Backward Design 1 Running head: BACKWARD DESIGN UNIT Backward Design Unit Tarleton State University Backward Design 2 UNIT COVER PAGE Unit Title: Ecosystems Sustains Life Grade Levels: 7th Subject/Topic Areas: Science/Ecosystems Keywords: environment, abiotic, biotic, niche, habitat, producers, consumers, decomposer, omnivore, scavenger, carnivore, biogeography, photosynthesis, community, population, succession, biome, biodiversity, primary succession, secondary succession, pioneer species native species, exotic species. Designed by: Time Frame: 2 weeks School District: Killeen ISD School: Fairway MS Summary of unit: This unit identifies: The components of an ecosystem. The role of producers, consumers and decomposers in an ecosystem. The characteristics of the world biomes. Students will go on a nature walk, make a food web mobile, and design virtual note cards. Several class discussions will take place. Students will be evaluated by quizzes, and performances of other tasks. Backward Design 3 STAGE 1 – Identify Desired Results Established Goals: 7.12 Science concepts. The student knows that there is a relationship between organisms and the environment. The student is expected to: (A) identify components of an ecosystem (B) observe and describe how organisms including producers, consumers, and decomposers live together in an environment and use existing resources; (C) describe how different environments support different varieties of organisms. What understandings are desired? Students will understand that ….. Ecosystems are composed of biotic and abiotic factors. Every organism plays an important role in an ecosystem. Different environments support different varieties of organisms. What essential questions will be considered? 1. How do biotic and abiotic factors interact in an ecosystem? 2. Which organism should be the ruler of an ecosystem? 3. What is the relationship of various plants and animals in a biome? What key knowledge and skills will students acquire as a result of this unit? Students will know….. Students will be able to… Key terms- ecosystem, abiotic, biotic, producers Identify biotic/abiotic factors. consumers, decomposers, biomes. Describe the role of organisms. Components of an ecosystem. Characterized biomes. Role of organisms in an ecosystem. Characteristics of biomes. Backward Design 4 STAGE 2 – Determine Acceptable Evidence What evidence will show that students understand? Performance Tasks* Nature walk around the schoolyard- identify biotic & abiotic factors. Construct a food web mobile- showing producers, consumers & decomposers. Synthesize a series of virtual note cards about the biomes- identify plants & animals in each biome. *Complete a Performance Task Blueprint for each task Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples): 1. Test: unit test of all key questions. 2. Lab experiment: Dissect an owl pellet. 3. Dialogue: present virtual note cards to class. 4. Write a persuasive essay to try and convince your classmates to visit your biome. Student Self-Assessment and Reflection: Self-assess the food web mobile. Self-assess the biome virtual note cards. Reflect: Where did my dinner come from? Backward Design 5 Performance Task Blueprint Nature Walk What understandings and goals will be assessed through this task? Goal: Identify components of an Understanding: Ecosystems are ecosystem. composed of abiotic and biotic factors. What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met? Identify & distinguish Good examples that between biotic & abiotic represent the ecosystem components visited. Through what authentic performance task will students demonstrate understanding? After a classroom discussion, students will take a nature walk and explore their surrounding environment. Students will try to identify some biotic and abiotic things in their surroundings. Students ill make a list of all the things they find and discuss how they interact with other factors of the environment. Students will then make a sketch of the ecosystem they saw on their walk. What student products and performances will provide evidence of desired understandings? Students discuss what they Students will make a sketch observed on the nature walk. of the ecosystem they observed on their nature walk. By what criteria will student products and performances be evaluated? The topics discussed. Abiotic and biotic factors The questions asked. are depicted. Explanations of the interactions of the abiotic and biotic factors observed. Backward Design 6 Performance Task Blueprint Food Web Mobile What understandings and goals will be assessed through this task? Goal: Observe & describe how Understanding: Every organism organisms including producers, plays an important role in an consumers & decomposers live ecosystem. together in an environment. What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met? Observe & describe how organisms Make a food web mobile the shows including producers, consumers, & the energy level of producers, decomposers