Ecosystem and Matter Cycle Unit

Strand 4: Ecosystems
Standards: Objectives: 1
Content Area: Science - Analyze the interactions between abiotic and biotic factors in an
Standard: 2. Life Science ecosystem
Grade Level Expectation: 1. Plants acquire their material from growth chiefly - Evaluate how organisms adapt to survive in their environments
from air and water. - Evaluate how human activities, natural events, and invasive species
Evidence Outcomes: a. Support an argument that plants get the materials they impact ecosystems
need for growth chiefly from air and water. (5-LS1-1) (Clarification Statement:
- Create a model that demonstrates the interdependent parts and
Emphasis is on the idea that plant matter comes mostly from air and water, not
from the soil.) functions within an ecosystem

Content Area: Science

Standard: 2. Life Science
Grade Level Expectation: 2. Matter cycles between air and soil and among
plants, animals and microbes as these organisms live and die.
Evidence Outcomes: a. Develop a model to describe the movement of matter
among plants, animals, decomposers, and the environment. (5-LS2-
1) (Clarification Statement: Emphasis is on the idea that matter that is not food
[air, water, decomposed materials in soil] is changed by plants into matter that is
food. Examples of systems could include organisms, ecosystems, and the Earth.)
(Boundary Statement: Does not include molecular explanations.)
2
EXPLORE: Abiotic & Biotic Factors (Day 1) Assessments: 3 Differentiation: 4 Materials:
1. Help students set up their science journal with the scientific  Pre-assessment- As students  Differentiated  Abiotic and Biotic
procedure: work on making their science journal Factors Video
a. Essential Question: What are the different types of factors hypotheses wander around pages  Abiotic and Biotic
that make up an ecosystem? the room to see student’s  Pre-teach Definitions
b. Hypothesis: The different types of factors that make up an thinking, students can share vocabulary to  Abiotic and
ecosystem are ______________ because ______. out their hypotheses to the students 5 Biotic Sorting
c. Materials: Factors of an ecosystem cards, Abiotic & class.  Give students less Mat
Biotic sorting mat  Formative Assessments- As factors to sort  Abiotic and Biotic
d. Procedure: 1) Watch Abiotic a d Biotic Factors video 2) students work on sorting the between Factors Cards
Define abiotic and biotic factors in your science notebook abiotic and biotic factors,  Provide pictures of (two
3) Sort biotic and abiotic factors listen to students’ thinking the factor cards to differentiated
 e. Observations: definitions for abiotic and biotic, abiotic and conversations. Use this support EL versions)
and biotic factors sort as a way to check for students.  Abiotic & Biotic
2. Show students the Abiotic and Biotic Factors video understanding. Science Journal
a. After students watch the video, have students record the  Summative Assessment- Pages
definitions of Abiotic and Biotic in their science Students’ science journals  Abiotic & Biotic
notebooks with their observations and Digital Worksheet
3. Give each student a copy of the Abiotic and Biotic sorting mat conclusion from the on Google Slides
and a copy of the factor cards. Either print and cut the cards experiment will show new (remote learning
before the lesson or have students cut the cards themselves. learning and understanding. accessible)
4. Have students glue the sorting mat into their science notebook.
Then have students sort the factor cards into abiotic and biotic
factors.
5. Once students have the factors sorted students should glue the
cards onto the sorting map in their science notebook.
6. After students have completed their sort, have students discuss
how they made their decisions based on the traits and examples
from the video.
7. Have students complete the conclusion for the scientific
procedure by answering the essential question and discussing the
accuracy of their hypothesis.

EXPLORE: Levels of Ecology (Day 2) Assessments: Differentiation: Materials:

