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EDU 603 Final Project: A Fifth Grade Science Project on Ecosystems

Karen Elizabeth Bajek

Post University

FINAL PROJECT EDU 603

EDU 603 Final Project: A Fifth Grade Science Project on Ecosystems

Philosophy of Education: In an Urban Elementary School

All students can experience success. Student success is dependent on teachers’ abilities to

understand their needs and ensure they are met. Knowing educational philosophies, theorists and

psychologists, as well as their beliefs, enables teachers to improve upon their practice and

improve their pedagogy, as well as students’ educational experiences. Understanding Abraham

Maslow’s Hierarchy of Needs, Howard Gardner’s Theory of Multiple Intelligences, John

Dewey’s problem- based learning approaches, and Wiggins & McTighe’s backwards design

enables teachers to ensure their students are successful and that best educational practices are

being implemented.

In today’s global educational setting it is sad that many students’ basic needs are still not

being met. According to the Connecticut Commission on Education (2010), Connecticut has the

largest achievement gap of all 50 states and a ranking near the bottom for low-income students

(2010). Connecticut has some of the wealthiest towns and some of the poorest cities in the US.

The CT Commission on Achievement Report (2010) also states that, “low-income correlates

with low levels of academic achievement (p.2 ).” To change this, teachers should meet the

specific needs of all their students, teach to their strengths and interests and engage them in

multiple ways.

Children learn better when their basic needs have been met. So, to lower the large

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achievement gap in Connecticut, educators should focus on creating safe, comfortable,

accepting, and positive learning environments. Maslow’s Hierarchy of needs supports this

belief. Maslow believes that students will be less likely to focus on intellectual achievement,

unless basic needs such as safety, belonging, and self-esteem have been met (Datta, 2010). “They

want to get the feeling that they fit into the social group they think they are part of, and that

they—belong” (Datta, 2010, p. 41).

In large cities teachers often deal with a high rate of students that exist at poverty level

and these students are more worried about where their next meal will come from instead of what

they are supposed to be learning. While urban educators may not be able to change the home

lives of their students, they can change the culture of their classroom. “Building a community

within the classroom in which students feel safe and included, and in which students are

encouraged to bridge new content with their histories-in-person (Davila, 2015).”

Children have many different intelligences and learn by using the strongest and most

comfortable of their intelligences. Howard Gardener identified nine intelligences: musical,

visual/special, verbal/linguistic, logical/mathematical, bodily/kinesthetic, interpersonal,

intrapersonal, naturalistic, and existential (Lunenburg & Lunenburg, 2014). Varying the

methods of instruction to meet the individuals’ needs and matching the learners’ strengths,

enables students to gain knowledge in a manner most suited to each individuals learning style

(Lunenburg & Lunenburg, 2014).

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To teach to each child’s strengths, educators must first get to know their learners. By

Allowing students to work on content that interests them, or by allowing choices in the way they

learn and in the methods used to demonstrate their learning, (such as through poetry, song,

creating dioramas, or putting on plays), student motivation and engagements increases. Providing

them with meaningful hands-on experiences and tapping into multiple intelligences allows for

greater retention of material as well as increased student success.

Finally, having students “learn-by-doing”, was a belief that was argued for by John

Dewey. Having hands-on projects whenever possible allows students to learn from real life

experiences. "The education of children can be achieved through [hands-on] experience,

ensuring their participation in their own development" (Ilica, 2016, p.12). When teachers allow

students to work together to complete projects, it not only provides the social interactions for

students to learn from one another; it makes learning student-driven and student-centered.

Although many students arrive in classrooms with varied backgrounds and challenges,

Teachers can ensure all students are successful if they have an understanding of the philosophies

of education that increase student, learning, motivation, and achievement.

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Part II: Rationale of Curriculum

This unit has been created for a fifth grade class having 22 students, (9 girls and 13 boys).

This class ranges in age from 9 to 11 years old. Students come from a variety of multicultural

backgrounds and speak a variety of languages, the most predominate being Spanish. Many of the

students in class live at or slightly above poverty level. They are a lively and talkative group of

students.

The students in this class come from a large (637 students) urban PK-5 elementary school in

Connecticut. Approximately 58% of the school is Hispanic, 22% are African American, 16% are

White and 4% are Asian or other ethnicities (U.S. Census Bureau, 2015). More than half of the

students receive free or reduced lunch. There are approximately 137 teachers and staff. There are

three to four classes per grade level and eight classes of Pre-K.

Universal Design for Learning (UDL) is an instructional model where the importance is put

on the individual needs of the learners. Through constructivism we learn that students learn best

through active engagement in the world around them (Post University, n.d.). UDL places

emphasis on students using their individual strengths, needs, and interests to build knowledge on

a particular topic (Wojcik, 2016). Learners should be at the center of this process because they

bring with them previous experiences, knowledge, and culture to their learning. There are three

guiding principles in the UDL model; representation, action and expression, and engagement.

(UDL) These principles impact my learning because to give choices a teacher must know their

students. By building a rapport with your class and getting to know each of your students you

can better serve their individual needs.

Taking the time to get to know your learners and finding out about their strengths, needs and

preferences, like in the example learner profile above, you can then use their interests to motivate

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and engage your students in the classroom (DL Resources, n.d.). Learner profiles should be

created with students and parents to give students ownership in their learning. (Post University

n.d.) Learner profiles are helpful to the teacher as well. They give student specific information so

you can adapt your teaching to your students individual needs. Todd Rose says that there is no

such thing as “Average” so trying to teach for the average student won’t work. Instead he says

students have a jagged learning profile. That they have strengths, they’re average at some things

and have weaknesses. Because of this he says we need to nurture their individual potential (Rose,

Todd., 2014). Creating learner profiles can help us to do just that. (See Appendix A)

Each year we get a new group of students and they are never the same as the year before.

Each student is as unique as a falling snowflake, with their own strengths, needs and interests.

Although we may teach the same grade and have the same goals, it does not mean we will teach

it in the same way. We really need to be less rigid in our approach to teaching. We cannot keep

trying to fit the square peg into the round hole. We need to fit the curriculum to our students. We

can do this by getting to know our students likes and dislikes, favorite subjects, hobbies, favorite

activities and learning styles. Knowing your students gives educators the opportunity to create

multiple ways to present the information so that students will want to learn and understand.

Knowing the audience helps to vary approaches to teaching and learning, like using the arts,

technology, texts and leveled non-fiction readers on your topic of study. The best way to meet

the diverse needs of learners is to use multiple means of representing, action and expression and

engagement of the students.

Using learner profiles allows teachers to get to know their students and build a lasting rapport

with their class. By involving students in the development of their profiles, you create students

that are better able to advocate for themselves in their learning. Creating learner profiles also

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helps to enable differentiation for individuals’ strengths and needs. Using their individual

interests and preferences also helps to keep students motivated and engaged in the topic they are

learning. To properly create a class following UDL principles you are really creating many

approaches to learning, multiple assessments, a varied array of teaching and learning practices.

Academic goal should follows UDL principals. Using the principal of representation allows

students multiple approaches to learning (Post University. n.d.). Students will be given choices to

read text, use chrome books, use science videos on youtube, to mention a few. When students are

allowed to learn by choosing the media they feel more comfortable with they are more likely to

work harder and be more successful. When thinking of the principle of engagement it is

important to consider offering your students a variety of modalities for achieving their goals. In

this unit students will be allowed to use many different methods to share their learning. Some

may choose to draw a poster, some may create a diarama, others may simply write a report or

even design a comic strip using creatures and landforms in their chosen ecosystem.

Social goals should follows UDL principles because when you develop instructional goals

students are empowered to be involved in their own learning and part of the process of goal

setting and goal achieving (Post University. n.d.). Having students using journals and calendars

keeps them organized, allows them to work independently at their own pace and also allows

them to self-reflect on their progress. Built in check-in times will be used throughout the project

so the teacher can meet with students and check their progress as well as see what kind of media

they have chosen to use. In thinking about the principle of action and expression teachers must

use a variety of tools to meet the needs of the learners and this will be more likely to meet the

needs of various abilities and disabilities (Post University. n.d.). Students will be included in the

making of rubrics for their projects so they are more vested in their work.

