Career Academy Integrated Unit Plan
Academy Name: Environmental Science & Services School: Taylor Middle/ High School
Integrated Unit Plan Title: Ecosystems and the Necessity of InterdependenceCourses to integrate: Biology and Agriculture
Grade Level: Freshmen
Timeline & Duration: 3 to 4 weeks
Unit Summary: Students will complete a webquest on Ecosystems. Students will complete a food web on a chosen ecosystem, write a persuasive letter to the editor of the Daytona News Journal, complete a report on a chosen ecosystem, create a powerpoint presentation on a chosen ecosystem and present it to the class, and create a board game on their chosen ecosystem and teach others about their ecosystem as they play the game. Students will create a shoebox ecosystem and present it to the class. Students will create a miniature water cycle in a gallon Ziploc bag. Students will create and display water, carbon, and nitrogen cycles for parent night. Students will research agricultural and environmental entities and discuss their specific roles in the environment.
Overview of Activities/Lessons per Course
Course / Biology / Agriscience
Activity/Lesson / Students will complete an online webquest located at www.zunal.com/webquest.php?w=56628 and complete all aspects of the webquest project. / Students will create a shoebox ecosystem and describe various ecosystems as they relate to the agriculture industry.
Activity/Lesson / Students will study, discuss, and create posters on the water, carbon, and nitrogen cycles. / Students will describe the environmental resources (soil, water, air) necessary for agriculture production.
Lesson Instructions for Biology
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ): SC.912.L.17.9, SC.912.L.17.20, SC.912.L.17.8Rigor & Relevance (quadrant): D
Instructions to Teacher: Access the webquest at www.zunal.com/webquest.php?w=56628. Read through all of the tabs available. The process tab has a powerpoint presentation that the students need to complete. There are directions on several pages for the students to access other sites for games which are educational and will aid in student learning in several concepts. There is a grading rubric under the evaluation tab. Assign the students into groups of three. To complete the webquest each student should define the vocabulary, two students need to do two of the following: complete a report, complete a persuasive letter to the Daytona NewsJournal, complete a powerpoint presentation, and hand draw a food web. The third member of the group is to create a playable board game. Students should be graded based on assigned work, not group work. Have the students chose which activity they will complete if possible, just ensure that all areas are completed. Final notes: have the powerpoint presented by the group, submit the letters to the newspaper when they are written properly, and set aside a day to play the games in a round robin fashion.
Instructions to Students: Access the webquest at www.zunal.com/webquest.php?w=56628. Read through all of the tabs available; title, introduction, task, process, evaluation, and conclusion. The process tab has a powerpoint presentation that you need to complete. There are directions on several pages of the powerpoint for you to access other sites for games which you need to complete what is noted. The following needs to be completed by your group of three: two students need to do two of the following: complete a report, complete a persuasive letter to the Daytona NewsJournal, complete a powerpoint presentation, and hand draw a food web. The third member of the group is to create a playable board game. Everyone needs to define the vocabulary.
Instructions for Student Accommodations: Cooperative learning, graphic organizer pertaining to activities in Webquest, written instructions.
Assessment for Activity:
Teacher created rubric or supplied rubric to be used to evaluate completion of webquest activities.
Approximate Length of Time for Activity: 3 to 4 weeks
Materials Needed: Computer with internet, paper, pencil, construction paper, game board supplies.
Resources Needed: Modern Biology Textbook (use as reference for different ecosystems and vocabulary), LCD projector, PC
Web Site: www.zunal.com/webquest.php?w=56628
Lesson Instructions for Biology
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ): SC.912.E.7.1, SC.912.L.17.10Rigor & Relevance (quadrant): D
Instructions to Teacher: Use resources to teach and show students the water cycle, carbon cycle, and nitrogen cycle. Lead student discussion on how the movement of matter and energy affects biogeochemical cycles, such as water, carbon, and nitrogen. Have students create a poster using either colored pencils or markers of one of the cycles, either student decided or teacher assigned. On the back of the poster, the student needs to summarize the cycle in their own words. They need to write the importance of the cycle as well.
Instructions to Students: You will study the water, carbon, and nitrogen cycle in class. There will be a class discussion for you to participate in regarding biogeochemical cycles. You are to create a poster on either the water, carbon, or nitrogen cycle. The posters need a summary of what happens in the cycle and why the cycle is important. The summary must be written out on the back in your own words.
