Spark 101 Lesson Plan

Video Presentation Title: How Do Land Use, Physical Parameters, and Benthic Surveys Measure the Health of a Stream?

Unit of Instruction: Ecosystems,, Environmental Science Subject/Course: Middle School Science

Standard(s): TEKS6.12 E describe biotic and abiotic parts of an ecosystem in which organisms interact.7.10 A observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms.8.11 D recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.

ELPS:5G: narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.3D: speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired.

Objective(s): Students will analyze, discuss, and interpret data that will help them determine whether an ecosystem (stream) is ecologically healthy based on physical parameters, benthic surveys, and land use.

Assessment/Demonstration of Learning:Conclusion Based on Data (see attached worksheet)

Resources Needed: Projector + Spark 101 Video –“How Do Land Use, Physical Parameters,

and Benthic Surveys Measure the Health of a Stream? Poster paper Colored Markers Interactive Notebook Completed Water Quality Field Data Sheet Completed Macroinvertebrate p.1 and p2 Capture Sheet Think, Write, Pair, Share Student Template What is the Answer? Student template Conclusion Based on Data worksheet

© 2014 Spark 101 Developed by Mary Batalla, Crockett Middle School, Irving, Texas

Lesson Component Time Allotted Teacher Procedure

Activator(Prior to showing the video presentation)

Time:10 minutes

Grouping: Independent Pairs Small groups (3-5) Whole group

Allow students to “Think, Pair, Write, and Share”. Use the guiding questions about the topic:

How do you know an ecosystem (stream) is healthy or unhealthy? What type of data do you need to collect to identify whether the stream is healthy

or unhealthy? What factors might cause a stream to be health or unhealthy?

Each pair of students must create a table chart on poster paper and write at least one answer to each of the questions. Share the answers with the class and explain how your answers are similar/different. I suggest you post the answers on the wall so students can do a gallery walk and compare their answers/ideas.

Problem/Motivation (Part I of video)

Time:2-5 minutes

Show this first segment of the video to your students, letting them know that they will be working on solving the real-world problem after viewing.Allow students to take notes in their journals.

Problem Solving Activity(Describe process for identifying possible

solution(s) to the problem presented)

Time:10-15 minutes

Grouping: Independent Pairs Small groups (3-5) Whole group

After watching the video, arrange students in groups of only 3 or 4.

Clarify any questions students may have, including vocabulary (land use, parameters, benthic, biological indicators, etc) about the problem.Walk around the room and ask guiding questions to each group. Ask the students to clarify or defend their answers.

What might be the parameters used to determine whether a stream is healthy? What tools or equipment might you need to measure how healthy a stream is? How do people use land and how does this affect the ecosystem or community? Can you explain ways you can keep a stream healthy?

Allow students to post their “What is the Answer?” group poster and then complete a gallery walk. Students must use post-it notes to write their comments/observations about each group’s poster.

© 2014 Spark 101 Developed by Mary Batalla, Crockett Middle School, Irving, Texas

Checks for Understanding What do you know about the type of organisms that live in a stream? What were the abiotic factors that could affect the organisms living in the

stream? Predict and explain how abiotic factors/physical parameters might affect these

organisms. How does your prediction compare with the data collected in the video?

Solving the Problem(Part II of video)

Time:2-5 minutes

Show this second segment of the video to your students, letting them know that they will be comparing their solutions to the actual solution shared by the industry professional(s).

Comparing Solutions and Meaning(Describe process for identifying possible

solution(s) to the problem presented)

Time:10 - 15 minutes

Grouping: Independent Pairs Small groups (3-5) Whole group

Encourage group discussion while answering the following questions: How will you compare the data collected with the parameters set to determine

whether the stream is healthy? Explain why using a biological indicator (or indicator species) is essential in

recognizing that an ecosystem is healthy or not. How does measuring the abiotic factors impact the number and type of

organisms that live in the stream? Can the procedures done in the stream be replicated in other ecosystems to

determine whether they are healthy or not?

Students answer the questions above in their journals:

Checks for Understanding:

Have students share, explain, and justify their answers to these questions.

Future Impact and Meaning(Part III of video)

Time:2-5 minutes

Show this third and final segment of the video to your students, letting them know that they will be reflecting on their thoughts related to pursing possible education pathways and careers presented in the video.

Future Impact and Meaning(Have students reflect on how solving the

Time:10 - 15 minutes

Students may work with a small group. Ask them to think about the impact of the investigation in their community and share them with the class.Students write the answers to the following questions in their journals:

Explain how you can help keep a stream (or any environment) healthy. Explain the short-term and long-term effects of a healthy stream/ecosystem.

© 2014 Spark 101 Developed by Mary Batalla, Crockett Middle School, Irving, Texas

problem might relate to current or future goals) Grouping:

Independent Pairs Small groups (3-5) Whole group

Explain how your solutions or suggestions were similar/different to the ones generated by the other teams.

How was their solution better? How was your solution better?

Checks for UnderstandingStudents can explain and justify their answers to the questions above.

Summarizer/Closure Time:5 minutes

Option 1: 3 Stars and a QuestionUsing an index card, students write 3 new things they learned and one question they have or want to know more about the topic

I learned about ….. I learned that…… I learned something new about… I have a question about… I want to know more about…….