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Part III: Unit PlanStage I

Grade 5: Ecosystems

Ecosystems are composed of all organisms living in an environment together. Environments can consist of living and non-living things, biotic and abiotic parts. Each organism has its own niche and impact on its habitat and environment. Ecosystems can be changed for the better or worse by environmental changes and human activity.

STAGE 1- STANDARDS/GOALSEnduring Understanding: Students will understand how human activity and natural events can affect ecosystems.

Essential Questions: At the end of the unit, students will be able to answer the following:

1. How can environmental changes affect populations in an ecosystem?

2. How does human activity affect an ecosystem?

3. Why are scientists concerned with causes/effects of change in an ecosystem?

4. How can the perspectives of different groups have an impact on an ecosystem?

Common Core State Standards: that align with the unit goals are:

Science:

B.INQ.1 Make observations and ask questions about objects, organisms and the environment.

B.INQ.5 Use data to construct reasonable explanations.

B.INQ.8 Search the web and locate relevant science information.

B.INQ.10 Describe how animals, directly or indirectly, depend on plants to provide the food and energy they need in order to grow and survive.

B.INQ.11 Describe how natural phenomena and some human activities may cause changes habitats and their inhabitants.

LIT.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and

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information clearly.

LIT.W.5.2.D Use precise language and domain specific vocabulary to inform about or explain the topic.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards

Primary Expected Performances

Make observations and ask questions about objects, organisms and the environment.

– Explain how animals are similar and different from one another.

– Identify the various needs of different animals.

– Infer what the effect would be if a great white shark and a lake trout were to switch ecosystems.

– Label biotic and abiotic components of an ecosystem.

Use data to construct reasonable explanations and search the Web for relevant science information.

– Research and calculate different populations of animals in various environments.

– Research efforts made by scientists to preserve and clean-up the Long Island Sound.

Describe how animals, directly or indirectly, depend on plants to provide the food and energy they need to grow and survive.

– Describe how an animal’s niche is important to its life.

– Compare the niche of a panda to that of a great white shark.

– Compare and contrast different habitats for the same organism. (A Fish)

Describe how natural phenomena and some human activities may cause changes to habitats and their inhabitants.

– Brainstorm the positive and negative effects of wildfires.

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– Discuss how an oil spill can have long term effects on an ecosystem.

– Describe the effect a drought can have on humans and animals in an ecosystem?

Enduring Understandings Essential Questions

Overarching Enduring Understandings: Students will understand that every action whether human or in nature has a consequence.

Students will understand that ecosystems consist of communities of plants and animals that interact with each other in an area, but for it to stay healthy there must be a balance between all parts within an ecosystem.

Unit Specific Enduring UnderstandingStudents will understand that environments can consist of living and non-living things; biotic and abiotic parts.

Each organism has its own niche and impact on its habitat and environment.

Ecosystems are affected by natural events and human activity.

1. How can environmental changes affect populations in an ecosystem?

2. How does human activity affect an ecosystem?

3. Why are scientists concerned with causes/effects of change in an ecosystem?

4. How can the perspectives of different groups have an impact on an ecosystem?

5. How can the delicate balance of interacting members of an ecosystem affect its health or sustainability?

Knowledge and Skills

What students are expected to know and be able to do

KnowledgeThe students will know that an ecosystem’s environment includes all the living and non-living things that surround and effect it.

The students will know that each different ecosystem is made up of biotic and abiotic things where organisms interact.

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The students will know that ecosystems can be changed by: fire, flood, earthquakes, volcanoes, weather events, climate change and other natural events.

The students will know that people can affect habitats through encroachment, pollution, mining, illegal dumping of garbage or toxic materials, and many other ways.

SkillsThe students will be able to create a web explaining and detailing the diverse components of a coral reef ecosystem.

The students will be able to create an ecosystem with at least 5 abiotic and 5 biotic organisms in it, and explain how they interact.

