Dom Novella
Saint Francis University
Education Department
Interactions: Environment and Organisms
Standards-Aligned Unit Planning Process-Domain I
1. Unit Overview Content Area: Biology/Environmental Science
Grade Level: 12th Grade
1a. Brief description of the unit of study Students will explore food web ecology, the function (and importance) of the different
organizational levels of the food web, how organisms interact with one another, and how
ecological systems benefit from the different types of interactions found throughout specific food
webs. Students will also be able to form connections among food webs and the environment and
how they influence one another. The nutrient cycles commonly found in nature will also be
discussed along with the importance of linking these cycles with human disturbances. Students
will learn (and develop) better speaking and commentary skills, adjustments to working within a
group setting, and developing important connections with the rest of the content we have learned
throughout the year (so far).
1b. Grade level standard(s) to be addressed in Standard - 4.1.10 A: Examine the effects of limiting factors on population dynamics.
this unit of study ● Analyze possible causes of population fluctuations.
● Explain the concept of carrying capacity in an ecosystem.
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● Describe how organisms become classified as threatened or endangered.
● Describe how limiting factors cause organisms to become extinct.
Standard - 4.1.10 B: Explain the consequences of interrupting natural cycles.
Standard - 4.1.10 C: Evaluate the efficiency of energy flow within a food web.
● Describe how energy is converted from one form to another as it moves through a food web
(photosynthetic, geothermal).
Standard - 4.1.12 C: Analyze the significance of biological diversity in an ecosystem.
● Explain how species adapt to limiting factors in an ecosystem.
● Analyze the differences between natural causes and human causes of extinction.
● Research wildlife management laws and their effects on biodiversity.
Standard - 4.1.12 E: Research solutions addressing human impacts on ecosystems over time.
Big Ideas/Essential Questions:
● Organisms grow, reproduce, and perpetuate their species by obtaining necessary resources
through interdependent relationships with other organisms and the physical environment.
● Different types of interactions can affect organisms differently.
● Food webs and food chains are more complex than we normally expect, especially when
they contain several layers of interactions and organisms.
● How and why do organisms interact with their environment and what are the effects of these
interactions?
● How do different organisms obtain and use energy to survive in their environment?
● Do humans really impact our environment as much as we proclaim?
● How do the different relationships impact the surrounding environment?
● How do organisms interact and depend on each other and their environment for survival?
2. Learning Targets - Domain I/III
2a. Concepts and Competencies for all 2a. Concepts and competencies for all students
students
Concepts:
● SAS Portal: PA Core Curriculum ● Collaborative Discussion
Framework ● Vocabulary
● PA Alternate Eligible Content ● Text Analysis
● General Education Curriculum Unit ● Sources of Information
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Objectives ● Focus for Writing
● How to use technology in the classroom (Google, Smartboard, Chromebook, etc.).
Competencies:
● Participate in collaborative presentations and discussions with peers in small and larger
groups.
● Determine the meaning of words and phrases commonly incorporated with food web and
food chain ecology.
● Ask and answer questions about key details in the text.
● Determine the importance of food web ecology, food chain dynamics, organism
interactions, and nutrient cycles.
● Create connections among ecology and human impact that we commonly observe.
Eligible Content:
● BIO.B.4.1.1: Describe the levels of ecological organization (i.e., organism, population,
community, ecosystem, biome, biosphere).
● BIO.B.4.1.2: Describe characteristic biotic and abiotic components of aquatic and terrestrial
ecosystems.
● BIO.B.4.2.1: Describe how energy flows through an ecosystem (e.g., food chains, food
webs, energy pyramids).
● BIO.B.4.2.2: Describe biotic interactions in an ecosystem (e.g., competition, predation,
symbiosis).
● BIO.B.4.2.3: Describe how matter recycles through an ecosystem (i.e., water cycle, carbon
cycle, oxygen cycle, nitrogen cycle).
2b. Key vocabulary for all students: 2b. Prioritized key vocabulary and ideas for all exceptional learners:
Biotic/Abiotic factors Producer- an organism that makes its own food (autotroph).
Competition Consumer- an organism that eats producers or other consumers (heterotroph).
Ecology Decomposer- an organism that breaks down dead matter.
Ecosystem Trophic level- the position an organism occupies in a food chain.
Habitat Food Chain- a single line of eater-eaten relationships in a given ecosystem.
Host Food Web- all of the eater-eaten relationships in a given ecosystem.
Niche Energy Pyramid- a food chain that shows the amount of energy transferred and the number of
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Predator/prey organisms fed.
Species Herbivore- an organism that eats only producers (AKA primary consumer).
Symbiotic Relationships Carnivore- an organism that eats other consumers.
