IP+Science+Christina

=Instructional Plan/Learning Activities= Hook: The class will begin with clips from Planet Earth that highlight the vast differences of the different biomes. Learning Activity: Students will get into 4 groups and each will explore an island with a certain set of biomes located on it. The students will fill out a Biome Report Chart for their island, and then each group will present their biomes to the class (who will record the information). Students will then begin working on the Glogster.
 * Content:**
 * Instructional Plan || Understanding || Know || Skills || MLR ||
 * 1.

Artifact: Glogster The students will choose one of the islands and highlight the resources found in each biome of that island. They will also mention the other biomes discussed. || Students will understand that organisms interact with the physical, non-living environment and with other living organisms. || Students will know a list of available resources on the island and in the ocean. (water, food, habitat) || Recognize the resources that organisms compete for in different biomes. || //MLR: Science and Technology E:// //The Living Environment// //E2. Ecosystems.// //Grades 6-8.// Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part. || Hook: Students will create their own food web online. Learning Activity: Building off of the biome maps, students will use their Glogster biome and analyze the organisms and their food web of that particular area using Inspiration. Students will then get into jig-saw groups and compare and note the different webs.
 * 2.

Artifact: Glogster Students will use put their Inspiration map on a Glogster, as well as 3 additional mini maps dictating the major elements of different biomes' webs (including one marine). They will also include an explanation on the source and flow of the energy through the main web. || Students will understand that energy and matter affect and flow through the ecosystem. || Students will know where energy comes from and how it moves through the major food webs. || Illustrate the source and flow of energy in the terrestrial and marine food web. || //MLR: Science and Technology E:// //The Living Environment// //E2. Ecosystems.// //Grades 6-8.// Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part. || Hook: Students will watch Planet Earth clips of the different types of interactions. Learning Activity: From their food web, students will use the Interactions Organizer to sort through the types of interactions. If a type is not found in their web, they will research the biome further to see if it exists, and then find it within another biome if it doesn't. Students will share in groups.
 * 3.

Artifact: Comic Life Students will create a Comic Life about one of the type of interactions and analyze how the organisms behave. || Students will understand that organisms interact with the physical, non-living environment and with other living organisms. || Students will know competition, predator/prey, producer/consumer/decomposer, parasitism, and mutualism of organisms. || Analyze types of interactions between organisms. || //MLR: Science and Technology E:// //The Living Environment// //E2. Ecosystems.// //Grades 6-8.// Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part. || Hook: Students will play out 2 different types of interactions, and then explain whether or not they felt threatened, and if the consequences were positive or negative. Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Students will categorize each type of interaction from the previous lesson into those that have positive/negative/both types of consequences. If one is not found, students will explore other biomes to find one (preferably marine). Artifact: Comic Life Students will create a comic that depicts the life of organisms that have a positive and then negative type of interaction and the consequences of their relationship. || Students will understand that organisms interact with the physical, non-living environment and with other living organisms. || Students will know the consequences of each type of interaction on all organisms. || Consider the positive and negative consequences of interactions between organisms. || //MLR: Science and Technology E:// //The Living Environment// //E2. Ecosystems.// //Grades 6-8.// Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part. || Hook: Students will act out the flow of energy and matter of living on a deserted island. Learning Activity: Students will look back to their food webs and determine the cycles of matter that exist within it. They will create separate cycles on a separate organizer and comment on the process.
 * 4.
 * 5.

Artifact: Prezi Students will create a Prezi that shows their main food web, and then the separate cycles. They will explain how the energy flows through the cycles. || Students will understand that energy and matter affect and flow through the ecosystem. || Students will know how matter and energy flows through organisms and the environment. || Exhibit how matter and energy change from one form to another in living things and physical environment. || //MLR: Science and Technology E:// //The Living Environment// //E2. Ecosystems.// //Grades 6-8.// Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part. || Hook: Students will watch the Food Chains music video. Learning Activity (Graphic Organizer, Cooperative Learning, Technology): Students will work in pairs or alone to create the song, and can use various forms of applications to record their final product, such as Garage Band and iMovie.
 * 6.

Artifact: Writing Piece Students will create a poem, song, short story, or other writing piece that describes where and in what form matter and energy are in their food web. || Students will understand that energy and matter affect and flow through the ecosystem. || Students will know that only the forms and locations of matter and energy change. || Describe the forms and locations of the total matter and energy in an environment. || //MLR: Science and Technology E: The Living Environment// //E2. Ecosystems.// //Grades 6-8.// Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and the flow of matter and energy affect organisms and the ecosystem of which they are part. || 1. Tropical Rainforest, Grassland, and Swamp. 2. Arctic and Tundra 3. Desert, Cave, and Caparal (Scrub) 4. Temperate Deciduous Forest, Taiga (Coniferous) Forest, and Mountains
 * Biome Islands:**