1. Hook: Display each of the pictures one at a time. As students are  Pre-assessment- As students  Provide students  Levels of Ecology
shown the picture have them record their observations, any work on making their with captions about Journal Pages
questions they have after looking at the pictures, and any hypotheses wander around what is going on in  Levels of Ecology
inferences they might have. After displaying the pictures, have the room to see student’s each photograph. Picture Note
students share their responses. As students share their responses, thinking, students can share  Pre-teach student Sheet
summarize the students’ thinking and relate it back to ecosystem. out their hypotheses to the vocabulary  Levels of Ecology
Ask students to use the observations, questions, and inferences class.  Provide the Pictures- Hook
from the pictures to begin thinking about the answer to the  Formative Assessments- As transcript of the  Levels of Ecology
question: What are levels of ecology? students work on creating video to students Organization
2. Help students set up their science notebook with the science their anchor charts check for  Model the use of Cards for Student
procedure: student understanding. claim-evidence- Journal (two
a. Essential Question: What are the levels of ecology?  Summative Assessment- reasoning differentiated
b. Hypothesis: The levels of ecology are _________ because Students’ science journals  Provide students versions)
______________. with their observations and with a template for  Levels of
c. Materials: Levels of Ecology Note Sheet conclusion from the their anchor chart Organization in
d. Procedure: 1) Watch the video and as you watch take experiment will show new Ecology video
 notes learning and understanding.  Levels of Ecology
e. Observations: find a describe the first four levels of Student presentations and Organization Sort
ecology. their claim-evidence-  Levels of Ecology
3. Have students watch the Levels of Organization in Ecology reasoning will help Organization
video. Instruct students that as they watch the video they should determine their Pyramid Anchor
record the name and definition of the first four levels of understanding. Chart
organization of ecology.  Levels of Ecology
4. After students watch the video, as a class go through a define and Organization
describe the levels of organization. Circles Anchor
5. The Levels of Ecology Organization Cards can be given to Chart
students to label and glue in their science journals or can be used  Claim-Evidence-
as a class to display. Go over these cards with the students in Reasoning
order to help them understand the difference between the levels Anchor Chart
of ecology. Also give students or display the Levels of Ecology  Claim-Evidence-
Organization Pyramid and Levels of Ecology Organization Reasoning
Circles. Go over the diagrams with the class and describe how the Sentence Frames
levels are organized.
6. In small groups, give students an anchor chart paper and have
them create a way to sort the four levels of ecology and the
pictures. If students need support, instruct students to create a
table with four columns, one column for each level of
organization being learned Provide each group of students with a
set of the Levels of Ecology Organization Sort cards. In groups,
students should sort and glue the pictures into the column the
matches with level of organization the picture illustrates.
7. Once each group has a chance to sort the cards, have students
present their anchor charts to another group using the Claim,
Evidence, Reasoning format to support their choices for their
anchor chart. This will give students the opportunity to practice
supporting their answer.
8. Finally, have students complete the conclusion in their science
journal. Students will answer the essential question and describe
whether their hypothesis was correct or incorrect.

EXPLORE: Interactions in an Ecosystem (Day 3) Assessments: Differentiation: Materials:

Preparation: Cut apart the examples of symbiotic relationship cards and  Pre-assessment- As students  Provide students  Fish Thieves Take
mix them up. Have enough sets of cards for each student or each group work on making their with a transcript of Rare Seals’ Prey
of students. hypotheses wander around the video Video
 the room to see student’s  Pre-teach the  Interactions in an
1. Help students set up their science journal with the scientific thinking, students can share vocabulary to Ecosystem
procedure: out their hypotheses to the students Science Journal
a. Essential Question: What are the different ways that class.  Give students less Pages
animals interact in an ecosystem?  Formative Assessment- As cards to sort  Symbiotic
b. Hypothesis: The different ways that animals interact in an students work on sorting the through and let Relationships
ecosystem are _________ because ______________. symbiotic relationships, students know how Anchor Charts
c. Materials: symbiotic relationship mat and cards, National listen to students’ thinking many cards should  Symbiotic
Geographic’s video “Fish Thieves Take Rare Seals’ and conversations. When be in each category Relationships
Prey”, Interactions video note sheet students complete the sort Sorting Mat
d. Procedure: 1) Read the definitions of symbiotic and get their work checked,  Symbiotic
relationships 2) Complete the symbiotic relationship sort use this as a way to check for Relationships
3) Complete the Symbiotic Relationship Research 4) understanding. Cards
Watch the video ”Fish Thieves Take Rare Seals’ Prey 5)  Summative Assessment-  Symbiotic
Complete the interactions video note sheet 6) Complete The Symbiotic Relationship Relationships
the observations Research will display the Research
e. Observations: definitions of the different interactions students’ understanding of Worksheet
2. Instruct students to read the definitions of symbiotic relationships symbiotic relationships.  Interaction Video
and the different types of symbiotic relationships. Likewise, students’ Note Sheet
3. Once students read the definitions, have students sort the definitions of the different  Interaction
examples of symbiotic relationship cards onto the Symbolic relationships between Anchor Chart
Relationship mat. Instruct students to raise their hands when their animals and their conclusion
sorts are complete so that you can check students’ sorts. will show the understanding
4. After students have successfully sorted the cards, students should of the lesson and
complete the “Symbiotic Relationship Research” worksheet by interactions in an ecosystem.
conducting their own research to find examples of each of the
symbiotic relationships.
5. Next, students should watch National Geographic’s video “Fish
Thieves Take Rare Seals’ Prey”. While watching the video
students should describe how the different animals in the video
interact using the Interaction Video Note Sheet.
6. After watching the video have a class discussion about how the
animals in the video interacted. Have the students share
observations about what they saw in the video.
7. Then show students the Interaction Anchor Chart and go over
competition and predation. With the class, go back to the Video
Note Sheet and decide which pair of animals from the video
display the relationship competition and predation.
8. Next, have students fill out their observations by coming up with
 their own definitions for each of the different interactions.
9. Lastly, have students complete the conclusion by answering the
essential question, reflecting on their hypothesis, and describing
the importance of animals have interactions in an ecosystem.

ELABORATE: Reading (Cross Curricular Content) (Day Assessments: Differentiation: Materials:

1-3)  Pre-Assessment- DRA’s,  Provide students  Reading A-Z’s
Symbiotic Wildlife- Compare and Contrast iReady assessment, and with a text at their Symbiotic Wildlife
1. Hook: Have each student write their favorite food on a small slip reading diagnostic instructional level  Compare &
of paper. Put each slip of paper into a bag and mix them up. assessments of reading. Contrast Anchor
Select two papers from the bag and create a Venn Diagram on the  Formative Assessment- As  Pre-teach the Chart
whiteboard or on a piece of chart paper. As a class, complete the students work independently, vocabulary from  Compare &
Venn Diagram to compare and contrast the two different foods conference with students to the text. Contrast Animal
that were selected. The activity could be repeated again with two check for understanding.  Provide students Interactions
more foods from the bag or students can write something else on Give students positive and with a list of Worksheets
a slip of paper like their favorite sport or candy. corrective feedback. keywords to help
a. Afterwards, ask students how they were able to compare  Summative Assessment- Use them identify
and contrast two different objects. student graphic organizers to compare and
b. Use this to introduce today’s lesson in which they will be assess understanding of contrast in the text.
comparing and contrasting different animals and their finding compare and contrast
interactions with other animals. relationships in the text. Use
2. Display the Compare and Contrast anchor chart and discuss why the comprehension questions
it is important to compare and contrast. Instruct students that to assess student
readers compare and contrast elements of a text in order to form understanding of symbiotic
deeper understanding of the content and understand the relationships and interactions
interactions between different content in a text. between animals.
a. Use the anchor chart to help students understand and
identify key words in a text that signal a compare or
contrast relationship.
3. Instruct students that they will be reading the text Symbiotic
Wildlife from Reading A-Z. As students read they need to
annotate the text with their thinking. Students should also be
looking for keywords to signify a comparing or contrasting
relationship.
4. Once students finish reading the text they should complete to
Venn Diagrams that compare and contrast to animals from the
text. Students can use the Compare & Contrast Animal
Interactions worksheet to complete their comparisons.
 5. After completing the Venn Diagrams, students should complete
the questions on the back of the worksheet. These questions will
assess students’ understanding of the symbiotic relationships and
interactions between animals. Have students turn in their
worksheets.

Extension: Have students complete the discussion questions and reading

quiz provided by Reading A-Z for each book level.

EXPLORE: Animal Adaptations (Day 4) 6 Assessments: Differentiation: Materials:

1. Hook: Display the video Hibernation by BrainPOP. After  Pre-Assessment- As students  Provide students  Hibernation by
students watch have them think about what they watched by discuss their answers to the with a transcript of BrainPOP
asking these questions: class discussion about the the video.  Animal
a. What is hibernation? video, assess student  Pre-teach students Adaptation
b. Why do animals hibernate? knowledge and the vocabulary Research
c. What are some other things that animals do if they do not understanding of adaptations. related to Worksheet
hibernate?  Formative Assessment- As adaptations.  Animal
d. What is an adaptation? students create their animal  Provide students Adaptation
2. After the conversation, introduce adaptations to students. Display adaptation research, with books or Research
the Adaptations anchor chart and go over the definition and types conference with students and websites that Worksheet Model
of adaptations. assess their understanding of students can use for  Animal
3. Once the class has a common understanding and definition of animal adaptations. This will research. Adaptation
adaptations, instruct students on their task for the day. also allow an assessment of Research
4. Instruct students that they are to do research on two animals in students’ research skills. Examples Anchor
order to discover the physical and behavioral adaptations of the  Summative Assessment- Chart
two animals. Students are able to choose any two different Students turn in their Animal  Animal
animals. If students are struggling to find an animal to research, Adaptation Research Adaptation
provide them with the list of suggested animals. Provide students worksheet in order to assess Anchor Chart
with the websites from the San Diego Zoo, National Geographic, their understanding of animal
and PBS Kids Creaturepedia as a place to begin their research. adaptations.
While students research, they will complete the Animal
Adaptation Research Table.
5. Display the Animal Adaptation Research Table model. This will
allow students to understand what they need to do in order to
complete this activity while also helping them understand the
different types of animal adaptations.
6. Once students complete their research, have students pair up with
other students to share the animal adaptations that they
 researched. Have students pair up with several students multiple
times in order to learn about the adaptations of several different
animals.

ELABORATE: Reading (Cross Curricular Content) (Day Assessments: Differentiation: Materials:

4-5)  Pre-Assessment- DRA’s,  Provide students  Cause & Effect
Animal Adaptations – Cause & Effect iReady assessment, and with a text at their Images
1. Hook: Display the cause and effect images to the class. Have reading diagnostic instructional level  Cause & Effect
students study the images and in groups or pairs describe what is assessments of reading. Anchor Chart
happening in the images. After each image have a class  Formative Assessment- As  Pre-teach the  Amazing Animal
discussion in which the students describe the cause and the effect students work vocabulary from Adaptations by
that happens as a result. Introduce the ideas of cause and effect to independently, conference the text. Reading A-Z
the students. with students to check for  Provide students  Animal
2. Use the Cause & Effect Anchor Chart to introduce the reading understanding. Give with a list of Adaptations
strategy cause and effect. Define each of the terms and describe students positive and keywords to help Cause & Effect
the relationship between cause and effect. Go over the signal corrective feedback. them identify cause Worksheets
words on the anchor chart that students can use in a text to help  Summative Assessment- and effect  Animal
them identify examples of cause and effect in a text. Use student graphic relationships in the Adaptations
3. Individually or in pairs, have students read the text Animal organizers to assess text. Reading
Adaptations by Reading A-Z. While students read the text, have understanding of finding Comprehension
them code the text with their thinking. Likewise, have students cause and effect Worksheets
highlight or underline examples from the text that display a cause relationships in the text. Use
and effect relationship. the comprehension
4. After students finish reading the text, have students complete the questions to assess student
Animal Adaptations Cause & Effect worksheet. Students should understanding of symbiotic
go back into the text to find examples of a cause and effect relationships and
relationship. interactions between
5. Then, have students complete the comprehension worksheets animals.
using evidence from the text. These worksheets allow students to
practice using vocabulary words from the text and understand the
main idea of the text.

Extension: Students can complete the discussion questions and

comprehension quiz provided by Reading A-Z.
ELABORATE: Writing (Cross Curricular Content) (1-2 Assessments: Differentiation: Materials:
Weeks)  Pre-Assessment- Beginning  Give students the  Informational
Animal Adaptations – Text Structures Magazine of the year writing opportunity to type Text Structure
1. Hook: Ask students to envision themselves as authors with the assessment. Middle of the their rough drafts or Anchor Chart
purpose to inform. Have students brainstorm ways in which year writing assessment. final drafts.  Magazine
authors inform their readers about the topic they are writing.  Formative Assessment- As  Allow students to Planning and
Record students’ responses on the board or on an anchor chart. students work independently write less articles Rough Draft
After students brainstorm ways in which authors inform their through each step of the and a select number Packet
readers, instruct students that they will become authors with the writing process, conference of text structures as  Text Structure
purpose of informing their audience about animal adaptations. with students and assess needed. Magazine
2. Share the Informational Text Structures anchor chart with the their understanding of text  Provide students Editing &
students and review the different types of text structures students. structures and animal with websites and Revising
Discuss that authors use the different text structures to help adaptations. Use students’ books to assist with Checklist
organize information in order to clearly inform the reader of the planning pages and rough their research.  Text Structure
subject. drafts to assess student  Provide students Magazine Final
3. Instruct students that they will now become authors using the understanding. with a digital Project Rubric
different text structures to inform their readers about animal  Summative Assessment- template for their  Editing &
adaptations. Handout the Magazine Planning and Rough Draft Students’ final draft of their final draft. Revising Anchor
packet to the students. Instruct students that they will be creating magazine will be used to  Provide students Chart
a magazine with five different articles with the purpose of assess student understanding with a model of a
informing other students about the adaptations of animals. Go of nonfiction text structures, magazine.
through the first part of the packet with the students and point out nonfiction text features, and
planning pages for each article that will each be written in a animal adaptations.
different text structure. Instruct students that they are welcome to
write about any animal, sets of animals, or any type of adaptation.
For example, students could use the text structure of description
to describe the different adaptations of a zebra while using the
text structure or students can use a problem and solution text
structure to discuss the solutions of a polar bear’s adaptations to
solve the problem of loving in the Arctic.
4. Give students the opportunity to do research and complete the
planning pages for their five articles. While students work on
their planning pages, conference with students and support the
students in their planning and using the text structures.
5. Once the students are reading to move on to the drafting of their
articles, review the drafting pages in the packet. Refer back to the
Informational Text Structures anchor chart and go over the
keywords that authors use with each text structure. Inform
 students that not only should they use their planning sheets to
assist them in their writing of the articles, using the keywords that
signify each text structure will assist the students in writing in the
form of the different text structures.
6. As students work on their drafting of their articles, work with
students in groups or individually to help and support their
writing in the form of the different text structures.
7. Once students finish writing the rough drafts of their magazine
articles instruct students that they will edit and revise their
articles before writing the final drafts. Review the Editing &
Revising anchor chart with students and go over all that they need
to look for when editing and revising. Instruct students that they
will first edit their own writing using the Editing & Revising
Checklist. Once students have completed their own revising and
editing, students will complete a peer edit by using the same
checklist.
8. Once students complete editing and revising their work, students
can begin the final draft of their magazine. Provide students with
the Text Structure Magazine Final Project Rubric so that students
can see how they will be graded while they work on the final
draft of their magazine. Students are able to write their final draft
by hand or type them. Students should make sure to include the
required nonfiction text features as well.
9. When the magazines are completed, give students time to present
or share their magazines with one another.

4. Put students into 8 group and assign a human activity or a natural Assessments: Differentiation: Materials:
event that changes ecosystems. Instruct students that they will be  Pre-assessment- As students  Pre-teach student  Changes in the
doing their own research about how their assigned activity or work on making their vocabulary Ecosystem
event impacts ecosystems. Students are responsible for creating a hypotheses, wander around  Provide students Science Journal
presentation of their choice and present their event or activity to the room to see student’s with websites and Pages
the class. thinking, students can share books to assist  Changes in the
5. Once students have completed their research, have students out their hypotheses to the with their research. Ecosystem:
present their work to the class. As students present, have students class.  Provide students Human Impacts
take notes of the different causes of change in ecosystems on the  Formative Assessment- As with differentiated Note Sheet
note sheets. students work on researching note sheets with  Changes in the
6. After all the groups have presented, discuss the impacts on human activities and natural vocabulary. Ecosystem:
ecosystems of these researched activities and events. Review the events that impact Natural Events
information that students should have taken notes one and make
 sure that all students have the correct information recorded. As a ecosystems, listen to Note Sheet
class, discuss why it is important to have knowledge about the students’ thinking and
activities and events that change ecosystems. conversations.
 Summative Assessment-
Student presentations of the
human activities and natural
events that impact
ecosystems will demonstrate
their understanding. The
students note sheets will
inform of student
understanding of changes of
ecosystems. Likewise,
students’ conclusion will
show the understanding of
the lesson.
EXPLORE: Invasive Species 8 (Day 7) Assessments: Differentiation: Materials:
1. Hook: Show students the video Invasive Species by BrainPOP.  Pre-assessment- As students  Provide students  Invasive Species
As students watch the video have them think about the question: work on making their with websites to Video by
Why invasive species are dangerous to an ecosystem? hypotheses, wander around aid in their BrainPOP
2. Help students set up their science journal with the scientific the room to see student’s research.  Invasive Species
method: thinking, students can share  Pre-teach Science Journal
a. Essential Question: How do invasive species impact out their hypotheses to the vocabulary to Pages
class. students.  Invasive Species
Colorado?
 Formative Assessment- As  Provide students Note Sheets
b. Hypothesis: Invasive species impact Colorado by ___ students work on researching
because _____. with a template for  Invasive Species
their invasive species, listen their Wanted of Colorado List
c. Materials: Invasive Species note sheet, Wanted poster to students’ thinking and Poster.  Wanted Poster
d. Procedure: 1) Choose one of the invasive species in conversations. Template
Colorado to research 2) Create a Wanted Poster for the  Summative Assessment- The
invasive species students Wanted Posters will
e. Observations: Invasive Species Note Sheet inform of student
3. Present students with the list of invasive species in Colorado. understanding invasive
Instruct students that they will need to choose one species to species in Colorado.
research. They will be looking into how the species got to Likewise, students’
Colorado, why it is dangerous to Colorado, and how residents of conclusion will show the
Colorado can prevent it’s spread. Give students the URL to understanding of the lesson.
Colorado Parks and Wildlife in which they have information
 about the invasive species currently in Colorado:
https://cpw.state.co.us/aboutus/Pages/Invasive-Species-
Program.aspx
4. Provide students with the Invasive Species Note Sheet in which
they will record the research they conduct on the invasive species
that chose.
5. Once students have their research completed, students will create
a Wanted Poster that provides information to readers about the
species, why the species is dangerous, and how residents of
Colorado can help prevent it’s spread.

