Unit Plan

Subject: Science
Unit Focus: Interactions and Unit Dates: September 7 – October
Grade(s): 7 Teacher: Kennedy Todd
Ecosystems 30
Overview:
In this unit, students learn of the various factors that contribute to a thriving ecosystem. They will learn about the wide range of roles that are
played in forming and maintaining an ecosystem as well as the interactions that take place within an ecosystem. Upon learning this they will be
able to describe, illustrate, and analyze these interactions and how they impact an ecosystem. Students should be able to display their
knowledge by analyzing a local ecosystem. The remainder of the unit will be spent examining the impact humans can have on an ecosystem,
both positive and negative. Students will be tasked with finding ways to monitor these impacts and determine which actions should be taken in
order to maintain important ecosystems.

Rationale:
I designed this unit with the intent that students be involved in a lot of learning through doing. The unit is quite vocabulary and concept heavy,
so I wanted to integrate many opportunities for students to both record and apply the information learned in a lesson. In order to conduct
research, students must be able to read and skim a scientific or academic text for relevant knowledge. To help build this skill and absorb the
curriculum, I almost always include a reading and recording portion in each lesson. Through this exercise, students build skills needed for
research and get a chance to review the information for the lesson right away and begin thinking individually about the content. Students should
already have questions and curiosities before diving into direct instruction and activities. The direct instruction I include in my lesson is intended
to be less of a lecture and more of a brief summary of key concepts and open questioning/discussion. After gaining key knowledge from the first
portion of class, I intend to end most classes with an opportunity for students to explore these concepts in creative and engaging ways that help
deepen understanding. On many occasions, I will ask students to reflect on their learning and how it has impacted their opinions.

I am not a fan of using only exams for summative assessment, so along with a few quizzes and the unit exam students have the opportunity to
have their understanding evaluated through projects and labs which are more reflective of how scientists display understanding in real life. This
type of work is intended to get students interested in the scientific method and the work done by researchers in the real world. As climate
change is becoming an increasingly worrisome issue, I wanted to provide students with various opportunities to analyze the current state of the
world around them. Many resources I intend to use in the unit will also reflect the work done by scientists currently and the importance of
researchers in making decisions that impact our world.

Overall, I wanted students to absorb the curriculum for this unit through scientific practices as well as fun and engaging activities. Through their
learning, I want students to develop an appreciation for science and the natural world while nurturing their interest in science as well.
Objectives / Learner Outcomes:

Science, Technology and Society (STS) Outcomes

1. Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions
a. illustrate how life-supporting environments meet the needs of living things for nutrients, energy sources, moisture, suitable habitat, and
exchange of gases
b. describe examples of interaction and interdependency within an ecosystem (e.g., identify examples of dependency between species, and
describe adaptations involved; identify changing relationships between humans and their environments, over time and in different
cultures—as, for example, in aboriginal cultures)
c. identify examples of human impacts on ecosystems, and investigate and analyze the link between these impacts and the human wants
and needs that give rise to them (e.g., identify impacts of the use of plants and animals as sources of food, fibre and other materials;
identify potential impacts of waste products on environments)
d. analyze personal and public decisions that involve consideration of environmental impacts, and identify needs for scientific knowledge
that can inform those decisions

2. Trace and interpret the flow of energy and materials within an ecosystem
a. analyze an ecosystem to identify biotic and abiotic components, and describe interactions among these components
b. analyze ecosystems to identify producers, consumers and decomposers; and describe how energy is supplied to and flows through a
food web, by:
− describing and giving examples of energy and nutrient storage in plants and animals
− describing how matter is recycled in an ecosystem through interactions among plants, animals, fungi, bacteria and other
microorganisms
− interpreting food webs, and predicting the effects of changes to any part of a web
c. describe the process of cycling carbon and water through an ecosystem
d. identify mechanisms by which pollutants enter and move through the environment, and can become concentrated in some organisms
(e.g., acid rain, mercury, PCBs, DDT)

3. Monitor a local environment, and assess the impacts of environmental factors on the growth, health and reproduction of organisms in that
environment
a. investigate a variety of habitats, and describe and interpret distribution patterns of living things found in those habitats (e.g., describe
and compare two areas within the school grounds—a relatively undisturbed site and a site that has been affected by heavy use; describe
and compare a wetland and a dryland area in a local parkland)
b. investigate and interpret evidence of interaction and change (e.g., population fluctuations, changes in weather, availability of food or
 introduction of new species into an ecosystem)
c. identify signs of ecological succession in local ecosystems (e.g., emergence of fireweed in recently cut forest areas, replacement of
poplar by spruce in maturing forests, reestablishment of native plants on unused farmland)

4. Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments
a. identify intended and unintended consequences of human activities within local and global environments (e.g., changes resulting from
habitat loss, pest control or from introduction of new species; changes leading to species extinction)
b. describe and interpret examples of scientific investigations that serve to inform environmental decision making
c. illustrate, through examples, the limits of scientific and technological knowledge in making decisions about life-supporting environments
(e.g., identify limits in scientific knowledge of the impact of changing land use on individual species; describe examples in which
aboriginal knowledge—based on long-term observation—provides an alternative source of understanding)
d. analyze a local environmental issue or problem based on evidence from a variety of sources, and identify possible actions and
consequences (e.g., analyze a local issue on the control of the beaver population in a nearby wetland, and identify possible
consequences)

Skill Outcomes

(IP) Initiating and Planning: Ask questions about the relationships between and among observable variables, and plan investigations to address
those questions
1. Identify science-related issues (e.g., identify a specific issue regarding human impacts on environments)
2. Identify questions to investigate arising from practical problems and issues (e.g., identify questions, such as: “What effects would an
urban or industrial development have on a nearby forest or farming community?”)
3. State a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict changes in the
population of an organism if factor X were increased, or if a species were introduced or removed from the ecosystem; propose factors
that will affect the population of a given animal species)
4. Select appropriate methods and tools for collecting data and information (e.g., select or develop a method for estimating a plant
population within a given study plot; design a survey as a first step in investigating an environmental issue)

(PR) Performing and Recording: Conduct investigations into the relationships between and among observations, and gather and record
qualitative and quantitative data
1. Research information relevant to a given problem or issue
 2. Select and integrate information from various print and electronic sources or from several parts of the same source (e.g., compile
information on a global environmental issue from books, magazines, pamphlets and Internet sites, as well as from conversations with
experts)
3. Use tools and apparatus effectively and accurately for collecting data (e.g., measure factors, such as temperature, moisture, light, shelter
and potential sources of food, that might affect the survival and distribution of different organisms within a local environment)
4. Estimate measurements (e.g., estimate the population of a given plant in a one square metre quadrat, and use this figure to estimate the
population within an area of 100 square metres)

(AI) Analyzing and Interpreting: Analyze qualitative and quantitative data, and develop and assess possible explanations
1. Identify strengths and weaknesses of different methods of collecting and displaying data (e.g., compare two different approaches to
measuring the amount of moisture in an environment; analyze information presented by proponents on two sides of an environmental
issue)
2. Compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line
graphs (e.g., illustrate a food web, based on observations made within a given environment)
3. Classify organisms found in a study plot

(CT) Communication and Teamwork: Work collaboratively on problems; and use appropriate language and formats to communicate ideas,
procedures and results
1. Communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings,
oral language and other means (e.g., present findings from an analysis of a local issue, such as the control of the beaver population in a
nearby wetland)
2. Evaluate individual and group processes used in planning, problem solving, decision making and completing a task
3. Defend a given position on an issue, based on their findings (e.g., make a case for or against on an issue, such as: “Should a natural gas
plant be located near a farming community?”)

Attitude Outcomes

1. Interest in Science: Show interest in science-related questions and issues, and pursue personal interests and career possibilities within
science-related fields (e.g., take an interest in media reports on environmental issues, and seek out further information; express an
interest in conducting scientific investigations of their own design; develop an interest in careers related to environmental sciences)
2. Mutual Respect: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and
backgrounds (e.g., show awareness of and respect for aboriginal perspectives on the link between humans and the environment)
3. Scientific Inquiry: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., take the
time to accurately gather evidence and use instruments carefully; consider observations, ideas and perspectives from a number of
 sources during investigations and before drawing conclusions and making decisions)
4. Collaboration: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., consider alternative ideas,
perspectives and approaches suggested by members of the group; share the responsibility for carrying out decisions)
5. Stewardship: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable
environment (e.g., assume personal responsibility for their impact on the environment; predict consequences of proposed personal
actions on the environment; consider both immediate and long-term consequences of group actions; identify, objectively, potential
conflicts between responding to human wants and needs and protecting the environment)
6. Safety: Show concern for safety in planning, carrying out and reviewing activities (e.g., select safe methods and tools for collecting
evidence and solving problems; assume personal responsibility for their involvement in a breach of safety or in waste disposal
procedures)

