Title of Interdependence of Grade Seventh

Unit Organisms Level

Curriculum Information literacy, Time 3-4 weeks
Area Technology, and Science Frame
Stage 1 – Desired Results
Content Standards:

Georgia Performance Standards

S7CS7. Students will question scientific claims and arguments effectively.

a. Question claims based on vague attributions (such as “Leading doctors say...”) or on

statements made by people outside the area of their particular expertise.

b. Identify the flaws of reasoning that are based on poorly designed research (i.e., facts
intermingled with opinion, conclusions based on insufficient evidence).

c. Question the value of arguments based on small samples of data, biased samples, or
samples for which there was no control.

d. Recognize that there may be more than one way to interpret a given set of findings.

S7L4. Students will examine the dependence of organisms on one another and their
environments.

a. Demonstrate in a food web that matter is transferred from one organism to another
and can recycle between organisms and their environments.

b. Explain in a food web that sunlight is the source of energy and that this energy moves
from organism to organism.

c. Recognize that changes in environmental conditions can affect the survival of both
individuals and entire species.

d. Categorize relationships between organisms that are competitive or mutually

beneficial.

e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest,
savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e.
freshwater, estuaries, and marine).
 Information Literacy Standards

Standard 1 The student who is information literate accesses

information efficiently and effectively.
The student who is information literate recognizes that having good
information is central to meeting the opportunities and challenges
of day-to-day living. That student knows when to seek information
beyond his or her personal knowledge, how to frame questions that
will lead to the appropriate information, and where to seek that
information. The student knows how to structure a search across a
variety of sources and formats to locate the best information to
meet a particular need.

Indicators:
1. Recognizes the need for information

2. Recognizes that accurate and comprehensive

information is the basis for intelligent decision making

3. Formulates questions based on information needs

4. Identifies a variety of potential sources of

information

5. Develops and uses successful strategies for locating

Information

National Educational Technology Standards

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety
of sources and
media.

c. evaluate and select information sources and digital tools based on the appropriateness to
specific tasks.

d. process data and report results.

 Understandings

Students will understand that:

 organisms depend on their environment and each other.
 activities of humans affect all organisms on Earth.
 humans are responsible for caring for Earth.
 scientific claims and arguments must be questioned for validity.
 research models are available to guide their efforts for their study.
 they must use media tools to develop skills for information literacy.

Related Misconceptions:
 Information on the internet is the truth.
 Google is the best search tool on the internet.
 Pollution is not a problem for the environment.
 Organisms do not rely on one another for survival.

Essential Questions

Overarching Questions: Topical Questions:

 1. How are information literacy skills  1. How can we find information

important throughout life?
 2. Why is it necessary to know how
to research a topic?
 3. How do we know information
from the internet is valid?
 4. How can we protect our planet?
 5. Why do humans need other
organisms for survival?
 6. How does interdependence affect
human activity?
about ecosystems and analyze the
health of the systems?
 2. While conducting research about
interdependence how will you be
able to verify the information for
reliability?
 3. How are organisms connected to
one another?
 4. What biomes are capable of
supporting life?
 5. How do environmental
conditions affect organisms and
their environments?
 6. How does the environment
maintain a balance?
 Knowledge and Skills
Knowledge
Students will know:
 a definition for information literacy
and the skills needed to acquire it.
 reliable methods for evaluating
websites.
 the steps of the “Big 6” research
model.
 scientific research needs to be
questioned for reliability.
 organisms depend on each other and
their environments for survival.
 humans must repair the damage done
to Earth and prevent it from happening
in the future.
 the different terrestrial, marine, and
freshwater biomes.
 vocabulary associated with the
information skills and science content
in this unit.
Skills
Students will be able to:
 successfully research a topic using
the steps of the “Big 6” mode.
 complete individual and group
assignments using media tools.
 successfully use a variety of search
tools on the internet.
 question scientific claims for
reliability by verifying information
on the internet.
 compare and contrast different
biomes on Earth.
 prove that organism’s rely on each
other for survival.
 complete a project showing human’s
impact on the planet and ways to
improve or change that impact.
 describe ways to stop pollution
 use sources of information and
synthesize the data.
 understand that others may disagree
with your findings.
 Stage 2 – Evidence
Performance Tasks
Goal: Your task is to research your assigned terrestrial biome.

