Unit Title: Interdependence Number of Days:
Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Summary of Unit: How do living things interact with their surroundings to meet their basic needs. Grade Level: by the end of grade 4
Stage 1: Desired Results (Learning Targets)
Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. 5.3.C
Enduring Understandings
All animals and most plants depend on both other organisms and their environments for their basic needs.
Essential Questions
In what ways do organisms interact within ecosystems?
Unit Learning Targets
Students will understand…(content statements)
Unit Learning Targets
Students will be able to do…(cumulative progress indicators)
Organisms can only survive in environments in which their needs are met. Within ecosystems, organisms interact with and are dependent on their physical and living environment.
Predict the biotic and abiotic characteristics of an unfamiliar organism’s habitat. 5.3.4.C.1
Some changes in ecosystems occur slowly, while others occur rapidly. Changes can affect life forms, including humans.
Explain the consequences of rapid ecosystems change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and compare them to
consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, changes in yearly rainfall). 5.3.4.C.2
21
st Century Skills
Exploring the Intersection of Science Education and 21st Century Skills (National Academy Press, 2010) http://www.nap.edu/catalog.php?record_id=12771#orgs Adaptability Complex Communications/ Social Skills Non-routine Problem-solving Skills
Self-management/Self-development Systems Thinking
Student use of Technology:
Unit Resources/References Needed: (related websites, reference materials, etc.)
Stage 2: Evidence of Learning Performance Assessment Tasks:
1. Draw conclusions from an image of an unfamiliar species about the species’ habitat based on observations and comparisons to features of known species, Discuss and defend claims made about each species’ habitat as a class, using physical or structural evidence of features (colors, bone structures, skin textures, etc.) and scientific reasoning.
2. You have decided to volunteer after school at your local pet store. Your main job is to design terrariums (artificial habitats) and ensure that the terrariums remain healthy and meet the needs of the plants they support. After designing several different terrariums for plants, test how well each system responds to environmental changes. You might vary the amount of water that you supply to a terrarium by creating heavy rain at one period of time and compare it to the effects of the same amount of water distributed over two weeks time. In a different experiment, you might change the temperature in the system gradually over time or dramatically. Consider and explain how modeling changes in a terrarium mimics how ecosystems might change over time due to natural events. Record your observations about your experiments and your research on natural events, including how the plants respond to each type of ecosystem change. Use this information to include on an information label to tell the buyer how to care for the terrarium. Based on your investigation, make suggestions about which organisms are best suited for the terrarium.
Other Evidence of Learning
1. Blue whales have no teeth. Instead, they have rows of bristled strands that look like a broom, called baleen, which filters their food. Which sea creatures are their most common food?
A. Seal and shark
B. Dolphin and porpoise C. Turtle and penguin
D. Small fish and shrimp-sized krill
Stage 3: Learning Plan
Learning Activities/Labs/Investigations Timeframe
Name of Activity/Lab/Investigation # 1 X hours/Days
Description
Name of Activity/Lab/Investigation # 2 X hours/Days
Description
Name of Activity/Lab/Investigation # 3 X hours/Days
Description
Name of Activity/Lab/Investigation # 4 X hours/Days
Description
Individual Accommodations Extra support
Enrichment or early finishers Various learning styles Limited English proficiency
UNIT REFLECTION
Reflect on the UNIT you have developed and rate the degree to which the UNIT
Strongly, Moderately or Weakly meets the criteria below.
Lesson Activities: Strongly Moderately Weakly
Are challenging and require higher order thinking and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and transfer of knowledge and skills
Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills
Are varied to address different student learning styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and self-assessment
Provide data to inform and adjust instruction to better meet the varying needs of learners
