UNIT A: INTERACTIONS AND

ECOSYSTEMS
Grade 7 - Science

AUGUST 4, 2014
UNIT

STSE FRANDSEN
FOCUS
QUINTINA

GRADE
LEVEL

DEVELOPED
BY

Unit A:
Interactions and
Ecosystems

Social and
Environmental
Contexts of Science
and Technology

GENERAL LEARNER OUTCOMES (GLOS) STS

AND

Quintina
Frandsen

KNOWLEDGE

Students will:
1. Investigate and describe relationships between humans and their environments, and
identify related issues and scientific questions.
2. Trace and interpret the flow of energy and materials within an ecosystem.
3. Monitor a local environment, and assess the impacts of environmental factors on the
growth, health and reproduction of organisms in that environment.
4. Describe the relationships among knowledge, decisions and actions in maintaining lifesupporting environments.

GENERAL LEARNER OUTCOMES (GLOS) SKILLS

Students will:
Initiating and Planning
5. Ask questions about the relationships between and among observable variables, and plan
investigations to address those questions.
Performing and Recording
6. Conduct investigations into the relationships between and among observations, and
gather and record qualitative and quantitative data.
Analyzing and Interpreting
7. Analyze qualitative and quantitative data, and develop and assess possible explanations.
Communication and Teamwork
8. Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results.

GENERAL LEARNER OUTCOMES (GLOS) ATTITUDES

Interest in Science
Students will be encouraged to:
Show interest in science-related questions and issues, and pursue personal interests and career
possibilities within science-related fields (e.g., take an interest in media reports on environmental
issues, and seek out further information; express an interest in conducting scientific
investigations of their own design; develop an interest in careers related to environmental
sciences).
Mutual Respect
Students will be encouraged to:
Appreciate that scientific understanding evolves from the interaction of ideas involving people
with different views and backgrounds (e.g., show awareness of and respect for aboriginal
perspectives on the link between humans and the environment).
Scientific Inquiry
Students will be encouraged to:
Seek and apply evidence when evaluating alternative approaches to investigations, problems and
issues (e.g., take the time to accurately gather evidence and use instruments carefully; consider
observations, ideas and perspectives from a number of sources during investigations and before
drawing conclusions and making decisions).

Collaboration
Students will be encouraged to:
Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g.,
consider alternative ideas, perspectives and approaches suggested by members of the group;
share the responsibility for carrying out decisions).
Stewardship
Students will be encouraged to:
Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans
and a sustainable environment (e.g., assume personal responsibility for their impact on the
environment; predict consequences of proposed personal actions on the environment; consider
both immediate and long-term consequences of group actions; identify, objectively, potential
conflicts between responding to human wants and needs and protecting the environment).
Safety
Students will be encouraged to:
Show concern for safety in planning, carrying out and reviewing activities (e.g., select safe
methods and tools for collecting evidence and solving problems; assume personal responsibility
for their involvement in a breach of safety or in waste disposal procedures).

SPECIFIC LEARNER OUTCOMES (SLOS) STS

AND

KNOWLEDGE

1.1 STS - Illustrate how life-supporting environments meet the needs of living things for
nutrients, energy sources, moisture, suitable habitat, and exchange of gases.
1.2 STS - Describe examples of interaction and interdependency within an ecosystem (e.g.,
identify
examples of dependency between species, and describe adaptations involved; identify changing
relationships between humans and their environments, over time and in different culturesas,
for example, in aboriginal cultures).
1.3 STS - Identify examples of human impacts on ecosystems, and investigate and analyze the
link between these impacts and the human wants and needs that give rise to them (e.g., identify
impacts of the use of plants and animals as sources of food, fibre and other materials; identify
potential impacts of waste products on environments).
1.4 STS - Analyze personal and public decisions that involve consideration of environmental
impacts, and identify needs for scientific knowledge that can inform those decisions.
2.1 STS Analyze an ecosystem to identify biotic and abiotic components, and describe
interactions among these components.
2.2 STS Analyze ecosystems to identify producers, consumers and decomposers; and describe
how energy is supplied to and flows through a food web, by:
- Describing and giving examples of energy and nutrient storage in plants and animals.
- Describing how matter is recycled in an ecosystem through interactions among plants,
animals, fungi, bacteria and other microorganisms.
- Interpreting food webs, and predicting the effects of changes to any part of a web.
2.3 STS Describe the process of cycling carbon and water through an ecosystem.
Identify mechanisms by which pollutants enter and move through the environment, and can
become concentrated in some organisms (eg., acid rain, mercury, PCBs, DDT).
3.1 STS Investigate a variety of habitats and describe and interpret distribution patterns of
living things found in those habitats (eg., describe and compare two areas within the school
grounds a relatively undisturbed site and a site that has been affected by heavy use; describe
and compare a wetland and a dryland area in a local parkland).
3.2 STS Investigate and interpret evidence of interaction and change (eg., population
fluctuations, changes in weather, availability of food or introduction of new species into an
ecosystem.
3.3 STS Identify signs of ecological succession in local ecosystems (eg., emergence of fireweed
in recently cut forest areas, replacement of poplar by spruce in maturing forests, reestablishment
of native plants on unused farmland).

