UNIT
TOPIC: Ecology- Biomes and
Environmental Impacts
1. UNIT CONTEXT
Subject/Content Area - Biology
Course – Lab Biology 1
Grade Level – 9th and 10th grade
Length of Unit: 1 week; 3, 50 minute classes and 1, 2 hour class
2. FACTS ABOUT THE LEARNERS
Whole Class Information
·
Number
of students in class - 39
·
Demographic
Information: Mostly Hispanic and Caucasian, 5 African American, and 1
Asian. 8 English Learners and 6 students with IEP’s.
·
Developmental
Needs: Students are multi-modal learners that enjoy hands-on
science labs and activities. They enjoy the social time with friends and being
able to work with peers. Many students are involved in sports or band after
school or have jobs. Students need the opportunity to be given choices about
their learning and the proper guidance and scaffolding to get them there.
Students are not proficient in inquiry based learning yet, but are persistent
in asking questions. Overall, students are respectful of each other and the
teacher, thus very little discipline is required. The classroom environment is
based on respect for each other and learning.
Individual Student Information and Differentiation Strategies
Jenny:
Intermediate English Learner
-
Jenny is a 12th grade
Hispanic student that speaks mostly English, but uses Spanish at home with her
parents, whom speak little English and did not attend High School.
-
Jenny is working on her reading
comprehension and writing essays about literature.
-
Jenny reads at a high elementary grade
level and although she can write 5 paragraph essays, she struggles with
grammatical forms. She is a multi-modal learner and enjoys science and animals
but gets bad test anxiety.
-
Differentiate:
o Content:
Offer reading guides and a tutorial on how to read a textbook. Offer
instructions verbally, visually, and by demonstrating (readiness and learning
profile)
o Process:
Allow group work so that Jenny can receive peer feedback and support
(readiness)
o Product:
Give students a study guide of what will be one the test using similar wording
or a rubric with exactly what is being graded and allow Jenny more time to
finish the test or project (readiness)
o Affect:
Group work will allow for immediate peer feedback. All assignments will be
handed back in a timely manner so as to offer feedback from the teacher
(readiness)
o Learning
Environment: Student is seated near other students who are not distracting, but
motivated learners that can assist Jenny during class for clarification of
instruction (readiness)
-
Progress Monitoring: Regular monitoring
and asking questions during group activities and listening to her verbal
responses will be the best way to assess her understanding of the content since
writing conventions are difficult for her and she gets test anxiety.
-
Next Steps: Continue giving Jenny
opportunities for peer feedback. Also, use more writing assignments that offer
peer and self review and editing time before turning in the final product in
order to give Jenny more practice with writing conventions. Continue to offer
Jenny reading guides to assist her reading comprehension.
Xochilt: Early Advanced English
learner
-
9th grade Hispanic migrant
-
Xochilt is working on her reading
comprehension and writing skills.
-
Xochilt reads well below grade level
and struggles with comprehension and writing conventions. She is a multi-modal
learner but is an unmotivated learner.
-
Differentiate:
o Content:
Offer reading guides and a tutorial on how to read a textbook. Offer
instructions verbally, visually, and by demonstrating (readiness and learning
profile)
o Process:
Allow group work in an assigned group with students that will motivate Xochilt
and be patient with her so that she can receive peer feedback and support
(readiness). Provide a purpose for all assignments to help motivate her
(interest)
o Product:
Give students a study guide of what will be one the test using similar wording
or a rubric with exactly what is being graded and allow Xochilt more time to
finish the test or project (readiness)
o Affect:
Group work will allow for immediate peer feedback. All assignments will be
handed back in a timely manner so as to offer feedback from the teacher
(readiness)
o Learning
Environment: Student is seated near other students who are not distracting, but
motivated learners that can assist Xochilt during class for clarification of
instruction (readiness)
-
Progress Monitoring: Regular monitoring
and asking questions during group activities and listening to her verbal
responses will be the best way to assess her understanding of the content since
writing conventions are difficult for her.
-
Next Steps: Continue giving Xochilt
opportunities for peer feedback and provide a purpose for every assignment.
Also, use more writing assignments that offer peer and self review and editing
time before turning in the final product in order to give students more
practice with writing conventions. Continue to offer Xochilt reading guides to
assist her reading comprehension.
Kaela:
-
11th grade Hispanic student
with a hearing aid and minimal paralysis from cerebral palsy. She speaks mostly
English and has been recently redesignated as fluent English proficient.
-
Kaela is working on reading
comprehension and writing conventions.
-
Kaela is a very motivated student who
enjoys school and science. She needs directions clarified and frequent use of
graphic organizers. She is a multi-modal learner and is shy but enjoys working
in groups. She reads below grade level and has difficulty using grammatical
forms.
-
Differentiate:
o Content:
Offer reading guides and a tutorial on how to read a textbook. Offer
instructions verbally, visually, and by demonstrating (readiness and learning
profile)
o Process:
Allow group work in an assigned group with students that are motivated and
friendly so that she can receive peer feedback and support (readiness).
o Product:
Give students a study guide of what will be one the test using similar wording
or a rubric with exactly what is being graded and allow Kaela a quiet place to
take the test with few distractions (readiness and learning profile)
o Affect:
Group work will allow for immediate peer feedback and by choosing peers that
are good students and friendly, will make Kaela feel comfortable working in a
group. All assignments will be handed back in a timely manner so as to offer
feedback from the teacher (readiness)
o Learning
Environment: Student is seated near other students who are not distracting, but
motivated learners that can assist Kaela during class for clarification of
instruction. Kaela will be seated away from distracting students and loud
noises that may be distracting (readiness)
-
Progress Monitoring: Regular monitoring
and asking questions during group activities and listening to her verbal
responses will be the best way to assess her understanding of the content since
writing conventions are difficult for her.
-
Next Steps: Continue giving Kaela
opportunities for peer feedback and provide graphic organizers to assist
assignments. Also, use more writing assignments that offer peer and self review
and editing time before turning in the final product in order to give students
more practice with writing conventions.
Chris:
-
Chris is a 9th grader who
loves science and is a very motivated student. His family speaks only English
and both parents are high school graduates. Chris also plays football for the
freshman team.
-
Chris is an A student that is motivated
to keep on top of school work and go to college to be a chemist.
-
Chris is highly motivated in class and
likes answering question during discussion. I struggle with making sure the
content is challenging to him and worth his time. He enjoys science, so he
stays motivated and interested in the content but it would be easy for him to
slack off if he is not challenged enough at school.
-
Differentiate:
o Content:
Add “Challenge” options in assignments so the Chris feels engaged and properly
challenged in class. (readiness)
o Process:
During group work, put Chris into a group with someone who is struggling. Chris
gets to further his understanding of the concepts by teaching them to the
struggling student. (readiness and learning profile)
o Product:
Allow for more writing or short-answer essays on tests and projects so that
Chris can elaborate on his knowledge of the subject and really show off his
understanding. (readiness)
o Affect:
Chris needs to stay engaged and feel challenged, so having labs often and mini
labs or ongoing experiments/observations will help keep Chris interested and
involved in science. (Learning profile, interest)
o Learning
Environment: Chris needs to sit near students who may be struggling, but are
not distracting. This allows Chris to maintain his focus while being able to
help students in need. Chris should be grouped with at least one student that
is really struggling so that he can deepen his understanding of the concepts by
teaching his classmates. I would also like to add lots of interesting posters
in the classroom for him to look at when he may be less engaged in class
because he already understands the topic. This would give him something
interesting in science to look at and another way to challenge and extend his
learning. (readiness, learning profile)
-
Progress Monitoring: Chris does a great
job showing what he knows in class. He answers, or volunteers to answer nearly
every question. If he does not understand he comes in later and asks questions.
-
Next
Step: My next step in keeping Chris challenged would be to start offering more
“Challenge” options and ongoing classroom experiments/observations at the beginning
of class. Also, more investigative assignments will let Chris use his critical
thinking skills.
Jonathan
-
Jonathan is a CELDT level 4 English
learner and also has an IEP. Jonathan has difficulty with verbal expression and
conceptualization, reads at a 7th grade level, writing is at a high
elementary/middle school level, and is well grounded in math, but struggles
with it.
-
Jonathan is a 12th grader and a quiet,
but motivated student. Both parents speak Spanish at home and so does Jonathan.
-
Jonathan is working on improving his reading
comprehension and verbal expression.
-
Jonathan is quiet and not very involved in class.
He also has a lot of missing homework assignments but has been working on
turning them in late. He wrestles so attending afterschool tutoring is not
possible. Jonathan speaks English well but has difficulty with grammatical
forms and expressing his ideas.
-
Differentiate:
o Content: Offer reading guides and a tutorial on how to read a
textbook. Offer instructions verbally, visually, and by demonstrating
(readiness and learning profile)
o Process:
Allow for group work with students that are motivated learners that will be
able to help Jonathan with the concepts he does not understand and also
encourage him to participate. (readiness, learning profile)
o Product:
Offer more presentations in class to give Jonathan practice with verbal
expression. Presentations allow Jonathan to practice what he will say instead
of being put on the spot in class. (readiness)
o Affect:
Group work will allow for immediate peer feedback and by choosing peers that
are good students and friendly, will make Jonathan feel comfortable working in
a group. All assignments will be handed back in a timely manner so as to offer
feedback from the teacher (readiness)
o Learning
Environment: Student is seated near other students who are not distracting, but
motivated learners that can assist Jonathan during class for clarification of
instruction. (readiness)
- Progress Monitoring: Ask Jonathan
questions when working in groups so he is not intimidated by talking in front
of the class. Also, the use of quick writes may be useful in finding out what
he is learning because it is an informal writing activity he should be
comfortable with.
