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Part 1: WHO are the students?

Class Composition
Teacher Name: Lopez, Jorge
Subject/Grade Level:
Lesson Date/Time:
Science/10th (Biology)
Female Students: 19
Male Students: 18
General Student Data (1b1,1b3)
Record the number of students in each category
Students with Disabilities: 1 - see details
GATE Students: 0
below
English Learner Data (1b1)
English Learners (EL): 1
ELD Levels In Your Class: 1
English Only (EO): 36
Long Term English Learners (LTEL): 0

Reclassified Fluent English Proficient (RFEP):

0
Standard English Learners (SEL): 0

Part II: WHAT are they learning?

Transfer Goals

Established Goals

HS-LS2 : use

mathematical and/ or
computational
representations to support
explanations of factors
that affect carrying
capacity of ecosystems at
different scales.

Recognizing cause and effect relationships in various situations.

Enduring Understanding(s)

Essential Questions(s)

Within a population sample size,

the various affects that different
factors will have on ecosystems.
The style of graph that is needed
to analyze the affects the
different factors have on an
ecosystem.

How does the availability of

resources affect an ecosystem?
How do ecosystems adapt when
the availability of resources
changes?

Students will know...

Students will be able to..

How to calculate/compute and

display the variations that occur
within various populations of an
ecosystem due to fluctuations in
resources?

Use mathematical and/or

computational representations
to support explanations of
factors that affect carry capacity
of ecosystems.

Part III: How will learning be assessed?

Evaluation Criteria
Assessment Evidence
Academic Vocabulary
Interdependent
1.
relationship between
ecosystem and resources
2.

Performance TASK(s):

Imagine they are residents in Santa Barbra when a severe drought is

declared.
Establish a claim and Analyze how a drought would affect the
various populations of an ecosystem
3. Create graphs and show evidence to demonstrate the relationship
between resources and various populations within an ecosystem
while using academic vocabulary to explain variations occurring in
graphs.
4. Explain how your graph/evidence supports your claim.

Rubric
4 -Their response provides evidence from different sources of
support their ideas and explains how they connect.
3 - properly demonstrate how the relationship between ecosystems
and the resources are interdependent.
-demonstrate a good knowledge of the consequences of droughts
2 - response demonstrates a variation of different outcomes
1 - response demonstrates an understanding of assessing numbers
and proper usage of visuals to explain their answer.
0 - students demonstrate no understanding of the concept

Other Evidence:

Part IV: How will they learn?

Learning Plan

Lesson
Component

Time

What is the
teacher doing?

What are the

learners doing?

Student
Success Criteria

Engage &
Connect

5 Minutes

Show a video
clip from The
Martian
using
resources
available to
him

-Students will
note how the
resources
were used to
survive

Students will identify resources

necessary for character survival

You do

10 Minutes

Observing
students and
providing
feedback
when needed

Have them
write down
what is
needed for
survival and
why

Students will supply evidence to

support their answers

I do

10 Minutes

-Explain to
students
what a cause
and effect
relationship
-use a graph
as a visual
model

-Think & Ink

What
changes can
we make to
preserve our
water during
a drought
-Taking notes
-Actively
listening
-Ask
questions for
clarification

Demonstrating understanding by
asking questions

You all do

10 minutes

Evaluating
student
discussions
and clarifying
any questions
students
have

Discover
ways to
allocate
water
effectively in
order to
maintain
ecosystem

List two ways to conserve water

during drought

We do

10 minutes

assess
student
progress by
asking
questions and
offering
suggestions

Group up and
design a
graph
demonstratin
g water
allocation for
various
species in
ecosystem

apply the understanding and

correlation of resources

Reflection

5 minutes

Observe
students and
note
responses
they give for
their
reflection/
ticket out
the door.

Write 2-3
Able to understand cause and
sentences
effect relationships and apply it
about
to real world
material
covered in
class and
what they
learned or
what they still
have