Caroline Riina

SCED647
May 17, 2020
Unit Plan Final Assignment

Part I: Unit Plan Overview & Description

Ecology Unit: Exploring Ecosystems and Reducing Human Impact
This unit has been designed for ninth grade biology students. The first half of the unit serves as an introduction to ecology,
exploring key levels of ecological organization, including populations, communities, ecosystems, and biomes. The second half of the
unit examines how humans are negatively impacting the functionality of these ecosystems and contributing to climate change.
Students will not only gain a greater awareness of these global issues through research, but also evaluate the effectiveness and
feasibility of current solutions. I have chosen to create and share this unit because I believe it can empower students to make a
difference. Over the course of this unit, students will become informed citizens with the ability to engage in individual and community
action to reduce their carbon footprint and speak out against human activities that jeopardize the health of various ecosystems.

Unit Plan Objectives

➢ Students will differentiate between the different levels of ecological organization and recognize how ecosystems are shaped by
biotic and abiotic factors.
➢ Students will mathematically represent how energy flows through trophic levels using an energy pyramid.
➢ Students will use a model to illustrate how photosynthesis transforms light energy into chemical energy.
➢ Students will design and perform an experiment testing the photosynthesis rate of different producers.
➢ Students will distinguish different types of ecological relationships that define the larger community.
➢ Students will identify different factors that impact population growth and examine the limits to population size based on finite
resources (carrying capacity).
➢ Students will examine how a significant (particularly human-induced) change in the environment can decrease biodiversity and
disrupt the functioning of an entire ecosystem.
➢ Students will distinguish different types of ecological relationships that define the larger community.
➢ Students will analyze the impact of human activities on the environment and evaluate current solutions to these issues.
Next Generation Science Standards (NGSS) Addressed:
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of
organisms in an ecosystem.
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an
ecosystem.
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of
ecosystems at different scales.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity
and populations in ecosystems of different scales.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are
being modified due to human activity

Overview of Unit Plan Activities and Assessments

➢ Week 1 Topics: Introduction to Ecology; Food Chains/Food Webs & Energy Flow; Photosynthesis
o Activities: Build a Food Chain; Energy Pyramid Interactive
o Formative Assessments: Pear Deck and Edpuzzle
➢ Week 2 Topics: Photosynthesis Experiment; Community & Ecological Relationships
o Activities: Photosynthesis Experiment; Research ecological relationships & share out
o Formative Assessments: Lab Report; Ecological Relationships Worksheet
➢ Week 3 Topics: Population Growth & Carrying Capacity; Biodiversity; Climate Change
o Activities: Trophic Cascade Interactive; Climate Change Simulation; Case Studies; Ecological Footprint Quiz
o Formative Assessment: Population Regulation Worksheet; Edpuzzle; Flipgrid
➢ Weeks 4-6: Human Impact Project
o Activities: Research human impact on environment; evaluate solutions; create and deliver an engaging presentation
o This is the major summative assessment for this unit – see description in Unit Plan Calendar at beginning of Week 4
Part II: Unit Plan Calendar
Week One
Day 1 Day 2 Day 3 Day 4 Day 5
Introduction to Food Chains, Food Photosynthesis
Ecology Webs, & Energy Flow
Objectives: Students
Objective: Students will Objectives: Students will use a model to
differentiate between will compare food illustrate how
the different levels of chains and food webs in photosynthesis
ecological organization an ecosystem. Students transforms light energy
and recognize how will mathematically into chemical energy.
ecosystems are shaped represent how energy Students will design an
by biotic and abiotic flows through trophic experiment testing the
factors. levels using an energy photosynthesis rate of
pyramid. different producers.
NGSS: MS-LS2-1
NGSS: HS-LS2-4 NGSS: HS-LS1-5
Agenda:
1. Introduce Ecology Agenda: Agenda:
Unit with “Big 1. Introduce food 1. Connect to previous
Picture” Concept chains: in small lesson: the success
Map. Make groups, students will of an ecosystem
connections to research their role in largely depends on
previous units: this the food chain the producers (they
year, we have (producers, type of serve as the
moved from atoms consumer, foundation for the
to cells to organisms decomposers) and energy pyramid).
to populations to provide 3 examples. But how do
ecosystems. 2. As a class, students producers actually
2. Use Pear Deck to will create a food do their job?
engage students in chain on the board 2. How do plants
learning the basics (one volunteer from photosynthesize?
 of ecology via each group will add Discuss components
Google Slides. their role). of chemical equation
3. In small groups, 3. Build energy with the assistance
students will pyramid and discuss of this video
research features of why each trophic 3. Consider two kinds
major biomes and level is getting of producers:
then share out with smaller. monocots and
the class. Mathematically dicots. Students look
demonstrate energy up basic structure
HW: Watch ecology transfer (10%) (particularly leaf
video & complete through each trophic veins) and
Edpuzzle. level. Explore using hypothesize
this interactive. which one
4. Introduce food web. photosynthesizes
How does this faster.
complex web of 4. In small groups,
interactions benefit students design an
an ecosystem? experiment to test
(compare to food this using the Lab 8
chain & discuss Companion in their
stability) textbook.

