6 th Grade Ecology Unit Curriculum
Written by: Kelly Falen
UbD Curriculum Project
SPU 6524, Summer Quarter

Unit Title: Ecology
Grade Levels: 6 th Grade
Subject/Topic Area: Environmental and Sustainability Education (ESE) & Science
School District: Issaquah
School: Issaquah Middle School
This ecology unit is designed for 6 th grade students in the Issaquah School District who will already have some experience with ecosystems, including how they change and how those changes affect the capacity of an ecosystem to support populations. Throughout this unit, students will study the behavior of living organisms, the effects of introducing new species into an eco-system, habitats and populations, and the functions within a food web. Students will also focus on energy flow in and out of a system, producers and consumers and the role of microbes and decomposers. Students will learn to apply key concepts and prior knowledge of ecosystems to understand the interactions among organisms and the environment. Students will investigate environmental issues and to use science to evaluate different solutions to problems. Students will build knowledge of how energy flows through ecosystems as a critical aspect of the understanding of how energy sustains all life.
Learning goals for this unit were selected directly from state and district standards and combined with current curriculum information from the Issaquah School district. My rationale for creating this unit in particular is to incorporate the Environmental Sustainability Education standards and to broaden the unit beyond factual information about the Earth’s systems into a more in-depth understanding of the Earth’s environment and human responsibility for it.
WAC 392-410-115: Mandatory areas of study in the common school.
#6 RCW
instruction about conservation, natural resources, and the environment shall be provided at all grade levels in an interdisciplinary manner through science, the social studies, the humanities, and other appropriate areas with an emphasis on solving the problems of human adaptation to the environment.
ESE Standard 2: The Natural and Built Environment
Students engage in inquiry and systems thinking and use information gained through learning experiences in, about, and for the environment to understand the structure, components, and processes of natural and human-built environments.
EALR 4: Life Science; Big Idea – Ecosystems; Core Content – Flow of Energy Through Ecosystems
Content Standards - Students know that
6-8 LS2A An ecosystem consists of all the populations living within a specific area and the nonliving factors they interact with. One geographical area may contain many ecosystems.
6-8 LS2B Energy flows through an ecosystem from producers (plants) to consumers to decomposers. These relationships can be shown for specific populations in a food web.
6-8 LS2C The major source of energy for ecosystems on Earth's surface is sunlight. Producers transform the energy of sunlight into the chemical energy of food through photosynthesis. This food energy is used by plants, and all other organisms to carry on life processes. Nearly all organisms on the surface of Earth depend on this energy source.

6-8 LS2D Ecosystems are continuously changing. Causes of these changes include nonliving factors such as the amount of light, range of temperatures, and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat destruction and overuse of resources or the introduction of new species.
6-8 LS2E Investigations of environmental issues should uncover factors causing the problem and relevant scientific concepts and findings that may inform an analysis of different ways to address the issue.
Students will understand that:

Sunlight is the major energy source for all ecosystems on the Earth’s surface contributing to the flow of energy from producers (converting sunlight to energy through photosynthesis) to composers to decomposers.

Ecosystems are constantly changing due to both nonliving and living factors and that those changes can cause environmental problems.

There are scientific methods that can be used to examine and address environmental issues.
Students will explore:

What would the world be like without the sun?

Do ecosystems need to remain in balance?

Whose responsibility is it to ensure that the ecosystems of the world remain in balance?

Which component of an ecosystem is most important, producers, composers or decomposers?
Students will know and be able to:

Know how energy flows through an environment in order to build an understanding of how energy sustains all life.

Know and use scientific methods to explore environmental issues such as invasive species and solutions for controlling them.

Be able to apply key concepts (consumers, producer, decomposer, photosynthesis) and prior knowledge to understand interactions among organisms and the environment
Performance Task Summaries:

Energy Cycle Illustration: Create a teaching aid to illustrate the energy cycle from sunlight to producers to consumers to decomposers which can be used to teach the interactions between the different components and explain how each one is vital for the balance of an ecosystem.