Role: You are going to research a biome using various media tools and transfer what you
learn with by completing a poster.

Audience: Your audience is your teacher and your classmates.

Situation: You are doing an investigative report on your biome. You will find information
about your biome and check it for reliability. You need to find five characteristics of your
biome. Find five organisms that live in the biome. Design a food web using the five
organisms. Illustrate the biome. Complete a food chain using the Sun, producers, consumers,
and decomposers. List 1 extinct animal and 1 endangered animal from the biome; determine
the general health of your biome. You will incorporate these pieces in a poster. Next you will
compare your posters with students assigned the same biome. After a discussion session, each
biome group will “teach” the other groups about the biome they are assigned. After
completion of the task, assess your success based on the rubric given. Turn your evaluation of
yourself in as you leave class. After completion of the task, assess your success based on the
rubric given. Turn your evaluation of yourself in as you leave class.

Product Performance and Purpose: You will create a poster for a rally to save the planet
ecologically. The purpose is to gain an understanding of the earth’s ecosystems and the
transfer of energy and the state of the earth’s ecosystems.

Standards and Criteria for Success: You will be scored based on the rubric below. The
standards are from GPS and information literacy standards.
Criteria Advanced Proficient Basic Facet/ Total
19-20 16-18 13-15
Describes the Describes all 5 Describes 3-4 Describes less Facet 1
biome using the characteristics characteristics than 3 explanation
5 characteristics and 5 organisms and 3-4 organisms and
and 5 organisms organisms characteristics
from your
assigned biome
Produces an Time was used Illustration was Illustration did Facet 3, apply
illustration of to either draw or unorganized and not depict by…
the assigned incorporate little time was biome
biome pictures and given to detail
neatly arrange
on your poster
depicting your
biome
Produces a food Clearly shows Shows only 3 Shows less than Facet 2,
chain starting the 4 different links of the 3 links or chain Interpret
from the sun, links of the chain from your is not from your
moving through chain from your biome biome
the four levels biome
Produces a food Food web has Food web Food web had Facet 2,
web using the 5 clear markings shows only 3-4 less than 3 interpret/ Facet
organisms from linking the relationships relationships 4, other points
the biome organisms between between of view
showing eating and being organisms or is organisms or is
predator/prey eaten unclear not marked.
relationships
Presentation of You explain Explains most Does not appear Facet 5,
posters includes your poster of the poster to know content empathy/ Facet
explanation of fully, answering elements of poster 6 reflection
all 4 questions from
requirements the audience
Goal: Your task is to form an opinion of the cause of an organism’s demise and present your
findings.

Role: You are an environmental scientist from Georgia discovering why an organism (of
your choice, listed on the website) is either extinct or endangered. Then, you will explain the
effects of the removal of your organism from the ecosystem it lives or lived.

Audience: A panel of classmates and teachers is the audience.

Situation: You will go to the media center and locate Georgia’s endangered species site.
Choose 1 organism, plant or animal. Then, find information about that organism. You will
need to utilize the Big 6 model to organize your research. Develop your opinion of the cause
of the organism’s demise and how that ecosystem will be affected by not having your chosen
organism. You will be required to present your findings to the class. After completion of the
product, assess your success based on the rubric given. Turn your evaluation in as you leave
class.

Product performance and purpose: You will produce a flip chart with an opinion page,
descriptions of 4 organisms affected, Big 6 organization, and bibliography from 2 journal
articles and 3 other resources. You will then present your findings. The purpose is to use
research skills to help understand interdependence, form an opinion, and be able to defend it.

