can include drawings,
posters, photos, etc. Assessment based on
clarity of explanations of trophic levels, and
interactions between member organisms.
2. Draft outline of letter, including bullet
points for each required section. Assessment
based on clarity of explanation of endangered
species situation, and the persuasiveness of
letter using the researched evidence.
3. Draft of model, outlining all pertinent
elements. Models can include drawings,
posters, photos, etc. Assessment based on
clarity of explanations of trophic levels, and
interactions between member organisms.
4. Outline of information to be presented in
video, including bullet points for each
required section. Assessment based on clarity
of explanation of ecosystem instability and
Evaluation Criteria (Learning Target or Student Will Be Able To)
1. Model of local ecosystem
Research a local Southern CA ecosystem and identify at least 10 member organisms that
represent a minimum of 3 energy trophic levels. Create a model representing the flow of
energy and matter within the selected ecosystem. Write a short description of each interaction
between organisms (prey, predator, 1st/2nd/3rd level consumer, producer).
2. Endangered Species Letter
Identify an organism in your selected local ecosystem which is on the endangered species list.
Write a letter to your Governor discussing your opinion as to whether the species should
continue to be protected at present levels or possibly modified, or removed from the list. You
may also write your urging the addition of a species that is not currently on the list. Your letter
must include the following: 1) basic information about the species (habitat, position in food
web), 2) its role in the food web and interactions with other species, 3) its importance in
maintaining the stability of the selected ecosystem, and 4) how have people affected the status
of this species, and how is this species important to people (directly and/or indirectly). An
additional section is to be written describing how the stability of this local ecosystem affects
neighboring ecosystems, or even ecosystems thousands of miles away in other parts of the
world.
3. Model of an ecosystem in another country
Research an ecosystem in another country and identify at least 5 member organisms that
represent a minimum of 3 energy trophic levels. Create a model representing the flow of
energy and matter within the selected ecosystem. Write a short description of each interaction
between organisms (prey, predator, 1st/2nd/3rd level consumer, producer).
4. Investigate ecosystem instability issues in another country
Continue research on ecosystem in item 3 and identify two major issues (one biological, one
physical) representing how people have impacted the stability of their local ecosystem. The
biological can be due to endangered/extinct species, and physical can be the depletion/abuse
of resources. Your research must include at least three sources NOT originally published in the
US (local newspapers, magazines, blogs, other social media). Students will work with a partner
to create a 5-10 minute video presenting their findings. The video will include: 1) a drawing of
major issues. A checklist rubric will be used
for scoring the video as it is being presented.
5. Assessment based on creation of digital
version and sending it as part of the class set.
the ecosystem name and location in the world, 2) discussion of both major issues 3) a drawing
highlighting the pertinent interactions between humans and the biological and physical
elements in the ecosystem, 4) what corrective actions local government or regulatory agencies
are taking to “fix” the problem, 5) prognosis for short- and long-term health, 6) personal
assessment of situation and opinion of successful outcome, 6) identify a similar situation in the
US and highlight parallels of issues and governmental remedies.
5. Exchange ecosystem drawings with another class
Create digital version of model in item 1 and send it as part of a class set of drawings to another
class abroad. The other class will also be sending its own set of drawings for comparison. The
degree of complexity will probably vary, depending on the actual grade level of the students
exchanging drawings.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)
Week One: During the first week, students will learn the basic science content of ecosystems, including the different types, member organisms,
carbon cycle, and the flow of energy and matter within an ecosystem. Students will learn to recognize the various ecosystems located within
their own community and the general Southern CA region.
 Lesson 1 will focus on recognizing prey/predator relationships in their own backyard or nearby park. They will generalize these
relationships into the flow of energy and matter.
 Lesson 2 will focus on a large-scale ecosystem in Southern CA (beach, marine, mountains, desert, etc) and identify major organisms,
trophic levels, and how human interactions cause stress on the ecosystem through interaction/abuse.
 Lesson 3 will have students working in small groups to create a game representing their selected local ecosystem. The rules of the game
must mimic the actual prey/predator consumer/producer relationships observed.
 Lesson 4 explores the idea of ecosystem stress points caused by human intervention and/or abuse of resources.
Week Two: The second week will emphasize ecosystem imbalance and the concept of endangered species. Students will be familiarized with the
Endangered Species List, how organisms become endangered, and the environmental, social and political implications of being placed on the list.
Students will recognize that species are endangered in every corner of the world.
 Lesson 5 will focus on basic concepts using the Leatherback Sea Turtle in Costa Rica as an example. I have worked with scientists in the
field in Costa Rica, and can add my own personal experiences and perspectives. If logistically possible, Skype sessions will be held
between my classes and the working scientists in the field.
