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-LS2-1. Use mathematical and/or computational representations to support explanations of factors
that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on
quantitative analysis and comparison of the relationships among interdependent factors including
NGSS Performance boundaries, resources, climate, and competition. Examples of mathematical comparisons could
Expectation include graphs, charts, histograms, and population changes gathered from simulations or historical
data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to
make comparisons.]
 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
LS2.A can be found in the lesson body as students explore
living and nonliving resources and from such
challenges such as predation, competition, and the abiotic and biotic limiting factors that affect a 100 deer
Disciplinary Core
disease. Organisms would have the capacity to population in a lab activity called “The Ups and Downs of
Ideas (DCIs)
produce populations of great size were it not for Populations”. This can also be seen in student’s graphs of
the fact that environments and resources are their deer population as part of the lab activity.
finite. This fundamental tension affects the
abundance (number of individuals) of species
in any given ecosystem.

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
Science and logarithms, and computational tools for statistical analysis to
analyze, represent, and model data. Simple computational
Engineering
Practices (SEPs) simulations are created and used based on mathematical
models of basic assumptions.
● Use mathematical and/or computational
representations of phenomena or design
solutions to support explanations.
This can be seen in the lab activity as students have to graph
the results from their data table and use their graph to
support their explanations in the analysis questions. This can
also be seen as students expand their knowledge and
research another animal in an ecosystem to determine it’s
limiting factors. Students will then use their research to
construct a graph and use their data as support for their
explanation.

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 understanding of the deer population to another animal
● The significance of a phenomenon is population. As students conduct their own research on an
Cross Cutting dependent on the scale, proportion, and animal of their choosing, they will also graph it’s populations
Concepts (CCCs) quantity at which it occurs.
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-LS2-1)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes. (HS-LS2-1)
Connections to Mathematics -
other standards MP.2 Reason abstractly and quantitatively. (HS-LS2-1)
(CCSS ELA, CCSS MP.4 Model with mathematics. (HS-LS2-1)
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-LS2-1)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-LS2-1)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(HS-LS2-1)

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

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
Lesson Intro
(Engage) - Teacher shows video to class. Gives questions for the - Students watch video, and think of answers
students to think about while watching the video. - Students write out answers to questions
TIME:
 - Has students answer questions individually. Teacher - Students partner with who they sit next to and share their
lets class know they will be called upon to share their responses to the questions
responses after a Think-Pair-Share - Students will share their responses when called upon
- Teacher pairs students together to Think-Pair-Share - Students begin to think about question posed to them
with who they are sitting next to - Students analyze the two graphs and interpret the data.
- Teacher calls upon students to share their responses. They create predictions on why there are differences
Teacher asks student to elaborate if they are unclear in - Students share responses with their partner
their explanations or seem to have a good grasp on the - Students share their responses and elaborate if needed
material *Pressing for Explanation* - Students use their chromebooks to research the questions
- Teacher poses a question to the class to introduce the given to them
activity. Letting the class know the question won’t be - Students use sentence structure to create a hypothesis of
answered till after the activity.“How is population size what would happen to a deer population if a limiting factor is
affected by different environmental factors?” changed
- Teacher presents two graphs to the students and asks
the students to predict why there are differences
between the two deer populations.
- Teacher pairs students together to Think-Pair-Share
- Teacher calls upon students to share their responses.
Teacher asks student to elaborate if they are unclear in
their explanations or seem to have a good grasp on the
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
● Teacher will instruct students to complete a ● Students will gather their notes, observations from
Lesson Closure CER the anchoring phenomenon, model, and research
(Evaluate) ● Teacher will allow students to use their notes from the lab activity for their evidence of their claim
and observations from the anchoring ● Students will utilize all the information taught and
TIME: phenomenon, their current models, and learned from the unit as their reasoning for their
research from this lesson to use as evidence. claim.
 ● 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 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.

Teacher will collect students’ Teacher can assess if

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

English Learners Striving Readers Students with Special Needs Advanced Students
DIFFERENTIATION
 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
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 in class discussion. This structure is also used in the follow-up, where
Summary, students are posed the question regarding carrying capacity and shown graphs comparing two deer populations in
Rationale, different ecosystems. This allows for data analysis and development of argumentation skills using academic vocabulary
Implementation and critical analysis of available 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.