Key Teaching and Learning Activities:

-Direct instruction
-Videos and readings
-Group activities
-Individual work
-Workbook fill-in-the-blanks
-Vocabulary flipbook
-Various games and activities
-Labs and projects

Resources: Planning for Diversity: Assessment and Evaluation:

Some students may need assistance with
Science in Action 7 textbook readings Formative:
-Exit slips
Teacher made workbook (Science in Action Workbooks may be altered for ESL students -Observations/discussions
7) with more bolded terms and less fill-in-the- -Vocabulary booklets
blanks -Workbook progress
Various videos and readings (TBD) -Labs and report feedback
Vocabulary definitions may be pre-printed -Mini-projects and activities
for students and translations can be
provided Summative:
 Be prepared to discuss not only Canadian
ecosystems, but also ecosystems found in -Labs and reports
the homes of foreign students -Final project
-Quizzes
Human impacts is a global issue – invite and -Unit Exam
encourage perspectives from all over the
world

Assessment/Evaluation
Teaching and Learning Planning for
Day Outcomes Resources (Formative &
Activities Diversity
Summative)
-Direct instruction/group discussion Science in Action 7 Have pre-made Assessment of prior
and activity booklets if needed knowledge via observation and
-Review of course Teacher made workbook or pre-print discussion
outline/expectations (Science in Action 7) definitions to be
1 -Foldable vocabulary booklet glued rather than
Unit construction written
Introduction Paper/markers/pencils
-Group discussion of the natural world
– concept map Workbook may be
altered to have less
blanks to fill in
-Direct instruction/class discussion Science in Action 7 Strategic grouping Observation and discussion
STS 1-a. -Textbook pg. 9 and workbook pg. 1
(students read and fill in workbook Teacher made workbook Videos and visual
2 blanks) supports
What is an (Science in Action 7)
-Vocabulary booklet additions
ecosystem? -Abiotic/biotic factors in classroom
activity and discussion
 -Direct instruction/group activity Science in Action 7 Strategic grouping Observation and discussion
STS 1-a. 2-a. -Review abiotic/biotic definitions Exit Slip
3 -Investigation of local environment Teacher made workbook Have an example
Biotic/abiotic Skills (IP) (PR) -Abiotic/biotic classification and class (Science in Action 7) classification or
factors chart (workbook activity 1.2) classifications of
-Journal reflection (exit slip) environments from
around the world
-Direct instruction/class Science in Action 7 Opportunity for Observation and discussion
STS 1-a. discussion/individual and group work cultural discussion Exit slip
-Textbook pg. 11 – 13 and workbook Teacher made workbook here – invite
Skills (CT) pg. 2 (Science in Action 7) students to
4 -Workbook activity 1.1 and 1.3 compare and
Basic needs of -Vocabulary booklet additions contrast how needs
living things -Mind map of basic needs in school are met in various
and at home (exit slip) parts of the world
-FNMI shelters activity intro

-Group activity FNMI Shelters Strategic grouping Observation/completion of

STS 1-a. -FNMI shelter construction activity activity
5 (this will be two lessons) Teacher made resource
Basic needs of Skills (CT) books
living things

Building materials
-Direct instruction/class discussion Science in Action 7 Strategic grouping Observation and discussion
STS 1-b. -Symbiotic sorting activity Collection of workbooks for
6 -Textbook pg. 16 – 17 and workbook Teacher made workbook Change size of review
Interactions pg. 2/3 (Science in Action 7) sortable cards/text
among living -Workbook activity 1.4 and 1.5 if needed
things (groupwork)
-Vocabulary booklet additions

7 -Direct instruction/individual work Science in Action 7 Pre-make lab Check progress on vocabulary
Interactions STS 1-b. -Textbook pg. 19 and workbook pg. 3 reports as books up to this point
among living -Workbook activity 1.7 Teacher made workbook exemplars for mini-
things -Vocabulary booklet additions (Science in Action 7) ecosystem lab
-Beginning of mini-ecosystem lab
Pair students up for
 lab
-Mini ecosystem construction and lab Materials for lab Pre-make lab Collection of lab reports
STS 1-b. report reports as (formative)
8 exemplars for mini
Interactions Skills (IP) (AI) ecosystem lab
among living
things Pre-make mini
ecosystem as an
example
-Direct instruction/class Science in Action 7 Strategic grouping Exit slip
STS 1-c. 1-d. discussion/think-pair-share Observation and discussion
9 -Textbook pg. 20 – 23 and workbook Videos and visual
Human Teacher made workbook
Skills (IP) pg. 4 (Science in Action 7) supports
impacts and -Workbook activity 1.6 (groups)
decisions -Journal reflection (exit slip)
-Review of section 1
-Quiz #1 Science in Action 7 Make sure quiz Quiz (summative)
10 STS 2-b. -Direct instruction/individual work language is
Producers, -Textbook pg. 27 – 28, 31 and appropriate for
consumers, Teacher made workbook
workbook pg. 7, 9 (Science in Action 7) diverse learners
and -Vocabulary booklet additions
decomposers
-Group/class activity Science in Action 7 Observation during game
11 STS 2-b. -Review of previous day definitions
Producers, -Roles in an ecosystem charades game
consumers, Teacher made workbook
-Workbook activity 2.1 and 2.2 (Science in Action 7)
and
decomposers
-Direct instruction/video Science in Action 7 Provide fill in the Observation of diagrams
STS 2-b. -Textbook pg. 29 – 31 and workbook blanks diagrams or
pg. 8 Teacher made workbook printed labels if
12 Skills (AI) -Draw and label photosynthesis needed
Photosynthesis (Science in Action 7)
diagram
-Vocabulary booklet additions Photosynthesis video
-Workbook activity 2.5
13 -Direct instruction/pair activity Science in Action 7 Strategic pairing Observation of activity
The flow of STS 2-b. -Textbook pg. 35 – 38 and workbook
 pg. 10, 11 Teacher made workbook Videos/visual
Skills (AI) -Magazine food chain creation (Science in Action 7) supports
energy – food
-Vocabulary booklet additions
chains
-Workbook activity 2.4 and 2.6 Magazines/scissors/poster
paper/glue
-Direct instruction/pair activity Science in Action 7 Strategic pairing Observation of activity
STS 2-b. -Textbook pg. 39, 42 and workbook pg. Collection of workbooks for
14 11, 12 Videos/visual review
Teacher made workbook
The flow of Skills (AI) -Workbook activity 2.7 supports
(Science in Action 7)
energy – food -Magazine food web creation
webs -Vocabulary booklet additions Previously created food
chains
15 -Interactions between living things Large length of yarn Strategically assign Exit slip
Interactions STS 2-b. web activity roles for yarn web if Observation and discussion
and -Journal reflection (exit slip) needed
dependencies Skills (IP)
among living
things
-Direct instruction/videos/discussion Science in Action 7 Use of Observation and discussion
STS 2-c. -Textbook pg. 44 – 45 and workbook manipulatives to
16 pg. 12, 13 demonstrate
Teacher made workbook
The water and Skills (CT) -Workbook activity 2.3 carbon cycles
(Science in Action 7)
carbon cycles -Carbon role play activity
Ping pong balls or marbles
Survival tag game Colored pinnies/labels Roles can be Observation and various
17
STS 1 and 2 Tokens created for demonstrations of knowledge
Section 1 and
Crayons students to be
2 cumulative
Paper involved if they
activity
cannot physically
play tag
18 Survival tag game Colored pinnies/labels Switch up the roles Observation and various
Section 1 and STS 1. and 2. Tokens of students on this demonstrations of knowledge
2 cumulative Crayons day
activity Paper
19 -Quiz #2 Example report/report Make sure quiz Quiz 2 (summative)
Section 1 and STS 2. -Survival game report/reflection (exit templates language is Exit slip
 slip) appropriate for Collection of lab reports
2 wrap up Skills (IP) -Check on mini ecosystems and diverse learners (summative)
complete lab reports
20 -Direct instruction/group activity Science in Action 7 Students may need Collection of completed lab
Investigating STS 3-a. -Textbook pg. 51 and workbook pg. 15 help filling out lab reports (summative)
the -Quadrat investigation in local Teacher made workbook report and
distributions of Skills (IP) (PR) environment and lab report (Inquiry (Science in Action 7) completing activity
living things in (AI) activity pg. 52)
an Lab report Strategic grouping
environment example/template