- Next Step: I would continue to monitor
Jonathan’s work in groups and putting him with students that will help him and
motivate him. Continue to offer small presentation opportunities so that
Jonathan can practice his speaking skills.
2. Unit Rationale: Enduring Understandings & Essential Questions
Enduring Understandings (EU)
At the end of the unit, students will
understand how different ecosystems and cultures are affected by environmental
concerns/issues.
Essential Questions
1. How do different natural
places on Earth differ in climate, geology, and biodiversity?
2. How are humans impacting
biomes? Are all biomes affected the same?
3. How does the local culture
and people affect the biome? Do they help it or hurt it? Why?
4. How is the local culture and
people affected by the biome? How are they affected by the environmental issues
impacting the biome?
Reasons
for Instructional Strategies
Students have a multi-modal way to learn
about biomes and environmental issues. By working in groups, students
collaborate on their writing and receive peer feedback and editing to improve
their writing skills. Students also become experts on their biome and teach the
class, thus further deepening their understanding. Presentations also offer
practice with public speaking since it is difficult for many students. The use
of a website fits their learning profiles since all the students enjoy working
online. It is also a valuable skill to learn for the future. Finally, by
creating a concept map with biomes and their environmental issues, students
will make connections between biomes and see that similar environmental issues
affect many biomes.
3. STANDARDS
Content Standards
Ecology: 6.
Stability in an ecosystem is a balance between competing effects. As a basis
for understanding this concept:
a. Students
know biodiversity is the sum total of different kinds of
organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.
ELD Standards
Writing Strategies and Applications: Cluster 7: Using the Writing
Process
Intermediate: Use basic strategies of note taking,
outlining, and the writing process to structure drafts of simple essays, with
consistent use of grammatical forms.
Early Advanced: Use strategies of note taking,
outlining, and summarizing to structure drafts of clear, coherent, and focused
essays with consistent use of grammatical forms.
Advanced: Use strategies of note taking,
outlining, and summarizing to structure drafts of clear, coherent, and focused
essays using standard grammatical forms.
Listening and Speaking: Cluster 3: Speak to be Understood:
Early Advanced: Make oneself understood when speaking
using consistent standard English grammatical forms, sounds, intonation, pitch,
and modulation, but may make random errors.
Advanced: Speak clearly and comprehensibly using
standard English grammatical forms, sounds, intonation, pitch, and modulation.
4. UNIT OBJECTIVES
After completing notes, and collaborating with peers to research biomes
and human impacts on the environment, SWBAT
design a webpage or wiki page describing a biome and its ecosystem and the
human impacts to that biome using skills of note taking, outlining, and
summarizing with standard grammatical forms. Standard: Ecology 6.a&b and ELD Writing Strategies and Application
Cluster 7: Using the Writing Process (Cognitive, Affective, Language)
After creating a website or wiki on a biome and the environmental issues
impacting it, SWBAT teach the class
about their biome and its environmental issues using a clear voice, making
eye contact, and appropriate tone and pace. Standard: ELD Listening and Speaking Cluster 3: Speak to be Understood (Cognitive,
Language)
5. ASSESSMENT PLAN
“An Inconvenient Truth” Reflection Paper - Informal
Purpose: entry level
Implementation: one page written essay
Communication of Expectations: Verbal instructions and writing prompt
Evaluation Criteria: If students wrote to the prompt with evidence from
the movie they will get the points
Feedback: Write comments on their papers about the content and use of
grammatical forms
Objective: After viewing “An Inconvenient Truth”, SWBAT write one page
about how the climate is changing, what is causing this change, what makes the
change different from past trends, is global warming important to learn, and
what they think should be done about global warming.
Standard: Ecology 6.b.
Participation in class Discussion – informal
Purpose: formative
Implementation: verbal
Communication of Expectations: Tell students their participation is part
of their grade and have Co-Teacher model some student questions or comments
Evaluation Criteria: Keep track of who has answered and ensure everyone
participates
Feedback: Offer positive comments to their questions and answers
Objective: After viewing “An Inconvenient Truth”, SWBAT participate in a
class discussion about the effects of global warming on biomes as well as other
environmental issues affecting the Earth.
