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What will learners understand (Central idea, lines of inquiry, concepts)

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What will learners understand (Central idea, lines of inquiry, concepts)

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The balanced interdependence of living and non-living things contributes to the well-being of an environment.
FORM, SYSTEM: The components of an environment
CHANGE, INTERDEPENDENCE, SYSTEM: The relationship between living and nonliving components in an environment
CONNECTION, EQUILIBRIUM: Balance and imbalance in an environment

*** Check the Science Scope and Sequence document for outcome expectations ***

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What will learners do? (Approaches to Learning) 

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What will learners do? (Approaches to Learning) 

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Research Skills (Information Literacy – Synthesizing and Interpreting) - I can take relevant bits of information from different sources and put it together into a format that makes sense. I can sort and categorize information. I can identify the author’s purpose.

Research Skills (Information Literacy – Evaluating and Communicating) - I can identify patterns and relationships from data and information I have gathered. I recognize when I communicate my findings. I choose a platform to share my findings after I consider who my audience will be.

Thinking Skills – Evaluation - I am able to formulate an argument based on evidence and question those that are not. I can make connections between ideas, perspectives and challenges. I can test conclusions and generalizations.

Thinking Skills – Reflection - I can create and respond to reflection questions. I can identify my strengths and areas for improvement, and turn these into goals.

Self-Management – Organization (Goal Setting) - I can set short and long term goals that are realistic and challenging. I can choose a strategy to help me meet my goal, and ask for help when needed. I can reflect on my progress towards my goal and adjust as needed.

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Why is equilibrium within an ecosystem essential for its wellbeing?

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Week 1: Provocations / Pre-Assessment

Week 2: The components of an environment (biotic and abiotic components) - producers, consumers and decomposers

Week 3: Introduction to 6 kingdoms of living things - focus on bacteria, protists and fungi kingdoms - connect back to composers and decomposers

Week 4: Further study of 6 kingdoms of living things - focus on plant and animal kingdoms and the movement of matter in ecosystems

Week 5: An investigation of YellowStone National Park as an ecosystem - examples of damaging changes to an ecosystem and how it affects its balance (overfishing, deforestation, global warming, water pollution)

Week 6: Unit Wrap-up / Summative Assessment: Investigate any area to find the variety of living organisms, how they interact, what threats there are, and what action could be taken to protect balance (examples of areas can be local habitats in gardens or parks, regions [underwater, polar, underground], etc.)

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LESSON PLAN 1: Introduce students to the concept of biotic & abiotic factors, the elements that define an ecosystems, and how these become limiting factors in an ecosystem.
https://www.cpalms.org/Public/PreviewResourceLesson/Preview/76030

LESSON PLAN 2:  Students will be able to describe biotic and abiotic parts of an ecosystem in which organisms interact. Students will also be able to investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors.
https://www.keslerscience.com/abiotic-and-biotic-factors-lesson-plan-a-complete-science-lesson-using-the-5e-method-of-instruction/

Britannica Kids Definition: https://kids.britannica.com/students/assembly/view/235362

The Definition of Abiotic & Biotic Factors
https://sciencing.com/definition-abiotic-biotic-factors-8259629.html

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Backyard Bingo: Exploring Abiotic and Biotic Factors

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Backyard Bingo: Exploring Abiotic and Biotic Factors

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Students will define and identify abiotic factors (nonliving things) and biotic factors (living things) in their local community. Students will go on a fun scavenger hunt to find examples of abiotic and biotic factors in their home or community. Next, students will have the option of drawing or creating a 3D model to represent abiotic and biotic factors in the ecosystem.

https://uh.edu/nsm/teachhouston/summer-camps/stem-interactive/lessons/week-2-tue/

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Student's can fill out a video comprehension worksheet as they are watching the Bill Nye Food Web video.
*Most episodes have worksheets and answer keys if you Google them or you can create your own based on your grade level.

MAIN IDEA:

All living things depend on other living things.

All living things depend on plants

Have students create a food web and answer questions based on their web. For example, which organisms are the producers, consumers, and decomposers and why?

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Feeling a little hungry? Then grab a snack and watch Bill Nye the Science Guy's episode on the Food Web.

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LESSON PLAN: Students discuss what living things need to survive. They identify the abiotic and biotic components of an ecosystem and describe the roles and interactions of producers and consumers in food chains and food webs.  https://www.torontozoo.com/pdfs/AquaLinks%20lesson%202.pdf

Discover how ecosystems support life on Earth!

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Websites:
http://www.ric.edu/faculty/ptiskus/six_kingdoms/

https://easyscienceforkids.com/kingdoms-of-life/

https://sciencing.com/characteristics-six-kingdoms-organisms-8242194.html

https://sites.google.com/site/diemerbiology/6-kingdoms-of-life

Videos:
The 6 kingdoms of Classification in 3 minutes
https://www.youtube.com/watch?v=aH5ST8gmSCU

Six Kingdoms of Classification
https://www.youtube.com/watch?v=u90WvBZe-tY

Classification of Living Things for Kids
https://www.youtube.com/watch?v=oMFqEp4Sf40

Basic Taxonomy- 6 Kingdoms of Life- Classification
https://www.youtube.com/watch?v=XQccyAvSR0E

Additional Resources:
*Check out the lesson plans & experiments-
https://sciencetrek.org/sciencetrek/topics/kingdoms/teachers.cfm
*Games-
https://sciencetrek.org/sciencetrek/topics/kingdoms/games.cfm

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http://sciencenetlinks.com/esheets/virtual-pond-dip/

Take a dip in the jar to learn about some common types of smaller pond life:
http://www.microscopy-uk.org.uk/index-no-ads.html?http://www.microscopy-uk.org.uk/ponddip/index.html

A simple guide to small and microscopic pond life:
http://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/pond/index.html

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Ideas for summative assessment:
http://pages.duneland.k12.in.us/pbarth/biome-project

https://connectplus.pasco.k12.fl.us/casmith/biome-project/

https://sciencing.com/make-shoebox-biome-school-4486192.html

http://mcdsclass.weebly.com/uploads/7/8/1/1/7811621/biome_project_worksheet_2012.pdf

https://www.biologycorner.com/projects/biome.html

https://www.worksheetplace.com/mf_pdf/Biome-Project-Outline.pdf