2010+Ecology

=Sixth Grade Unit 5: Environment/Ecology=

//What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// Science Standard 4 Living Systems Expository Writing (Writing 1.0) Cause and Effect (Oral Language 2.5) || //Students will understand that. . .// All living things are connected in a web and depend on each other Even small creatures can be important Losing one species can affect many others Change in environment is change, and is not always bad It just doesn't matter, change is bad || ===Essential Questions:=== How are we connected? || What is a living thing, what is a species || Biodiversity Explain how living things are dependent on other living things || ====//Students will be able to know. . .//==== Report on an endangered species Graded by classroom teacher || ===Other Evidence:=== Writing on blog answering my questions about what they've learned. See above || What learning experiences and instruction will enable students to achiever the desired results? How will the design
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * ===Understandings:===
 * • What are the big ideas?**
 * • What specific understandings about them are desired?**
 * • What misunderstandings are predictable?**
 * • What provocative questions will foster inquiry, understanding, and transfer of learning?**
 * ^  || ===Essential Background:===
 * • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done?**
 * ====//Students will know . . .//====
 * • What key knowledge and skills will students acquire as a result of this unit?**
 * • What should they eventually be able to so as a result of such knowledge and skills?**
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * • Through what authentic performance tasks will students demonstrate the desired understandings?**
 * • By what criteria will performances of understanding be judged?**
 * • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?**
 * • How will students reflect upon and self-assess their learning?**
 * ==Stage 3 - Learning Plan== ||
 * ===Learning Activities:===

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