Standard: Ecology 6.a&b
Monitor Student Work – informal
Purpose: formative
Implementation: verbal
Communication of Expectations: Students have an instruction sheet and
rubric to work from
Evaluation Criteria: Check for understanding by asking questions about
that they are doing
Feedback: Offer positive comments to their questions and answers
Objective: After discussing environmental issues and reviewing the
homework on biomes, SWBAT work in a group to research information on a biome
including climate, biodiversity, geology, environmental issues, and cultural
perspective.
Standard: Ecology 6.a&b
Collect Notes – informal
Purpose: formative
Implementation: written – Graphic Organizer
Communication of Expectations: Graphic Organizer
Evaluation Criteria: Check for completion to ensure students are working
in the right direction for the project
Feedback: Grade and return quickly
Objective: After researching a biome, SWBAT collaborate on a webpage or
wiki site to organize and display research found on the biome with correct
grammatical forms and using notes and summaries from the research.
Standard: ELD: Writing Strategies and Applications: Cluster 7: Using the
Writing Process – Intermediate, Early Advanced, and Advanced
Biome Website/Wiki – formal
Purpose: summative
Implementation: written – website or wiki page and verbal presentation
Communication of Expectations: Show students a model website and
instructions
Evaluation Criteria: Rubric
Feedback: Offer positive comments on a rubric
Student Self Assessment: Students asses themselves with the rubric as
well as their group members’ participation
Objective: After researching a biome, SWBAT collaborate on a webpage or
wiki site to organize and display research found on the biome with correct
grammatical forms and using notes and summaries from the research.
After researching a biome and creating a website or wiki, SWBAT present
their biome website to the class by speaking clearly and using standard
grammatical forms, pitch, and tempo.
Standard: Ecology 6.a&b and ELD: Listening
and Speaking: Cluster 3: Speak to be Understood-Early Advanced and Advanced
Biome Concept Map – formal
Purpose: summative
Implementation: written – concept map and short paragraph
Communication of Expectations: Model a concept map on
projector
Evaluation Criteria: Students include all biomes and
environmental factors and the paragraph compares the environmental issues of
the different biomes
Feedback: Grade and return quickly
Objective: After taking notes on all the biomes and their
environmental issues, SWBAT create a concept map of the biomes and their
environmental issues to compare their effects on different biomes.
Standard: Ecology 6.a&b
6. STEPS OF INSTRUCTION
Into:
Objectives/Standards
Ecology:
6. b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.
After viewing “An Inconvenient Truth”, SWBAT write one page about how
the climate is changing, what is causing this change, what makes the change
different from past trends, is global warming important to learn, and what they
think should be done about global warming.
Student
Activity
-Introduce the unit on biomes and environmental issues with “An
Inconvenient Truth” because it is an informative and emotional documentary that
will capture their attention and pique their interest in environmental issues
-Write one page on how the climate is changing, what is causing this
change, what makes the change different from past trends, is global warming
important to learn, and what they think should be done about global warming
Assessment
“An Inconvenient Truth” Reflection Paper - Informal
Purpose: entry level
Implementation: one page written essay
Communication of Expectations: Verbal instructions and writing prompt
Evaluation Criteria: If students wrote to the prompt with evidence from
the movie they will get the points
Feedback: Write comments on their papers about the content and use of
grammatical forms
Through: See
Unit Calendar
Closure/Beyond:
Objective
and Standard
ELD: Listening and Speaking: Cluster 3: Speak to be Understood:
Early
Advanced: Make oneself understood when speaking using consistent
standard English grammatical forms, sounds, intonation, pitch, and modulation,
but may make random errors.
Advanced:
Speak clearly and comprehensibly using standard English
grammatical forms, sounds, intonation, pitch, and modulation.
Ecology:
6. a. Students
know biodiversity is the sum total of different kinds of
organisms and is affected by alterations of habitats.
6.b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.
After researching a biome and creating a website or wiki, SWBAT present
their biome website to the class by speaking clearly and using standard
grammatical forms, pitch, and tempo.
After taking notes on all the biomes and their environmental issues,
SWBAT create a concept map of the biomes and their environmental issues to
compare their effects on different biomes.
Student
Activity
Closure:
-
Students will present their websites in
class to teach the class about their biome and the environmental issues
affecting it.
Beyond:
-
Students will take notes on each biome
and use them to create a concept map of the biomes with the environmental
issues affecting it and write a brief paragraph discussing how they compare.
-
Students will continue to talk about
environmental issues throughout the year so having a foundation on
environmental issues and biomes will assist them in understanding future
topics.
