Individualized Learning Plan (ILP)

Name:
Learning
Style(s):


Unit: Ecology (Organisms Depend on Resources)
Objective(s): TEKS 8.11 A, B
Students will be able to describe producer/consumer,
predator/prey, and parasite/host relationships as they occur in
food webs with marine, freshwater, and terrestrial ecosystems.
Students will investigate how organisms and populations in an
ecosystem depend on and may compete for biotic and abiotic
factors such as quantity of light, water, range of temperatures, or
soil compositions.
Instructions:
Each student will be required to complete the activities
listed for ALL students. You will then have the option
to choose three more activities from the list provided.
Your choices must include one deliverable from each
color code. Meaning you must choose one blue, one
red, and one green deliverable from the options sheet.
These activities will be evaluated by the final products
turned in. These deliverables will assess the knowledge
you gained from completing the class activities and
researching key components of Ecology. These
deliverables are to be chosen by you based on your
learning styles. They will allow you to take Ecology
concepts and creatively show your depth of knowledge
in ways that interest you. I look forward to your
creations and seeing your personality come out in your
work! Ms. Wilson
Activities that ALL students must complete:

Activity: Points
Earned:
Points
Possible:

Class Food Web Worksheet
from
http://www.superteacherworksheets.com/food-
chains/food-web-worksheet_WQRQM.pdf


10

Gems of Wisdom 10
Comments:



Students Individually Chosen Deliverables:

Activity: Points
Earned:
Points
Possible:

25

25

25
Comments:



Assessment (ALL students):

Activity: Points
Earned:
Points
Possible:

Ecology Quiz 10

Ecology EXIT TICKET 10
Comments:


Individual Deliverable Rubric
1 2 3 4 5 Total



Organization


The
deliverable
does not have
any sense of
sequence or
organization.




There is very
little
organization.
Very hard to
follow.



There is little
difficulty
following the
sequence.


The
organization is
logical and the
audience can
follow.

Information is
organized in
an interesting
and logical
manner. Pulls
audience in
and is easy to
follow.





Subject
Knowledge

Student does
not
understand
the
information.
Cannot answer
questions
about the
topic.


Student is
uncomfortable
with the
material and
can not
elaborate.

Student has a
general
understanding
of the
concepts with
vague
explanations.

Student is at
ease with the
information
and can
explain the
material with
some
elaboration.

Student fully
grasps the
concepts and
can answer all
questions with
both an
explanation
and
elaboration.






Visual Aids


Student does
not use visual
aids or visual
aids do not
match the
topic.


Student uses
little to know
visual aids.


Student uses
some visual
aids but there
is no
description.


Student uses
visual aids that
relate to the
topic.

Student uses
visual aids and
shows relation
to topic and
also reinforces
the
connections
for the topic.








Presentation

Student
mumbled
there are
grammatical/
pronunciation
errors and
eyes are down
looking down
at notes.
Speaker is also
too quiet.


Student is
pretty quiet,
there are
grammatical/
pronunciation
errors and
eyes rarely
look up at the
audience.

Student is
mostly heard,
there few
grammatical/
pronunciation
errors, and
eyes up some
of the time
often looking
down at
notes.

Student has a
clear voice,
there limited
grammatical/
pronunciation
errors, and
eyes are up
most of the
time.

Student has a
clear voice
that has
correct
grammatical/
pronunciation,
and eyes up
rarely looking
down at notes.




Group Work

Did not
participate.
Cannot work
with others in
most
situations. Did
not share
responsibilities.


Worked with
others but did
not fully
participate.
Responsibilities
were not fairly
divided.



Worked well
with others
and did some
work.


Worked well
with others
and
participated in
most of the
responsibilities.

Worked very
well with
others and
participated
fully in every
discussion and
responsibilities.

Total
Points:


Blue=More Research Red=Peers Involved Green=Creativity

Learning Style Deliverable Options: Choose 3 to complete individually.
Visual-Verbal Auditory Tactile Kinesthetic Visual-Nonverbal

PowerPoint/Prezi
Make a presentation over
an animal or type of
environment. This should
identify the different
ecology concepts
associated with the animal
or environment. The
presentation will be given
orally with a PowerPoint to
support.


Video (iMovie)
Make a video that
illustrates the key
concepts covered in
the Ecology unit.

Virtual Visit to the Zoo
Go to nationalzoo.si.edu and
virtual visit the zoo. Choose
an animal and pose a
question you would like to
answer through observations.
You will then observe the
animal and identify different
key Ecology concepts. Record
your observations and write a
conclusion based on the data
gathered.


Create a Storybook
Create a short story
book that illustrates
the ecology
concepts. Be creative
and include pictures!


Pecha Kucha
Presentation
Make a 2 minute
presentation over an
animal or type of
environment. This should
identify the different
ecology concepts
associated with the animal
or environment. The
presentation will be given
orally with pictures to
support.


Pair Share Peer
Teaching
Explain the
differences and
similarities in key
concepts to a
partner.


Create a model
Choose an animal or type of
environment and build a
model that includes and
identifies the different
ecology concepts associated
with the animal or
environment.


Research Paper
Choose an animal or
type of environment
and write a 2-4 page
research paper. This
should identify the
different concepts
associated with the
animal or
environment.


Scenario Performance
Create a scenario that
explains the key concepts
covered in the Ecology
unit.

Costas
Questioning
Using level 3 Costa
Questions, develop
10 questions and
answer them based
on the key concepts
in the Ecology unit.
Quiz and study with
a partner.


Develop a Game
Create an interactive game
that illustrates the ecology
concepts.

Comic Strips
Draw a comic strip
that illustrates the
key concepts
covered in the
Ecology unit.


Rap/Song
Create a song or rap that
illustrates the ecology
concepts.

Note Taking
Take Cornell notes
based on a peers
presentation over
Ecology key
concepts.

Make a Board Game
Create a board game that
illustrates the ecology
concepts.

Graphic Organizer
(Concept Map)
Choose an animal or
environment and
create a concept
map or other
graphic organizer
that shows the
different ecology
concepts associated
with them.


Poster
Make a poster that
illustrates the key concepts
covered in the Ecology
unit. Poster will be
presented!


Flash Cards
Develop flash cards
with pictures,
definitions, and
descriptions of the
key concepts in
Ecology, and study
with a partner.


Make a Flip Book
Create a flip book that
illustrates the ecology
concepts. Be creative and
include pictures!

Foldable
Create a foldable or
brochure that
illustrates the
ecology concepts. Be
creative and include
pictures!