4.1STS - Identify intended and unintended consequences of human activities within local and
global environments (e.g., changes resulting from habitat loss, pest control or from introduction
of new species; changes leading to species extinction) .
4.2 STS - Describe and interpret examples of scientific investigations that serve to inform
environmental decision making.
4.3 STS - Illustrate, through examples, the limits of scientific and technological knowledge in
making decisions about life-supporting environments (e.g., identify limits in scientific knowledge
of the impact of changing land use on individual species; describe examples in which aboriginal
knowledgebased on long-term observationprovides an alternative source of understanding).
4.4 STS - Analyze a local environmental issue or problem based on evidence from a variety of
sources, and identify possible actions and consequences (e.g., analyze a local issue on the
control of the beaver population in a nearby wetland, and identify possible consequences).

SPECIFIC LEARNER OUTCOMES (SLOS) SKILLS

1.1 Skills - Identify science-related issues (e.g., identify a specific issue regarding human
impacts on environments).
1.2 Skills - Identify questions to investigate arising from practical problems and issues (eg.,
identify questions, such as: `What effects would an urban or industrial development have on a
nearby forest or farming community?)
1.3 Skills - State a prediction and a hypothesis based on background information or an observed
pattern of events (e.g., predict changes in the population of an organism if factor X were
increased, or if a species were introduced or removed from the ecosystem; propose factors that
will affect the population of a given animal species).
1.4 Skills - Select appropriate methods and tools for collecting data and information (e.g., select
or develop a method for estimating a plant population within a given study plot; design a survey
as a first step in investigating an environmental issue).
2.1 Skills - Research information relevant to a given problem or issue.
2.2 Skills - Select and integrate information from various print and electronic sources or from
several parts of the same source (e.g., compile information on a global environmental issue from
books, magazines, pamphlets and Internet sites, as well as from conversations with experts).
2.3 Skills - Use tools and apparatus effectively and accurately for collecting data (e.g., measure
factors, such as temperature, moisture, light, shelter and potential sources of food that might
affect the survival and distribution of different organisms within a local environment).
2.4 Skills - Estimate measurements (e.g., estimate the population of a given plant in a one
square metre quadrat, and use this figure to estimate the population within an area of 100 square
metres).
3.1 Skills - Identify strengths and weaknesses of different methods of collecting and displaying
data (e.g., compare two different approaches to measuring the amount of moisture in an
environment; analyze information presented by proponents on two sides of an environmental
issue).
3.2 Skills - Compile and display data, by hand or computer, in a variety of formats, including
diagrams, flow charts, tables, bar graphs and line graphs (e.g., illustrate a food web, based on
observations made within a given environment).
3.3 Skills Classify organisms found in a study plot.
4.1 Skills - Communicate questions, ideas, intentions, plans and results, using lists, notes in
point form, sentences, data tables, graphs, drawings, oral language and other means (e.g.,
present findings from an analysis of a local issue, such as the control of the beaver population in
a nearby wetland).
4.2 Skills - Evaluate individual and group processes used in planning, problem solving, decision
making and completing a task.
4.3 Skills - defend a given position on an issue, based on their findings (e.g., make a case for or
against on an issue, such as: Should a natural gas plant be located near a farming
community?).

POSSIBLE CROSS-CURRICULAR CONNECTIONS

Language Arts Journal keeping and observation writing

Social studies Understanding of the world around us and how we as a race are
affecting it.
Fine Arts Projects can involve drawings of different quadrats and observations,
and acting out of the food chains or predators.

FOCUSED OBJECTIVES NEED

STS
- 1.1,
- 2.1,
- 3.1,
- 4.1,
Skills
- 1.1,
- 2.1,
- 3.2
- 4.1,

TO

KNOWS

1.2, 1.3
2.2, 2.3
3.2, .3.3
4.2
1.3, 1.4
2.3
4.3

BIG IDEAS
-

Human activities affect the ecosystem

Scientists are able to monitor changes in the ecosystem in order to
determine the impacts of human actions.

ESSENTIAL QUESTIONS
-

How do human activities affect ecosystems?

What methods can we use to observe and monitor changes in ecosystems,
and assess the impacts of our actions?

POSSIBLE CONNECTIONS

TO

LITERACY

AND

NUMERACY

Literacy
- Students can form questions and talk qualitatively about topics.
- Communication (verbal and written) of thoughts, ideas and answers.
- Reading and comprehension of written materials (textbook, handouts).
Numeracy
- Creation of graphs
- Interpretation of graphs
- Measurement of quadrats and other ecosystems.

UNIT SUMMARY
This unit will work to further students understanding of ecosystems. The unit is a
social and environmental focus, placing emphasis on how human interaction and
technology can affect the ecosystem. The unit will also strive to further student
understanding of how organisms interact in the ecosystem through nutrient
cycling, relationships, and roles of organisms within the ecosystem.

UNIT RATIONALE
This unit was designed with the thought that most students will learn best by

doing, rather than by watching. For every large concept within the unit, I worked
hard to develop a practical, hands on lesson to help deliver the material. Like all
other subjects, Ive also developed the unit plan to allow for the rule of three.
Each lesson will work to deliver the material in at least three different ways.
Whether it is kinaesthetically, visually and orally, or through auditory means,
students of different learning styles will be able to succeed to the best of their
ability.
The unit also works hard to develop the students understanding of how
scientists can make a difference in the world around them. Ive worked hard to
incorporate lessons in which real life examples are the main focus of the
learning. Students need to be aware of the world around them.
Finally, assessments have been broken down into three main categories: quizzes
and exams, worksheets, and larger projects. A plethora of assessments have
been given in order to ensure that the students are given ample opportunity to
prove their knowledge of the subject matter. Each of the larger assessments is
worth between 10 and 20%, while the smaller assessments, such as worksheets
are worth around 2-4%. This has been done to allow the student to first learn the
material, and become comfortable with it while completing an assessment of low
value, before they write a higher valued assessment. The worksheets are also a
means for me to understand where the level of understanding lies. I will know
whether my teaching is being understood, or if I have to change it before the
large valued assessments occur.
Students will also be given a Scientific Journal for which they will be required to
compile all of the main ideas into. Throughout the unit there will be flip books,
cycles and definitions that will be placed into the journal. This journal will be an
excellent material for the students to study from.

UNIT ASSESSMENT PLAN

Established Goals:
1. Investigate and describe relationships between humans and their environments,
and identify related issues and scientific questions.
2. Trace and interpret the flow of energy and materials within an ecosystem.
3. Monitor a local environment, and assess the impacts of environmental factors on
the growth, health and reproduction of organisms in that environment.
4. Describe the relationships among knowledge, decisions and actions in maintaining
life-supporting environments.
Understandings:
Essential Questions:
The students will understand that
1. How do human activities affect
1. Human activities affect the
ecosystems?
ecosystem
2. What methods can we use to observe
2. Scientists are able to monitor
and monitor changes in ecosystems, and
changes in the ecosystem in order
assess the impacts of our actions?
to determine the impacts of human
actions.
The students will know:
The students will be able to do:
1.1 STS - Illustrate how life-supporting
1.1 Skills - Identify science-related issues
environments meet the needs of living
(e.g., identify a specific issue regarding
things for nutrients, energy sources,
human impacts on environments).
moisture, suitable habitat, and exchange of
1.2 Skills - Identify questions to investigate
gases.
arising from practical problems and issues
1.2 STS - Describe examples of interaction
(eg., identify questions, such as: `What
and interdependency within an ecosystem
effects would an urban or industrial
(e.g., identify
development have on a nearby forest or
examples of dependency between species,
farming community?)
and describe adaptations involved; identify
1.3 Skills - State a prediction and a
changing relationships between humans and hypothesis based on background information
their environments, over time and in
or an observed pattern of events (e.g., predict
different culturesas, for example, in
changes in the population of an organism if
aboriginal cultures).
factor X were increased, or if a species were

1.3 STS - Identify examples of human

impacts on ecosystems, and investigate and
analyze the link between these impacts and
the human wants and needs that give rise to
them (e.g., identify impacts of the use of
plants and animals as sources of food, fibre
and other materials; identify potential
impacts of waste products on
environments).
1.4 STS - Analyze personal and public
decisions that involve consideration of
environmental impacts, and identify needs
for scientific knowledge that can inform
those decisions.
2.1 STS Analyze an ecosystem to identify
biotic and abiotic components, and describe
interactions among these components.
2.2 STS Analyze ecosystems to identify
producers, consumers and decomposers;
and describe how energy is supplied to and
flows through a food web, by:
- Describing and giving examples of
energy and nutrient storage in plants
and animals.
- Describing how matter is recycled in
an ecosystem through interactions
among plants, animals, fungi,
bacteria and other microorganisms.
- Interpreting food webs, and
predicting the effects of changes to
any part of a web.
2.3 STS Describe the process of cycling
carbon and water through an ecosystem.
Identify mechanisms by which pollutants
enter and move through the environment,
and can become concentrated in some
organisms (eg., acid rain, mercury, PCBs,
DDT).
3.1 STS Investigate a variety of habitats
and describe and interpret distribution
patterns of living things found in those
habitats (eg., describe and compare two
areas within the school grounds a
relatively undisturbed site and a site that
has been affected by heavy use; describe
and compare a wetland and a dryland area
in a local parkland).
3.2 STS Investigate and interpret
evidence of interaction and change (eg.,
population fluctuations, changes in weather,
availability of food or introduction of new
species into an ecosystem.

