Human Impact On An Ecosystem Lesson Week Four

Essential Question for Lesson #4: What do humans do to affect the health of the ecosystem?
DAY ONE OF LESSON #4

SINGLE SUBJECT CREDENTIAL PROGRAM
SCIENCE LESSON PLAN TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

Class Title Lesson Title Unit Title Grade Levels Total Minutes
Ecosystem
Middle School Science, 7th Grade Unbalanced Ecosystem 7th Grade 50 minutes
Biodiversity
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
ELA/Literacy
RST.6-8.8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text
MS-LS2-5: Ecosystems: Interactions, Energy, and Dynamics RI.8.8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
Evaluate competing design solutions for maintaining and sufficient to support the claims
biodiversity and ecosystem services.
Mathematics
MP.4: Model with mathematics
6.RP.A.3: Use ratio and rate reasoning to solve real-world and
mathematical problems
Lesson Objective(s) Evidence
Students will illustrate and evaluate the interdependent
Student models should show a variety of ecosystem members
relationships of members within Yellowstone Parks
and their relationships should be appropriate (i.e. students
ecosystem after a human impact, food production, by revising
food web wouldnt show a mouse eating a coyote)
their food web and food energy pyramid model.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Teacher will present the
warm-up question on the
The teacher will use the Think-
Warm-Up Question: Engages front board and students will The warm-up question allows
Pair-Share strategy. The
student interest, activates write down the question in the teacher to see if students
EL teacher will randomly call on 3
prior knowledge, and their science notebooks. are prepared to move forward
students to share their answer
introduces the lesson Students use prior knowledge in the lesson.
with the whole class.
and experience to answer to
the best of their ability.
Allows the teacher to see if
Reflect, Revise, Refine (RRR) The teacher will walk around
Teacher hands out the RRR students were able to answer
Sheet: Help students to the classroom to progress
Sheet to each student and and understand the critical
answer questions and gather monitor the students actively
Form instructs students to fill out questions from the article
information on each segment filling out the handout and
the handout AFTER they are before moving forward in the
or selection of their article help answer any questions
done reading. lesson.
reading they may have.
Sum N/A N/A N/A N/A

FOCUS OF INSTRUCTION
Instructional Strategies
ENGAGE & EXPLORE (Jill)
Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does
Teacher will present warm-up question on the front board and
students will need to answer the question via Think-Pair-Share Students will write down the warm-up question into their
5 min once prompted by the teacher. Warm-up question: Give 3 science notebooks and answer the question. Students will then
examples of an ecological disaster caused by humans. Teacher take turns sharing their answer with their neighbor.
will instruct students to individually answer the warm-up
question in their science notebook and then share their answer
with their neighbor. Teacher will advise students to be prepared
to be called on to share their answer with the whole class.
Lesson Body
First the teacher will show the students a short movie clip from
Before the Flood to engage students and help them begin to
think outside of yellowstone's ecosystem.
The teacher will have four different grade-level articles for Students will listen and watch attentively to the movie clip from
students to read and annotate individually. The articles will be Before the Flood.
25 min
about how an unbalanced ecosystem occurs from an ecological Students will individually read and annotate the article that they
disaster caused by humans. The article will be based on four were assigned to.
different disasters. Each student in the lab group of four will
receive a different article to read and become an expert on one
article.
Lesson Closure
After students finish reading and annotating the article, the
teacher will handout the Reflect, Revise, and Refine (RRR)
Students will answer all the questions on the Reflect, Revise, and
Sheet for students to glue down in their science notebooks. The
Refine sheet based on the article they read in class. If students
20 min teacher will instruct students that they have the remainder of
dont finish the RRR Sheet, then they will need to complete it at
the class period to answer the RRR Sheet based on the article
home for homework.
they read. Whatever the students dont finish in class will be
homework.
Instructional Materials, Equipment, and Multimedia
Four ecological human-causing disaster articles: Food production, Fracking (oil drilling), water resources, invasive species/hunting.
Reflect, Revise, Refine (RRR) Sheet
Before the Flood: https://www.youtube.com/watch?v=IEqBduQIx-Q
Co-Teaching Strategies
N/A
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Students will write short, even
bullet-point responses as
If students can demonstrate that
Guided Notes will be provided for evidence of thinking. Working
Guided Notes will be provided for the concepts are within reach,
Striving Readers since this lesson with partners can help scaffold
ELs since this lesson has a lot of they can be challenged with
has a lot of reading and decoding students to understanding. And
reading and decoding text. reading the additional articles on
text. Teacher can observe students
their own.
during individual work to guide
students with probing questions.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
DAY TWO OF LESSON #4


Ecosystem
Biodiversity
ELA/Literacy
Mathematics
STUDENT ASSESSMENT
Teacher will present the
warm-up question on the
The teacher will use the Think-
Warm-Up Question: Engages front board and students will The warm-up question allows
Pair-Share strategy. The
student interest, activates write down the question in the teacher to see if students
EL teacher will randomly call on 3
prior knowledge, and their science notebooks. are prepared to move forward
students to share their answer
introduces the lesson Students use prior knowledge in the lesson.
with the whole class.
and experience to answer to
the best of their ability.
The teacher will give students
Jigsaw Activity: The purpose of informal feedback during their
the activity is to have students group discussions and whole- Students group discussion and
Teacher will start the jigsaw
discuss the articles that they class discussion. Teacher can whole-class discussion allows
activity after the warm-up for
Form read and get a better also ask pressing questions the teacher to gauge student
the day to follow-up on the
understanding on how human and follow-up questions to understanding of the material
previous day's readings.
impact may cause an probe for more information or they read.
imbalance in an ecosystem. redirect students thoughts and
discussions.
Sum N/A N/A N/A N/A
EXPLAIN (Lili)
Students will write down the warm-up question into their

Teacher will present warm-up question on the front board and
science notebooks and answer the question. Students will then
students will need to answer the question via Think-Pair-Share
take turns sharing their answer with their neighbor.
once prompted by the teacher. Teacher will instruct students to
individually answer the warm-up question in their science
5 min
notebook and then share their answer with their neighbor.
Teacher will advise students to be prepared to be called on to
share their answer with the whole class.
Lesson Body
Teacher will have all the students that read the same article Students that read the same article( Food production, Fracking
together in an expert group to discuss the human impact and (oil drilling), water resources,...etc.) will come together in an
how it affects the health of the ecosystem. They will also answer expert group to discuss the natural disaster and how it affects
15 min
the probing questions that the teacher has created for their the health of the ecosystem. Students will also answer the
specific article: probing questions that the teacher has created for their specific
article:
1.How would the addition of an invasive species affect the
ecosystem? Hunting? Drilling for oil? Using land for food 1.How would the addition of an invasive species affect the
production? Water resources? ecosystem? Hunting? Drilling for oil? Using land for food
2.Do any of these additions cause an unbalanced ecosystem? production? Water resources?
Why or why not? 2.Do any of these additions cause an unbalanced ecosystem?
3.Explain how these human activities disrupt the energy Why or why not?
transfer in an ecosystem. 3.Explain how these human activities may disrupt the energy
4.What are some solutions that the article suggests to solve the transfer in an ecosystem.
problem? 4.What are some solutions that the article suggests to solve the
problem?
Teacher will take the four expert groups, Food production, One student from each expert group will then join a new group
Fracking (oil drilling), water resources, and invasive so that their is an expert in each one. The new groups should
species/hunting. and divide them into four separate groups so have a member from the Food production group, Fracking (oil
that the new group has a human impact for each one. The drilling) group, and water resources group etc.
new groups should have a member from the Food production,
Fracking (oil drilling), water resources, and invasive
species/hunting group.
Lesson Closure
Students will take their handout and exchange information from
the experts of the other groups. By doing so each student will
have answered all the probing questions by collecting
Teacher will then instruct students to take their handout and
information from the food production, Fracking (oil drilling),
answer their missing questions for the three other human
water resources, invasive species/hunting experts so that at
impact disasters. They will do so by exchanging information
the end they have notes about how each natural disaster affects
from the experts of the other groups. For example: The water
the ecosystem.
resource expert will have to collect information for the Food
production, Fracking (oil drilling), and invasive species/hunting
experts so that at the end they have notes about how each
30 min different human impact affects the ecosystem.
Students will then have a whole-class discussion to discuss how
each disaster may create an unbalanced ecosystem and disrupt
Teacher will then have a whole-class discussion to go over the
the ecological pyramid and their corresponding food chains
probing questions and discuss how each disaster may create an
unbalanced ecosystem and disrupt the ecological pyramid and
their corresponding food chains. The teacher will tell students to
keep their responses in mind because they will be using the
information refine their food energy pyramid.

