Ecological Behaviors

By
Lora Evanouski
EdTech 506-4173

  1. Unit Goals: In the state of Idaho all 5th grade teachers are to cover the following topics of science behaviors (as documented by ICS Grade 5 Science). Standard 1: Nature of Science, Standard 2: Physical Science, Standard 3: Biology, Standard 4: Earth and Space Systems, Standard 5: Personal and Social Perspectives; Technology. This unit is designed to cover Standard 1 and 5 of the yearly curriculum Science standards.
  2. Overarching goals of Science Unit:
  3. Standard 1:
  4. Compare and contrast different systems.
  5. Use observations and data as evidence on which to base scientific explanations and predictions.
  6. Explain the difference between observation and inference.
  7. Use models to explain or demonstrate a concept.
  8. Analyze changes that occur in and among systems.
  9. Write and analyze questions that can be answered by conducting scientific experiments
  10. Conduct scientific investigations using a control and a variable.
  11. Select and use appropriate tools and techniques to gather and display data
  12. Use evidence to analyze descriptions, explanations, predictions, and models.
  13. State a hypothesis based on observations.
  14. Compare alternative explanations and predictions
  15. Communicate scientific procedures and explanations.
  16. Read and follow technical instructions.
  17. Standard 5:
  18. Identify issues for environmental studies.
  19. Describe how science and technology are part of a student’s life.
  20. List examples of science and technology.

Ref:

  1. Specific ways to relate goal(s) to curriculum: The following table of indicators will be used to assess student achievement.

Table 1

Lesson / Descriptor / Graphic Used / Mental Learning Process / Content Used to Stimulate Learner
#1 / Introduction to Ecological Behavior Unit / Advance Organizer / Awaken prior knowledge / Comparative AO,
Concrete
#2 / Identify bird behaviors / Attention Visual / Direct attention / Facts, Cues
#3 / Identify Betta fish anatomy / Mental Model/Near Transfer / Build mental model and support transfer of learning / Facts, Cues
#4 / Identify and describe Betta Fish behaviors / Far Transfer/Memory Load / Minimize memory load & transfer of learning / Process
#5 / Search the Internet / Procedure / Steps to perform a task / Procedure
#6 / Define Insect Adaptations / Concept / Build mental model and support transfer of learning / Concept
#7 / Describe & explain snakes habitats / Facts / Memory aid & retrieval / Facts, Cues
  1. Characteristics of the students for whom this unit is intended: This unit I am designing is intendedfor 5th grade students in the state of Idaho it covers Standard 1 and 5 according to Idaho state gov. curriculum standards. (See standard 1 and 5 listed in overarching goals) The students in 5th grade possess the following characteristics:

Table 2

10 Year Olds / 11 Year olds
Physical:
  • Large muscle development
  • Desperately need outdoor time and physical challenge
  • Handwriting often sloppier than at nine
  • Snacks and rest periods helpful for growing bodies
/ Physical:
  • Vast appetite for food and physical activity and talking
  • Growth spurt of early adolescence for some girls
  • Constant motion; restless
  • More illness: colds, flu, ear infections
  • Need for more sleep
  • Physical aggression not uncommon
  • Fine motor capability good

Social:
  • Fairness issues peak and can be solved!
  • Quick anger-quick to forgive
  • Generally content
  • Work very well in groups
  • Enjoy both family and peers
  • Like clubs, activities, sports
  • Usually truthful; developing more mature sense of right and wrong, good at solving social issues
/ Social:
  • Moody; sensitive
  • Oppositional; tests limits
  • Often does best away from home
  • Impulsive; rude; unaware
  • Loves to argue
  • Difficulty with decisions
  • Self-absorbed
  • Extremes of emotion
  • Inclusion/exclusion; height of cliques; seeks to belong

Language:
  • Good listeners, actively receptive
  • Voracious readers
  • Expressive, talkative, like to explain
  • Cooperative and competitive
  • Friendly, generally happy
/ Language:
  • Discovery of the telephone
  • Impulsive-talks before thinking
  • Can be cruel
  • Argumentative; debater
  • Appreciates humor
  • Imitates adult language

Cognitive:
  • Memorization productive
  • Increased ability to abstract
  • Likes rules and logic
  • Classification and collections of interest; likes to organize
  • Able to concentrate, read for extended periods
  • Good problem solvers
  • Proud of academic products
/ Cognitive:
  • Prefers new tasks and experiences to reflection or revision of previous work
  • Able to abstract
  • Deductive reasoning advances
  • Can establish and modify rules, develop hypotheses
  • Increased ability to de-center and see world from various perspectives
  • Loves to argue

Reference:

  1. Student’s Present Level of Performance and Knowledge: Students’ have previous knowledge from completing grades K-4. Knowledge building will be built from previous acquired knowledge. The level of background knowledge required to complete this unit is low to mid. The students must have basic knowledge of:
  2. What a computer is used for
  3. How to use a computer mouse
  4. Read/write/type successfully
  5. Be familiar with Word and/or Google docs
  6. Classroom Layout and grouping of students: This unit is designed for in class and online exposure. The classroom is a typical layout with the teacher in the front, all desks facing the front towards the smartboard and whiteboard. Because of the variety of lesson plans individual, pairs, and group work settings will be used.
  7. Introductory Procedures: Each lesson plan will begin with an introductory open to the lesson. By doing the introductory open to a lesson it will capture the students’ attention and drive the lesson towards the students. The teacher will give instructions about lesson and procedures to be followed.
  8. Materials and Media: The teacher will use various materials created by me and also access educational videos and web pages to help aid in the lesson through interaction. Students’ will use Word docs or Google docs to complete given assignments. Students’ will also be required to learn how to do proper research on the internet. Students’ will also be required to complete handwritten projects.
  9. Visuals: The visuals designed for this unit are described in Table 1. Other educational web pages and educational videos can be accessed through searching the internet for appropriate web pages and online video (ex. or The teacher may use DVDs if needed.
  10. Assessment and evaluation of learner understanding: There will be formal and informal assessment to check for student knowledge retention and transfer of learning.
  11. Formal assessment will be in the form of:
  12. Students’ will be required to turn in presentations, handwritten assignments, and quizzes. Assessment will be done by the teacher. Grades will be approximately 60% of total weight of unit grade.
  13. Informal assessment will be in the form of:
  14. Students’ will be required to participate in class through discussion and observation 40% of total weight of unit grade.
  15. Relate assessment instruments to the outcomes stated in the goals: Rubrics will be created for individual lesson plans.