Key Day 1 Day 2 Day 3 Day 4 Day 5

Text Set Goals: Goals: Goals: Goals: Goals:

-Cover the levels -Cover -Cover organism -Cover -Introduce the
Literacy of organization in Interaction interactions Niches/Ecosystem project
Strategy ecology charts -Parasitism Carrying capacity
-Biosphere -Food Web -mutualism Standards:
Writing -Biome -Food Chain -commensalism Standards: -B.3.2
Strategy -Ecosystem -Predation -B.3.1
-Community Standards: -Competition -LST.5.1 Objectives:
Vocab -Population -B.2.3 Objectives: -The students will
strategy -Organism Standards: -Students will learn learn what the
Objectives: -B.3.3 about how each project is and what
Technology Standards: -Students will organism fits specific the next week will
Strategy -B.1.5 be able to read Objectives: jobs in an look like
and build their -Students will learn environment and
Objectives: own Food the importance of how much an Materials:
-Students will web/cains Symbiosis in an ecosystem can -Project PowerPoint
understand the ecosystem and can support. -Earth song video
organization Materials: identify the type of -Animal Planet
within ecology -Food interaction between Materials:
Web/Chain organisms -Lecture Handout Purpose:
Materials: building activity -RAFT Chart -Endangered animals
-Pyramid sheet Materials: -actionbioscience can effect their
Handouts -Lecture Handout environment if they
-Vocabulary tree Purpose: -Interactions Purpose: go extinct
-Watts books -Food Worksheet -Inside and outside
web/chains - Big friend, Little nature, jobs are Body:
Purpose: allow a Friend: a book about fulfilled by organisms -Students will enter
-When discussing biologist to symbiosis (picture weather it be your the classroom to the
ecology, it is describe the Book) job or your role in earth song
important to relationship your local -I will present the
know the between Purpose: community project powerpoint
terminology to organisms and -Every organism that lays the
be on the same how an interacts with its Body: guidelines for the
page as the ecosystem neighbors. The -Begin class by project
others you are flourishes names of these having students go to -the students will
talking with reactions describe action bio science find the animal they
Body: the benefits and and read the first want to research
Body: -Brief lecture consequences. These two sections of the using the website
-Lecture type using the interactions can even selected article. After animalplanet.com
lesson where we textbook to be seen in urban a lecture on niches -the students will
go through the describe food environments. and carrying sign up on the board.
proper names of web/chains capacity, the Only one person per
the levels of and how they Body: students will do a animal
organization and work. -open class with a RAFT where they will
the students -Group activity read aloud picture take on the part of Activities:
replace their book an organism in an
made up terms Activities: -explain with more ecosystem and -Earth song Michael
with the actual -Group activity detail the different describe why it Jackson as they
ones where, with a interactions should be there enter the classroom
-the students will provided -students do a -Choose your animal
then create a ecosystem and worksheet Activities:
vocabulary tree specific -exit slip of an -ActionBioScience Closure:
so that the organisms, the example of these Bell work -Exit Slip
students can students build interactions in a city -Brief Lecture -What animal
apply the levels food chains to -RAFT did you choose
and what they show Activities: -Why do I
describe interactions -Worksheet belong in my Assessment:
(digital) -describe a real ecosystem -none
Activities: world example in a
- Bell Work Closure: city Closure: Adaptations:
-construct -Display Chains -Students share their -for students with
your own on the Closure: RAFTs in their groups ADD I will have them
levels of projector and -Exit Slip sit away from any
organization have groups Assessment: noise making objects
in ecology describe them Assessment: -Turn in RAFT in the room and they
-Use their -Worksheet will have a lecture
descriptions and Assessment: -Exit Slip Adaptations: printout in case they
apply the actual -Grade the -for students with become distracted
terms chains for Adaptations: ADD I will have them and miss anything
-Vocabulary tree accurateness -for students with sit away from any
over organization ADD I will have them noise making objects
levels Adaptations: sit away from any in the room and they
-Assign a book -for students noise making objects will have a lecture
from Watts with ADD I will in the room and they printout in case they
Library’s Biomes have them sit will have a lecture become distracted
and Habitats to away from any printout in case they and miss anything
read as an noise making become distracted
enrichment of objects in the and miss anything
organization. room and they
will have a
Closure: lecture
-Have the printout in case
students write they become
the levels of distracted and
organization on a miss anything
separate sheet of
paper and have
an example of
each as an exit
slip