The students will be able to compare and contrast, both the helpful and harmful ways in which ecosystems are impacted by nature.

Students will be able to research and explain in their journal a number of ways they can participate in protecting the environment. This includes helping on a micro or macro level. They can also identify how groups are already working to help the environment.

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Stage 2

Stage 2 – Assessment Evidence

Performance Task

GRASPS Elements of the Performance TaskG – GoalWhat should students accomplish by completing this task?

APT Prompt:You and your friends are a wildlife rehabilitator, a zoologist, and a veterinarian that have been told that a strange new animal has been found injured and wandering around your city. You and several other groups have been tasked with figuring out where it is from, what it eats, the weather and climate of its ecosystem so it can be put back in its own environment after it heals. You will receive a picture and description of its features to help you and are asked to submit some type of report/ brochure for consideration.

Goal/Task:The teacher will provide a detailed picture of a factitious animal who needs a home. Your goal/task is to design an ecosystem for that made up animal. You should carefully observe the features of the animal, and decide what type of ecosystem and environment would best suite that animal. After designing an ecosystem, create a brochure that highlights features of your ecosystem and why it would benefit the animal.

Role: Your role is to create a brochure that will entice the animal to choose your ecosystem over the others. This requires knowledge of animal features and benefits, as well as a working knowledge of how ecosystems work. Students will also need to know how animals, plants, and nature interact successfully in an ecosystem.

Audience:Your target audience for the task is the fictional animal and your classmates. You must keep the animal and its needs in mind when creating this brochure. Using the brochure, you need to convince or “sell” your classmates on the effectiveness of the ecosystem you created for our fictional animal.

Situation:The problem/challenge is understanding the needs of the animal. This requires students to synthesize information that they have learned about other animals and ecosystems, and apply it to a fictional situation. For example, if the animal has scales, the

R – RoleWhat role (perspective) will your students be taking?A – AudienceWho is the relevant audience?

S – SituationThe context or challenge provided to the student.P – Product, PerformanceWhat product/performance will the

studentcreate?

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student may want to create an ecosystem that consists of dry, arid land. If the student notices sharp teeth, they might assume the animal is a carnivore, and must provide the correct foods for it in their ecosystem.

Product/ Performance:

You will need to include in your brochure a picture of portions of the animals ecosystem, along with details about that physical environment. You should include food sources, sources for shelter, and other organisms with their potential for interaction. You may need to research various existing ecosystems to find information that can assist you in this task. Standards and criteria for success for your performance needs to be in the form of a brochure/ report/ poster project , and must meet the standards as labeled in the rubric.

S – Standards & Criteria for Success

Create the rubric for the Performance Task

(See Appendix B)

Other EvidenceThrough what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Student Self-AssessmentHow will students reflect upon or self-assess their learning?

K-W-L ChartQuizzes throughout unitObservations of group dynamics*Required district assessmentReport/ Brochure/Poster projectPresentation

K-W-L chartJournal entriesTeacher conferencingPeer editingSelf-assessment rubricTicket to leave

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Stage 3

Learning Plan (Stage 3)Where are your students headed? Where have they been? How will you make sure the students know where they are going?

Students will know where the unit is headed, and what the expectations are through the setting of clear expectations. I will begin by giving a pretest, so I can see what students know about ecosystems and what they still need to learn. As a whole group we will do a K-W-L chart to brainstorm, what they know, what they want to know and what they want to learn. Exemplars of assignments and performance tasks, of all levels of success, will be shared with the class so that students will gain a better sense of what is expected. Students will be helping to create their own rubric for the authentic performance task, but I will share a similar APT rubric with them, so students will know what they are expected to accomplish.

How will you hook students at the beginning of the unit?

I will hook the students through the use of an interactive multimedia experience on a PBS learning site, https://tpt.pbslearningmedia.org/resource/lsps07.sci.life.oate.ecosystem/analyzing-an-ecosystem/. Students will be able to engage with this technology and begin to gain a sense of what ecosystems are all about. The PBS learning site has many articles, lessons and interactive videos in many subject areas and languages. It even has videos called Science Treks that walk through authentic ecosystems while teaching the primary vocabulary of the unit.

