Teacher: Kohli, Tramel, Mordecai
Day
Content Objectives/ Essential Questions
M on da y
7.10C - observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.
Week: Nov. 11
Level/Course/Unit: Science
Language Objectives
Instruction/ Activities [Differentiation Strategies]
Grade: 7
Resources (Materials)
Evaluation/ Assessments
Evaluate 2C, 2D
Explain to the students that they have been learning about ecological succession in only one system, a hardwood forest. • Review the steps of succession in a hardwood forest on the board, to be sure students understand the concept of the climax community. • Tell students that their job is to discover how succession works in other communities of living things. This is a good opportunity to remind students about biotic and abiotic factors and the interdependence of species. • The students will create a mini-history lesson about life in a community of living things spanning 100 years, and share this lesson with the rest of the class. Must include a timeline and presentation model and paragraph • Students may choose one of the following ecosystems: • Pond – Primary succession • Coral reef – Primary Succession • Desert – Secondary succession • Swamp – Secondary succession • Rain forest – Secondary succession • Seashore – Secondary Succession
Colored pencils -summative
Extra Credit: (Due Thursday) Students construct a model to compare and contrast Primary and Secondary Succession.
Tu e s da y
7.8AB - (A) predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes; (B) analyze the effects of
2C, 2D
Engage
Power point
Students view pictures and videos of natural disasters. Collaborate to predict how different catastrophic events impact ecosystems
Cornell notes
-Formative
weathering, erosion, and deposition on the environment in ecoregions of Texas; and
W e d n e s da y
Th u r s da y
7.8AB - (A) predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes; (B) analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas;
2C, 2D
● ● ● ● ● ● ●
2C,2D 7.8AB - (A) predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes,
Explore
• Have students use reference materials to investigate the features of each ecoregion, its climate, soil types, location, types of plants and animals, and general landforms. (Texas Parks and Wildlife has an ecoregions publication) Have students create a graphic organizer for the data for five ecoregions. Data should include:
-Formative Computers Website: http://www.tpwd.st ate.tx.us/kids/about _texas/regions/
min-max elevation Common Animal & Plant Species Rainfall Averages Temperature Averages Soil Types Ecosystem Types General landforms
Explain • Have students analyze the data collected to determine how weathering, erosion, and deposition affect the environment in the different ecoregions. What evidence of weathering, erosion, and/or deposition exists in that ecoregion?
Cornell notes
-Formative
F r i da y
A V I D
G O A LS
or tornadoes; (B) analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas; and 7.8AB - (A) predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes; (B) analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas; and
2C, 2D
Elaborate â—? Students use stream tables to compare and contrast Erosion of vegitative soil vs non vegitative soil & Erosion of elevated landforms vs non elevated
Writing
Inquiry
Collaboration
Critical Thinking
Academic Conversations
Reading and Writing Across the Curriculum
-Formative
Organization
Reading