Human Impact On An Ecosystem Lesson Week Four 1

Essential Question for Lesson #5: What can humans do to improve the ecosystem?
DAY ONE OF LESSON #5

SINGLE SUBJECT CREDENTIAL PROGRAM
SCIENCE LESSON PLAN TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

Class Title Lesson Title Unit Title Grade Levels Total Minutes
Ecosystem
Middle School Science, 7th Grade Humans Helping the Ecosystem 7th Grade 50 minutes
Biodiversity
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
MS-ESS3-3: Apply scientific principles to design a method for
monitoring and minimizing a human impact on the environment
ELA/Literacy
MS-ESS3-4: Construct an argument supported by evidence for how RST.6-8.8: Distinguish among facts, reasoned judgment based on
increases in human population and per-capita consumption of research findings, and speculation in a text
natural resources impact Earths systems. RI.8.8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
MS-ETS1-1: Define the criteria and constraints of a design problem
and sufficient to support the claims
with sufficient precision to ensure a successful solution, taking into
account relevant scientific principles and potential impacts on
people and the natural environment that may limit possible Mathematics
solutions. MP.4: Model with mathematics
6.RP.A.3: Use ratio and rate reasoning to solve real-world and
MS-ETS1-2: Evaluate competing design solutions using a mathematical problems
systematic process to determine how well they meet the criteria
and constraints of the problem.
Lesson Objective(s) Evidence
Students will illustrate and evaluate the interdependent
Student models should show a variety of ecosystem members
relationships of members within Yellowstone Parks
and their relationships should be appropriate (i.e. students
ecosystem after a human impact, food production, by revising
food web wouldnt show a mouse eating a coyote)
their food web and food energy pyramid model.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Teacher will present the
warm-up question on the
The teacher will use the Think-
Warm-Up Question: Engages front board and students will The warm-up question allows
Pair-Share strategy. The
student interest, activates write down the question in the teacher to see if students
EL teacher will randomly call on 3
prior knowledge, and their science notebooks. are prepared to move forward
students to share their answer
introduces the lesson Students use prior knowledge in the lesson.
with the whole class.
and experience to answer to
the best of their ability.
Dilemma Cards: Teacher will Dilemma Cards:
hand out each group a Understanding: Understand
Dilemma Cards: Explore the Dilemma Card relevant to a Dilemma Cards: A the main idea of material
complexities involved in specific Yellowstone issue, and spokesperson from each heard, viewed, or read.
making management decisions allow students to research the group will present the groups Interpret or summarize the
and discover the far-reaching internet on their assigned dilemma and its solution. ideas in own words.
consequences of park issue. Analyzing: Break down a
management decisions Exit Ticket: Exit tickets allow concept or idea into parts and
Form
Exit Ticket: The exit ticket will teachers to see where the show the relationships among
Exit Ticket: An exit ticket is a be given at the end of the gaps in knowledge are, what the parts.
tool that gives teachers a way period for students to they need to fix, what Creating: Bring together parts
to assess how well students complete. The teacher will let students have mastered, and (elements, compounds) of
understand the material they the students know that its not what can be enriched in the knowledge to form a whole
are learning in class. a quiz or test, just a reflection classroom. and build relationships for
of what they understood that NEW situations.
day. Evaluating: Make informed
judgements about the value of
ideas or materials. Use
standards and criteria to
support opinions and views.
Exit Ticket: A good exit ticket

can tell whether students have
a superficial or in-depth
understanding of the material.
Teachers can then use this
data for adapting instruction to
meet students needs the very
next day.
Sum N/A N/A N/A N/A

FOCUS OF INSTRUCTION
Instructional Strategies
ENGAGE & EXPLORE (Jill)
Introduce a dilemma card and get students to do research independently
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Teacher will present warm-up question on the front board and
students will need to answer the question via Think-Pair-Share
once prompted by the teacher. Warm-up question: Give an
example why a park ranger struggles to preserve a national Students will write down the warm-up question into their
5 min park. Teacher will instruct students to individually answer the science notebooks and answer the question. Students will then
warm-up question in their science notebook and then share take turns sharing their answer with their neighbor.
their answer with their neighbor. Teacher will advise students
to be prepared to be called on to share their answer with the
whole class.
Lesson Body
Teacher will explain that park staffs are often faced with difficult
management decisions, and use the background information to
introduce students to the dual mandates of preservation and
use.
Teacher will tell students that their work groups will play the
part of Yellowstone park officials attempting to make wise Students will research the internet and Yellowstone Parks
management decisions, and will give each group a Dilemma Card official website for information related to their groups dilemma
40 min
relevant to a specific Yellowstone issue. Each group will be given card.
time to read its card and research the issue presented on the
card.
The teacher will suggest to the students that they research their
assigned issue on the Internet. The parks official website
(www.nps.gov/yell) includes park management plans, press
releases, and research documents related to the various issues.
Lesson Closure
The teacher will instruct the student groups to write down three
specific facts they found while researching their dilemma card Student groups have the remainder of class to answer the exit
5 min topic. The class will have the remainder of the class period to ticket question before handing it into the teacher when they
answer the exit ticket question and hand it into the teacher as leave the classroom.
they leave class. One exit ticket per group.
Instructional Materials, Equipment, and Multimedia
Dilemma Cards Handout
Internet
Co-Teaching Strategies
N/A
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
The lesson includes, reading,
The lesson includes, reading,
writing, and speaking in the If students demonstrate that the
writing, and speaking in the
English language. If necessary the concepts are within reach, they
English language. If necessary the Students will be working in
teacher can give the student can be challenged with more
teacher can help ELs prepare groups of students of varying
multiple ways to respond ( i.e. challenging follow-up questions
responses, practice with a levels for additional support.
written or oral) depending on during the class discussion.
partner, before sharing ideas
their special need.
with the class, reducing anxiety.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
DAY TWO OF LESSON #5


Ecosystem
Biodiversity
ELA/Literacy
Mathematics
people and the natural environment that may limit possible
STUDENT ASSESSMENT
Teacher will present the
warm-up question on the
The teacher will use the Think-
Warm-Up Question: Engages front board and students will The warm-up question allows
Pair-Share strategy. The
student interest, activates write down the question in the teacher to see if students
EL teacher will randomly call on 3
prior knowledge, and their science notebooks. are prepared to move forward
students to share their answer
introduces the lesson Students use prior knowledge in the lesson.
with the whole class.
and experience to answer to
the best of their ability.
1. Students will write a pro 1. Students will be given a 1. This will inform the teacher
Form
1. Pro and Con List: and con list for each solution rubric so that they can assess that students were on task and
as a group, based on their themselves before they followed the rubric. Based on
2. Argue for the best solution research. Each dilemma card submit their lists. students reasoning teacher will
(as a group) has about three solutions that be able to see if students have
students should discuss and 2. Students will be provided created scientific reasoning for
evaluate. with sentence starters to help their pros and cons list.
facilitate the writing for those
2. Students will write a who need the addition help. 2. This will inform teacher of
paragraph as a group that Students will be able to self- how well students understand
argues for the best solution to assess before completing the biodiversity and ecosystem
their dilemma card. Students assignment. services. This activity will
will use this for the socratic create students question about
seminar. our environment and how
humans affect earth. This will
lead to the next lesson.
Sum N/A N/A N/A N/A
EXPLAIN (Maribel)
Get students into groups and have them discuss a possible solution based on their research
Students will write down the warm-up question into their