Option 2: Exit TicketOn a post-it note, students write one of the following:

Something new I learned Something I learned today that I may use in the future I want to know more about…… Something we did today that relates to my future career goal

Assessment (if applicable)Conclusion based on data

Additional Notes (if needed)Differentiation for Diverse Learners:

Accommodations/Modifications for SPED/ELL Students: Provide extra time to complete tasks or “wait time” when students are answering a question. Provide  sentence stems:   Measuring the temperature of the stream is essential because…….; One thing

that the team measured is………. Provide a chart/ visuals of a healthy and unhealthy ecosystem for use during discussion. Allow some native language discussion in small groups. Allow students to respond to checks for understanding and questions in writing rather than verbally. Allow students to write challenging words in index cards and draw something to represent the word. Provide graphic organizers like “Cause → Effect.” If students choose this, what would be the effect?

© 2014 Spark 101 Developed by Mary Batalla, Crockett Middle School, Irving, Texas

Extensions for GT/Advanced Learners: Research another ecosystem and determine factors that can show it can be healthy. Allow students to predict possible scenarios that might impact an ecosystem due to human activities. Students research what type of careers they can pursue should they choose to investigate how healthy

an ecosystem is.

CK12 Connections (if available)

Free videos, activities, problems, and background text available at:http://www.ck12.org/earth-science/Streams-and-Rivers

OpenStax Connections (if available)

© 2014 Spark 101 Developed by Mary Batalla, Crockett Middle School, Irving, Texas

Think-Write-Pair-Share | Student Template

Before watching the video:1 Think individually about the topic/problem that will be posed as well as

your teacher’s questions and possible answers or thoughts.2 Write those thoughts and answers below in the boxes on the left.3 Pair with a partner and discuss the topic/problem and record your

partner’s thoughts.4 Share your thoughts, questions, and ideas with the rest of the class.

Think about how your thoughts have changed as the result of the “class share.”

MY OWN THINKING MY PARTNER’S THOUGHTS

What problems do you predict will be shared in the Spark 101 video related to this topic?

What are some questions you hope will be discussed in the Spark 101 video related to what you already know about the topic?

Name: Video Title: Date:

© 2014 Spark 101 Making connections to prior knowledge. | spark101.org

“WHAT” Is the Answer? | Student Template

One approach to solving a problem is to brainstorm different thoughts and ideas. Listen carefully to the problem presented by the professional expert in the video. Using the below, answer questions #1 and #2 independently. Then, with a partner, answer questions #3 and #4. After viewing Segment 3 of the video, work with your partner to discuss the expert’s solution (#5), including how it compares to your solution. The last question is an individual reflection. Talk to a partner about your next steps. Be prepared to share with the class.

1. What problem is presented in the video?

4. What is a possible solution to this problem?

2. What do I already know that will help me solve the problem?

3. What are the constraints and limitations to solving this problem?

5. How did the expert solve the problem? How does this solution compare to yours?

6. What does this topic/problem/solution have to do with my professional or college goals? What will my next step be?

Name: Video Title: Date:

© 2014 Spark 101 Making connections to prior knowledge. | spark101.org

Conclusion Based on Data - Rubric

Component LevelO 1 2 Feedback

Claim –

A conclusion that answers the original question.

Does not make a claim, or makes an inaccurate claim.

Does not answer the question in a complete sentence.

Makes an accurate but incomplete claim.

N/A

Makes an accurate and complete claim.

Answers the question by writing the claim in a complete sentence.

Evidence –

Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.

Does not provide evidence, or only provides inappropriate evidence. (Evidence that does not support the claim.)

Gives no detailed description or evidence/data collected from the investigation.

Provides appropriate, but insufficient evidence to support claim. May include some inappropriate evidence.

Gives one – three detailed description or evidence/data collected.

Provides appropriate and sufficient evidence to support claim.

Gives at least 4 detailed descriptions or evidence/ data collected from the investigation.

Reasoning –

A justification that links the claim to the evidence. It shows why the data counts as evidence by using appropriate and sufficient

Does not provide reasoning, or only provides reasoning that does not link evidence to claim.

Does not tie the evidence presented by the data to the claim.Is not able to explain/justify

Provides reasoning that links the claim and evidence. Repeats the evidence and/or includes some scientific principles, not sufficient.

Ties one – three evidence or data presented to

Provides reasoning that links evidence to claim. Includes appropriate and sufficient scientific principles.

Ties all the evidence or data presented by writing in complete sentences. Is able to explain/justify that the stream is

Name: Video Title: Date:

© 2014 Spark 101 Developed by Mary Batalla, Crockett Middle School, Irving, Texas

Question: Is the stream healthy?

scientific principles.

that the stream is healthy or not.

the claim. healthy or not.

Conclusion Based on Data Answer Sheet

CLAIM: The stream is ________________________________

EVIDENCE:1. Temperature_________________________________________________________

2. pH_________________________________________________________________

3. Dissolved oxygen_____________________________________________________________

4. Biological indicators:__________________________________________________________

5. Other evidence/factors: ____________________________________________________________

REASONING: The stream has been determined to be ___________________________

because of the following evidence:______________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Name: Video Title: Date:

© 2014 Spark 101 Developed by Mary Batalla, Crockett Middle School, Irving, Texas