Assessment
Biome Website/Wiki – formal
Purpose: summative
Implementation: written – website or wiki page and verbal presentation
Communication of Expectations: Show students a model website and
instructions
Evaluation Criteria: Rubric
Feedback: Offer positive comments on a rubric
Student Self Assessment: Students asses themselves with the rubric as
well as their group members’ participation
Biome Concept Map – formal
Purpose: summative
Implementation: written – concept map and short paragraph
Communication of Expectations: Model a concept map on
projector
Evaluation Criteria: Students include all biomes and
environmental factors and the paragraph compares the environmental issues of
the different biomes
Feedback: Grade and return quickly
7. MATERIALS/RESOURCES
“An Inconvenient Truth” movie and writing prompt
Textbook Chapter on Biomes
Google Sites and Wiki pages
Biome Website Project Instructions
Research Guided Notes
Biome Rubric
Presentation Guided Notes
Concept Map Instructions
Lesson Plan for An Inconvenient Truth (Day 1 and part of Day
2)
Lesson Plan for Biome Website Project (Part of Day 2, 3, and
4)
8. REFLECTION
·
In what ways have you differentiated
instruction to meet the varying needs of your students including your high
achievers?
o This
unit offers many opportunities for students to be engaged and get peer
feedback. By working in groups that are a mixed ability group, students that
are struggling receive help and editing of their writing. High achieving students
are challenged by peer tutoring their group members and participating in a
higher thinking activity. Guided notes are offered for all students to help
guide their reading and organize their writing.
·
What strengths and possible limitations
do you see in your plan?
o Strength:
Students have lots of opportunities to work with peers and gain feedback on
their work. Students use verbal, visual, and kinesthetic skills in this unit.
o Weakness:
There is not a form of assessment that is simple to determine their achievement
of the learning goals. I may add in a written multiple choice/short answer test
to the end.
·
What forms of data/evidence might you
collect from this unit to measure its effectiveness - gauged by actual student
learning?
o The
websites are great evidence of student learning as well as the concept map. The
concept map will show me which students took notes and how well they can make
connections between biomes.
·
What have you learned about yourself,
students, your unit plan topic, and/or planning in general as a result of
designing this unit plan?
o I have
learned to really think about all my students learning needs as individuals and
started to think of how I would help engage them and motivate their learning. I
have also learned how much work really goes into the planning process!
·
What do you know now that you didn’t
know at the start of this unit or program?
o I have
learned that there is a LOT more to teaching than knowing the content. There
are so many other things I am teaching and have to plan for in the design of my
lessons that I had not considered before.
Unit Calendar: Biomes
and Environmental Issues
Day 1: Monday
|
Day 2: Tues/Wed
|
Day 3: Thursday
|
Day 4: Friday
|
|
Content Standards
|
Ecology:
6. b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. |
Ecology:
6. a. Students know biodiversity
is the sum total of different kinds of organisms and is affected by
alterations of habitats.
6.b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. |
ELD: Writing
Strategies and Applications: Cluster 7: Using the Writing Process
Intermediate: Use basic strategies of note
taking, outlining, and the writing process to structure drafts of simple
essays, with consistent use of grammatical forms.
Early Advanced: Use strategies of note taking,
outlining, and summarizing to structure drafts of clear, coherent, and
focused essays with consistent use of grammatical forms.
Advanced: Use strategies of note taking,
outlining, and summarizing to structure drafts of clear, coherent, and
focused essays using standard grammatical forms.
|
ELD: Listening and
Speaking: Cluster 3: Speak to be Understood:
Early Advanced: Make oneself understood when
speaking using consistent standard English grammatical forms, sounds,
intonation, pitch, and modulation, but may make random errors.
Advanced: Speak clearly and comprehensibly
using standard English grammatical forms, sounds, intonation, pitch, and
modulation.
|
Learning Objectives
|
After viewing “An Inconvenient
Truth”, SWBAT write one page about how the climate is changing, what is
causing this change, what makes the change different from past trends, is
global warming important to learn, and what they think should be done about
global warming.
|
After viewing “An Inconvenient Truth”,
SWBAT participate in a class discussion about the effects of global warming
on biomes as well as other environmental issues affecting the Earth.
After discussing environmental
issues and reviewing the homework on biomes, SWBAT work in a group to research
information on a biome including climate, biodiversity, geology,
environmental issues, and cultural perspective.
|
After researching a biome, SWBAT
collaborate on a webpage or wiki site to organize and display research found
on the biome with correct grammatical forms and using notes and summaries
from the research.
|
After researching a biome and
creating a website or wiki, SWBAT present their biome website to the class by
speaking clearly and using standard grammatical forms, pitch, and tempo.