introduced or removed from the ecosystem;

propose factors that will affect the population
of a given animal species).
1.4 Skills - Select appropriate methods and
tools for collecting data and information (e.g.,
select or develop a method for estimating a
plant population within a given study plot;
design a survey as a first step in investigating
an environmental issue).
2.1 Skills - Research information relevant to
a given problem or issue.
2.2 Skills - Select and integrate information
from various print and electronic sources or
from several parts of the same source (e.g.,
compile information on a global
environmental issue from books, magazines,
pamphlets and Internet sites, as well as from
conversations with experts).
2.3 Skills - Use tools and apparatus
effectively and accurately for collecting data
(e.g., measure factors, such as temperature,
moisture, light, shelter and potential sources
of food that might affect the survival and
distribution of different organisms within a
local environment).
2.4 Skills - Estimate measurements (e.g.,
estimate the population of a given plant in a
one square metre quadrat, and use this figure
to estimate the population within an area of
100 square metres).
3.1 Skills - Identify strengths and
weaknesses of different methods of collecting
and displaying data (e.g., compare two
different approaches to measuring the
amount of moisture in an environment;
analyze information presented by proponents
on two sides of an environmental issue).
3.2 Skills - Compile and display data, by
hand or computer, in a variety of formats,
including diagrams, flow charts, tables, bar
graphs and line graphs (e.g., illustrate a food
web, based on observations made within a
given environment).
3.3 Skills Classify organisms found in a
study plot.
4.1 Skills - Communicate questions, ideas,
intentions, plans and results, using lists, notes
in point form, sentences, data tables, graphs,
drawings, oral language and other means
(e.g., present findings from an analysis of a
local issue, such as the control of the beaver
population in a nearby wetland).

3.3 STS Identify signs of ecological

succession in local ecosystems (eg.,
emergence of fireweed in recently cut forest
areas, replacement of poplar by spruce in
maturing forests, reestablishment of native
plants on unused farmland).
4.1STS - Identify intended and unintended
consequences of human activities within
local and global environments (e.g., changes
resulting from habitat loss, pest control or
from introduction of new species; changes
leading to species extinction) .
4.2 STS - Describe and interpret examples
of scientific investigations that serve to
inform environmental decision making.
4.3 STS - Illustrate, through examples, the
limits of scientific and technological
knowledge in making decisions about lifesupporting environments (e.g., identify
limits in scientific knowledge of the impact
of changing land use on individual species;
describe examples in which aboriginal
knowledgebased on long-term observation
provides an alternative source of
understanding).
4.4 STS - Analyze a local environmental
issue or problem based on evidence from a
variety of sources, and identify possible
actions and consequences (e.g., analyze a
local issue on the control of the beaver
population in a nearby wetland, and identify
possible consequences).

4.2 Skills - Evaluate individual and group

processes used in planning, problem solving,
and decision making and completing a task.
4.3 Skills - defend a given position on an
issue, based on their findings (e.g., make a
case for or against on an issue, such as:
Should a natural gas plant be located near a
farming community?).

Subject: Science 7

Learni
ng
Outco
mes

A 1.1 STS
A1.2 STS
A1.3 STS
A1.4 STS
A2.1 STS
A2.2 STS
A2.3 STS
A2.4 STS
A3.1 STS
A3.2 STS
A3.3 STS
A4.1 STS
A4.2 STS
A4.3 STS
A4.4 STS
A1.1 S
A1.3 S
A1.4 S
A2.1 S
A2.3 S
A3.2 S
A4.1 S
A4.3 S

Topic: Interactions and Ecosystems

Title

Predator
Prey Lab

Adaptations
and Owl
Pellet Labs

Type

Summativ
e

Summative

Summative

Weightin
g

10%

10%

15%

Approxim
ate Date

September
24 & 25

September
10 & 11
September
22

September
5, 16, 18
October 8,
9, 14

Unit Length: 37 days

Worksheets
(5-6 total)

Quizzes
(2 total)

Midterm
Exam

Unit
Exam

Performanc
e Task

Exit Slips/
Bell Work

Summativ
e

Summative

Summati
ve

Summative

Formative

15%

20%

20%

N/A

September
30

October
23

October
15-21

Daily

10%
Septembe
r 15
October 7

Grade: 7

Taxonomic Levels

Type 1

Type 2

Type 3

Type 1 & 2

Type 2 & 3

All Levels

Assessment
Tool

Assessm
ent FOR
Learning

Assessm
ent AS
Learning

Daily Exit
Slips and
Bell Work

Students will be formatively assessed on a

daily basis through the use of exit slips,
bell work and questioning during the
course of the instruction. This is to ensure
that students are learning to the maximum
of their potential. I have implemented the
formative assessments to ensure that my
teaching is effective, and also as a way to
check-in with the student`s learning.

Predator
Prey Lab

Students will be required to perform a

hands on lab portion, followed by a written
report. The lab is meant as a hands on
(kinesthetic) learning experience. Students
will be assessed summatively on their
written report, and formatively on their
overall behaviour during the hands on
portion. Reports will be assessed through
the use of the Wilson Middle School Lab
report marking rubric.

