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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.
The instructional problem addressed in this collaborative lesson is the lack of knowledge in
carrying out research, citing sources, and providing references.
Standard(s):
Sub-Standard/Strand:
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 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
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
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.
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
Sources (1 ❏ List ALL sources used in the creation of this project, they
slide) WILL be checked, plagiarism is PROHIBITED
❏ Accurate grammar
❏ Accurate spelling
Resources
Mr. Dela Santos gave this resource
https://blog.collegevine.com/a-guide-to-pursuing-research-projects-in-high-school/
https://www.khanacademy.org/science/high-school-biology/hs-ecology/trophic-levels/v/flow-of-
energy-and-matter-through-ecosystems
https://ncu.libguides.com/methods
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.