After taking notes on all the biomes
and their environmental issues, SWBAT create a concept map of the biomes and
their environmental issues to compare their effects on different biomes.
|
Student Activity
|
-Watch “An Inconvenient Truth”
-Write one page on how the climate
is changing, what is causing this change, what makes the change different
from past trends, is global warming important to learn, and what they think
should be done about global warming
-textbook chapter homework on Biomes
|
-Discuss “An Inconvenient Truth” and
other environmental issues affecting the Earth and homework from previous
night
- Computer lab: Groups choose Biome
and begin research for website or wiki
|
-Computer Lab: Groups continue to
work on biome website or wiki
- If not finished, complete for
homework
|
-Present biome website
-Take notes on other biomes
-Homework: make a concept map of the
biomes and their environmental issues and write a paragraph describing any
connections
|
Assessment
|
-one page paper
|
-student participation in discussion
-teacher observation during class
and check notes taken
|
-teacher observation during class
|
-Biome Presentation
-Homework
|
Day 1 – An Inconvenient truth lesson plan
Intro to Environmental Issues
Grades 9 & 10 – Ecology – Biomes and Environmental
Issues
Standards
Ecology:
6. a. Students
know biodiversity is the sum total of different kinds of
organisms and is affected by alterations of habitats.
6.b. Students
know how to analyze changes in an ecosystem resulting from
changes in climate, human activity, introduction of
objectives
After viewing “An Inconvenient Truth”, SWBAT write one page about how
the climate is changing, what is causing this change, what makes the change
different from past trends, is global warming important to learn, and what they
think should be done about global warming.
Student Activities
-INTO: Introduce the unit on biomes and environmental issues with “An
Inconvenient Truth” because it is an informative and emotional documentary that
will capture their attention and pique their interest in environmental issues
(Day 1 - 45 min)
-THROUGH: Write one page for homework on how the climate is changing,
what is causing this change, what makes the change different from past trends,
is global warming important to learn, and what they think should be done about
global warming (Day 1 – 5 min)
-CLOSURE: Begin class on Day 2 with a discussion of “An
Inconvenient Truth” and the writing prompt. Ask students, “What was shocking to
hear from the movie?” “Is there anything in the movie you didn’t agree with?”
“How has this movie changed your opinion on global warming?” (Day 2 – 15-20 min)
ASSESSMENT
“An Inconvenient Truth” Reflection Paper - Informal
Purpose: entry level
Implementation: one page written essay
Communication of Expectations: Verbal instructions and writing prompt
Evaluation Criteria: If students wrote to the prompt with evidence from
the movie they will get the points
Feedback: Write comments on their papers about the content and use of
grammatical forms
1.
TITLE OF THE LESSON
Biome
Website Project
|
2.
CURRICULUM AREA & GRADE LEVEL
Biology
Grades 9 and 10 – Ecology – Biomes and Environmental Issues
|
3A.
STUDENT INFORMATION: English Language Learners
1.) Readiness Level- Edgar, Early Intermediate, Jenny and John, Intermediate Jennifer, Jonathan, Kevin,
Xochilt, Early Advanced, and Michael Advanced English Learners
2.) Learning Profile – Multi-modal
3.) Interest – variety of interests – social time, music, art, sports
|
3B.
STUDENT INFORMATION: Students w/ Special Needs
1.) Readiness Level – Jonathan-difficulty with verbal expression and
conceptualization- reading at a 7th grade level, writing at a high
elementary/middle school level, well grounded but struggles in math
Kaela-wears hearing aids due to cerebral palsy- reading at 6th
grade level, writing and math skills in low to average range.
Jenny- Difficulty in auditory processing – reads at 5th grade
level for fluency and comprehension, able to write multi paragraph essays but
poor spelling and grammar, average math skills. Test anxiety
Nicole- 504-visual memory and attention/anxiety
Mallory- Phonological awareness deficit – middle school level reading, working
on writing support for essays, average in math
2.) Learning Profile – multi-modal
3.) Interest – wide variety of interests – reading, social time, music,
science/medicine
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Whole
Class Information
·
Number of students
in class - 39
·
Demographic
Information: Mostly
Hispanic and Caucasian, 5 African American, and 1 Asian. 8 English Learners
and 6 students with IEP’s.
·
Developmental
Needs:
Students are multi-modal learners that enjoy hands-on science labs and
activities. They enjoy the social time with friends and being able to work
with peers. Many students are involved in sports or band after school or have
jobs. Students need the opportunity to be given choices about their learning
and the proper guidance and scaffolding to get them there. Students are not
proficient in inquiry based learning yet, but are persistent in asking
questions. Overall, students are respectful of each other and the teacher,
thus very little discipline is required. The classroom environment is based
on respect for each other and learning.
_________________________________________________________________________________________________________
4.
RATIONALE
A. Enduring Understanding
At the end of the lesson, students will understand how different
ecosystems and cultures are affected by environmental concerns/issues.
B. Essential Questions
1. How do different natural places on Earth differ
in climate, geology, and biodiversity?
