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Teacher: Hannah Youngwirth

Grade: 9-12
Subject: Biology
Unit: Alternative Farming Methods
Time Span: 6-9 days


Context–The classroom setting is a high school biology class. This unit is towards the end of the year, after the
students have already learned about both plant science and ecology. This way, the information they receive during
this unit will have a context in which the students can place it, as well as connect to previously known information.
The demographics are a common San Diego public school district high school classroom, with the possibility of
being practiced in an AP or IB science course. 

Unit objective: At the end of unit, students are able to create evidence-based arguments for or against different
alternative farming methods utilizing information learned through completing lessons in which they engaged in
classroom discussions creating personal arguments discerning GMOs, analyzing experiments regarding
photosynthesis rates, designing home experiments regarding pollution, creating models involving farm resilience,
and creating five minute presentations regarding pros, cons, and opinions of alternative farming methods.

DAILY LESSON PLANS

Monday: TD Tuesday: 5E Wednesday: FL Thursday: MEA Friday: TD

At the end of this At the completion of At the end of this At the end of this At the completion of
teacher directed this 5 E lab flipped classroom model eliciting this teacher directed
lesson, students are experiment, learners lesson, students activity, students lesson, learners are
able to create an are able to accurately accurately evaluate accurately design two able to begin creating
evidence-based evaluate the the impacts of different farming well-developed five-
argument for or difference between different farming methods through minute power point
against genetically the rate of methods on the “playing” a game in presentation
modified organisms photosynthesis when environment by which situation cards evaluating alternative
by relevantly using exposed to red, blue, forming a group and are given that relate farming methods
material and green, and white light collaboratively to real-world farming including a definition,
arguments presented by using CO2 creating a poster and experiences three pros, three
in todays lesson in a monitors to presenting it to their depending on four cons, and their
classroom discussion. determine the rate of classroom answering different crops personal opinion
photosynthesis. three questions (almond, potato, soy, regarding an
regarding the corn). 
 alternative farming
implications of their At the end of this method.
home activity. model eliciting
activity, students
accurately evaluate
the implications of
their data and refine
the farming methods
by writing evidence-
based
recommendation
letters to their clients.

SUMMATIVE ASSESSMENT (1-3 days)

At the end of this summative assessment, students reference the information presented throughout the unit to evaluate
alternative farming methods by creating a well-developed five-minute power point presentation which they deliver to the
classroom including a definition, three pros, three cons, and their personal opinion regarding an alternative farming
method.
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Monday: Teacher Directed Model of Teaching

Teacher: Hannah Youngwirth

Title of Lesson: GMO Food//NGSS: Ecosystems: Interactions, Energy, and Dynamics
Date(s) to be taught: TBD
Grade level: High School Biology (9-12)
Relevant textbook pages, supplementary reading or demonstration materials
needed: https://www.youtube.com/watch?v=YZGueeao0tE -Seeding Fear: The
Story of Michael White vs Monsanto
https://www.youtube.com/watch?v=7TmcXYp8xu4 -Are GMO’s Good or Bad?
Genetic Engineering and Our Food

I. NGSS:
Performance Expectation: Design, evaluate, and refine a solution for reducing
the impacts of human activities on the environment and biodiversity. HS-LS2-7 
Disciplinary Core Idea: Humans depend on the living world for the resources
and other benefits provided by biodiversity. But human activity is also having adverse
impacts on biodiversity through overpopulation, overexploitation, habitat destruction,
pollution, introduction of invasive species, and climate change. Thus sustaining
biodiversity so that ecosystem functioning and productivity are maintained is essential
to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity
by preserving landscapes of recreational or inspirational value.(secondary to HS-LS2-7)
When evaluating solutions it is important to take into account a range of
constraints including cost, safety, reliability and aesthetics and to consider social,
cultural and environmental impacts. (secondary to HS-LS2-7)
Cross Cutting Concept: Stability and Change: Much of science deals with
constructing explanations of how things change and how they remain stable. (HS-
LS2-7)
Science & Engineering Practice: Constructing Explanations and Designing
Solutions: Design, evaluate, and refine a solution to a complex real-world problem,
based on scientific knowledge, student-generated sources of evidence, prioritized
criteria, and tradeoff considerations. (HS-LS2-7)

II. Objectives
At the end of this teacher directed lesson, students are able to create an evidence-based
argument for or against genetically modified organisms by relevantly using material and
arguments presented in todays lesson in a classroom discussion.
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III. Rationale (Summary)

This lesson allows students to have a larger idea of the social implications of genetically
modified food, which helps separate it from a strictly textbook approach. It also
challenges them to take their own stance on an issue that is currently politically
charged.

IV. Possible Misconceptions

What are the likely misconceptions/ preconceptions students may have in
their prior knowledge? They may have preconceived ideas about GMOs that are
either based off of political or textbook approaches that leave out other factors of
GMOs. They may have a bias based off of their parent’s or other adult’s opinions, or
they may have never heard of GMOs before.
PROCEDURE:
V. Anticipatory Set (10 min)
As the students walk in to the classroom, have them pick an apple from the front
table. On the left are non-GMO fruit, on the right are conventional fruit from the
market. Ensure that the students don’t eat the fruit, and that they make note of which
side of the table they take their fruit from. (For ease of identifying, you can place the
non-GMO on blue paper, and the GMO on yellow, and ask who grabbed a yellow or
blue apple). For 5 minutes, guide a discussion on the apples. Compare and contrast,
what is different between them (color, shape, size), ask why they picked one over the
other. At the end of the discussion, let them know that the blue/left are non-GMO and
the yellow/right are GMO.
Purpose: To motivate the students and gain their interest for the lesson today, and gear
their mind towards the topic of GMO and food.

