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)
NGSS Performance HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among
Expectation organisms in an ecosystem

Provide the Standard and Element(s) that Students Will

Where in the lesson can this be found?
be Engaging In
The slideshow will go over what a producer, consumer and
Disciplinary Core LS2.B: Cycles of Matter and Energy Transfer in
decomposer are. Students will explore energy transfer during
Ideas (DCIs) Ecosystems
the in-class activity.
 Plants or algae form the lowest level of the food web. At
each link upward in a food web, only a small fraction of
the matter consumed at the lower level is transferred
upward, to produce growth and release energy in
cellular respiration at the higher level. Given this
inefficiency, there are generally fewer organisms at
higher levels of a food web. Some matter reacts to
release energy for life functions, some matter is stored in
newly made structures, and much is discarded. The
chemical elements that make up the molecules of
organisms pass through food webs and into and out of
the atmosphere and soil, and they are combined and
recombined in different ways. At each link in an
ecosystem, matter and energy are conserved.
Using Mathematical 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
Science and
and logarithms; and computational tools for statistical Students will calculate the rate of energy transfer between
Engineering
Practices (SEPs) analysis to analyze, represent, and model data. Simple trophic levels during the in-class activity.
computational simulations are created and used based
on mathematical models of basic assumptions.
● Use mathematical representations of
phenomena or design solutions to support
claims
Argumentation
Epistemic
● Planning and Carrying Out Investigations
Practice(s) (Bundled
SEPs) ● Using Mathematical & Computational Thinking

Energy and Matter

Cross Cutting Energy cannot be created or destroyed; it only moves Students will observe the transfer of energy between each
Concepts (CCCs) between one place and another place, between objects trophic level during the in-class activity.
and/or fields, or between systems.

3D Learning
Objective Students will investigate and explore how the flow of energy in an ecosystem and how available energy
(Lesson-Level
Learning decreases in each subsequent trophic level by interpreting and analyzing data during an in class activity.
Expectation)
Grasslands video that will be shown after a brief introduction of new vocabulary. Students will fill out a handout that
Lesson-Level
tasks them with placing each of the featured organisms in the video into a trophic group that is listed on their handout.
Phenomenon
This video should give students a preview of the activity that they will complete in that they will be investigating the
simulated flow of energy through an ecosystem that features many of the organisms they identify in the video.
 (Please provide a link to the media being used to show this event or describe how students will experience this
phenomenon first hand)
Common Core State Standards Connections:
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS2-4)
MP.4 Model with mathematics. (HS-LS2-4)
Connections to
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose
other standards and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs
(CCSS ELA, CCSS and data displays. (HS-LS2-4)
Math) HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-LS2-4)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(HS-LS2-4)

Trophic Level
Biomass
Food chain
Target Vocab to be Producer
Developed Consumer
Autotroph
Heterotroph
Primary/Secondary/Tertiary

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
● PearDeck to check for prior knowledge.
● Show the students a brief video explaining
previously learned vocabulary terms.
● Give the students a handout that asks the
● Students answer questions in PearDeck.
students to define vocabulary terms (producer,
● Students will fill in first section of a handout with the
consumer, decomposer), record additional
definitions of new terminology (terms are provided
observations from the video, and at least one
Lesson Intro on their worksheet for them)
question they have.
(Engage) ● Students will take notes from the slides.
● Intro slides to review previously learned
● Students will watch the video.
TIME: vocabulary terms.
● Students will complete the handout during the
● Show students video of Grasslands ecosystem
video, placing each of featured organisms into given
and have them identify the trophic levels of
trophic levels
each animal featured. Handout previously
handed out also includes trophic levels with
space to write down animals, from video, that
fall into each group.

Lesson Body ● Set up students in groups

(Explore, Explain, ● Students break into groups for activity
● Pass out activity handout
Elaborate) ● Students follow handout to set up the Energy Flow
● Explain cup activity
Through Ecosystems activity
TIME: ● After cup activity, relate activity to ecosystems
 ● Run Kahoot activity if time permits. Kahoot quiz
will include the terminology introduced in the
lesson as well as larger concepts of what food
webs are and how they function.
Lesson Closure ● Teacher asks students to reference back to the
(Evaluate) organism they brainstormed during the
anchoring phenomena.
TIME: ● Have students begin creating energy pyramid
ASSESSMENT
● Students label cups 1-4, then students will cut a
number of holes into cups based on what number
the cup is.
● Students will pour water into the cups.
● During activity, students observe how much water is
available in each cup, representing how much
energy is transferred from one trophic level to
another.
● After cup activity, students label their cups as
animals and interpret how the observed
relationships relate to trophic levels in ecosystems.
● Students will participate in the Kahoot activity
demonstrate understanding of targeted vocabulary,
how energy flows through an ecosystem, and how
available energy decreases in each subsequent
trophic level through
● Students write down the organisms they
brainstormed during anchoring phenomena.
● Students create an energy pyramid. Students must
include arrows showing direction of energy flow.

FEEDBACK STRATEGY HOW IT INFORMS TEACHING

TYPE PURPOSE IMPLEMENTATION
This will inform the teacher
Using PearDeck will allow on what knowledge the
students to demonstrate students are coming into the
their prior knowledge and Students will use their Teacher will review answers
lesson with, and this can help
Entry Level: will give the teacher laptops to answer the and address students’
PearDeck the teacher to address
valuable information in questions directly on the preconceptions.
terms of what students slideshow. preconceptions in the
know leading into this moment, as the students are
lesson. asking these questions.

