Human Impact Research Lesson 1

Standards:
CCSS ELA Grade 7 Standards:
RI 7.8- Analyze the interactions between individuals, events, and ideas in a text (e.g., how
ideas influence individuals or events, or how individuals influence ideas or events).
W 7.1 Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), reasons, and evidence.
ELD Standards:
*** I chose to use the Bridging standards because I currently teach two SEI classes and
these standards correlate to this level of instruction.
SL7.1- Contribute to class, group, and partner discussions by following turn-taking rules,
asking relevant questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback
SL 7.3 Demonstrate active listening in oral presentation activities by asking and answering
detailed questions, with minimal prompting and support.
Theme:
Researching Human Impact of Ecosystems
Lesson Topic:
Creating a research question
Objectives:
Language:
Students will be able to share their research question with another group as evidenced by a
Think-Pair-Share.
Students will be able to write a research question and a second level research question using
on of the five Ws as a question starter.
Content:
By the end of the lesson, students will be able to formulate a research question related to
human impact and their choice ecosystem as evidenced by a tiered question graphic organizer.
Learning Strategies:
Information Sharing, Individual Graphic Organizer, Class Graphic Organizer
Key Vocabulary:
Research Question

Materials:
Teacher Materials: Example research questions, map with labeled ecosystems
Student Materials: Research question graphic organizer, iPad
Motivation:
Have any of you ever done a research project? I bet you have without even knowing it! For
example, when someone asks, Where should we go to eat? you naturally start conducting
research! You ask questions to determine what type of food each person wants, you might look
up reviews for restaurants, phone numbers, and even hours of operation! Life is full of
research opportunities, but first you must start with a question.
Presentation:
1. Explain to students what they will be researching- the human impact of an ecosystem.
2. Pair up students and have students draw for an ecosystem. Show a map with
ecosystems labeled to connect to what the students have learned in Science about
different ecosystems. As students draw their ecosystem, show students where the
ecosystem is located on the map.
3. Write Human Impact and Ecosystem on the board. Have students brainstorm
questions that connect the two phrases.
4. Students will share their brainstorm ideas with a partner. Then, the class will share out.
As a class, students will pick a basic question for a level one question. This question
should be able to begin directing research for any ecosystem. (Ex: How have humans
impacted the ______________ ecosystem?)
5. Prompt students to further their questioning and be more specific. Students can focus
on WHO, WHAT, WHEN, WHERE, WHY, and HOW
6. As students are writing their second and third question, teacher will walk around and
provide additional help. Teacher will ask students with effective research questions to
periodically share out to the class.
Practice/Application:
1. Students will brainstorm a basic research question to start research. Students will share
their ideas with a partner and the class.
2. Students will work together with their research partner to formulate a next level
question by using one of the five Ws.
3. Students will walk around the class and share their question with other groups and the
teacher. Then, they will go back with their partner and modify their second question is
necessary.
4. Students will repeat the process to formulate a third level question. Each question
should further their research or push students to research a different aspect of the topic.
5. Students will write their leveled questions on a colored post-it note. Then, students will
add their post-it to the class, chart-sized, graphic organizer. As students place their
question on the class graphic organizer, they will read their question out loud.
Review/Assessment:
1. Class graphic organizer with student examples
2. Students use of language as they read the questions out loud

Creating a Research Question

Step 1: Brainstorm research questions that include the words human impact and
ecosystem.

Step 2: Write questions that start from basic to more specific. When trying to make more
specific questions, remember to think about the 5 Ws (Who, What, When, Where, Why)
Write
the
question
chosen
by the
class
here

1.

Think
where
what
when

2.
Think
why
who

3.

Once you have written your three research questions, choose one from level two or three to write
on a post-it note and share with the class. As you put your example on the chart, read the
question out loud so the class can hear it!

Human Impact Research Lesson 2

Ashley Kunkle
Standards:
CCSS ELA Grade 7 Standards:
RI 7.6-Determine an author's point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
RI 7.8- Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
W 7.1- Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
W 7.7- Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
W 7.8- Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
ELD Standards:
*** I chose to use the Bridging standards because I currently teach two SEI classes and
these standards correlate to this level of instruction.
SL7.1- Contribute to class, group, and partner discussions by following turn-taking rules,
asking relevant questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback.
W 7.1-5- Apply increasing understanding of how ideas, events, or reasons are linked
throughout a text using an increasing variety of academic connecting and transitional words or
phrases (e.g., for instance, in addition, consequently) to comprehending texts and writing texts
with increasing cohesion.
Theme:
Researching Human Impact of Ecosystems
Lesson Topic:
Reliable Sources for Research