VI. Instructional Input (30 min)

1. Content – facts, concepts
https://www.youtube.com/watch?v=7TmcXYp8xu4 -Are GMO’s Good or Bad?
Genetic Engineering and Our Food (10 minutes)
Provide 5 minutes for students to jot down ideas/reflections
https://www.youtube.com/watch?v=YZGueeao0tE -Seeding Fear: The Story of
Michael White vs Monsanto (10 minutes)
Provide 5 minutes for students to jot down ideas/reflections
2. Teaching Strategies – The videos are used to instruct the students and provide
them the information to be used in their group discussion.
3. Modeling – Videos are used as models.
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VII. Checking for understanding / Formative assessment (5 minutes)

To check for understanding, the teacher gives the students 5 minutes to try and
organize their thoughts before beginning the classroom discussion. They walk around
the room and check what thoughts students are able to articulate. Students should be
building evidence-based argument for or against genetically modified organisms by
using material and arguments presented in the videos and their personal opinion. If any
questions need answering or clarification is needed, the teacher provides answers and
guidance, but stresses that there is no right or wrong answer, that this activity is one of
personal opinion. The homework is another form of formative assessment in this
lesson.

VIII. Guided practice (20 min)

The students are given 20 minutes to have a group discussion regarding their opinion
on GMOs in light of the information they have been given from the two videos. The
teacher is present in order to facilitate discussion, as well as make sure the conversation
doesn’t grow out of hand.

IX. Independent Practice (Homework)

The students are required to write a one page reflection on the discussion, addressing
their original stance on GMOs before class, after the videos, after the discussion, and
acknowledge any changes in their stance through today’s activities. They expand on
their stance, citing the sources introduced in class, as well as any other information they
may have already known beforehand. The homework should clearly outline evidence-
based argument for or against genetically modified organisms using material and
arguments presented in the videos and during the class discussion. This is collected
and graded based on participation. No rubric needed.

X. Sample student products

XI. Closure (5 min)

The instructor brings the discussions to a close, making sure any last notes have had a
chance to be vocalized and that all students have given some kind of input. They
assign the homework of the one page reflection and remind them of the lab to be
performed the next day (thus students should know to wear appropriate clothes, etc).

XII. Summative Assessment

The summative assessment is at the end of the unit.
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XII. Contingencies
If there is time left over, the discussions may continue. If the discussions finish early,
they can begin their reflections in class.

XIV. Differentiation
Leaners that struggle with speaking english or have speaking difficulties may find it
hard to explain their ideas succinctly, so the teacher should make sure to foster an
environment where everyone is given the time to fully express their ideas before
another student may talk over them. 

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TUESDAY: 5E LESSON PLAN



Teacher/Grade/Date Topic / Concept / Phenomenon
Place in Unit

Hannah Youngwirth/9-12/TBD Plant Life/Photosynthesis/Light Spectrum&Growth
Lesson 4/5 in Plant Unit

Brief Lesson Description/Connection to Other Disciplines: 


Investigates how different light wavelengths effect photosynthesis

Performance Expectation(s): 

Use a model to illustrate how photosynthesis transforms light energy into stored
chemical energy. HS-LS1-5

Learning Objective(s): 

At the completion of this 5 E lab experiment, learners are able to accurately evaluate
the difference between the rate of photosynthesis when exposed to red, blue, green,
and white light by using CO2 monitors to determine the rate of photosynthesis.

Differentiation strategies to meet diverse learner needs:

ELL: A vocabulary list is given to students at the beginning of the unit, so students
should be familiar with the language used in this lab. Additionally, the lab procedure is
demonstrated quickly beforehand as to clear up any misconceptions. Finally, students
are split into four groups, so help is available from peers to those who need it.

Struggling students (IEP): Students are in groups, with each student given their own
tasks to be responsible for, thus giving each student accountability to keep them on
task. Additionally, as they are in groups, help is available from peers and instructor.

Fast finishers (GATE): They are members of a group, specifically created so that no
group is solely ELL, IEP, or GATE, but instead a mixture of all so each classmate may
benefit from the other’s strengths. The GATE students are expected to act as a role
model for their peers and keep the experiment running smoothly.

Others: Anyone having any problems with the lab receive assistance as needed. 

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Narrative / Background Information 


Laura and her mom went to a plant nursery to get some plants for the garden. Laura
found a potted flower she really liked and her mom let her buy it and take it home. She
set it up in front of her bedroom window, which was decorated with multiple see-
through window stickers. These caused the light coming into Laura’s room to be
colored like a rainbow-just like the inside of a church filled with stained glass windows.
Laura was so proud of her window and her cute little flower! However, over time, Laura
had noticed her plant was starting to wilt. She had been sure she was watering it
enough, and the spot it was in didn’t get too hot or too cold, so what was effecting her
little plant? By the end of the week, she grew so desperate about her drooping flower
that she brought to to her mom to see if she could save it. Her mom placed it right
above the sink, in front of the kitchen window, and said she would see what she could
do for Laura’s flower. But she didn’t need to do anything-the next morning, Laura’s little
flower had perked up, looking healthy in the sunlight coming through the kitchen
window. Laura was so relieved that her flower had recovered. But as much as Laura
wanted to bring her flower back to her room, it looked too happy in its new spot to
move. So she enjoyed her flower in the kitchen and put some new flower stickers on
her window instead!

Prior Student Knowledge: Photosynthesis and what is needed in order for it to occur,
the equation for the reaction and the reactants/products. (Sunlight+Water+Carbon
Dioxide—>Glucose+Oxygen), wavelengths

Science & Engineering Practices 


Developing and Using Models: Use a model based on evidence to illustrate the
relationships between systems or between components of a system. (HS-LS1-5), (HS-
LS1-7)

Disciplinary Core Ideas:

Organization for Matter and Energy Flow in Organisms: The process of
photosynthesis converts light energy to stored chemical energy by converting carbon
dioxide plus water into sugars plus released oxygen. (HS-LS1-5)

Crosscutting Concepts:
Energy and Matter: Changes of energy and matter in a system can be described
in terms of energy and matter flows into, out of, and within that system. (HS-LS1-5),
(HS-LS1-6)
 8 of 34

Possible Preconceptions/Misconceptions:
They may have the misconception that leaves are green because plants absorb all the
green wavelength and reject the rest, that higher carbon dioxide means more
photosynthesis (may have the equation confused), that plants only perform
photosynthesis and not respiration, that photosynthesis is not related to oxygen and
carbon dioxide levels.

Safety Precautions:
No safety precautions needed

ENGAGEMENT (15 minutes):

Students’ attention is drawn with the use of a narrative-style Story Starter
Questions that can be asked to the students include: What was necessary for the plant
to survive that Laura’s room wasn’t able to provide? Why did her plant do well in the
kitchen but not in Laura’s room? 

Target question—> In what ways did the colors in Laura’s room impact the plant’s
ability to survive?

EXPLORATION (20 minutes):

Materials: 4 plants, 1 per student group, plastic bags, 4 lights (green, blue, red, white),
1 color per group, accompanying light stand/fixtures, 1 CO2 monitor per group.
Students are separated into 4 groups, making sure to balance group with GATE, ELL,
IEP, and standard students.
Each group receives a plant and wraps the plastic bag around the plant-with exception
of soil and roots, ensuring that there is no opening to the open air.
Red, white, green, and blue lights are already placed in fixtures, students place their
plant in front of their assigned light.
Student groups measure the CO2 with the CO2 monitor in their plastic bag before
turning on the lights in order to establish a “base rate” of photosynthesis.
Students turn on their assigned light and measure the CO2 every minute for 15
minutes.
At the end of the 15 minutes, a student from each group come to the white board and
transcribe their data for the rest of the class to see and copy down.
Students answer the following question at the end of their experiment:
“In what ways do different wavelengths of colors on the visible light spectrum impact
the rate of photosynthesis?”
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EXPLANATION (15 minutes):

The students transcribe the classroom data written on the board into their own
notebooks to then reflect on together as a group to identify trends and propose
explanations.
Students engage in brainstorming answers based off their observations to the following
questions: “Which was fastest?” “Which was Slowest?” “Are they all the same rate?”
with their group.
Once they have had ~5 minutes to brainstorm, they share their reflections with the
class. Then as a class the following questions are discussed:
“What do we think was going on here?” “What role does light have in
photosynthesis?” “Are all colors the same, or do they have different properties that
might impact how a plant uses them?” “Why are plants green?” What color do the
leaves absorb, and which to they reflect?” “Are all parts of the plant like this? Which
parts might be different?” “Why did Laura’s plant do better in the kitchen?”

ELABORATION (Homework):
Students are expected to document all the data they and their classmates recorded
during the experiment in class, as their homework is to create a lab report in order to
summarize and analyze the effects of different light spectrums on photosynthesis.
The following vocabulary are provided to the students for them to define/use in their
analysis when completing their lab reports:
Light spectrum-light comes in different colors
wavelength-where different colors fall in terms of their wavelength and how that
separates them from others
chloroplast-contains chlorophyll, where photosynthesis takes place
chlorophyll-responsible for absorption of light in plant, green as only color not
absorbed, a and b absorb different wavelengths
warm light- reds, longer wavelengths
cool light - blues, shorter wavelengths

EVALUATION (To Be Turned In):

Students demonstrate their level of achievement of the learning objective through the
submission of a complete lab report that accurately explains the difference between
the rate of photosynthesis when exposed to red, blue, green, and white light by using
CO2 monitors to determine the rate of photosynthesis. It should fulfill the requirements
in the rubric on the following page. To have achieved the basic level of achievement of
the learning objective, they must receive a score of 6. True achievement is a score of 9.
 10 of 34

Rubric Beginning Botanist
 Growing Greenhouser Fantastic Florist

1 2 3

Hypothesis Botanists may not Greenhousers Florists hypothesis is

identify appropriate hypothesis may not clear and indicative of
variables in their clearly demonstrate the critical thinking.
hypothesis. Try “if__, then__” format.
reviewing the lab Try reviewing how to
directions to find what create a hypothesis to
is being tested. understand the format.

Variables Botanists may fail to Greenhousers identify Florists identify the all
identify all independent some independent and independent and
and dependent dependent variables, dependent variables.
variables, and some but some may be
may be mislabeled. Try missing. Try reviewing
reviewing over what the the lab to see if you can
difference is between find more.
both variables.

Materials/Procedure Botanists may leave out Greenhousers may Florists detail the
important information explain the materials materials and procedure
when explaining the and procedure, but it being used during the
materials and may not be detailed and lab.
procedure. Try clear. Try reviewing the
reviewing the lab lab instructions to
instructions to find what include more detail.
was missing.

Analysis/Conclusion Botanists may not have Greenhousers may Florists accurately

explained their reflect on their relate their results to
hypothesis. Try hypothesis, but may not their hypothesis and
reviewing your tie the results to reference scientific
hypothesis and scientific support. Try explanations when
determine how it was reviewing the material making their
relevant to the lab. to find a scientific conclusion.
explanation.

Skills Botanists may create a Greenhousers create Florists create graphs

graph or a table but graphs and tables that and tables that are
may need to make sure may not have the most accurate, neat, have
they have proper data intuitive layout, and may variables in the correct
on proper axis. Try be missing a label or placement, all units
reviewing your data to unit. Try exploring labeled, and are easy to
make sure that all the different graph types interpret.
important aspects are until you find one that is
also listen on your more intuitive.
graphs.
 11 of 34

Rubric Beginning Botanist
 Growing Greenhouser Fantastic Florist

1 2 3

Concept Botanists achievement Greenhousers Florists demonstrate a

of the learning objective demonstrate a basic strong grasp of the
is at a beginners level. grasp on the learning learning objective,
Try going back through objective, but may recognizing the roll that
the lab and determine if struggle with some different light spectrums
there were any areas aspects of the main have on the rate of
you struggled with that concept. Try going photosynthesis using
may have hindered your through your data again both classroom data
understanding. and look for trends and and lessons in their
correlations. analysis and
explanations.
 12 of 34

WEDNESDAY: FLIPPED CLASSROOM

Lesson Title: EcoDetective

Subject: Biology (Farming)
Grade Level: High School (9-12)

Time Requirements for First Exposure & Incentive: 10 minutes at end of class to
show link and give instructions.
Total Time Requirement for At-Home Activity: ~30 minutes to complete virtual lab,
~15 minutes to complete write up
Total Time Requirement for In-Class Activity: ~30 minutes for students to form
groups, ~20 minutes for each student group to present, ~5 minutes for students to
review online activity

NGSS Standard: Practices: Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8
experiences and progresses to explanations and designs that are supported by
multiple and independent student-generated sources of evidence consistent with
scientific ideas, principles, and theories.
Design, evaluate, and refine a solution to a complex real-world problem,
based on scientific knowledge, student-generated sources

of evidence, prioritized criteria, and tradeoff considerations. (HS-LS2-7)

cross-cutting concepts: Cause and Effect

Empirical evidence is required to differentiate between cause and correlation
and make claims about specific causes and effects. (HS-LS2-8),(HS-LS4-6)

core discipline: LS2.C: Ecosystem Dynamics, Functioning, and Resilience

A complex set of interactions within an ecosystem can keep its numbers and
types of organisms relatively constant over long periods of time under stable
conditions. If a modest biological or physical disturbance to an ecosystem occurs, it
may return to its more or less original status (i.e., the ecosystem is resilient), as
opposed to becoming a very 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. (HS-LS2-2),(HS-LS2-6)
Moreover, anthropogenic changes (induced by human activity) in the
environment—including habitat destruction, pollution, introduction of invasive species,
overexploitation, and climate change—can disrupt an ecosystem and threaten the
survival of some species. (HS-LS2-7)
 13 of 34

Performance Expectation (PE): Create or revise a simulation to test a solution to

mitigate adverse impacts of human activity on biodiversity.*  HS-LS4-6.


Measurable Objectives: At the end of this flipped classroom lesson, students
accurately evaluate the impacts of different farming methods on the environment by
forming a group and collaboratively creating a poster and presenting it to their
classroom answering three assigned questions regarding the implications of their home
activity.

Learning Timeline Task, Questions, Student Action Teacher Equipmen Formative

Objective Activity Role t/ Assessment/
(from Technolog accountability
NGSS PE) y/
Materials
needed

At-home ~30 Complete virtual lab, Play the virtual Provides https:// Students send
minutes send scores, and lab and report student with www.biom their score
for the complete write up w/ scores to link, anbio.com report to the
virtual lab, the following
teacher, instructions, / teacher’s email
~15 questions: 

complete write and HTML5Ga via the “send
minutes “In what ways can a
for write farm impact the up. questions for mesandLa score” option.
up. environment?” write up. bs/ Students bring
“Which farming EcoGames their write up
methods do you think / into class the
would have a heavy ecodetecti next day for
impact? A light
veshtml5p discussion.
impact?”
“Can you think of any age.html,
other ways a farm write up
might impact the forms
environment?
 14 of 34

In-class ~30 Students form groups Form groups, Provide Poster Students
minutes of 5 to share their create a group students with Paper, accurately
for answers to the write poster, share in instructions poster evaluate the
students up and create a group front of their and a write materials, impacts of
to form poster on which they classmates, up form for write up different
groups, summarize an answer review the those who forms. farming
~20 for each question. activity. may have methods on the
minutes They have 30 minutes been absent environment by
for each to compile this poster. 
 the day forming a
student 20 minutes is given for before. group and
group to the students to share collaboratively
present, as groups to the rest creating a
~5 of the classroom.
 poster and
minutes 5 minutes is given for presenting it to
for the students to right a their classroom
students review/evaluation of answering
to review the online activity. three questions
online regarding the
activity implications of
their home
activity.
The teacher
evaluates their
presentation
based off of an
attached rubric.
 15 of 34

