Unbalnced Ecosystem Lesson Week Three

DAY ONE OF LESSON #3
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 Unbalanced Ecosystem 7th Grade 50 minutes
Biodiversity
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
ELA/Literacy
RST.6-8.8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text
MS-LS2-5: Ecosystems: Interactions, Energy, and Dynamics 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
Evaluate competing design solutions for maintaining and sufficient to support the claims
biodiversity and ecosystem services.
Mathematics
MP.4: Model with mathematics
6.RP.A.3: Use ratio and rate reasoning to solve real-world and
mathematical problems
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 natural disaster, fire, by revising their food
food web wouldnt show a mouse eating a coyote)
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.
Allows the teacher to see if
Reflect, Revise, Refine (RRR) The teacher will walk around
Teacher hands out the RRR students were able to answer
Sheet: Help students to the classroom to progress
Sheet to each student and and understand the critical
answer questions and gather monitor the students actively
Form instructs students to fill out questions from the article
information on each segment filling out the handout and
the handout AFTER they are before moving forward in the
or selection of their article help answer any questions
done reading. lesson.
reading they may have.
Sum N/A N/A N/A N/A

FOCUS OF INSTRUCTION
Instructional Strategies
ENGAGE & EXPLORE (Jill)
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 3
Students will write down the warm-up question into their
examples of a natural disaster. Teacher will instruct students to
5 min science notebooks and answer the question. Students will then
individually answer the warm-up question in their science
take turns sharing their answer with their neighbor.
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
The teacher will have four different grade-level articles for
students to read and annotate individually. The articles will be
about how an unbalanced ecosystem occurs from a natural
Students will individually read and annotate the article that they
25 min disaster. The article will be based on four different natural
were assigned to.
disasters such as a fire, flood, tornado, and oil spill. Each student
in the lab group of four will receive a different article to read
and become an expert on one article.
Lesson Closure
After students finish reading and annotating the article, the
teacher will handout the Reflect, Revise, and Refine (RRR)
Students will answer all the questions on the Reflect, Revise, and
Sheet for students to glue down in their science notebooks. The
Refine sheet based on the article they read in class. If students
20 min teacher will instruct students that they have the remainder of
dont finish the RRR Sheet, then they will need to complete it at
the class period to answer the RRR Sheet based on the article
home for homework.
they read. Whatever the students dont finish in class will be
homework.
Instructional Materials, Equipment, and Multimedia
Four natural disaster articles on fire, floods, tornadoes, and oil spills
Reflect, Revise, Refine (RRR) Sheet
Co-Teaching Strategies
N/A
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Students will write short, even
bullet-point responses as
If students can demonstrate that
Guided Notes will be provided for evidence of thinking. Working
Guided Notes will be provided for the concepts are within reach,
Striving Readers since this lesson with partners can help scaffold
ELs since this lesson has a lot of they can be challenged with
has a lot of reading and decoding students to understanding. And
reading and decoding text. reading the additional articles on
text. Teacher can observe students
their own.
during individual work to guide
students with probing questions.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
DAY TWO OF LESSON #3


Ecosystem
Biodiversity
ELA/Literacy
MS-LS2-5: Ecosystems: Interactions, Energy, and Dynamics research findings, and speculation in a text
RI.8.8: Trace and evaluate the argument and specific claims in a text,
Evaluate competing design solutions for maintaining
and sufficient to support the claims
Mathematics
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.
The teacher will give students
Jigsaw Activity/Discussion: The
informal feedback during their
purpose of the activity is to
group discussions and whole- Students group discussion and
have students discuss the Teacher will start the jigsaw
class discussion. Teacher can whole-class discussion allows
articles that they read and get activity after the warm-up for
Form also ask pressing questions the teacher to gauge student
a better understanding on the day to follow-up on the
and follow-up questions to understanding of the material
how natural disasters may previous day's readings.
probe for more information or they read.
cause an imbalance in an
redirect students thoughts and
ecosystem.
discussions.
Sum N/A N/A N/A N/A
EXPLAIN (LILI)
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
Lesson Body
Teacher will have all the students that read the same article
Students that read the same article( fire, tornado...etc.) will
together in an expert group to discuss the natural disaster and
come together in an expert group to discuss the natural
how it affects the health of the ecosystem. They will also answer
disaster and how it affects the health of the ecosystem. Students
the probing questions that the teacher has created for their
will also answer the probing questions that the teacher has
article.
created for their article.
15 min
Teacher will take the four expert groups, Fire, floods, tornados,
One student from each expert group will then join a new group
and oil spills and divide them into four separate groups so that
so that their is an expert in each one. The new groups should
the new group has a natural disaster for each one. The new
have a member from the fire group, flood group, tornado group,
groups should have a member from the fire group, flood group,
and oil spill group.
tornado group, and oil spill group.
Lesson Closure
Teacher will then instruct students to take their handout and Students will take their handout and exchange information from
30 min answer their missing questions for the three other natural the experts of the other groups. By doing so each student will
disasters. They will do so by exchanging information from the have answered all the probing questions by collecting
experts of the other groups. For example: The fire expert will information from the flood, tornado, and oil spill experts so
have to collect information for the flood, tornado, and oil spill that at the end they have notes about how each natural disaster
experts so that at the end they have notes about how each affects the ecosystem.
natural disaster affects the ecosystem.
Teacher will then have a whole-class discussion to go over the

probing questions and discuss how each disaster may create an Students will then have a whole-class discussion to discuss how
unbalanced ecosystem and disrupt the ecological pyramid and each disaster may create an unbalanced ecosystem and disrupt
their corresponding food chains. The teacher will tell students to the ecological pyramid and their corresponding food chains
keep their responses in mind because they will be using the
information refine their food energy pyramid and foo

