Beruflich Dokumente
Kultur Dokumente
Name
CWID
Michelle Cortez
894061860
Class Title
Honors Biology
Subject Area
Lesson Title
Human Impacts on
the Environment
Biology
Unit Title
Evolution
Grade Levels
Total Minutes
4 Days
(~220
minutes)
10
CCSS ELA:
RST-11.12.8 Evaluate the hypotheses,
data, analysis, and conclusions in a science
or technical text, verifying the data when
possible and corroborating or challenging
conclusions with other sources of
information.
WHST.9-12.9 Draw evidence from
informational texts to support analysis,
reflection, and research.
CCSS Math:
MP.2 Reason abstractly and quantitatively.
Lesson Objective(s)
Evidence
Implementation
EL
Forma
tive
Summ
ative
Warm-up Question
Poster board
BQCE form
There will be a
class discussion
going over the
answer. Feedback
will be given
verbally.
Feedback will be
given verbally. The
teacher will walk
around the
classroom while
students are
working, asking
clarification and
elaborating
questions about
the connections
students are
finding.
There will be a
rubric for this
form. The rubric
helps students
know what is
expected of them
and what they
need to include on
their BQCE form to
receive the
maximum points.
This will be
completed
throughout the
lesson. The Big
Idea and
Questions will be
done as a group
and the Claim and
Evidence will be
completed
individually.
FOCUS OF INSTRUCTION
Instructional Strategies
Day
1
Student Does
first item on the list is the warmup activity which students are
familiar with and know to take out
their handouts. The warm-up
question will lead to a discussion
about changes in environmental
conditions and how that affects
species.
(~10
minu
tes)
Lesson Body
Time
Day
1
(~40
minu
tes)
Day
2
(~50
minu
tes)
Teacher Does
Student Does
DAY 1
1. Students are given the job aid
specific to argumentation and go
over the handout as the teacher
details what each part means. If
students are confused or have
questions, they are expected to
ask for clarification.
2. Students will take mental notes
about the environment where
their school is located. Students
will then go outside and will take
the Observing Your Environment
Worksheet with them so they can
write notes and answer the
questions.
3. During the class discussion,
students could say they noticed a
squirrel and a tree. The teacher
can draw a line between the two
and ask students how the squirrel
relies on the tree. Students can
say the squirrel relies on the tree
for shelter and food.
4. Students will work in their groups
and look for at least 2 other
connections they found in their
environment, and must explain
them. Students can add drawings
watch.
9. Since students have already
formulated questions from
looking at their own environment,
the teacher tells them they can
modify those slightly to fit the
case study.
10.
The teacher guides
students to developing a claim
based on the questions they
asked. Students will write their
claim on the BQCE. (Claim:
Changes in environmental
conditions may result in:
a) Increases in the number of
individuals of some species;
b) The emergence of new species
over time; and
c) The extinction of other species.)
DAY 3
11.
The teacher has students
conduct research using their
Chromebooks and textbook to
search for evidence to
supports/rejects their claim. The
teacher will be available to help
students determine if the
evidence they found was credible
and to determine if the evidence
found supports or rejects their
claim.
DAY 4
12.
The teacher has students
form groups of 3-4 to discuss
their evidence and to discuss if
the claim was supported or
rejected according to the
information they found.
Lesson Closure
Time
DAY
4
(~15
minu
tes)
Teacher Does
Student Does
One-Teach, One-Assist
DIFFERENTIATION
English Learners
Striving Readers
Allowing Striving
Readers to annotate
the case study will
help them focus on
the key vocabulary
and what they
should take away
from the lesson.
Annotating will help
them form a
stronger connection
with the material.
Providing Striving
Readers with
sentence starters
will give them help
in how to answer
academic questions.
The repeated
exposure will help
them so they can
eventually write
sentences on their
own.
Students with
Special Needs will be
able to visualize
connections among
organisms in the
environment by
diagramming on
their worksheet and
poster. This helps
them solidify
abstract
connections.
Advanced Students
Advanced Students
will be challenged by
leading the group
work. They are likely
to understand the
content right away
so by allowing them
to lead the group
work with the
posters, they can
explain to members
of the group that are
struggling and will
also gain practice
speaking to their
classmates about
academic content.
Sentence Starters
will be provided for
Students with
Special Needs. This
will provide them
with a reference
point and will help
them organize their
thoughts and pose
the information in an
This activity has
academic context.
real-world
application.
Students with
Advanced Students
Special Needs will be
will be looking to
able to annotate the
apply what they
case study. This
learn to real life and
allows them to focus
they can take the
on key information
information they
and to connect prior
have found here
knowledge with the
about how humans
new information
impact the
they are learning.
environment and
With annotating,
apply it to their daily
students can add
lives to lessen
pictures and
individual impact.
summarize the text,
allowing students to
connect with the
material more
meaningfully.
relationships that occur in the local environment. After creating the poster and
performing a Gallery Walk, students will think about the consequences of removing one
of the variables in the relationship, which will guide students to the Big Idea, which is
that changes in the physical environment have an impact the organisms that live in that
area. Students will then be introduced to a case study and will modify questions they
have already created from looking at their local environment to fit the case study. The
teacher will help guide students to a claim based on the questions asked. The claim will
say that changes in environmental conditions impact species in three ways. Students will
have an entire class period to research their claim and will write down in their procedure
form if their claim was supported or rejected based on the evidence they found. On the
last day, students will form groups to discuss the evidence they found if the claim was
supported or rejected.