SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC 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

Moses Oh

894365782

Science

Class Title
7th Grade Honors Science

Lesson Title
Modeling and
Argumentation

Unit Title

Grade Levels

Total Minutes

Ecology

7th

43

CLASS DESCRIPTION
Students are in a Jr. High School 7th grade honors Science class. There are about 34 students in the classroom and
many of the students are eager to learn. Many of the honors students are GATE identified and thus they are identified
as students with special needs. There is also another student who is designated as an EL and there is a student that
has a Cochlear Implant which assists with his hearing. Many of the students have just come out of elementary school
and many are quite timid and shy. The students are very eager to start class at the beginning of each day and
because the classes are at the beginning of the school day they are quite alert and focused. The students are on an
honors tract and many of the students have at least one other class with their classmates.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
WHST GRADES 6-8
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge
and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant,
accurate data and evidence that demonstrate an
understanding of the topic or text, using credible
sources.
c. Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows
from and supports the argument presented.
7.SP
MSConstruct an explanation that predicts patterns of interactions among
Use random sampling to draw inferences about a population.
LS2-2. organisms
1. Understand that statistics can be used to gain information
across multiple ecosystems.
about a population by examining a sample of the
MSEvaluate competing design solutions for maintaining biodiversity and population; generalizations about a population from a
LS2-5. ecosystem services.
sample are valid only if the sample is representative of
that population. Understand that random sampling tends
to produce representative samples and support valid
inferences.
2. Use data from a random sample to draw inferences about
a population with an unknown characteristic of interest.
Generate multiple samples (or simulated samples) of the
same size to gauge the variation in estimates or
predictions. For example, estimate the mean word length
in a book by randomly sampling words from the book;
predict the winner of a school election based on randomly
sampled survey data. Gauge how far off the estimate or
prediction might be.

1.

Lesson Objective(s)
Students will record data at each trial and
students will be able to assess their predictions
and support with their data the validity of their
predictions. Students will work together in a
group to collect and share data to test the validity
of their predictions.

STUDENT ASSESSMENT
Type
Purpose/Focus of

Implementation

Evidence

1. Students will answer conclusion questions about the

previous days bird beak adaptation lab.

Feedback Strategy

How Informs Teaching

Assessment

Oral- Students will be

asked and response will
be asked for quickly also.

The teacher will respond

back to the students
after the students have
given their solution.
Teacher will also show
examples that students
may not have shown.
Teacher may also
provide images of the
birds or videos

"Teacher will walk around

the groups and ask the
students, which animal
had the hardest time?
which animal had the
easiest time? Why do
you think that was the
case?

Teacher will walk around

the classroom. Students
will be able to respond
orally

Teacher will respond

back with any other
questions or statements
to guide the student to
understand the role
interactions have on
success of species.

Worksheet- Students will

record and share data

Written- Students will

make sure to share and
record data with other
group members.

Teacher will be able to

look at students papers
to see if they have
recorded the required
data.

EL

"What types of birds do

you know that have this
style of beak?"- allow for
students to see the
connection between
these tools and real
living birds

PM

It will help the teacher

know to move on with
the activity. Students
will show why they are
doing this activity.
Teacher will see that
students will see that
they are simulating
species of birds
competing for resources.
It helps the teacher
understand if the
students get that
interaction with certain
environments and other
organisms affect the
population of other
organisms.
Students will not be able
to continue to the next
assignment if they
haven't recorded the
necessary data.

INSTRUCTION
Instructional Strategies

Modeling
Activating Prior Knowledge.
Think-Write-Pair-Share

Lesson Introduction/Anticipatory Set

Time
Teacher Does
1. Teacher will start the class by asking
students to get into the groups they were the
previous day for the lab and take out their
5
data.
Lesson Body
Time
1.

2.
20-25

3.

4.

Teacher Does
Teacher will explain to students how to use
recorded data and how to graph data that
has multiple categories.
Teacher will allow time for students to
answer the 5 conclusion questions that are
on the worksheet. (see attached)
Students will then choose one island who
was not part of the team and they will fill in
the name of the island on the worksheet.
Student will then work to graph the data on
the worksheet.

Lesson Closure
Time
Teacher Does
1. Teacher will ask the students as a group, by
show of hands, the number of students that
found the scissor bird to be the best
adapted, spoonbill, chopstick, and clothespin
5
respectively. Teacher will call on students to
give their claim and reasoning based upon
data
Instructional Materials, Equipment, and Multimedia

Worksheet.

Student Does
1.

1.
2.

3.

Students learn to follow instructions that are

given by the teacher.

Student Does
Students will follow instructions that the
teacher gives about recording data.
students will be able to offer a claim based
upon their data and support their claim with
evidence from their data. Students will make
sure to give at least 1 numerical evidence
from the data.
Students will be able to work to gather
evidence from another student and then
record and translate the acquired data into a
graph.
Student Does

1. Students will be able to offer their solutions to the

question and students will be able to offer evidence
for their position when called upon.

highlighters/crayons
writing utensil

Co-Teaching Strategies
Mirror teaching
DIFFERENTIATION
English Learners

Striving Readers

Students with Special

Needs

Advanced Students

ENGLISH LEARNERS

WILL BE SUPPORTED
DURING THIS LESSON IN THE FOLLOWING
WAYS:

THE

THE

ABILITY TO WORK IN

GROUPS TO COMPLETE THEIR

ACTIVITIES

THE

ADVANCED

WARM-UP QUESTION WILL

ASSESS THEIR KNOWLEDGE

AND ABILITY TO CREATE AN
ANALOGY, WHICH IS AN
ADVANCED LANGUAGE
CONCEPT

OPPORTUNITY TO

PRACTICE THEIR ENGLISH

SPEAKING SKILLS BY SHARING
DATA AND TALKING ABOUT
THE RESULTS OF THE ACTIVITY
AT THE END OF EACH
STATION.

STUDENTS

WITH SPECIAL NEEDS WILL BE

SUPPORTED DURING THIS LESSON IN THE
FOLLOWING WAYS:

STRIVING

READERS WILL BE SUPPORTED

DURING THIS LESSON IN THE FOLLOWING
WAYS:

THE

GROUPS TO HAVE OTHER

STUDENTS HELP THEM READ
WORDS THEY DO NOT
UNDERSTAND

PRE-LAB

GROUPWORK WILL ALLOW

OTHER STUDENTS TO KEEP
OTHER STUDENTS IN CHECK
AND ON TASK

THE

ABILITY TO REINFORCE

THE CONTENT THEY

HAVE LEARNED BY TEACHING
OTHER STUDENTS WHO MAY
BE STRUGGLING

QUESTIONS WILL

ALLOW STUDENTS WILL CHECK

TO SEE IF STUDENTS
UNDERSTAND THE STEPS TO
THE ACTIVITIES

ABILITY TO WORK IN

STUDENTS WILL BE SUPPORTED

DURING THIS LESSON IN THE FOLLOWING
WAYS:

PROBING

QUESTIONS AT THE

END OF THE LESSON WILL

PROVIDE ADVANCED STUDENTS
THE OPPORTUNITY TO THINK
CREATIVELY AND CRITICALLY

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

The activity will allow for students to engage with the abstract concept of competition and its effect on populations of
species. Resources are important to an organisms population growth and this activity will allow students that have
difficulty with the abstract concept to understand how the concept works in the real world. The teacher will also model
the bird beak adaptation lab for those students who may still have some confusion about the actual protocols of the
lab. Students will gather data and share data which is a skill that is designated by the NGSS.