ESSENTIAL

LEARNING

OUTCOMES

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome?

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome?

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

3/5

Page 

175

Students will learn the basics of species interdependency within an ecosystem or habitat. 

 Students will state why interdependency within an ecosystem or habitat is important.

Students will look at different ecosystem and how they interact within their community 

1.  What is biodiversity?

2.  Why is biodiversity important?

3.  How does the location of a sanctuary affect its long-term outlook?

Tues

 3/6

Page 

175

Students will gain a basic understanding of the importance of biodiversity.

Students will discuss the threats to Cordell Bank and the Hawaiian Islands Humpback Whale.

Students will locate Cordell Bank and Hawaiian Islands Humpback Whale national marine sanctuaries on the maps 

1.  Define biodiversity and ecosystem

2.  Describe the importance of biodiversity to an ecosystem

3.  Explore the threats to Cordell Bank and the Hawaiian Islands Humpback Whale national marine sanctuaries

Wed

 3/7

Page

175

 Students will learn the characteristic of marine ecosystems.

 Students will discuss the relationship of the marine ecosystems.

In pairs, students will brainstorm a list of characteristics of marine ecosystems. 

1. Discuss the relationship between the location of each sanctuary and the long-term outlook for its health.

2.  Which aspects of the physical environment are the same in both sanctuaries?

3.  How many species are found in both sanctuaries?

Thurs

 3/8

Page

175

 Students will learn how disease affect humans

Students will make a list of the different ways that diseases can "cross over" from animals to humans.

Students will determine if any human behavior has increased the risk of contagion from animals. If so, ask them to consider how this risk might be minimized 

1.  In what countries have incidents occurred?

2.  Discuss what have affected countries done to lessen the impact?

3.  Explore what other countries have done to prevent the spread of the illness?

Fri

3/9 

Page

175

Students will earn that a plant biodiversity study can be conducted in familiar areas by using a line transect or a plot study.

Discuss whether the United States should be involved in controlling plant diversity in other countries.

Discuss environmental stresses that could affect your habitat of study. What would happen if a hurricane or tornado struck your study area? Do you think your plant habitat could survive such natural disasters? Should humans take measures to ensure biodiversity 

1.  Compare and contrast the habitats studied.

2.  How are humans threatening each aspect of biodiversity

3.  Explain some problems that scientists face when they try to count entire populations.

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Multiple Intelligences/ Differentiated Instruction:

Use of Technology:

   ____ Smartboard

   ____ Student Response System