SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Names Karina Angel, Sean Agler, Ian Wright, Eric Stucker Subject Biology
Unit Name and Unit Name: Ecosystem Interactions (Leave this
Week (Leave this blank for
Driving Unit Driving Question: How does an invasive species blank for EDSC to
of EDSC 442C)
Question (Bark Beetles) change the rivers? 442C)
Anchoring Phenomenon: Mountain pine beetle attack
Bark beetles are native to U.S. forests. Under normal conditions, the beetles serve as “disturbance agents”
that contribute to forest dynamics and health. In the past few decades, the impact of the beetles has
increased significantly, increasing tree mortality and severely impacting the health of forests.
Area: Grand Lake, CO

Anchoring Activity:
Students are shown photos of affected and unaffected areas. We will inform
the students that they work as ecological investigators for the U.S. Forest
Anchoring Service and they are tasked with determining the cause of the drastic
Phenomenon or changes between the two photos that a concerned hiker had recently
Design Problem emailed to the department. Students will write down their observations and
(with Anchoring construct claims of what they think is happening. They will be asked to think
Activity for the of possible evidence to explain what is occurring. We will ask the students to
unit) draw out what they think is happening, and will ask them to include
descriptions. We will inform them that this is an initial model and will be
revised multiple times before their final draft at the end of the unit. Then we
will ask the students what organisms they think will live in this area. We will
write out the organisms they suggest on the board. We will assign the
students homework to draw out predator/prey relationships between the
organisms they came up with.

(Please provide a link to the media being used to show this event or describe how students will experience
this phenomenon first hand)
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors
NGSS Performance affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of
Expectation mathematical representations include finding the average, determining trends, and using graphical comparisons of
multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.]
Provide the Standard and Element(s) that Students Will
Where in the lesson can this be found?
be Engaging In
 LS2.A: Interdependent Relationships in Ecosystems
● Ecosystems have carrying capacities, which are
limits to the numbers of organisms and
populations they can support. These limits
result from such factors as the availability of
living and nonliving resources and from such The effects of disease in a population is addressed in the
challenges such as predation, competition, and introduction video.
disease. Organisms would have the capacity to
produce populations of great size were it not for
the fact that environments and resources are
finite. This fundamental tension affects the
abundance (number of individuals) of species in
any given ecosystem.
LS2.C: Ecosystem Dynamics, Functioning, and
Disciplinary Core Resilience
Ideas (DCIs) ● A complex set of interactions within an
ecosystem can keep its numbers and types of
organisms relatively constant over long periods
of time under stable conditions. If a modest
biological or physical disturbance to an
ecosystem occurs, it may return to its more or
less original status (i.e., the ecosystem is
In the middle of the lesson, the presentation explains the
resilient), as opposed to becoming a very
different ecosystem. Extreme fluctuations in
effects of trophic cascades and how there is an ebb and flow
conditions or the size of any population, between the population sizes of predators and prey.
however, can challenge the functioning of
ecosystems in terms of resources and habitat
availability.

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9-12 builds on
K-8 experiences and progresses to using algebraic thinking
and analysis, a range of linear and nonlinear functions
including trigonometric functions, exponentials and
logarithms, and computational tools for statistical analysis to
analyze, represent, and model data. Simple computational
simulations are created and used based on mathematical
models of basic assumptions.
Science and ● Use mathematical representations of During the presentation, students will be shown data on
Engineering phenomena or design solutions to support and
Practices (SEPs) organisms’ diets.
revise explanations.
------------------------------------
Connections to Nature of Science

Scientific Knowledge is Open to Revision in Light of New

Evidence
● Most scientific knowledge is quite durable, but
is, in principle, subject to change based on new
evidence and/or reinterpretation of existing
evidence.
 Argumentation
Epistemic ● Using Mathematical and Computational
Practice(s) (Bundled Thinking
SEPs) ● Engage in Argumentation from Evidence
● Developing and Using Models
Scale, Proportion, and Quantity
● Using the concept of orders of magnitude
Cross Cutting allows one to understand how a model at one During the middle of the lesson, the proportions of predators
Concepts (CCCs) scale relates to a model at another scale. and prey changes throughout the presentation.

3D Learning
Objective Students will use data of the different populations in an ecosystem to explain how various factors can affect
(Lesson-Level
Learning the relative populations of different species in an ecosystem.
Expectation)
(Please provide a link to the media being used to show this event or describe how students will experience this phenomenon first hand)
Students will observe a video on Sea Star Wasting Disease (SSWD) and be asked to make observations about
Lesson-Level the video and discuss it in both small groups and as a class. Teacher should emphasize to the students that
Phenomenon they keep in mind what their opinions were going into the discussions, and if they changed their thoughts as
they hear the thoughts and ideas of other students. The students should also be reminded to keep the content
from the past lessons in mind and how what they have learned leading up to this discussion might inform the
ideas that they hold.
Common Core State Standards Connections:
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. (HS-LS2-2)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes. (HS-LS2-2)
Connections to Mathematics -
other standards MP.2 Reason abstractly and quantitatively. (HS-LS2-2)
(CCSS ELA, CCSS MP.4 Model with mathematics. (HS-LS2-2)
Math) 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. (HS-LS2-2)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-LS2-2)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(HS-LS2-2)

Trophic Cascade
Target Vocab to be
Direct/indirect effects
Developed
Biodiversity

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
● Teacher will play the Sea Star Wasting Disease
video. The teacher will let students know they
will be having a discussion afterwards and to
write down 2-3 noticings/questions they
● Students will watch the Sea Star Wasting Disease
thought of.
video and come up with 2-3 questions or noticings
● Teacher will pass out a handout that has several
that they find interesting.
Lesson Intro questions about the video for students to
● Students will complete the handout that goes along
(Engage) answer (keep up engagement).
with the video.
● Then, the teacher will check for understanding
TIME: ● Students will be prepared to provide their answers
by asking students to volunteer and share their
to the class on specific questions on the handout.
answers from the handout. This should lead
● Students will participate in the class discussion and
into a class/group discussion.
contribute their noticings and questions.
● The teacher will guide the students' discussion
to trophic cascades and how other species
might be affected by the sea star die-off.

