SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

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Subjec
Names Karina Angel, Eric Stucker, Sean Agler, Ian Wright Biology
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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
changes between the two photos that a concerned hiker had recently
or Design
emailed to the department. Students will write down their observations and
Problem (with
construct claims of what they think is happening. They will be asked to think
Anchoring
of possible evidence to explain what is occurring. We will ask the students to
Activity for the
draw out what they think is happening, and will ask them to include
unit)
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
affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of
NGSS Performance
mathematical representations include finding the average, determining trends, and using graphical comparisons of
Expectation
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
challenges such as predation, competition, and
disease. Organisms would have the capacity to
LS2.A can be found in the lesson body as students explore
produce populations of great size were it not for the abiotic and biotic limiting factors that affect a 100 deer
the fact that environments and resources are population in a lab activity called “The Ups and Downs of
finite. This fundamental tension affects the Populations”. This can also be seen in student’s graphs of
abundance (number of individuals) of species their deer population as part of the lab activity.
in any given ecosystem.
LS2.C: Ecosystem Dynamics, Functioning, and
Disciplinary Core Resilience LS2.C can also be found in the lesson body lab activity of
Ideas (DCIs) ● A complex set of interactions within an “The Ups and Downs of Populations” as the students may
ecosystem can keep its numbers and types of come across a physical disturbance that decreases their deer
organisms relatively constant over long periods
population drastically. Students may see their deer
of time under stable conditions. If a modest
biological or physical disturbance to an
population return to its original status or not as the cards
ecosystem occurs, it may return to its more or that affect the deer population are drawn by chance. This can
less original status (i.e., the ecosystem is also be seen in student’s graphs of their deer population as
resilient), as opposed to becoming a very part of the lab activity.
different ecosystem. Extreme fluctuations in
conditions or the size of any population,
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 This can be seen in the lab activity as students have to graph
simulations are created and used based on mathematical
the results from their data table and use their graph to
models of basic assumptions.
● Use mathematical representations of
support their explanations in the analysis questions. This can
Science and
phenomena or design solutions to support and also be seen as students expand their knowledge and
Engineering
Practices (SEPs) revise explanations. research another animal in an ecosystem to determine it’s
------------------------------------ limiting factors. Students will then use their research to
Connections to Nature of Science construct a graph and use their data as support for their
Scientific Knowledge is Open to Revision in Light of explanation.
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.
Epistemic Planning and Carrying Out Investigations
Practice(s) Analyzing and Interpreting Data
(Bundled SEPs) Obtaining, Evaluating and Communicating Information

This can be seen as students expand and elaborate their

Scale, Proportion, and Quantity
● Using the concept of orders of magnitude
Cross Cutting allows one to understand how a model at one
Concepts (CCCs) scale relates to a model at another scale.
understanding of the deer population to another animal
population. As students conduct their own research on an
animal of their choosing, they will also graph it’s populations
change due to limiting factors. This new graph may be at a
different scale but students will be able to relate it to their
initial 100 deer population graph.

3D Learning
Objective Students will analyze graphs and interpret data to explain how resources are limited in an environment which
(Lesson-Level
Learning can affect species carrying capacity at different scales and proportions.
Expectation)

Start of this video (https://youtu.be/sPOh5RpmprQ) first 20 seconds.

Lesson-Level
Basically up to when the narrator introduces the growth of E. coli would equal the mass of the earth in two days. by 30
Phenomenon
seconds she answers the question of why bacteria don’t equal the size of the earth with the reason that they are almost
constantly starving for resources (limited by their carrying capacity).

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)

Target Vocab to be
Biotic factors, abiotic factors, limiting factors, carrying capacity, immigration, emmigration
Developed