Objectives:
Language: Students will be able to summarize the reasons why a website is considered
reliable as evidenced by a 4-6 sentence paragraph with transitional words.
Content: By the end of the lesson, students will be able to identify a reliable and relevant
internet source by using a checklist as evidenced by a completed checklist for two websites
related to the human impact of a given ecosystem.
Learning Strategies:
Think-Pair- Share, Modeling/Realia, Graphic Organizers, Sentence Frames
Key Vocabulary:
Reliable, Relevant, Credible, External Links
Materials:
Teacher Materials: Prezi /PPT on reliable sources, Reliable sources checklist, examples of
reliable websites, iPad/Computer
Student Materials: Web Page Credibility Checklist, iPad/computer
Motivation:
Have you ever heard someone talking about something and thought to yourself, They have no
clue what they are talking about? Has someone else ever proved you wrong because you
didnt have the right kind of information?
What makes a website a reliable source?
Presentation:
1. Students will brainstorm what makes a reliable source and write down their answers.
Then, They will share with their partners. Then, students will be called on randomly to
share out with the class.
2. Students will open the Web Page Credibility Checklist Teacher will walk students
through two website examples using the checklist as a guide. As the teacher is going
through the checklist
with the class, they will stop for clarification/instruction of vocabulary words.
http://serc.carleton.edu/NAGTWorkshops/health/case_studies/plastics.html (reliable
site)
http://sailorsforthesea.org/blog/conservation/plastic-pollution (non-reliable site)
3. Students will review what makes a credible/reliable source by summarizing three
checklist items with their partner and reviewing two vocabulary words each. Class
discussion/share-out.
Practice/Application:
1. Students will work with their partner to complete the Web Page Credibility Checklist
to find two websites related to the human impact of their given ecosystem.
2. Once the partners have found a website, they will write a one paragraph summary of
the indicators that made the website reliable. EL students will be given a paragraphs
frame with sentence starters.
3. Students will find another group researching the same ecosystem and compare and
contrast results during a verbal discussion.
4. Students will discuss what made their websites credible/reliable during class
discussion. They will also share why (if any) websites were not reliable.
5. Students will complete an exit slip matching new vocabulary to definitions

Review/Assessment:
1. Completed checklist for two website related to the topic
2. Class discussion and review of the indicators of a reliable/credible website
3. Exit slip matching vocabulary terms

Works Cited:
Adrienne L. Herrell, Michael Jordan. 50 Strategies for Teaching English Learners. Boston:
Pearson, 2013. Print.
Echevarria, Jana, et al. Making Content Comprehensible for English Learners. New Jersey:
Pearson, 2013. Print.
Wilson, Robin. Web Page Credibility Worksheet. (2016).
Andrews, Gianna. Plastics in the Ocean Affecting Human Health. National Association of
Geoscience Teachers, 2012. Web. 23 Jan 2016.
Plastic Pollution. Sailors for the Sea. 2014. Web. 23 Jan 2016.

Human Impact Research Lesson 3

Standards:
CCSS ELA Grade 7 Standards:
RI 7.6-Determine an author's point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
RI 7.8- Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI 7.9- Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or advancing
different interpretations of facts.
ELD Standards:
*** I chose to use the Bridging standards because I currently teach two SEI classes and
these standards correlate to this level of instruction.
SL7.1- Contribute to class, group, and partner discussions by following turn-taking rules,
asking relevant questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback.
W.7.1,89;WHST.7.1,89;L.7.13,6

Justify opinions or persuade others by providing detailed and relevant textual evidence or
relevant background knowledge, with light support.
Theme:
Researching the Human Impact of an Ecosystem
Lesson Topic:
Reliable Sources for Research- Vocabulary Review and Further Research
Objectives:
Language:
Students will be able to write three sentences explaining what makes a good source by using at
least two of the key vocabulary and complete sentences.