Rubric: Budding Botantists (1) Growing Gardeners (2) Flowering Floralists (3)

Content Students answer most of Students answer all Students answer all
the questions. Try questions, though some questions clearly and in
expanding on ideas more. answers may lack clarity depth, referencing the
and depth. Try referencing home activity.
the activity more.
Design Poster design is difficult to Poster design is clear. Try Poster design is clear,
follow. Try re-reading to see using more creative design. creative, legible, and
if you could make it flow indicates hard work.
more intuitively.
Presentation One or two voices Most members of the Each member of the group
dominates the group group contribute. Try giving contributes during the
presentation. Try giving other voices room to speak. spoken presentation.
other voices material.
 16 of 34

THURSDAY: MODEL ELICITING ACTIVITY

Farming 101

Summary
Grade level/s
High School
Description A model of different farming methods that
helps students experience the pros and cons of
each method.

Subjects Monoculture, polyculture, ecology

Instructional Time 60 minutes

Keywords Monoculture, polyculture, ecology, biology,

models

Materials list Playing cards and playing board

Related Standards

Next Generation Science Standards:

Science and Engineering Practices: Constructing Explanations and Designing

Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences
and progresses to explanations and designs that are supported by multiple and
independent student-generated sources of evidence consistent with scientific ideas,
principles, and theories.

Design, evaluate, and refine a solution to a complex real-world problem, based on
scientific knowledge, student-generated sources of evidence, prioritized criteria, and
tradeoff considerations. (HS-LS2-7)

Disciplinary Core Ideas: Biodiversity and Humans

Biodiversity is increased by the formation of new species (speciation) and decreased

by the loss of species (extinction). (secondary to HS-LS2-7)
Humans depend on the living world for the resources and other benefits provided by
biodiversity. But human activity is also having adverse impacts on biodiversity
 17 of 34

through overpopulation, overexploitation, habitat destruction, pollution,

introduction of invasive species, and climate change. Thus sustaining
biodiversity so that ecosystem functioning and productivity are maintained is
essential to supporting and enhancing life on Earth. Sustaining biodiversity also
aids humanity by preserving landscapes of recreational or inspirational
value. (secondary to HS-LS2-7),(HS-LS4-6.)

Crosscutting Concepts: Stability and Change

Much of science deals with constructing explanations of how things change and how
they remain stable. (HS-LS2-6),(HS-LS2-7)

Common Core Standards that align to this MEA lesson:

RST.11-12.7 Integrate and evaluate multiple sources of information presented in

diverse formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem. (HS-LS2-6),(HS-LS2-7),(HS-LS2-8)

Performance Expectation from NGSS

Design, evaluate, and refine a solution for reducing the impacts of human activities on

the environment and biodiversity.* HS-LS2-7.

Learning Objectives: At the end of this model eliciting activity, students

accurately design two different farming methods through “playing” a game in which
situation cards are given that relate to real-world farming experiences depending on
four different crops (almond, potato, soy, corn). 

At the end of this model eliciting activity, students accurately evaluate the
implications of their data and refine the farming methods by writing evidence-based
recommendation letters to their clients.

Guiding/Reflective Questions (5 minutes)

“What different kinds of farming methods are there?” “Which crops tend to be the
fastest growing? Slowest?” “Why do we use pesticides?” “Why do we use fertilizers?”

Prior Knowledge

They should already know the definition of “monoculture”, “polyculture”, “genetically

modified organism”, “sustainability”, and “resilience”.
 18 of 34

Trial #1 (15 minutes)

Client Letter/Problem Statement

Dear Students, 

The agriculture club is looking to plant a farm in the empty lot behind the campus to
give our members a chance to practice farming methods. But we are undecided on
which farming method to practice. We were hoping you scientists could work out some
data to let us know which method is the most successful. Success is determined by how
many crops grow during the three-month season. We’ve already decided on four crops
we would like you to experiment with: corn, almond, potato, and soy. We’ve included
descriptions of each plant, regarding how fast they grow, what nutrients they need, and
what pests you need to look out for. Our problem is that we don’t know if we should
focus on growing just one crop at a time, or if it’s better to plant multiple crops
together-and if so, do certain crops have relationships with others? If you could run a
model testing some different crop arrangements out, we would love to know which
farming method ends up with the most output.

Thank you,

The Agriculture Club

Dataset 1

Number of Plants per Round per Farming Method

1 2 3 4 5 6 7 8 9 10

1 Crop

2 Crop

3 Crop

4 Crop
 19 of 34

Readiness/Comprehension Questions

Which farming method had the most crops by the end of 10 rounds? 

Which farming method had the least crops by the end of 10 rounds? 

Which farming method should we recommend to the client based off of our data?

Communication method

Dear _______,

Our team, _____________, has determined that you should use ______________. The
order from best to worst is

1) _________,

2) __________,

3) __________,

4) __________.

Our procedure for ranking is ___________________.


Sincerely,

__________

Trial #2 (30 minutes)

Client Letter 2/Problem Statement 2/Reading Passage 2

Dear Students,

Thank you for your prompt response! We appreciate the research you performed to
help us decide which farming method we should undertake. But we’ve since reached a
new problem. While the method you reported to us has the fastest growing crop, we
decided that it’s more important that we don’t have to replant our farm every season.
So we are asking for your help once again, this time to help us find the method that is
most resilient and sustainable. We would like our crops to last through the three-month
season and continue to produce crops throughout the year. We also want to make sure
our soil stays healthy and we don’t have to worry too much about pests-though we
don’t want to rely on pesticides if we can help it. So in your model, please look for a
crop arrangement that is able to sustain a healthy population over a long period of
time.

Thanks again, scientists! 


The Agriculture Club
 20 of 34

Dataset 2

Number of Plants per Round per Farming Methods

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1
Crop

2
Crop

3
Crop

4
Crop

Readiness/Comprehension Questions 2

Which farming method had the most crops by the end of 20 rounds? 

Which farming method had the least crops by the end of 20 rounds? 

Which farming method seemed to respond best to different situations?

Which farming method seemed to respond worst to different situations?

Which farming method seemed the most sustainable? 

Which farming method seemed the least sustainable? 

Did you notice crops that grew well together? 

Were certain crops more helpful than others?

What other trends did you notice?

Is there any difference between this data set and the first data set? 

Which farming method should we recommend to the client based off of our data? 

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Communication method 2

Dear _______,

Our team, _____________, has determined that you should use ______________. The
order from best to worst is

1) _________,

2) __________,

3) __________,

4) __________.

Our procedure for ranking is ___________________.


Sincerely,

__________

Assessment

The teacher should measure the student’s grasp on the concept of how different crops
interact with each other, how they respond to different environmental factors, and what
consequences this has on the success/failure of farming methods.

Formative Assessment

The teacher may lead a short class discussion reviewing what students know about
different farming methods (polyculture versus monoculture) as well as to be sure that
students are familiar with the definition and context of the aforementioned “prior
knowledge”. In order to check progress on the objective, the teacher asks the students
to share their two accurately designed farming methods used in the game, how they
relate the game to real-world farming experiences depending on four different crops
(almond, potato, soy, corn), and how they evaluated the implications of their data to
write evidence-based recommendation letters to their clients. These letters are turned
in by the group at the end of class as proof of participation.

Feedback to Students (Educative Assessment)

After the first trial, the teacher visits with each group and ask them about the data they
found and what they might prescribe to their client. If they are following the correct line
of thinking, the teacher asks questions to deepen their evaluation of the context. If they
are following the incorrect line of thinking, the teacher evaluates how they performed
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their trial and asks guiding questions to attempt to steer them back on track. If their
data was collected correctly and the game scenario was an anomaly, point this out to
them and ask them to consider it in that framework. After every group is visited, have
the class go on to the second trial.

Summative Assessment (none)

Summative assessment is at the end of the unit.

Accommodations & Recommendations

Accommodations

Students who are English Language Learners are to be placed in groups with english
native speakers so that any misunderstandings about the instructions of the model or
the scenario cards can be explained to them. 

Otherwise, the pacing of the model should allow both fast and slow learners to remain
on the same page, and the fact that each student has their own personal model allows
each student to have a say in the consensus.

Special Materials Needed

The students are split into groups of 4. Each student is give a card with 20 slots. Each
player start with 4 plants total, the number of different plants they are allowed to plant
are pre-assigned. Such as one student may only plant one type of plant, the next 2, the
next 3, and the next 4. The students are given information about each crop they may
pick beforehand. It is clearly designed as to be monoculture vs polyculture. Each turn,
one student pulls a scenario card and follow the instructions provided.

The four crops are soybeans, almonds, corn, potatoes. Students are given the following
information about their crops:

almond pro: pollen nutritious to bees


almond con: requires large amounts of water

almond con: slow growing

almond pest: leaf-footed bug

Every three turns, plant a new almond tree

corn pro: fast growing


corn con: can freeze/lose crop

corn con: requires a lot of nitrogen

corn pest: earworm moth

Every one turn, grow one corn
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Soybean pro: fixes nitrogen in soil


soybean pro: fast grower

soybean con: sensitive to hot weather

soybean pest: earworm moth

Every one turn, grow one soybean

potato pro: hearty growers


potato con: sensitive to waterlogged drainage

potato pest: aphids

Every two turns, grow one potato

Scenario Cards (Students reshuffle when all cards have been pulled):

"there's been a drought, water-dependent plants heavily affected. Lose 2 almond

trees" 

"Honeybees are attracted to your crops. If there are almond trees in your farm, grow
one more of each crop. "

"There's been an outbreak of the leaf-footed bug. If you have more than 5 almond
trees, lose half.”

“theres been an outbreak of the earworm moth. if you have more than 5 stalks of corn
or soy, lose half of both crops” 

“the soil has been depleted of nitrogen. if there is no soybean in your farm, you cannot
grow any crop for the next 3 turns. If planted with soybean, ignore card”

“temperatures have dropped tremendously overnight, causing a frost to spread
through your farm. Lose 3 stalks of corn”

“The weather has grown increasingly warm. Lose 3 soybean plants”

“The year has been especially wet. Lose three potatoes”

“theres been an outbreak of aphids. if you have more than 5 potato plants, lose half”

Further Recommendations

Ensure that students are following the instructions correctly.

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FRIDAY: Teacher Directed Model of Teaching

Teacher: Hannah Youngwirth

Title of Lesson: Alternative Preparation
Date(s) to be taught: TBD
Grade level: 9-12

I. NGSS:
Performance Expectation: Design, evaluate, and refine a solution for reducing
the impacts of human activities on the environment and biodiversity.* HS-
LS2-7.
Disciplinary Core Idea: Biodiversity and Humans
Biodiversity is increased by the formation of new species (speciation) and
decreased by the loss of species (extinction). (secondary to HS-LS2-7)
Humans depend on the living world for the resources and other benefits
provided by biodiversity. But human activity is also having adverse impacts on
biodiversity through overpopulation, overexploitation, habitat destruction,
pollution, introduction of invasive species, and climate change. Thus sustaining
biodiversity so that ecosystem functioning and productivity are maintained is
essential to supporting and enhancing life on Earth. Sustaining biodiversity also
aids humanity by preserving landscapes of recreational or inspirational
value. (secondary to HS-LS2-7),(HS-LS4-6.)
Cross Cutting Concept: Stability and Change
Much of science deals with constructing explanations of how things change and
how they remain stable. (HS-LS2-6),(HS-LS2-7)

Science & Engineering Practice: Constructing Explanations and Designing
Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8
experiences and progresses to explanations and designs that are supported by
multiple and independent student-generated sources of evidence consistent
with scientific ideas, principles, and theories.

Design, evaluate, and refine a solution to a complex real-world problem, based
on scientific knowledge, student-generated sources of evidence, prioritized
criteria, and tradeoff considerations. (HS-LS2-7)

II. Objectives
At the completion of this teacher directed lesson, learners are able to begin creating well-
developed five-minute power point presentation evaluating alternative farming methods
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including a definition, three pros, three cons, and their personal opinion regarding an
alternative farming method.

III. Rationale
This lesson rounds out the week by presenting concrete examples of the
concepts students have been introduced to. It also serves as a means of helping
students start working on their summative assessment with the chance to utilize
teacher and peer support.

IV. Possible Misconceptions

Students may have an incomplete idea of the alternative forms of farming that
have been introduced in the previous lessons and may not have a fully developed
opinion on different methods.

PROCEDURE: (60 minutes)

V. Anticipatory Set (5 min)
Students are told to get their computers out of the computer storage area,
though instructed to keep their computer closed until after the teacher’s
presentation is complete.
VI. Instructional Input (20 min)
A powerpoint is given to the class to introduce the different alternative farming
methods available for them to chose to create a project on. This short
powerpoint is meant to provide a base of information, as well as some context,
to aid the students when creating their own powerpoint presentations. This is
done through direct instruction. Depending on the number of students in the
classroom, no more than two or three students may present the same farming
method, so a sign up sheet must be provided to make sure of such. They are
also given the chance to sign up for their presentation time. Enticement is given
for presenting on the first day in the form of an extra 5 points on their final
presentation grade.

VII. Checking for understanding / Formative assessment

The students have access to computers in the classroom on which they can
begin their research. To check for understanding, the teacher walks around the
classroom and checks in on students, sees how they are progressing, what their
ideas, arguments, and directions may be, and ensures they are en route to
creating well-developed five-minute power point presentations evaluating
alternative farming methods including a definition, three pros, three cons, and
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their personal opinion regarding an alternative farming method. The teacher is

also available for questions if the students need clarification.

VIII. Guided practice (30 min)

The teacher walks around the room providing individual assistance to the
students.

IX. Independent Practice (Homework)

Students continue to work on their projects at home, preferably over a weekend,
in order to have enough time to generate a quality presentation for the day of
the summative assessment

X. Sample student products (archive to use as example)

XI. Closure (5 min)

Students are reminded of what their topic is and the day they are to present
before they leave class. If they haven’t yet chosen a subject, one is assigned to
them. Likewise, if they haven’t chosen a presentation time, one is assigned. They
are instructed to put their computers away before leaving the classroom.

XII. Summative Assessment

The summative Assessment consists of the students presenting these projects to
the class.

XII. Contingencies
Students are given the rest of the class to begin their project. No student should
finish their project by the end of class.

XIV. Differentiation
English Language Learners: They are to be graded largely on information
content, not on grammar. Help is given if needed. They are encouraged to draw
on outside experiences from their home countries if farming methods differ from
in the United States. 

Fast Learners: They are given creative liberty in their presentation and may
choose to add more slides and information if desired, as long as it remains in the
5 minute presentation time limit.
IEP Students: They are given clear guidelines on what should be included in an
successful presentation, as well as given an adequate amount of time to finish
their presentation independently.
ATTACHED ARE POWERPOINT SLIDES TO BE USED WHILE PRESENTING
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MONDAY: SUMMATIVE ASSESMENT

Teacher: Hannah Youngwirth

Title of Lesson: Unit Assessment
Date(s) to be taught: TBD
Grade level: 9-12
Students are required to bring their own paper and pens.

I. NGSS:
Performance Expectation: Design, evaluate, and refine a solution for reducing
the impacts of human activities on the environment and biodiversity.* HS-LS2-7.

