COGNITIVE
LEVEL
QUESTION
CUES/
VERBS
REMEMBER (B1)
Tell, List, Describe,
Relate, Locate, Write,
Find, State, Name,
Identify, Label, Recall,
Define, Recognize,
Match, Reproduce,
Memorize, Draw,
Select, Recite
UNDERSTAND
(B2)
APPLY (B3)
Explain, Interpret,
Outline, Discuss,
Distinguish, Predict,
Restate, Translate,
Compare, Describe,
Relate, Generalize,
Summarize
Show, Solve, Use,
Illustrate,
Construct,
Complete, Examine,
Classify, Choose,
Interpret, Make, Put
together, Apply,
Calculate, Modify
ANALYZE (B4)
Analyze,
Distinguish,
Examine, Compare,
Contrast,
Investigate,
Identify, Explain,
Separate,
Categorize, Model
EVALUATE
(B5)
Judge, Select,
Choose, Decide,
Justify, Debate,
Verify, Argue,
Recommend,
Assess, Discuss,
Determine,
Estimate, Weigh,
Value, Defend
CREATE (B6)
Create, Invent,
Compose, Predict,
Plan, Construct,
Design, Imagine,
Propose, Formulate,
Combine, Elaborate,
Write
Standard/Essential Knowledge and Skills:
LS.6
The student will investigate and understand that organisms within an ecosystem are dependent on one another and on
nonliving components of the environment. Key concepts include
a) the carbon, water, and nitrogen cycles;
b) interactions resulting in a flow of energy and matter throughout the system;
c) complex relationships within terrestrial, freshwater, and marine ecosystems; and
d) energy flow in food webs and energy pyramids.
In order to meet this standard, it is expected that students will

differentiate among key processes in the water, carbon, and nitrogen cycles and relate how organisms, from bacteria and fungi to thirdorder consumers, function in these cycles.

observe and identify common organisms in ecosystems and collect, record, and chart data concerning the interactions of these organisms
(from observations and print and electronic resources).

classify organisms found in local ecosystems as producers or first-, second-, or third-order consumers. Design and construct models of food
webs with these organisms.

observe local ecosystems and identify, measure, and classify the living and nonliving components.

identify examples of interdependence in terrestrial, freshwater, and marine ecosystems.

determine the relationship between a population’s position in a food web and its size.

apply the concepts of food chains, food webs, and energy pyramids to analyze how energy and matter flow through an ecosystem.

design an investigation from a testable question related to food webs. The investigation may be a complete experimental design or may
focus on systematic observation, description, measurement, and/or data collection and analysis.
analyze and critique the experimental design of basic investigations related to food webs.
Vocabulary:
carbon cycle, water cycle, nitrogen cycle, food web, energy pyramid, first-order consumers, second-order consumers,
third-order consumers, food chain
Assessment Type and Cognitive Level:
Homework Assignments:
Formative:
Monday
Tuesday
Wednesday
Summative:
Thursday
Friday
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
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Learning Plan, Activities,
Planned Questions
(Include time allotted to specific
activities)
Hook/
Essential
Question
DATE
Reflection
Closure
O
B