Download Science Lesson Planning Template

Science Lesson Planning Template
Context Issues of the Lesson
Unit or Lesson Title:
Interactions In Ecosystems
Grade Level
Topic/Theme/Nature
of the Investigation:
NGSS Performance
Expectation(s)
7th Grade
Understand/predict patterns in relationships of biotic and abiotic
organisms.
MS-LS2-2. Construct an explanation that predicts patterns of
interactions among organisms across multiple ecosystems.
[Clarification Statement: Emphasis is on predicting consistent
patterns of interactions in different ecosystems in terms of the
relationships among and between organisms and abiotic
components of ecosystems. Examples of types of interactions
could include competitive, predatory, and mutually beneficial.]
NGSS Dimension 1
component
Develop and use a model to describe phenomena.
Develop and use a model to test/provide evidence for
relationships/interactions among organisms of the same and/or
different populations including biotic and abiotic factors from
their natural habitats/niches.
From this lesson, students will plan and carry out an
investigation where they will analyze and interpret data about
organism interactions with abiotic and biotic factors and design
a working biosphere.
NGSS Dimension 2
component
NGSS Dimension 3
component
Duration:
Planning and carrying out investigations
Analyze and Interpret data
Cause and effect: mechanism and explanation. Systems can be
designed to cause a desired effect in a biosphere.
Systems and system models
Stability and change
LS 2: Ecosystems: Interactions, energy, and dynamics
Disciplinary core idea: Organisms interact with biotic and
abiotic factors in their habitats for survival.
50 minutes Periods
Day 1: Population Graphing
Day 2: Why do populations fluctuate around a certain number?
(Carrying Capacity)
Day 3: I’ll help you, if you help me. Students will study the
symbiotic relationships.
Days 4-? Biosphere: Design and Conquer
Planning Stages Within the 5-E Inquiry Model
Lesson Planning Template - - The 5 E’s
©2016 Wayne County RESA. Interactions in Ecosystems - Grade 7 (K. Davis.) Retrieved from
http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/.
Engage
PURPOSE:




to convey the context of the lesson(s)/unit by conveying an important Key Question
to engage students in investigations that reveal their thinking to themselves and the teacher
to record the initial ideas of students
to engage their interest
What is the teacher doing? What are the students doing?
1. The teacher will provide the students with graphs of species population changes over
the past 50 years for different ecosystems and organisms.
2. The teacher will provide support for students who struggle to hypothesize why the
population changes periodically.
3. Students will work in small groups to hypothesize why the numbers are changing
among populations over a period of time. They may even research if there were any
major events (earthquakes, drought, human civilization, fires, etc) that happened in the
same area.
4. Students will investigate how organisms interact with their environment in their niche.
They will identify organisms that camouflage into their environment, symbiotic
relationships, and the predator/prey relationship, etc.
5. Students will design and build/test a biosphere to house organisms that will survive
over a period of time.
Explore
PURPOSE:



to test ideas and develop knowledge using explorations, investigations, experiments
to modify and record ideas as they change due to activities
to develop new questions and testable hypotheses
Activities (list)
Day 1: Students will study animal/plant population
graphs and hypothesize why the population
increases/decreases over time.
Day 2: Students will research for their hypothesis if
there were any environmental disasters that may have
occurred to affect species survival and see if there is a
correlation between years.
Driving Question
What are the basic needs of living
organisms?
How are the needs sustained over
time?
How are resources cycled/balanced
in each ecosystem?
Day 3: Students will identify symbiotic relationships
among different species in a specific habitat, as well as How do species survive/interact on a
the animals’ abiotic needs. Students will identify
daily basis?
individual needs of organisms in a specific habitat.
Why do population sizes vary from
Days 4-?: Students will design and build a biosphere
year to year?
to contain living organisms that will survive over a 2-3
week period.
Student Communication Product: (written report, oral presentation, poster, etc.)
Lesson Planning Template - - The 5 E’s
©2016 Wayne County RESA. Interactions in Ecosystems - Grade 7 (K. Davis.) Retrieved from
http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/.
(consider showing “Models” of student products to help student identify characteristics of quality)
Students will design a biosphere and explain to their classmates why they believe organisms will survive in their
biosphere and how their basic needs will be met.
Explain
PURPOSE:


