Wolves 5 Lessons Week One

DAY ONE OF LESSON #1
SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area

Jill Jermain, Lilian Rubi, Maribel Trejo,
Life Science
Laurie Unbehand
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Ecosystem
Middle School Science, 7th Grade Food Web 7th Grade 50 minutes
Biodiversity
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards Common Core State Standard Connections
ELA/Literacy
RST.6-8.8: Distinguish among facts, reasoned judgment based on
research findings, and speculation in a text
MS-LS2-5: Ecosystems: Interactions, Energy, and Dynamics RI.8.8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
Evaluate competing design solutions for maintaining and sufficient to support the claims
biodiversity and ecosystem services.
Mathematics
MP.4: Model with mathematics
6.RP.A.3: Use ratio and rate reasoning to solve real-world and
mathematical problems
Lesson Objective(s) Evidence
Students will illustrate and evaluate the interdependent Student models should show a variety of ecosystem members
relationships of members within Yellowstone Parks and their relationships should be appropriate (i.e. students
ecosystem by drawing a balanced food web model. food web wouldnt show a mouse eating a coyote)
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Teacher will present the
warm-up question on the
The teacher will use the Think-
Warm-Up Question: Engages front board and students will The warm-up question allows
Pair-Share strategy. The
student interest, activates write down the question in the teacher to see if students
EL teacher will randomly call on 3
prior knowledge, and their science notebooks. are prepared to move forward
students to share their answer
introduces the lesson Students use prior knowledge in the lesson.
with the whole class.
and experience to answer to
the best of their ability.
The quizlet interface allows The quizlet interface allows the
Teacher will give their the teacher to see whether a teacher to see what words
students a link to which they student is engaged in the students are missing and
can the input on their mobile activity or not, this way the whether they are engaged with
device or chromebook. teacher can intervene if the application or not. The
Quizlet/Vocabulary
Students will be able to necessary. While the students vocabulary framework
Framework Activity: Engage
Form familiarize themselves with complete the Vocabulary handout allows the teacher to
student interest and
vocabulary in an interactive framework handout, the see which words students are
introduces unit vocabulary.
and engaging manner. They teacher can make note of having trouble with and if it is
will then pick the top 5 words which vocabulary words the the same word across the
that they feel the most students are having trouble board with all students, then
unfamiliar with. with and then review those the teacher can then review
words as a class. those terms.
Sum N/A N/A N/A N/A
FOCUS OF INSTRUCTION
Instructional Strategies
ENGAGE(Lili):
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Teacher will present warm-up question on the front board and Students will write down the warm-up question into their
5 min students will need to answer the question via Think-Pair-Share science notebooks and answer the question. Students will then
once prompted by the teacher. Teacher will instruct students to take turns sharing their answer with their neighbor.
individually answer the warm-up question in their science
notebook and then share their answer with their neighbor.
Teacher will advise students to be prepared to be called on to
share their answer with the whole class.
Lesson Body
Teacher will play the Wolves Change Rivers Youtube Video to
the class to introduce the Greater Yellowstone Ecosystem and
some of the native plants and animals found in it. It will also Students will watch the Wolves Change Rivers Youtube video
engage student interest and activate students prior knowledge. to obtain a visual introduction of the ecosystem that they will
5 min
delve into for the remainder of the unit.
Teacher will then present the students with the vocabulary for
the unit via a link to the Quizlet app/website. The vocabulary Students will use the Quizlet link provided and input it on their
will be based on the types of organisms that were discussed in phone or chromebook . They will then review the vocabulary for
the video they just watched. Teacher will instruct students to the unit and begin to familiarize themselves with it using Quizlet.
15 min
use Quizlet to familiarize themselves with the vocabulary for the
unit.
Lesson Closure
Teacher will hand out the Vocabulary Framework Handout
and have students pick the top 5 words from the list of
vocabulary words that they are most unfamiliar with. The Students will pick the top 5 words that they feel the most
teacher will then have the students write each word in the uncomfortable with and fill out a vocabulary framework for each
25 min
vocabulary frameworks provided. The teacher will have the word on the handout provided by the teacher. They will use the
students write the word along with its definition, its use in a remainder of the period to work on their vocabulary frames.
sentence, and have them provide an example and a colored
picture of the vocabulary word.
Instructional Materials, Equipment, and Multimedia
Wolves Change Rivers Youtube Video: https://www.youtube.com/watch?v=ysa5OBhXz-Q
Quizlet: https://quizlet.com/_3wgnvt
Vocabulary Framework Handout : https://drive.google.com/open?id=0BzD66Yd3P59xZFJObEpERS1wQlU
Co-Teaching Strategies
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
2 Striving Readers
2 English Learners 3 Students with Special Needs 3 Advanced Students
The lesson relies primarily on
The teacher will include closed The lesson includes a variety of The Quizlet allows students to
listening as the teacher
captioning/subtitles on the strategies depending on the practice the vocabulary. If the
introduces the unit with the
Youtube video to assist English students needs. Also the Quizlet students finish beforehand the
video. Also the Quizlet flash cards
Learners. THe Quizlet flash cards flash cards allow the readers to teacher can allow these students
allow the readers to practice the
also have pictures to help ELs practice the vocabulary wherever to use Quizlet to practice the
vocabulary wherever they may be
connect the words to its visual they may be on their mobile words that they were unfamiliar
on their mobile device , etc. at
representation. device , etc. at their own pace. with and master them.
their own pace.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
DAY TWO OF LESSON #1


Life Science
Laurie Unbehand
Ecosystem
Biodiversity
ELA/Literacy
Mathematics
STUDENT ASSESSMENT
The graphic organizer will
Video Graphic Organizer: Teacher will explain and Teacher will hear the students
inform the teacher of any
engages the students model to the students how to discuss their ideas towards the
misconceptions the students
interests, activates prior fill out the graphic organizer. end of class with their group
may have. It will also inform
Form knowledge from their Students will apply their prior members. Teacher will also
her if the students understand
vocabulary words, and helps knowledge of their vocabulary collect their graphic organizer
how to apply their knowledge,
them classify animals of definitions to categorize and provide written feedback
in this class the definitions of
yellowstones ecosystem. different animals. to each student.
the vocabulary words.
Sum N/A N/A N/A N/A
EXPLORE: Teacher will model how to fill out the graphic organizer. Teacher will write sentence starters in order to help the students discuss
using academic language.
1. The teacher will greet students at the door and direct them 1. Students will greet teacher as they come into the classroom.
to start their warm-up. The warm-up question will state Define They then will take out their warm-up sheet and begin to
the following terms: herbivore, carnivore, and omnivore. individually work on the warm-up question.
2. Teacher will then ask students to share their answers with 2. Students will share amongst their group the answers they
their group members, four students per group, and make any wrote down. Students will also make any adjustment if they find
5 min changes if necessary. it necessary.
3. Teacher will then go over the warm-up question as a class 3. Students will actively listen to the teacher and their
and provide students a second chance to rephrase, draw, or classmates as they go over the answer for the warm-up question.
rewrite their answer. Students will also make any other adjustment if they did not
have to correct answer or were missing any important details.
Lesson Body
1. Teacher will pass out a graphic organizer with seven 1. Students will wait to receive their graphic organizer
columns that read: predator, prey, both, herbivore, and begin to read the terms and recall their
carnivore, and omnivore. definitions.
2. The teacher will then quickly review the terms that 2. Students will discuss the definitions amongst their
40 min
were not in the warm-up with the students. First the group, and be ready to share if they are called.
teacher will ask the students to discuss with their 3. The students will listen attentively to the teacher's
partners the definitions of prey and predator. Second instructions. At this time the students will have an
the teacher will call on two students to share out as a opportunity to ask any questions and clarify any
class. misunderstandings.
3. Teacher will then explain to the students that will be 4. Students will pay attention as the teacher models how
watching a movie on Yellowstone's ecosystem. Their to fill out the graphic organizer; students will
job will be to identify various animals mentioned in simultaneously write down the example in their
the video and categorize them using their graphic organizer.
organizer. At the bottom of the graphic organizer 5. Students will watch the yellowstone video and fill out
students will be able to use the space provided to their graphic organizer and write notes when needed.
write notes of anything they believe to be important.
The teacher will continue to explain that this will be
done individually, but the students will have an
opportunity to share with their group towards the end
of class.
4. The teacher will chose an animal or insect to model
how to fill out the graphic organizer with the help of
the students.
5. The teacher will begin the video and walk around to
make sure each student stays engaged as they fill out
their graphic organizer.
Lesson Closure
1. In order to finish the entire video, the teacher may
have to fast forward some parts. Once the activity is
1. Students will compare answers with their group
over, the teacher will allow the students to to share
members.
their answers with their group members.
2. Students will then use the question provided to
2. The teacher will have written the following questions
engage in discussion about their finding on the graphic
on the board: Choose one animal and explain why you
organizer. Students will also use the sentence starters
placed it in the category. The teacher will also provide
5 min provided to practice using academic language.
sentence starters for students to practice using
3. Each student will share a different animals they viewed
academic language in the classroom.
in the movie and answer the questions. The students
3. The teacher will explain that since they are in groups
will then discuss to see if they all agree.
of four they should discuss four different animals per
4. Lastly the students will turn in their graphic organizer
group.
for a grade and feedback from the teacher.
4. Their ticket out the door will be their completed
graphic organizer.
PBS Yellow Stone Teacher Resource: http://www.pbs.org/edens/yellowstone/teach3.html
Yellowstone video: https://www.youtube.com/watch?v=mC2-jDPj8gU
Yelowstone National Park: https://visityellowstonenationalparkyall.weebly.com/yellowstones-wildlife.html
Graphic organizer: https://docs.google.com/document/d/1TVtZNBWEPpHe4fOeO-zWkba8h6z-27SDt-3-h59a3i8/edit#
DIFFERENTIATION
2 English Learners 2 Striving Readers 3 Students with Special Needs 3 Advanced Students
DAY THREE OF LESSON #1