HW: Watch energy Exit ticket:

pyramid video & Students defend their
complete Edpuzzle. hypothesis using what
they know about
photosynthesis and
water transport in
monocot and dicot
leaves.

HW: finish pre-lab

 Week Two
Day 6 Day 7 Day 8 Day 9 Day 10
Perform Community &
Photosynthesis Expt. Ecological
Relationships
Objective: Students will
conduct an experiment Objective: Students will
that compares the distinguish different
photosynthesis rates types of ecological
between monocot and relationships that define
dicot plants. the larger community.

NGSS: HS-LS1-5 NGSS: MS-LS2-1;

MS-LS2-2
Agenda:
1. Students submit Agenda:
completed pre-lab 1. Start with central
from previous class questions: what
2. Students go outside factors define an
and collect 2-3 ecological
leaves of each type, community? How do
depending on size organisms interact
3. In small groups, with one another?
students carry out (check for previous
their experiment knowledge)
using provided lab 2. In small groups,
materials and collect research one type of
data (3 trials) interaction:
4. Wrap-up: as a class, parasitism,
discuss analysis & mutualism,
conclusion for lab commensalism,
report predation,
competition.
 HW: lab report Come up with a
working definition
and two examples.
(teacher circles
around and talks with
each group)
3. Each table presents to
the class; take notes
4. In small groups, work
on ecological
relationships handout
(graph analysis).

HW: finish analysis Q’s

Week Three
Day 1 Day 2 Day 3 Day 4 Day 5
Population Growth & Biodiversity Climate Change
Carrying Capacity
Objective: Students will Objective: Students will
Objective: Students will examine how a identify factors that
identify different factors significant (particularly contribute to climate
that impact population human-induced) change change and use a
growth and examine the in the environment can computer simulation to
limits to population size decrease biodiversity predict future climate
based on finite and disrupt the change based on carbon
resources (carrying functioning of an entire dioxide emissions.
capacity). ecosystem.
NGSS: HS-ESS3-6
NGSS: HS-LS2-1; NGSS: HS-LS2-7;
HS-LS2-2 HS-LS4-6 Agenda:
 1. Start by reviewing
Agenda: Agenda: ecological footprint
1. Start with central 1. Question: how many results: What surprised
question: how do species do you think you? What does it
populations grow over exist on the planet? mean to have a
time? Draw 3 graphs (students guess) footprint of more than
on the board: Estimate: 8.7 million one Earth?
exponential, linear, 2. Define “biodiversity” 2. Since we only have
and logistical. Which and watch TED-Ed one Earth, collectively
one makes sense? video. we will need to find
Why? (students think- 3. Some species are ways to reduce our
pair-share) critical: discuss coral footprint. What factors
2. Discuss limits to reef from video. In contributed to your
population growth in small groups, have footprint? (think-pair-
terms of density- students explore this share; brainstorm list
dependent factors and interactive on trophic on the board)
density-independent cascades. Each group 3. Watch this National
factors (brainstorm list will do one case study. Geographic video on
on the board); define 4. What are possible the causes & effects of
“carrying capacity” threats to biodiversity? climate change; draw
3. Watch HHMI Students think-pair- attention to the
Biointeractive video share and then write a greenhouse effect.
on the wildebeest list on the board: Connect this with the
population carrying habitat destruction, factors on the board
capacity in the disease, climate (producers of
Serengeti change, pollution, greenhouse gases).
4. In small groups, invasive species, 4. Scientists can predict
examine wildebeest overexploitation how the climate will
population regulation 5. What is the common change in the future by
graph & answer thread here between using scientific
analysis questions these threats? They are models. Explore this
related to human simulation on climate
HW: Finish analysis Q’s activities. Preview: for change as it relates to
 the last few weeks of the production of
the unit, we will be carbon dioxide
looking into how (produced by NCAR).
humans are impacting 5. In small groups,
ecosystems and students will examine
evaluating potential case studies on the
solutions. effects of climate
change on different
HW: Take ecological countries: USA,
footprint quiz and save a China, Colombia,
screenshot of results Germany, and Haiti.
Each group will report
out to the class on how
this country is
experiencing and
responding to climate
change.

