Lesson Plan Template Guide Understanding By Design Framework Course Subject Title Science Science Biodiversity Grade Level

Time Frame Developed by 9 40-50 mins Iain Hotzel

Stage 1 Desired Results Content Standard(s): Biological diversity is reflected in the range of species found in local and global environments and by subtle variations in characteristics found within individual species.
Comes from Program of Studies. (must include foundation or designation i.e.: STS or AI-ST4)

Enduring Understandings/Big Ideas: Students will understand that

Address the misconception that competition is not necessarily an exclusionary event Organisms require a supply of energy and materials for which they are often dependent on other organisms

Essential Questions: What are some ways different individuals can survive in the same environment? How does the ecosystem provide for a diverse mixture of species? Is there a best adaptation to a particular environment?

Knowledge objectives (outcomes): Students will know . . .

How different environmental factors (means of food acquisition, resource availability) influence an individuals ability to acquire energy from their environment Identify examples of niches, and describe the role of variation in enabling closely related living things to survive in the same ecosystem (e.g., investigate different bird species found in a local park ecosystem, and infer how each is adapted to life within that ecosystem

Skill objectives (outcomes): Students will be able to . . . Identify different characteristics of individuals that might contribute to their ability to survive. Identify science related issues related to variation Develop a position on an issue, based on findings

Stage 2 Assessment Evidence Performance Task(s): Optional - The framework for the performance task are outlined in the acronym GRASPS. G To maximize bird survival in an artificial ecosystem G Goal R Students will be playing the role of individual birds R Role A Their own lab groups and the instructor A Audience S Each member of the lab group will try to acquire enough food to survive in S Situation their environment P Conversations, theories and ideas in small and large group discussions P Product, Performance S Standards & Criteria for Success (Attach rubric)

Student Self-Assessments Would do a Like/Already/Want to know activity about biodiversity Discussion within groups and contributions to large group discussion Journal entry before and after

Other Evidence (assessments)

Large group discussion (Formative) Address and listen in on students in their small group discussions

Stage 3 Learning Plan

Learning Activity: Abstract demonstration of niche exploitation addressing the classs understanding of biodiversity as a concept Learning What the Student does . . . What the Teacher does . . . Time Materials Cycle (Include differentiation instruction) -Introduces lesson - Journal entry -Introduces map of different habitats and fictitious animals En -Attend to introduction 18 min -Solicits suggestions for likely Exr -Write in journal (could animal habitats -Look at pictures of fictitious animals Smartboa be Exl -Monitors class to see who is shorten rd -Assign pictures to different areas and participating, and who isnt El ed to justifying why they put them there (fur, -Segue into activity by asking how 12) Ev fins etc.) these animals are able to survive together in the same area

En Exr Exl El Ev

-Attend to description of activity -Form into lab groups

En Exr Exl El Ev

-Performs lab activity in small group -Discussion within small group about what happened

-Introduces lab activity (food/beak type lab diverse learning styles kinesthetic, visual, auditory) -Explains lab verbally, (ELL/Diverse learning styles) as well as through handout and pictorially -Facilitates formation of lab groups and provides materials to each -(ELL) Use ELLs in lab groups as resources for other ELLs who are less strong in English -Monitors lab activity by moving between groups -Listens in on student discussions, and assessing current understanding of concepts -Answers questions, guides inquiry

2 min

Lab handout -Single beak type -Single type of food -Plates -Lab Books

5 min

-Same as previous

En Exr Exl El Ev En Exr Exl El Ev

-Participates in large group discussion -Suggests ways to alter the activity such that more birds survive

-Manages large group discussion -Solicits theories/guesses as to how more birds could be made to survive -Monitors lab activity by moving between groups -Listens in on student discussions, and assesses current understanding of concepts -Answers questions, guides inquiry -Manages large group discussion -Addresses misconceptions about why more birds survived that may arise (i.e. difference between niche exploitation/amount of resource available; is there a best beak type?) -Uses opportunity to assess current knowledge of students, and to plan further opportunities to address their questions

5 min

-Does the second part of the lab activity -Selects materials required (different beak types, different food sources) -Discusses findings in small group

10 (5) min

En Exr Exl El Ev

-Participates in large group discussion -What changed in the second part? -Did their plan succeed or not succeed? -What questions did the activity raise/what would they still like to know? -End of class journal entry

10 min

Review (in reference to the design)

Strengths: Areas needing improvement: