Lesson 5: Unit 2 Review and Assessment

What is the scientific plan to bring a "dead" field back to life?

Restoration, Remediation, Systems Thinking, Interconnections, Concept Mapping.

DCI: LS2.B & LS2.C (Synthesis); SEP: Constructing Explanations; CCC: Systems and System Models.

Synthesis of Information: Combining multiple scientific sources and datasets to support a comprehensive claim.

(DOK 4) Students rotate through review stations (Math/Triangle, Nutrient deficiencies). They complete the Moodle performance assessment and construct a CMap showing the systemic relationships between soil and plant health.

Final Synthesis (Assessment): Students act as consultants for the Midwest Farmer, providing a restoration plan that addresses both physical water-pooling (texture) and chemical depletion (nutrient cycling).

Challenges in connecting physical properties (porosity) to biological outcomes (growth/biomass).

Differentiation by Content:
Tiered Assignments: Create assignments with varying levels of difficulty to cater to students' abilities. For example, offer a basic level assignment, an intermediate level assignment, and an advanced level assignment.
Flexible Grouping: Group students based on their readiness levels or learning styles. This allows you to provide targeted instruction and support to different groups of students.
Choice Boards: Offer students a variety of activities to choose from, allowing them to select tasks that align with their interests and learning styles.
Differentiation by Process:
Scaffolded Instruction: Break down complex tasks into smaller, manageable steps to support students who need additional guidance.
Graphic Organizers: Provide students with visual tools like Venn diagrams, concept maps, and timelines to help them organize information and make connections.
Technology Integration: Utilize technology tools like simulations, online resources, and educational apps to engage students and provide alternative learning pathways.
Differentiation by Product:
Multiple Assessment Options: Offer students a variety of ways to demonstrate their understanding, such as written reports, presentations, models, or digital projects.
Student Choice: Allow students to choose the format for their final projects, giving them ownership over their learning.
Rubrics: Develop clear and specific rubrics to provide students with expectations and guidelines for their work.

Unit 2 Performance Assessment and Final Concept Map.

https://drive.google.com/drive/folders/1xRysZ5TfXKDYFtIQRIKDt_tnV7Zl2RnA?usp=drive_link