Assessment Plan

This document contains details on the assessment tools listed on the project calendar. The
deliverables of the day are listed with a greater description of what is being assessed through the
activities. Additionally, I have also listed items that are completed as a class. This aids me in discerning
the overall consensus of classrooms discussions. The only summative opportunity in this lesson is that
of the products of the final project. The quizzes, exit tickers, journal entries, and worksheets for a web
search serve as formative assessments.
Additionally, the exit tickets that are based on observations on the mini-labs (Modeling Succession and
the Closed Terrestrial Ecosystem) also include extensions into project time and deliverables if not
otherwise stated separately. Standards addressed on a particular day are listed under or within the
description of the activities.

Week 1
Monday: (1) As a class, we will write down the Knows and Need to Knows on large butcher paper to be
displayed for the duration of the project-based unit. This will allow me to gage how well the students
understand the introductory expectations of the lesson through the entry document. (2) The
submission of their group contact will give me an opportunity to hold students accountable to their
responsibilities. It will also be a guide in surveying how students have received the tasks and what roles
will be needed to fulfill.
Tuesday: (1) Students will need to fill out the Evaluating Biodiversity Worksheet as a group, but
students will turn in separate documents. They will staple it into their scientific lab notebook. Some of
the tasks include noting observations about the habitat and community while taking special note of the
differences between biotic and abiotic factors, calculating the number of different species as
percentage of the total number of organism observed, ranking the importance of biotic factors within
the ecosystem observed, and inferring what the relationships are between biotic factors and abiotic
factors in the observed ecosystem.
Standard 3 (A) is partially addressed on this day by observing their surroundings and making
inferences.
Wednesday: (1) As we review our experiences and observations from the previous day, the Evaluating
Biodiversity Quick Lab will guide the discussion. Students will begin to see the different relationships
between the organisms in the small ecosystem. Depending on how the students answer the guided
questions, it will help me identify if the student is connecting the relationships among organisms.
Additionally, students will brainstorm in their groups and report in their notebooks how their chosen
animal needs relationships for survival. (2) Students will construct a group terrestrial closed system and
identify the abiotic and biotic factors and how they connect with one another. (3) Exit ticket is the final
activity.
Standard 12 (A) is addressed as the students identify the relationships through inquiry.
Standard 12 (C) is superficially touched in that the activity highlights the importance of the
relationships for survival.
Standard 3 (A) is touched in that student conduct observation testing.
Thursday: (1) Observation of closed systems allow students to continue using observation testing (3A)
The guided workshop that introduces succession includes a series of questions with the use of
geographic images. Discussions are had as class and then questions on the worksheet are answered
independently. (2)This leads into an opportunity for project time to open the discussion and
brainstorming ideas as to what kind of environment the group’s animal needs in order to survive. This
is noted in their lab notebooks. In this way, students will be introduced to standard (12F). (3) Students
will not set up the Modeling Succession Lab as it will only requires to pour milk into a container and let
it set out for a couple of days. This will create a small ecosystem and measure how organisms modify
their environment. Standard 12 (F) will be introduced.
Friday: As students conduct their observations, they will be able to see how the changes that occur in
an environment affect ecosystem stability. Additionally standard (12 C) will be addressed in the context
of both the closed terrestrial system and their animal’s ecosystem. Notebooks will be checked during
the weekend. Groups will need to turn in brainstorming ideas regarding energy flow of their ecosystem
for feedback.

Week 2
Monday: Students will continue their observations as the week before with both the closed terrestrial
ecosystem and the ecosystem modeling succession. (3A) These observations will be noted in their
notebooks. Students will have ample amount of time to research the animal’s niche and necessary
relationships that must be maintained for its survival. A list of the animal’s relationships in the
ecosystems will be compiled. Resources will be brought and set apart by me (the facilitator). Students
will be exposed to standards 12 (D) and 12 (F).
Tuesday: As a class, we will take a field trip to In-Sync Exotics Animal Sanctuary. Students will complete
part of their animal research at the location through the tours, zoologists and animal keepers available.
At the end of the day, students will receive a copy of the project and presentation rubrics. Students will
be exposed to standards 12 (D) and 12 (F).
Wednesday: Students will continue their observations as the week before with both the closed
terrestrial ecosystem and the ecosystem modeling succession. (3A) The observations noted will be
used to plot a pH graph. Discussion and analysis will follow. A quiz will be administered in order to
measure individual performance.
Thursday: Students will engage as a group in an online-interactive through National Geographic.
Students will turn in a worksheet that follows the activity. This will include an outline of abiotic and
biotic factors of the animal’s ecosystem in addition to ideas about the creative part of the presentation
at In-Sync. Observations will continue Standards 12 (D) and (F) and 3(A) will be addressed.
Friday: Students will continue with the closed ecosystem observations and engage in a biomes
workshop to explore and recognize that long-term survival of species is dependent on changing
resource bases that are limited (12D) through an interactive online program. Students will have an
opportunity to focus on the animal’s environment and prepare the biome database that can be utilized
for their final project.

Week 3
Monday: Students will bring individual research on animal biome and integrate it into a group
database for final product integration. We will make our last closed terrestrial ecosystem observations
and notes. Students will analyze the data on their own for homework through the guided questions
provided. The goal is for more students to arrive at their conclusions regarding how ecosystem stability
depends on environmental change (Standard 12F) These notes will be recorded in their notebooks.
Feedback will be given for the next day.
Tuesday: The discussion of the qualitative and quantitative data gathered on the terrestrial closed
ecosystem will give students more insight into understanding the dynamics of an ecosystem. Students
will be asked to carry that mode of thinking into their project time to address the driving question. By
this point, students should be fluent in expressing the importance of their animal’s conservation to the
stability of the ecosystem to which it belongs. 12 (A, D, F) Groups will be receiving teacher feedback
throughout the class.
Wednesday: Wednesday will all be project time in which educational materials and presentation
essentials will be reviewed by me and students receive feedback.
Thursday: 3 student presentations will be given while all students write information learned in science
notebooks during and in between presentations.
Friday: 2 Student presentations will be given while all students write information learned in science
notebooks during and in between presentations. Thereafter class discussions of presentations will
proceed. Students will turn in notebooks at the end of class.

Students are expected to also work a home in order to complete the final project.
All group submission will be reviewed. I, the facilitator, will provide feedback he next day.