-Direct instruction/class and group Science in Action 7 Strategic grouping Exit slip
21 STS 3-b. activity Observation of game
All things in -Textbook pg. 55 – 57, 60 and Teacher made workbook
the Skills (CT) workbook pg. 15, 16 (Science in Action 7)
environment -Workbook activity 3.1
change -Competition between species game Tokens for game
-Journal reflection (exit slip)
-Direct instruction/group activity Science in Action 7 Workbook activities Collect workbooks for review
STS 3-c. -Textbook pg. 62 – 63 and workbook could be completed Check vocabulary booklet
pg. 16 Teacher made workbook JIGSAW style progress
22
-Workbook activities 3.2, 3.3, 3.4 (Science in Action 7) Observe and discuss activity
Succession
-Vocabulary booklet additions Provide lists of answers with groups
-Mount St. Helens succession story websites and
and questions resources for
research activity
23 -JIGSAW Research activity (Canadian Science in Action 7 Strategic grouping Observe student research
All things in STS 3-b. bioinvaders, competitors, predators
the and weather patterns) Various research Make sure students
environment Skills (IP) (PR) resources (TBD) have access to a
change (AI) (CT) variety of research
medium (books,
websites, videos,
etc.)

Provide checklist for

research and
 presentation
requirements
-Research presentations Allow choice in Formative feedback on
24 STS 3. -Review of section 3 presentation format presentations
All things in
the Skills (AI) (CT)
environment
change
-Quiz #3 Science in Action 7 Use random Exit slip
STS 2-d. 4-a. -Direct instruction/videos/class questioning to Class discussion
25 discussion encourage
Consequences Teacher made workbook
STS (IP) -Textbook pg. 67 – 69 and workbook (Science in Action 7) discussion
of human pg. 18
activities on -Vocabulary booklet additions
the ecosystem -Journal reflection (workbook activity
4.4)
26 -Direct instruction/pair activity Science in Action 7 Case studies may be Collection of case study
Information STS 4-b. -Textbook pg. 73 – 75 and workbook read aloud to activity for feedback
from scientific Skills (AI) pg. 19 Teacher made workbook students or
investigations -Scientific case studies and decision- (Science in Action 7) presented in video
can assist making activity format
environmental
decision
making
-Direct instruction/think-pair-share Science in Action 7 Use random Observation and discussion
STS 4-c. -Textbook pg. 76 – 77 and workbook questioning to
27
pg. 19 Teacher made workbook encourage
Limitations to
Skills (IP) (CT) -Class discussion: What causes limits (Science in Action 7) discussion
Scientific and
to scientific knowledge? What
Technical
information is needed to make
Knowledge
informed decisions? Are there other
perspectives that might help fill in
gaps in scientific knowledge?
28 -Direct instruction/individual work Science in Action 7 Send students Exit slip
Ecological STS 4-d. -Textbook pg. 78 – 79 and workbook home with a Observation and discussion
footprints pg. 19 Teacher made workbook questionnaire so
-Workbook activity 4.3 (Science in Action 7) their parents may
 -Individual ecological footprint activity help them with
and reflection (exit slip) some needed
information
-Group project Science in Action 7 Strategic grouping Collect workbooks for review
29 STS 4-d. -Workbook activities 4.1 and 4.2
Using evidence -Review of section 4 Provide list of
from many Teacher made workbook
Skills (IP) (PR) -Analysis of local environmental issues (Science in Action 7) resources to
sources to (AI) project (introduction and grouping) students for the
analyze a local (CT) project
environmental
problem
-Local environmental issues project Various project resources Provide choices for Check work on projects so far
30 STS 4-d. (TBD) various local and provide feedback
Using evidence environmental
from many Skills (IP) (PR) issues – allow
sources to (AI) foreign students to
analyze a local (CT) document a known
environmental issue from their
problem home
31 -Local environmental issues project Peer review template Collect completed projects and
Using evidence STS 4-d. -Peer assessment peer assessments (summative)
from many
sources to Skills (IP) (PR)
analyze a local (AI)
environmental (CT)
problem
-Provide review sheet for unit test Unit review sheets and Encourage students Use this period to correct any
-Complete vocabulary books if not suggestions to ask questions to misunderstandings or
done so each other as well confusion still lingering in
STS 1. 2. 3. 4. -Open questioning and discussion as the teacher students – feedback,
32 period discussion, and observation
Unit Review -Review of feedback on local Make sure review
environmental issues project sheet is easy to
understand –
highlight key
concepts and terms
33 -Team jeopardy review game Review questions Explain the rules of Use this period to correct any
 jeopardy – don’t misunderstandings or
STS 1. 2. 3. 4. assume every confusion still lingering in
student will know students – feedback,
what it is discussion, and observation
Unit Review
Reduce competition
and make activity
more comfortable
for students by
playing in teams
STS 1. 2. 3. 4. -Unit Exam Unit exam Make sure test Unit Exam (summative)
vocabulary is
34 appropriate for
Unit Exam readers and is
science-oriented