HW: Consider ways to

combat climate change
on an individual and
community level by
engaging with videos on
Edpuzzle. Respond to
post on Flipgrid: what
are three ways that you
could reduce your own
carbon footprint? What
could we do as a school
community?

Week Four
Day 6 Day 7 Day 8 Day 9 Day 10
Introduce Human Research Human
Impact Project Impact Issue

Objective: Students will Objective: Students will

analyze the impact of analyze the impact of
human activities on the human activities on the
environment and environment and
evaluate current evaluate current
solutions to these issues. solutions to these issues.

NGSS: HS-ESS3-4 NGSS: HS-ESS3-4

Agenda: Agenda:
Introduce Project: • Students will create
• For the next three a Google Doc for the
weeks, we will be group to record their
working in small research. Each group
groups to research a member will write in a
specific human impact different color. Share
on the environment Google Doc link with
and present our teacher.
findings. You must • Students will work
reference at least three in groups to research
credible sources. their assigned issue;
• Each group will teacher will circle
create a presentation around to ask
on google slides that questions and suggest
includes the following sources if students are
components: having difficulty
description of the finding information.
human impact issue, • Towards the end of
examples of this class, teacher will
 problem on a global check-in with each
and local scale, group to see what they
quantitative analysis have accomplished,
(graph or data and students will
displaying this issue), identify what they
three possible need to finish up for
solutions that are homework.
evaluated for
effectiveness and HW: Finish research
feasibility.
• Today you will
decide on roles for
each group member
and create/sign a
group contract. Then
you will begin your
research.
• Examples of group
topics include:
deforestation, invasive
species, over-hunting,
plastic pollution, air
pollution, agricultural
pollution.

Week Five
Day 1 Day 2 Day 3 Day 4 Day 5
Discuss and refine Evaluate solutions Slide Workshop Day
research with group
Objective: Students will Objective: Students will
analyze the impact of create an engaging
Objective: Students will human activities on the presentation that
analyze the impact of environment and addresses a human
human activities on the evaluate current impact and supports or
environment and solutions to these issues. critiques current
evaluate current solutions to this issue.
solutions to these issues. NGSS: HS-ESS3-4
NGSS: HS-ESS3-4
NGSS: HS-ESS3-4 Agenda:
• In groups, students Agenda:
Agenda: will discuss three • Students will create
• At the start of class, solutions and compose a Google Slides
teacher will check in a justification for the presentation for the
with each group to most effective and group and share the
verify that research feasible solution. link with the teacher.
has been completed. • During this process, • Students will work
• In groups, students students will take into on creating slides that
share out their consideration: cost, effectively showcase
research. Group safety, reliability; as their research and are
members will engage well as social, cultural, thoughtfully designed
in self-assessment and environmental based on the audience
using the rubric to impacts. • Students will add at
identify areas that still • Students will least two relevant
need to be addressed brainstorm: how do we images with captions
or refined. get buy-in from the
• Students will revise larger community
and refine their regarding this
research and make solution?
note of the edits in the • If time, students will
Google Doc. start developing slides.
• If time, students will
look for images to
complement their
research.
 Week 6
Day 6 Day 7 Day 8 Day 9 Day 10
Finalize slides & Present Final Project
Practice Presentation
Objective: Students will
Objective: Students will deliver a formal
create an engaging presentation to teach
presentation that their classmates about a
addresses a human particular human impact
impact and supports or and share their
critiques current evaluation of current
solutions to this issue. solutions to this issue.