Assessment:
-Exit Slip
Adaptations:
-for students
with ADD I will
have them sit
away from any
noise making
objects in the
room and they
will have a
lecture printout
in case they
become
distracted and
miss anything
Key Day 6 Day 7 Day 8 Day 9 Day 10
Text Set Goals: Goals: Goals: Goals: Goals:
-Research the -Research project -Build a Food Web -Research the -The students
Literacy Strategy conservation animal ecological for their animal niche that the should find
status and details organization and ecosystem animal fills and organizations /
Writing Strategy on endangerment the impact of loss methods for
of their animal Standards: Standards: conservation
Vocab strategy -B.1.5 - B.2.3 Standards:
Standards: -LST.2.2 -LST.2.2 -B.3.1 Standards:
Technology -B.3.2 -LST.4.2 -LST.4.2 -LST.2.2 -B.3.2
Strategy -LST.2.2 -LST.5.1 -LST.5.1 -LST.4.2 -LST.2.2
-LST.4.2 -LST.7.1 -LST.7.1 -LST.5.1 -LST.4.2
-LST.5.1 -LST.7.2 -LST.7.2 -LST.7.1 -LST.5.1
-LST.7.1 -LST.7.3 -LST.7.3 -LST.7.2 -LST.7.1
-LST.7.2 -LST.7.3 -LST.7.2
-LST.7.3 Objectives: Objectives: -LST.7.3
-Students will find -Students will Objectives:
Objectives: the ecological build a food web -Students will Objectives:
-Students will organization that incorporates understand the -Students should
research the levels that their their animal into specific job that find the
endangerment endangered its ecosystem by their animal fills organizations that
level that their species fall into researching the and will explore focus on
animal is at along diets of the how the conserving
with other Materials: organisms that ecosystem would populations of
attributes to their -Ipad/Laptop live there be effected if the their specific
endangerment animal was lost animal and find
Purpose: Materials: ways that WE can
Materials: -Application of -Ipad/Laptop Materials: help.
-animal planet the ideas learned -paper cutouts of -Ipad/Laptop
web site on Monday of last food web animals -wildlife biology Materials:
-Gram the Text week video -Ipad/Laptop
Purpose:
Purpose: Body: -Application of Purpose: Purpose:
-Students need a -Students will the Food Webs -Deeper -find a way to
background to enter the that were understanding of apply the
motivate them classroom and get introduced last niches and the knowledge that
and allow them to into their seats week awareness of the they have
see a problem -In pairs, they will impact of a loss of gathered from
be asked to Body: species in an this activity
Body: recreate the -Students will ecosystem
-Students will ecological levels enter the Body:
come into class of organization classroom and get Body: -Students will
and the earth -After reviewing into their seats -The students will enter the
song will be the levels, the -for the bell work, enter the classroom and be
playing again. students will we will build a classroom and do seated
-The teacher will begin researching food web as a a bell work on -They will receive
use the project and finding where class with the how niches work instruction from
PowerPoint to their animal paper cutouts in discussion the teacher on
instruct the belongs in the that I will have on groups the job for the
students what the organization. the board to -The students will day
goal for the day is model how food continue research -Students will
-Using Activities: webs work by finding the research
animalplanet.com, -Bell Work -Students will niche that their conservation orgs
students will -The students then research animal fills in their and methods
research more will recall in their animal and environment
details about their groups what the other animals in Activities:
animal to build a ecological levels their ecosystem Activities: -Research
background for of organization to create a food -Bell Work conservation orgs
the research they are. web of their own -video on -Need to find an
will be doing -Research (7-10 organisms) wildlife biology adoption type
-Using the -discussion option for their
Activities: internet, the Activities: groups on what animal
-Researching students will -Bell Work niches are to -use WWF
animal find where their -Create a food recall website if
conservation endangered web with the information that possible
background animal fits students with a is important for
including level of pre-selected the day Closure:
endangerment, Closure: ecosystem -Researching the -Exit Slip
number still alive, -Students will turn -Research niches -turn in their
location of in a sheet of -Students will -The student adoption org
species, and paper with the: look a the should explore
threats to -Biosphere diet/predators the impact on Assessment:
population -Biome of their animal the ecosystem if -Observe on task
-Tweet the text to -Ecosystem and animals that that animal and behavior
start the spread of -Community live in it’s niche was lost -Exit slip
awareness about -Population ecosystem and -Exit slip completion
the animal they -Organism create a food -What is the
have chosen descriptions for web biggest impact Adaptations:
their animal of loss in your -I will have a
Closure: Closure: mind? separate table set
-Share with Assessment: -Students will turn Closure: up where I can
another student -Observe on task in a paper that -Exit slip work with
about what you behavior shows that they students that
found -organization have at least the Assessment: need extra help
closure sheet 7-10 organisms -Observe on task with research
Assessment: that interact in behavior
-Observe on task Adaptations: their ecosystems -Exit slip
behavior -I will have a
separate table set Assessment: Adaptations:
up where I can -Observe on task -I will have a
Adaptations: work with behavior separate table set
-I will have a students that -The 7-10 up where I can
separate table set need extra help organisms were work with
up where I can with research students that
work with turned in at the need extra help
students that end of class with research
need extra help
with research Adaptations:
-I will have a
separate table set
up where I can
work with
students that
need extra help
with research
Day 11 Day 12
Goals: Goals:
-Poster Creation -Fair Day! Present your conservation research