Life Science
Laurie Unbehand
Ecosystem
Biodiversity
ELA/Literacy
Mathematics
STUDENT ASSESSMENT
Evaluate student Teacher observes individual, Acknowledges engagement Teacher can modify questions
understanding as they pair and whole class and thinking. Redirects with and activities to construct an
progress through the lesson. discussions. probing questions when experience that best reflects
thinking has gone astray. student understanding.
Form
Check for understanding of Students create a 7 member Individual feedback and class Teacher can modify future
the interconnectedness of food web. Teacher observes feedback via affirmations and activities to construct an
members of an ecosystem. individual and pairs, questions. experience that best reflects
developing a consensus model student understanding.
via class discussions.
Sum N/A .N/A N/A N/A
EXPLAIN: Teacher will use eliciting student responses to understand their prior knowledge and guide them to creating a model that explains the
interconnectedness of members of an ecosystem (food web).
Warm-Up Starter Activity: Students write down their observations.
Yesterday, you worked on identifying Predator/Prey
relationships. Using words, or drawings, predict the
predator/prey relationships between deer, wolves and young
Aspen trees.
Share your ideas with your partner.

Now watch the phenomenon video to see if you want to make
15
any changes to your response.
minutes
Students rewatch the phenomenon: How wolves change rivers.
(4 minutes)
Teacher collects responses from students, and reflects on all of