Adaptations
Lab

This will also be a hands on lab completed

by students in groups of 2. The lab will be
accompanied by a summative report. This
lab will be a long term lab covering a span
on 2-4 weeks. Students will be required to
gather measurements and observations on
a daily basis.

Brief Description

Assessm
ent OF
Learning

This lab will depend on the ability to obtain

owl pellets.

Owl Pellet
Lab

Worksheets

Students will complete a hands on

investigation of different organisms
involved in an owls food web. Students
will be asked to complete a worksheet
involving questions on the dissection of
the pellet. Students may work in groups to
complete the worksheets, but must submit
individual worksheets based on their own
owl pellet.
Will be used to supplement student
learning during periods in which there are
few hands on activities. Students will
submit the worksheets for grading. After
the initial grading of the worksheet,

students will be given the option to correct

any mistakes to gain full marks on their
worksheets. Students are asked to work
individually while completing the
worksheets so that they are not all copying
off of one.

Quizzes

Students will be given the quiz at the

beginning of the class. The quizzes are an
individual, closed book assessment.
Students are expected to try their best.
After quizzes are marked, students are
required to make corrections to any
questions that they initially got incorrect.
Students marks will NOT increase after
corrections, however this is done to allow
students the time to reflect on their
performances.

Specific sections for each exam have been

laid out on the unit at a glance. Students
will be expected to complete the
assessments individually. The midterm
exam will be worth less than the final in
order to give the students the opportunity
to become comfortable with my
Midterm and assessment expectations. Questions will
Final Exam be composed of both constructed response
(graphs, calculations, written) and selected
response (comparisons, descriptions).

Students will be expected to make

changes to any incorrect answers on both
the midterm and final exams. No
additional marks will be awarded for doing
so.
The performance task will involve several
class periods worth of work. This is meant
as a culminating activity to the entire unit.
Students will be given the opportunity to
work in pairs, where they can submit one
Performance report per 2 people. Based on the ability to
cooperate during smaller group activities,
Task
it will be up to my discretion on whether I
will make the groups, or let the students
decide. Report will be graded based on a
personalized marking rubric for the
project.

Date/Tim
e
Septemb
er 2
48 min.
Septemb
er 3
48 min.

Septemb
er 4
43 min.

Septemb
er 5
39 min.

Septemb
er 8
48 min.

Lesson Title Learner

and Number Outcom
es
#1
N/A
Create a
safe and
caring
atmosphere
#2
N/A
Create a
safe and
caring
atmosphere
Introduction
to course
syllabus
#3
1.1
Introduction Skills
to Unit A

#4
The
Ecosystem
contains
both abiotic
and biotic
factors
#5
Species,
population
and
community.
The needs

1.2 STS
2.1 STS

1.1 ST
S
3.1 STS

Instruction
Strategies

Activities

Assessme
nts

Group
Activities
Whole group
instruction

Icebreakers, name
games, rules and
procedures

Group
Activities
Whole group
instruction

Icebreakers, name
N/A
games, reading through
syllabus

Direct
Instruction
Individual
seat work
Small group
work
Direct
instruction
Small group
work

Read through pages 4

-7.
Create concept map.

Who class
discussion
Whole class
instruction
Small group
work.

Revisit abiotic/biotic
worksheet from Friday.
Read pages 11-15
Flip through
smartboard
presentation.

Read through pages 910 of textbook as a

class
Worksheet on abiotic
and biotic (go outside)

Materials/
Resources

N/A

Course
Syllabus

Collection of White paper

concept
Textbook
map
pages 4-7
Smartboard
presentatio
n
Collection of Worksheets
worksheets Textbook
pages 9-10
Pencil

Questioning
Observation
Collection of
flip books.

Flip book
sheets
Textbook
pages 11-15
Smartboard
presentatio

of living
things.

Individual
work

Have students observe

a habitat and create a
step book.
How do we meet our
basic needs?
Creation of symbiotic
flash cards.
Read through pages 1617 of textbook and
smartboard
presentation.

Septemb
er 9
48 min.

#6
Symbiotic
relationship
s
(mutualism,
commensali
sm,
parasitism)

1.2 STS

Small group
discussions
Whole group
instruction

Septemb
er 10
43 min.

#7
Adaptations

1.2 ST
S
3
Attitude

Whole group
instruction
Individual
hands on
work

Read page 19 of the

textbook.
Begin terrarium/
ecosystem lab.

Septemb
er 11
48 min.

#8
Adaptations

1.2 ST
S
3
Attitude

Individual
hands on
work
Individual
seat work

Finish building
terrariums/ ecosystems
Begin completing
report on terrarium/
ecosystem

Observation
of flashcard
making
Questioning
during
readings
Exit slip
Observation
Questioning
Completion
of lab
report.