Teacher will present warm-up question on the front board and
science notebooks and answer the question. Students will then
students will need to answer the question via Think-Pair-Share
take turns sharing their answer with their neighbor.
once prompted by the teacher. Teacher will instruct students to
individually answer the warm-up question in their science
5 min
notebook and then share their answer with their neighbor.
Teacher will advise students to be prepared to be called on to
share their answer with the whole class.
Lesson Body
1. The teacher will instruct students to have roles in the 1. Students begin to understand the roles and their
group such as: writer, reader, time manager, and task manager importance
2. The teacher will then split up the students into groups of 2. Students will be split up into groups and begin assigning
4-5.(Same groups from the lesson stated above) Teacher will roles. Students will also receive their dilemma card and begin the
have already pre-chosen the groups for the students. GATE activity.
students will be in one group, and challenge students will be in a
group together. For all of the other students, they will be placed 3. Students will be actively participating in discussion and use
15 min with students that have similar grades in the class. Lastly groups both content and academic vocabulary. Students will take turns
will be mixed with an even mix of girls and boys. writing in their pro and con list as well as take turns listening to
each of their group members. Students will also take turns
3. The teacher will facilitate the activity as students get arguing for the best possible solution to their card. The task
started and begin to discuss the various dilemma cards. manager will help the teacher keep everyone on task.
The teacher will walk around and monitor the students learning Students will continue to argue for the best solution and use
as well as make sure students use the content and academic both academic and content vocabulary. Students will feel
language. Teacher will also walk around to clarify any comfortable enough to ask for questions and/ or clarify and
misunderstandings. misunderstandings.
Lesson Closure
1. As the time comes to a close, the teacher will let the 1. Students will finalize their thoughts, and each group will
students know that it is time for them to choose the best choose the best solution possible for their dilemma card.
solution for their dilemma card. Students will also self-assess themselves as a group on their pro
and con lists.
2. Teacher will encourage all students to use the sentence
30 min
starters if needed, so they can begin to write their paragraph. 2. Students will write their argumentative summary, and will
use the sentence starters provided as needed.
3. Their ticket out the door will be to turn in their written
argument for the best solution. The teacher will let the students 3. Students will finish their paragraph, and will use the rubrics
know, that they can use the pro and con list they created as provided to self assess themselves and their group work before
group as well as the warm-up question sheet to elaborate on they turn in their assignment.
their explanations. The teacher will let students know that if Students will take their paragraph and work on it at home for
they did not finish their assignment, then they may take it as homework if needed.
homework. However the teacher will not mention this until the
last few minutes of class.

-
N/A
DIFFERENTIATION
The lesson includes, reading, The lesson includes, reading,
The teacher can give students If students are demonstrate that
writing, and speaking in the writing, and speaking in the
that are at lower reading levels the concepts are within reach,
English language. If necessary the English language. If necessary the
articles that are easier to read they can be challenged with
teacher can help ELs prepare teacher can give the student
and comprehend. Students will higher reading level articles and
responses, practice with a multiple ways to respond( i.e.
also work in groups of students of more challenging follow-up
partner, before sharing ideas written or oral) depending on
varying levels. questions during the discussion.
with the class, reducing anxiety. their special need.
DAY THREE AND FOUR OF LESSON #5


