Transcript by Jennifer Marks Carol McMillan Karen Saltzman

by
Jennifer Marks
Carol McMillan
Karen Saltzman
Introduction
• Unit Title: Ecological Quest
• Subject/Topic Areas: Science, English,
Mathematics and Technology
• Grade Level: 6th
• Time Frame: 4-6 weeks
• School District: Boston
• School: James P. Timilty Middle School
Unit Design Concept Map
By Carol McMillan, Jennifer Marks, and Karen Saltzman
ELA
Mathematics
•Analyze and compare pH content of varied
local sources of pond water
•Analyze and create tables and graphs
•Look for patterns of change
What role do changing
patterns play
in our lives?
Science
•Investigate local ecosystems
•Research and develop lists of possible pollutants in soil and water
•Take an Internet field trip
•Summative Essay answering Essential Question “What role do
changing patterns play in our lives?”
•Identify key events, influential
interrelationships (patterns) and
supporting evidence from the text.
•Word study new vocabulary
•Write a persuasive letter to local
representative
Technology
•Research on various web sites
•Virtual field trips to ecological sites
•Letters to local representatives
•Prepare Power Point presentations
•Visit a virtual pond and virtual ecosystem
Brief Summary of Unit
• Students will look at patterns of growth,
development, and change with an emphasis
on the environment across the disciplines of
Science, English, Math and Technology
• As concerned citizens students will
investigate local ecosystems, gather data,
analyze it, research local pollutants, and
write to local representatives
Key Vocabulary
•
•
•
•
Pollution
Ecosystems
Conservation
Watershed
Content Standards
• Give examples of ways in which organisms interact and have different
functions within an ecosystem that enable the ecosystem to survive.
(Strand 2-Life Science, Learning Standard 13)
• Identify ways in which ecosystems have changed throughout geologic
time in response to the actions of humans. (Strand 2-Life Science,
Learning Standard 17)
• Use search engines effectively to find relevant, unbiased, and current
information on a subject. (Instructional Technology Standard 3)
• Select and use appropriate statistical methods to analyze data (strand 5Mathematics, Standard 1)
• Identify the basic facts and main ideas in a text and use them as the basis
for interpretation (Reading and Literature, Strand Standard 8)
• Write with a clear focus coherent organization, and sufficient details
(Composition strand, English, standard 19)
• Write for different audiences and purposes (Composition Strand,
Standard 20)
Essential Questions
• What role do changing patterns play in our lives?
• Can we use knowledge of patterns of change to
predict future outcomes?
• How can we impact our environment in positive
ways?
• How is graphing useful in organizing information?
• Explain how patterns of change affect and impact
your life and community.
Essential Understandings
• How patterns can change over time
• Patterns of change can help predict future
events
• How the government, industry, and/or
individuals have contributed to pollution
• How patterns of change affect and impact
your life and community.
Key Knowledge
Students will know:
• Key Terms: Ecosystems, Pollution,
Conservation, and Watershed
• About the local ecosystem, patterns, and
man’s impact on the environment
• How toxins are transported into ecosystems
• How to analyze data
• How to research local ecosystems
Key Skills
Students will be able to:
• Investigate local ecosystems
• Distinguish between the living and non-living
elements of an ecosystem
• Collect and analyze data
• Make tables and graphs
• Work in teams as concerned citizens
• Use the Internet and computer software to make
an informational presentation
• Read Who Really Killed Cock Robin? and be able
to make a text-to-world connection with regards to
the environment
What Evidence will Show that
Students Understand?
Performance Tasks:
• Students will draw maps of the local area
and identify major landmarks and sites of
pollution
• Students will take an Internet field trip
investigating areas of pollution
• Students will conduct a lab investigation
comparing plants in clean and in polluted
water, and graph and interpret those results
Evidence (continued)
• Students will write persuasive letters to
local representatives
• Students will answer the Essential question
“How do patterns of change affect and
impact their lives”?
• Students will prepare Power Point
presentations to share with State
Environment Board and other local agencies
Assessment
Informal
• Listening to student teams interacting
during activities
• Questioning and discussion
• Related homework assignments
• Lab worksheet
• Peer and self evaluation
Assessment
Formal
• All criteria for table and graph is met
according to rubric
• Map is accurate and complete
• All criteria for letter is met according to
rubric
• Power Point presentation criteria met
according to rubric
WHERETO
• Through an interactive activity, students will
identify interconnections in their everyday life
routines
• Read the novel “Who Really Killed Cock Robin”
• Introduce essential question
• Research local area
• Draw maps of local area to identify major roads,
rivers, streams, lakes, ponds and factories
• Investigate polluted area via internet
WHERETO (continued)
• Analyze and compare pH content of varied local
pond water
• Graph results of analysis of local pond water
• Internet field trip of a virtual pond and virtual
ecosystem
• Students complete lab assessments
• Write letters to local representatives
• Share PowerPoint presentation with State
Environment Board and other local agencies