SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Erik Cobian Mejia, Hannah Thetford, Roel Zamora,
Names Subject Chemistry
Amanda Brown
Unit Name and Unit Name: Ocean Acidification (Leave this
Week (Leave this blank for
Driving Unit Driving Question: How can we mitigate coral blank for EDSC to
of EDSC 442C)
Question bleaching in the Great Barrier Reef? 442C)
Anchoring Phenomenon: Ever since you were a child, you and your family would travel to Australia every
year to visit relatives. Your favorite part of every trip would be sailing to Papua New Guinea to scuba dive
around the Great Barrier Reef. However, you have noticed that over the past few years, fish populations
Anchoring have begun to decline as coral reefs are becoming increasingly more bleached. Your love and admiration
Phenomenon or of the Great Barrier Reef ecosystem have caused you to take action! Soon you will meet with a higher
Design Problem executive of the Coast Guard for protection of the Great Barrier Reef to give him/her a presentation on
(with Anchoring your ideas to protect it.
Activity for the
unit) Anchoring Activity: Upon completing the unit, you will be presenting scientific arguments on how we can
protect the coral from bleaching.

https://www.cnn.com/2020/04/07/australia/great-barrier-reef-bleaching-2020-intl-hnk/index.html
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can
create feedbacks that cause changes to other Earth’s systems.
Clarification Statement: Examples should include climate feedbacks, such as how an increase in
greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of
NGSS Performance
Expectation
sunlight reflected from Earth’s surface, increasing surface temperature and further reducing the amount
of ice. Examples could also be taken from other system interactions, such as how the loss of ground
vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater
recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a
decrease in local humidity that further reduces the wetland extent.
Provide the Standard and Element(s) that Students Will
Where in the lesson can this be found?
be Engaging In
ESS2.A: Earth Materials and Systems. Earth’s
systems, being dynamic and interacting, cause
feedback effects that can increase or decrease the Students use tools, technologies, and/or models to analyze
original changes. the data and identify and describe relationships in the
Disciplinary Core ESS2.D: Weather and Climate. The foundation for datasets, including the relationships between the changes in
Ideas (DCIs) Earth’s global climate systems is the electromagnetic one system and changes in another (or within the same)
radiation from the sun, as well as its reflection, Earth system; and possible feedbacks, including one example
absorption, storage, and redistribution among the of feedback to the climate.
atmosphere, ocean, and land systems, and this
energy’s re-radiation into space.
 Students organize data that represent measurements of
Analyzing and Interpreting Data. Analyzing data in 9-12 changes in hydrosphere, cryosphere, atmosphere, biosphere,
builds on K-8 experiences and progresses to introducing or geosphere in response to a change in Earth’s surface.
more detailed statistical analysis, the comparison of data Students describe what each data set represents.
Science and sets for consistency, and the use of models to generate Students analyze data to identify effects of human activity
Engineering and analyze data. and specific technologies on Earth’s systems if present.
Practices (SEPs) Analyze data using tools, technologies, and/or Students include a statement regarding how variation or
models (e.g. computational, mathematical) in uncertainty in the data (e.g. limitations, accuracy, any bias in
order to make valid and reliable scientific claims the data resulting from choice of sample, scale,
or determine an optimal design solution. instrumentation, etc.) may affect the interpretation of the
data.
Epistemic
Argumentation
Practice(s) (Bundled
SEPs)
Modeling
Stability and Change. Feedback (negative or positive)
Students use the analyzed data to describe a mechanism for
can stabilize or destabilize a system.
the feedbacks between two of Earth’s systems and whether
Influence of Engineering, Technology, and Science on
the feedback is positive or negative, increasing (destabilizing)
Cross Cutting Society and the Natural World. New technologies can
or decreasing (stabilizing) the original changes.
Concepts (CCCs) have deep impacts on society and the environment,
Students use the analyzed data to describe a particular
including some that were not anticipated. Analysis of
unanticipated or unintended effect of a selected technology
costs and benefits is a critical aspect of decisions about
on Earth’s systems if present.
technology.

3D Learning
Objective Students will analyze and interpret data to determine the rate of change in concentration of Carbonate ions between
(Lesson-Level Earth’s systems (hydrosphere, cryosphere, atmosphere, biosphere, and geosphere) in response to human activity and
Learning create an evidence-based claim to support their reasoning.
Expectation)

Lesson-Level
https://www.youtube.com/watch?v=BO44JlAElXM&ab_channel=Vox
Phenomenon
https://www.youtube.com/watch?v=zQEQktRkFMQ

ELA/LITERACY
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 procedures/
Connections to
experiments, or technical processes.
other standards
(CCSS ELA, CCSS
Math) MATHEMATICS
MP.2 Reason abstractly and quantitatively.
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.
 HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context.
HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations
on coordinate axes with labels and scales.
HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

absorbed, acid, base, balance, boiling point, carbon dioxide, chemical, chemical change, chemical system, concentration,
Target Vocab to be
dissolve, energy, equilibrium, gas, law of conservation of mass, liquid, melting point, pH, physical change, product,
Developed
reactant, reaction rate, solid, sublimation, substance, temperature, yield

