57 views

Uploaded by hunsp002

- Aggregate Crushing Value BS 812-110 and BS en 1097-2
- 5564 Quantitative Techniques
- Exploratory Data Analysis
- Mean Median and Mode
- HCS 438 Apprentice tutors/snaptutorial
- Senarai Semak Soalan Temubual (1)
- Median Rank Based on Mean Order Number
- Data editing and validation
- 9709_s13_qp_61.pdf
- SPSS
- pa03kc_lesson08
- Statistics
- statistics basics
- geofisika
- GridDataReport-Peta Kontur Topografi.rtf
- PROB STAT
- Report 1
- world series
- Case Processing Summary Statistik Regresi
- S1REVCARD

You are on page 1of 6

SWBAT define: producer, autotroph, photosynthesis and chemosynthesis and be able to explain why producers are vital to an ecosystem.

After a lecture on mean, median, and mode and a group activity, students will be able to calculate mean, median, and mode given a set of data and understand the notion of independent events in finite sample spaces.

History Objective

Students will be able to analyze the causes of World War II that were a direct result of the treaty of Versailles. The students will also be able to discuss how the war begun to affect the environment.

Standards

Standards: 6e e. Students know a vital part of an ecosystem is the stability of its producers and decomposers.

Standards

1.0 Students know the definition of the notion of independent events and can use the rules for addition, multiplication, and complementation to solve for probabilities of particular events in finite sample spaces. 6.0 Students know the definitions of the mean, median, and mode of a distribution of data and can compute each in particular situations.

Standards

10.8: Students analyze the causes and consequences of World War II.

Assessments

Informal Quick write - what do you know about Ecosystems?

Assessments

Students will be asked to make up sample data in their groups and calculate the mean, median , and mode of the data. Their groups will then define and give examples of independent events.

Assessments

Assessment will take place via a class wide conversation about the rise to power of the Nazi power, and how Nazi rule affected the world.

Student Activity

PPT on Ecology Producers: Photosynthesis & Chemosynthesis. Students will review Unit 1 Topic Review sheet and Essays

Student Activity

Lecture on independent events and the calculation of mean, median, and mode. Students will then work in groups to complete the assessment above.

Student Activity

The students will watch a video on the treaty of Versailles, and the rise of the Nazi party.

Biology Objective

Define and give example of herb, omnivores, carnivores, detritivores and decomposers Explain why decomposers are vital to the stability of an ecosystem

After a lecture on normally distributed random variables, students will be able to perform research using reputable sources and determine the mean and standard deviation of random variables that are normally distributed.

History Objective

Students will be able to understand how the Nazi party came to power before World War II. Students will also understand the Nazi theory of living space and how that affected the non-Aryan people of Europe.

Standards

Standards: 6a, 6e a. Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. e. Students know a vital part of an ecosystem is the stability of its producers and decomposers.

Standards

5.0 Students determine the mean and the standard deviation of a normally distributed random variable.

Standards

10.8.2: Understand the role of appeasement, nonintervention, and domestic distractions in Europe and the United States prior to World War II.

Assessments

Quick write on relationship between producers and consumers.

Assessments

Students will hand in copies of their research on local pollution.

Assessments

Formal/Summative. There will be a short multiple-choice quiz on the how the Nazi party rose to power in Germany.

Student Activity

PPT Notes: Consumer (heterotroph) Types of consumers I. Herbivores II. Omnivores III. Carnivores IV. Detritivores Decomposers Quiz your partner over the notes on producers. Students will use information on consumers and producers to produce a food web with their group and present it to the class

Student Activity

Lecture on calculating mean and standard deviation of normally distributed random variables. Students will research local pollution via the Internet in the computer lab and complete the assessment above. Students will discuss in their groups how to convert their research data into statistical distributions.

Student Activity

Students will view various portions of Hitlers speeches in order to understand the Nazi perspective of Germany during the 1930s. The students will then think-pair-share in order to communicate their ideas with a peer.

Biology Objective

After PPT and discussions SWBAT fill out a graphic organizer of the water cycle and explain its importance to an ecosystem.

After a lecture on variance and standard deviation, students will be able to compute the variance and standard deviation of any distribution of data.

History Objective

The students will understand why the United States and Europe did not intervene after initial Nazi aggressiveness and militarization.