Wildlife Management Report: Determine the carrying population for a species and write a report about how to ensure that species maintains that population in a given ecosystem – including living and non-living factors that might impact that population.

Invasive Species Exploration: Research an invasive species, gather related data and create a scientific study to test the effectiveness of a control solution.
Student Self-Assessments:

Students will participate in a very brief daily self-reflection check-ins including a one sentence summary of what the important learning for the day was and what questions students might have. (p. 169)


Students will also have the opportunity to reflect on their learning and experiences through selfevaluation exercises to be completed and turned in with each performance task.
Other Evidence:

Quiz on key terms such as producer, consumer, decomposer, carrying capacity

Teacher Prompts:

“Up until now the focus has been on energy and how it flows throughout an ecosystem, but now we are going to start looking at population control. How do you think these two concepts are related?”

“How is this task related to the big ideas we are exploring and the standards you must meet?
How would you make it better?”
Diversity:
In order to meet the needs of the wide variety of student learning styles, the instruction will be differentiated to include audio, visual, and kinesthetic experiences. Students will experience direct instruction, reading, visual presentations, graphic organizers, lab explorations and classroom discussion throughout the unit. The performance tasks students will be asked to complete will also allow for student interest and creativity. Performance tasks can also be modified to meet the needs of students with IEP and 504 plans.
Student Resources:
For this unit the Students will be equipped with the Ecology and Evolution textbook, Sciencesarus and other supplemental readings, graphic organizers and other worksheets will be provided, and students will be equipped with all of the necessary supplies to create their performance tasks as well as having access to computers and other resources through the school’s library.
Timeline:
Day 1: Introduction to unit, journal writing time and KWL chart and class discussion about energy and ecosystems.
Day 2: Group discussion answering “why are plants green?” with each group presenting their hypothesis.
Day 3: Photosynthesis lab day one
Day 4: Finish photosynthesis lab – class discussion about results and creation of conclusions.
Day 5: Interactive flash presentations Illuminating Photosynthesis and From Pond Scum to Power on the
PBS NOVA website. Reading and questions from Sciencesarus text.
Day 6: Review photosynthesis and have students revisit their journal exercises from Day 1 to revise their original ideas based on the new understandings about photosynthesis. Class discussion and supplemental reading about the energy cycle (producers, consumers and decomposers).
Day 7: Introduce 1 st performance task – through which students will create a teaching aid to explain what the energy cycle is including key terms like producer, consumer and decomposer as well as conveying the importance of each component for the whole.
Day 8: Review of what an ecosystem is and “Lorax” lesson on the energy cycle with multimedia resources: Flash video and web activity “Energy Flow” and Quicktime video “ Decomposers”
Day 9: Class discussion about the energy cycle, focusing on how vital each piece is, how balance is necessary for the cycle to sustain life in an ecosystem.

