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Teacher name(s): Gross, Youmans, Dela Santos, Ms.

Smalls

Course: Environmental Science


Grade: 9th

Topic: Information Literacy Skills in Environmental Science

Goal: The goal of this collaborative instructional lesson is to develop research skills that enable
students to complete independent research and demonstrate how research will be evaluated.

Students will be able to:


● Define research
● Recognize valid sources
● Identify sites that accurately cite sources
● Understand difference in primary and secondary source

Identification of Instructional Problem: The instructional problem was identified by Laura


Gross the Environmental Science Teacher and Ray Dela Santos the Special Education Teacher.
Based on the students pre-assessment scores and the first couple of assignments and projects
given at the beginning of the semester, it was clear that students don’t have solid background
knowledge on conducting research, writing papers, or evaluating sources. As seen from previous
work, students have used information from Wikipedia, and other sites that are not reliable.

The instructional problem addressed in this collaborative lesson is the lack of knowledge in
carrying out research, citing sources, and providing references.

Information Literacy Skills: Research and Citing

Learner Characteristics: 9th grade students


Ages:14-15 years old
Learner Skills: IEP
Prior Knowledge: presenting projects, participation in class discussions, basic math skills
Information Literacy Skills Needed: Beginner Research Skills

Standard(s):
Sub-Standard/Strand:

Science Georgia Standards of Excellence


Environmental Science Standards
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and
cycling of matter within an ecosystem.
SEV1a. Develop and use a model to compare and analyze the levels of biological organization
including organisms, populations, communities, ecosystems, and biosphere.
b. Develop and use a model based on the Laws of Thermodynamics to predict energy transfers
throughout an ecosystem (food chains, food webs, and trophic levels).
(Clarification statement: The first and second law of thermodynamics should be used to
support the model.)
c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles
(hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.
d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors
(e.g., insolation, proximity to coastline, topography) and organismal adaptations within
terrestrial biomes.
e. Plan and carry out an investigation of how chemical and physical properties impact aquatic
biomes in Georgia.
(Clarification statement: Consider the diverse aquatic ecosystems across the state such as
streams, ponds, coastline, estuaries, and lakes.)

AASL Standards for Learners

I. INQUIRE
Build new knowledge by inquiring, thinking critically, identifying problems, and developing
strategies for solving problems.
A.1, A.2, B.1, B.2, B.3, C.1, C.4

II. INCLUDE
Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in
the learning community.
A.2, B.2, B.3, C.1, C.2

III. COLLABORATE
Work effectively with others to broaden perspectives and work toward common goals.
A.2, D.1

IV. CURATE
Make meaning for oneself and others by collecting, organizing, and sharing resources of
personal relevance.
A.1, A.2, A.3, B.1, B.2, B.3, B.4, C.2, C.3, D.1

VI. ENGAGE
Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently
while engaging in a community of practice and an interconnected world.
A.1, A.2, A.3, B.1, B.2, B.3, C.1, C.

Essential Question(s) How do biotic and abiotic factors shape ecosystems? How do
organisms interact with one another? What factors contribute to changes in populations?

Lesson Focus: Understand how to evaluate information and conduct research, Intro to
Ecological Organization and Biotic / Abiotic Factors, Ecological Organization Group Project
Work, Ecological Organization Group Project Presentations

Learning Target(s): I can identify valid sources, accurately cite information, demonstrate
knowledge of ecosystems and communities by analyzing data, interpreting diagrams and graphs,
and describing phenomena.

Key Vocabulary –
Biosphere, population, organism (individual), community, ecosystem, habitat, biodiversity,
climate, biome, biotic, abiotic

Opening:
-hook/activator
-teacher modeling
-teacher-centered
direct instruction
- “I do”
-10-15 minutes

Teacher will present introduction to Ecological Organization, while students take notes

Teacher will introduce Ecological Organization Group Project


● Pre-assigned, teacher selected groups
● One randomly selected biome will be assigned to each group

Teacher will lead class discussion, Progress checks, Daily targets for each group

Teacher will provide support and enthusiasm for group presentations, re-explain project grading
scale and peer review forms

Work Session: -
Collaborative practice
-Independent practice
-student-centered
- “We do”, “You do”
-45-55 minutes

Student will complete Ecological Organization graphic organizer, and biotic vs abiotic factors
double bubble map, Students will delegate group roles and begin researching their assigned
biome within their group, Students will continue researching and completing their group project,
Students will finalize their projects with research, students will practice their presentations
within their groups, All groups will give their presentations to the class, and complete peer
review forms

Closing:
-Check for understanding
-Show what you know
-Quick assessment
-Did we meet the target for the day?
-5-10 minutes
Verbal review of Ecological Levels, biotic vs abiotic
, Individual group verbal report to whole class of assigned roles, progress made during work time
any work needing to be finalized for homework, Whole group discussion evaluation (cheers! and
suggestions for improvement) of project presentations

Assessments
and/or HW:

Diagnostic:
Artifact-Graphic organizer and thinking map
Evidence-Teacher will review classwork for successful and accurate completion of >75%

Homework: allowed for any student who utilized class time wisely, but was unable to complete
work in class
Formative: Homework: independent research and finalizing touches for those groups that have
need

Artifact-Progress on group project


Evidence-Closing class discussion, teacher will check for progress and comprehension of targets
Summative:
Artifact-Completed group projects
Evidence-Thorough and obvious comprehension of standard through presentation of facts, data,
maps, graphs, and coherent explanation of their assigned biome from the top-down

Modifications / DIfferentiation Strategies


(Struggling and High Achieving Students)

Graphic organizers with primary labels filled in, pre-drawn thinking maps, students allowed to
copy class-mates notes, peer assistance, para assistance, Teacher examples provided, graphic
organizers, repetition of directions, visual / verbal cues, extended time, brain breaks, checklists,
Presentation given to teacher individually, extended time

Required resources/technology
and/or materials:
Graphic organizers, textbooks, Media center computers, student notebooks, textbooks, Google
Classroom

Top-Down Ecological Organization Group Project Rubric

For this assignment you will be performing research on a specific biome - described from the
top (Biosphere) down to a population. You will complete the project in Google Classroom,
creating a Google Slides presentation. Grades will be based on including all the relevant
information requested below. In addition, your presentation will be graded on appearance
(formatting, appealing color and font choices that make the information easy to read, etc) and
accurate grammar and spelling.

NOTE: Plagiarism (the direct copying and/or word for word cut-paste) will NOT be tolerated,
and is against the rules of SCCPSS and Beach HS. Evidence of plagiarism will result in an
immediate zero for this assignment for your entire group. DO NOT DO IT. Research and read
information, report it in your OWN words, and reference sources used. WIKIPEDIA / YAHOO /
GOOGLE OR ANY ‘SEARCH ENGINE’ ARE NOT SOURCES.

Teacher Slide Instructions & Requirements


Score /100
Title Slide ❏ Your Biome (What is your biome? Example: Marine
(1 slide) Biome)
❏ First & Last names
❏ Class and Period

Biosphere (1 ❏ Title - Biosphere


slide) ❏ Biosphere defined
❏ Relevant Image

Biome ❏ Title - Biome (What is your biome? Example: Marine


(1 slide) Biome)
❏ Your biome defined
❏ Relevant Image

Ecosystem (2 ❏ Title (on each slide) - Your chosen ecosystem within your
or more biome (Example: Open Ocean)
slides) ❏ (slide 1) Your ecosystem defined with a relevant image
❏ (slide 2) Primary characteristics of your ecosystem with
one or more relevant images

Community (3 ❏ Title (on each slide) - Your chosen community within


or more your selected ecosystem (must be found within your
slides) ecosystem, if the community does not have an official title,
use ‘community,’ Example: Open Ocean Community)
❏ Your chosen community characteristics with a relevant
image
❏ Several plant and animal species found in your chosen
community with images
❏ Biotic / Abiotic factors within your community
Population (2 ❏ Title - Your chosen population within your selected
or more community (must be found within your community,
slides) Example: Blue Whale Population)
❏ Population information:
❏ Species conservation status (ex: endangered, vulnerable,
least concern, etc)
❏ Grouping type (are the animals solitary, large pack/herd
animals, family groups, etc)
❏ Overall population size (can be an estimate, if no exact
numbers exist)
❏ Diet (what do they eat?)
❏ At least 2 other bits of interesting population
information
❏ Relevant group image

Individual (1-2 ❏ Title - An individual from your selected population


slides) (Example: Blue Whale Information)
❏ Individual information:
❏ Average size (height, weight, etc)
❏ Reproduction (one or more mates? How many offspring
per year / mating season / at a time? How often do they
reproduce?)
❏ Adaptations (what adaptations does the organism have
for survival in your ecosystem?)
❏ A relevant image
Threats ❏ Title: ex: Threats to [your ecosystem]
(1-2 slides) ❏ What are the current threats to your ecosystem?
❏ What negative effects does this threat have on the
ecosystem?
❏ What negative effects does this threat have on any
particular species?
❏ Any relevant images

Sources (1 ❏ List ALL sources used in the creation of this project, they
slide) WILL be checked, plagiarism is PROHIBITED

❏ Generally pleasing presentation appearance


❏ Easy to read font selection, size, and color
❏ Even, consistent formatting
❏ Use of bullets / numbering (not large paragraphs or
sentences of information)

❏ Accurate grammar
❏ Accurate spelling

Presentation ❏ Clear, practiced speaking voice


(out of 200 ❏ Apparent knowledge of project content
points) ❏ Participation of all group members

TOTAL SCORE (% out of 1300 total possible points)

Resources
Mr. Dela Santos gave this resource
https://blog.collegevine.com/a-guide-to-pursuing-research-projects-in-high-school/

Ms. Smalls gave this resource

https://www.khanacademy.org/science/high-school-biology/hs-ecology/trophic-levels/v/flow-of-
energy-and-matter-through-ecosystems

Ms. Youmans gave this resource

https://ncu.libguides.com/methods

Mrs. Gross gave this resource


https://youtu.be/EEuul8hBip8

Ms. Smalls gave this resource

https://youtu.be/q1k8rcYUmbQ

Reflection of lesson

This lesson was a huge success! I enjoyed working with the students, and if I didn’t have
teachers to collaborate with, I don’t know if I could have done the unit on my own. Working
with this group of teachers gave me a chance to learn some of their teaching styles. Being that
I’ve never taught before, shadowing seasoned teachers was one of my greatest experiences
with this unit. In addition to me working with great teachers, the students were also a great
bunch of students to work with. Although, the learner characteristic stated the students had a
lack of research skills, I can say the students was motivated out of this world. Often times when
students don’t score well on assignments or tests people think it’s because they didn’t try hard
enough. This may be the case sometimes but from what I’ve seen from this lesson is that
students need engaging activities and assignments along with teacher modeling to get them on
the right track. Once students learned about research, evaluating sources, and citing sources
students demonstrated their understanding through there digital projects. The teachers I
collaborated with felt really good after our collaborative lesson and encouraged that we
continue to do lessons in the future together. I agreed because I know that’s what I’m supposed
to do as a future teacher librarian.

Students and I working together in the media center for their projects
Mr. Ray Dela Santos collaborating and working as a team.

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