-Four human impact effect articles on Food production, Fracking (oil drilling), water resources, invasive species/hunting. .
-Human impact effects handout.
N/A
DIFFERENTIATION
The lesson includes, reading, The lesson includes, reading,
The teacher can give students If students are demonstrate that
writing, and speaking in the writing, and speaking in the
that are at lower reading levels the concepts are within reach,
English language. If necessary the English language. If necessary the
articles that are easier to read they can be challenged with
teacher can help ELs prepare teacher can give the student
and comprehend. Students will higher reading level articles and
responses, practice with a multiple ways to respond( i.e.
also work in groups of students of more challenging follow-up
partner, before sharing ideas written or oral) depending on
varying levels. questions during the discussion.
with the class, reducing anxiety. their special need.
DAY THREE OF LESSON #4


Ecosystem
Biodiversity
ELA/Literacy
Mathematics
STUDENT ASSESSMENT
Warm-Up Question: Teacher
will present the warm-up Warm-Up Question: The
question on the front board teacher will use the Think-
Warm-Up Question: Engages Warm-Up Question: The warm-
and students will write down Pair-Share strategy. The
student interest, activates up question allows the teacher
EL the question in their science teacher will randomly call on 3
prior knowledge, and to see if students are prepared
notebooks. Students use prior students to share their answer
introduces the lesson to move forward in the lesson.
knowledge and experience to with the whole class.
answer to the best of their
ability.
Modeling: Students will Modeling: The teacher will ask Modeling: During the creation Modeling: Modeling showcases
organize information, make another scenario questions of the model, students discuss students conceptual
connections, and note that states You are a park types of organisms, understanding of the subject
relationships through the use ranger, and you noticed that relationships between matter. They are able to
of graphics and passed article their seems to be smoke off in organisms in an ecosystem comprehend the important
readings. Students will also the distance. After further and the effects on their concepts of the lesson and use
understand how a fire can investigation you realize that ecosystem based on the fire. drawings and graphics to
disrupt the health of an part of Yellowstone is on fire! Teacher will monitor students display their understanding.
ecosystem How will this natural disaster as they work on this activity in
affect the health of the their lab group. Eventually a Gallery Walk: For teachers, its
Gallery Walk: Allows students ecosystem? The teacher will rubric will be used to grade a chance to gauge the depth of
to discuss and display their then instruct students to their posters after the class student understanding of
Form
final work around the refine their previous models Gallery Walk concludes. particular concepts and to
classroom in a non- based on this question. challenge misconceptions.
threatening way with the Gallery Walk: A grading rubric
assurance of getting some Gallery Walk: Students will will be used by the teacher to
feedback from their fellow walk around the classroom evaluate the group posters.
peers. and observe other lab groups
food web posters and energy
food pyramids. Each lab group
will start at a different station
and take individual notes
about the poster in their
science lab notebooks.
Sum N/A N/A N/A N/A
ELABORATE & EVALUATE (Maribel)
Teacher will present warm-up question on the front board and Students will write down the warm-up question into their
students will need to answer the question via Think-Pair-Share science notebooks and answer the question. Students will then
once prompted by the teacher. Teacher will instruct students to take turns sharing their answer with their neighbor.
5 min individually answer the warm-up question in their science
notebook and then share their answer with their neighbor.
Teacher will advise students to be prepared to be called on to
share their answer with the whole class.
Lesson Body
The teacher will announce to the class that they are required to Students will brainstorm as a group to decide how they will