Standards

Standards: 6d, 6f d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. f. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.

Standards

7.0 Students compute the variance and the standard deviation of a distribution of data.

Standards

10.8.2: Understand the role of appeasement, nonintervention, and domestic distractions in Europe and the United States prior to World War II.

Assessments

Completion of graphic organizer of the water cycle. Cognitive/Psychomotor

Assessments

Students will be assessed on the progress they make in their groups towards mathematically manipulating their data.

Assessments

The students will do a quick write on what they have learned about United States.

Student Activity

Food Chain/Food Web Question Individual PPT Water cycle II. Jigsaw activity of graphic organizer: how water is cycled through the environment. Students will work in pairs to fill out graphic organizer on the water cycle using the information that was previously taught.

Student Activity

Lecture on variance and standard deviation. Students then work in groups on their projects: consolidate data, compute and check calculations, and start forming hypotheses about local pollution.

Student Activity

Students will read various Newspaper articles from the 1930s expressing the position of the United States of Great Britain during the early stages of Nazi aggressiveness.

Biology Objective

After discussion and PPT on population, SWBAT discuss the possible effects it has on different local and global environments.

After consolidating and cleaning up their data and a discussion with their respective groups, students will be able to convert experiment data into statistics. Standards 8.0: Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line and bar graphs, stem-andleaf displays, scatterplots, and box-and-whisker plots.

History Objective

The students will understand how Militarism affected the economies of the world before and after World War II.

Standards

Standards: 6b b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

Standards

10.8: Students analyze the causes and consequences of World War II.

Assessments

Quick write: What effect does pollution have locally or globally on the environment. Give specific examples of both.

Assessments

Students will check in before the end of the period with the progress they have made on their projects.

Assessments

Students will do a quick write on how militarism helped end the Great Depression. The students will also write their opinion on how this industrialization of militarism affected the environment.

Student Activity

Four person groups, discuss what is pollution and give examples? Discuss student answers to bellwork. 2. PPT Pollution locally and globally. 3. Effects on environment, locally and globally. Touch on historical data

Student Activity

Students will continue to work in their project groups to consolidate their data and decide which diagrams they want to use for their posters.

Student Activity

Students will look employment rates both before and after World War II.

Biology Objective

After discussion and PPT SWBAT identify Control devices & preventative practices for pollution and how they can protect ecosystems.

After working in their project groups, students will be able to create data displays for statistical information.

History Objective

The students will be able give details about why the Nazi part persecuted various non-Aryan people of Europe including Jews, Slaves, and so called other undesirables.

Standards

b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

Standards

8.0: Students organize and describe distributions of data by using a number of different methods, including frequency tables, histograms, standard line and bar graphs, stem-andleaf displays, scatterplots, and box-and-whisker plots.

Standards

10.8.5: Analyze the Nazi policy of pursuing racial purity, especially against European Jews.

Assessments

Formative Quiz: days 1-4, definitions, concepts, essay linking content.

Assessments

Formative: Teacher will assess the level of completion of each project and make recommendations to any projects that need improvement.

Assessments

The Informal/Formative assessment for this class will be an open discussion of racism, anti-Semitism, and discrimination both in the past, and how it affects the present.

Student Activity

Four person groups, what can you do to limit your own footprint? 1. Discuss students answers to bellwork question. 2. PPT Control devices & preventative practices. 3. Discuss group project, make teams, brainstorm ideas and roles. Group activity handouts

Student Activity

Students will peer review other groups projects and posters and discuss necessary edits. Students will then work in their project groups to prepare for a presentation with the other classes.

Student Activity

The students will watch a documentary on the holocaust as well as have a class wide discussion about the horrific event.

