all prey animals so their outcome will be 15/15 or all (Extend) of them would be eaten by the predators. 10 Students will write (journal) about their Students will view a Study Jams video on Changes in understanding of probability based on the terms (Explain) Ecosystems learned yesterday. (impossible, unlikely, as likely as, Students will test their knowledge by completing a (Engage) and equally likely, likely, certain) (Evaluate) formative assessment on Study Jams. Students will watch a Bill Nye the Science Guy on Students will think about the following questions and Probability----http://youtu.be/Sqq4k50dxbI reflect in journal writing and orally on their (Explain) knowledge and understanding of the concepts learned (Evaluate) in this unit. 1. What would happen if an animal’s habitat were destroyed? 2. What is the relationship between predator and prey? 11 Students will review with slides 25-41 in Denise Carroll's Habitats for Plants and Animals. (Explain) Students will choose an organism from their list from (Extend) Day 1. Students will research their organism and create a PowerPoint slide including pictures and where their (Extend) animal fits into the habitat. Students will then combine the organisms from their (Extend) habitats into a group into a food chain. 12 Students will present their food chain and habitat (Evaluate) slide show to the class. 13 Students will review all materials from this unit through games, vocabulary, and other activities. (Evaluate) Students will play a game with vocabulary (Evaluate) words. Students will use solpass.org as a study resource. (Evaluate) Students will use the following site as a study (Evaluate) resource of food chains: 14 Students will complete an evaluation for the unit. (Evaluate) Students will complete a Post-Habitat Survey. (Evaluate) Type of Integration: Content Specific Level or Extent of Integration: Science Focus
all prey animals so their outcome will be 15/15 or all of them would be eaten by the predators. (Extend) 10 Students will write (journal) about their understanding of probability based on the terms learned yesterday. (impossible, unlikely, as likely as, equally likely, likely, and certain) (Engage) Students will watch a Bill Nye the Science Guy on Probability----http://youtu.be/Sqq4k50dxbI (Explain) Students will view a Study Jams video on Changes in Ecosystems (Explain) Students will test their knowledge by completing a formative assessment on Study Jams. (Evaluate) Students will think about the following questions and reflect in journal writing and orally on their knowledge and understanding of the concepts learned in this unit. (Evaluate) 1. What would happen if an animal’s habitat were destroyed? 2. What is the relationship between predator and prey? 11 Students will review with slides 25-41 in Denise Carroll's Habitats for Plants and Animals. (Explain) Students will choose an organism from their list from Day 1. (Extend) Students will research their organism and create a PowerPoint slide including pictures and where their animal fits into the habitat. (Extend) Students will then combine the organisms from their habitats into a group into a food chain. (Extend) 12 Students will present their food chain and habitat slide show to the class. (Evaluate) 13 Students will review all materials from this unit through games, vocabulary, and other activities. (Evaluate) Students will play a game with vocabulary words. (Evaluate) Students will use solpass.org as a study resource. (Evaluate) Students will use the following site as a study resource of food chains: (Evaluate) 14 Students will complete an evaluation for the unit. (Evaluate) Students will complete a Post-Habitat Survey. (Evaluate) Type of Integration: Content Specific Level or Extent of Integration: Science Focus
Unit%20Plan%20for%20MSI%20(1).docx