Interdependent Relationships in Ecosystems

  • LEARNING GOAL 
    Students who demonstrate understanding can develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

    PROFICIENCY SCALE

    Innovating Student demonstrates advanced application and understanding of interdependent relationships in ecosystems.
    Meeting Student demonstrates mastery with the learning goal as evidenced by:
    • developing a simple model that includes:
      • relevant structures of the animal.
      • relevant structures of the plant.
      • pollen or seeds from plants.
    • describing the relationships between components, including evidence that the developed model mimics how plant and animal structures interact to move pollen or disperse seeds.
    Approaching Student demonstrates he/she is nearing proficiency by:
    • developing a simple model with guidance and support that includes:
      • relevant structures of the animal.
      • relevant structures of the plant.
      • pollen or seeds from plants.
    • identifying the relevant components of their model, including those components that mimic the natural structure of an animal that helps it disperse seeds or mimic the natural structure of an animal that helps it pollinate plants.
    Beginning Student demonstrates limited understanding of interdependent relationships in ecosystems.

     LEARNING GOAL 
    Students who demonstrate understanding can plan and conduct an investigation to determine if plants need sunlight and water to grow.

    PROFICIENCY SCALE

    Innovating

    Student demonstrates advanced application and understanding of interdependent relationships in ecosystems.

    Meeting Student demonstrates mastery with the learning goal as evidenced by:
    • developing an investigation plan that includes:
      • the plants to be used.
      • the source of light.
      • how plants will be kept with/without light in both the light/dark test and the water/no water test.
      • the amount of water plants will be given in both the light/dark test and the water/no water test.
      • how plant growth will be determined.
    • describing how the plan will allow them to answer the question about whether plants need sunlight and water to grow.
    • collecting and recording accurate data on the effects of plant growth.
    Approaching Student demonstrates he/she is nearing proficiency by:
    • describing the evidence to be collected during the investigation, including:
      • plant growth with both light and water.
      • plant growth without light but with water.
      • plant growth without water but with light.
      • plant growth without water and without light.
    • collecting and recording data with guidance and support on the effects of plant growth.
    Beginning Student demonstrates limited understanding of interdependent relationships in ecosystems.

    LEARNING GOAL 
    Students who demonstrate understanding can make observations of plants and animals to compare the diversity of life in different habitats.

    PROFICIENCY SCALE

    Innovating Student demonstrates advanced application and understanding of interdependent relationships in ecosystems.
    Meeting Student demonstrates mastery with the learning goal as evidenced by:
    • collecting, recording, and organizing data on different types of plants and animals in land and water habitats.
    • providing evidence for patterns of plants and animal diversity across habitats.
    Approaching Student demonstrates he/she is nearing proficiency by:
    • describing observations of land and water habitats.
    • describing observations of different types of living things in each habitat.
    • comparing different types of living things that can be found in different habitats.
    Beginning Student demonstrates limited understanding of interdependent relationships in ecosystems.