Day 10: Short quiz on key ecology terms including written definitions and illustrations. Remaining time used for working on Energy Cycle Illustration.
Day 11: Work day for Energy Cycle Illustration. I will use this day to check in with each student about the task and their understandings in a brief, informal interview. Students will also need to have their work reviewed by a peer for feedback.
Day 12: Present projects and self-reflective journal activity about the task and the big ideas through teacher prompt #2.
Day 13: Teacher prompt #1 writing assignment. Introduction to pet overpopulation in the area.
Day 14: Closer examination of pet overpopulation problem, discussion about causes, population control, possible solutions. Introduction to the key terms such as carrying capacity. Information from local pet adoption agencies in the area (possible guest speaker).
Day 15: Wrap up pet overpopulation exploration and link it to second performance task: Wildlife
Management report. In depth description of task. Play the wildlife management game and fill out worksheet as a starting point outline for the report.
Day 16: Review and discuss wildlife management game and worksheet as a check in for misunderstandings. Sciensarus and Ecology and Evolution text readings and worksheet.
Day 17: Discussion of reading and population prediction graphing lab.
Day 18: Work through Is There Room for One More worksheet. Time to work on Wildlife Management
Report with teacher check-ins.
Day 19: Brief self-reflection based on teacher prompt #2 before collecting Wildlife Management Report.
Ecology and Evolution Miracle Fish lesson (an introduction to invasive species and possible human impact on ecosystems).
Day 20: Class discussion based on reading about how ecosystems change and what impacts those changes.
Day 21: Introduction to Invasive Species Exploration, assignment of groups for the project and discussion about group dynamics and possible roles (based on Cooperative Learning) with time in class to start working on the rough draft worksheet.
Day 22: Explore invasive species and solution in Washington state through the USDA Natural Agricultural
Library website.
Day 23: Natural Geographic Invasive Species exploration via the National Geographic website.
Day 24: Too Many Muscles lesson from Evolution and Ecology textbook exploring the pros and cons of each invasive species problem and the control solutions.
Day 25: Review Too Many Muscles Lesson. Group work day for Invasive Species Exploration.
Day 26: Review of scientific method to ensure Invasive Species Exploration is created in the correct format. Work day for students with teacher interviews with each group.
Day 27: Presentations of Invasive Species Explorations and class discussion. Students will also write a brief self assessment based on Teacher Prompt #2 as well as a reflection of how collaboratively the group worked.
Day 28: Final class discussion tying the components together and going back over the understandings.
Students will have time to revisit their original journal writing to add new learning’s and reflect on previous misunderstandings.
Text:
Incorporated, L. (2001). Ecology and evolution. Ronkonkoma, NY: Lab-Aids Inc. .
Source, G. (2002). Sciencesaurus: a student handbook. Great Source Education Group Inc.
P., G, & McTighe, J. (2005). Understanding by design. Prentice Hall.

Websites:
Biology of plants and life website, Plants and Life on Earth: http://www.mbgnet.net/bioplants/earth.html
Mrs. Garlatz classroom website:
Mr. Jewell classroom website: http://connect.issaquah.wednet.edu/middle/pine_lake/staff/jewellj/default.aspx
Teachers Domain Website; Producers, Consumers, Decomposers Lesson Plan: http://www.teachersdomain.org/resource/tdc02.sci.life.oate.lp_energyweb/
Teaching Today Website, Photosynthesis Lesson plan:
Teach-nology Website, rubric generator: http://www.teach-nology.com/
USDA National Agricultural Library Website; Washington State Invasive Species Resources:
National Geographic Website: http://www.nationalgeographic.com/xpeditions/lessons/14/g68/newsinvasive.html

Name: ________________________
Date : ___________________
Teacher: Mrs. Falen
Title of Work: ___________________
Criteria Points
1 2
Create a clear
Visual aid attempted, visual representation of but not clearly designed or organized, difficult the energy cycle to determine how it which can be illustrates the energy used as a cycle.
teaching tool.
Visual aid created with some parts of the energy cycle present, but others missing or unclear.
3
Visual aid created with most parts of Clear visual aid the energy cycle clearly present, but with all parts of the energy cycle a few missing details or somewhat disorganized representation of the energy flow.
4 present and organized well so that the flow of the energy cycle is apparent.
Most information
Information presented Information
Correct detailed is incorrect or lacks any presented is correct, information.
detail.
but lacks any detail.
is correct and there is some detail beyond simple labeling of parts.
All information is correct and detail is provided explaining the significance of each aspect of the energy cycle.
All important parts of the
Parts of energy cycle are not correctly energy cycle are labeled or not labeled at clearly labeled.
all.
Some parts of the energy cycle are correctly labeled.
Most parts of the energy cycle are correctly labeled.
All parts of the energy cycle are correctly and clearly labeled.
Obvious presentation of interaction between parts of the energy cycle.
the parts of the energy cycle interact.
Neat appearance and aesthetically pleasing.
No clearly defined representation of how
Finished product is messy, disorganized and poor spelling or grammar is present.
There is no apparent effort or care for aesthetics.
Presentation of how some parts of the energy cycle interact, but others
Presentation of how most parts of the energy cycle interact, only a few
Clear representation of how each part of the energy cycle interacts with and are unclear or missing.
missing or unclear details.
is dependent upon the other parts.
Finished product is neat, but not well organized and poor spelling and grammar is present.
Some effort or care for aesthetics is apparent.
Finished product is
Finished product is neat, well neat, well organized, proper organized, but poor spelling and use of the English grammar are language is present. Great present. Effort and effort and care for care for aesthetics is apparent.
aesthetics is apparent.
____
____
____
____
____
Total----> ____
Teacher Comments :
Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)

Name: ________________________ Teacher: Mrs. Falen
Date : ___________________ Title of Work: ___________________
Criteria Points
1
Correct use of key terms illustrating the carrying population of the species.
Information presented is incorrect and does not illustrated or explain the carrying population
2 3 4
Some information presented is factually correct, but does not explain what a carrying population is.
Most information Report details is factually correct correct information and adequately illustrates the carrying population though some detail missing.
which amply illustrates and explains the carrying population in detail.
Includes ideas about how to maintain the carrying population for the species and solutions to possible threats
No ideas about how to maintain the population or solutions to possible threats are presented.
to the population.
Report written in a disorganized manner, numerous spelling and grammatical mistakes present.
An idea for maintaining the population or possible threat is presented, but not both.
Detailed illustration of the species, environment and aspects of the ecosystem.
Little to no detail about the species, environment or ecosystem are present.
Some detail about the species, environment or ecosystem are present, but major aspects are missing or incorrect.
Detailed information about both living
No detail about factors and non-living that impact population factors that is present.
impact population in the ecosystem.
Some detail about either living or nonliving factors that impact population are present, but not both.
Proper use of
English language.
Report is organized and has a logical flow, but numerous spelling and grammatical mistakes present.
Some ideas about
Detailed population explanation of how to maintain the maintenance and population as well solutions to possible threats are as solutions to presented, but with possible threats are explored and little detail.
presented.
Detail about the species, environment and ecosystem are present but not complete.
Some detail about both living and non-living factors that impact population are present.
Report is organized and has a logical flow, a few spelling and grammatical mistakes present.
Complete detail about the species, it's environment and the ecosystem are present.
Complete detail about several living and nonliving factors that impact population is present.
Report is very well organized, easy to read and free of spelling and grammatical errors.
____
____
____
____
____
Total----> ____
Teacher Comments :
Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)

Name: ________________________
Date : ___________________
Teacher: Mrs. Falen
Title of Work: ___________________
Criteria Points
1 2 3 4
Present detailed information about an invasive species and its ecosystem.
Includes information about possible consequences of invasive species population in a given ecosystem.
Very little information presented or information is incorrect.
No information about consequences of the invasive species presented.
Some information presented is factually correct, but missing key
Most information is factually correct and describes the aspects such as why the species is invasive, or what ecosystem it thrives in.
invasive species and its ecosystem, a few missing details.
Correct and detailed information about the invasive species and the ecosystem.
Some information about a
Exploration of some consequences of consequence of the invasive species on invasive species presented.
a given ecosystem presented.
Detailed exploration of several consequences of the invasive species on a given ecosystem.
Explores possible No solutions to solutions to the problems caused by the invasive species.
problems caused by the invasive species are presented.
One possible solution presented, with little detail or information.
Possible solutions presented with some detailed information.
Possible solutions are presented with logical and detailed information explaining why they would be effective.
Evidence of scientific method in creation of control solution.
Proper use of
English language.
No creation of a specific control solution is presented.
A specific control solution is presented
A specific control solution is but no information about why it was presented with evidence of the scientific method selected or evidence of scientific method.
present as its creation.
Report written in a disorganized manner, numerous spelling and grammatical mistakes present.
Report is organized and has a logical flow, but numerous spelling and grammatical mistakes present.
Scientific method obviously employed in the creation of a detailed control solution.
Report is organized and has a logical flow, a few spelling and
Report is very well organized, easy to read and free of spelling and grammatical mistakes present.
grammatical errors.
____
____
____
____
____
Total----> ____
Teacher Comments :
Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)