- Aggregate Crushing Value BS 812-110 and BS en 1097-2Uploaded byKwame Asamoa
- 5564 Quantitative TechniquesUploaded byhashim16
- Exploratory Data AnalysisUploaded byalbusdumbledoor
- Mean Median and ModeUploaded byreinfe
- HCS 438 Apprentice tutors/snaptutorialUploaded bythanuja
- Senarai Semak Soalan Temubual (1)Uploaded byAfifahAbdullah
- Median Rank Based on Mean Order NumberUploaded bycasaean
- Data editing and validationUploaded byHoney Gupta
- 9709_s13_qp_61.pdfUploaded byVeronica Mardones
- SPSSUploaded byDwi Yanto
- pa03kc_lesson08Uploaded byAnniaRV
- StatisticsUploaded byVasudha Shinde
- statistics basicsUploaded byCesar Puga Campos
- geofisikaUploaded byalfian shepard
- GridDataReport-Peta Kontur Topografi.rtfUploaded byRinaldi Satria
- PROB STATUploaded byhobiee biee
- Report 1Uploaded byAlfathyosav
- world seriesUploaded byapi-286086829
- Case Processing Summary Statistik RegresiUploaded byRhaniee Ran Hadrianti
- S1REVCARDUploaded bylifeadventure
- Adrianus NeonubUploaded byAnonymous PhQThoJsM
- Tugas KuliahUploaded byfinicantigi
- normalitas 2Uploaded byindah rusma
- Crosstab WordUploaded byzahrohahaha
- 11 Maths NcertSolutions Chapter 15 1Uploaded byplutoperson 16
- technology project rubricUploaded byapi-281020585
- ch03 ver3Uploaded byMustansar Hussain Niazi
- Prof ed-assessment.docUploaded byMa.Erica C. Guiuo
- LAT 5Uploaded byuukumaedi
- HASIL DWIUploaded bydaisuke

- Classroom Management PlanUploaded byhunsp002
- CSF Senior List 2016-2017Uploaded byhunsp002
- Preview Test_ Chapter 6 Review QuizUploaded byhunsp002
- Electronic AssessmentUploaded byhunsp002
- Classroom NewsletterUploaded byhunsp002
- Excel Crossword PuzzleUploaded byhunsp002
- Math Analysis Chapter 5 JeopardyUploaded byhunsp002
- Unit PlanUploaded byhunsp002

- Eco System (Environmental science)Uploaded bysiva_j_1
- laa-4th grade science - creature feature- life scienceUploaded byapi-374665947
- ENVIRONMENTAL BIOLOGY (TKA3104) LECTURE NOTES -4 Energy FlowUploaded bymamat88
- Ecosystems and Energy FlowUploaded byabhinavgupta2010
- Geography General Y11 Sample Assessment Tasks WACE 201516 PDFUploaded bybarlos
- Ecology and Utilization of PlantsUploaded byGuruKPO
- Question Bank Environmental ScienceUploaded bychuneshphysics
- environmental_studies_tutorial.pdfUploaded byBasanta K Sahu
- habitateartheducatorguide grade3 5 forwidedistributionwebUploaded byapi-98812015
- Linking Nature's Services to Ecosystems-some General Ecological ConceptsUploaded byecologiafcaunl
- Agro EcosystemUploaded bykarinadegoma
- gulzar hina 5 6 lesson plan analysisUploaded byapi-300665697
- Enhancingresistanceandresiliencetodisasterswith Microfinance ParallelsUploaded bymichael17ph2003
- Ecosystem_ecology.pdfUploaded byErrold Paul Gagarin
- ap biology exam review questions onlyUploaded byapi-57781915
- Biochar Effects on Soil Biota e a ReviewUploaded bySanwithz Sitti
- model ecosystem and food web lab assessment formUploaded byapi-290419496
- Mangrove Ecology Workshop Manual by Feller n SitnikUploaded byMuhammad Salahudin
- energy and matter in ecosystemsUploaded byapi-292439032
- biology 2017-18Uploaded byapi-255324421
- starburstenergypyramidUploaded byapi-293263627
- Ch 3 Answer KeyUploaded byAndrew Zeng
- Ess Revision NotesUploaded byVishnu Sharma
- |BIO Chapter 8 PPTUploaded byJessica Platten
- foodchaintgUploaded byapi-291280763
- Grade VI Lesson Guides (Final) IMCS EVAL.Uploaded bycatherinerenante
- The Effect of Triclosan on an Aquatic Food WebUploaded byMatthew Lloyd Bronley
- De Vries and Shade2013#Controls on Soil Microbial Community Stability Under Climate Change_Landuse_PLFA_edaphic_fmicbUploaded bykingsagar2thi
- Campbell Biology AP : Active Reading Guide Ch 51-55Uploaded byMAS
- Semester 2 Biology Final Exam Review 13-14 (1)Uploaded byAchint