Description
This resource includes:
- Videos in English and Spanish providing an overview of the concepts (linked directly in the PDF)
- Text in English and Spanish provides a more detailed explanation of the concepts.
- Audio of the text (in both English and Spanish) to support all students (linked directly in the PDF).
- Choice of review questions to provide a formative assessment, as well as differentiate based on student interest.
- Rubric to facilitate grading.
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Highlights
Digital downloads
Grades
6th - 8th
Subjects
Standards
NGSSMS-LS2-4
NGSSMS-LS2-1
Pages
10
Answer Key
Rubric only
Teaching Duration
1 hour
Description
This resource includes:
- Videos in English and Spanish providing an overview of the concepts (linked directly in the PDF)
- Text in English and Spanish provides a more detailed explanation of the concepts.
- Audio of the text (in both English and Spanish) to support all students (linked directly in the PDF).
- Choice of review questions to provide a formative assessment, as well as differentiate based on student interest.
- Rubric to facilitate grading.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
NGSSMS-LS2-4
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.
NGSSMS-LS2-1
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.
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