NGSS: HS-ESS3-4 NGSS: HS-ESS3-4

Agenda: Agenda:
• Students will finalize • Student groups will
their Google Slides deliver presentations.
presentation and Each group will have
review for 10 minutes.
organization, spelling • Each student will
& grammar, complete a self-
readability, etc. evaluation (describe
• Student groups will how they contributed
practice their to the project) and a
presentation: keeping peer evaluation (pie-
in mind vocal tone, chart; describe how
volume, and pace. the group worked
together).
Part III: Sample Lesson Plans

Food Chains, Food Webs, and Energy Flow

Course Name: Biology Unit Plan Day: Week 1, Day 3

Level 9th Grade (Regular) Lesson Duration: 80 min.

(Grade/Honors/AP
):

Lesson Objective:

Students will be able to differentiate between food chains and food webs in an ecosystem. Students will mathematically represent
how energy flows through trophic levels using an energy pyramid.

Standard Alignment (state and national):

NGSS: HS-LS2-4

SUMMARY OF TEACHING TASKS/ACTIONS:

Estimated Time: Teacher Does: Students Do:

5 minutes Warm Up/Check for Previous Knowledge: What is a food Students engage in Think-Pair-Share
chain? How would you define this in your own words?
After think-pair-share, teacher writes student definitions on
Google Slides
10 minutes At your tables, you have been provided with one role in the Student groups (tables of 3-4 students) research their
food chain. Come up with a working definition and provide respective role: producer, primary consumer, secondary
three different examples. You will share out with the class after consumer, tertiary consumer, decomposer
10 minutes.

20 minutes One volunteer from each group can come up to the board and Students add their research to Google Slides; take notes on
write down your group’s role and examples. other roles (EB may take notes in any language they prefer).
Discuss: how can we use these examples to create a larger food As a class, compose at least one strong example of a food
chain? chain using examples provided by student groups

20 minutes Now we will look at how energy is passed up the food chain in Students will draw an energy pyramid in their notes.
a structure called the “energy pyramid.” We start out with the Students will also explore the energy pyramid using this
producers as our foundation, and then we work our way up the interactive.
pyramid with each level of consumer.

Why do you think each trophic level is getting smaller? What

percent of energy is getting passed on?

Discuss: what can be recycled in an ecosystem? (matter can be

recycled, but energy cannot)

15 minutes While food chains are one way to show trophic levels within Students construct a Venn Diagram that compares food
an ecosystem, there are also food webs. What is the difference chains & food webs.
between a food chain & food web?
Students engage in think-pair-share to discuss how food
Why would it be important to look at a food web in order to webs more accurately demonstrate what would happen if
understand the stability of an ecosystem? one member of the ecosystem disappeared.

MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?
Laptop & projector

JUSTIFICATION:

For this lesson, I am using Pear Deck to accompany Google Slides. This is one of the contemporary EdTech tools that we learned about to
formatively assess students. I am also using Google Slides such that students can collaborate during group work and share notes with their
classmates. This format allows for “students as teachers,” meaning that students are responsible for teaching one another (in this case, about the
different roles within the food chain). It also allows for online knowledge-sourcing, in terms of finding examples of each role. As a class, we
collectively build a food chain, which promotes collaboration and knowledge construction. All of these are features of a Maker-Centered
Classroom (Clapp et al., 2016, p.44). As this lesson involves defining and learning new vocabulary, I would also speak to my EB (emergent
bilingual) students about defining vocabulary words in whichever language they choose, or even sketch-noting, in which they would draw
pictures to represent the meaning of the word. Being able “to use any languages they choose to maximize their learning and potential” is a
translanguaging approach to the classroom that benefits EB students (Fu, Hadjioannou, & Zhou, 2019, p.10).

REFERENCES:
Please include the correct APA citations for each of the resources cited above.

Clapp, E. P., Ross, J., Ryan, J. O., & Tishman, S. (2016). Maker-centered learning: Empowering young people to shape their worlds. John Wiley & Sons.

