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Strategy Lesson 1
Ashley Staley
EDTP 639
June 20, 2016

Introduction and Context

This lesson is for a 9th grade biology class. This lesson is meant to be taught 5 times
throughout the day for all 5 class periods. Each class averages about 25-30 students that are a

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mix of ethnicities and genders. In period 1, there are a total of 26 students. Out of these 26
students, there are 18 females and 8 males. Period 1 is a Gifted and Talented class. In period 2,
there are a total of 29 students. Out of these 29 students, there are 12 females and 17 males.
Period 3 and 4 are planning periods. In period 5, there are a total of 25 students. Out of these 25
students, 18 are females and 7 males. In period 6, there are a total of 27 students. Out of these 27
students, there are 10 females and 17 males. Period 6 is a co-taught class and has several aides to
assist the students. In period 7, there are 27 students. Out of these 27 students, there are 14
females and 13 males. Period 7 is also co-taught but does not have any aides to assist the
students.
This lesson is about invasive species and how humans can reduce the impact of the
invasive species in our area and how invasive species can be limited. This lesson will implement
the use of 5 Ws and H that was introduced to me by Janet Allen (Allen, 2008). This technique
will be especially helpful when reviewing literature to determine steps to alleviate the
consequences of invasive species. This technique will help students develop an action plan to
take care of the invasive species problem.
Standards
HS-LS2-7 - Design, evaluate, and refine a solution for reducing the impacts of human activities
on the environment and biodiversity.
WHST.11-12.7 - Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts,
attending to important distinctions the author makes and to any gaps or inconsistencies in
the account.
RST.11-12.7 - Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., quantitative data, video, multimedia) in order to address a
question or solve a problem.
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.
RST.9-10.8 - Assess the extent to which the reasoning and evidence in a text support the authors
claim or a recommendation for solving a scientific or technical problem.
Objectives
Students will be able to use higher-level cognitive skills to design, evaluate and refine a
solution for reducing the impacts of human activities on the environment to 100% accuracy.
Students will be able to conduct research projects to create a plan to reduce the impacts of human
activities on the environment to 100% accuracy. Students will be able to cite evidence that
supports scientific texts to support their invasive species plan to 100% accuracy. Students will be
able to evaluate scientific texts in order to complete the invasive species plan to 100% accuracy.

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Students will be able to assess the extent of reasoning in a text to solve the invasive species
problem to 100% accuracy.
Lesson Plan
Name: Ashley Staley

Grade: 9th Grade

Unit: Interdependent Relationships in Ecosystems

minutes

Time Allotted: 90

Lesson Topic: Invasive Species

Context for Learning:
Students have learned about populations and ecosystems in other
grades. This unit will be a developmental unit and will utilize scaffolding. To
date, the students have learned about ecosystems, and populations. This
unit will build upon the knowledge of prior grade levels and previous lessons
from this year. This lesson will follow a lesson that taught about invasive
species. This lesson will reinforce invasive species and allow the students to
think about solutions to the invasive species problem. To maximize the
effectiveness of learning, the classroom will be arranged in rows so that
every student is facing forward. Along the outskirts of the class, there will be
lab benches for groups of students to work together. At each of the lab
benches, there will be computers for every student to complete research and
various activities.
Curriculum and SPA Standards Addressed:
HS-LS2-7 - Design, evaluate, and refine a solution for reducing the impacts
of human activities
on the environment and biodiversity.
Materials:
Students will need their notebooks at the beginning of class to
complete the warm-up. The teacher will need a projector and document
camera in order to display the warm-up questions. Students will need
computers to play the invasive species game from BrainPop, called
Invasion!! After the students complete the game, they will complete the quiz
on BrainPop and submit their results to me. Students will then need
directions for the Invasive Species Project that requires students to design,
evaluate and refine a solution for reducing the impacts of invasive species
that are affected by humans. Students will also need the rubric for the
project to self-assess their project before turning it in. The rubric will also
serve to let the students know what I am looking for in their finished project.
At the end of class, students will need the homework assignment.