Ecosystem
Biodiversity
ELA/Literacy
Mathematics
people and the natural environment that may limit possible
STUDENT ASSESSMENT
Warm-Up Question: Teacher
will present the warm-up Warm-Up Question: The
question on the front board teacher will use the Think-
Warm-Up Question: Engages Warm-Up Question: The warm-
and students will write down Pair-Share strategy. The
student interest, activates up question allows the teacher
EL the question in their science teacher will randomly call on 3
prior knowledge, and to see if students are prepared
notebooks. Students use prior students to share their answer
introduces the lesson to move forward in the lesson.
knowledge and experience to with the whole class.
answer to the best of their
ability.
Socratic Seminar: Socratic Seminar: Socratic Seminar: Socratic Seminar:
Engages student interest, Teacher will introduce the Students will receive feedback The seminar allows the teacher
promotes critical thinking, seminar after the warm-up from each other and during to listen to how a student
achieves a deeper question. The seminar will the wrap-up/reflection session reasons, critically thinks, and
understanding of the concept take place after students have after the seminar. Students their understanding of the
Form
by listening to it from different participated in the dilemma will also receive feedback on material.
points-of-view. It also helps card activity of the lesson. their handout when it is
students develop analysis, graded.
interpretation, participation,
and speaking skills.
Written Response:
Written responses are a better
Written Response: Written Response: way of assessing student
Allows the teacher to assess Teacher will introduce the Written Response: reasoning and their
Sum whether the students have written prompt to students Student essays will be graded understanding of the concepts.
met content and lesson after the second day of the and given written feedback. This will allow the teachers to
objectives. socratic seminar. assess whether students have
met content and lesson
objectives.
ELABORATE & EVALUATE (Lili)
Socratic seminar
DAY THREE: DAY THREE:
1. Teacher will present warm-up question on the front 1. Students will write down the warm-up question into
board and students will need to answer the question their science notebooks and answer the question.
via Think-Pair-Share once prompted by the teacher. Students will then take turns sharing their answer with
Teacher will instruct students to individually answer their neighbor.
the warm-up question in their science notebook and 2. Students will help the teacher rearrange the classroom
then share their answer with their neighbor. Teacher so that half the chairs are in a circle and the other half
will advise students to be prepared to be called on to are in an outer circle.
2. After the warm up the students will be introduced to DAY FOUR:
the seminar that will take place for the rest of the 1. Students will write down the warm-up question into
period. Based on the research and dilemma activity their science notebooks and answer the question.
that the students completed over the last days, the Students will then take turns sharing their answer with
teacher will have students participate in a socratic their neighbor.
seminar. The socratic seminar will allow students to 2. Students will help the teacher rearrange the classroom
discuss their solutions and the dual issue a park ranger so that half the chairs are in a circle and the other half
faces of preserving an ecosystem but also allowing are in an outer circle.
DAY humans to use its resources. The teacher will set up
THREE: the classroom fish bowl style. Half of the chairs in
the classroom will be setup in a circle and the other
10 min half of the chairs will be setup around this inner circle.
The inner circle will be talking while the outer circle
DAY observes and monitors the inner circle. The teacher
FOUR: will facilitate the discussion and ask probing questions
or questions to redirect the discussion.
5 min DAY FOUR:
1. Teacher will present warm-up question on the front
board and students will need to answer the question
via Think-Pair-Share once prompted by the teacher.
Teacher will instruct students to individually answer
the warm-up question in their science notebook and
then share their answer with their neighbor. Teacher
will advise students to be prepared to be called on to
2. Teacher will announce the beginning of the
continuation of the socratic seminar. The teacher will
set up the classroom fish bowl style. Half of the
chairs in the classroom will be setup in a circle and the
other half of the chairs will be setup around this inner
circle. The inner circle will be talking while the outer
circle observes and monitors the inner circle. The
teacher will facilitate the discussion and ask probing
questions or questions to redirect the discussion.
Lesson Body
1. Once the students have sat down in their seats, the 1. Students will take a seat and listen to the rules and
teacher will discuss the rules and instructions of the instructions of the seminar given by the teacher.
seminar before they commence talking. The teacher Students will then take out the paragraph that they
will tell students that they will discuss the solutions wrote for their dilemma card solution and the food
that they came up with for the dilemma cards that webs/chains that they completed in previous lessons.
DAY
they worked on the previous class period. The teacher Students will receive the socratic seminar handout
THREE:
will instruct students to take out the paragraph they from the teacher and listen to them review its
wrote the previous day, and the food webs/chains components. Students will then pick someone to be
40 min
they have completed in previous lessons. While their partner in the circle. If there is an odd number,
students are doing this the teacher will pass out a one student will monitor two students.
socratic seminar handout to help guide student 2. Students will review the solutions to their dilemma
DAY
discussion, allow them to take notes, and monitor cards by having the speaker of their dilemma group
FOUR:
their partner when on the outside of the circle. briefly present their solutions. Students will then write
2. The teacher will start the discussion by having them down high-order questions that they may have as a
25 min
briefly review the solutions to each groups dilemma result of the activity on their socratic seminar
cards and come up with some high-order questions handout.Students will then listen to the first question
