Lets Make a Difference in the World Today

Applying Science to Solve Todays Problems

-----Integrated Science, Grade Seven----Life Science

Earth Science
Physical Science
Engineering Practices

Developed by: Alex Van Dusen

What effect do we really have on our planet?

Abstract
Background: Our local communities face many problems that have yet been solved or even addressed. Some of
these problems include: overpopulation, scarcity of resources, lack of housing, air pollution, and even spread of

disease. For each of these identified problems, there are ways for humans to counteract them. This unit will
introduce to students some methods of identifying and solving issues that yield to both successful and unsuccessful
outcomes. Throughout this unit, students will: identify problems that affect them and their community, collect data
to better understand the problems at hand, propose solutions that combat the issues, and evaluate other proposed
solutions in a way that demonstrates their critical thinking and problem-solving skills. The end results of this unit
will be student-created, implemented, and evaluated solutions for environmental problems.

Table of Contents
Unit Plan...4
Curriculum Map....8
Lesson...9

Stage 1: Desired Results

Established Goals:
Science Content Standards
MS-LS2-2: Construct an explanation that
predicts patterns of interactions among
organisms across multiple ecosystems.
MS-LS2-5: Evaluate competing design
solutions for maintaining biodiversity and
ecosystem services.
MS-ESS3-4: Construct an argument
supported by evidence for how increases
in human population and per-capita
consumption of natural resources impact
Earths systems.
MS-LS2-2: Construct an explanation that
predicts patterns of interactions among
organisms across multiple ecosystems.
MS-ETS1-1: Define the criteria and
constraints of a design problem with
sufficient precision to ensure a successful
solution, taking into account relevant
scientific principles and potential impacts
on people and the natural environments

Transfer Goals:
Students will be able to independently use their learning to:
1. Identify problems
2. Research various issues
3. Think critically when solving problems
Meaning:
Understandings:
Students will understand that their actions have an effect on the environment around
them.
Essential Questions:
- What effect do I have on the planet?
- How can I make a positive impact on my surrounding environment?
- What are possible solutions the the environmental problems within my
community?
Acquisition:
Students will know how to:
- Utilize the scientific method
- Research problems
- Develop hypotheses
- Propose solutions to problems
- Work in groups to solve problems

that may limit possible solutions.

Collect and analyze data

Evaluate proposed solutions

MS-ESS3-3: Apply scientific principles to

design a method for monitoring and
Students will be skilled at:
minimizing a human impact on the
- Collecting, analyzing, and interpreting data
environment.
- Researching problems
- Collaborating with others
MS-ETS1-2: Evaluate competing design
solutions using a systematic process to
determine how well they meet the criteria
and constraints of the problem.

Stage 2: Determined Acceptable Evidence

What evidence will show that students understand?
Performance Tasks:
Students will work in small groups to design a method for monitoring and minimizing a specific human activity that
negatively impacts the environment within their local community.
Students will present their proposals to the class at the end of the unit.
Students will evaluate each groups proposal using a criteria that was co-developed between the teacher and students
during one of the class lessons.
Students will develop a lab report, following the procedure of the scientific method, on the problem that they choose
to research.
What other evidence needs to be collected in light of Stage 1 Desired Results?
Formative Assessments:
1. Journal writing prompts
2. Quizzes
3. Classroom observations

Summative Assessments:
1. Tests
Student Self-Assessment and Reflections:

4. Data collected on issues

1. Student evaluations on other groups proposals

2. Peer evaluations for fellow group members

What understandings or goals will be assessed through this task?