Instructions for Student Accommodations: Cooperative learning
Assessment for Activity:
Teacher created rubric
Approximate Length of Time for Activity: one week
Materials Needed: Construction paper, colored pencils/markers
Resources Needed: Modern Biology textbook (for references and ideas)
Lesson Instructions for Agriscience Foundations I: “Ecosystems & Agriculture”
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ): LA.A.1.4.1, LA.A.1.4.2, LA.A.1.4.3, LA.A.1.4.4, LA.A.2.4.4, LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3, LA.B.2.4.1, LA.B.2.4.2, LA.B.2.4.3, LA.C.1.4.1; LA.C.2.4.1; SC.B.1.4.1, 2; SC.D.1.4.1, 2, 3; SC.D.2.4.1; SC.G.1.4.1; SC.G.2.4.2, 4; SC.G.2.4.5, 6Rigor & Relevance (quadrant): D
Instructions to Teacher: Introduce important terms associated with ecosystems such as ecosystems, food chain, food web, consumers, decomposers, producers, photosynthesis, etc. Discuss and demonstrate food chains. Have students complete a food chain online or on paper. Discuss and demonstrate food webs. Have students complete a food web online or on paper. Introduce & discuss various Florida ecosystems through a powerpoint presentation. Discuss how these ecosystems relate back to agriculture and how agriculture plays a role in each. In groups of 3-4, students will choose a Florida ecosystem to create using the “Shoebox Project.” Students will then present their shoeboxes to the class and explain how their specific eco system relates to the agriculture industry.
Instructions to Students: Students will complete vocabulary associated with unit & complete vocabulary test at the end of unit. Students take handwritten notes on food chains and food webs. Students will create a food chain and food web using computer technology if available (hand created if not). Using guided notes, students will collect information regarding various Florida ecosystems and sketch a picture of each ecosystem to use as a reference. After bring grouped in 3-4, students choose a Florida ecosystem and create a 3-D model of the ecosystem inside a shoebox. Students create an oral presentation explaining their ecosystem and how it relates to the agriculture industry.
Instructions for Student Accommodations: Cooperative learning, guided notes, additional time for students with identified needs
Assessment for Activity:
Note taking during teacher presentations. Creation of Shoebox Ecosystem. Oral presentation.
Approximate Length of Time for Activity:
2 weeks
Materials Needed:
Shoeboxes, construction paper, glue, scissors, paint, brushes, markers.
Resources Needed: LCD projector and PC, Florida Ecosystems Powerpoint, Shoebox Ecosystem Rubric
Lesson Instructions for (course): Agriscience Foundations I: “Environmental Resources for Ag”
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ): LA.A.1.4.1, 2, 3, 4; LA.A.2.4.4; LA.B.1.4.1, 2, 3; LA.B.2.4.1, 2, 3; LA.C.1.4.1; LA.C.2.4.1; SS.B.2.4.1, 6; SC.B.1.4.1, 2, 5; SC.D.1.4.1, 2, 3; SC.D.2.4.1; SC.G.1.4.1; SC.G.2.4.2, 4, 5, 6Rigor & Relevance (quadrant):C
Instructions to Teacher: (1) Take students out to collect soil samples from various locations around campus. Complete soil separating experiment with students to separate sand, silt and clay from each sample. (Using a jar or 2 liter bottle will work) Samples should all contain different proportions of each particle. Upon completion of the experiment, discuss as a class the importance of the soil triangle and which soil work best for plant production. (2) Present water cycle to students. Discuss the importance of clean water to the production of plants and have student complete a diagram of the water cycle to use as a reference in their notebook. Group students in 3-4 and have them complete a Ziploc Water Cycle. Students will see the complete water cycle first hand. (3) Discuss air quality and how air quality affects human life and agriculture production. Assignment: Students will research various ways air quality is damaged (pollutants).