CURRICULUM PROJECT
EVALUATION CRITERIA
Evaluation Key:
0 = not evident
1 = evident, but lacking major aspects
2 = evident, but lacking minor aspects
3 = evident, all aspects fully addressed
0 1 2 3 1.
Describes the potential target audience of students
2.
Overview/ rationale for identified learning targets a.
EALRs/GLEs are clearly identified (full text included) b.
Unit concepts/skills are identified
0 1 2 3
0 1 2 3 c.
Rationale presented considers student assets d.
All parts of the plan are aligned with one another
0 1 2 3
0 1 2 3
3.
One or more Enduring Understandings are identified
4.
Corresponding Essential Questions are identified
5.
Includes targeted knowledge and skills (know and do)
0 1 2 3
0 1 2 3
0 1 2 3
6.
Includes methods for determining the success of plan implementation (anecdotal and objective)
0 1 2 3
7.
Assessments are aligned with selected Goals in Stage 1 0 1 2 3
8.
Assessments specify the criteria needed for products/performances 0 1 2 3
9.
A detailed plan to address the goals is outlined
10.
A variety of strategies are employed to reach all learners
11.
Includes a detailed list of materials, curriculum, and other resources needed for the plan
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
12.
Provides a detailed timeline/calendar for actions
13.
The plan explicitly addresses the diverse needs various students
14.
Credit is given to any sources of ideas that helped inspire the plan
0 1 2 3
15.
Plan is well organized and follows appropriate use of
English language
0 1 2 3

Self Reflection:
I found this project to be extremely helpful as we were reading the UbD text in order to make the learning in that text more concrete – particularly since I am not currently in a classroom to “test” my new knowledge out. By actually practicing writing a unit I was better able to understand and absorb the material and appreciate the importance of knowing in detail the goals before I create the learning activates. Overall I feel that this unit is very successful for a first attempt at writing a curriculum based on UbD. I am sure that as I write more units and adjust already written units I will become more and more adept at narrowing down desired understandings, formulating essential questions and creating valid and valuable performance tasks. At this point I feel that this unit meets all of the criteria for the assignment and I am somewhat proud of the work I have done here, but I recognize that if I open it up say five years from now I will probably be able to see it as a very early unit without honed skills and practice in UbD. I also recognize that if I were in a classroom and preparing this lesson for my students, I would also have the added benefit of further peer reviews and collaborative work in adjusting it to make it stronger and more effective.

Title: 6 th Grade Ecology Unit
Written By: Kelly Falen
Understanding By Design 1-Page Template
Understandings
 What will students understand (about what big ideas) as a result of the unit? “Students will understand that…”
 Sunlight is the major energy source for all ecosystems on the Earth’s surface contributing to the flow of energy from producers (converting sunlight to energy through photosynthesis) to composers to decomposers.

Ecosystems are constantly changing due to both nonliving and living factors and that those changes can cause environmental problems.

There are scientific methods that can be used to examine and address environmental issues.
Essential Questions Knowledge & Skill
 What arguable, recurring, and thoughtprovoking questions will guide inquiry and point toward the big ideas of the unit?
 What would the world be like without the sun?
 Whose responsibility is it to ensure that the ecosystems of the world remain in balance?
 Which component of an ecosystem is most important – producers, composers or decomposers?
 What is the key knowledge and skill needed to develop the desired understandings?
 What knowledge and skill relates to the content standards on which the unit is focused?
 Students must know how energy flows through an environment in order to build an understanding of how energy sustains all life.
 Students must know and use scientific methods to explore environmental issues such as invasive species and solutions for controlling them.
 Students must be able to apply key concepts
(consumers, producer, decomposer, photosynthesis) and prior knowledge to understand interactions among organisms and the environment
Stage 2: Assessment Evidence
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.]
Performance Task Summary Rubric Titles