 Lesson 6 will have my students researching an endangered species of their choice, collecting information about its ecosystem and
predicament. They will write a letter to an appropriate government official (Governor, President, UN Secretary General) discussing their
opinion as to whether the species should continue to be protected at present levels or possibly modified, or removed from the list.
Week Three: During the third week the students will apply their knowledge of local ecosystem principles globally to dissimilar environments and
countries. Even though the science principles will be similar to the first week, they will recognize how a society’s culture and perspectives affect
their own local ecosystems. Students will gain an appreciation of how different cultures solve their ecosystem problems and issues.
 Lesson 7 will have students working in small groups to create a game representing their selected non-US ecosystem. The rules of the
game must mimic the actual prey/predator consumer/producer relationships observed.
 Lesson 8 explores the idea of ecosystem stress points caused by human intervention and/or abuse of resources.
Week Four: Students will exchange drawings, models, of their local ecosystems with another class abroad. They will compare what they receive
from the other students with what they had previously researched about that geographic region or country.
 Lesson 9 will have as a goal an exchange between my students and others abroad of each of our local ecosystems. Hopefully there will
be exchange of perspective, cultures, behaviors and insight as well.
*adapted from Understanding by Design Model
TGC FELLOW LESSON PLAN
Lesson Title: Ecosystems Around the World
Subject: Understanding Ecosystems from a Global Perspective
Prepared by: Kevin Tambara
Materials Needed: 3”x5” index cards, business sized envelopes, markers, miscellaneous office supplies, research materials (internet, books, articles)
Global Competency: Investigate the world’s ecosystems, Appreciate other perspectives of ecosystem issues, Communicate ideas to an audience of peers
Where is the lesson going?
Develop an appreciation for
various global ecosystems and
understand how other cultures
view, interact, and solve
problems with their own local
ecosystems.
The Student will be able to….
T1 – Recognize different ecosystems in other countries from identifying features, characteristics, and member
organisms.
T2 – Research and list typical organisms that are members of a given ecosystem in each of at least three trophic energy
levels.
T3 - Research and understand the cause and effect relationships between member organisms (prey/predator,
consumer/producer).
T4 - Create a model, in the form of a game, illustrating the flow of energy and matter within their selected ecosystem.
T5 - Identify issues/problems and propose solutions for various stress points within an ecosystem that occur as a result
of human interaction/abuse or intervention.
Hook: Show a video (approx 10 min) discussing the near-extinction
of the Leatherback Sea Turtle nesting in Costa Rica.
Tailored Differentiation:
Portions of a video will be shown, introducing the Leatherback Sea
Turtle and its struggle for survival. Afterwards, students will have
small group discussions expanding on pertinent ecosystem factors,
such as human interaction/abuse both locally and globally.
- Students will be allowed to choose the country and ecosystem they want to
research and develop their game around. – Students will work in small groups
based on their choices. Their roles and areas of contribution to the overall team
effort will depend on their abilities and interests.
- Most groups will probably create a board game format, but many other formats
are possible including computer games, TV show games (Jeopardy, Wheel of
Fortune), and sports analogy games.
Equip:
Students will be divided into small groups based on their selected
country and ecosystem. They will create an ecosystem game, based
on specific member organisms, trophic levels, and geographic
regions. The rules of each game must mimic realistic cause/effect,
prey/predator, producer/consumer relationships observed in their
specific ecosystem. The game must be playable by the entire class
at the same time, and must represent the flow of energy and matter
within their entire ecosystem.
Rethink and revise:
After the class plays their game, each group will have an opportunity
to revise their game and its rules, to more closely meet the
objectives.
Evaluate:
- List of member organisms and trophic levels in selected ecosystem
for appropriateness, accuracy and completeness.
- Observation of group work
- Students reflection on their ecosystem game development process,
and their personal contributions and their teammates.
- Final work product, and how accurately and completely their game
illustrates the cause and effect relationships within their selected
ecosystem.
EXTENSION
Students will research and identify a major issue (social, cultural,
sustainability, etc) in their selected country/ecosystem that results
from human interaction/abuse or intervention. Using a drawing of
the flow of energy and matter of their ecosystem, each small group
will describe the short- and long-term effects of this stress point, and
will what the local communities and governments are currently
doing to mitigate the effects. Each team will give a short
presentation of their findings, make recommendations for potential
improvements, and make predictions of what they think what will
happen.
Notes: I have worked with scientists in the field in Costa Rica
researching Leatherback extinction. At the end of the unit, my
students and I will Skype with these scientists and ask them
additional questions that they have developed based on their new
knowledge and insight. The Skype sessions will depend entirely on
scientist availability and schedules.
Organization:
1. List example ecosystems/countries
2. List possible websites for ecosystem selection
3. Present a tutorial on Google Earth
4. Prepare video clips on Leatherback extinction
5. Schedule Skype session(s) with scientists