Fu, D., Hadjioannou, X., & Zhou, X. (2019). Translanguaging for emergent bilinguals: Inclusive teaching in the linguistically diverse classroom. Teachers
College Press.
 Photosynthesis
Course Name: Biology Unit Plan Day: Week 1, Day 5

Level 9th Grade (Regular) Lesson Duration: 80 min.

(Grade/Honors/AP
):

Lesson Objective:

1) Students will use a model to illustrate how photosynthesis transforms light energy into chemical energy.
2) Students will design an experiment testing the photosynthesis rate of different producers.

Standard Alignment (state and national):

NGSS: HS-LS1-5

SUMMARY OF TEACHING TASKS/ACTIONS:

Estimated Time: Teacher Does: Students Do:

5 minutes Warm Up: Which trophic level does the success of the Students engage in Think-Pair-Share
ecosystem largely depend on? Why is this? Students respond via Pear Deck – Google Slides

Discuss producers & ability to photosynthesize

10 minutes How do plants photosynthesize? Students draw the chemical equation for photosynthesis in
their notes; circle light-independent and light-dependent
Discuss components of chemical equation with the assistance reactions
of this video
5 minutes Do you think every producer photosynthesizes at the same Students respond via Pear Deck
rate? Or might some producers be faster than others? How
would this impact the ecosystem?
In small groups, students look up basic structure of leaf
Consider two kinds of producers: monocots and dicots. Look
veins in monocots and dicots and hypothesize which one
up their leaf structure and pay close attention to how they
photosynthesizes faster.
transport water in their leaf veins. Based on their structure,
hypothesize which one photosynthesizes faster.

60 minutes We are going to test our hypotheses using an experiment from Students work on lab design in small groups (3-4).
the textbook (Lab 8 Companion). You will design your
experiment following the lab report checklist, as we have done EB students are encouraged to record the design in their lab
for every lab this year. However, for this experiment, there is notebooks in any language that they choose, given the
an outline of the procedure in the Lab 8 Companion. You will understanding that the final lab report must be written in
have the remainder of class to design your experiment with English.
your group.
The format of the lab report is attached in the handout “Lab
Teacher will circle around during this time to facilitate lab Report Checklist.”
design and collaboration. Praise hard work and critical
thinking. If students get stuck or make a self-deprecating
comment (ex. “I’m bad at identifying variables”) – redirect
towards a growth mindset. Ask guiding questions until the
student is able to figure out the appropriate response, and then
offer encouragement (“You can do this! You just needed to
think about it a bit more.”)

If students have questions about how lab materials are used,

show them the materials on the lab station, and if time, perform
a demonstration.

MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?

Laptop & projector; lab notebook; lab materials: light source, syringes, bicarbonate solution, single hole punch, monocot & dicot leaves, timer
 JUSTIFICATION:

For this lesson, I have incorporated a few different contemporary teaching strategies. To promote a Maker-Centered Classroom (Clapp et al.,
2016), I encourage online knowledge-sourcing to construct their hypothesis, I facilitate student collaboration in lab design, and I have visibly laid
out the materials at their lab stations. Having students design their own experiment is representative of constructivist approach to science
education. To promote translanguaging within the classroom, I encourage my EB students to design the lab in any language they choose, with the
understanding that the lab report must be written in English. When reading “Translanguaging for Emergent Bilinguals,” I was struck by the
example provided in the science classroom, in which the teacher provides EB students with the opportunity to take notes and design labs in their
home language, English, or a code-mixing option, and reflect on what is most efficient, meaningful, and effective in writing a lab report (Fu,
Hadjioannou & Zhou, 2019, p.50). This helps EB students to build metacognitive awareness of their language choices. To promote growth
mindset in the classroom, I intentionally offer praise for hard work and perseverance, instead of complimenting “intelligence.” How teachers give
praise can leave a significant impression on their students (positive or negative). To foster resilience in our students, we must work to shift fixed
mindsets into growth mindsets (Souers & Hall, 2016, p.185).
REFERENCES:
Please include the correct APA citations for each of the resources cited above.