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Proactive Behavior Management:
In order to establish a successful learning environment, I will place
extra effort into behavior management starting on the first day of school so
that I am not constantly reacting when a problem occurs (Lock, 2006).
Students will know how to appropriately act in my classroom. On the first day
of school, I will establish a routine and a set of rules so all students know
what to expect everyday in the classroom. When students come into the
classroom, I will greet every student. Students will then take a seat and
begin working on their warm-up that is projected on the document camera.
For this particular lesson, students will enter the classroom and begin their
warm-up from their seats. After students complete the warm-up they will
know to turn in their warm-up, turn in homework from the previous night and
gather all the papers needed for the day at the front of the room. After 5
minutes, I will tell students the objective for the day and give a brief
overview of what we will be doing. Everyday, I will ensure that I tell students
I have high expectations of them. I will record which students are not putting
effort into their work and alter their grade accordingly.
If students do misbehave, I will follow through on repercussions and will react the same
way every time so students know what to expect. For the majority of assignments, I will allow
students to have a choice in what the end product will be. This will ensure that students are
interested in their assignments.
Provisions for Student Learning:
This lesson ensures that students are consistently involved because the lesson deals with
an interesting topic that uses technology. This topic affects everyone because it deals with
species that affect the environment we live in and the animals in it. I have found that when
students are able to use technology to complete their assignments, they are more likely to
complete it. Technology also helps students retain information better and it helps students
connect with the content (Cox, N.D.). Once the students complete the assignment about invasive
species they will complete a project about reducing invasive species. This will take up the entire
class period so an extension activity wont be necessary. At the beginning of class, students will
pick up all the materials they will need for the entire class. This will prevent down time. Students
will move into their groups when I cue them to do so. They will have predetermined groups that
they will have worked with the entire year. These groups will be heterogeneous in order to help
students appreciate the ideas of others while learning to negotiate differences (Grouping, N.D.).
These heterogeneous groups help students enhance their self-esteem, leadership skills and they
help prepare students for the workplace while increasing student achievement (Grouping, N.D.).
By picking the groups myself, I can ensure that there will be increased diversity since members
of each group will differ in ethnicity, popularity, gender and ability.
When transitioning from various activities within the lesson, I will ensure that all students
have transitioning skills. Transitioning skills will ensure that students stay engaged from each
activity done throughout the day. Babke suggests using the CHANGE Strategy (Lock, 2006).
The CHANGE Strategy consists of:

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C-Collect my materials and put them away
H-Have ready what I need for the next activity
A-Always watch my teacher for cues to move
N-Now take my seat quietly
G-Get my materials out and ready for the next activity
E-Encourage my peers to get started (Lock, 2006)
In order to redirect bad behavior, I will compliment and bring attention to those students
who are on task and following directions. Most importantly, I will ensure that students are
respected by me and other classmates. If I respect a student, they are more likely to respect me
and will therefore listen to my directions. These techniques are meant for the entire class
although some students will need additional behavioral redirection.
To encourage student participation, I will make participation part of the students final
grade. I will also implement a system on the first day that encourages achievement and
engagement. To do this, I will give a ticket for overtime a student shares an answer or asks a
question and for every A or B the student receives. At the end of each week, I will allow the
students to put their tickets in a raffle for some prizes.
Procedures (indicate the time for each):
Introductory/ Developmental Activities (22 Minutes):
Warm-Up (10 minutes):
Students will come into the classroom and begin the warm-up in their
notebooks. The teacher will have the questions for the warm-up on the
document camera projecting in the front of the room. This warm-up will ask
students to recall definitions from the previous days lesson. Students will
have 5 minutes to complete the warm-up. The warm-up will state: Good
Morning/Afternoon, Please define the following definitions to the best of your
ability. Make sure to work independently as the warm-up will be graded.
1.) Invasive Species
2.) Native Species
3.) Population
When you have defined all three words, please turn your warm-up in and get the assignment
located at the front of the room.
At the end of 5 minutes, we will go over the definitions to the vocabulary words as a
class. The teacher will ask the questions, Why are invasive species so bad for the environment
and ecosystems? This portion of the lesson will take 5 minutes.
Motivator/Bridge (2 Minutes):

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Now that we have reviewed a little from yesterday, we will be looking
at invasive species and how we can reduce the effects of them. I will ask you
to put your knowledge of populations, invasive species and keystone species
to describe what can be done to reduce the effects of invasive species on the
environment. Scientists are constantly trying to reduce the effects of
invasive species. The activity we complete today will show you how invasive
species affect an ecosystem and then we will develop our own strategy to
reduce the effects of invasive species. This activity will be using the
computers at the lab benches.
Modeling (10 minutes):
I will demonstrate on the projector how to use the BrainPop game,
Invasion!! I will go over the directions and a few rounds of the game in
front of the class. I will answer any questions students may have before
getting started. I will then discuss the directions for the Invasive Species
Project and I will make sure the students understand that the project must be
a way to reduce the invasive species that were human induced. (If the
project is not about human induced invasive species, the project will not
align to the standards).
Guided Practice and Independent Tasks (65 minutes):
Guided Practice (25 minutes):
Students will complete the Invasion!! game with their groups in order
to alleviate any confusion with the game. After one game, students will each
get on their own computer to complete the quiz and Invasive Species Project.
Independent Tasks (40 minutes):
Students will take the quiz on BrainPop independently about the
Invasion!! game. After the quiz, students will follow the directions for the
Invasive Species Project. Students will be required to research an invasive
species and design, evaluate and refine a solution for reducing the effects of
human introduced invasive species. Students will be provided with a graphic
organizer (5Ws 1H) to help them develop their plan. Students will be given a
rubric for the project as well. By creating this invasive species plan, students
will demonstrate their understanding of how to prevent invasive species
caused by humans.
Summary/Closure (3 minutes):
When there are 3 minutes of class remaining, I will direct the students
to return to their seats to listen to the closing statement of the day. Students
will be used to this format because I will make a closing statement everyday.

