SCIENCE EDUCATION WEEKLY LESSON PLAN (Virtual and Distance Learning)

Name Nicolas Galasso Grade(s) 9th Subject Biology

Driving
Interactions in Ecosystems Week of 9/21/2020 to 9/25/2020
Question
Anchoring
Phenomenon Threats to biodiversity: How ecosystems recover after natural disasters and disturbances?
or Design
Problem
NGSS
Performance
HS-LS2.6: Ecosystem Dynamics, Functioning, and Resilience
Expectations
Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with
Building
other elements to form amino acids and/or other large carbon-based molecules.
Towards(PEs
)
Provide the Standard and Element(s) that Students Will be Engaging
Where in this lesson can this be found?
In
LS2.C: Ecosystem Dynamics, Functioning, and Resilience A complex set of
interactions within an ecosystem can keep its numbers and types of organisms
Disciplinary relatively constant over long periods of time under stable conditions. If a modest
Core Ideas biological or physical disturbance to an ecosystem occurs, it may return to its more This is seen in the lecture slides on what is a ecosystems, food
(DCIs) and or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very webs and interactions between organisms.
DCI elements different ecosystem. Extreme fluctuations in conditions or the size of any
population, however, can challenge the functioning of ecosystems in terms of
resources and habitat availability.

Engaging in Argument from Evidence Engaging in argument from

Science and evidence in 9–12 builds on K–8 experiences and progresses to using
appropriate and sufficient evidence and scientific reasoning to defend Students will create a model and a CER based off collected data
Engineering
in a local environment to create a claim with evidence and
Practices and critique claims and explanations about the natural and designed
reasoning of what sort of ecological system it is, and what makes
(SEPs) and world(s). Arguments may also come from current scientific or
up the system.
SEP elements historical episodes in science. Evaluate the claims, evidence, and
reasoning behind currently accepted explanations or solutions to
determine the merits of arguments.
Epistemic
Practice(s)
Modeling
(Bundled
SEPs)
Cross
Cutting
Stability and Change
Concepts ● Much of science deals with constructing explanations of Creating a model of the ecosystem and writing a CER.
(CCCs) and
how things change and how they remain stable.
CCC
elements
3D Learning
Objective
(Lesson-Level Within small groups students will create a model of the local ecosystem and write a CER to back up what type of ecosystem it is.
Learning
Expectation)
Lesson Level
Phenomenon Students are working to figure out how evidence and inferences can help support claims in science. How with new evidence claims can
- no longer be supported.
What are
students
trying to
figure out?
Language
CCSS.ELA-Literacy.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the
Objective and
data when possible and corroborating or challenging conclusions with other sources of information.
EL Standard

Target Vocab
abiotic factors, biotic factors, animals, organism, consumer, producer, decomposer, scavenger, omnivore, herbivore.
to be
Developed
Connections WHST.9-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
to other on addressing what is most significant for a specific purpose and audience. (HS-LS4-6)
standards
(CCSS ELA,
 CCSS Math)

Please provide the plan to include the Four Elements of Distance Learning in your weekly lesson plan below. Please include links to Instructional Resources

Communicate Teach Connect Feedback/Assessment

Please write your message and/or Please provide your standards-based Please explain how students will Please provide a plan for gathering
link your weekly video lesson(s) for the week including links connect with their classmates and assessment data and method(s) for
announcement. to online resources. method(s) for communicating with providing feedback.
you.

Monday - Slide Monday Monday

Class will start with Opening slide - Jambard - Students will comment after
Hello everyone! explaining CER and what a CER is. - Chat Reading through CER
- Slides explanation
This week we will be going over how Students will be put into single - Jamboard
scientists think and use evidence to breakout rooms where they will Tuesday
support claims with reasoning. 1) Read Doc explaining what a CER - Breakout groups Tuesday
is. Students will come back in 5 - Students will get into
We will be investigating our own minutes to discuss the readings with Wednesday breakout groups
ecosystems for what lives there and the teacher. - Sketch board determining what role they
figure out how they interact. Then put in single breakouts agains will take in creating their
2) watch a youtube video and write Thursday CER
down a claim, Evidence, Reasoning - Breakout group
that the girl presents in the video. - Blitz Wednesday
- Students will use
Students will return after 4 minutes Friday - Sketchboard to work with
and be placed in random breakout - Breakout group their partners to draw and
groups, here they will answer a CER - Sketch board create a model.
prompt as a group about the video
Thursday
CER Practice. Slip or Trip - Blitz. Students will Show off
Students will be put in breakout via share screen their models
groups. Will Read the Slip or Trip and vivisions they made and
introduction and then work together go over their CER.
to come up with a claim. Show
evidence and then write up a Friday
reasoning as to why. - Breakout groups to discuss
food webs and organism
interactions.
Tuesday/Wednesday - Rapid - Sketch board to complete
Response revisions of their models
You are researchers and are trying to
determine the type of Environment
that make sup Southern California.
You are your team are asked to
explore and categorize a local
ecosystem and determine what kind
of ecosystem it is. You will create a
claim of what your ecosystem is,
provide evidence and reasoning to
back up your claim. You will also be
asked to draw a model of your
ecosystem.

Students will work independently or

in groups to complete this
assignment.

Students will be asked to explore a

local environment.
This means park, hiking ground,
nature preserve, school. You will be
observing: Plants, animals, and
abiotic factors like location, soil
color, temperature. - In groups this
can be split up via specialists:
Ecologist, biologist, geologist.
Students will collaborate or work
independently to record
observations of a similar area.
Have students get into break out
groups. have them first Decide if
they want to work in a group or on
their own.
If you want to work alone Leave
your name unchanged.

Short day, students will have the

option to explore certain sites on the
school campus in designated areas.
Explanation of assignment. Students
will upload pictures of their field
notes onto GC. Difficult for
distance learning.

Spend a minute in and privately send

a msg to a group member and decide
on two letters to change your name
to.

Ex: NL John & NL Jessica.

In breakout groups discuss

Due tuesday Night, Majority of

students would have this done
during class time.
Thursday
- Rapid Response & Model

Share your Environment CERand

Model to the class via google slides.

What kind of ecosystem is it. What

kind of Biome? what is your
evidence to support your claim?
what is your reasoning. What
animals live there that wouldn’t if it
were a different ecosystem.

Lecture of food web start.

Friday -
In breakout groups Students will
read Doc on Food Web. When done
student will write an annotation in
the chat or in person on the passed
our paper.

Students will get in breakout groups

of their models and work to revise
their models with new terms
allocating what factor are
appropriate :
Include the following definitions
Ecosystem Biotic Abiotic What type
of ecosystem is our AP and what
biotic and abiotic factors are
included?