All of the content standards will be addressed throughout the course of the unit. The final unit project will even demonstrate whether
students meet each of the standards or not. Their final project will show whether students were able to: identify a problem, research
the problem, collect and analyze data of the problem, collaborate effectively with group members--all while utilizing critical
thinking skills.
What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work
demonstrate to signify that standards are met?
One of the lessons for the unit will be for the students and the teacher to develop a set of criteria together. This will be done by
providing: 1) an example of an effective solution to an environmental problem and 2) an example of an ineffective solution. After the
class creates a set of criteria for an effective solution to a problem, students will then have an objective to work towards.
Through what authentic performance task will students demonstrate understanding?
Task Overview: Students will need to work in groups to research an environmental problem that affects their local community.
Through this process, they will be able to determine cause and effect relationships, patterns of biotic and abiotic interactions, and
validity of arguments. This performance task will require students to research environmental problems, conduct research to learn
more about the problems, determine what solutions have been proposed to counteract the issues, and to develop their own personal
solutions to minimize the problem. The solutions will also be encouraged to be able to be utilized by themselves and their fellow
students at their school. The purpose goes back to the title of the unit: Lets Make a Difference on the World Today
What student products and performances will provide evidence of desired understandings?
-

Group projects & presentations

Journal entries
Quizzes and tests
Lab report
Group evaluations

By what criteria will student products and performances be evaluated?

Stage 3: Planning Learning Experiences

Frequent quizzes to build students content vocabulary knowledge (R, O)
Daily journal writing on the topics: thoughts, feelings, predictions (W, H, R, E, O)
Presentation of a humanitarian problem (population growth in Orange County) with data that demonstrates the
implications of the issue (W, H, E, O)
Presentation of proposed solutions to the humanitarian problem, both effective and ineffective ones to demonstrate to
students the distinction between the two (W, E, E)
Group project on solving an environmental/humanitarian problem that affects their local community (W, H, E, R, E,
T, O)
Criteria/Rubric development -- Students and the teacher will develop a rubric together based on comparing effective
and ineffective proposed solutions to environmental problems (W, E, R, E, O)
Lab report demonstrating the research, data, analysis, and implications of the problem (includes proposed solutions
and one that theyd like to attempt to implement) (E, E, O)
Mid-unit test on content vocabulary and concepts (W, E, E, O)
Final-unit test on content vocabulary and concepts (E, O)
Group presentations on proposed solutions to the problems that they researched (W, H, E, E, O)
Group evaluations from other groups (students will need to determine to what extent the proposed solutions meet the
criteria of an effective solution) (W, E, E, T, O)
Peer evaluations on fellow group members (W, E, E, O)

Monday

Tuesday

Wednesday

Thursday

Friday

EQ: How do our actions

affect our world?
Standards:
MS-LS2-5
MS-LS2-2
MS-ESS3-4

EQ: How can

environmental problems
affect us and our
futures?
Standards:
MS-LS2-2

EQ: What influence do I EQ: How can I make a

have on the planet?
positive impact on my
immediate
Standards:
environment?
MS-LS2-2
MS-ESS3-3
Standards:
MS-LS2-2

EQ: What are possible

solutions to the
environmental problems
in my community?
Standards:
MS-ESS3-3

Tasks:
Journal Writing
Vocab Quiz
Collaboration

Tasks:
Journal Writing
Vocab Quiz
Collaboration

Tasks:
Journal Writing
Collaboration

Tasks:
Journal Writing
Collaboration

Tasks:
Journal Writing
Mid-Unit Test
Class Activity + Short
Presentation

EQ: What makes a

solution to a problem an
effective one?

EQ: What could happen

to our community if
environmental problems
are never resolved or at
least addressed?

EQ: How can I work

with others to counteract
environmental/
humanitarian problems
in my community?

EQ: How does the

environment affect me?

EQ: How can we make

a positive impact on our
communities today?

Standards:
MS-ETS1-1
MS-LS2-2

Standards:
MS-ESS3-3

Tasks:
Journal Writing
Vocab Quiz
Finish Lab Reports
Work on Presentations

Standards:
MS-LS2-5
MS-ETS1-2
Tasks:
Journal Writing
Develop criteria/rubric
Vocab Quiz
Research
Lab Report

Tasks:
Journal Writing
Collect Data
Lab Report

Tasks:
Journal Writing
Lab Report
Presentation

Standards:
MS-LS2-2

Common Core Aligned Lesson Plan Template

Standards:
MS-LS2-5
MS-ETS1-2
MS-ESS3-3
Tasks:
Journal Writing
Final-Unit Test
Presentations
Evaluations

Subject(s): _______Integrated Science_____________________________ Grade:

_____7_________
Teacher(s): _____Alex Van Dusen_____________________ School: __________________
1.

Part I GOALS AND STANDARDS

Common Core Learning Standard(s) Addressed: (Math

& ELA) OR Literacy Standard for other contents

RST
"Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6 - 8 and topics."

1.

State Content Standard (History/Social Science,

Science, Physical Education, Visual and Performing Arts):

LS2-2: Students who demonstrate understanding can: construct
an explanation that predicts patterns of interactions among
organisms across multiple ecosystems.
1.

ELD Standard Addressed (state which you will

address - Part I, II; Communicative Modes A.

Collaborative, B. Interpretive, C. Productive; and
Proficiency Level addressing Emerging, Expanding,
Bridging)

Part II: Learning About How English Works

C. Connecting and Condensing Ideas: 7. Connecting Ideas
Proficiency Levels Being Addressed and How:
Emerging: Adapting language choices--by adjusting language choices
in classroom
Expanding: Adapting language choices--again, by adjusting language
choices in classroom--working towards developing stronger academic
language
Bridging: Exchanging information/ ideas-- by contributing to class
discussions. These students may feel confident and comfortable
enough to contribute their ideas and thoughts to class discussion
opportunities

1.

Learning Objective:

STUDENT-FRIENDLY
TRANSLATION
(What will students know & be
At the end of this lesson,
able to do as a result of this
students will be able to
lesson?)
think about and guess how
a really bad drought can
At the end of this lesson, students will
affect the creatures and
be able to predict how a severe drought
plants living in the affected
can affect the organisms living in the
area by creating and
affected environment by creating and
presenting either a poster
presenting either a poster board or a
board or a PowerPoint
PowerPoint presentation that
demonstrates an example of this cause presentation that shows an

and effect interaction between biotic

and abiotic factors.

1.

Relevance/Rationale:

(Why are the outcomes of this

example of this cause and

effect interaction between
living and nonliving things.
STUDENT-FRIENDLY
TRANSLATION

lesson important in the real

world? Why are these outcomes
essential for future learning?)

Students will learn about the

content by accessing their prior
knowledge. Their prior knowledge
will be the foundation of the content
that they will learn throughout the
lesson. They will learn about the
scientific analysis of many things
that they already understand.
Theyll learn how understanding
leads to social justice and problem
solving.

1.

Students learning will lead

to solving a real life,
environmental problem
that they will choose for
themselves.

Essential Questions: (Thought-provoking questions

related to real life)

What do you think would happen to the human race if there were
no insects?
Whats the point of learning about the environment?
How does learning more about ecology affect me?
Part II STUDENTS INFORMATION
7. Class Information:
a. Total number - 28
b. English Learners/Standard English Learners - 12/16
c. Students with Special Needs 5
d. Academic language abilities, content knowledge and skills in
content area - Information not provided
e. Linguistic background 12 out of the 28 students are English
Learners.
f. Cultural background (home/family) - information not provided
g. Health considerations (if any) information not provided
h. Physical development factors that may influence instruction in
this academic content area information not provided
i. Social development factors that may influence instruction in
this academic content area 8 students identified to be in a
homeless program
j. Emotional development factors that may influence instruction
in this academic content area unknown
k. Interests/Aspirations (relevant to this academic area) -

unknown

1.

Anticipated Difficulties (Based on the information above,

what difficulties do you think students may have with the

content?):

Language barriers: How do I teach the lesson to those who do not

understand English? How can I help them learn English and the content
at the same time?
Physical needs: For students who are homeless, I need to understand
that physical needs, such as food, water, and comfort, are more
important than learning needs. How can I develop my lesson plan in a
way that engages them and keeps them interested? Also, how can I set
them up for success in general?
Students with special needs: What exactly are the issues? How can I
set them up for success? How do I engage them in the curriculum?

Part III - LESSON ADAPTATIONS

1.

Modifications/Accommodations (What specific

modifications/accommodations are you going to make based on

the anticipated difficulties listed above?)

From observing, it does not seem as though I will have to make

any modifications to the curriculum. I will accommodate students

by providing assistance in some way when needed. If there is a

language barrier, Ill provide students with translations or assist
them with Google translate technology. For students who have
special needs, I will need to identify what the needs are and then
determine how to accommodate them or modify the content.

1.

21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking
Technology - How will you incorporate technology into your
lesson?
I will utilize PowerPoint as I present.
For students' summative assessments, they have the option of
choosing to use PowerPoint, Prezi, or a poster board to present
their information. PowerPoint and Prezi require some
technological skills.

1.

Part IV - ASSESSMENT OF STUDENT LEARNING

Assessment Criteria for Success: (How will you & your

students know if they have successfully met the outcomes? What

specific criteria will be met in a successful product/process? What

does success on this lessons outcomes look like?)

Formative:
- Thoughts/ Feelings on Video--- this is a formative assessment in
the sense that it gives me an idea of students' writing abilities. If
a student elaborates thoroughly on their ideas or feelings, then
that student is likely to have strong written skills. If a student
does not write anything, I don not have much to decide on. If a
student scribbles the entire box up, then I have an opportunity to
speak with a student to find out more information. This formative
assessment does not necessarily tell me how much my students
know about the content, but it does tell me something about my
students.
- Quickwrite-- This part of the lesson handout will allow me to
get an idea of my students' prior knowledge. It will also let me
know whether the way that I am communicating directions is
working. If many of my students struggle with this section, then I
will need to figure out a way to ensure that understanding of
task is gained by the students.
- Pretest-- This is a quick, logically accomplished, task for
students. Students who have an understanding of certain words-outside of science context--should be able to answer most
questions correctly. This pretest will help me determine: which

students need a lot of help, which students are excelling, and

which students are in-between.
- Key Terms & Definitions-- This will be a heavily scaffolded
process for some, and others will have an easier time with this
task. For those who have a hard time, I will determine where
their level of understanding is at. What do they understand and
what do they not understand? Before moving on to the
summative assessment, I hope to make sure that each student is
capable of completing the summative assessment on their own.
- Venn Diagram on Consumers-- Students will need to place
consumers in the appropriate category: herbivore, omnivore, or
carnivore.

Summative (if applicable)

- Poster/ PowerPoint presentation-- Students will need to
develop a short presentation that demonstrates an
ecosystem affected by a negative abiotic factor.

a.

Attach rubric here, if applicable):

Part V - INSTRUCTIONAL PROCEDURE

1.

Instructional Method: Circle one Direct Instruction

Inquiry

1.

Cooperative Learning

Resources/Materials: (What texts, digital resources, &

materials will be used in this lesson?)

Lesson Handout, Pretest, Venn Diagram worksheet, Rubric for

Summative Assessment

1.

Procedure (include estimated times. Please write a

detailed procedure, including questions that you are

planning to ask:
OPEN: (What will you do to gain students attention hook?)
-- Two brief videos (~ one minute each) to demonstrate an
ecological issue through the recent BP oil spill.
-- As video is shown, students will be allocated space to write
down thoughts and feelings that are provoked from the video.
-- We reflect as a class about the video, thoughts, feelings; then,
we transition into the main lesson of ecology, how the video is

related to ecology, and how ecology is one way to solve

environmental issues such as the one caused by the BP oil spill.
--Overview of lesson expectations & objective
--Quickwrite: Students think about and write on paper what organisms
they see on a regular basis.

BODY: (provide step-by-step directions)

--Pretest: Students take a pretest that assesses their knowledge on
key terms of ecology.
--Discussion on pretest
--Transition to Key Terms/ Definitions Worksheet: Students will be
instructed to complete Key Term/ Definition table. I will explain to them
how to complete the table appropriately.
--Venn Diagram: Students will have the opportunity to use what they
wrote in the "Quickwrite" to transfer that knowledge to organize the
information into groups of: herbivore, omnivore, or carnivore.

CLOSE: (How will you pull the lesson together? Come back to the
objective.)
-- Students will be informed of the PowerPoint/ poster board
presentation.
-- Students will be redirected to the lesson objective that was
covered earlier in the lesson, and they will connect the
summative assessment to the learning objective