UbD 2.0 - Ecosystems: Deserts
Overview
Lesson plan for desert within unit about ecosystems.
Stage 1 - Desired Results
ESTABLISHED GOALS |
4.3.4.C. Understand that the elements of natural systems are interdependent.4.3.4.C.1. Identify some of the organisms that live together in an ecosystem. 10 4.3.4.C.2. Understand that the components of a system all play a part in a healthy natural system. 70 4.3.4.C.3. Identify the effects of a healthy environment on the ecosystem. 70 PA.4.6.4. Environment and Ecology: Ecosystems and their Interactions: Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:4.6.4.A. Understand that living things are dependent on nonliving things in the environment for survival.4.6.4.A.1. Identify and categorize living and nonliving things. 2 4.6.4.A.2. Describe the basic needs of an organism. 25 4.6.4.A.3. Identify basic needs of a plant and an animal and explain how their needs are met. 67 4.6.4.A.4. Identify plants and animals with their habitat and food sources. 54 4.6.4.A.5. Identify environmental variables that affect plant growth. 54 4.6.4.A.6. Describe how animals interact with plants to meet their needs for shelter. 83 4.6.4.A.7. Describe how certain insects interact with soil for their needs. 20 4.6.4.A.8. Understand the components of a food chain. 15 4.6.4.A.9. Identify a local ecosystem and its living and nonliving components. 9 4.6.4.A.10. Identify a simple ecosystem and its living and nonliving components. 92 4.6.4.A.11. Identify common soil textures. 3 4.6.4.A.12. Identify animals that live underground. 110 4.6.4.C. Identify how ecosystems change over time. |
Transfer
Students will be able to independently use their learning to… |
| Students will be able to independently use their learning to infer living and nonliving components of ecosystems and how they might interact with and depend on one another. |
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
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Aquistion
Students will know… | Students will be skilled at… |
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Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
3-D Model
Quiz
Test
| PERFORMANCE TASK(S):
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Overall, students will be graded on their knowledge and understanding of ecosystems. | OTHER EVIDENCE:
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Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
- At the beginning of our lesson I will ask the students to tell me what they think an ecosystem is and what they know about deserts. I will make a list on the board of everything they tell me (W).
- Then before I begin our lesson I will ask the students what about ecosystems and deserts in particular they want to learn. I will take the things they tell me and the needs of my students into consideration and work them into my lesson(s) (T).
- I will have the sudents use virtual reality so that they can experience a desert ecosystem (H).
- I will go through a power point covering the lesson (E1).
- At the end of the power point, I will put images on the board of living and nonliving things and ask the students to identify what would be present in a desert ecosystem and what would not be (E1).
- Then, I will have the students build some sort of 3-D model depicting a desert in class so I can help them with any questions they might have (R).
- I will set a date/time for the model to be due and at that time the class will be allowed to show their model to the class and talk about it (E2).
- I will also set a date to have a quiz about deserts and a unit test on everything they have learned about all ecosystems. I will have a calendar on the board in my classroom with all of these dates and we will go over the calendar every day so I can remind them about these upcoming assisnments/assessments (O).