Clapp, E. P., Ross, J., Ryan, J. O., & Tishman, S. (2016). Maker-centered learning: Empowering young people to shape their worlds. John Wiley & Sons.

Fu, D., Hadjioannou, X., & Zhou, X. (2019). Translanguaging for emergent bilinguals: Inclusive teaching in the linguistically diverse classroom. Teachers
College Press.

Souers, K., & Hall, P. (2016). Fostering resilient learners: Strategies for creating a trauma-sensitive classroom. ASCD.
ATTACHMENT: Lab Report Checklist
 Climate Change
Course Name: Biology Unit Plan Day: Week 3, Day 5

Level 9th Grade (Regular) Lesson Duration: 80 min.

Lesson Objective:

Objective: Students will identify factors that contribute to climate change and use a computer simulation to predict future climate
change based on carbon dioxide emissions.

Standard Alignment (state and national):

NGSS: HS-ESS3-6
SUMMARY OF TEACHING TASKS/ACTIONS:

Estimated Time: Teacher Does: Students Do:

5 minutes Warm-Up: Review ecological footprint results Students think-pair-share
Questions: What surprised you? What does it mean to have a
footprint of more than one Earth? Class discussion: If my footprint is four Earths, then this
means that if everyone lived like me, we would need four
Earths to provide the appropriate amount of resources.
Given that we only have one Earth, we will need to look
into making changes to live more sustainably.
10 minutes What factors contribute to our ecological footprint? Students think-pair-share
Teacher facilitates class discussion: develop a list of factors on Students take notes on ecological footprint factors
the Google Slides (this could be related to transportation,
energy use, waste management/recycling, and food
consumption)
5 minutes Show this National Geographic video on the causes & effects Students make the connection between the ecological
of climate change footprint factors and production of greenhouse gases: the
more greenhouse gases emitted, the higher your footprint.
Draw attention to the greenhouse effect: How does this
happen? How does it affect the Earth’s temperature? How does
it relate to the ecological footprint factors?

10 minutes Scientists can predict how the climate will change in the future Students explore this simulation on climate change as it
by using scientific models. relates to the production of carbon dioxide (produced by
National Center for Atmospheric Research).
What does this model show in terms of how the Earth’s surface
temperature is changing over time? How is this impacted by
the amount of carbon dioxide released?

45 minutes Now we will examine how different countries are experiencing In small groups, students will examine case studies on the
and responding to climate change. Each table will be assigned effects of climate change on different countries: United
a case study from a different country. States, China, Colombia, Germany, and Haiti.

Each group will report out to the class on how this country
is experiencing and responding to climate change via
Google Slides.

This might be a good opportunity to meaningfully pair

together my EB students from China. They can examine the
China case study and speak to their own knowledge and
experience.
Homework Students will consider ways to combat climate change on an
individual and community level by engaging with videos on
Edpuzzle. Students will also respond to topic on Flipgrid:
what are three ways that you could reduce your own carbon
footprint? What is something that we could do better as a
school community?
MATERIALS/EQUIPMENT:
What materials or equipment is needed to support this lesson?

Laptop & projector; case studies from Climate Change and Questions of Justice (The Choices Program, Brown University). I cannot attach this
PDF due to copyright permissions.

JUSTIFICATION:

For this lesson, I am using Google Slides, which will allow for collective note-taking and for student groups to report out on case studies. This
format allows for “students as teachers” as seen in Maker-Centered Classrooms (Clapp et al., 2016, p.44). In reading for Translanguaging for
emergent bilinguals, I was prompted to consider activities or projects in which it might be beneficial to pair my EB students together (Fu,
Hadjioannou, & Zhou, 2019). I think that my EB students would enjoy working together to analyze a case study on China, their home country.
Finally, for their homework, I am incorporating EdTech tools Edpuzzle and Flipgrid. Flipgrid is a great way for students to share their ideas or
reflections and engage with one another online, building classroom community.
REFERENCES:

Clapp, E. P., Ross, J., Ryan, J. O., & Tishman, S. (2016). Maker-centered learning: Empowering young people to shape their worlds. John Wiley & Sons.

Fu, D., Hadjioannou, X., & Zhou, X. (2019). Translanguaging for emergent bilinguals: Inclusive teaching in the linguistically diverse classroom. Teachers
College Press.

Watson Institute for International Studies, Brown University. (2015). Climate Change and Questions of Justice. The Choices Program. www.choices.edu
 Lab Report Requirements Check List

I. Problem (10 pts.)

–tells us what we want to know or find out in our experiment
–should always be stated in the form of a question
II. Hypothesis (5 pts.)
–a general principle based on the observation
–provides a tentative answer to the problem
–must be testable and falsifiable
III. Prediction (5 pts.)
–tells us what we think we will find during our experiment
–provides a specific expectation based on the hypothesis
–must be testable and falsifiable
IV. Procedure: (40 pts.)
A. Independent Variable (5 pts.)
–is what we purposefully change in our experiment to test the hypothesis
–should tell precisely what we deliberately changed during the experiment
B. Dependent Variable(s) (5 pts.)
–is what will change because of manipulating the independent variable
–should tell precisely what we measured or observed during the experiment to
determine if our hypothesis was correct
C. Negative Control (5 pts.)
–is what we use to compare the results of the independent variable against and is
the part of the experiment that is missing the independent variable or is its lowest
value
–should describe exactly which condition in the experiment does not have the
independent variable in it or which condition in the experiment is the lowest value
of the independent variable
D. Controlled Variables (5 pts.)
–all other possible variables that we want to keep constant
–should include every potential part of the experiment that could vary
E. Step-by-Step Instructions (10 pts.)
–tells us how we tested our hypothesis
–must be explicit steps carried out in a precise order
V. Data and Analysis: (20 pts.)
A. Data Table (10 pts.)
–is what we use to organize the data
–should always include a title, labeled dependent variables, & units
B. Graph or Summary of Analysis (10 pts.)
–is what we use to determine the pattern of the data
–graphs should always include a title, labeled axes, & units
VI. Conclusion (20 pts.)
–is what we use to present what the pattern of the data means
–should always include numerical evidence and reasons for why the hypothesis was
supported or refuted in this experiment
Food chains, food webs, and
energy flow
Ecology Unit
Ms. Riina
What is a food chain?
Trophic levels of the food chain
Each table will research one of the following trophic levels
(feeding levels):

● Producer
● Primary Consumer
● Secondary Consumer
● Tertiary Consumer
● Decomposer

Your group must define this trophic level and provide 3

examples. Record your research on the corresponding slide
below.
Group 1: Producer
Group 2: Primary consumer
Group 3: Secondary consumer
Group 4: Tertiary consumer
Group 5: decomposer
Example of food chain
Energy flows linearly through food chains
Energy pyramid Explore this Interactive

Looking at this graphic, what

percent of energy is transferred
to the next trophic level?
Food web
Food chains vs. food webs: What’s the difference?
Photosynthesis
Ecology Unit
Ms. Riina
Warm up

Which trophic level does the success of the

ecosystem largely depend upon? Why?
How do plants photosynthesize?

Photosynthesis video
Do you think every producer photosynthesizes at the same rate?
Monocots vs. Dicots: Who Photosynthesizes Faster?

● Quick Google Image Search for Monocots and Dicots

○ Look at their leaf vein structure (this transports water, a key reactant in photosynthesis!)
○ Formulate a hypothesis
● You will design & perform an experiment to test this
● Reference the Lab 8 Companion in your textbook for an outline of the procedure
● As always, use the Lab Report Checklist
Climate Change
Ecology Unit
Ms. Riina
Ecological Footprint Results
Initial reaction? What surprised you?
What factors contribute to our ecological footprint?
Causes & Effects of Climate Change
Climate Change Simulation (NCAR)
Go to: https://scied.ucar.edu/model-simulation-past-present-and-future-climate-change

What does this model show in terms of how the Earth’s surface temperature is
changing over time? How is this impacted by carbon dioxide emissions?
Climate Change Case Studies
In groups, we will examine case studies from different countries:

● How is this country experiencing climate change?

● How is this country responding to climate change?

Your group will record your answers to these questions on the slides below. Then each
group will present their findings to the class.
Group 1: United States
Group 2: China
Group 3: Colombia
Group 4: Germany
Group 5: Haiti