A. Title of lesson and your name.
B. Brief Overview: one or more paragraphs that give the main ideas and scope of the lesson.
C. Essential Question(s)
C. Prior Knowledge Required to do lesson
D. Estimated time for lesson( could be multiple periods)
E. Massachusetts Frameworks that relate to the lesson, including ELA and Digital Literacy
F. Materials and Resources: items needed to deliver the lesson/outside people, videos, etc.
G. Instructional objectives: learning outcomes that describe what the peers or students must be able to know or do as the result of the instruction with performance and criterion components and, in some instances, condition components.
H. Language Objectives/Targeted Academic language
I. Anticipated student preconceptions/misconceptions
J. Instructional tips for teacher:
K. Instructional activities:
A detailed description of the instructional activities with questions and the desired answers. The description must include:
At least three instructional strategies that incorporate opportunities for students to make sense of the phenomena under study and
An introductory activity (often called a set induction or an anticipatory set) that grabs the attention of the peers or students and provides information about students’ prior knowledge and readiness for addressing the content of the lesson. Introductory activities can include
Use of discrepant events/demonstrations
Asking students to create a list of questions
"Messing About" to become familiar with the materials
L. Closure: ends the lesson with a review of the main ideas stated in the instructional objectives. Additional material/media/academic games if lesson finishes earlier than anticipated.
M. Assessment: Determination, during or at the end of the lesson, of whether students have achieved the instructional objectives. Assessments can be collaborative and/or student-designed
N. References: a list of sources used to prepare for the lesson.
O. Handouts/links: teaching aids or resources to be used during the lesson.
P. 'Real-world' lesson plan: 3x5 card description of lesson, plus optional extension activities.
Lesson 2: Natural Factors and Human Activities Change Environments
Brief Overview of Lesson: Students examine and discuss relationships among various components of an ocean ecosystem. They read information about a coastal wetland ecosystem, examine an ocean ecosystem concept map, and use this information to create a coastal wetland ecosystem map including both natural and human-related factors. They discuss how these factors can change the coastal wetland ecosystem.
Prior Knowledge Required:
Students should know about:
● Abiotic and biotic factors that affect ecosystems.
Students should know how:
● Human activities can directly and indirectly affect the environment.
● The roles of producers and consumers are related in a food web.
Estimated Time: 50-minute instructional period
Resources for Lesson:
● A-V Equipment
o projection system, screen
● Class Supplies:
o chart paper
o colored markers
o crayons or colored pencils
o drawing paper
o pencils or pens
o rulers
o tape or thumbtacks
● Handouts (All handouts are located at the end of the unit.):
o Coastal Wetland Background Information
o Coastal Wetland Changes Worksheet
o Ocean Systems Diagram (can be printed or projected)
Standard(s) to be addressed in this lesson:
● 7.MS-LS2-4: Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations. Clarification Statement: Focus should be on ecosystems characteristics varying over time, including disruptions such as hurricanes, floods, wildfires, oil spills, and construction.
● WHST.6-8. 9 Draw evidence from informational texts to support analysis, reflection, and research.
Essential Question(s) addressed in this lesson:
● How do natural or human disruptions impact populations and distributions of organisms?
● How do humans influence the extinction of species?
Objectives:
Students will be able to…
● Identify and describe abiotic, biotic and human factors that influence the coastal wetland environment, including both beneficial and detrimental.
● Analyze data to explain human and natural factors that influence the rates at which environments change.
● Summarize textual information in a flow chart.
Language Objectives
● Read informational text in order to write relationships in a flow chart
Targeted Academic Language
● Content specific: coastal wetlands, abiotic, biotic, watershed, runoff, salinity, nutrients, fluctuations, terrestrial, aquatic
Anticipated Student Preconceptions/Misconceptions
● Ecosystems change little over time.
Instructional Materials/Resources/Tools
● See ‘Resources for Lesson (list resources and materials)’ above.
Instructional Tips/Strategies/Suggestions for Teacher
● Depending on student prior knowledge, more time may be needed to be spent on explaining how to interpret a concept map.
Assessment
● Gauge student understanding based on class discussion, group work and answers to Coastal Wetland Changes worksheet questions.
Lesson Details:
Step 1:
● Students examine the Ocean Systems Diagram Handout. Teacher demonstrates how to interpret the diagram. Students first identify each part of the diagram as biotic, abiotic or human factors. Have them label items on chart with a “B” (biotic), “A” (abiotic) or “H” (human influences). Individually or in a group have students interpret the diagram and describe how water temperature, nutrient levels in the water, climate and fisheries management affect species composition of an ocean ecosystem in addition to the growth rates of plants and animals. Create a group list of the answers on the board and have students record their answers individually.
o Background Information for teacher: