Teacher(S): Ms. Johnson Grade/Subject: 7Th Grade Life Science

Teacher(s): Ms. Johnson Grade/Subject: 7th Grade Life Science

Week of: February 13, Unit : Interdependence Dates: 2/2/17- 2017 3/10/17

Florida SC.7.L.17.2(AA) Compare and contrast the relationships among organisms such Standard(s): as mutualism, predation, parasitism, competition and commensalism. Benchmarks, SC.L.17.1 Explain and illustrate the roles of and relationships among producers, descriptions, DOK consumers and decompsosers in the process of energy transfer in a food web. levels, standards SC.L.17.3 Describe and investigate various limiting factors in the local unpacked ecosystem and their impact on native populations, including food, shelter, (know/do) water, space, disease, parasitism, predation and nesting sites. highlighted

Learning Goal: Compare and contrast relationships amoung organisms: mutualism, predation, parasitism, competition and commensalism. Give examples of mutualism, predation, parasitism, competition and commensalism. Explain the roles in an ecosystem and the relationship to each other: producer, consumer and decomposer. Identify and explain the limiting factors of an ecosystem and how those factors impact local populations and personal health. Create and interpret food webs, food chains and energy pyramids. Predict an impact on a population if one of the limiting factors changed. Essential Question How do the roles amoung organisms interrelate? What types of relationships can be found within a population? How would a change in climate affect a population? How is an energy pyramid organized? Assessments

Progress Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as Monitoring/ on the final day of unit. Also, review as needed throughout the year through bell ringers, tickets Feedback Loop out and floating questions into subsequent unit tests of the most missed questions. Higher Order How are the relationships amoung organisms similar and different? Question(s) What factors determine the size of a population? What trophic level of energy are organisms located? What is the difference between a food web and a food chain? What is the human impact on Earth’s land and aquatic biomes? Key Vocabulary Ecosystem, biotic factor, abiotic factor, climate, atmosphere, evaporation, condensation, precipitation, nitrogen fixation, photosynthesis, chemosynthesis, food chain, food web, energy pyramid, biosphere, community, population, competition,limiting factor, population density, biotic potential, carrying capacity, birth rate, deathe rate, extinct species, endangered species, threatened species, migration, habitat, niche, producer, consumer, symbiosis, mutualism, commensalism, parasitism, biome, desert, grassland, temperate, taiga, tundra, salinity, wetland, estuary, intertidal zone, coral reef, ecological succession, climax community, pioneer species, eutrophication

Monday 2/13/17 Unit : Interdependence Rigor Level 1

Daily Agenda Daily  Students will do an activity “Oh Deer” and Thinking Map on relationships among Objective organisms BELL RINGER  What are the three types of symbiosis? ( 5 minutes) I DO:  Directions WE DO:  Discussion YOU DO:  Activity, Thinking Map Homework  Finish Thinking Map and summary EXIT TICKET:  How is parasitism different from mutualism and commensalism? (5 minutes)

Tuesday 2/14 Unit : Interdependence Rigor Level 2

Daily Agenda Daily  Students will write Cornell notes on Ch. 20 Objective BELL RINGER  What are the seven types of terrestrial biomes found on the Earth? ( 5 Minutes) I DO:  Directions WE DO:  Discussion YOU DO:  Cornell notes and summary Homework  Complete Cornell notes off of website EXIT  What factors contribute to make up the different terrestrial biomes? TICKET: (5 minutes)

Wednesday 2/15 Unit: Interdependence Rigor Level 2

Daily Agenda Daily  Students will continue to write Cornell notes on Ch. 20-1, 20-2 and 20-3 Objective BELL RINGER  What are the seven types of aquatic biomes? ( 5 Minutes) I DO:  Directions WE DO:  Discussion YOU DO:  Cornell notes and summary Homework  Complete Cornell notes off of website EXIT TICKET:  What factors distinquish the difference between the aquatic biomes? (5 minutes)

Thursday 2/16 Unit: Interdependence Rigor Level 2 Daily Agenda Daily  Students will watch “The Lorax” Objective BELL RINGER  How do ecosystems change over time? (5 Minutes) I DO:  Directions WE DO:  Discussion YOU DO:  Watch video and contribute to discussion Homework  None EXIT TICKET:  None (5 minutes)

Friday 2/17 Unit: Interdependence Rigor Level 2 Daily Agenda Daily  Students will finish watching “The Lorax” Objective BELL RINGER  What message does the Lorax give with the video. ( 5 Minutes) I DO:  Directions WE DO:  Discussion You DO:  Watch video and contribute to discussion Homework  None EXIT TICKET:  None (5 minutes)

Learning Scales and Accommodations: Interdependence Grade 7 Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught the student is able to:  Use what is known about the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web to design a model.

Score 3.0 The student understands and is able to:  Explain the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.

Score 2.0 There are no major errors or omissions regarding the simpler details and processes as the student is able to:  Compare the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.

Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes the student is able to: • Recognize the roles of producers, consumers, and decomposers in the process of energy transfer in a food web

Score 0.0 Even with help, no understanding or skill demonstrated

WICR Strategies used during each unit. Writing Inquiry Collaboration Reading Writing activities that help Questioning strategies Working together with a Any strategies in reading students understand the that help students partner or in a group of that help students content understand the content students to understand, to understand problem solve, or to complete a task/project Writing-to-Learn Higher level questioning Think Pair Share Before reading activities • summaries in classes • vocabulary activities Process writing • Costa’s Level 1: Students Sharing ideas with a • accessing prior knowledge • using a rubric as find the answers right there partner or in a group • making predictions evaluation in the text. On-demand/Timed writing Carousel/Gallery Walk During reading activities • writing that is completed • Costa’s Level 2: Students • marking the text Problem solving in groups in class within a set amount must figure out the answer • Cornell notes of time from information in the Projects in groups • graphic organizers • grade is evaluated using a text. rubric • Costa’s Level 3: Students After reading strategies Cornell Notes apply what they have • summarizing • taking notes on the most learned or use what they • group projects important information have learned to evaluate or • summarizing create. • using the notes to study Reflective writing • students write about what they have learned and what they still need Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students  Read directions for the  Allow student time to step  Extended time on  Read Aloud to Students student out to de-escalate assignments =1 day  Visual manipulatives  Check for  Testing in small groups  Preferential seating  Cooperative Learning, understanding  Use of a planner/binder for  Written direction given  Vocabulary, Description,  Allow to leave class for organization  Break directions into Introduction, assistance  English Language chunks .  Extra time for exams Dictionary  Daily agenda