2. How are humans impacting biomes? Are all biomes
affected the same?
3. How does the local culture and people affect the
biome? Do they help it or hurt it? Why?
4. How is the local culture and people affected by
the biome? How are they affected by the environmental issues impacting the
biome?
C. Reason for Instructional Strategies
and Student Activities
Students have
a multi-modal way to learn about biomes and environmental issues. By working
in groups, students collaborate on their writing and receive peer feedback
and editing to improve their writing skills. Students also become experts on
their biome and teach the class, thus further deepening their understanding.
Presentations also offer practice with public speaking since it is difficult
for many students. The use of a website fits their learning profiles since
all the students enjoy working online. It is also a valuable skill to learn
for the future. Finally, by creating a concept map with biomes and their
environmental issues, students will make connections between biomes and see
that similar environmental issues affect many biomes.
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5. CONTENT STANDARD(S)
Ecology:
6. a. Students know biodiversity is the sum total of
different kinds of organisms and is affected by alterations of habitats.
6.b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.
Common Core:
Reading Standards for Literacy in Science:
1. Cite specific textual evidence to support
analysis of science
and technical texts, attending to the
precise details of
explanations or
descriptions.
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6. ELD STANDARD(S)
Writing Strategies and
Applications: Cluster 7: Using the Writing Process
Intermediate: Use basic strategies of note
taking, outlining, and the writing process to structure drafts of simple
essays, with consistent use of grammatical forms.
Early Advanced: Use strategies of note taking,
outlining, and summarizing to structure drafts of clear, coherent, and
focused essays with consistent use of grammatical forms.
Advanced: Use strategies of note taking,
outlining, and summarizing to structure drafts of clear, coherent, and
focused essays using standard grammatical forms.
Listening and Speaking: Cluster
3: Speak to be Understood:
Early Advanced: Make oneself understood when
speaking using consistent standard English grammatical forms, sounds,
intonation, pitch, and modulation, but may make random errors.
Advanced: Speak clearly and comprehensibly
using standard English grammatical forms, sounds, intonation, pitch, and
modulation.
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7.
LEARNING GOAL(S) - OBJECTIVE(S)
After viewing “An Inconvenient
Truth”, SWBAT participate in a class discussion about the effects of global
warming on biomes as well as other environmental issues affecting the Earth
using academic vocabulary and evidence from the movie. (Affective, Cognitive,
Language)
After discussing environmental
issues and reviewing the homework on biomes, SWBAT work in a group to research
information on a biome including climate, biodiversity, geology,
environmental issues, and cultural perspective. (Cognitive, Language)
After researching a biome, SWBAT
collaborate on a webpage or wiki site to organize and display research found
on the biome with correct grammatical forms and using notes and summaries
from the research. (Language, Psychomotor)
After researching a biome and
creating a website or wiki, SWBAT present their biome website to the class by
speaking clearly and using standard grammatical forms, pitch, and tempo.
(Language)
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8.
ASSESSMENT(S)
-Record student participation in
discussion on “The Inconvenient Truth” and Environmental Issues (Formative,
Informal)
-Teacher observation of group work
and research during class in computer lab and check notes taken at the end of
each day to estimate progress and how much time they may need to finish
(Informal, Formative)
-Presentation of website or wiki to
the class using rubric – ELD students are graded at an i+1 level for Speak to
be Understood, except Edgar is graded at an i+2 level because of his previous
performance on presentations. (Formal, Summative)
-Notes from the project are
collected and graded for thoroughness and organization. ELD students are
graded on an i+1 level for Using the Writing Process (Formal, Formative)
-Concept Map homework of the biomes and their
environmental issues (Formal, Summative)
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9A.
EXPLANATION OF DIFFERENTIATION FOR
ENGLISH
LANGUAGE LEARNERS
1.) Content/Based on Readiness – Students
are given a template for note taking to assist them with the writing process
and guide their reading
2.) Process/Based on Readiness- Students
gain valuable academic and social speaking skills by working in a group to
design a website and collaborate their
writing
3.) Product/Based on Readiness-
Group presentation is graded on a rubric and the oral presentation portion is
graded based on i+1. Students also gain immediate peer feedback while
practicing and planning the presentation.
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9B.
EXPLANATION OF
DIFFERENTIATION FOR
STUDENTS
WITH SPECIAL NEEDS
1.) Content/Based on Readiness - Students
are given a template for note taking to assist them with the writing process
and guide their reading
2.) Process/Based on Readiness- Students
have the chance to work in a group to receive peer feedback and collaborate
on ideas and writing
3.) Product/Based on Readiness- The
group presentation allows students to share responsibility and practice using
academic vocabulary with peers, allowing for peer feedback.