Standards and criteria for success: You will be graded based on the rubric below.
Standards are from GPS, ITSE, and information literacy standards.
Criteria Advanced Proficient 16- Basic Facet/ Total
19-20 18 13-15
Opinion is A coherent, A plausible and A plausible Facet1, explain
stated and plausible, and informed opinion is Facet 2,interpret
backed up informed opinion is given offered with Facet 5,
describing the opinion is given with more than less than 3 empathy
cause of an and backed up 3 sources of sources of proof Facet 6, reflect
organism’s with 5 resources proof
demise
4 examples with Illustrates and Illustrates and Illustrates or Facet 1, explain
descriptions of describes 4 describes 3 describes less Facet 3, apply
the effect of the organisms organisms than 3 by
removal of the affected by the affected by the organisms Facet 4, other
organism extinction of extinction of affected by the points of view
your organism your organism extinction of
your organism
Provides All 5 resources 4 resources are Less than 3 Facet 2,
bibliography are provided provided using resources are interpret
with 2 articles using APA style APA style provided or
and 3 other incorrect style
sources of used
information
Uses the Big 6 Provides a Provides a Provides a Facet 3, apply
model of diagram diagram using diagram using
research showing how 4-5 of the Big 6 less than 3 Big
the research was components 6 components
organized using
Big 6
Presentation of States opinion States opinion States opinion Facet 5,
opinion and backs it up, with little empathy
engages enthusiasm, Facet 6, reflect
audience, and is answers
able to answer questions
questions

End of unit test (provided below)

Students will take a formal end of unit test and complete an information literacy skills
inventory after the unit.

Test- Interdependence
1. Why are habitats important?

2. How are organisms able to survive environmental changes?

Provide an example.

3. What Does “Know the Connection” mean?

4. Give three examples of symbiosis.

5. Name three a biotic factors in an ecosystem.

6. How do humans depend on other organisms?

Give 3 examples.

7. Name 7 biomes and list a characteristic of each.

8. What is an example of conservation you discovered during this unit?

9. List the energy flow of a food chain, for any given ecosystem.
 10. Draw a food web with at least 5 organisms in it, from whatever biome you want.

Other Evidence

Academic Prompts:

 Daily journal writing reviewed to check for understanding.

Students will keep a journal and write any questions or ideas they have about the daily
lesson through the unit. We will then begin the following class discussing their
questions or ideas. Teacher will check twice a week for participation
 Compare biomes in small groups
Students will be placed in groups of 3 to discuss the text reading or lesson for the day.
They will talk about the topic. Teacher will monitor discussion and assess
understanding of the topic.
 Read- aloud text sections, pose question about the reading afterwards.
 Students will read an assigned portion of the text aloud during class. Questions will be
posed based on the reading. Students will answer and turn them in for comprehension
checks.
 Biome chart. Students will fill out a chart listing what they learn during the
presentation of the biome posters.
 Opinion page. Students will pretend they are reporters during the “cause of
extinction/endangerment of organisms in Georgia” presentations. They will write a
short article explaining what each opinion states and why they think that way.
 Completion of KWL chart at the end of unit.
One of the introductory activities will be to begin a KWL chart (what you know, want
to know, and what you learn). At the end of the unit the students will complete their
charts individual. Then, meet in groups to compare understanding, and then complete
the class chart.
 Skills checks for research.
Students will have mini-lessons centered on research skills. These lessons will be
assessed with mini-quizzes and successful completion of performance tasks.
 Local guest speaker- Know the Connection (DNR) and Altamaha River Keeper:
Students will write letters of gratitude about the information they received. This will
provide a local point of view so they can see the local, regional, and world-wide
effects of human activity on the environment.
 Vocabulary quizzes- produce their own definition.
The unit will introduce 24 terms. We will create a word wall and define the terms as
we move through the unit. Students will need to define the words in their own words.
There will be 3 quizzes with 8 words each.
 Stage 3- Plan Learning
Stage 3 Experiences

Students are going to learn about the interdependence of organisms. They are
going to learn about Earth’s biomes, relationships between organisms, how
environmental factors affect survival, what food webs are, the primary source of
energy for all life, how to find information and use it effectively, and how to
organize research materials. This unit is important for an understanding of the
required science standards. The students need to have a foundation of knowledge
involving interdependence. The students need to learn how to effectively find, use,
and organize information for their interdependence activities. This knowledge will
be used for the rest of their lives so it is vital they understand how to be
information literate.

