Stage 1- (Desired Results)

Established Goal(s):

Life Science 2.1: Students will explain how living systems interact with the abiotic and biotic
environment and be able to provide examples. Students will also investigate how energy flows
through trophic levels (DOK 1-2).

Understanding(s): Students will understand that(big ideas)

Ecosystems are made up of interactions between the living
and non-living components within them.
It is the abiotic conditions in an environment which ultimately
give rise to the biotic community.
Ecosystems have a hierarchy of feeding relationships called
trophic levels that determine the pathway of energy flow. This
energy flow can be illustrated as a food chain.
Each factor is a living system has a specific and important
role in that ecosystem

Essential Question(s):
What implications could there be from human
disturbance of an ecosystem?

Students will know:

Students will be able to:

The different trophic levels of an ecosystem

Identify which tropic level an organism belongs to

The difference between abiotic and biotic factors in an

Distinguish and categorize factors in an environment
environment
The role of certain factors in the environment

Predict effects of removing an organism from a food

web

Vocabulary related to energy flow in an ecosystem

Use specific vocabulary to describe the feeding habits

of different organisms.

Stage 2- (Desired Results- How do you know they know? Collecting Data)
Performance Task
-Through what
authentic
performance task(s)
will students
demonstrate the
desired
understandings?
- By what criteria
will performances
of understanding be
judged?
Other Evidence

Desired Understandings: Concepts and Skills

Data Collected

Explanation Ecosystems have a hierarchy of feeding

relationships called trophic levels that
determine the pathway of energy flow. This
energy flow can be illustrated as a food
chain.

Organize assorted
organisms into a food chain,
and discuss the relationship
between them.

Explanation

Provide examples of biotic

and abiotic factors that
would be present in the
given environment through
a conversation.

Ecosystems are made up of interactions

between the living and non-living
components within them.
Perspective
Each factor is a living system has a specific
and important role in that ecosystem

Write possible effects of

removing an organism from
a food web using specific
examples.

Stage 3- (Daily Instruction)

Date

Day

I can : Identify the order of organisms in a food chain.

Learning
Target(s):
Separate examples of biotic factors from abiotic factors.
W- where is
lesson going

Discuss possible results of removing an organism from an ecosystem.

Standard(s)

Do Now
H- hook
students

Life Science Standard 2.1- How living systems interact with the abiotic and biotic environment

Discuss quietly the question on the board: Think of your favorite place to go in nature. This could be the mountains,
the beach, anything you can think of. List the non-living and living factors in that specific environment.
What I am doing?

Learning
Activities
E- equip
R- rethink and
revise
E- evaluate
T- tailor
instruction
O- be
organized

Key
Vocabulary

What the students are doing?

What data am I collecting?

Handing out envelopes

Do Now

Listening to the discussion

Walking around, answering questions

Creating a food chain from the pictures/words

found in the envelopes

Observation of student progress

Asking students to put their thoughts on the

board individually

Students that are called on will place one piece

Student comprehension through oral
of the food web on the board, other students
can raise their hand and provide suggestions
answers
or explanations for why they agree/disagree

Discussing the results of what students

placed on the board, providing further
explanation if there was confusion in parts

Asking questions, taking notes

Written notes in science notebook

For lower level learners: Provide a graphic

organizer with labels
Higher level learners: Provide discussion
questions that require extended thinking

Organizing the food chain and discussing with

a partner

Observation of student progress

abiotic, biotic, primary consumer, secondary consumer, tertiary consumer, producer, decomposer, energy transfer,
predator, prey, ecosystem

Ticket out the Write a short answer to the question: What do you predict would be the outcome if the frog was
Door
removed from the food chain example given?