Standards: Standards:
-LST.4.2 -B.3.2
-LST.5.1 -LST.4.2
-LST.7.1
-LST.7.2 Objectives:
-LST.7.3 -Students will Present their research in the
Presentation fair and vote on the Animal that they
Objectives: all want to help
-Students will put together their poster and finish
any research that they were behind on Materials:
-Vote Ballot
Materials: -Grading Rubric
-Poster board -Vietnam News article
-Partner Reading sheet
Purpose:
-Preparation for presentation fair Purpose:
-The fair allows the students to present their
Body: findings all in one day and not have the pressure of
-Students will pick up a poster board on the way presenting
into class
-The teacher will introduce the goal for the day Body:
-Students will either finish their research or start -Students will enter the classroom with their posters
building their poster for the next day completed and set them up in the designated area
-The teacher will pull up an article from the Vietnam
Activities: news
-Research -Students will do a partner reading and we will
-Poster Creation reconvene and discuss about the importance of
raising awareness so the students know that even if
Closure: they don’t win they are doing something good
-Teacher will have the students work till the end and -The fair will start and the students will walk around
observe their progress and see their peers’ research
-The teacher will use this time to grade a few of the
Assessment: projects
-Observe on task behavior -The students will vote on the animal they want to
help the most with the ballots
Adaptations:
-I will have a separate table set up where I can work Activities:
with students that need extra help with research -Fair
-Voting
-Whichever animal gets the most votes, that
period will have their representative
presentation
-The representatives will be voted on the
 next day so all periods will have the
opportunity to donate to adopt an
endangered animal

Closure:
-Voting

Assessment:
-The Posters will be graded for the final unit project
grade

Adaptations:
-the presentations will be in a fair format so that
students with anxiety do not need to present in
front of their peers