ELABORATE: Reading (Cross Curricular Content) (Day Assessments: Differentiation: Materials:

6-7)  Pre-Assessment- DRA’s,  Provide students  Eyes of the Gray
Healing Power of Wolves- Think Marks & T-W iReady assessment, and with a text at their Wolf by Jonathan
Connections reading diagnostic instructional level London
assessments of reading.  Think Marks
1. Hook: Read the story The Eyes of the Gray Wolf 9 by Jonathan
 Formative Assessment- As  Pre-teach the Anchor Chart
London. As you read have students listen to clues that might
students work vocabulary from  Healing Power
connect to the concepts of the wolf’s ecosystems. After reading
independently, conference the text. of Wolves
ask students what clues they read in the story. Students should
with students to check for  Narrow down the passage from
discuss the abiotic factors of the mountains, moon, or snow. They
understanding. Give thinking strategies TpT
can also discuss the population of other wolves and the food
students positive and student should use.  Should Wolves
chain of the wolf preying on the white hare.
corrective feedback. Be Brought Back
2. Introduce students to the concept that wolves are an important
 Summative Assessment- to Colorado? A
part of an ecosystem. Instruct students that they are going to read
Use students’ annotation to Rancher and a
about wolves and their part of an ecosystem. As students read
assess their understanding Biologist Have
they will jot down their thinking by making annotations in the
on monitoring for meaning Their Say by
text known as Think Marks. Display the Think Marks anchor
and their thinking. Student Colorado Public
chart and discuss with students that it is important monitor for
graphic organizers will Radio
meaning by paying attention to your thinking as you read. Good
assess understanding of  In Historic
readers annotate text to help them comprehend the text and
finding text evidence from Move, Colorado
display their thinking. The different symbols on the right can be
text on positives and Voters Decide to
used to annotate the text and identify what types of thinking the
negatives of a concept. Use Reintroduce
readers are making as they read.
the comprehension Gray Wolves by
3. Begin reading the passage The Healing Power of Wolves. While
questions to assess student National Public
reading the first page, model your thinking and how to make
understanding of using Radio
Think Marks. Begin to invite students to add their thinking to the
multiple sources of  Healing Power of
page as you read together.
information to answer a
 4. Instruct students to complete reading the second page of the question. Wolves
passage on their own while making their own annotations of their Worksheets
thinking. As students read ask them to think about the importance
of the wolves and their part in an ecosystem.
5. After students read the passage, ask them about the election from
November 2020 and if they remember Proposition 114 in which it
was voted to bring back wolves into the wild in the mountains.
Inform students that they will read two articles about the
proposition. Before students read, ask them the purpose of why
they will be reading the article and how it has to do with what
they are learning in science. Students should make the connection
that wolves being reintroduced into the ecosystem of Colorado
can help improve the ecosystem.
6. Instruct students to read though the articles Should Wolves Be
Brought Back to Colorado? A Rancher and a Biologist Have
Their Say by Colorado Public Radio and In Historic Move,
Colorado Voters Decide to Reintroduce Gray Wolves by National
Public Radio. Each of these articles are about the introduction of
wolves into Colorado, Proposition 114 10. As students read the
articles have them mark down the pros and the cons of the
proposition.
7. Students should then use their notes from the online articles and
their annotations from the first passage to answer the question:
Would you vote yes on Proposition 114? Why or why not?