While the students are Students follow the Based on the student
setting up the activity, handout to set up the responses, the teacher will
Based on what the students
teacher will ask students activity. Teacher asks gain an insight into the
PM (Formative): say, the teacher will respond
questions to assess students about how students understanding of
Activity accordingly.
students understanding students will collect their the procedures and data
of procedure, data data, interpretation of collection.
collection activity
 Teacher will gauge student
Teacher will ask directing and
understanding of how the
redirecting questions to help
water transfer between cups
facilitate the discussion.
represents energy transfer
Teacher will move on from
between trophic levels.
Teacher directs students to topics if the students seem
Gauge student
label cups with animals to have an understanding.
interpretation of activity, This informs teaching by
according to trophic level.
understanding how data showing potential gaps in the
Class engages in discussion Teacher and students will
shows energy lost lesson that the teacher can
about relationships receive immediate results
between trophic levels address; bar graphs are
between tiers energy . after each question, kahoot
PM (Formative):
shown after each question
Discussion Kahoot (if time permits) scores right answers and
Students will be able to use that indicate which answers
will provide a fun and increases the students total
a laptop or their phone to students selected and can
entertaining means for points. This assessment is
connect to the game. The give a quick look at what
students to test their more of an informal
teacher will project the host
knowledge on the lessons conceptions students
game on the screen for the summative assessment and
content. presently have regarding the
class to see. will indicate in which areas
topics. This will allow the
students can improve based
teacher to correct student
on which questions they get
understanding and prepare
right/wrong.
them for an end of unit test.

Students will create an

energy pyramid The teacher will be able to
The energy pyramid the
incorporating the animals Teacher will review energy assess the entire class’s
students create will show
and organisms the students pyramids and provide understanding by reviewing
the teacher if the
brainstormed during the
Summative: students understand how feedback through written their initial diagrams and
anchoring phenomena
energy transfer works comments on energy quickly determine if the
(organisms from the alpine
and also relates the pyramids. lesson topics need to be
tundra ecosystem).
lesson concepts to the elaborated on further.
Students will make sure to
anchoring phenomena.
include arrows that show
the direction of energy flow.
English Learners Striving Readers Students with Special Needs Advanced Students
The teacher will follow the IEP The teacher will assign
The handout for the adaptations and students as group leaders.
The handout for the activity
activity includes written accommodations for students As a group leader, the
includes written definitions
DIFFERENTIATION definitions of the with special needs. This student will be asked to
of the vocabulary terms
vocabulary terms used in includes giving more time for explain their thinking to
used in the activity. Key
the activity. Teacher will tasks and assessments. their group if group
words and vocabulary will
model the activity for Students may also receive members are confused.
be bolded.
students to get a visual of assignments a day early if Students who already
their tasks. needed. understand the content will
 be asked to elaborate on
their responses.
Google Slides: Lesson One
Materials Needed Activity: Energy FLow through Ecosystems
and Links to
Kahoot quiz (if time permits or if lesson ends early and need to fill time)
Instructional
Resources Grasslands Video
Computer (or electronic device)
This first lesson in the unit Ecosystem Interactions, introduces the driving question of how invasive species change an
aspect of the environment it lives in. Students will be given an anchoring activity of observing two images of the same
ecosystem in different time periods. Students will begin by observing the images, make claims of what may have
happened to the ecosystem, and draw organisms that may live in the Grand Lake ecosystem. Students will be making
revisions to this initial model throughout the unit. Then, students will participate in a Pear Deck presentation to tap into
their prior knowledge of the various trophic levels and organisms that make up each level. This presentation will educate
students on the vocabulary words they should get familiar with, along with the different trophic levels of a food pyramid.
This presentation will assist students in the main learning activity by teaching them important vocabulary words that will
be needed to make sense of the activity and reflection questions. The main activity, Energy Flow through Ecosystems, is a
hands-on lab that demonstrates how effective energy is transferred throughout a grassland ecosystem. This lab will be
Reflection, completed in groups where each student’s participation is critical for accurate data and analysis. The activity will have
Summary, students observe what it is like for different organisms within a food chain to obtain energy from other organisms within
Rationale, the same ecosystem, depending on which trophic level they classify as. The activity consists of students lined up in their
Implementation groups, trying to pass water down a line, using one cup (with holes punctured), and collecting data on how much water
was passed from beginning to end. Students will then complete a series of questions after the activity to check for
understanding and make connections to the content material. To check for students' understanding and how effective the
lecture and activity was for the class, each student will participate in a kahoot. The kahoot (if time permits) can also serve
as a formative assessment for the topic of trophic levels and energy flow in an ecosystem. By the end of the lesson,
students will have a greater understanding of the classification of each trophic level within an ecosystem and how
effective energy flows throughout an ecosystem. Students will then be asked to create an energy pyramid incorporating
the organisms they brainstormed during the anchoring phenomena activity. The organisms they include in their energy
pyramids are the organisms of an alpine tundra ecosystem (anchoring phenomena ecosystem). Students can apply this
new knowledge to their models from the anchoring activity to construct an accurate display of predator prey interactions
within the forest.