Grade 6 - Kaitlyn, Nicolette: Revision

Unit: Ecosystems 

Science Stuff 

1. MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

2. MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems

3. MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.*

Essential Questions for Unit:

1. How is everything connected?

2. What degrades ecosystems?

3. What is biodiversity and why is important? 

Big Ideas/Enduring Understandings for Unit:

1. Humans positive and negative effects on ecosystems

2. Food chains effect/drive ecosystems 

3. Environments that are more diverse are healthier 

Performance Tasks for Unit:

1. Students independently research an area in the world and design a food web with labels and when given environmental changes show how the web is altered. 

Student instructions: Today as a class we are going to the computer lab to research our own food webs. I am going to give everyone an area of the world in a different ecosystem and you are each going to find a food web within that ecosystem and draw and label it with your vocabulary words including producer and consumer. Once you have your ecosystem made I am going to give you a sheet with conditions that would change your food web, such as taking an organism out. I want you to write what would happen if that change was imposed. 

2. Students will create a solution to an environmental problem in groups by either making a plan or prototype 

Student instructions: In groups of three, I will be giving everyone a different environmental problem to solve such as a shortage of water, trash in the oceans, etc. and each group will come up with a plan to fix this problem. When you are done designing the plan each group will share it with the class and we will discuss and ask questions about it.  

3. Give students an environment and have them create a plan to increase biodiversity and then students will self-evaluate and evaluate other group's plans 

Student instructions: Students will be put into groups of three and each group will get a different environment such as the rainforest or the Arctic. You will have to define bio-diversity in your own words and then create a plan to help increase biodiversity. Each student will make a poster explaining their plan and then groups will go around to each poster and the students will evaluate their own plan and other groups plans as will I 

TCH 420 Fall 2018

TCH 420 Fall 2018

Here is the online home for TCH 420 for the Fall of 2018.

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