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

Students will receive, in addition to direct instruction, the opportunity to work in small groups and collaborate with one another. They will also be given times in which they can access reading materials from the library on their chosen ecosystem, as well as to research information online at the computer lab and in class. In following the principles of Universal Design for Learning, students will be allowed various methods to explore and experience learning, to meet the needs of their individual learning styles (UDL and Technology, 2014). They will view films on national parks that contain specific ecosystems, on-line videos, and take a field trip to Mystic Sea Aquarium, as well as go outside into our own ecosystem to observe and collect data.

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

As a means of formative assessment, students will use a science journal that will have a calendar that gives students check-in dates and due dates along the way. Students will be allowed to periodically check in with peers, as well as the teacher, to get and give feedback on their work. They will give formal peer feedback with the use of a rubric. They will be reminded of ways in which they can connect their learning to the Big Ideas and Essential Understandings. They can use peer and teacher feedback to revise their work, and to ensure they are headed in the right direction. This will be done through the use of Google Docs, peer editing and one-on-one editing and revising

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with the teacher. How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

Through the use of science journals, students will be able to reflect on their learning as the unit progresses. They will be given opportunities to see what they have already learned, as well as what they still need to research, through periodic quizzes. Vocabulary building can be incorporated in this journal, as students can document and record words they have learned. Vocabulary will also be learned through game play on www.spellingcity.com, a website that incorporates different types of learning games to motivate students and it also allows them to take quick quizzes to self-assess their knowledge. Periodic teacher check-ins and student-led conferences will help students stay on track, as well as allow students the opportunity to evaluate their current understanding.

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

The learning plan can be tailored based on student interest, needs, and learning style/intelligences. This will be done by providing opportunities for varied types of learning, including research, use of library, peer mentoring, journaling, online interactive sites, technology and projects. Students will be more motivated and engaged if what they are learning is their choice, at their level and interesting to the learner.

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

The learning activities in this unit will be organized so as to help students learn at their own speed. There will be multiple check-ins so scaffolding can occur. Students interest, needs, and learning styles will be kept in mind throughout the unit so students will be motivated to continue learning. Students will be more motivated and engaged if what they are learning is their choice, at their level and interesting to the learner. Technology will be used at every step of the unit as a learning tool, as assistive technology, and as a way to present learning so all students can be successful.

# Lesson Title Lesson Activities Resources

1Beginning

lesson starts with a question like, "How do plants and animals keep an ecosystem running?" Then to hook students we will use an interactive technology web site to make a connection to the big Idea of the unit.

www.pbslearningmedia.org

2 Introduction Introduce the essential questions and the authentic performance task, a brochure of an ecosystem that a made up animal would be able to live in.

Science Fusion

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http://www.pbslearningmedia.org/

http://www.spellingcity.com/


3 Vocabulary Students will learn content vocabulary in multiple ways, pencil and paper note taking, use of technology by taking a walk through an ecosystem (on the web) that introduces all content vocabulary.

www.ScienceTrek.com

4Ecosystems

What is an ecosystem? Lesson to develop content.

Students will research what are the parts of an ecosystem

5Populations and Communities

Populations and Communities: lead students though discussion of different populations and how they make a community.

Science Fusion

6 Niches and Habitats

Compare and contrast a Niche and a Habitat. Science Fusion

7 Wildlife surveyor

Using smart board, have students identify animals and how many animals there are, in different types of ecosystems. Discus why it’s important to know the numbers of animals in an ecosystem?

Use any picture from a book or website that has animal communities in an ecosystem

8 Natural Changes

Students will read about and discuss different types of natural event and discuss how they can change an ecosystem. (forest fires, floods, droughts, disease, etc.)

Nonfiction books on earth science and ecosystems.

9 Animal changes

Living things can change the places they live in. Research animals within ecosystems and how they change their own ecosystem. ex. Beavers change their environment.

Research on the web

10Invasive species

How do invasive species effect an ecosystem and how do they move around? Use visual photos and research articles to discuss topic. (zebra mussels, cane toads)

Research on the web

11 Virtual Labs Students will participate in digital virtual labs after every few lessons.

Science Fusion Digital Resources

12 For better or worse?

How humans change ecosystems for better or worse? Give students pairs of pictures and have students explain whether it was human or natural causes that changed the environment and explain whether it helps or hurts the ecosystem.

Use pictures from any website or book. Make copies and share with students.

13 Group report Students will start working in groups to

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http://www.ScienceTrek.com/


collaboratively research ecosystems and write reports/brochure. Expectations and criteria will be explained in rubric.

14 Google Slides Lesson on how to create Google slides, and expectations for presentation.

15 Check-ins Students will have frequent check-ins to see that they are on track with each required paragraph in their report and Google slides.

16 Gone but not forgotten!

Students will see visual pictures of animals that are extinct and research and discuss what caused their extinction and what effect it had on the animals’ ecosystem.

Supply pictures of Dodo bird, Woolly Mammoth, passenger pigeon, Caribbean Monk Seal.

17 APT Authentic Performance TaskSee Stage GRASPS tool See Appendix B

18 Edit and Revise

Review, Reflection, Revision Time

19 Ecosystem Brochures

Presentation of APT brochures/report/poster/Google slides

20 District assessment

Written or digital assessment Science Fusion

21 Mystic Aquarium

Field trip to Mystic Aquarium

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Checking for UDL PrinciplesAssess and Reflect (Stage 4)

Considerations Comments

Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences?

Alignment between learning experiences, outcomes, and assessment is evidenced through the use of real-life learning opportunities, examples of actual ecosystems. Learning experiences through collaboration, technology, and research. In addition, authentic assessments are provided through the use of performance tasks such as the brochure.

Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

For struggling students:Struggling students are provided opportunities for peer activities andfeedback. Teacher scaffolding is provided after meeting with students and conferencing to see where there needs are. Check-ins and assistance will be provided for gradual release of responsibility for struggling learners. Modified activities, such as increased time, use of assistive technology, the use of multiple websites for learning vocabulary and content, and graphic organizers to help create paragraphs will be supplied. Students will also meet for small group science reading with leveled readers.

For students who need a challenge:Students who need a challenge are encouraged to research more as well as add more details to their ecosystems (e.g., instead of 5 biotic and abiotic examples, provide 10). Students will also be encouraged to research further and add to their science journals (e.g., how does human activity affect ecosystems?) and other essential questions.To make their learning even more challenging I would have these students do independent investigations so they can dig deeper into the context. An example would be, a scientist says that a cup of soil contains biotic and abiotic parts of an ecosystem. Is the scientist right or wrong, investigate soil with a hand lens, answer the question and explain what you found.

Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches?

There is direct teacher instruction, through vocabulary introductions, readings, research and exemplar modeling. In addition, there are student centered activities such as group work, research, technology, and other modalities for learning and engaging with each other.

Resource Based Learning: Students have constant access to the computer lab, Chromebooks,

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Do the students have access to various resources on an ongoing basis?

online sites, resources in the library, and the ability to consult with one another and other teachers.

FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each child’s identity?

The readings, lessons, and activities are designed to fit the needs and learning styles of all the learners. Lessons are scaffolded to support special needs individuals, English language learners and students with dyslexia. All lessons are taught in multiple ways; with written, visual, auditory and technology components. Students are allowed to work in groups to promote gender and cultural awareness.

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References

Common Core State Standards Initiative. (2017). Retrieved from http://www.corestandards.org

Datta, Y. (2010). Maslow’s hierarchy of basic needs: an ecological view. Oxford Journal, 9(1), 35-57.

Davila, L. T. (2015). “Dare I Ask?”: Eliciting prior knowledge and its implications for teaching and

learning. Tesl-Ej, 19(2).

Every child should have a chance to be exceptional without exception: A plan to help lose Connecticut's

achievement gap. (2010). Hartford, CT: Connecticut Commission on Educational Achievement

Retrieved from

http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/ct_commission_on_ed_achievement_report.pdf

Ilica, A. (2016). On John Dewey's philosophy of education and its impact on contemporary education.

Journal Plus Education/Educatia Plus, 14(1), 7-13.

Lunenburg, F. C., & Lunenburg, M. R. (n.d.). International Journal of Scholarly Academic Intellectual

Diversity (1st ed., Vol. 16). Retrieved March 25, 2017, from

http://eds.a.ebscohost.com.postu.idm.oclc.org/eds/pdfviewer/pdfviewer?sid=181ca189-c622-

4021-953a-8b2d2454f7cf%40sessionmgr4009&vid=6&hid=4110

Mensa Education and Research Foundation. (n.d.) Ecosystems. Retrieved from http://MensaForKids.org

PBS LearningMedia. (n.d.) Retrieved on April 22, 2017. From https://cptv.pbslearningmedia.org/

Science Fusion. (2012). Orlando, FL: Houghton Mifflin Harcourt Publishing Company.

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https://cptv.pbslearningmedia.org/

http://MensaForKids.org/

http://eds.a.ebscohost.com.postu.idm.oclc.org/eds/pdfviewer/pdfviewer?sid=181ca189-c622-4021-953a-8b2d2454f7cf@sessionmgr4009&vid=6&hid=4110

http://eds.a.ebscohost.com.postu.idm.oclc.org/eds/pdfviewer/pdfviewer?sid=181ca189-c622-4021-953a-8b2d2454f7cf@sessionmgr4009&vid=6&hid=4110


UDL and Technology. (2014, July 31). National Center for Universal Design on Learning. Retrieved on

April 22, 2017. from http://www.udlcenter.org/aboutudl/udltechnology

Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Assoc. for

Supervision and Curriculum Development.

Wilhelm, J.D., (2012). Essential questions. Scholastic Instructor, 122(3) 24-27.

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http://www.udlcenter.org/aboutudl/udltechnology


Appendix A

Student learner profile

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4 3 2 1 SelfAssess

Points

Graphics and text

X1

Graphics go well with the text and there is a good mix of text and graphics

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text, but there are too few and the brochure seems “text-heavy"

Graphics do not go with the accompanying text or appear to be randomly chosen.

/4 /4

Pictures X2

There are at least 2 pictures of an environment/ecosystem that would be beneficial for the animal

There is at least 1 picture of an environment/ecosystem that would be beneficial for the animal

There are some errors in the pictures of an environment/ecosystem or something that would not be beneficial for the animal

There are no pictures or pictures are incorrect and environment/ecosystem would not support the animal

/8 /8

Accuracy ofFacts

X2

Student can accurately answer all questions related to facts in the brochure

Student can accurately answer most questions related to facts in the brochure

Student shows misunderstanding in questions related to facts in the brochure

Student appears to have little knowledge about the facts in the brochure.

/8 /8

Ecosystem X3

Contains accurate information about food sources, shelter and potential interaction with other organisms

Contains accurate information about 2 of the following: food sources, shelter and potential interaction with other organisms

Contains some inaccurate information about the following: food sources, shelter and potential interaction with other organisms

Contains inaccurate information or is missing most information

/12 /12

TOTAL /32 /32

Appendix B

Performance task rubric and self-assessment

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Appendix C

Planning Pyramid

Some students will know:

how to summarize the biotic and abiotic parts of an ecosystem

how different populations compete for food in an ecosystem

what would happen if a polar bear and a black bear somehow switched places

the effect that invasive species have on an ecosystem

why different species of birds in a habitat will have many different types of beaks

Most students will know:

how different populations exist in communities

the reasons why a broad niche is better than a narrow one

how to create a food web

content driven vocabulary

that people impact ecosystems both in positive and negative ways

that nature can effect ecosystems

All students will know:

the animals and plants in a specific ecosystem

what a population in an ecosystem is

what a community in an ecosystem contains

how animals depend on plants for food and energy

what an ecosystem is

that humans impact ecosystems

how to create a food chain

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