live together in an consumers & decomposers. environment & use resources. Through what authentic performance task will students demonstrate understanding? Students will reflect on a meal that they had, and then make a food web that shows the food chain from which their meal originated. Students will make a food web mobile from any ecosystem. What student products and performances will provide evidence of desired understandings? A food web mobile that Student must be able to depicts producers, explain the flow of energy consumers & decomposers. from producer to consumer. By what criteria will student products and performances be evaluated? A logical depiction of all the Identify organisms that are organisms in the food web. producers, consumers & decomposers. Backward Design 7 Performance Task Blueprint Biome Virtual Note Cards What understandings and goals will be assessed through this task? Goal: Describe how different Understanding: Different environments support different environments support different varieties of organisms. varieties of organisms. What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met? Describe how different Students are able to identify environments support plants & animals in different different varieties of ecosystems. organisms. Through what authentic performance task will students demonstrate understanding? After classroom, discussions students use Microsoft word to make virtual note cards of a particular biome. They must include plants and animals found in a particular ecosystem. What student products and performances will provide evidence of desired understandings? Students must present the The virtual note cards must virtual note cards to class. include examples of plants, animals, & characteristics of the biomes. By what criteria will student products and performances be evaluated? Sufficient & accurate Presentation of the virtual information of the biomes. note cards to classmates. Backward Design 8 STAGE 3 – Plan Learning Experiences and Instruction WHERETO –Sequencing the learning Day one: Students will free write to: “I am from a tiny island in the Caribbean, called Antigua. It is absolutely the best place on earth to live. The climate is hot, but the ocean provides the perfect cool down that a person may need. It is wonderful to walk the island and enjoy the sounds of the animals. The vegetation is also very relaxing. This is the best place on earth!” Students will share their response to this prompt, and then discuss their opinions and thoughts with the class. Students will be given the name of the unit, “Ecosystems sustains life” and the three essential questions of the unit. Students will use construction paper to make an illustration book of ecosystem vocabulary words. Words are added and illustrated as we progress through the performance tasks. Start with vocabulary for components of an ecosystem. Discuss the components of an ecosystem in class. Day two: Students will be divided into groups of three. Each group will take a nature walk around the schoolyard and identify, observe some biotic and abiotic factors. Class will discuss all their observations. Students will make sketches of their observations showing the interactions of biotic and abiotic factors in the environment. Backward Design 9 STAGE 3 – Plan Learning Experiences and Instruction WHERETO—Sequencing the learning Day Three: Warm up is a game of „hangman‟ using words that are biotic and abiotic factors found in an ecosystem. Hook question: What did you eat for dinner last night? Discuss some of the student‟s meal. Where did the some items of the meal come from? Identify producer, consumer and decomposers that may have been a part of the food chain involved in some student‟s meal. Sketch an example of a food web. Illustrate new vocabulary words in their books. Day four: Using construction paper, string, wire hangers, students will make a food web mobile depicting producers, consumers, and decomposers. Students will present their food web to class. Discuss how energy travels from the producer to the top level of the energy pyramid. Day five: Each group will dissect an owl‟s pellet and identify what it ate. Quiz on nature walk observances and food web mobile. View Magic School Bus video, „Gets Eaten‟, complete video sheet. Backward Design 10 STAGE 3 – Plan Learning Experiences and Instruction WHERETO—Sequencing the learning Day six: Present a series of food webs which shows organisms from various biomes, allow students to try and identify the biomes. Discuss the various biomes of the world. Illustrate new vocabulary words. Assign each group a biome to research. Each group will use the Internet to identify some characteristics, plants and animals that are found in their particular biome. Students will use Microsoft word (tables) to make virtual note cards. Day seven: Each group will present their note cards to the class. Day eight: Review the unit. Design a word search using the vocabulary words from the unit. Complete unit quiz.