to answer the Key Question through student explanations
to provide students with relevant vocabulary, formal definitions and explanations of concepts
Content Media: (written material, video, teacher lecture, technology)
Youtube ecosystem videos
Biosphere movie clip
Guided notes about species interactions of the symbiotic relationships
Student research
Students will learn the definitions of biosphere, abiotic factors, biotic factors, symbiotic
relationships, organism, ecosystem, carrying capacity and limiting factors.
Student Communication Product: (assessment, unit test, written report, oral presentation,
poster, etc.)
Biosphere survival for the 2-3 week period and presentation to classmates with a written
report about why the materials used in the biosphere were chosen/utilized and their function in
the biosphere.
Elaborate
PURPOSE:

to extend students' conceptual understanding through application or practice in new settings
Activities:
Students will study animal/plant population graphs and hypothesize why population sizes
increase/decrease repeatedly through the years. They will then research for their hypothesis if
there were any environmental disasters that may have occurred to affect species survival and
see if there is a correlation between years.
Students will study the human population growth and decide if there is a human population
carrying capacity. They will research new agricultural techniques that may increase the
human population carrying capacity; how does this affect the carrying capacity of other
species? Does this reduce limiting factors for populations?
Students will identify symbiotic relationships among different species in a specific habitat, as
well as the animals’ abiotic needs. Students will identify individual needs of organisms in a
specific habitat and how their niche meets those basic needs.
Students will design and build a biosphere to contain living organisms that will survive over a
2-3 week period.
Lesson Planning Template - - The 5 E’s
©2016 Wayne County RESA. Interactions in Ecosystems - Grade 7 (K. Davis.) Retrieved from
http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/.
Content Media: (written material, video, teacher lecture, technology)
Background knowledge will include student knowledge of animal’s habitats in the
biomes and their niche/needs.
Could you take your organism(s) and place them in another student’s biosphere to
survive?
Are there other materials you could have used to make your biosphere?
How would you improve your design?
Rubric
1
Used 2 or
less words
Vocabulary
used during
presentation
to
classmates
Interactions Has only 1
relationship
Describe
Described 1
necessary
abiotic
factors
Did the
Did not
organisms
survive 5
survive for
days
the 2-3 week
period
2
Used 3
words
3
Used 4
words
4
Used 5
words
5
Used 6 or
more words
Has 2
Has 3
Has 4
Has 5+
relationships relationships relationships relationships
Described 2 Described 3 Described 4 Described
5+
Survived 5-8 Survived 9days
14
Survived 15- Survived
20 days
21+ days
Extending/Application Questions for Whole/Small Group Discourse:
Could you take your organism(s) and place them in another student’s biosphere to survive? If
so, which biosphere would you choose? And why? If not, why not?
How would you improve your design?
Student Communication Product (assessment): (unit test, written report, oral presentation,
poster, etc.)
Lesson Planning Template - - The 5 E’s
©2016 Wayne County RESA. Interactions in Ecosystems - Grade 7 (K. Davis.) Retrieved from
http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/.
Students will communicate their finished products by orally presenting the model which their
group has designed. The presentation should include the biotic and abiotic relationships
included in their biosphere, symbiotic relationships among organisms, and how resources will
be cycled through their biosphere to continue to support all of the various life forms.
Evaluate
PURPOSE: to create a working biosphere that will support life over time to model how life
continues to exist on earth.
Skill/Reasoning Learning Objectives
-Collecting data
-Interpret & graph the survival rate of the
organisms
-Using research and multiple data sets
Assessment Instrument
Lab investigations and data charts
according to research
Knowledge Learning Objectives
Assessment Instrument
Organisms interactions with biotic and
abiotic factors in their habitats for survival
Oral presentation according to rubric lab
and questions
Lesson Planning Template - - The 5 E’s
©2016 Wayne County RESA. Interactions in Ecosystems - Grade 7 (K. Davis.) Retrieved from
http://www.resa.net/curriculum/curriculum/science/professionaldevelopment/ngss-pd/lesson-plans-exploring-ngss/.