Flash cards
Textbook
pages 16-17
Exit slips

Supplies for
terrarium/
ecosystem
(jar,
charcoal,
moss,
gravel,
water,
plants, pond
debris)
Smartboard
presentatio
n
Textbook
page 19
Observation Supplies for
Questioning terrarium/
Collection of ecosystem
lab reports
(jar,
charcoal,
moss,

Septemb
er 12
39 min.

#9
Human
impacts on
ecosystems

Septemb
er 15
48 min.

#10
Quiz on
Section 1
beginning
of class
Relationshi
p between
producers,
consumers
and
decomposer
s.

1.3 ST
S
1.4 ST
S
3.1 STS
3.2 STS
4.1 STS
4.2 STS
1.1 &
1.2
Skills
1&5
Attitude
s
2.2 STS

Whole class
instruction
Small group
work
Individual
seat work

Read through pages 20

23.
Watch video on landfills
Discuss sanitary vs.
regular landfills.
Decision making
activity on page 22.

Questioning
Observation
Exit slip

Whole group
instruction
Individual
seat work

Read through pages 26- Questioning

28 and 31.
Exit slips
Make definition flash
cards for each
definition.
P,C, S, D war sponge
Vocab detective after
everyone has
completed vocab cards,
hand out a card per
student. Tape on backs
have students circulate
while giving clues.
Switch cards. Start with
whole sentence. Next

gravel,
water,
plants, pond
debris)
Lab report
handout
Smartboard
presentatio
n
Textbook
pages 20
23
Video clip
on landfills

P,C, S, D
war cards
Textbook
pages 26-28
and 31
Flash cards

Septemb
er 16
48 min.

#11
What is
Photosynth
esis?

2.2STS
2.3 STS

Whole group
instruction
Individual
seat work

Septemb
er 17
43 min.

#12
Cellular
Respiration
and
scavengers
and
decomposer
s

2.2 ST
S
2.3 STS

Whole group
instruction.
Small group
work.

Septemb
er 18
48 min.

#13
Energy flow
in the
ecosystem
food chains

2.2 STS
2.3 STS

Whole group
instruction
Individual
seat work

Septemb
er 19
38 min.

#14
Energy flow
in the
ecosystem
food webs

2.2 STS
2.3 STS

Whole group
instruction
Small group
work

Septemb
er 22

#15
Dissection

2.2 STS
2.3 STS

Small group
experiments

round 2 words. Try

acting and 1 word.
Read through pages 29
and 30 of textbook.
Read through
smartboard
presentation.
Complete flip chart
activity on
photosynthesis.
Read textbook pages
30 33.
Create class sized Venn
diagram of helpful/
harmful decomposers.
Create flip chart of
respiration.
Read through pages 35
38 of textbook.
Have students
complete small
worksheet on reading.
Smartboard
presentation.
Smartboard
presentation on food
webs.
Completion of
worksheet
Complete inquiry
activity on pg. 40.
Read through Owl
pellet lab with whole

Questioning
Collection of
small group
activity

Worksheets
Smartboard
presentatio
n
Textbook
pages 2930.

Questioning
Observation
Venn
diagram

Chart paper
for venn
diagram
Post-its
Textbook
pages 30-33
Paper for
flip charts

Questioning Textbook
Collection of pages 35worksheets 38.
Worksheets

Questioning
Observation
Exit slip
Collection of
worksheet
Worksheet
Observation

Textbook
pages 3942.
Yarn
Forest
identity
cards
Textbook
pages 4

48 min.

of Owl
Pellets
Food
chains/
webs.
Discuss
possible job
fields

1.3
Skills
2.3
Skills
2.4
Skills
1
Attitude
s

Whole group
discussions

group.
Break off into small
group to perform
experiment.
Answer questions in
small groups.
Discuss possible jobs
related to experiments.

Questioning

42.
Owl pellet
worksheet
Owl pellets
Tools
(tweezers,
scapula/knif
e)

Septemb
er 23
48 min.

2.3 STS

Whole group
discussion.
Individual
work

Watch Bill Nye Water

cycle video.
Read through textbook
pages 44-46.
Complete worksheet on
video and reading.

Worksheet
Foldable on
water cycle.

Paper for
foldable.
Bill Nye
video
Textbook
pages 44-46

Septemb
er 24
43 min.

#16
Matter
Cycles
through the
Ecosystem.
Cycling
through the
Carbon and
Water
Cycles
#17
Predator
Prey Day 1

Whole group
activity

Explain predator prey

game.
Day 1 of predator prey
activity. Play game
outside.

Observation
Ability to
survive

Septemb
er 25
48 min.

#18
Predator
Prey Day 2

STS 1.1, 1.2,

1.3, 1.4,
2.1, 2.2,
2.3, 3.1,
3.2, 4.1,
4.2.
Skills
1.3, 4.1
Attitude
2, 6

Whole group
activity

Day 2 of predator prey

activity. Play game
outside.

Cards for
predator
prey
(animals,
resources,
diseases)
Instructions
Guidelines
for predator
prey report.
Cards for
predator
prey.