Instructions to Students: (1)In groups, students will properly collect 1 cup of soil from a designated location on campus (barn, track, field, flowerbed, etc.). Using a jar or 2 liter bottle, water and dish soap, each group will learn to separate particles in the soil. Using a soil triangle, properly identify the soil type. Complete notes regarding soils needed for crop production in Florida. (2)Students will create a water cycle diagram to keep in their notebook as a reference. This diagram may be created using computer graphics or hand drawn on paper. Each step of the water cycle must be properly labeled and defined. Notes will be taken from teacher presentation regarding water quality and pH. Students will them be grouped to complete a mini water cycle using Ziploc bags. Over several days, students will see a complete water cycle in action. (3)As a class, discuss the value of clean, quality air in human life as well as agriculture. Discuss ways air quality is altered and how pollutants may be reversed. After discussion, students will further research how air quality maybe altered (good or bad) and prepare a one page report on their findings.
Instructions for Student Accommodations: according to needs
Assessment for Activity: Teacher created rubric
Approximate Length of Time for Activity: 2 weeks
Materials Needed: Soil samples, jar or 2 liter bottle, dish soap, water, gallon size Ziploc bags, paper, writing utensils, internet for research
Resources Needed: Computers, LCD Projector
Web Sites: Soil Separation Experiment http://www.funsci.com/fun3_en/exper1/exper1.htm#profile
Water Cycle Experiment http://www.bukisa.com/articles/32887_water-cycle-experiment-easy-for-kids
Assignment / Assignment Description / In Class Due Date
Topic Selection / The issue will come from one of the following seven agricultural issue topic areas as listed in the focusing on the “Focusing on Agricultural Issues: Instructional Materials”, a publication from
the National FFA Organization:
a. Environmental Issues
b. Agricultural Technology Issues
c. Animal Issues
d. Agricultural Career Issues
e. Economy and Trade Issues
f. Agricultural Policy Issues
g. Food Safety Issues / January 7, 2011
Research / Research on the topic must be current and students must be
involved in all the research of the topic and development of the portfolio / January 14,2011
Rough Draft / The portfolio should include items described in a and b
below, and will be limited to ten pages single sided or five
pages double sided maximum not including cover page. The
cover page will include the title of the issue, name, address and phone number of the chapter. A maximum of ten (10) points will be deducted for exceeding the maximum amount of pages and/or for not including the cover page containing required information
A) A maximum of two pages of the portfolio will include a
summary of the issue, answering the questions that are most relevant to your topic.
List course(s) in which instruction occurred include a summary of the issue, answering the questions that are most relevant to your topic. (See CDE Purpose #6.)
Why is this issue important now?
What is the nature of the issue?
Who is involved in the issue?
How can the issue be defined?
What is the historical background of the issue?
What caused the issue?
What are the risks?
What are the benefits?
Is there strong disagreement on how the issue should be solved?
B) A bibliography of all resources and references cited
which may include personal interviews and any other supporting material. / January 26,2011
Final Draft / January 31,2010
Presentation / 1. Time Limits: Five minutes will be allowed for set up.
The presentation will be a maximum of 15 minutes in length. The presenters will receive a signal at 10 minutes and at 14 minutes. At 15 minutes, the timekeeper will announce that time is up, and the presentation will end.
A maximum of 5 minutes for questions and answers will be allotted. Questions and answers will terminate at the end of 5 minutes. Five minutes will be allowed for take down.
2. The presentations will be designed to be viewed by the judges. The audience at-large will not be of concern to the presenters.
3. The judges may ask questions of all individuals of the presenting team. / February 2,2011
Scoring / Introduction, Pro/Con, and Summary 80
Overall Presentation 20
Questions 25
Portfolio 25
Maximum of 10 points will be deducted for exceeding the maximum number of pages and/or not including cover page containing required information.
Prior to the event the portfolios will be judged and scored by qualified individuals using the portfolio score sheet. Portfolio scores will be averaged and supplied to the presentation judges after they have scored the presentation. Portfolio comment cards will be completed by portfolio judges and presented to the teams at the awards function. Presentation judges will be furnished with copies of the team portfolio, which they will use to formulate questions.
Cell Assignment
Purpose: To distinguish between plant and animal cells.
To differentiate between the different organelles in a cell and summarize the functions of each organelle.
Assignment: Choose either a plant cell or an animal cell. Draw the cell in detail complete with the organelles. Label each organelle and
below the drawing explain the function of each organelle. Make
sure you label your drawing as a plant or an animal cell at the top
of the page. Lastly, make a model of your cell and label each
organelle.