Learning Outcomes Assessment Overview

Workbook In-Class Journal Lab Reports Research
Title Quizzes (3) Unit Exam
Activities Activities Reflections (2) Projects (2)

Type FA FA SA FA/SA FA/SA SA

(Formative/Summative
 ) FA

Weighting 10% each 15% each 20% 20%

STS 1. Investigate and describe

relationships between humans and
X X X Quiz 1 Lab Report 1 X
their environments, and identify
related issues and scientific questions

STS 2. Trace and interpret the flow Research

of energy and materials within an X X X Quiz 2 Project X
ecosystem (formative)

STS 3. Monitor a local environment,

and assess the impacts of
environmental factors on the growth, X X X Quiz 3 Lab Report 2 X
health and reproduction of
organisms in that environment

STS 4. Describe the relationships

Research
among knowledge, decisions and
X X X Project X
actions in maintaining life-supporting (summative)
environments

Triangulation Cognitive
Assessment
(Conversation/ Engagement
FOR/OF
Assessment Tool Brief Description (Taxonomy)
Observation/
Learning
Product)

The unit workbook has fill-in-the-blanks FOR Product Recall,

Workbook
connected to the textbook as well as Understand,
 assignment questions for each section. Apply
After learning a concept, students will be
given one or two of the assignment
Activities questions to answer. These may be done
in class or at home and workbooks will be
collected or checked periodically and
returned with feedback.
Students will complete various partner Apply,
and group activities and games in many Analyze
Observation/Produc
In-Class Activities lessons. Participation and work will be FOR
t
observed as completed or collected as an
exit slip.
In some lessons students will be asked to Apply
reflect on a question related to the
Journal material for that day or section. These are
FOR Product/Discussion
Reflections short (two-three sentence) reflections and
will be collected as exit slips or discussed
orally.
Students will conduct two investigations Apply,
into ecosystems and record an appropriate Analyze
lab report to accompany each one. The
first lab report will begin in one lesson
Lab Reports and be completed a few weeks later, so FOR/OF Product
students will receive formative feedback
on the first before it is summatively
assessed. The second one will be
completed in one class.
Students will complete two research Create,
projects in groups – they will be given a Product/Observatio Analyze
Research Projects topic to research in a proper scientific FOR/OF
n
manner. The first research project will
only be assessed formatively. The second
 research project will be assessed
summatively and will use the same
marking scheme as the first.
Students will have their learning assessed Recall,
at the end of sections 1, 2, and 3 with a Understand,
Quizzes OF Product
short quiz. The research project takes the Apply
place of the quiz for section 4.
Recall,
Cumulative exam given to students at the Understand,
Unit Exam OF Product
end of the unit. Apply