Septemb

#19

STS -

Individual

Work on finishing the

Observation
Ability to
survive
Report on
predator
prey
activity.
Collection of Review

er 26
39 min.

Report on
Predator
Prey
activity.
Review of
Sections 1
and 2.

1.1, 1.2,
1.3, 1.3,
2.1, 2.2,
2.3, 3.1,
3.2, 4.1,
4.2.
Skills
3.2

work

predator prey report

Due on Monday
September 29.

Predator
Prey
Reports.

Septemb
er 29
48 min.

#20
Review Day
for Sections
1 and 2

STS 1.1, 1.2,

1.3, 1.3,
2.1, 2.2,
2.3, 3.1,
3.2, 4.1,
4.2.

Whole class
instruction.
Individual
work

Septemb
er 30
48 min.

#21
Midterm 1
Sections 1
and 2

STS 1.1, 1.2,

1.3, 1.4,
2.1, 2.2,
2.3, 3.1,
3.2, 4.1,
4.2.

Individual
seat work

Individual written
assessment

Written
Assessment

Midterm
test
Extra
pencils and
erasers.

October
1
43 min.

#22
Investigatin
g the
Distribution
of Living
Things in an
Environmen
t

3.1 STS
1.4
Skills
2.3
Skills
2.4
Skills
3.2
Skills
3.3

Whole class
instruction
Small group
activity

Smartboard discussion
on how lining things are
distributed in the
environment.
Completion of Inquiry
Activity on page 52.

Questioning
Observation
Collection of
inquiry
activity
report

Spikes
String
Tape
measure
Thermomet
er
Anemomete
r
Classificatio
n key

Handout review sheet

for sections 1 and 2.
Can begin over
weekend. We will
review on Monday.
Teacher led review
Questioning
session 20 min.
Observation
Time for students to
work on review sheet or
ask questions 28 min.

sheets for
sections 1
and 2.

Review
questions
Vocab
Detective

October
2
48 min.

October
3
39 min.

October
6
48 min.

#23
All things in
the
environmen
t change.
Some
changes are
due to
bioinvasion,
competition
, predation
and
weather.
#24
All things in
the
environmen
t change.
Some
changes are
due to
bioinvasion,
competition
, predation
and
weather.
#25
What is
Succession?
How does it
lead to
ecosystem

Skills
3
Attitude
3.2 STS
4.1 STS

Textbook
pages 5054.
Paper for
mind map
Smartboard
presentatio
n.
Textbook
pages 55
60.

Whole class
instruction
Individual
seat work

Smartboard discussion
Questioning
about environmental
Observation
change.
Exit Slips
Student led research on
different bioinvaders,
competitors, predators
and weather patterns in
Canada.
Compilation of research
into a concept map.

3.2 STS
4.1 STS

Whole class
instruction
Individual
seat work

Smartboard discussion
Questioning
about environmental
Observation
change.
Exit Slips
Student led research on
different bioinvaders,
competitors, predators
and weather patterns in
Canada.
Compilation of research
into a concept map.

Paper for
mind map
Smartboard
presentatio
n.
Textbook
pages 55
60.

3.3 STS

Whole group
discussion
Small group

Read through textbook

pages using popcorn.
Read through game
instructions.

Succession
gameboards
, cards and
instructions.
http://gk12.
asu.edu/nod

Observation
Exit Slips

change?

October
7
48 min.

#26
Quiz on
Section 3
Consequenc
es of human
activities on
the
ecosystem

STS
3.1, 3.2,
3.3, 4.1

October
8
43 min.

#27
Consequenc
es of human
activities on
the
ecosystem

October
9
48 min.

#28
Scientific
investigatio
ns can
impact how
decisions
are made
based on
the
environmen
t
#29
Evidence

October
10

e/ 60
Textbook
pages 6263.
Exit slips
Collection of Textbook
summative
pages 66assessment 71.

Individual
seat work
Small group
work.

Individual assessment
Quiz

2.4 STS

Individual
seat work.

Questioning
Exit slips

Textbook
page 68.
Handouts
worksheets
and
readings.

4.3 STS

Whole class
direct
instruction
Individual
seat work

Smartboard
presentation how do
chemicals move
through the
environment and
accumulate within
organisms?
Smartboard
presentation scientific
investigations
Go through ELK case
study
Other examples?
Have students
complete worksheet.

Questioning
Observation

Textbook
pages 73-75
Worksheet
Smartboard
presentatio
n

1.4 STS
2.4 STS

Whole class
direct

Read through textbook

pages 78-82.

Questioning
Observation

Pg 78-82
Ecological

Threatened,
Endangered and extinct
species how do
human activities affect
different species.
Classification activity.

39 min.

October
13
48 min.
October
14
48 min.
No
School?

October
15
43 min.

from many
sources can
help
analyze a
local
environmen
tal problem
No School

4.1 STS
3.2
Skills
5
Attitude

instruction
Partner work

Have students create

their own ecological
foot prints.
As homework, analyze
how their footprint can
be bettered.

