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Ecosystems in Delaware. Geography Standard 2 Unit for Grade 5 Delaware R ecommended Curriculum. CREDITS. This project is supported through by a grant from "the National Oceanic and Atmospheric Administration (NOAA), U.S. Department of Commerce .

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Ecosystems in delaware

Ecosystems in Delaware

Geography Standard 2 Unit for Grade 5

Delaware Recommended Curriculum


Credits
CREDITS

This project is supported through by a grant from "the National Oceanic and Atmospheric Administration (NOAA), U.S. Department of Commerce.

The member teachers of the Delaware Geographic Alliance helped develop and pilot these materials.

The Delaware Department of Education supports and encourages implementation of this project.

The National Geographic Society’s Education Foundation leads and coordinates this watershed education project.


Special thanks
SPECIAL THANKS

To the staff of Trap Pond State Park for their contributions and hospitality.


Drc principles
DRC Principles

  • Plan Backward based on a thorough understanding of the standard and benchmark

  • Become familiar with the “target” performance or demonstration of knowledge and skill students will meet at the end of the unit

  • Internalize the level of rigor required by examining the rubric or measurement tool

  • Become familiar with the instructional plan, resources, references

  • Adjust learning plan to learner progress using interim assessments, scaffolding when needed


Stage 1 learning targets
Stage 1- Learning targets

“What in the world are we supposed to teach?”


The target geography benchmark
The Target Geography Benchmark

4-5a: Students will apply a knowledge of topography, climate, soils, and vegetation

of Delaware and the United States

to understand how human society alters, and is affected by, the physical environment.


The relationship between human needs and the natural environment is fundamental to life. Humans modify the environment in culturally distinctive ways as they respond to the resource opportunities and risks present in the physical world. To understand this relationship, students must know of the major processes which shape the world into distinctive physical environments, and gain awareness of the opportunities and limitations to human action presented by those environments.”

Understanding the Geography Standards; Peter W. Rees.


Essential questions for this unit
Essential Questions for this unit: environment is fundamental to life. Humans modify the environment in culturally distinctive ways as they respond to the resource opportunities and risks present in the physical world. To understand this relationship, students must know of the major processes which shape the world into distinctive physical environments, and gain awareness of the opportunities and limitations to human action presented by those environments.”

How is human society affected by the physical environment?

How do the actions of people alter the environment?


Stage two performance task how will we know if students meet targets
Stage Two: Performance Task environment is fundamental to life. Humans modify the environment in culturally distinctive ways as they respond to the resource opportunities and risks present in the physical world. To understand this relationship, students must know of the major processes which shape the world into distinctive physical environments, and gain awareness of the opportunities and limitations to human action presented by those environments.” “How will we know if students meet targets?”

  • Part 1-Field Observations and Report

  • Part 2- Comparison of Local Ecosystem with another spot in Chesapeake Bay Watershed


Stage 3 instructional plan how are we supposed to teach this
Stage 3- Instructional Plan environment is fundamental to life. Humans modify the environment in culturally distinctive ways as they respond to the resource opportunities and risks present in the physical world. To understand this relationship, students must know of the major processes which shape the world into distinctive physical environments, and gain awareness of the opportunities and limitations to human action presented by those environments.” : “How are we supposed to teach this? “

Lesson 1 EQ’s:

  • How might differences in physical environments result in diverse ecosystems in Delaware and the United States?

  • How might mapped patterns in physical environments predict patterns in ecosystems?

Lesson 2 EQ:

  • How have people adapted to or altered ecosystems?


Lesson 1
Lesson 1 environment is fundamental to life. Humans modify the environment in culturally distinctive ways as they respond to the resource opportunities and risks present in the physical world. To understand this relationship, students must know of the major processes which shape the world into distinctive physical environments, and gain awareness of the opportunities and limitations to human action presented by those environments.”

  • Mapped Patterns of Ecosystems in Delaware and the region

  • Mapped Patterns and Graphic Organizer “Shorelines”

  • Comparing Ecosystems- “Six Ecosystems You Should Know”


Lesson 2 strategies
Lesson 2 Strategies: environment is fundamental to life. Humans modify the environment in culturally distinctive ways as they respond to the resource opportunities and risks present in the physical world. To understand this relationship, students must know of the major processes which shape the world into distinctive physical environments, and gain awareness of the opportunities and limitations to human action presented by those environments.”

  • 1- Think/Pair/Share -People adapt to new situations and conditions

  • 2- Timed Pair Paraphrase- Reading People and Ecosystems

  • 3- Application- Trap Pond Case Study and Cause and Effect Timeline



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