they may have. Once the speaker of each group has posed by their teacher and commence discussion. The
finished doing so the teacher will allow for the seminar students will also ask any other questions or comments
to commence. The teacher will ask the following that may arise from those questions as the discussion
questions as the discussion takes place(not all at takes place.
once): DAY FOUR:
What key factors/reasons influenced decisions? 3. Students will then take out the paragraph that they
What additional information did they need to make wrote for their dilemma card solution and the food
an informed decision? webs/chains that they completed in previous lessons.
How would their solutions affect the dynamic of a Students will switch spots with their partner so that if
food web? Food-chain? they were in the inner circle they are now observing
Other questions from students will also come about naturally and if they were observing the first day they are now
and should be allowed to take place. talking.If there is an odd number, one student will
DAY FOUR: monitor two students.
3. The teacher will instruct students to take out the 4. Students will review the solutions to their dilemma
paragraph they wrote the previous day, and the food cards by having the speaker of their dilemma group
webs/chains they have completed in previous lessons. briefly present their solutions. Students will then write
The teacher will also have students take out their down high-order questions that they may have as a
handout and make sure that they are sitting on the result of the activity on their socratic seminar
opposite side their partner was the day before. handout.Students will then listen to the first question
4. The teacher will start the discussion by having them posed by their teacher and commence discussion. The
briefly review the solutions to each groups dilemma students will also ask any other questions or comments
cards and come up with some high-order questions that may arise from those questions as the discussion
they may have. Once the speaker of each group has takes place.
finished doing so the teacher will allow for the seminar
to commence. The teacher will ask the following
questions as the discussion takes place(not all at
once):
What key factors/reasons influenced decisions?
What additional information did they need to make
an informed decision?
How would their solutions affect the dynamic of a
food web? Food-chain?
Other questions from students will also come about naturally
and should be allowed to take place.
Lesson Closure
1. Teacher will wrap up discussion and have the students 1. Students will take the last ten minutes of the period to
take the last ten minutes of the period to reflect on reflect on the discussion that has just taken place.
the discussion that has just taken place. 2. Students will come up with follow-up questions or
2. Teacher will announce that a second part to the comments that may have come up as a result of this
seminar will occur the next day. The students that are first day's seminar session for tomorrow's session.
in the inner circle will now observe and the students in DAY FOUR:
the outer circle will be in the inner circle talking. The 1. Students will take the last ten minutes of the period to
teacher will encourage students to come up with reflect on the discussion that has just taken place.
follow-up questions, comments, etc. that may have 2. Students will listen to the writing assignment they are
come up as a result of this first day's seminar session. going to receive and ask any clarification questions.
DAY FOUR: 3. Students will begin the essay in class and take it home
DAY
1. Teacher will wrap up discussion and have the students for homework if necessary.
THREE:
take the last ten minutes of the period to reflect on
the discussion that has just taken place.
10min
2. The teacher will then tell the students will answer the
following question in a 1-2 page written response that
DAY
encompasses the answers to the following questions:
FOUR:
-How do increases in human population and human
consumption of natural resources impact an
20 min
ecosystem?
-What solutions do you suggest for creating a balance
between humans consuming earths resources and
keeping it as natural as possible ? (Take into account
how it would affect energy transfer through the food
web and potential impacts on people and the natural
environment that may limit possible solutions that we
discussed in our dilemma groups and seminar)
3. Teacher will have students begin the essay in class and have
them take it home and finish it for homework.
-Socratic Seminar Handout: https://drive.google.com/open?id=1XkKlXEahoeglBNtTDbx4FEWdMix49FAB
N/A
DIFFERENTIATION
The lesson relies primarily on
listening and speaking skills,
which engages ELs without The lesson relies primarily on
relying on decoding text. listening and speaking skills,
Advanced students will have the
Students will write short, even which engages SNs without
The lesson relies primarily on chance to interact with each other
bullet-point responses as relying on decoding text.
listening and speaking skills, and participate in intelligent
evidence of thinking. ELs prepare Students will write short, even
which engages striving readers conversation with one another.
responses, practice with a bullet-point responses as
without relying on decoding text. They also can pose higher-level
partner, before sharing ideas evidence of thinking.Teacher will
Students will write short, even thinking questions that their peers
with the class, reducing anxiety. also provide all students with
bullet-point responses as may have not come up with
Teacher will also provide all sentence response frames that
evidence of thinking. leading to productive
students with sentence response they can use during the
conversation.
frames that they can use during discussion and to write their
the discussion and to write their response to the prompt.
response to the prompt.

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Essential Question for Lesson #5: What can humans do to improve the ecosystem?

DAY ONE OF LESSON #5

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

Exit Ticket: A good exit ticket

Sum N/A N/A N/A N/A

DAY TWO OF LESSON #5

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

Students will write down the warm-up question into their

Instructional Materials, Equipment, and Multimedia

DAY THREE AND FOUR OF LESSON #5

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

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