-Four natural disaster articles on fire, floods, tornadoes, and oil spills.
-Natural disaster handout.
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 OF LESSON #3


Ecosystem
Biodiversity
ELA/Literacy
research findings, and speculation in a text
MS-LS2-5: Ecosystems: Interactions, Energy, and Dynamics RI.8.8: Trace and evaluate the argument and specific claims in a text,
Evaluate competing design solutions for maintaining and sufficient to support the claims
Mathematics
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.
Modeling: Students will Modeling: The teacher will ask Modeling: During the creation Modeling: Modeling showcases
organize information, make another scenario questions of the model, students discuss students conceptual
connections, and note that states You are a park types of organisms, understanding of the subject
relationships through the use ranger, and you noticed that relationships between matter. They are able to
of graphics and passed article their seems to be smoke off in organisms in an ecosystem comprehend the important
readings. Students will also the distance. After further and the effects on their concepts of the lesson and use
understand how a fire can investigation you realize that ecosystem based on the fire. drawings and graphics to
disrupt the health of an part of Yellowstone is on fire! Teacher will monitor students display their understanding.
ecosystem How will this natural disaster as they work on this activity in
affect the health of the their lab group. Eventually a Gallery Walk: For teachers, its
Gallery Walk: Allows students ecosystem? The teacher will rubric will be used to grade a chance to gauge the depth of
to discuss and display their then instruct students to their posters after the class student understanding of
Form
final work around the refine their previous models Gallery Walk concludes. particular concepts and to
classroom in a non- based on this question. challenge misconceptions.
threatening way with the Gallery Walk: A grading rubric
assurance of getting some Gallery Walk: Students will will be used by the teacher to
feedback from their fellow walk around the classroom evaluate the group posters.
peers. and observe other lab groups
food web posters and energy
food pyramids. Each lab group
will start at a different station
and take individual notes
about the poster in their
science lab notebooks.
Sum N/A N/A N/A N/A
ELABORATE & EVALUATE (Maribel)
Teacher will present warm-up question on the front board and Students will write down the warm-up question into their
students will need to answer the question via Think-Pair-Share science notebooks and answer the question. Students will then
once prompted by the teacher. Teacher will instruct students to take turns sharing their answer with their neighbor.
5 min individually answer the warm-up question in their science
Lesson Body
The teacher will announce to the class that they are required to Students will brainstorm as a group to decide how they will
use their food web and food energy pyramid from the last construct their food energy pyramid.
5 min Gallery Walk. The teacher will explain, that they must refine
their model based off of a natural disaster, in this case a fire. The
teacher will allow the class to brainstorm and discuss with their
group how they will construct their web and pyramid model.
Students will revise their food web and food energy pyramid
After brainstorming is complete, the teacher will hand out a model on the construction paper handed out by the teacher, and
10 min large piece of construction paper to each group as well as use the colored Sharpie pens to draw and label the model. Lab
colored Sharpie pens. Teacher will monitor students as they groups will hand in their poster to the teacher once they are
work on this activity, asking questions about what students finished.
learned in the fire article during the jigsaw activity. The teacher
will collect each poster at the end of the allotted time frame.
Lesson Closure
The teacher will display each lab groups poster that was Students will walk around the classroom and observe other lab
collected around the classroom where students will have easy groups food web and food energy pyramid posters. Each lab
access to examining the posters. There are 10 groups of 4 in the group will start at a different station and take individual notes
class, therefore each group will have 3 min to examine each about the poster in their science lab notebooks. At their first
poster and take notes before moving onto the next poster. The station, groups will observe what is posted and record their
30 min
teacher will monitor the stations while students participate in groups responses, thoughts, and comments. After 3 min, the lab
the gallery walk. Teacher may need to clarify or provide hints if groups will rotate to the next station and repeat their recordings
students dont understand or misinterpret what is posted at a until they have visited all stations. At the end of class, students
station. Teacher will conclude the gallery walk by discussing will have the opportunity to participate and share their findings
student learning from the task as a whole class. The posters will with the whole class.
be graded using a rubric.
Smart Board, Projector, Construction Paper, Colored Sharpie Pens, Food Energy Pyramid Poster and Food Web Rubric
N/A
DIFFERENTIATION
The lesson relies primarily on

The lesson relies primarily on
listening and speaking skills,
listening and speaking skills,
which engages SNs without
which engages ELs without
relying on decoding text.
relying on decoding text.
Students will write short, even
Students will write short, even The lesson relies primarily on
bullet-point responses as If students are demonstrate that
bullet-point responses as listening and speaking skills,
evidence of thinking. Students the concepts are within reach,
evidence of thinking. ELs prepare which engages striving readers
prepare responses, practice with they can be challenged with
responses, practice with a without relying on decoding text.
a partner, before sharing ideas unknown ecosystem members to
partner, before sharing ideas Students will write short, even
with the class, reducing anxiety. consider for their food web and
with the class, reducing anxiety. bullet-point responses as
Working with partners can help food pyramid.
Teacher can observe students evidence of thinking.
scaffold students to
during paired conversations if
understanding. And Teacher can
student is ready to share with the
observe students during
class.
individual work and paired
conversations to guide students
with probing questions.

Unbalnced Ecosystem Lesson Week Three

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DAY ONE OF LESSON #3

SINGLE SUBJECT CREDENTIAL PROGRAM

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

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

Lesson Introduction/Anticipatory Set

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

DAY TWO OF LESSON #3

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

Students will write down the warm-up question into their

Teacher will then have a whole-class discussion to go over the

Instructional Materials, Equipment, and Multimedia

DAY THREE OF LESSON #3

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

The lesson relies primarily on

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