Trophic Levels Omnivore- an organism that eats producers and consumers.
Parasitism- one organism is harmed while the other benefits.
Mutualism- when both animals benefit from the interactions.
Commensalism- One animal benefits while the other is unaffected.
3. Instructional Process - Domain III
Universal Design for Learning Principles:
Instructional Multiple Means of Representation, Expression and Engagement
Components Differentiation
Instructional Materials, Resources Assessment Accommodations and
Practices and Tools Barriers to Access Modifications
● Entry/Exit ticket Formative:
● Small group activities ● Science ● Entry and Exit ● Reading Level ● Guided Notes
projects ● Questions and Notebook Tickets ● Complexity of ● Addition of
● Flexible discussions ● Scratch Paper ● Pair-and-Share Content pictures/videos
grouping ● Direct explicit ● Pen/Pencil(s) activity ● Keeping to lectures.
● Text reading instruction ● Colored Pencils ● Types of sustained ● Assign students
● Note taking ● Google Slide ● Environmental Symbiosis attention with teaching
● Use of presentations Science worksheet ● Visual aids aids (if needed)
technology ● Worksheets and Textbook ● Unit 4 Review ● Sound aids ● Provide more
Review Sheet ● Rubrics, Sheet ● Need of choice for
● Group activities Worksheets, ● Unit Review teacher aids students
(2) and Notes Game ● Keeping the ● Stay excited to
● Teaching ● Blank index ● Review Game students teach
examples/non- cards Summative: involved with ● Show interest
examples ● Chromebook. ● Food Web the learning in the lesson
● Smartboard ● Google Activity process
activities Classroom, ● Nutrient Cycle ● Interest
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Google Slides, Presentations throughout the
Google Doc ● Unit 4 Exam lesson
● Promethean
Smartboard
4. Individualized Student Planning
Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
IBS Not Applicable
Students will independently Access to the learning support
complete an assignment/task with room/teaching staff on a needed
a 90% completion rate for 3 basis. Organizational assistance.
consecutive marking periods. Arranged seating (if needed).
Not Applicable
HB
Monthly progress probe for Seated where instructor can keep
Algebra and Geometry on the 7th an eye on students, opportunity to
grade instructional level will report the L.S. room for tests,
demonstrate her knowledge by quizzes, etc., adapted testing,
scoring 12 questions correctly in 3 organizational assistance.
out 5 probes.
JH Not Applicable
Will attend 1:1 session with L.S. Permission to use man
teacher in order to review new manipulatives when needed, re-
material/concepts and then apply teaching opportunities, use of
those strategies to real-life graphic organizers to complete
scenarios where he will score at writing prompts, and weekly
least an 80% accuracy in 2 out 3 check-ins with L.S. teacher.
given scenarios per marking
period.
CK Not Applicable Monthly progress probe for Seating arrangements and
Algebra and Geometry on the 7th accommodations to fit student
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grade instructional level will needs, extended time for writing
demonstrate her knowledge by prompts/responses, study guides
scoring 12 questions correctly in 3 for classes, access to a small group
out 5 probes. setting for assessment throughout
the marking period, isolated
testing environment (if needed),
verbal assistance on
exams/clarification, L.S. room
access as needed, and preferential
seating.
BT Not Applicable Reading fluency probe on grade Task management assistance from
level, will read fluently and teachers, verbal prompts, can
accurately as evidenced by reading report to the L.S. room for
159 words correctly on 3 out of 5 assistance or exam taking
probes. whenever needed, provided study
guides, adapted assessments
throughout the year, extended
testing time, and opportunity to
test in a small group setting (if
needed).
AS Not Applicable Reading Comprehension Probe on Students may report the L.S. room
grade level 8, students will show for extra support when needed,
ability to process text and may be allowed to test in a small
understand its meaning as group setting, L.S. available as
evidenced by achieving 14 correct needed, extended time may be
responses on 3 out of 5 reading utilized with assessments, and
comprehension probes. word banks may be used (if
necessary).
JZ Not Applicable Monthly progress probe for Preferential seating arrangements,
Algebra and Geometry on the 7th extended testing time, adapted
grade instructional level will study guides, L.S. classroom
demonstrate her knowledge by assistance if needed, reading
scoring 12 questions correctly in 3 assistance if needed, and adapted
out 5 probes. study guides
JW Not Applicable Reading Comprehension Probe on Preferential seating arrangements,
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grade level 6, students will show extended testing time, specific
ability to process text and accommodations for testing,
understand its meaning as adapted study guides/notes, L.S.
evidenced by achieving 14 correct classroom assistance if needed,
responses on 3 out of 5 reading reading assistance if needed, tests
comprehension probes. may be read if needed, and verbal
responses to assessment questions
may be permissible.