use their food web and food energy pyramid from the last construct their food energy pyramid.
5 min Gallery Walk. The teacher will explain, that they must refine
their model based off of a human impact, in this case a food
production. The teacher will allow the class to brainstorm and
discuss with their group how they will construct their web and
pyramid model. Students will revise their food web and food energy pyramid
model on the construction paper handed out by the teacher, and
10 min After brainstorming is complete, the teacher will hand out a use the colored Sharpie pens to draw and label the model. Lab
large piece of construction paper to each group as well as groups will hand in their poster to the teacher once they are
colored Sharpie pens. Teacher will monitor students as they finished.
work on this activity, asking questions about what students
learned in the food production article during the jigsaw activity.
The teacher will collect each poster at the end of the allotted
time frame.
Lesson Closure
The teacher will display each lab groups poster that was Students will walk around the classroom and observe other lab
collected around the classroom where students will have easy groups food web and food energy pyramid posters. Each lab
access to examining the posters. There are 10 groups of 4 in the group will start at a different station and take individual notes
class, therefore each group will have 3 min to examine each about the poster in their science lab notebooks. At their first
poster and take notes before moving onto the next poster. The station, groups will observe what is posted and record their
30 min
teacher will monitor the stations while students participate in groups responses, thoughts, and comments. After 3 min, the lab
the gallery walk. Teacher may need to clarify or provide hints if groups will rotate to the next station and repeat their recordings
students dont understand or misinterpret what is posted at a until they have visited all stations. At the end of class, students
station. Teacher will conclude the gallery walk by discussing will have the opportunity to participate and share their findings
student learning from the task as a whole class. The posters will with the whole class.
be graded using a rubric.
Smart Board, Projector, Construction Paper, Colored Sharpie Pens, Food Energy Pyramid Poster and Food Web Rubric
N/A
DIFFERENTIATION
The lesson relies primarily on
listening and speaking skills, The lesson relies primarily on
which engages ELs without The lesson relies primarily on listening and speaking skills,
If students are demonstrate that
relying on decoding text. listening and speaking skills, which engages SNs without
the concepts are within reach,
Students will write short, even which engages striving readers relying on decoding text.
they can be challenged with
bullet-point responses as without relying on decoding text. Students will write short, even
unknown ecosystem members to
evidence of thinking. ELs prepare Students will write short, even bullet-point responses as
consider for their food web and
responses, practice with a bullet-point responses as evidence of thinking. Students
food pyramid.
partner, before sharing ideas evidence of thinking. prepare responses, practice with
with the class, reducing anxiety. a partner, before sharing ideas
Teacher can observe students with the class, reducing anxiety.
during paired conversations if Working with partners can help
student is ready to share with the scaffold students to
class. understanding. And Teacher can
observe students during
individual work and paired
conversations to guide students
with probing questions.

Human Impact On An Ecosystem Lesson Week Four

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Essential Question for Lesson #4: What do humans do to affect the health of the ecosystem?

DAY ONE OF LESSON #4

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

Sum N/A N/A N/A N/A

Lesson Introduction/Anticipatory Set

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

DAY TWO OF LESSON #4

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

Students will write down the warm-up question into their

Instructional Materials, Equipment, and Multimedia

DAY THREE OF LESSON #4

Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo Life Science

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