them.
(Teacher is eliciting responses that reflect current
understanding.)
This inquiry becomes the launching point for the days lesson.
Lesson Body
Teacher uses student responses to begin the discussion that will Students engage in Think-Pair-Share activities.
guide student understanding. The flow of the lesson is based on
Think-Pair-Share, where students prepare their response, Think: Students think about their own response to the guiding
present to their partner for discussion and preparation for questions. They make revisions to prior responses based on ne
sharing with the entire class. The teacher collects multiple information.
responses and asks for students to continue telling more.
Pair: Student share their responses with their partner, practicing
The evidence for student learning will be their ability to create a supporting their claim within the comfort of a partner.
food web that explores the relationship with 7 identified
members of the Yellowstone ecosystem: Wolf, deer, rabbit, Share: Students are prepared to contribute their thinking to the
hawk, mouse, aspen tree, vegetation/grasses entire class.
Milestones:
1. Identify this as a FOOD CHAIN. Linear representation
of what eats what.
2. Convention: Arrows are used to show the direction of
ENERGY TRAVEL. As the deer eat the Aspen, they can
energy from the food.
3. Arranged hierarch which means put the top of the
chain at the top.
TRANSITION TO WHITE BOARD
4. With your partner, redraw your food chain model
using the cards provided.
5. Revise your model to include grasses. Justify your
25 changes.
6. Repeat for mouse, and rabbit.
7. Now add hawk.
Discusstion soundbites:
How do we know this relationship exists?
What evidence is there to support your claim?
How can we model this?
Could their be other relationships that a member here is part of?
How can we reconcile multiple relationships?
What would that look like?
Teacher and students build a consensus model of the 7 member

food web. (wolf, deer, rabbit, hawk, mouse, aspen tree,
vegetation/grasses
Teacher and students build a consensus model of the 7 member

food web.
Lesson Closure
Participates in the TPS.
Looking at our model of the Yellowstone National Park Food Students are able to predict the effects if a member of an
Web, use your science notebook to respond: ecosystem died/was removed.
1. What information does this model tell you about the
10
relationships between these members of the
ecosystem?
2. Could this model help you predict what might happen
rabbits left the ecosystem?
Wolves Change Rivers Youtube Video: https://www.youtube.com/watch?v=ysa5OBhXz-Q
Students have: Vocabulary Framework Handout : https://drive.google.com/open?id=0BzD66Yd3P59xZFJObEpERS1wQlU
Students use: Science Notebook to record their responses.
Students use what eats what from prior activity.
Whiteboards, WB pens, Kleenex, Spiral science notebooks, animal cards.
DIFFERENTIATION
3 Students with Special Needs
2 English Learners The lesson relies primarily on
The lesson relies primarily on listening and speaking skills,
listening and speaking skills, which engages SNs without
which engages ELs without relying on decoding text.
relying on decoding text. 2 Striving Readers Students will write short, even
Students will write short, even The lesson relies primarily on bullet-point responses as 3 Advanced Students
bullet-point responses as listening and speaking skills, evidence of thinking. Students If students are demonstrate that
evidence of thinking. ELs prepare which engages striving readers prepare responses, practice with the concepts are within reach,
responses, practice with a without relying on decoding text. a partner, before sharing ideas they can be challenged with
partner, before sharing ideas Students will write short, even with the class, reducing anxiety. unknown ecosystem members to
with the class, reducing anxiety. bullet-point responses as Working with partners can help consider for their food web.
Teacher can observe students evidence of thinking. scaffold students to
during paired conversations if understanding. And Teacher can
student is ready to share with the observe students during
class. individual work and paired
conversations to guide students
with probing questions.
DAY FOUR OF LESSON #1


Life Science
Laurie Unbehand
Ecosystem
Biodiversity
ELA/Literacy
Mathematics
STUDENT ASSESSMENT
Warm-Up Question: Teacher
Warm-Up Question: Engages will present the warm-up Warm-Up Question: The
Warm-Up Question: The warm-
student interest, activates question on the front board teacher will use the Think-
up question allows the teacher
prior knowledge, and and students will write down Pair-Share strategy. The
to see if students are prepared
EL introduces the lesson the question in their science teacher will randomly call on 3
to move forward in the lesson.
notebooks. Students use prior students to share their answer
knowledge and experience to with the whole class.
answer to the best of their
ability.
Modeling: During the creation
Modeling: Modeling showcases
Modeling: Teacher will of the model, students discuss
Modeling: Students will students conceptual
handout the Create a Food types of organisms,
organize information, make understanding of the subject
Web Poster Activity relationships between
connections, and note matter. They are able to
worksheet to each lab group organisms in an ecosystem,
relationships through the use comprehend the important
and ask that they follow the energy, and matter. Teacher
of graphics. concepts of the lesson and use
procedural instructions on the will monitor students as they
drawings and graphics to
worksheet to create their food work on this activity in their
display their understanding.
web poster. lab group. Eventually a rubric
will be used to grade their
posters after the class Gallery
Form
Walk concludes.
Questions Activity Sheet Exit
Questions Activity Sheet Exit
Ticket: A good exit ticket can
Ticket: The exit ticket will be Questions Activity Sheet Exit
Questions Activity Sheet Exit tell whether students have a
given at the end of the period Ticket: Exit tickets allow
Ticket: An exit ticket is a tool superficial or in-depth
for students to complete. The teachers to see where the
that gives teachers a way to understanding of the material.
teacher will let the students gaps in knowledge are, what
assess how well students Teachers can then use this
know that its not a quiz or they need to fix, what
understand the material they data for adapting instruction to
test, just a reflection of what students have mastered, and
are learning in class. meet students needs the very
they understood that day. what can be enriched in the
next day.
classroom.
Sum N/A N/A N/A N/A

ELABORATE (JILL)
Teacher will present warm-up question on the front board and
students will need to answer the question via Think-Pair-Share
once prompted by the teacher. Teacher will instruct students to Students will write down the warm-up question into their
5 min individually answer the warm-up question in their science science notebooks and answer the question. Students will then
notebook and then share their answer with their neighbor. take turns sharing their answer with their neighbor.
Lesson Body
Teacher will handout a procedural worksheet called Create a Students will read over the Create a Food Web Poster Activity
Food Web Poster Activity to each lab group. At this time, the worksheet with their lab group. Students will brainstorm as a
teacher will announce to the class that they are required to add group to decide which specific decomposer and omnivore they
10 min two new members to their original food web that they came up want to add to their food web sketch. Once students decide on
with their lab group yesterday in class, where one member is a the two new members of the ecosystem, they will then draft a
decomposer and one member is an omnivore. The teacher will group sketch of their revised food web model.
allow the class to brainstorm and discuss with their group which
members will be added to their model and make a pre-sketch of
their new model.
Students will draw their revised food web model on the
20 min After brainstorming is complete, the teacher will hand out a construction paper handed out by the teacher, and use the
large piece of construction paper to each group as well as colored Sharpie pens to draw and label the model. Students will
colored Sharpie pens. The teacher will advise the lab groups to follow the written procedure on the Create a Food Web Poster
make sure they follow the instructions listed on the Create a Activity to construct their poster and label the required
Food Web Poster Activity worksheet when drawing their information. Lab groups will hand in their poster to the teacher
revised model. Teacher will monitor students as they work on once they are finished.
this activity, asking questions about the feeding habits of the
organisms in the food web. The teacher will collect each poster
at the end of the allotted time frame.
Lesson Closure
Teacher will hand out the Poster Food Web Questions Students will test their individual food web knowledge by
worksheet to students. The teacher will inform the class that completing a formative assessment questions worksheet called
15 min
they have the remainder of the class period to answer the Poster Food Web Questions. The worksheet will be answered
questions and turn it in before they leave class. and turned in before students leave class.
Smart Board, Projector, Construction Paper, Colored Sharpie Pens, Poster Instructions Document: Create a Food Web Poster, Food Web
Questions Document: Poster Food Web Questions
One Teach/One Observe
DIFFERENTIATION
DAY FIVE OF LESSON #1


