Student Xavier Counsell Course EDU 329 Strategies Grade 9 Topic: Biodiversity

Professor: Kraemer Date: 4/11/14 Content Area: Living Environment

Instructional Objective Following a discussion on biodiversity, students will complete a 10 question quiz on the importance of biodiversity in an ecosystem with seventy percent accuracy in content. Key Concept Students will demonstrate their knowledge of the importance of biodiversity. Standards and Indicators New York State Standards for Living Environment #4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. This will be evident when students successfully complete the worksheet on nucleotide pairing. This worksheet will encompass all the nucleotides as well as the pairings that they form. Common Core Standards of Writing: Text Types and Purposes: Write informative/Explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective solution, organization, and analysis of content. This will be evident when students accurately identify each nucleotide and the pairing that it forms with other nucleotides. Motivation Students will begin by looking at three different pictures, and identifying which is the most diverse. Materials SMART Board, Quiz sheet, Answer key. Strategies Direct Instruction This will be evident when the teacher discusses biodiversity and its importance in maintaining and ecosystem. Independent Work This will be evident when the students complete a worksheet on biodiversity, as well as when they complete their quiz. Adaptations The student with visual acuity problems will receive a quiz with a larger font size in order to accurately see the font. The student who is an ELL will be provided with a Spanish-English dictionary with the keywords for the lesson highlighted.

Differentiated Instruction Tier 1: Students will complete a Biodiversity quiz while being assisted by having the definition of Biodiversity. Tier 2: Students will complete a Biodiversity quiz. Tier 3: Students will complete a Biodiversity quiz and also mention at least one way that we can help maintain biodiversity on Earth. Developmental Procedures The teacher will discuss biodiversity, and its relevance (What is biodiversity? Why is having a diverse amount of organisms beneficial?) The teacher will discuss the dangers of a lack of biodiversity, as well as risk factors to the diversity of an environment. (What are some of the negative aspects of having only a few different species? What are some of the things that endanger an environment?) Students will complete a quiz on biodiversity. Assessments Students will complete a 10 question quiz on the importance of biodiversity in an ecosystem with seventy percent accuracy in content. Independent Practice At home, students will log onto the class website, and complete the assignment titled Scavenger Hunt: Biodiversity. Follow-Up: Direct Teacher Intervention & Academic Enrichment Direct Teacher Intervention:Students may attend an extra help session where the teacher will guide the student through SMART board activity and other interactive programs about biodiversity in certain environments such as the rainforest, and the aquatics. Academic Enrichment: Students and teacher will, together, discuss biodiversity in human civilization, and how that relates to immunology.

References C&I. (2013, January 30). Retrieved from http://www.p12.nysed.gov/ciai/cores.html

Introducing Biodiversity. (n.d.). Retrieved from http://sciencenetlinks.com/lessons/introducing-biodiversity/ Why Preserve Biodiversity? (n.d.). Retrieved from http://education.nationalgeographic.com/archive/xpeditions/lessons/08/g68/preserve.html ?ar_a=1