SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC 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

Moses Oh

894365782

Science

Class Title
7th Grade Honors Science

Lesson Title
Invasive Species research &
Argumentation

Unit Title

Grade Levels

Total Minutes

Ecology

7th

43

CLASS DESCRIPTION
Students are in a Jr. High School 7th grade honors Science class. There are about 34 students in the classroom and
many of the students are eager to learn. Many of the honors students are GATE identified and thus they are identified
as students with special needs. There is also another student who is designated as an EL and there is a student that
has a Cochlear Implant which assists with his hearing. Many of the students have just come out of elementary school
and many are quite timid and shy. The students are very eager to start class at the beginning of each day and
because the classes are at the beginning of the school day they are quite alert and focused. The students are on an
honors tract and many of the students have at least one other class with their classmates.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
WHST GRADES 6-8
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge
and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant,
accurate data and evidence that demonstrate an
understanding of the topic or text, using credible
sources.
c. Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows
from and supports the argument presented.
7.SP
MSConstruct an explanation that predicts patterns of interactions among
Use random sampling to draw inferences about a population.
LS2-2. organisms
1. Understand that statistics can be used to gain information
across multiple ecosystems.
about a population by examining a sample of the
MSEvaluate competing design solutions for maintaining biodiversity and population; generalizations about a population from a
LS2-5. ecosystem services.
sample are valid only if the sample is representative of
that population. Understand that random sampling tends
to produce representative samples and support valid
inferences.
2. Use data from a random sample to draw inferences about
a population with an unknown characteristic of interest.
Generate multiple samples (or simulated samples) of the
same size to gauge the variation in estimates or
predictions. For example, estimate the mean word length
in a book by randomly sampling words from the book;
predict the winner of a school election based on randomly
sampled survey data. Gauge how far off the estimate or
prediction might be.

1.

Lesson Objective(s)
Students will be able to define invasive species
and also identify examples of invasive species to
research information about and collect
information to support a claim on how they will
eliminate the invasive species they have chosen
from their respective habitats.

1.
2.

Evidence
Students will complete a Frayer model assignment
worksheet on the word invasion
Students will be able to choose an invasive
species for themselves and upload it onto the
Haiku online program to make sure that there are
no other students that have the same invasive
species chosen.

STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

Implementation

Feedback Strategy

How Informs Teaching

EL

"What is an invasion?"
Try in prior knowledge of
the students which will
be to tie this word into
the target word "invasive
species"
Students will be asked to
come up with any
examples they think is
considered an
"invasion"?

Oral- Students will be

asked and response will
be asked for quickly also.

The teacher will respond

back to the students
after the students have
given their solution. The
teacher will respond
verbally and also show
examples of your own
that will relate to the
students. I will have
chosen examples of the
Chitauri from avengers
and Clash of Clans to
engage the students

It will help the teacher

know to move on with
the activity. It will allow
teacher to see if the
students understand the
key vocabulary that is
necessary for the lesson.

PM

Teacher will walk around

as students continue
research on
chromebooks to look up
prospective invasive
species.

Teacher will walk around

the classroom. Students
will be able to respond
orally

Teacher will ask

questions about the
invasive species they
chose

Teacher will be able to

see if students have
chosen an organism that
is considered invasive.

Frayer model WorksheetStudents will complete

the frayer model on the
word invasion.

Written- students will

offer at least 2 examples
for each section of the
frayer model

Teacher will be able to

look at students papers
to see if they have
recorded the required
data.

Students will not be able

to continue to the next
assignment if they
haven't recorded the
necessary data.

INSTRUCTION
Instructional Strategies

Modeling
Activating Prior Knowledge.
Lecturing (Powerpoint)
THINK-Pair-Share

Lesson Introduction/Anticipatory Set

Time
Teacher Does
1. Teacher open up the lesson with the question
"What does an invasion mean? and what
example can you come up with that is
5
considered an invasion?"
2. students will initiate think-pair-share.
Lesson Body
Time
20-25
1.

2.

3.

4.

Teacher Does
Teacher will offer feedback and also offer
teachers own examples that will tie and
experiences the students have.
Teacher will then move onto the question,
"based on what we talked about what an
invasion is, What do you think invasive
means?" Teacher will initiate the FRAYER
MODEL.
Teacher will begin a lecture with video clips
showing students examples of invasive
species that the students may or may not be
familiar with.
Students will be allowed time on
chromebooks to look through a database
that was given to them and they will use
HAIKU to upload their choices for the
invasive species they will be researching and

Student Does
1.

