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Unit 1 Formative Self Assessment Life Science

This document outlines the unit plan for a 6th grade life science unit on ecosystems. The unit will focus on key concepts including biotic and abiotic factors, how organisms are classified based on energy source, and how changes in one population can affect other populations in a food web. Students will learn key vocabulary and assess their mastery of learning targets at the beginning, middle, and end of the unit. Targets include identifying biotic and abiotic factors, classifying organisms, explaining energy transfer, and predicting impacts of population changes using food webs.

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117 views2 pages

Unit 1 Formative Self Assessment Life Science

This document outlines the unit plan for a 6th grade life science unit on ecosystems. The unit will focus on key concepts including biotic and abiotic factors, how organisms are classified based on energy source, and how changes in one population can affect other populations in a food web. Students will learn key vocabulary and assess their mastery of learning targets at the beginning, middle, and end of the unit. Targets include identifying biotic and abiotic factors, classifying organisms, explaining energy transfer, and predicting impacts of population changes using food webs.

Uploaded by

api-235382852
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: _____________________________________________________________ Hour_______________

6th Grade Life Science: Ecosystems Unit 1

Unit: Life Science - Ecosystems


Essential Questions:

What are the biotic and abiotic factors in an ecosystem?


How are organisms classified based on their source of energy?
How can changes in one population affect other populations in a food web?
What are the symbiotic relationships between populations in an ecosystem?
Rate your mastery of the learning target after each task.

1 = I dont get it yet.


2 = I think I got it.
3 = I got this!
Learning Target

Beginning

Middle

I can identify and describe biotic and abiotic factors. This means that
if I am given a list of items, I would know if they are biotic or abiotic.
I can identify and describe examples of a population, a community
and an ecosystem. This means I understand how many species is/are in a
population, community, and ecosystem (one, several) and if it is made up
of biotic and/or abiotic things.
I can classify an organism based on their source of energy. This
means I know if an animal is a producer, decomposer or a consumer. If it
is a consumer, I know if it is an herbivore, carnivore or omnivore.
I can identify and describe symbiotic relationships between
populations. This means I know if the relationship between two animals is
commensalism, mutualism, parasitism or competition.
I can explain how organisms obtain their energy. This means that I
understand where plants, animals, and organisms get their energy from
(the sun, plants, animals, etc)
I can use a food web to predict changes in populations of the
predator or prey. This means when I look at a food web, I can predict
what would happen to predator or the prey.
I can do this reading a piece of text
I can do this reading a table
I can do this reading a graph

I can predict the impact of population changes on an entire


ecosystem. This means when I look at a food web, I can predict (with
explanation) what would happen to other populations in an ecosystem if
one population increased or decreased.

Vocabulary to Master
Ecology
Abiotic
Biotic
Organism
Population

Bacteria
Fungus
Decomposer
Predators
Prey

Created by Sara Schymick Warren Woods Middle School

Mutualism
Parasitism
Commensalism
Competition
Symbiosis

End

Community
Ecosystem
Producer
Consumer

Herbivore
Carnivore
Omnivore
Symbiotic Relationship
Unit Self Assessment

Created by Sara Schymick Warren Woods Middle School

Food Chain
Food Web

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