The students are required to participate in their learning activities. They are
required to be respectful during the unit and cooperate with their group members,
classmates, and teacher. The students need to complete their assignments,
homework, and daily work. The students need to keep a daily notebook of
learning reflections. The students will complete be given a survey before they
begin the unit and again at the end of the unit to be used as a comparison of
learning. The students will work in groups and individually. The students will be
required to maintain an interdependence notebook, keeping it up to date and
complete. Finally, students are required to come to class ready to learn and
contribute to the class positively.

Daily Learning Plan:

Activities/Instruction/Guidance- class session 5 days week/ 1 hour sessions

Day 1: Students will be hooked into the unit. The class will start with a pre-test
(below). The pre-test will help evaluate what areas need the most attention. I will
also give a survey about media knowledge. Modification-read aloud if necessary,
multiple choice version of pre-test Next, the students will be given a KWL chart.
We will fill out this chart as a class and return to it throughout the unit. (visual
learner) Modification- work with a partner to help fill out KWL as we go over it.
Next, the students will begin their journals. The last part of the class we will watch
a National Geographic video (visual, auditory learner) about the state of
wilderness, 9 minutes. Afterwards, the students will spend 10 minutes writing in
their journals about the video and how they think it relates to interdependence of
organisms. Modification-there is no length requirement. HW- Identify one
organism you depend on to survive. Why do you depend on it?
EQ: Topical: 3, 6
Overreaching: 4, 6
Standards: GPS S7L4
Understandings: activities of humans affects all organisms on Earth.
Facet: 1, explanation

Day 2: We will first talk about the HW. Next, we will discuss the video
reflections in partners then as a group. Modification-students will be paired
according to pre-test, an array of prior knowledge levels will be assigned to each
group. This way students will help one another understand concepts. The
students will be guided to think of the different species and how they affect their
habitats. After a short discussion (auditory learners) we will introduce the
vocabulary for the interdependence unit (below). The students will be given the
rest of class time to define the vocabulary in their own words (kinesthetic, visual
learner). Modification- handout with definitions provided, student can then draw
the word’s meaning. They also need to use it properly in context. Since we will be
using the school media center, we will take a survey of their media knowledge.
The last five minutes of class, students will start their Interdependence unit
notebook, making a table of contents and placing their first two items in it. (#1
KWL chart, #2 Vocabulary.) (kinesthetic learner)
HW- completes vocabulary words.
EQ: Topical: 3
Overreaching: 6
Standards: GPS S7CS7, S7L4
Understandings: activities of humans affect all organisms on Earth.
Facet: 1, explanation

Day 3: We will go over vocabulary words making sure the students understand the
meanings. Modification: diverse learners will be given a pre-printed copy of the
words and definitions. We will begin the actual unit discussing the different
biomes of the world. I will show clips from the Discovery series Planet Earth
(visual, auditory learners), to generate interest in the topic. We will watch a video
podcast of me giving an overview of biomes, this way the students will know
where to find it online. Next, we will go to the school media center and find
information about the major biomes and aquatic communities. The students will
go to the website http://environment.nationalgeographic.com/environment/habitats, take the
habitat quiz and then look at the different biomes. Next, they will go to the sites
http://www.teachersfirst.com/lessons/biomes/biomes.html,
http://www.thewildclassroom.com/biomes/index.html, and read more about the biomes.
Then using the map given, label the biomes of the world on a map (below) of the
world (#3 entry in their notebooks) (kinesthetic learner). Modification: diverse
learners will be given a map of the world with the biomes listed they will need to
color coordinate the names with the list, diverse learners will be given a partner to
work with, and a chart will be provided partially filled out to describe each biome.
These learners will have only the five big terrestrial biomes to research.
HW- finish map
EQ: Topical: 1, 4, 6
Overreaching: 2, 4
Standards: GPS S7L4/ ILS 1/ NETS 3
Understandings: You must use media tools to develop skills for info. Literacy
Facet: 2, interpretation