Create a teaching aid to illustrate the energy cycle from sunlight to producers to consumers to decomposers which can be used to teach the interactions between the different components and explain how each one is vital for the balance of an ecosystem.
Determine the carrying population for a species and write a report about how to ensure that species maintains that population in a given ecosystem – including living and non-living factors that might impact that population.
Research an invasive species, gather related data and create a scientific study to test the effectiveness of a control solution.
Self-Assessments
Energy Cycle Illustration
Wildlife Management Report
Invasive Species Exploration
Other Evidence, Summarized
Brief daily self-reflection check-ins including a one sentence summary of what the important learning for the day was and what questions students might have.
(p. 169)
Quiz on key terms such as producer, consumer, decomposer, carrying capacity
Teacher Prompt:
“Up until now the focus has been on energy and how it flows throughout an ecosystem, but now we are going to start looking at population control.
How do you think these two concepts are related?”
“How is this task related to the big ideas we are exploring and the standards you must meet? How would you make it better?”
 What sequence of learning activities and teaching will enable students to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one? Use the
WHERETO acronym to consider key design elements.
W
W here are we going?
The unit will begin with a brief journaling exercise and examination of the ideas “What is energy?”
“Where does it come from?” “Where does it go?” “What would the world be like without the sun?” My intention for journaling this to give students a point of reference as we move through the unit – I will ask them to refer back to their original ideas a couple of times during the unit to revise and add to their entry. I will also have students do a KWL chart on energy and ecosystems. I will also give the students a brief introduction to the performance assessments that will be required mid-way and at the end of the unit so that they can begin thinking about those tasks. The desired understandings as well as the essential questions will be posted in the classroom throughout the lesson – I will also post exemplary

evidences of those learning’s as we complete the tasks for this unit.
H
H ow will we hook and hold educator interest?
The first activity in this unit will be group discussion and exploration during which they will create a hypothesis to address the question “Why are plants green and why does it matter?” This will require students to call on past knowledge from the previous unit on plant cells. Each group will present their hypothesis to the class which will give me an opportunity to check for misunderstandings that will need to be addressed during the unit.
For the second half of the unit, in order to make the ideas of population balance within an ecosystem interesting, concrete and important to students (p. 201), I will guide students on a brief exploration of pet overpopulation in our area. We will discuss what overpopulation is, what causes it, how to control it and why control is necessary. Students will use this as a starting point for their first two performance tasks which will ask them to manage a given population and then to create a solution to controlling a population which has exceeded its carrying capacity.
E
How will we E quip educators for expected performance?
Because students will already have had some experience learning about ecosystems, I will tap into that prior knowledge through discussion and brief writing exercises. Students will also have just finished a biology unit on cellular structure and function which will lead into the photosynthesis portion of this unit by focusing on the parts of the plan cells responsible for converting sunlight into energy (Chloroplast,
Stoma, Grana)
Students will be equipped with the Ecology and Evolution textbook, Sciencesarus and other supplemental readings, some direct instruction, classroom discussion, internet resources, graphic organizers and lab explorations. Students will also be equipped with all of the necessary supplies to create their performance tasks as well as having access to computers and other resources through the school’s library.
R
How will we help educators R ethink and revise?
Students will have opportunities to check back with their original ideas in their early journal writing exercise and KWL chart throughout the unit. Students will also be given opportunities through rough drafts, peer reviews and informal teacher interviews to examine the progress of their understanding and their performance tasks as they are working on them.
E
How will educators selfE valuate and reflect on their learning?
Students will be given the opportunity during the last 5 minutes of class each day to write a brief journal entry answering the questions: What was the important learning of the day and what question(s) do I still have? Students will also be given opportunities to do more specific reflection on what they are learning through a couple of teacher prompts as well as self-reflections which will be attached to each completed performance task.
T
How will we
T ailor learning to varied needs, interests, and styles?
Students will be allowed a variety of creative options for each of the performance tasks given. Students will be able to create their final product for the tasks using writing, art, technology, performance, etc.
The lessons themselves will include a variety of different instructional techniques including readings,