#30
Evidence
from many
sources can
help
analyze a
local
environmen
tal problem.

1.4 STS
2.4 STS
4.1 STS
4.2 STS
4.3 STS
4.4 STS
3.2
Skills
5
Attitude

Whole class
discussion
Individual
seat work

Students will discuss

their footprints in small
groups, then hand
them in.

STS 1,
2, 3,
and 4.
Skills
2.1, 2.2,
3.1, 3.3,
4.1, 4.2,
4.3
Attitude
s 1-5

Individual
work
Small group
work

Limitations
to scientific
knowledge
#31
Balance the
needs for
human
growth and
developmen
t with the
needs of
the biotic
and abiotic
factors of
the

footprint
outlines.
Textbook
pages 7882.

Collection of
worksheet
Questioning
Observation

Sticky
notes.
Ecological
footprint
outlines.
Textbook
pages 7677.
Computer
cart
Worksheet

Questioning

Textbook
pages 8687.
Computers
Rubric

Read through pages 7677.

Discuss possible
limitations of scientific
knowledge using sticky
notes.
Complete worksheet
Introduce final project.
Read through rubric,
procedures, and
expectations.
Begin work on project.

October
16
48 min.

October
17
39 min.

October
20
48 min.

ecosystem
#32
Balance the
needs for
human
growth and
developmen
t with the
needs of
the biotic
and abiotic
factors of
the
ecosystem
#33
Balance the
needs for
human
growth and
developmen
t with the
needs of
the biotic
and abiotic
factors of
the
ecosystem
#34
Balance the
needs for
human
growth and
developmen
t with the
needs of

Individual
work
Small group
work

Continue work on land

use plan.

Observation

Textbook
pages 8687.
Computers
Rubric

Individual
work
Small group
work

Continue work on land

use plan.

Observation

Textbook
pages 8687.
Computers
Rubric

Individual
work
Small group
work

Continue work on land

use plan.

Observation

Textbook
pages 8687.
Computers
Rubric

Hand out review for

unit test.

October
21
48 min.

October
22
43 min.
October
23
48 min.
No
School?
October
24
39 min.
No
School?

the biotic
and abiotic
factors of
the
ecosystem
#35
Balance the
needs for
human
growth and
developmen
t with the
needs of
the biotic
and abiotic
factors of
the
ecosystem
#36
Review of
sections 1,
2, 3, and 4
#37
Comprehen
sive
Evaluation

Individual
work
Small group
work

Complete work on land

use plan.

Assessment
of land use
plan.

Textbook
pages 8687.
Computers
Rubric

STS 14

Whole class
discussion
Individual
work

Walk students through

review sheet.
Allow for questions.

Questioning
Exit Slips

STS 14

Individual
seat work

Comprehensive unit
exam

Summative
assessment

Textbook
pages 4-87
Smartboard
review
slides.
Unit test
Extra
pencils and
erasers

Individual
seat work
Pairs

Review unit exam.

Make corrections

Collection
Unit exam
and reevaluation
of
comprehens
ive
assessment

#38
N/A
Go over
Unit test.
Introduction
to Unit E.

Science 7
Interactions and Ecosystems
Key Concepts:

Interactions and interdependencies

Environmental monitoring
Environmental impacts
Producers, consumers, and decomposers
Nutrient cycles and energy flow
Species distribution
Succession
Endangered species
Extinction
Environmental management

Classification activity
In groups give students cards that explain backgrounds of different animals that are
extinct, endangered, or threatened within our ecosystem. For example: the bald eagle
habitat, offspring, food, population. Have students work in groups to arrange animals into
specific groups.

1. Vocabulary Bingo -- Students can write their vocabulary words in a bingo sheet and you
call out the words.
2. Last week, I had two students sit in front of the class. Their chairs faced the rest of the
classroom. On the board behind them (so they couldn't see) I wrote down one of our vocab
words. The class was divided into 2 teams. Each time had 5 chances to give clues so the
student could guess the word. For example, if the word is frantic--they would say wild,
emotional, etc. I only allowed them to give one word clues, which essentially are synonyms.
Somtimes I allowed a 3 word clue! But, they loved it.
3. Vocab detective--this takes preparation, but I have parents help out.Write the vocab word
on an index card. Place yarn in the card so that the students can wear it around their neck.
Each student gets one card which should be placed on their back (so they can't see it). The
students walk around giving clues to the person so that they have to guess the word that's
on their back.
4. Battleship--This is a spelling game. The students place one spelling word in one box. They
play the regular battleship game, but in order to sink the ship,they have to spell the word.
5. Definition search-- I place the definition on numbered cards. I tape the cards around the
classroom. The students are to number their papers and walk around to find all of the
definitions that I hung up. They are to write the word that matches the definition. So, if they
go to card number 6, and the definition says huge, they have to write the word immense on
their paper at number 6.