1. TITLE OF THE LESSON

Human Impact on the Nutrient Cycle

Previous day: Intro to Nutrient Cycles

Next Day: Ways you can change your Impact (Plan Service Learning Recycling Project)

2. CURRICULUM AREA & GRADE LEVEL

High School Biology

Grades 9-12

3A. STUDENT INFORMATION:

 English Language Learners

Elena

  1. Readiness Level – Early Intermediate, based on CELDT scores
  2. Learning Profile – She is a little bit shy socially, but works well in small groups and is a visual learner.    
  3. Interest – She loves to dance and is very close to her extended family

Allie

  1. Readiness Level – According to her CELDT score, she is a level 4.
  2. Learning Profile – She is a visual learner
  3. Interest – She is interested in art and enjoys spending time with her family.

3B. STUDENT INFORMATION:

Students with Special Needs

Jacob

  1. Readiness Level – He gets frustrated easily and has an anger problem
  2. Learning Profile – He is a visual and hands on learner
  3. Interest – He enjoys listening to music and hanging out with friends. He plans on joining the military or working in construction.

Alex

  1. Readiness Level – He can read a book independently at the 7th grade level. He has trouble with decoding words and acquisition of sound/symbol relationships and word identification. He has a resource room for language arts.
  2. Learning Profile – He tends to self-isolate himself when it comes to group work and class discussions. He has asthma and takes daily medication and uses an inhaler.
  3. Interests - He doesn’t readily participate in small group and/or whole-class discussions

4. RATIONALE

A. Enduring Understanding

   This unit will help students realize how their actions affect the environment. It will give them the ability to evaluate data and describe the cause and effect of these changes to the local environment and the body.  Lastly, students will learn how they can make a difference.

B. Essential Questions

  1. How are humans impacting the environment?
  2. How can we test/calculate this?
  3. How is this impacted our local area? Globally and historically?
  4. How does this impact you? Your community? What can you do to help?

C. Reason for Instructional Strategies and Student Activities – Lesson gives opportunity to learn current issues in society as well as master content. Material will be taught using several approaches to help to increase understanding. Activities are student centered and involve all four aspects of literacy.        

5. CONTENT STANDARD(S)

 

6.d Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosyn­thesis and respiration.

6. ELD STANDARD(S)

Synthesize Ideas Cluster 3

EA – Apply knowledge of language to achieve comprehension of informational materials, literary text, and text in content areas.

A - Apply knowledge of language to achieve comprehension of informational materials, literary text, and text in content areas.

7. LEARNING GOAL(S) - OBJECTIVE(S)

         A. Cognitive

After class research and discussion SWBAT describe how humans affect nutrient cycles, as demonstrated in a quickwrite. 

         B. Affective

 

         C. Psychomotor

 

         D. Language Development

 After online research and class discussion SWBAT apply new scientific vocabulary in a class discussion and quickwrite. 

8. ASSESSMENT(S)

 A. Diagnostic/Entry Level

Think-Pair-Share Response

 B. Formative-Progress Monitoring

Monitor student research & discussion response

C. Summative

 Quickwrite Response

9A. EXPLANATION OF DIFFERENTIATION FOR

ENGLISH LANGUAGE LEARNERS

1. Content/Based on Readiness, Learning Profile or Interest

- Clear, explicit directions.

 

2. Process/Based on Readiness, Learning Profile or Interest

 - Grouped with native speakers to help with English language skills.

- Graphic organizer to help with notes and discussion.

3. Product/Based on Readiness, Learning Profile or Interest

- Discussion and quickwrite responses will be graded according to ELL level.

 

9B. EXPLANATION OF DIFFERENTIATION FOR

STUDENTS WITH SPECIAL NEEDS

1. Content/Based on Readiness, Learning Profile or Interest

- Clear, explicit directions. Break class up into sections.

 2.  Process/Based on Readiness, Learning Profile or Interest

- Groups students with partners who they are comfortable with to encourage discussion and help with reading skills.

- Graphic organizer to help with notes and discussion

3. Product/Based on Readiness, Learning Profile or Interest

- Students written responses will be edited and students may make corrections for homework if needed.

10. INSTRUCTIONAL STRATEGIES

(Describe what the teacher does. Include differentiation strategies.)

           A. Anticipatory Set/Into

- Prompt students to respond to think-pair-share response: Based on what we learned about nutrient cycles yesterday, name some ways that humans can affect these cycles.  (10 min)

           B. Instruction/Through

- Give brief introductory lecture to introduce how humans can affect the nutrient cycle and how that may affect the environment (10 min)

- Instruct students to get in groups from yesterday’s jigsaw activity. With these groups students will research a specific nutrient cycle and potential human impact and report back to the class for a class discussion. (3 min)

           C. Independent Practice/Through

- Students will research using class computers, smart phones, textbooks, and any resources available. (25 min)

           D. Guided Practice/Through

- Facilitate class discussion: each group will give a short < 3 min pres on their findings. Which of these impacts can be prevented? How can we prevent some of the impacts that we have discussed? Can individuals make a difference or only large groups?

           E. Closure

- Prompt students to respond to quickwrite: Describe how humans can affect nutrient cycles. How might this affect an environment?  

           F. Beyond

 -  Describe that the class will start a lab tomorrow to student how the water cycle can be affected by humans.

11. STUDENT ACTIVITIES

(Describe what the students does. Include differentiation activities.)

              A. Anticipatory Set/Into

 - Students will respond to think-pair-share response

           

B. Instruction/Through

- Students will listen to brief lecture, take notes, and ask questions as needed.

- Students will listen to instructions for the next in class assignment.

- Students will get into appropriate groups.

           C.Independent Practice/Through

-Groups will research a specific assigned nutrient cycle and research potential human impacts for class discussion                                      

           D. Guided Practice/Through

- Students will report findings and  participate in class discussion.

           E. Closure

- Students will respond to quickwrite prompt

           F. Beyond

- Students will learn the plan for class tomorrow

 

12. RESOURCES

(Attach any materials needed to implement the lesson, such as a power point presentation, graphic organizer, reading…)

- power point presentation, graphic organizer, computers, textbooks.