discussions, use of multimedia tools, etc.
O How will we
O rganize and sequence the learning?
Day 1: Introduction to unit, journal writing time and KWL chart and class discussion about energy and ecosystems.
Day 2: Group discussion answering “why are plants green?” with each group presenting their hypothesis.
Day 3: Photosynthesis lab day one
Day 4: Finish photosynthesis lab – class discussion about results
Day 5: Interactive flash presentations Illuminating Photosynthesis and From Pond Scum to Power on the
PBS NOVA website. Reading and questions from Sciencesarus text.
Day 6: Review photosynthesis and have students revisit their journal exercises from Day 1 to revise their original ideas based on the new understandings about photosynthesis. Class discussion and supplemental reading about the energy cycle (producers, consumers and decomposers).
Day 7: Introduce 1 st performance task – through which students will create a teaching aid to explain what the energy cycle is including key terms like producer, consumer and decomposer as well as conveying the importance of each component for the whole.
Day 8: Review of what an ecosystem is and “Lorax” lesson on the energy cycle with multimedia resources: Flash video and web activity “Energy Flow” and Quicktime video “ Decomposers”
Day 9: Class discussion about the energy cycle, focusing on how vital each piece is, how balance is necessary for the cycle to sustain life in an ecosystem.
Day 10: Short quiz on key ecology terms including written definitions and illustrations. Remaining time used for working on Energy Cycle Illustration.
Day 11: Work day for Energy Cycle Illustration. I will use this day to check in with each student about the task and their understandings in a brief, informal interview. Students will also need to have their work reviewed by a peer for feedback.
Day 12: Present projects and self-reflective journal activity about the task and the big ideas through teacher prompt #2.
Day 13: Teacher prompt #1 writing assignment. Introduction to pet overpopulation in the area.
Day 14: Closer examination of pet overpopulation problem, discussion about causes, population control, possible solutions. Introduction to the key terms such as carrying capacity. Information from local pet adoption agencies in the area (possible guest speaker).
Day 15: Wrap up pet overpopulation exploration and link it to second performance task: Wildlife
Management report. In depth description of task. Play the wildlife management game and fill out worksheet as a starting point outline for the report.
Day 16: Review and discuss wildlife management game and worksheet as a check in for misunderstandings. Sciensarus and Ecology and Evolution text readings and worksheet.
Day 17: Discussion of reading and population prediction graphing lab.
Day 18: Work through Is There Room for One More worksheet. Time to work on Wildlife Management
Report with teacher check-ins.
Day 19: Brief self-reflection based on teacher prompt #2 before collecting Wildlife Management Report.
Ecology and Evolution Miracle Fish lesson (an introduction to invasive species and possible human impact on ecosystems).
Day 20: Class discussion based on reading about how ecosystems change and what impacts those changes.
Day 21: Introduction to Invasive Species Exploration, assignment of groups for the project and discussion about group dynamics and possible roles (based on Cooperative Learning) with time in class to start

working on the rough draft worksheet.
Day 22: Explore invasive species and solution in Washington state through the USDA Natural Agricultural
Library website.
Day 23: Natural Geographic Invasive Species exploration via the National Geographic website.
Day 24: Too Many Muscles lesson from Evolution and Ecology textbook exploring the pros and cons of each invasive species problem and the control solutions.
Day 25: Review Too Many Muscles Lesson. Group work day for Invasive Species Exploration.
Day 26: Review of scientific method to ensure Invasive Species Exploration is created in the correct format. Work day for students with teacher interviews with each group.
Day 27: Presentations of Invasive Species Explorations and class discussion. Students will also write a brief self assessment based on Teacher Prompt #2 as well as a reflection of how collaboratively the group worked.
Day 28: Final class discussion tying the components together and going back over the understandings.
Students will have time to revisit their original journal writing to add new learning’s and reflect on previous misunderstandings.