unit plan 2 (3)

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Jan 9, 2024

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Unit Plan Template – NNA1 Task 2 Complete the unit plan template for a unit of study consisting of three ELL lessons (one each in Task 2, Task 3, and Task 4). You may use this template to guide the lesson plans that you are required to develop for Tasks 2–4 for this assessment. Unit Information Unit Title Exploring Ecosystems Grade Level(s) 4th Academic Content Area Science English Language Proficiency Level(s) 1-5 Duration of the Unit 3 weeks Content Area Standards Identify at least 2 state Content Standards to be addressed in this unit. Visit your state office of education website to find your state standards. 1. Ecosystems TEK 4.9 students learn about energy flow through food webs, originating with the Sun’s energy used by producers and through consumers. 2. Interactions in Ecosystems TEK 4.9(a) The student is expected to investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food.

English Language Development Standards Identify at least 2 English Language Proficiency Standards (state ELL proficiency standards or national ELL standards, such as WIDA or TESOL). 1. ELPS (Texas English Language Proficiency Standards - Students should be able to use contextual clues to understand the meaning of words related to ecosystems, analyze informational texts about ecosystems, and demonstrate comprehension of key concepts. 2.WIDA (World-Class Instructional Design and Assessment)- English language learners communicate information, ideas, and concepts necessary for academic success in the areas of science. Objectives Task 2 Lesson Plan: Content Lesson with Speaking Focus Content Objective :  1. When the students are presented with a variety of organisms in different ecosystems they will be able to differentiate between producers and consumers and provide examples of each with 80 % accuracy. If they get 8 out of 10 correct that would equal 80%. 2. Given a set of materials, including information on various producers and consumers in different ecosystems, as well as access to relevant scientific tools and resources. The students will be able to successfully identify and articulate the essential components needed by producers (sunlight, water, and carbon dioxide) to synthesize their own food, and describe the interdependence of consumers on other organisms for nutrition by a written report or a presentation that summarizes the findings by achieving at least 14/18 on the Ecosystems rubric. 3. After studying the components of various ecosystems the students will create a labeled food web illustrating the energy flow within a specific ecosystem with a minimum of three trophic levels and demonstrate accurate interconnections between organisms by achieving at least 14/18 on the Ecosystem Food Web rubric. Language Objective: 1.After the students have been introduced to diverse ecosystems and organisms, including visual aids and descriptions provided in English, students will be able to orally differentiate between producers and consumers and provide examples of each in English. They will engage in class discussions, group activities, or presentations to

demonstrate their understanding. Achieve a minimum of 80% accuracy in correctly classifying organisms during class interactions. This will be assessed through a targeted questioning session or a group presentation where students are expected to correctly identify and explain the roles of producers and consumers. An 8 out of 10 correct responses will demonstrate the targeted 80% accuracy level. 2. Given access to a variety of materials, including information on producers and consumers in different ecosystems, along with scientific tools and resources. All information and instructions will be provided in English. Students will be able to analyze and communicate, both in writing and orally, the essential components needed by producers (sunlight, water, and carbon dioxide) to create their own food. Additionally, they will describe the interdependence of consumers on other organisms for nutrition. This language proficiency will be demonstrated through a written report or an oral presentation summarizing their findings. Successfully achieve a score of at least 14 out of 18 on the Ecosystems rubric, which will assess language skills related to vocabulary use, accurate articulation of concepts, clarity of communication, and overall proficiency in expressing scientific ideas in English. 3. F ollowing a study of the components of various ecosystems, with all instructions and information provided in English. Students will be able to create a labeled food web in English, illustrating the energy flow within a specific ecosystem. The food web should include a minimum of three trophic levels, and students are expected to accurately describe the interconnections between organisms. achieve a score of at least 14 out of 18 on the Ecosystem Food Web rubric, demonstrating proficiency in English language skills related to scientific vocabulary, clarity of expression, and accurate communication of ecological concepts. The rubric will assess the students' ability to effectively convey their understanding of energy flow and trophic relationships through both written and visual representations.

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Connections to Previous Learning 1. The students have prior knowledge of basic ecosystems and their components. This unit builds upon that knowledge. 2. I would connect the new unit to their prior knowledge by revisiting concepts such as food chains, habitats, and the interdependence of living organisms. Key Vocabulary/Academic Language Materials Nonlinguistic Support for Learning Ecosystem, organism, structure, function, adaptation, habitat, population, community, environment. Ecosystem diagrams, science textbooks, laptops/tablets, graphic organizers, interactive whiteboard, writing materials. Visual aids, hands-on activities, graphic organizers, peer collaboration.

Activities to Support Content-Area Learning Explore and analyze different ecosystems Investigate internal and external structures of organisms Conduct research and group discussion Construct ecosystem model Writing Skills Development Activities to Support Writing & Speaking Skills Development Journal writing to describe observations and findings Vocabulary-based writing exercise Argumentative writing to explain how structures support survival Activities to Support Speaking Skills Development Group discussions and debates. Presentations on ecosystems and structures. Vocabulary practice in pairs

Differentiated Instruction Strategies for Students at Varied Proficiency Levels Differentiate Instruction: Use flexible groups based on language proficiency. Offer additional support for ELLs, such as sentence starters or simplified texts. Methods/Strategies for Connecting Academic Content to Students’ Home Cultures/Home Lives/Prior Experiences 1.They are encouraged to share their personal experiences and knowledge related to ecosystems and animals from their home countries. 2. I Incorporate examples and case studies related to ecosystems that resonate with students' cultural backgrounds.

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Description of Assessments Assessment: Measuring Speaking Skills Assessment: Measuring Writing Skills Students present their ecosystem models and orally explain the structures' functions (rubric-based assessment) Essays explaining how structures support survival (graded based on clarity, use of evidence, and vocabulary). Assessment: Measuring Content Area Learning One Pre-Assessment Used in the Unit A written quiz on ecosystem components, structures, and their functions A pre-unit quiz to gauge prior knowledge of ecosystems and structures Growth in Speaking Describe the assessment. This assessment measures student growth by evaluating their ability to articulate concepts clearly, using appropriate vocabulary, and explaining the functions of structures in ecosystems. Growth in Writing Describe the assessment. The writing assessment assesses student growth by evaluating their ability to construct a coherent argument, provide evidence, and use appropriate scientific vocabulary.

Growth in Content-Area Learning Describe the assessment. The content-area assessment measures student growth by assessing their knowledge of ecosystem components and structures' functions, comparing it to the pre-assessment How Pre-Assessment Results Inform Instruction Explain how you plan to use the results of the unit pre-assessment to inform your instruction. Pre-assessment results will be used to group students based on their initial understanding. This grouping will help target instruction and provide appropriate support to ELLs. Additionally, it will guide the adaptation of materials and resources to address specific student needs throughout the unit **Be sure to 1) SAVE before submitting, 2) name the new copy as your own

unit plan 2 (3)

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