Day 4: We will begin the class by filling out a Venn diagram to compare/contrast
the biomes (# 4 notebook entry) (visual, kinesthetic learners). Using their findings
from the media center activity, the students will fill out their diagram (below).
Students will work in pairs to compare the biomes of the world and list similarities
and differences between the biomes. After this activity, we will revisit the KWL
chart in their notebooks. Next, we will continue the unit. Now that we know the
biomes, the students are going to learn about energy in ecosystems. We will start
by picking out the vocabulary words that relate to this topic: energy pyramid,
producer, consumer, decomposer, food web, food chain. The students will be
shown pictures of different food chains from different biomes, an explanation for
each diagram will be given- whole class lecture (visual, auditory learners). After
this activity, the students will write in their journals for 10 minutes. They need to
reflect on the biomes and make connections with the food chains shown. How do
the characteristics of the biomes affect the food chains? Modification: diverse
learners will write about the food chains shown and pick what biome they may be
in. Venn diagram will have one answer in each part of the circle already labeled.
Groups will be created to ensure a partner is present. The journals will be turned
in for teacher review on the way out of class.
HW, study for vocabulary quiz.
EQ: Topical: 4, 6
Overreaching: 5, 6
Standards: GPS S7L4
Understandings: Organisms depend on their environment and each other.
Facet: 2, interpretation 1, explanation

Day 5: The students will come in and be given 5 minutes to ask questions or
clarification of definitions. They will then take their vocabulary quiz.
Modification: shortened quiz given, all multiple choice. When they are all finished,
we will continue. Next, the students will be given their journals with teacher
comments. We will divide into small groups and discuss the connections made
between biomes and food chains. Then, the students will be given an energy
pyramid introduction using the text. Modification: read aloud. Students will learn
that the sun is the source of all energy. They will be shown how energy transfers
through trophic levels. I will refer them to the video podcast explaining these
concepts. Their journal reflection for the day should convey that they understand
what an energy pyramid is, and where energy comes from, and what types of
organisms (producers, consumers, and decomposers) are represented in the
pyramids. (auditory learners)
EQ: Topical: 5, 6, 4
Overreaching: 5, 6
Standards: GPS S7L4
Understandings: Organisms depend on their environment and each other
Facet: 4, perspective

Day 6: The students will come in and go over their vocabulary quizzes (#5
notebook entry). Next, we will review as a whole class. An activity will be given
so the students can create a pyramid and figure out the energy transfer in a pyramid
(below). They will create a pyramid and label it properly and describe the energy
transfer at each level (#6 notebook entry) (visual, kinesthetic learners).
Modification: provide a pyramid with animals on the levels, students need to
classify as producer, consumer, etc. and name the trophic levels
HW: complete the pyramid.
EQ: Topical: 6
Overreaching: 5
Standards: GPS S7L4
Understandings: Organisms depend on their environment and each other
Facet: 3, application

Day 7: The students will come in and turn in their pyramids. Next, they will be
given a mini-lesson about food webs, from text/ power point presentation /notes/
video podcast. (#7 notebook entry). They will then be put in pairs and using the
mobile lab (portable laptop lab) will go to the website
http://www.vtaide.com/png/foodchains.htm
They will be asked to create two different food webs on the sites tool, using at lest
10 organisms, print them, and show them to the teacher (#8 notebook entry)(visual,
kinesthetic learners). Modification- create two using 5 organisms. They can use the
rest of their time to further explore the site.
EQ: Topical: 3, 5
Overreaching: 5, 4
Standards: GPS S7L4/ ILS 1/ NETS 3
Understandings: Students must use media tools to develop skills for info. literacy.
/ Organisms depend on their environment and each other.
Facet: 3, application 1, explanation