Disciplinary Core Idea: ETS1.B: Developing Possible Solutions: When

evaluating solutions, it is important to take into account a range of constraints,
including cost, safety, reliability, and aesthetics, and to consider social, cultural, and
environmental impacts. (secondary to HS-LS4-6)
Cross Cutting Concept: Cause and Effect: Empirical evidence is required to
differentiate between cause and correlation and make claims about specific causes and
effects. (HS-LS4-2),(HS-LS4-4),(HS-LS4-5),(HS-LS4-6)
Science & Engineering Practice: Engaging in Argument from Evidence
Engaging in argument from evidence in 9-12 builds on K-8 experiences and progresses
to using appropriate and sufficient evidence and scientific reasoning to defend and
critique claims and explanations about the natural and designed world(s). Arguments
may also come from current or historical episodes in science. Evaluate the evidence
behind currently accepted explanations or solutions to determine the merits of
arguments. (HS-LS4-5)

II. Objective
At the end of this summative assessment, students reference the information
presented throughout the unit to evaluate alternative farming methods by creating a
well-developed five-minute power point presentation which they deliver to the
classroom including a definition, three pros, three cons, and their personal opinion
regarding an alternative farming method.

III. Rationale (Summary)

This summative assessment challenges students to analyze and evaluate what they
have learned, and to create their own opinion.
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IV. Possible Misconceptions

Students may have an incomplete idea of the alternative forms of farming that have
been introduced in the previous lessons, they may not understand the format or the
project requirements, they may not have a fully developed opinion on different
methods.

V. Anticipatory Set (5 mins)

Upon entering the classroom, students are given peer evaluation forms for each of the
presenters that day. The student who is presenting first pulls up their presentation on
the teacher’s computer.

Purpose:
The purpose is for the student to evaluate different farming methods presented to
them throughout this unit.

VI. Instructional Input (5 mins)

Students are reminded that they are evaluating their peers using the peer evaluation
form provided at the beginning of the class. They are reminded of their time limit to
present (~5 mins) and informed that a timer is keeping track of the length of their
presentation, with hand signals given at the 2 and 1 minute mark. Students are also
encouraged to ask questions of their peer presenter after each presentation.

VII. Checking for understanding / Formative assessment (-none-)

The formative assessment is the peer evaluation form all the students are completing,
to be turned in at the end of each class, to check if they identify whether or not their
peers referenced the information presented throughout the unit to evaluate alternative
farming methods in a a well-developed five-minute power point presentation including
a definition, three pros, three cons, and their personal opinion regarding an alternative
farming method

VIII. Guided practice (-none-)

Students were given time of their own to complete their presentations.

IX. Independent Practice (-none-)

Students were given time of their own to complete their presentations.

X. Sample student products

XI. Closure (5 min)

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After approximately 7-8 students have presented, the teacher commends the
presenters and reminds the remaining presenters to be prepared to present in the
following days. They collect the peer evaluation forms from the classroom.

XII. Summative Assessment (45 minutes)

Students are expected to create a powerpoint that fills five minutes of class time, with
two minutes allotted for questions afterwards. Their power point consists of a definition
of their chosen alternative farming method, three pros of their method, three cons of
their method, their personal opinion of whether or not it should continue to be
practiced and why, and a works cited slide. Their evidence comes from in class lessons
throughout this unit and external academic sources they for which are expected to
complete a works cited. Students are given the chance to sign up for their presentation
slot, with the encouragement of extra credit of 5 points for signing up on the first day.

XII. Contingencies
This lesson is planned for as much time as needed for everyone to present. Should
someone be absent on the day they signed up to present, they are expected to
present the next day there is time. Other students are encouraged to present a day
early to make up for the extra time, otherwise free time is given to the students. On the
last day after the remaining students have finished, they may have free time.

XIV. Differentiation
For students who are ELL, because they have had time out of class to work on creating
a power point, they should have time to self-correct. Additionally, they are primarily
graded on content relevant to the lesson more so than grammatical correctness.
For students who are learning challenged, they benefit the same as ELL students.
For students that may have presentation anxiety, hopefully having all their information
is on the slide before them helps ease some public speaking fears.

RUBRIC:
See attachment
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Rubric Beginning Botanists Practicing Potters Fantastic Floralists

(1) (2) (3)

Definiton A limited description A description of the An in-depth

of the farming farming method is description of the
method is presented, but not alternative farming
presented. Try fully flushed out. method is presented
referencing more Try expanding on with support from
evidence. ideas. evidence.
3 Pros/3 Cons Less than three pros Three pros and cons Three fully
and cons are are presented, developed pros and
presented. Try going though some may cons of the chosen
through more need more alternative farming
evidence to build development. Try method are
more pros and cons. going more in- provided, supported
depth. with evidence
Personal Opinion The personal The personal The personal
opinion is not clear opinion is relevant opinion is well-
nor fully developed. but fully flushed thought out, clearly
Try going through out. Try expanding presented, and
more evidence to on ideas presented. relevant to the class
form a full opinion. discussion.
Works Cited Limited sources are Some sources are Multiple sources are
referenced, referenced though appropriately cited
inappropriately may not be and included in the
cited. Try increasing appropriately cited. presentation.
research to find Try referencing a
more evidence. citation book.
Presentation Quite voice, not Clear voice with Clear, strong voice.
completely audible. tendency to be Able to elaborate
Practice reading dependent on the ideas from slides
aloud to increase slides. Try practicing rather than read
your confidence. without reading straight through
directly from slides. them.
Slide Design Simple design, may Creative design, Attractive flow and
be lacking in though may be design, includes
pictures and difficult to read and pictures of relevant
formatting. Try to follow. Try creating ideas.
find some a legible format.
appropriate
pictures.