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
Engage: The teacher will engage the students by asking
Lesson Intro the question if they believe aliens exist. The teacher will Engage: Students will participate in classroom discussion and
(Engage) scaffold scientific thinking through this classroom focus on how the teacher will create an effective CER
discussion by modeling how to create an effective CER statement based on the explanations that the classroom
TIME: 15 minutes statement to the class based on the responses that the provides.
students provide.
Explore: The teacher will walk around and assist students
by scaffolding on their learning through
Explore: Students will review scientific concepts within
thought-provoking questions based on their scientific
previous lessons of the unit and create a CER statement with
inquiry as they create their first draft of the CER
their table group to answer the question “How can we
statement.
mitigate coral bleaching in the Great Barrier Reef”
Lesson Body
(Explore, Explain, Explain: The teacher will support students in creating
Explain: Students will peer-review CER statements of other
Elaborate) PQP statements for their classmates by scaffolding on
groups by writing PQP statements on a sticky note and
likes, dislikes, and questions they have in regards to their
TIME: 35 minutes attaching it to their CER statement.
statements.
Elaborate: Students will elaborate on the feedback they
Elaborate: The teacher will assess changes students
received from other classmates and revise their CER
make on their CER statement and elaborate on what
statements.
they feel like are generally strong and weak within their
CER statements.
Evaluate: Students will finish their CER statements, submit
Lesson Closure Evaluate: The teacher will assess student understanding
the assignment for a grade, and utilize the remaining time
(Evaluate) and effectiveness of the lesson based on the student
within the period to fill out an exit ticket to express how they
responses provided by the CER statement and exit ticket
TIME: 5 minutes feel about the content, skills, and learning processes that
at the end of class.
were present within the classroom.
ASSESSMENT
 FEEDBACK STRATEGY HOW IT INFORMS TEACHING
TYPE PURPOSE IMPLEMENTATION
If students appear to be
really struggling with
Press for indication and Provide introduction with Teacher will be making
grasping the concepts for
understanding of how to the alien example to help in-the-moment decisions
Entry Level how to create a CER
properly form a CER students become familiar based on the responses from
argument, the teacher can
argument. with the CER method. the students.
elaborate or scaffold the
learning further.
Teacher will evaluate
conversations of the
students and the process in
Are the students successfully
which they are developing
connecting major concepts
their CER statements to
from previous lessons within
provide feedback by
the unit to formulate
scaffolding on their thinking
Assess and scaffold on scientific-based arguments?
Assessing student in areas they are successful
student thinking as they Are the students working
PM (Formative) performance and and/or lacking.
collaborate in small groups collaboratively as they
application abilities.
to develop a CER statement. provide each other
Students will peer-review
constructive feedback and
their classmates' work by
ideas to formulate a more
writing PQP statements on
effective CER statement?
sticky notes and posting
them on their CER
statements.

Written feedback on their

What components of the
written submissions to each
rubric or scientific content
group indicating areas of
are the students successful
strength and weaknesses of
Determine if students can Students will submit a CER and/or lacking? Did the
their CER statements.
construct an effective statement to the teacher at students execute their
scientific-based the end of class that implications to the redesign
Using a rubric , the teacher
Summative explanation to explain explains how humans can of the prelab? Is their lab
will assign students a score.
how humans can mitigate mitigate coral bleaching notebook and report
coral bleaching within the within the Great Barrier Students can use this
thorough and informative of
Great Barrier Reef. Reef. feedback to make one final
their experiment? Does their
revision to their CER
redesign reflect what occured
statement before completion
in their experiment?
of the unit.
 English Learners Striving Readers Students with Special Needs Advanced Students

Scaffolds are in place for each

EL students are able to
part of the lesson. Students
use Google Translate (or
The teacher emphasizes in get additional time for CER
other apps) as they
bold any important argument development.
complete the CER
terminology for the unit Students may also receive the
method for completing
(similar as ELs). same graphic organizer to
their argument, and give Students could be asked to
The teacher may provide complete during direct
feedback to their peers. help scaffold peer learning
students with a cut down lectures (as ELs). Students get
Teacher emphasizes in by explaining to striving
DIFFERENTIATION version of any necessary time to practice their
bold any important students their own thought
reading for the unit (with responses before potentially
terminology for the unit processes and
important terminology sharing with the class; they
and offers handouts in interpretations of the
bolded). will also be notified in
home language to phenomena of the prelab
The teacher may alter the advance if their thoughts are
scaffold learning intake. and content.
reading form based on to be shared with the whole
The teacher can offer use
students’ needs (i.e. from class. Students are to be
of graphic organizers to
media to print, vice versa, integrated into diverse groups
help students take notes
or other). during small group discussion
during direct lecture.
to enhance their learning
intake.

Video shown within Lesson Body (Explain) section

https://www.youtube.com/watch?v=BO44JlAElXM&ab_channel=Vox
https://www.youtube.com/watch?v=zQEQktRkFMQ

NOAA: (Ocean Acidification Overview)

Materials Needed https://www.noaa.gov/education/resource-collections/ocean-coasts/ocean-acidification
and Links to
NASA (Ocean Acidification Overview)
Instructional
https://www.nasa.gov/topics/earth/features/climate_acidocean.html
Resources
Ocean Conservancy (Ocean Acidification Overview)
https://oceanconservancy.org/ocean-acidification/

Gizmo (Ocean Carbon Equilibrium)

https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&InteractiveCaseID=17&ResourceID=3164

Reflection, The lesson was designed to combine the concepts that the students have been learning throughout the course between
Summary, ocean acidification, Le Chatelier’s principle, and feedback loops of Earth’s systems to construct a scientific-based
Rationale, explanation on how human activity has impacted coral bleaching within the Great Barrier Reef. The rationale for the
Implementation lesson is to illustrate to students the significant negative impacts human activity has had on other living environments so
they can implement this information into modern society and design solutions that can help mitigate further
deterioration of the fragile coral ecosystems.