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

Michelle Cortez

894061860

Class Title

Honors Biology

Subject Area

Biology

Lesson Title

Ocean Acidification

Unit Title

Evolution

Grade Levels

Total Minutes

3 Days
(~165
minutes)

10

STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards

HS-LS4-4. Construct an explanation based
on evidence for how natural selection leads
to adaptation of populations.

Common Core State Standard Connections

RST-11.12.1 Cite specific textual evidence
to support analysis of science and technical
texts, attending to important distinctions
the author makes and to any gaps or
inconsistencies in the account.
WHST.9-12.2 Write informative/explanatory
texts, including the narration of historical
events, scientific or technical text, verifying
the data when possible and corroborating
or challenging conclusions with other
sources of information.
WHST.9-12.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
MP.2 Reason abstractly and quantitatively.

Lesson Objective(s)

Evidence

1. Using the procedure for investigation,
students will investigate the effects
of ocean acidification on organisms
that live in the ocean.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment
EL
This is to

determine
students’
preconceptions
and
misconceptions
about ocean
acidification.

1. Students will complete the KQHL form
for investigation.
2. Students will be able to discuss if
their hypothesis was supported or
rejected, and how ocean acidification
impacts the ocean environment.

Implementation

Feedback Strategy

Warm-up Question

Verbal: The
teacher will
immediately lead
a discussion to see
what students
know about ocean
acidification and
the impacts on the
ocean
environment.

How Informs Teaching

This informs the
teacher on
students’ prior
knowledge on the
subject and any
misconceptions
they may have
regarding
acidification and
how much
background

information to
provide.

Forma
tive

Summ
ative

Teacher circulating
This allows the
throughout the
teacher to hear
classroom as
student interaction
students are
and listen in on
performing their
how students are
investigation and
communicating
as students are
about academic
conducting their
content.
research.

Verbal: The
teacher will

This will let the
teacher know
about any lingering
misconceptions
regarding pH
(acidic vs. basic)
and how the
acidification may
be affecting the
plants and animals
in the ocean.

To determine if
students met the
learning objective.

Verbal: The
teacher will
immediately lead
a class discussion
to see if students
understand how
the ocean is
changing and how
that is impacting
ocean wildlife.
Written: KQHL
form – This will be
returned to
students at a later
date. There is a
rubric for this, and
students should
use this as a guide
so they know what
is expected of
them to receive
maximum points.

If more than 5
students do not
see the impacts of
ocean acidification
on organisms in
the ocean
environment, the
teacher will go
back and re-teach
the concept. The
lingering
misconception will
most likely be
about the pH scale
and how CaCO3 in
animals’ shells is
impacted by
acidity.

KQHL Form
Class Discussion

FOCUS OF INSTRUCTION
Instructional Strategies

Demonstration, Guiding Questions, KQHL form
Lesson Introduction/Anticipatory Set
Time
Teacher Does

Student Does

1. Students know where to pick up
handouts as they walk into the
classroom (by the teacher’s
desk). They know the warm-up
routine and answer the question
on the handout.

DAY 1
(~5
minut
es)

Warm-up Question:
“What is ocean acidification and how
do you think it affects the plants and
animals in the ocean?”

Lesson Body
Time

2.5
days

Teacher Does

1. Students answer warm-up
question on the handout they
picked up as they entered the
classroom. Students are to work
on this individually and without
using their cell phones or
Chromebooks.

Student Does

Demonstration taken from here:
DAY 1
http://coralreef.noaa.gov/education/oa/r
1. Students participate in the
esources/ocbdiscussion.
oa_labkit102609_woods_hole.pdf
2. Students write what they know in
the “K” portion of the KQHL.
DAY 1
3. The students who are concerned
1. The teacher leads the class in a
scuba divers will participate in the
discussion and sees what their
demonstration by talking about
thinking is regarding how ocean
the similarities and differences
acidification affects plants and
they see about the various
animals.
seashells.
2. The teacher asks students to
4. Students will formulate questions
write what they know about
based on the different seashells
ocean acidification on their
they are seeing, and will write the
investigation procedure form
questions under the “Q” portion
under the “K” portion of the
of the KQHL.
KQHL.
5. Students will pair up and talk
3. The teacher performs a
about the questions they wrote
demonstration. There is a
down on their procedure form.
seashell that has been soaking in
6. Students will now formulate a
the solution (white vinegar and
hypothesis about what they think
water) for 1-2 days. The teacher
is happening when the seashells
will also have a seashell that has
are in the vinegar and water
been recently placed in the
solution. They will write the
solution, and a seashell that is in
hypothesis under the “H” section.
a seawater. The teacher will tell
DAY 2 and DAY 3
students what the solution
7. Students will perform their own
consists of. This is demonstrating
investigation with the seashells.
the effects of ocean acidification
Students will examine the
on various sea shells. The
seashells they collected from
teacher asks students to talk
their last scuba dive in the same
about the similarities and
solutions: a seashell in seawater
differences they see among the
taken from Newport Beach,
shells.
seashell recently placed in
4. Based on what they are seeing,
solution, and a seashell that has
the teacher will ask students to
been soaking for 1-2 days in
formulate questions and write the
solution. This time however,