Content:
After watching the video, students will be able to identify between objective and subjective
sources as evidenced by a graphic organizer.
Learning Strategies:
Think-Pair-Share, Class Discussion, Graphic Organizers, Interactive Video
Key Vocabulary:
Credible, Reliable, Relevant, Objective, Subjective
Materials:
Teacher Materials: Zaption video on reliable sources with imbedded questions, handouts with
sources for students to sort
Students Materials: KWL Chart, Graphic Organizer, iPad/Paper and Pencil
Motivation:
When doing research, remember as a researcher you want to have reliable information. After
you gather all of your information, we will be sharing your finding with others, therefore you
need to make sure the facts your find during research can be trusted! Lets think back to what
we learned yesterday about reliable resources and see what we remember.
Presentation:
1. Students will fill out the first column of the KWL chart with the knowledge they
learned from the previous class. (Think)
2. Students will write two questions they still have/misunderstandings they have about
what makes a source reliable. (Think)
3. Students will share their previous knowledge and questions with a partner (Pair). If
partners have the answer to the question, they will share and the first students will
write the answer in the L Column across from the question. Students will share any
unanswered questions with the class during a class discussion.
4. Students will watch the Zaption video to review what makes a reliable source.
Practice/Application:
1. While watching the Zaption video, students will answer questions related to the content
in the video and from the previous class
2. Quick sort- students will be given a handout with various websites listed; they will
quick sort the websites as objective or subjective sources. After sharing their answers
with a partner, students will fill out the graphic organizer and write one or more
reasons why the website is objective or subjective.
3. Students will discuss the sources found during the previous lesson. Students will
identify if the sources are objective or subjective
4. Students will find one more source related to their research question applying all
information learned about what makes a reliable source
5. Students will fill out the L column with three sentences explaining what makes a
reliable source. Students are challenged to use at least two of the vocabulary words.
Review/Assessment:
1. Graphic Organizer website quick sort
2. KWL Chart with three sentences using at least two of the vocabulary words in the L
column.

Website Quick Sort

Using the handout of websites given to you and your partner, look over each one and determine
if the website is objective or subjective. Give a minimum of one piece of evidence to support
your opinion.
Vocabulary Review:
Objective =
Subjective =

Website Name

Objective (O)
or
Subjective (S)

Evidence
The website is ______________
because

KWL (BQL) Chart

Bring It!

Question It!

Learn It!

What do you remember about

what makes a reliable source?

What questions do you still have

about reliable sources? If there
anything you are confused
about?

What new information did you

learn today? Write 3 sentences
explaining what makes a reliable
source. Use 2 vocabulary words
in your response!

Human Impact Research Lesson 4

Standards:
CCSS Standards:
RI 7.4-Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of a
specific word choice on meaning and tone.
RI 7.9-Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or advancing
different interpretations of facts.

SL 7.1-Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
W 7.8-Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
ELD Standards:
W 7.8-Write clear and coherent summaries of texts and experiences using complete and
concise sentences and key words
RI 7.1-7.3-Explain ideas, phenomena, processes, and text relationships (e.g., compare/
contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level
texts and viewing of multimedia, with light support.
Theme:
Human Impact on the Environment- Research
Lesson Topic:
Planning Research and Organizing Information

Objectives:
Language: By the end of the lesson, students will be able to summarize information from a
given source as evidenced by a 5 sentence objective summary paragraph (sentence
frames/starters used for EL students)
By the end of the lesson, students will be able to identify and define two new vocabulary
words from their research as evidenced by a word chart for each word.
Content: By the end of the lesson, students will be able to identify two main causes of human
impact for a given ecosystem and a company participating in the negative impact as evidenced
by a Research Organization Graphic Organizer.
Learning Strategies:
Annotation, Graphic Organizers, Partner-work
Key Vocabulary: Varies according to ecosystem and student individual research. Some
example words the students may find during their research are as follows:
Estuary, deforestation, coniferous, deciduous, invasive, dredging
Materials:
Teacher Materials: Potential new vocabulary guides for each ecosystem (vocabulary list
centered around the type of human impact specific to the chosen ecosystem)
Student Materials: New vocabulary handout, graphic organizers, iPad, Internet
Motivation:
After finding a few reliable sources, we need to organize the information. Organizing and
analyzing the information is important for understanding and pulling out the interesting facts
we will use in our letter to the company! You have tons of information so now it is time to sift
through all of the facts and find the most important items.
Presentation:
1. Students will pull up their previously found reliable website sources.
2. Teacher will introduce the vocabulary lists. Teacher will explain how these are
vocabulary words related to their specific ecosystem and the negative impact of
humans on that ecosystem
3. Students will begin re-reading their sources looking for the vocabulary words from the
teacher-created list
4. Once students find the vocabulary words, they will fill out the vocabulary chart
5. After identifying and defining words, students will continue to annotate the texts.
Students will complete author says summary statements on the left and I say
comments on the right side. Teacher will walk around the room asking students to
summarize what they are reading about to check for comprehension.
6. Students will then choose two types of human impact to focus on for their writing task.
Students will complete the Organizing Information graphic organizer.
7. After giving time to annotate, remind students that after each source they needs to
write an objective summary. Provide the summary frame and walk through the
structure together.
8. At the end of the lesson, provide 15 minutes for the students to present one of the
vocabulary charts (step 4) to the class. Teacher will direct students to write the new
vocabulary word and its synonym on the word wall and tape the completed chart
under the word.