Day 8-11: Students will be assigned a project (below). The students will first be
given a mini-lesson, via podcast, about using the “Big 6” research model. Teacher
will show them the website http://www.big6.com/kids/ and give them a handout for
them to help guide their research (#9 notebook entry) (auditory, visual learners).
As we go through the website, students will fill out what each step is for, that will
help guide them through their research. After the lesson we will go to the media
center. The media specialist will give a mini-lesson on the tools in the media
center and some tips for searching on the internet, power point notes (#10
notebook entry)(auditory, visual learners). After finding their information in the
media center students will complete a poster. The biome groups will share their
posters together. (assignment provided) Modifications: Student will be given a
shortened assignment. They will be responsible for only the first four elemenst.
They will gain the other knowledge when working in the small groups and
discussing with group.
EQ: Topical: 1, 3, 4
Overreaching: 1, 2, 6
Standards: GPS S7L4/ GPSS7CS7/ ILS 1/ NETS 3
Understandings: Research models are available to guide efforts for researching.
Students must use media tools to develop skills for info. literacy./ Organisms
depend on their environment and each other.
Facet: 2, interpretation

Day 12: The students will use their journals to reflect about what they have
learned do so far in the interdependence unit. They will write for 10 minutes at the
beginning of class. We will then have a class discussion to review everything we
have learned in this unit (auditory learners). They will add to their L column on
the KWL chart (visual learners). Next, I will begin the next part of the unit:
relationships between organisms. The topic of symbiosis will be covered today by
means of a video podcast. The terms symbiosis, parasitism, mutualism,
commensalism will be reviewed. We will do a group activity with flash cards.
Teacher will show examples of symbiosis through the site
http://www.cstephenmurray.com/onlinequizes/biology/Ecology/typesofinteractionsexamples.htm
The students will answer each question with either a plus (mutualism), a minus
(parasitism), or an equal (commensalism) (kinesthetic learners). After each
scenario students will explain on their own paper why they answered the way they
did (#11 notebook entries). Modifications: student can explain to the teacher why
they answered. Students will then look through a National Geographic magazine
(in the class, teacher copies) to find examples of symbiosis. The first to find an
example of each wins extra credit points (visual, kinesthetic learners).
HW- answer the question “How do organisms affect each other in their
environments?”
EQ: Topical: 6, 3
Overreaching: 5
Standards: GPS S7L4/ ILS 1
Understandings: Organisms depend on their environment and each other.
Facet: 6, self knowledge

Day13: We will discuss the HW question. Next, we will watch a clip from
Strange Days on Planet Earth- about Invaders, a clip from the Predators episode,
and a clip from the Troubled Waters episode (received from the county materials
center). This will take about 30 minutes (visual, kinesthetic learners). While
viewing the clips students will complete the Strange Days Handout (below), filling
out five interesting facts about each episode (# 12 notebook entry, handed back
after teacher assessment) (kinesthetic learners). They will turn in the handouts and
then write in their journals about what the effects of these problems have on
humans. Modification: complete the chart after viewing the clips; write only three
facts about each. Journal
HW- for homework the students will make at least three connections between
problems in the ecosystem and problems with organisms.
EQ: Topical: 5,4,6
Overreaching: 4, 5, 6
Standards: GPSS7L4/ GPS S7CS7/ NETS 3
Understandings: Activities of humans affect all organisms on Earth. / Human are
responsible for caring for Earth. / Scientific claims and arguments must be
questioned for validity.
Facet: 4, perspective 1, explanation

Day 14: We will begin by reviewing the concepts from the clips. They will break
into small groups to compare their Strange Days charts with their group members
(visual, auditory learners). Teacher will monitor the discussions. The whole class
will come together and teacher will write the terms invasive species, indicator
species, adaptation on the Active Board, students copy definitions onto their
definition page Modification: print out what is written on the active board. We
will discuss these terms and their impact on the environment (auditory learners).
We will begin the homework by looking at alternative views to the problems
shown in the clips.
HW- Write three short articles about the three episodes from the views of those it
negatively effects. Modification: write 1 article
EQ: Topical: 3, 6
Overreaching: 1, 4, 6
Standards: GPS S7L4/ ILS 1
Understandings: Activities of humans affect all organisms on Earth. / Human are
responsible for caring for Earth.
Facet: 5, empathy 4, perspective 6, self knowledge

Day 15: After discussing homework the students will be given a short quiz- they
can use their notebooks (#13 notebook entry). The point of this quiz is to check
their understandings of the unit and their organizational skills. After they complete
their quiz, they will be given a new assignment. This assignment requires them to
research, form an opinion, and produce a flip chart with findings, opinions, and
solutions. We will do a mini lesson about verifying information on the internet
with print sources, online checks, more than one article with the necessary
information. The students will be shown Wikipedia
http://en.wikipedia.org/wiki/Main_Page and will be asked to verify two articles from the
online encyclopedia for reliability, using the mobile labs (visual, kinesthetic
learners). Modification: students will be asked to find the topic Right whales and
then find other sites that have the same facts about right whales.
HW- Design a plan for your research using the first three steps of the “Big 6”
model.
EQ: Topical: 1, 2, 3
Overreaching: 3, 4, 6
Standards: GPS S7CS7&S7L4/ ILS 1/ NETS 3
Understandings: Humans are responsible for caring for Earth. Scientific claims
must be questioned for reliability.
Facet: 3, application 1, explanation

Day 16: Students will show teacher their research plan. The students who
completed their homework will be allowed to begin in the media center. Those
who did not will finish their plans first and then begin their research. They will
only have one day to gather information (kinesthetic, visual learners). The last five
minutes of class they will write in their journals the importance of protecting
organisms from extinction.
HW- begin forming opinions.
EQ: Topical: 1, 2, 3
Overreaching: 1, 2, 3
Standards: GPS S7CS7/ ILS 1/ NETS
Understandings: Humans are responsible for caring for Earth. Scientific claims
must be questioned for reliability.
Facet: 1, explanation

Day 17: Students will use the class time to write out their assignments and have
them ready for presentations the following day. Books will be available in the
classroom about all sorts of environmental topics.
EQ: Topical: 1, 2, 3
Overreaching: 1, 2, 3
Standards: GPS S7CS7/ ILS 1/ NETS
Understandings: Humans are responsible for caring for Earth. Scientific claims
must be questioned for reliability.
Facet: 6, self knowledge 3, application

Day 18: Presentation day. Students will show students respect and will keep a list
of each presentation. Their chart needs to have the presenter’s name, their topic,
their finding of a cause, and their solution (basic, sentences unnecessary) (#14
notebook entry) (kinesthetic, visual, auditory learners). Modification: graphic
organizer will be provided
HW- what did you find interesting about the work presented? Do you think you
want to investigate anything further?
EQ: Topical: 3, 5, 6
Overreaching: 4, 6
Standards: GPS S7CS/ ILS 1/ NETS 3
Understandings: Students must use media tools to develop skills for information
literacy. /Humans are responsible for caring for Earth. / Activities of humans affect
all organisms on Earth.
Facet: 5, empathy 4, perspective

Day 19: Today we will break into groups of three. I will give each group a copy
of the overreaching questions for the interdependence unit (#15 notebook entry).
The students will answer the questions as a group. Modifications: try to answer
questions orally). The answers should reflect the understandings they have gained
during this unit (auditory learners). The essential questions are answered
throughout the unit. This will engage the students and give them confidence about
their knowledge of interdependence. It will give them a formal opportunity to
connect their learning to their lives. We will discuss the answers as a class. We
will then complete the KWL chart (visual learners). By listing the things we have
learned and questioning any unanswered items in the “want to know column”, we
will complete the unit on interdependence. Teacher will give a review sheet for the
test on day 21(#15 notebook entry).
HW- finish the review sheet.
EQ: Topical: 3, 5, 6
Overreaching: 1,2,3,4,5,6
Standards: ILS 1/ GPS S7L4
Understandings: Organisms depend on their environment and each other. Humans
are responsible for caring for Earth.
Facet: 6, self knowledge 3, application

Day 20: In groups the students will compare their review sheets. The students
will make sure their notebooks are up to date. They will write a journal entry of the
unit. The topic will be “What have you learned that will help you make better
choices in regard to the environment?
EQ: Topical: 4,5,6,7
Overreaching: 4,5,6
Standards: GPS S7L4/ ILS 1
Understandings: Organisms depend on their environment and each other.
Facet: 5, empathy 4, perspective 6, self knowledge