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I will ask for a few ideas that students came up with to alleviate the invasive
species problem and what are some examples of Invasive Species. As the
students were working on their projects, I passed out the homework and
asked students to look over it and come to the closing statement time with
questions. I will answer any questions about the homework and review the
homework for the day.
Adaptations:
Some students in this class will need accommodations in order to complete the
simulation. I am unsure of the exact learning disabilities and scenarios in the class I observed,
but I will go over some of the basic scenarios and learning disabilities.
For students that read below level, I will read the directions aloud and have the students
follow along. Before I release the students to group and independent work, I will talk to the
students to ensure they understand the directions and have a clear idea of what to do. When it
comes time to complete the Invasive Species Project, I will sit with the students to help them
complete their graphic organizer (5ws 1 H). This will help the students break down the material
to design, evaluate and refine their solution to invasive species. It has been proven that graphic
organizers enhance comprehension (Strangman, 2003). With my help, the students that read
below level will successfully complete the graphic organizer. I will also allow the students to
have extra time on the project.
I will seat students with ADHD close to my desk in the front of the room. When notes are
being taken in class, I will provide students with an outline. When directions are being given, I
will only give one direction at a time. After getting to know the students better, I will learn which
ways the students tests best (oral, fill in the blanks, essay, etc.) and test the students that way for
the remainder of the year. I will also enable these students to complete the project and most
assignments on the computer. By allowing the students to use the computer to complete
assignments, the students will stay better organized. I will also limit the number of questions the
students are required to answer on assignments and assessments (Segal, 2016).
I will allow students that don't speak English as their primary language to use a dictionary
in their language and I will allow the students to complete the graphic organizer in their primary
language to help them organize their thoughts in their own language. I will also provide
directions to the Invasion!! game in the native language of my students as well as the directions
to the Invasive Species Project. To help students develop their English, I will also provide them
with the English directions.
Assessment:
Before students are released to complete the quiz, students will be
working with a group to ask questions about the game. I will also be around
to each group to determine knowledge of the subject. This will serve as the
formative assessment. To determine if learning has occurred, I will ensure
that each student completes the quiz based on the Invasion!! game provided
by BrainPop. This quiz aligns with the game. This quiz will be a summative
assessment. After the quiz, students will complete the Invasive Species
Project. This project is a summative assessment. The students will create a

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final project, of their choice, that demonstrates knowledge that students can
design, evaluate and refine a solution for reducing the impacts of human
induced invasive species of the students choice. Students will explain how
the invasive species effects the environment and biodiversity. This project
will be graded using the provided rubric and will be 20% of the students final
grade.
Generalization/Extension Activity:
This lesson is somewhat long and I do not expect the students to finish
the game, the quiz, and the project with time to spare. If for some reason a
student does finish the assignments, I will have the student proofread his
project. Once the student is satisfied with the final product, the student can
then begin the homework assignment or can play another round of the game
independently.
Review/Reinforcement:
I will provide students with the homework assignment to create a
poster that could be hung in different areas to inform people of the dangers
of moving species from one area to another. This homework assignment
continues with the topic of invasive species and how humans impact the
environment. This homework will be collected the next day. This homework
will be a summative assessment that checks comprehension and provides
feedback to the teacher about understanding.