Practice/Application:
1. As students review their resources, they will first look at the teacher-created
vocabulary list. Students will look that the word and definition. They will apply this
information by finding a synonym for each word.
2. Students will read through their sources, as they read they will identify two words from
the teacher-created list and fill out the vocabulary chart.
3. Students will analyze the text by annotating each source. They will complete Author
says and I Say comments on each side of the document.
4. After annotations, student will organize their information in to main ideas by filling out
the graphic organizer. Students will write the main idea using a sentence frame and
then write supporting details in the space below.
5. Students will then objectively summarize each source in a five-sentence paragraph.
6. Students will present their vocabulary words to the class with their partner. They will
then write the word and synonym on the word wall and tape their chart underneath
Review/Assessment:
1. Students finding synonyms for ecosystem specific words
2. Students identifying words in their own research, vocabulary chart including students
created sentence using the word.
3. Student presentations of the new vocabulary words
4. Annotations of a text- students have been doing this for a full semester so they should
be proficient
5. Objective summaries of each source

Human Impact Research- Lesson 5

Standards:
CCSS Standards:
W 7.1-Write arguments to support claims with clear reasons and relevant evidence.
W 7.1.C-Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), reasons, and evidence.
W 7.7- Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
ELD Standards:
W 7.1- Justify opinions or persuade others by providing detailed and relevant textual evidence
or relevant background knowledge, with light support.
W 7.4- Adjust language choices according to task
RI7.4Useknowledgeofmorphology(e.g.,affixes,roots,andbasewords),context,reference
materials,andvisualcuestodeterminethemeaning,includingfigurativeandconnotative
meanings,ofunknownandmultiplemeaningwordsonavarietyofnewtopics
Theme: Human Impact on the Environment

Lesson Topic: Writing a business letter

Objectives:
Language: By the end of the lesson, students will be able to write an outline and draft a
business letter with supporting evidence as evidenced by a letter organizer.
Content:
By the end of the lesson, students will be able to identify the key elements of a business letter
as evidenced by a partner annotated text
By the end of the lesson students will be able to organize their own ideas with supporting
evidenced as evidence by a brainstorm web and letter organizer

Learning Strategies:
Text Exploration, Direct Instruction, Group Work, Think-Pair- Share, Graphic Organizer
Key Vocabulary: Senders Address, Inside Address, Salutation, Counterclaim

Materials:
Teacher Materials: Letter example texts, Power Point- Writing a Business Letter, Discussion
evaluation sheet.
Student Materials: Graphic Organizer, iPad, internet
Motivation:
After researching the human impact of your given ecosystem, it is time for you to speak up
and do something about it! During your research, you discovered one or more companies that
are increasing this negative impact on the environment. Now, its time to tell them what you
think! Today we will be learning about how to construct a business letter that includes a
counterclaim so we can share our opinion and research with those that needs to hear it most.
But first, we must learn what is needed to write a successful business letter.
Presentation:
Teacher will ask the students to brainstorm what they know about the structure of a letter.
Have students brainstorm with a partner, then share out ideas with the class. Teacher will write
the ideas on the board/chart paper.
Teacher will pass out examples of letters to each student. Students will individually annotate
for characteristics of a letter/what is different between this text and a regular essay.
Students will share findings with their group and make a list of similarities.
Teacher will lead a class discussion about letter characteristics
Teacher led lecture on the structure of a letter. As the teacher lectures, students will label their
example letter with the key vocabulary.
Teacher will guide students through an outline of a business letter
Students will begin organizing their ideas and transferring information from their Research
Graphic Organizer to their outline.
Students will fill out an exit slip matching the new vocabulary to the description
Practice/Application:
Students will practice the skill of annotation by looking for elements of a letter on their own.
Students will identify similar elements of a letter between all examples given to the group.
Students will develop a list of characteristics specific to a letter with their group of four.
Students will share what they found with their group.
During the lecture, students will label the parts of a business letter. After the notes, students
will write a summary of the notes at the bottom of their notes. Then, students will find a
partner form a different group and re-teach the notes to their partner and vise versa.
Students will use their research notes to fill in the outline for the business letter.
Students will share their outline with a partner to check for main ideas and supporting details.
Exit slip matching new vocabulary to the descriptions.
Review/Assessment:
Class discussion, Student language during discussions, re-teaching using the vocabulary,
Letter outline, Exit Slip
*** The final assessment for this unit is an actual business letter written and sent to a
company. Attached is the rubric for the summative assessment.