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10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into – Transition discussion of
“An Inconvenient Truth” to biomes and other environmental issues: “How might
Global Warming affect regions of the world differently?” With suggestions
from the class and reference to the homework, discuss how different climates
may be affected differently by global warming. Also get students to discuss
other environmental issues such as coal mining, pollution, acid rain, nuclear
power, etc. (Day 2 - 15 min)
B. Instruction/Through – “We are going to do a
project focusing on different biomes and the environmental issues that affect
them”. Pass out the instructions for the biome website project and go over
then instructions. Remind students to use reliable internet sources and to
site their work. Pass out and explain note taking template. (Day 2 – 10 min)
C. Guided Practice/Through – Divide students into
groups based on a mix of abilities and learning profiles. Give a brief
tutorial on websites and wikis, asking students to share what they know about
them and their experiences. (Day 2 - 10 min)
D. Independent Practice/Through – Monitor student progress
and answer questions as they work at the computers. Spot check note taking to
ensure students are on the right track. (Day 2 – 1 hour, Day 3 – 50 min)
E. Closure – Pass out and explain
guided notes for presentations. Grade student presentations of
website/wiki using the rubric. Collect the notes taken from the group
presenting to assess for their use of the writing process. (Day 4 – 45 min)
F. Beyond – Pass out and discuss the
concept map homework. Show an example of a concept map.
(Day 4 - 5 min) |
11. STUDENT ACTIVITIES
A. Anticipatory Set/Into – Discuss in
class ideas about how global warming may affect different biomes in different
ways as well as other environmental issues they may know about (Day 2 – 15
min)
B. Instruction/Through – Listen to instructions
and follow along on their paper. (Day 2 – 10 min)
C. Guided Practice/Through – Follow along on the
projector with the tutorial on websites and wikis. Share with the class what
they know about designing a website or a wiki. (Day 2 - 10 min)
D. Independent Practice/Through – Work in groups at the
computer lab to decide who will research which parts and begin researching
online using the guided notes. Once research is collected, students may begin
adding it to their website or wiki. Once the website is done, students need
to discuss in their groups how their presentation will be organized. (Day 2 –
1 hour, Day 3 – 50 min)
E. Closure – Students will present
their website or wiki to the class while the other students take notes on it.
(Day 4 – 45 min)
F. Beyond – Students will complete
a concept map for homework of the different biomes and their environmental
issues (Day 4 – 5 min)
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12.
RESOURCES
Guided
Notes Template
Biome
Website Instructions
Biome
Rubric
Biomes
Presentation Guided Notes
Concept
Map Instructions
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Biome Website Project
As a group, you will design a
website or a wiki page that tells all about the biome you chose. You will become
the expert biologists of that biome and then teach the rest of the class about
your biome. Your website needs to include these things:
A map of your biome – for example, if you Google “Desert Biome Map”
you will get a lot of choices!
Abiotic Factors:
Climate: temperature, rainfall,
humidity, seasons
Geological features: mountains, lakes, grasslands, flat, hills,
sand dunes, etc. Give examples.
Biotic Factors
Biodiversity: The kinds of plants and animals that are unique to
your biome. What special adaptations those plants and animals need to survive
there?
Environmental issues affecting the biome- what is it, how is it
affecting the biome, what might have caused it, what is being done to fix it
Cultural perspective: how is the local culture affected by the
biome? How does it hurt the biome? How is it affected by the environmental
issue or how does it contribute to the environmental issues?
Be sure to choose websites that are reliable science
sources. Wikipedia is not reliable! You also need to include a list of your
resources on your webpage or wiki and be sure to site your sources within the
text!
REMEMBER: This is a public webpage so make it look nice!
Part of your grade is how well the website is organized, easy to navigate, and
is visually appealing.
Tips for a Successful
Presentation:
-
Make eye contact with the audience. Don’t read
from the board. If you need notes make notecards!
-
Speak loudly so everyone can hear you
-
Watch how fast you are speaking! When we get
nervous a lot of people tend to speed up. Keep a steady pace
-
PRACTICE what you are going to say beforehand
Biome Presentation Notes
Biome:
Climate:
Biodiversity:
-Plants:
-Animals:
-Special
Adaptations:
Geological Features:
Environmental Issues:
Cultural Impacts:
Research Notes
Topic: Title
of webpage, author, and full web address
Key points Notes
Summary
Both
Prompts are posted on the Document Camera for the class to write down
An Inconvenient Truth Writing Prompt
Summarize the
evidence you saw regarding how earth’s climate has changed over time and what
caused these changes. What is different or unique about the climate change that
is now happening? What do you think should be done about global warming? Why?
Concept Map Instructions
Create a concept map of the biomes with their different
environmental issues then write a paragraph comparing how similar environmental
issues affect different biomes.
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