questions under the “Q” portion
of the KQHL. The questions
should also be centered around
how they think this process
affects plants and animals in the
ocean.
5. The teacher allows time for
students pairing up and sharing
the questions they wrote down.
The teacher uses this time to
walk around the classroom,
listening to the conversation.
6. The teacher will now allow time
for students to formulate a
hypothesis and write it on the
procedure form under “H”.
DAY 2 and DAY 3
7. The teacher will circulate
throughout the classroom while
the students are conducting the
experiment. The teacher will ask
guiding questions to students
who are having trouble reading
the litmus paper.
8. The teacher will give students a
list of websites from which to
conduct their research. The
teacher will also tell English
Learners, Striving Readers, and
Students with Special Needs to
annotate the information they
find.
Lesson Closure
Time

Teacher Does

The teacher will facilitate a class
discussion and will ask students
10
guiding questions to lead into the next
minut lesson, which will be on how animals in
es
the ocean environment, specifically sea
urchins, are adapting to the changing
ocean environment.

students will be taking the pH of
each solution.
8. Students will now research what
they have seen from their
experiment. They will determine
what the current pH of the ocean
is as well as the projected pH of
the ocean should human activities
continue. Students will determine
if their hypothesis is supported or
rejected based on their research.

Student Does

1. Students participate in the
discussion and discuss if their
hypothesis was supported or
rejected according to the
information they found. Students
are also expected to discuss the
research they found on how
ocean acidification affects plants
and animals in the ocean.
Students will be guided into now
thinking about how organisms may be
currently adapting to survive in this
changing environment.

Instructional Materials, Equipment, and Multimedia

Various seashells, vinegar and water solution, glass beakers, litmus paper, KQHL form
Co-Teaching Strategies

One-Teach, One-Assist
DIFFERENTIATION
English Learners

The demonstration
and actually
performing the
experiment
themselves, will
English Learners
visualize and gain
hands-on experience
with their learning.
This will help them
form deeper
connections with the
material.
English Learners will
be helped by
annotating the
information they
find. By annotating,
English Learners will
focus on the key
vocabulary/phrases,
and will be able to
summarize the
information they
find by focusing on
those terms and
phrases.
English Learners will
be given more time
if they are having
difficulty with the
research.

Striving Readers

Students with Special
Needs

The demonstration
and actually
The demonstration
performing the
and actually
experiment
performing the
themselves, will
experiment
English Learners
themselves, will
visualize and gain
English Learners
hands-on experience
visualize and gain
with their learning.
hands-on experience This will help them
with their learning.
form deeper
This will help them
connections with the
form deeper
material.
connections with the
material.
Annotating will help
Students with
Striving Readers will Special Needs add
annotate the
additional
information they find information that
to support or reject
they feel will help
their hypothesis.
them connect prior
This will help them
knowledge with any
focus on the key
new information
information and
they are learning.
adding images
SSNs can also add
images which will
Striving Readers will help them form a
be given more time
deeper connection
if they are having
with the material.
difficulty with the
research.
SSNs will be given
more time if they are
having difficulty with
the research.

Advanced Students

Advanced Students
are likely to
complete the lab
activity before other
students. The
teacher will ask
these students to
help their
classmates with the
experiment and with
the research. This
will give Advanced
Students practice in
explaining their
academic
knowledge.
Advanced Students
want to make
connections to the
real world. Ocean
acidification

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Students will be performing an investigation to determine the impacts ocean acidification
has on the plants and animals in the ocean environment. Students will first answer a
warm-up question to get them thinking about the topic of ocean acidification and to
determine what they know about the subject. What they have written down will go into
the “K” section of the KQHL procedure form. Students will then observe a demonstration
with seashells in various solutions (seawater, and vinegar/water) to observe the
similarities and differences. Students will formulate questions based off this
demonstration, and this is what they want to know, and could help them formulate their
hypothesis. Students can use the questions to formulate their hypothesis, but they are
trying to figure out how ocean acidification is impacting the flora and fauna, so their
hypothesis should reflect that. Students will now perform the same investigation, but will

now test the pH of each solution, and will research how a more acidic pH (the vinegar
and water solution) is impacting the seashells more than the current seawater pH.
Students will discover this has something to do with calcium carbonate shells. Students
will be given one to two days to perform their research and will determine if their
hypothesis was supported or rejected. This will lead into the next lesson where students
will be looking at how animals are currently adapting to the changing conditions.