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
 - Teacher shows video to class. Gives questions for the
students to think about while watching the video.
- Has students answer questions individually. Teacher
lets class know they will be called upon to share their
responses after a Think-Pair-Share
- Teacher pairs students together to Think-Pair-Share
with who they are sitting next to
- Teacher calls upon students to share their responses.
- Students watch video, and think of answers
Teacher asks student to elaborate if they are unclear in
- Students write out answers to questions
their explanations or seem to have a good grasp on the
- Students partner with who they sit next to and share their
material *Pressing for Explanation*
responses to the questions
- Teacher poses a question to the class to introduce the
- Students will share their responses when called upon
activity. Letting the class know the question won’t be
- Students begin to think about question posed to them
Lesson Intro answered till after the activity.“How is population size
- Students analyze the two graphs and interpret the data.
(Engage) affected by different environmental factors?”
They create predictions on why there are differences
- Teacher presents two graphs to the students and asks
TIME: - Students share responses with their partner
the students to predict why there are differences
- Students share their responses and elaborate if needed
between the two deer populations.
- Students use their chromebooks to research the questions
- Teacher pairs students together to Think-Pair-Share
given to them
- Teacher calls upon students to share their responses.
- Students use sentence structure to create a hypothesis of
Teacher asks student to elaborate if they are unclear in
what would happen to a deer population if a limiting factor is
their explanations or seem to have a good grasp on the
changed
material *Pressing for Explanation*
- Teacher has students research questions on their
chromebooks:
● What do deer need to survive?
● What interferes with a deer’s survival?
- Teacher gives students sentence structure to create
hypothesis about what would happen to an organism’s
population if there was a change in a limiting factor
- Teacher introduces The Ups and Downs of
Populations activity
- Students listen to instructions and ask questions for
Lesson Body - Teacher has the students conduct their own study on
clarification
(Explore, Explain, what would happen to the deer population if different
- Students begin activity
Elaborate) factors affect the deer.
● Students draw cards and record data
● Students draw cards and record data
TIME: - Students answer questions asked by teacher
- Teacher walks around class to make sure activity is
- As a class, students compare data
running smoothly, to ask directing/redirecting questions
and answer any questions
Lesson Closure ● Teacher will instruct students to complete a
● Students will gather their notes, observations from
(Evaluate) CER
the anchoring phenomenon, model, and research
● Teacher will allow students to use their notes
TIME: from the lab activity for their evidence of their claim
and observations from the anchoring
 phenomenon, their current models, and
research from this lesson to use as evidence.
● Teacher will remind students to use their
knowledge gained from all the lessons to
complete the CER.
● Questions that must be answered
○ How would the removal of the trees
affect the other organisms’
populations?
○ What effect does this have on the
other trophic levels?
*Pressing for Explanation*
● Students will utilize all the information taught and
learned from the unit as their reasoning for their
claim.
● Students will have to create a claim that fully
answers the following questions.
○ How would the removal of the trees affect
the other organisms’ populations?
○ What effect does this have on the other
trophic levels?
● *If time allows, students will watch the ending of
the lesson level phenomenon

● *If time allows, play the end of the lesson level

phenomenon video for students to watch

ASSESSMENT

FEEDBACK STRATEGY HOW IT INFORMS TEACHING

TYPE PURPOSE IMPLEMENTATION

Teacher will show students Students pair up and discuss, Teacher can assess
Introduces idea of then discuss the video and preconceptions while
a YouTube video at the start
carrying capacity by
of class and pass out a written questions as a class, students engage in peer and
Entry Level: having students consider
handout with questions for addressing any further discussion and questions
phenomenon of E. coli
students to respond to questions afterward
growth
while watching.
Students participate in “The
Ups and Downs of
Populations” lab activity for Students compare data Teacher can alter
Students will investigate produced in table and graph in-the-moment teaching
the deer population. The
limiting factors affecting
class collects data and as a class. Students practices to address student
PM (Formative): an environment’s
discusses and compares participate in class preconceptions based on
Activity carrying capacity, and be
results. Students will also discussion about data comparison and class
able to identify patterns
research one chosen animal contributing factors. discussion.
in population dynamics
and conduct further
research.

Students connect Students will use notes and Teacher will collect students’ Teacher can assess if
concepts from previous information from previous
Summative written assignments, students are integrating
lessons to the current lessons to respond to the
respond with written material from past lessons
lesson. CER prompt.
 feedback, and give back to with new material to form
students. coherent understanding.

English Learners Striving Readers Students with Special Needs Advanced Students
Key words will be
emphasized (bolded,
highlighted) to help focus
Provide extra challenge
Written handouts will be students recognize the
questions for students to
translated, if possible, major elements of the
dive deeper into the
into the students native lesson content.
The teacher will follow the IEP content in a way that will
language.
that has been outlined for help support the other
Inclusion of multiple
each student with special content in the lesson.
EL students will be paired modalities to help bridge
needs. Students may be given
in groups with other the gap these students may
DIFFERENTIATION extra time to complete the Choose and research
students who have some feel when working with
assessments/activities, another (in addition to the
ability to communicate written/reading activities;
provided the handouts and organism they research in
and assist in translation. include video examples or
notes in advance of the the activity) organism that
pictures that accompany
lesson, electronic devices is found in the anchoring
Group work and the words.
accessibility, options for a phenomenon ecosystem
collaboration with other
quiet environment, etc. and include it in their final
classmates will help Group work will help
model.
reduce workload during students engage in the
the activities. material through discussion
which also provides an
alternate method of
learning.
Materials Needed Lab: The Ups and Downs of a Population
and Links to
Video: Why Bacteria Don’t Outweigh the Earth
Instructional
Resources
This lesson begins by piquing interest with facts about E.coli replication as a way to introduce the idea of environmental
carrying capacity. This is accompanied by questions to guide students in thinking about how this relates to previous
lessons discussing energy transfer, and conservation of matter and energy . Students will then have the opportunity to
think about the material and use the academic language they are learning in context through discussion in the
Reflection, Think-Pair-Share activity as well as the brief oral presentations to the class. This structure is also used in the follow-up,
Summary, where students are posed the question regarding carrying capacity and shown graphs comparing ecosystems. This allows
Rationale, for data analysis and development of argumentation skills using academic vocabulary and critical analysis of available
Implementation evidence. The Ups and Downs of Populations activity will have students generate data semi-randomly. They will then
compare and analyze the data through questioning. For the lesson closure, students will use the data they encountered
in this and previous lessons to construct a short claim about limiting factors in the environment. This will also have a
short-answer response where students explain their evidence and reasoning.