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# Biology Objective

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

## Day 1 Mathematics Objective

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

## Day 2 Mathematics Objective

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.

## Day 3 Mathematics Objective

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.

## Day 4 Mathematics Objective

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.

## Day 5 Mathematics Objective

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.