1. TITLE OF THE LESSON

Reduce Impact Discussion and Recycle Planning

Previous day: Human Impact on Nutrient Cycles

Next day: Implement 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.a Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.

 

6.b Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

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

                B. Affective

After lecture and class discussion SWBAT create a plan for school wide recycling project.

                C. Psychomotor

                D. Language Development

After lecture and class discussion SWBAT define recycling and discuss an implementation plan..

8. ASSESSMENT(S)

A. Diagnostic/Entry Level

Bell work question- review of impact on nutrient cycle

B. Formative-Progress Monitoring

Class discussion

C. Summative

Creation on recycling plan

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 answer bell work question: Describe in detail how humans affect a nutrient cycle.

                B. Instruction/Through

- Brief lecture on how we can stop human impacts, and reverse damage. Discuss recycling and its importance.  

                C. Guided Practice/Through

 - Lead class towards recycling project planning: students can choose to place bins, create posters or art, create website, collection schedule, or set up sorting area.

                D. Independent Practice/Through

- Prompt student groups to begin to complete service learning project.

                E. Closure

- Prompt students to clean up and decide what work will need to be finished outside of class, if any.

                F. Beyond

- Students will have tomorrow to finish all projects.

11. STUDENT ACTIVITIES

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

             A. Anticipatory Set/Into

- Students will answer bell work questions and discuss with partner.

                

             B. Instruction/Through

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

                C. Guided Practice/Through

- Class will participate in planning discussion. Students will divide projects and begin planning of service learning project.

             

                 

                D. Independent Practice/Through

- Students will work in groups to begin to complete service learning project.  

                E. Closure

- Students will clean up and decide what work will need to be finished outside of class, if any.

            F. Beyond

- Students will learn that they will finish projects tomorrow.

 

12. RESOURCES

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

 - recycling bins, plastic bags, poster paper, computer access, recycling power point