● Teacher will project the presentation (Exploring

Trophic Cascades) on the board and provide the
students with the link to the presentation so
they can follow along.
● Teacher will go over the introduction section in
the presentation with the class ● Students visit the link to the presentation and work
● Teacher will show two videos about sea otter on the kelp example together with the teacher as a
population effects on its ecosystem which class.
provides context to the activity. ● Students will follow internet safety protocols
● As a class, work through and facilitate the Kelp ● Students will watch the two videos from the
Lesson Body example provided in the interactivity. Teacher interactive that explains the effects of the sea otter
(Explore, Explain,
will ask/call on students to provide answers to population to the ecosystem it lives in
Elaborate)
direct questions on specific slides. ● Students will follow along with the teacher to
TIME: ● Teacher will ask students to group up with their complete the Kelp case study
lab tables and select a case study for them to ● Students will group up with their partner to share
complete. Teacher will let the students know their knowledge/responses about the Kelp example
that they will need to teach/explain what they ● Students will work in small groups to complete one
found in their case study to another group/the of the case studies, then they will share what they
class. found with the class/another group.
● As a class, or merge two groups together, have
students explain what their case study was and
what they discovered. Each group will be
responsible for explaining what the other group
found to the class.
 ● Teacher will review unit model showing food
● Students will follow along with teachers review on
web
unit mode
● Teacher will direct students to reflect on their
Lesson Closure ● Students will reflect on initial model, preconceptions
initial models and think about their thought
(Evaluate) about their first ideas and initial thought process
process and first ideas about a food web
● Students will update their model with ways to
TIME: ● Teacher will instruct students to now use their
represent how changes to populations influence
gained knowledge to make revisions showing
populations of predators or prey based on
relationships between animals in the model
knowledge gained from the interactive.

ASSESSMENT

FEEDBACK STRATEGY HOW IT INFORMS TEACHING

TYPE PURPOSE IMPLEMENTATION
Teacher will pose questions Teacher will ask students to Teacher will know what the
Teacher will check for the
to the class for the students elaborate on their answers, if students learned from the
Entry Level students’ understanding
to participate in a needed. intro video.
of the introductory video.
discussion.
Teacher will know if they
The presentation will Teacher will direct or redirect
Teacher will check for need to give further
introduce the concept of students to the answer,
PM (Formative) understanding by asking instruction so that the
trophic cascades and the without giving them the
questions to the students. students understand the
effect on biodiversity. answer directly.
content.

Teacher asks students to

reflect on the concepts
taught throughout the unit
and asks the students to
Students demonstrate Teacher will review student Teacher can assess student
incorporate those concepts
understanding of models for accurately understanding of how unit
into their models. Students
Summative relationships between showing relationships concepts integrate to create
revise their models to not
populations in trophic between trophic levels ecosystem dynamics
only show how changes in
levels
some populations affect
other trophic levels, but to
also include the rest of the
unit concepts
English Learners Striving Readers Students with Special Needs Advanced Students
The teacher will model The teacher will provide an The teacher will follow the IEP The teacher will assign
DIFFERENTIATION how to access the interactive activity that for any students with special students as group leaders.
interactive. Students will contains multimedia needs. This can include As a group leader, the
be able to discuss and sources (videos, providing more time on student will be asked to
collaborate in groups to illustrations, charts, etc.) to assignments and assessments. explain their thinking to
 complete the lesson support striving readers If needed, students can their group if group
activity (allowing EL learning of the material. receive a hard copy of any members are confused.
students to get Students will be able to handouts/activities a day prior Students who understand
clarification on any discuss and collaborate in to the lesson. the content will be asked to
confusion that may arise). groups to complete the elaborate and discuss their
The teacher will also lesson activity, allowing responses with their peers
display captions in the striving readers to get about the case study.
interactive videos for support from classmates.
English learners to follow
along.
Materials Needed Youtube video: Why are so many starfish dying?
and Links to Computer (or electronic device)
Instructional Link to Biointeractive: Exploring Trophic Cascades
Resources Questions for Case Study
This lesson builds off previously taught lesson concepts of Ecology (trophic levels, food webs, energy transfer, carrying
capacity, limiting factors, etc.). The lesson level phenomena shows the effects a disease can have on a population of
organisms. The questions we assume students will have, after being introduced to the lesson level phenomena, are ‘how
did the ecosystem change after SSWD appeared?’, ‘what other factors could affect an ecosystem like SSWD?’ , ‘will
disturbed ecosystems return to their previous equilibrium if the factor is relaxed?’. The students will explore these
questions in the presentation included in the lesson. The presentation shows the effects of a trophic cascade in an
Reflection, ecosystem. After the students take time exploring the presentation, we will have the students participate in a class
Summary,
discussion. We will ask questions that check for understanding and ask directing and redirecting questions to relate the
Rationale,
Implementation presentation with the lesson level phenomena and the unit level phenomena. We will ask the students to revisit their
models and think about concepts they’ve learned throughout the unit. Students will then revise their models to include
descriptions of how a trophic cascade can affect the carrying capacity and biodiversity of the alpine tundra ecosystem
(ecosystem of the unit level phenomena).

This lesson will be safe for all students and will have no safety concerns.