Extension: In preparation for persuasive writing, students can debate the

two sides of Proposition 114.

EXPLAIN: I Have… Who Has…? Vocabulary Review Assessments: Differentiation: Materials:

(Day 8) 11  Formative Assessment-  Provide students  I Have… Who
Preparation: Cut out the game cards. Shuffle the cards. Before students begin the with a list of the Has…? Game
game and read through their vocabulary words Cards
1. Begin by having students sit in a large circle or stand around the cards, check in with and their  I Have… Who
room. Hand out the cards to students in the circle. If there are students to check-in with definitions Has…? Card
more cards than students, give some students a second card until their understanding and  While students Order List
all the cards are passed out. support their understanding read their cards  Vocabulary
2. Once all of the cards are passed out as the students to read of the vocabulary. As before the game Cards
students play the game, begins, assist  3-2-1 Exit Ticket
through their card so that they know what it says. Have students
 ask you for support if they need help reading or understanding support students with students in
what their card says. Ask the class which student has the card understanding the knowing the
with the star that says “Start Here”. That is the student that will vocabulary words. definition of their
begin the game.  Summative Assessment- vocabulary word.
3. One at a time, beginning with the first student, have the students Use the exit ticket to assess  While passing out
read the bottom of their card under “Who Has..?”. After reading students’ understanding of cards to students,
the bottom of their card, each student in the circle should look at the vocabulary words and select certain cards
their own card to determine if they have the vocabulary word that the words. Review any to give to certain
matches with the definition that was just read. If the student has words that students are still students that will
the vocabulary word they should announce, “I Have…” and state unsure about. be at their level.
the vocabulary word. That student will then read the definition at  Post vocabulary
the bottom of their card under “Who Has…?”. As students read words in the room
their cards, use the card order answer key to check that students for students to use
are matching the correct vocabulary word to the definition. as a resource
4. After all the cards have been read and the students have
completed the circle of vocabulary and ended back at the student
who began the game, have the students pass in their cards. As a
class discuss what vocabulary words that students remembered,
what words that students didn’t remember, and what words were
still unclear to the students. Make sure to go over and review any
words that the students are still unclear or confused about.
5. Finally, have the students complete the 3-2-1 Exit Ticket listing
the words that were helpful to review, the words they already
knew, and the words that are still unclear about. While reading
through student responses, if students are unclear of any words,
make sure to review those words with the students.

EVALUATE: Ecosystem Project 12 13 (1 Week) Assessments: Differentiation: Materials:

1. Instruct students that they will be completing a final project for  Formative Assessment- As  Provide students  Ecosystem Project
the unit. Provide students with the Ecosystem Project Directions students work on their with websites and Directions
in which you will give students the following scenario and the ecosystem project, books for research.  Ecosystem Project
requirements of the students’ project: conference and check-in with  Provide students Choice Board
a. The local museum has selected your class to create an students. Ask students with suggested  Ecosystem Project
interactive student exhibit where students can come and probing questions to deepen ecosystems and Scoring Rubric 14
learn about ecosystems and systems thinking. Your team’s their thinking and assess their organisms to  Ecosystem Project
task is to create a project of your choice, in which you understanding. research. Note Sheet
answer a question of your choice about an ecosystem that  Summative Assessment- Use  Provide students  Student Feedback
are interesting to you. You must inform other students students’ final project to
 about the importance of the system or ecosystem, assess their understanding of with vocabulary Sheets
important parts in the system or ecosystem, how the parts the content taught throughout that should be
in the system work together (relationships between the unit. included in their
organisms in the ecosystem), and how energy is project.
transferred through the ecosystem. Your team needs to
select a project from the choice board or a project based
on a combination of the items from the choice board in
order to answer your essential question and inform other
students about your team’s ecosystem.
2. Assign student groups or allow students to choose their groups.
Give students the Ecosystem Project Choice Board and the
Ecosystem Project Scoring Rubric. Go over the Scoring Rubric
with students and the expectations of the project. Instruct students
that their group will first decide on an ecosystem that they want
to look into. They will then come up with an essential question
that asks something about their chosen ecosystem they are
curious about and want to find the answer to. Students will then
choose one of the options or multiple options on the choice board
in which they will create their project that will answer their
essential question. Students can combine project ideas if they
choose to do so. Before students begin working on their projects,
approve their project option and essential question.
3. Give students multiple days in which to gather research and work
on their project using the Ecosystem Project Note Sheet. As
students work on their projects, conference with students and
individuals. Ask students probing questions to deepen their
understanding and support their learning. Support students if they
need differentiation or help.
4. Once students have completed their project, hold a classroom
museum exhibit. Invite younger students, other classes, parents,
and other members of the community into the classroom to view
the projects. Provide visitors with slips of paper to provide
feedback to the students about their project and presentations. As
students present to visitors, listen to students present and
complete the Ecosystem Project Scoring Rubric. Make sure to
also provide time for students in the class to listen to their peers’
presentations.
1
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago press., Purposefully
planning objectives that will guide curriculum and instruction, EDF 781: Perspectives on Curriculum
2
Rodriguez, S., Allen, K., Harron, J., & Qadri, S. A. (2019). Making and the 5E learning cycle. The Science
Teacher, 86(5), 48. doi:10.2505/4/tst18_086_05_48, Using research to support teaching decisions, EDF 610:
Teacher Research; Using the images as a form of art to engage learners, EDF 781: Perspectives on Curriculum
3
A variety of assessment types (pre-assessments, formative assessments, and summative assessments) check
student learning and inform instruction, EDF 664: Current Issues in Instruction and Assessment Practices
4
Adaptations of materials makes the lessons and instruction accessible to all leaders, EDSE 597: Effective
instruction in Special Education
5
Pre-teaching academic content specific vocabulary to English Language Learners, EDSE 597: Effective
Instruction in Special Education
6
Sobel, D. (2008). Childhood and nature: Design principles for educators. Stenhouse Publishers., An important
design principal, animal allies, gives students opportunities to see the ecosystems in their own environment and
backyard, EDF 642: Foundations of Environmental Education
7
Orr, D. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany: State University
of New York Press., Giving students the opportunity to notice the impacts humans are making to nature, EDF
642: Foundations of Environmental Education
8
Students will be learning about invasive species in Colorado which is relevant to their own lives and their own
experiences, EDF 685: Philosophical Foundations of Education, EDF 664; Current Issues in Instruction and
Assessment Practices, and EDF 662: Foundations of Curriculum Development & Instruction
9
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. Jossey-
Bass., Greene believed that using the arts in education the engage learners and helping students become more
knowledge about the world around them, EDF 781: Perspectives on Curriculum
10
Sobel, D. (2008). Childhood and nature: Design principles for educators. Stenhouse Publishers., An important
design principal, animal allies, gives students opportunities to see the ecosystems in their own environment and
backyard, EDF 642: Foundations of Environmental Education
11
Jackson, J. K., & Ash, G. (2012). Science achievement for all: Improving science performance and closing
achievement gaps. Journal of Science Teacher Education, 23(7), 723-744. doi:10.1007/s10972-011-9238-z,
Using research to support curricular choices, EDF 662: Foundations of Curriculum Development and Instruction;
Practicing the repetition of vocabulary to support the learning of concept specific vocabulary, EDF 664: Current
Issues in Instruction and Assessment Practices; Using strategies in instruction that will reach all students, EDF
619: Pluralism in Education
Using a Constructivism assessment to allow students to show their learning in a variety of ways, EDF 664:
12

Current Issues in Instruction and Assessment Practices and EDF 685: Philosophical Foundations of Education,
Giving students the choice to design their own project, EDF 640: Psychological Foundations of Education
13
Eisner, E. W. (1979). The educational imagination: On the design and evaluation of school programs. New
York: Macmillan., Using different forms of representation and allowing students to show their learning through
the different forms of representation, EDF 781: Perspectives on Curriculum
14
Using rubrics to asses student understanding of content and learning process, EDF 664: Current Issues in
Instruction and Assessment Practices