Name:_______________
Date:________________

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Class:________________
1.) What do all invasive species have in common?
a.) They infest lakes and streams
b.) They prey on local wildlife
c.) Theyre not native to the area
d.) They breed uncontrollably
2.) You can reduce the rate of growth of Asian Carp by preventing them from spawning. In other
words:
a.) You can prevent them from breeding
b.) You can prevent them from growing into adults
c.) You can prevent them from entering lakes
d.)You can prevent them from eating other fish
3.) Which of the following is an invasive species in the Great Lakes region?
a.) Rainbow Trout
b.) New Zealand mudsnail
c.) Yellow perch
d.) Unionid mussel
4.) An invasive species has taken hold in Lake Michigan. Which of the following states would be
most directly affected?
a.) Ohio
b.) Minnesota
c.) Illinois
d.) Iowa
5.) What effect might the spread of a new invasive species have on an effort to control the Asian
Carp population? Choose the most likely outcome.
a.) The carp would become bigger and stronger
b.) Major industries would donate money to the carp control effort
c.) Environmental groups would protest the campaign to eliminate carp
d.) It would draw media and public attention away from the carp problem
6.) Which group would be happiest if you encouraged fishing in the rivers surrounding Lake
Michigan?
a.) The local tourist board
b.) Industries
c.) Environmentalists
d.) The media
7.) Biocides are often used to control fish populations. Bio means life. What does cide
refer to?
a.) Fish
b.) Killing
c.) Breeding
d.) Growth
8.) Why do Asian Carp leap out of the water at boats?
a.) The boats frighten and disturb them
b.) The fish think the boats contain food
c.) The fish want to keep humans out of their territory

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d.) Boats destroy the carps food supply
9.) What discovery might cause local industry to support carp fishing?
a.) The discovery that carp eat other fish
b.) The discovery that carp can be made into tasty snacks
c.) The discovery that dead carp pollute waterways
d.) The discovery that carp cannot live long in cold water
10.) How does the Asian Carp population cause the population of other fish to decline?
a.) The carp eat the food that the other fish need to survive
b.) The carp eat the other fish
c.) The carp breed with the other fish
d.) The carp block waterways the other fish live in

(Invasion!! Mixed Quiz, N.D.).

Name:_____________________

Class:_________________ Date:____________________
Invasive Species Project

Using your knowledge of invasive species, you are going to design a solution to reduce the
effects of human introduced invasive species. Choose an invasive species of your choice. After
you have chosen your species, begin researching different plans already implemented. You are
going to evaluate these plans and refine them to put in your own plan. Your final project can be

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in a format of your choice (poster, powerpoint, website, speech, song, etc.) (Be creative!). There
is a graphic organizer to help you in your research.
Steps:
1.) Choose an invasive species: ___________________________
2.) Use the graphic organizer (5 Ws 1 H) to assist you in finding a solution. Remember to use
your research skills and cite your sources (Wikipedia does not count!). You must
include
at least 3 other plans in your research that you will refine and evaluate.
3.) Evaluate the plans using the techniques discussed in class. 3 pages are provided to assist you
in your evaluation (1 for each plan). Please see me if you need additional pages.
4.) Refine the plans that you have found to work for your invasive species.
3.) Decide on a format for your final project (I need to approve this before you move
on):___________________________________________________________________
4.) Follow the rubric to make sure your project includes all components.

5 Ws and 1 H Graphic Organizer

Fill in the graphic organizer using information about your invasive species plan.

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Who

Who can reduce the impacts of human introduced

invasive species in an ecosystem?

What

What can be done to reduce the impacts of human

introduced invasive species in an ecosystem?

Where

Where can these changes be implemented?

When

When can the impacts of human introduced

invasive species in an ecosystem be reduced?

Why

Why do human introduced invasive species need

to be reduced?

How

How can human introduced invasive species be

reduced?

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(Revised from Allen, 2008).

Invasive Species Plan Evaluation
Which species is the plan dealing with?

Briefly describe the proposed plan.

Does it seem logical to you to follow through with this plan? Why or why not?

Would this plan work with your invasive species? If not, how can you refine it to fit yours?

Were any results given to you about this specific plan? Did it work?

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Invasive Species Project Rubric

3

Invasive Species

The species that is

chosen was
researched well
and is an invasive
species.

The species that

was chosen was
researched
somewhat and is
an invasive
species.

The species that

was chosen was
researched very
little and is not an
invasive species.

Research on
existing plans

Research on
existing plans is
extensive and very
detailed.

Research on
existing plans is
limited but is
enough to get the
project completed.

Research on
Incomplete.
existing plans is
almost nonexistent
but project is
completed.

Existing plans
evaluation

The existing plans

are evaluated
thoroughly using
the techniques
used in class.

The existing plans

are evaluated using
some of the
techniques used in
class.

The existing plans Incomplete.

are evaluated using
very little of the
techniques used in
class.

Refined Plans

The existing plans

are refined so they
work flawlessly
with the chosen
invasive species.

The existing plans

are refined so they
work somewhat
with the chosen
invasive species.

The existing plans

are refined but do
not work with the
chosen invasive
species.