Senders Address:

Date:
Inside Address:

Salutation:

Introduction:
Background Information:

Claim: ______________________ should stop __________________________ because

(Company Name)
(Human impact)

Body:
Main Idea: Include transitional phrase and main point
First of all
To begin with,

Transition Phrase and

Citation:
According to
As stated in
In addition

Supporting Facts from

Research:

Elaboration:
This shows
This proves
As you can see

Main Idea: Include transitional phrase and main point

Secondly, .
In addition,
Another reason,
Furthermore,

Transition Phrase and

Citation:
According to
As stated in

Supporting Facts from

Research:

Elaboration:
This shows
This proves
As you can see
Furthermore

Counterclaim:
Companys Reason:

Conclusion:
Restate Claim:

Summarize Points:

Facts to Counter:

Salutation and Sign Off:

Assessments Reflection
Throughout the course of my week of lesson plans, I used a variety of language and
content assessments. I did not realize how many types of assessment I actually used until I
looked back before writing this reflection!
`The most common type of assessment I utilized during my lessons is a simple share out/
Think-Pair-Share. I like this type of assessment for EL students because it gives them an
opportunity to think about the question and formulate their own answer first. Then, they are able
to share with a partner; I think this makes them feel more comfortable and willing to share
because they can practice saying their responses or it helps them actually think of a response.
After their sharing time, I use a random name selector to call on students. I use this so that all
students will talk instead of the same ones each time. Class share-outs/ discussions are perfect
practice for speaking and its a good check for understanding for me as the teacher to see if we
are ready to move on. Another type share out assessment I integrated in my lessons was having
students read their questions out loud as they posted them on a class chart. I like this because not
only did students have to work on writing and formulating questions, but the also read the
question out loud which helps them hear if the question makes sense. It also helps the students
feel like a collective part of the class because they are all contributing to the end result.
I also used a few different types of exit slips: a KWL chart and vocabulary matching. This
type of assessment was used to quickly assess if students were able to complete and comprehend
their learning targets. It also gives me insight to any questions/confusion students may still have.
I think utilizing quick exit slips is something I want to integrate more in to my classroom. I feel
like I always run out of time at the end of class to review the vocabulary words or content taught
that day. Exit slips might be the answer! I might modify it a little and put the exit slip on Google
forms or Survey Monkey so the data is assessed and put together as a graph for me. This would
also help inform items that need to be reviewed the next day and by incorporating technology, I
dont have to read 150 slips of paper each day!
Other types of formative assessments used in my lesson were meant to see if the students
remember the information and vocabulary from the previous lessons and if they could apply the
information in a new activity. For example, the website sort and website checklist. Both of these
application activities helped show if the students understood the video lecture and my own notes
on what makes a reliable Internet source. I especially like the website sort because its a real life
skill! They were given the top results from a Google search and just by looking at them little
excerpt, they had to identify if they site was reliable or not. For the checklist, they look at the
whole website to identify relevance and reliability. I think both skills are important.

Finally, the summative assessment would assess their language and their level of
application for organization and citations. I typically like having a longer writing assessment at
the end of my units because thats why we practice writing, in one way or another, every day.
Plus, with the larger writing, I can focus more on teaching them how to organize thoughts and on
the grammatical component.
One thing I noticed after looking back through my lessons was that when I actually
taught them in my class (I did it this past week), I skipped some of the steps. I feel like as Im
learning more about EL students, Im learning how much more I need to focus on the vocabulary
development a lot more. This is something I typically skip over or its a huge group of words all
taught together and then they are forgotten. I like how in these lessons I constantly came back to
the vocabulary. I have noticed this change in my classroom, but I feel like its definitely an area
of growth. In addition to the vocab development, ending the work time a few minutes early to
provide review or to sum up the class is another thing I want to change. As for assessments, I
want to start using the summative assessments are a learning point. Typically, by the time my
students write the summative assessment, Im very ready to be done with the unit so they turn in
the paper and we just move on! This semester and with this summative assessment, I hope to
change this part of my teaching.