Life Science
Laurie Unbehand
Ecosystem
Biodiversity
ELA/Literacy
Mathematics
STUDENT ASSESSMENT
Warm-Up Question: Engages Warm-Up Question: Teacher Warm-Up Question: The Warm-Up Question: The warm-
EL student interest, activates will present the warm-up teacher will use the Think- up question allows the teacher
prior knowledge, and question on the front board Pair-Share strategy. The to see if students are prepared
introduces the lesson and students will write down teacher will randomly call on 3 to move forward in the lesson.
the question in their science students to share their answer
notebooks. Students use prior with the whole class.
knowledge and experience to
answer to the best of their
ability.
Gallery Walk: Students will
walk around the classroom
Gallery Walk: Allows students Gallery Walk: For teachers, its
and observe other lab groups
to discuss and display their a chance to gauge the depth of
food web posters. Each lab Gallery Walk: A grading rubric
final work around the student understanding of
group will start at a different will be used by the teacher to
classroom in a non- particular concepts and to
station and take individual evaluate the group posters.
threatening way with the challenge misconceptions.
notes about the poster in their
assurance of getting some
science lab notebooks. Exit Ticket: Exit tickets allow
feedback from their fellow Exit Ticket: A good exit ticket
Form teachers to see where the
peers. can tell whether students have
Exit Ticket: The exit ticket will gaps in knowledge are, what
a superficial or in-depth
be given at the end of the they need to fix, what
Exit Ticket: An exit ticket is a understanding of the material.
period for students to students have mastered, and
tool that gives teachers a way Teachers can then use this
complete. The teacher will let what can be enriched in the
to assess how well students data for adapting instruction to
the students know that its not classroom.
understand the material they meet students needs the very
a quiz or test, just a reflection
are learning in class. next day.
of what they understood that
day.
Sum N/A N/A N/A N/A
EVALUATE (JILL)
Teacher will present warm-up question on the front board and
students will need to answer the question via Think-Pair-Share
once prompted by the teacher. Teacher will instruct students to Students will write down the warm-up question into their
5 min individually answer the warm-up question in their science science notebooks and answer the question. Students will then
notebook and then share their answer with their neighbor. take turns sharing their answer with their neighbor.
Lesson Body
The teacher will display each lab groups poster that was
collected yesterday around the classroom where students will Students will walk around the classroom and observe other lab
have easy access to examining the posters. There are 10 groups groups food web posters. Each lab group will start at a different
of 4 in the class, therefore each group will have 3 min to station and take individual notes about the poster in their
examine each poster and take notes before moving onto the science lab notebooks. At their first station, groups will observe
30 min next poster. The teacher will monitor the stations while what is posted and record their groups responses, thoughts, and
students participate in the gallery walk. Teacher may need to comments. After 3 min, the lab groups will rotate to the next
clarify or provide hints if students dont understand or station and repeat their recordings until they have visited all
misinterpret what is posted at a station. Teacher will conclude stations. At the end of class, students will have the opportunity
the gallery walk by discussing student learning from the task as a to participate and share their findings with the whole class.
whole class. The posters will be graded using a rubric.
Lesson Closure
The teacher will hand out the Food Web Exit Ticket document to Students will fill out the Food Web Exit Ticket to the best of their
each student. The class will have the remainder of the class ability. Students have the remainder of class to fill out the exit
15 min
period to answer the exit ticket questions and hand it into the ticket before handing it into the teacher when they leave the
teacher as they leave class. classroom.
Smart Board, Projector, Exit Ticket Document: Food Web Exit Ticket , Food Web Poster Rubric: Poster Rubric
One Teach/One Observe
DIFFERENTIATION

Wolves 5 Lessons Week One

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Wolves 5 Lessons Week One

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DAY ONE OF LESSON #1

SINGLE SUBJECT CREDENTIAL PROGRAM

Name CWID Subject Area

DAY TWO OF LESSON #1

Name CWID Subject Area

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

DAY THREE OF LESSON #1

Name CWID Subject Area

Share your ideas with your partner.

Teacher collects responses from students, and reflects on all of

Teacher and students build a consensus model of the 7 member

Teacher and students build a consensus model of the 7 member

DAY FOUR OF LESSON #1

SINGLE SUBJECT CREDENTIAL PROGRAM

Name CWID Subject Area

Sum N/A N/A N/A N/A

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

DAY FIVE OF LESSON #1

Name CWID Subject Area

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

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