Format of Final
Project

The final project is The final project is The final project is Incomplete.
presented neatly
presented
sloppy and
and professionally. somewhat neatly
unprofessional.
and professionally.

Spelling &
Grammar (If
project is spoken,
this grade will be a
speaking grade)

There are no errors

in spelling or
grammar.
(Speaking:
Presentation flows
smoothly and
speaker makes
eye-contact with
audience.)

There are very few

errors in spelling
or grammar.
(Speaking:
Presentation could
be more organized
and speaker makes
some eye-contact
with audience.)

There are many

errors in spelling
and grammar.
(Speaking:
Presentation does
not flow smoothly
and the speaker
makes no eyecontact.)

Incomplete.

Incomplete.

There are too

many errors to
grade the project.
(Speaking:
Presentation is
incomplete or
cannot understand
speaker.)

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_____/18

Name: _____________________
Class:______________
Date:__________________
Invasive Species Homework Assignment
Create an informative poster about the dangers of transporting species from one area to
another. Please include 3 examples of the harms that occur to the ecosystem and explain
what happens to biodiversity when humans introduce a new species. Give at least 3
examples of invasive species that we have not discussed. Be sure to include where they are
native to and what they are harming. Refer to the rubric to check your poster for
completeness.

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Invasive Species Poster Rubric

4

Design of
Poster

Poster is in
color and is
organized
nicely.

Poster could
use a little
more color and
could be more
organized.

Poster uses
some color and
needs
organization.

Poster has little Poster was not

to no color and completed.
no
organization.

Harms that
occur to the
ecosystem

Poster explains
clearly what
happens when
species are
brought in from
other places.

Poster explains
what happens
when species
are brought in
from other
places and has
some detail

Poster explains
what happens
when species
are brought in
from other
places and has
very little
detail.

Poster explains
what happens
when species
are brought in
from other
places and has
no detail or
missing some
explanations.

What happens
to
Biodiversity?

Poster explains
clearly and
precisely what
happens to
biodiversity
when invasive
species are
introduced.

Poster explains
somewhat
clearly and
precisely what
happens to
biodiversity
when invasive
species are
introduced.

Poster explains
what happens
to biodiversity
when invasive
species are
introduced with
some error.

Poster explains Poster was not

what happens
completed.
to biodiversity
when invasive
species are
introduced with
many errors.

New Invasive
Species and
explanation of
them.

Poster gives
examples of
invasive
species that we
have not
discussed and
explains the
dangers of
them.

Poster gives
most examples
of invasive
species that we
have not
discussed and
explains some
dangers of
them.

Poster gives
some examples
of invasive
species that we
have not
discussed and
explains very
little about the
dangers of
them.

Poster gives
very few
examples of
invasive
species that we
have not
discussed and
explains no
dangers of
them.

____/16

Poster was not

completed.

Poster was not

completed.

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Resources
Access the Next Generation Science Standards by Topic. (n.d.). Retrieved June 15, 2016, from
http://ngss.nsta.org/AccessStandardsByTopic.aspx
Allen, J. (2008). More tools for teaching content literacy. Portland, Me.: Stenhouse.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science and Technical Subjects. (n.d.). Retrieved June 15, 2016, from http://
www.corestandards.org
Cox, J. (n.d.). Benefits of Technology in the Classroom. Retrieved June 20, 2016, from http://
teachhub.com/benefits-technology-classroom
Grouping Students for Instruction. (n.d.). Retrieved June 20, 2016, from
https://steinhardt.nyu.edu/scmsAdmin/uploads/004/911/grouping_students.pdf
Invasion!! - GameUp - BrainPOP. (n.d.). Retrieved June 20, 2016, from https://
www.brainpop.com/games/invasion/
Invasion!! Mixed Quiz. (n.d.). Retrieved June 20, 2016, from https://www.brainpop.com/quiz/?
code=invasion!!
Lock, R. H., & Babkie, A. M. (2006). Be proactive in managing classroom behavior.
Intervention in School and Clinic, 41(3), 184-187.
Segal, J., & Smith, M. (2016, March). Teaching Students with ADD / ADHD. Retrieved June 20,
2016, from http://www.helpguide.org/articles/add-adhd/teaching-students-with-adhdattention-deficit-disorder.htm
Strangman, N., Vue, G., Hall, T., & Meyer, A. (2003). Graphic organizers and implications for
universal design for learning. Wakefield, MA: National Center on Accessing the
General
Curriculum. (Links updated 2014). Retrieved June 20, 2016 from
http://aem.cast.org/
about/publications/2003/ncac-graphic-organizers-udl.html