1.

2.

3.

Students will think about their own prior

knowledge about what an invasion means
and students will come up with their own
examples.

Student Does
Students will come up with a definition, one
example, and one non-example of the word
invasive.
Students will be attentive and listen to the
lecture. Students will think about the
components that make a species invasive.
Students will be able to choose and have a
species reserved for them to work on in
HAIKU.

5.

writing about.
teacher will project the results up on the
whiteboard using google excel sheets.

Lesson Closure
Time
1.
5

Teacher Does
1.

Teacher will ask probing questions about

what makes the species they have chosen an
invasive species and not just a species?

2.

Student Does
Students will be able to state what invasive
species they have chosen.
Students will also be able to state reasons as
to why their species considered invasive.

Instructional Materials, Equipment, and Multimedia

WHITE PAPER.

Chromebooks

writing utensil

Powerpoint

Co-Teaching Strategies
Tag Teaching
DIFFERENTIATION
English Learners

Striving Readers

Students with Special

Needs

Advanced Students

ENGLISH LEARNERS

WILL BE SUPPORTED
DURING THIS LESSON IN THE FOLLOWING
WAYS:

THE

WARM-UP QUESTION WILL

ASSESS THEIR KNOWLEDGE

AND ABILITY TO CREATE AN
ANALOGY, WHICH IS AN
ADVANCED LANGUAGE
CONCEPT

THE

THE

ABILITY TO WORK IN

FRAYER

ADVANCED
STUDENTS

WITH SPECIAL NEEDS WILL BE

SUPPORTED DURING THIS LESSON IN THE
FOLLOWING WAYS:

THINK-PAIR-SHARE

ALLOWS

STUDENTS THE OPPORTUNITY

TO HEAR OTHER STUDENTS
SAY THE READING.

PRE-LAB

STUDENTS WILL BE SUPPORTED

DURING THIS LESSON IN THE FOLLOWING
WAYS:

GROUPWORK WILL ALLOW

OTHER STUDENTS TO KEEP
OTHER STUDENTS IN CHECK
AND ON TASK

THE

ABILITY TO REINFORCE

THE CONTENT THEY

HAVE LEARNED BY TEACHING
OTHER STUDENTS WHO MAY
BE STRUGGLING

QUESTIONS WILL

ALLOW STUDENTS WILL CHECK

TO SEE IF STUDENTS
UNDERSTAND THE STEPS TO
THE ACTIVITIES

MODEL ALLOWS

STUDENTS TO HAVE TIME TO

FAMILIARIZE THEMSELVES WITH
THE CONTENT VOCABULARY

ABILITY TO WORK IN

OPPORTUNITY TO

THE

GROUPS TO HAVE OTHER

STUDENTS HELP THEM READ
WORDS THEY DO NOT
UNDERSTAND

WILL ALLOW

GROUPS TO COMPLETE THEIR

ACTIVITIES

READERS WILL BE SUPPORTED

DURING THIS LESSON IN THE FOLLOWING
WAYS:

FRAYER MODEL

STUDENTS TO TIE IN IMAGES

OF ANY PRIOR KNOWLEDGE TO
TIE IN WITH THE VOCABULARY
WORD

STRIVING

PROBING

QUESTIONS AT THE

END OF THE LESSON WILL

PROVIDE ADVANCED STUDENTS
THE OPPORTUNITY TO THINK
CREATIVELY AND CRITICALLY

PRACTICE THEIR ENGLISH

SPEAKING SKILLS BY SHARING
DATA AND TALKING ABOUT
THE RESULTS OF THE ACTIVITY
AT THE END OF EACH
STATION.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

The Frayer model will allow students to be familiar with the key vocabulary term. The term invasive is important for
the students to understand as the entire project will be based upon their understanding of what makes a species
invasive and how they will be able to get rid of this species. The Students will also have the concept introduced to
them with the opening question. The students will be allowed to tap into their own prior knowledge and experiences
to come to an understanding of what an invasion is. The teacher will be able to tie in this word to the scientific word of
invasive species. The teacher will use powerpoint and a series of videos to engage and evoke students' interests to
get students excited about reasearching more about a specific species.