Day 21: Students will have ten minutes to review before the test. The students
will be given their final assessment. Modifications: read aloud, shortened version
of test, extra time in media center. After they finish, students will be shown the 9
minute video clip on the state of wilderness shown at the beginning of the unit.
They need to answer the same question in their journal “How does it relate to
interdependence?” (visual, auditory, kinesthetic learners). They need to turn in
their journals and notebooks before they leave.
EQ: Topical: 1,2,3,4,5,6
Overreaching: 1,2,3,4,5,6
Standards: GPS S7CS7&S7L4/ ILS 1/ NETS 3
Understandings: All
Facet: 1, explanation

Day 22:
Today the Altamaha River Keeper will come to talk to the class. He is a private
citizen who began collecting water samples along the river and discovered how
polluted it was. He began a campaign to make the local factories clean the area.
He will talk for about 25 minutes and then take questions.
Finally, the students can use the mobile labs and visit the site
http://kids.nationalgeographic.com/ .
The students can play games on this site or read articles.
They can also go to the river keeper’s site http://www.altamahariverkeeper.org/
(visual, auditory, kinesthetic learners)
EQ: Topical: 3, 5, 6
Overreaching: 4,5,6
Standards: ILS 1
Understandings: Organisms depend on their environment and each other.
Humans are responsible for caring for Earth. Activities of humans affect all
organisms on Earth.
Facet: 4, perspective 6, self knowledge 5, empathy
 Materials

Pre-Test:
1. What is a biome?

2. Do organisms depend on each other, their environments, or humans for their

survival?

3. Are human’s responsible for pollution?

4. How do you organize research?

5. Where does energy originate?

6. What is the difference between a food web, food chain, and energy pyramid?

7. True/False: Information on the internet is reliable.

8. Are scientific claims are reliable?

9. What are three examples of symbiosis?

10. Can changes in the environment affect humans? Other organisms?

The following map features the

five major biomes and
their most important sub-
categories.  The map was
based on data compiled from
Physical Geography of the
Global Environment, 2nd
Edition,  by H. J. De Blij, et al;
Paperback.  
This activity enables students to organize similarities and differences visually.
Energy Pyramid Activity
Directions:
1. Cut out a long triangle to represent your pyramid
2. The pyramid should be broken into four levels.
3. You need to show an energy pyramid from an ecosystem. For
example, a marine ecosystem, a forest ecosystem, or a
desert ecosystem
4. All energy pyramids must include drawings of all the
organisms and the following terms should be on one or more
sides of the pyramid:
Producer
Primary consumer
Secondary consumer
Tertiary consumer
Autotroph
Heterotroph
5. Starting with ___10,000 kcal______ energy and using the
pyramid, label how much energy is transferred to each level.
Invaders Troubled Waters Predators
Internet Resources:

http://video.nationalgeographic.com/video/
http://www.teachersfirst.com/lessons/biomes/biomes.html
http://environment.nationalgeographic.com/environment/habitats/
http://www.big6.com/kids
http://www.altamahariverkeeper.org/
http://kids.nationalgeographic.com/
http://en.wikipedia.org/wiki/Main_Page
http://www.cstephenmurray.com/onlinequizes/biology/Ecology/typesofinteractionsexamples.htm
http://www.vtaide.com/png/foodchains.htm
http://www.thewildclassroom.com/biomes/index.html
http://sites.google.com/site/savinggeorgia/

Media Resources
National Geographic “Strange Days on Planet Earth” series
Discovery Channel’s “Planet Earth” series
Windows Powers Point/ Word
Kids Click
Factmonster
Encyclopedias
Atlases
Dictionary
Galileo
LCD projector
Smart Board tools

Teacher Resources
Text: Life Science- Holt, Rhineholt, Winston
Altamaha River Keeper
KWL chart
Journals
Notebooks

Student Materials
Text
Writing utensils
Paper
Journals
Notebooks