Lesson Plan
Intern Name: Tammi Jerolaman / Date: / Cycle:
# of Students: / # of IEP Students: / # of GSSP Students: / # of LEP Students:
Age/Grade Level: HS-9 / Subject: Earth Science / Major Content: SC-HS-4.7.2.3
(Unifying Concepts-Interdependence)
Unit Title: Ecosystems / Lesson Title: Wetland Analysis
Context
· Identify the unit topic and the unit objective(s) addressed by this lesson:
The unit analyzes sphere interactions that occur within a multitude of different ecosystems around the world from microscopic ecosystems within soil to the macroscopic ecosystem of Earth itself. This 3 day lesson presents the topic of wetlands in an Earth System Science Analysis format in which the students will initiate their own learning and will step into the role of teachers themselves. They will learn of the importance of wetlands in regards to the interactions that occur within them, as well as the interactions that they are a part of within the Earth’s ecosystem.
· Describe the students’ prior knowledge or the focus of the previous lesson:
Students will have already taken a basic biology course so they should have prior knowledge of photosynthesis/ respiration; anatomy of plants, mammals, birds, fish, and amphibians; soil compositions; etc. Previous lessons of this course will have covered introductions and explanations of each sphere- what each sphere includes. Previous lessons of this unit will have covered the ecosystem within soil.
· Describe generally any critical student characteristics or attributes that will affect student learning:
This is a Freshman course so they may lack time management skills which may decrease their productivity and cause the shortness of time to be an obstacle for them. The study of wetlands covers many different environmental aspects, so the majority of students should find at least something about wetlands interesting to them which may lead their research.
Lesson Objective(s)
State what students will demonstrate as a result of this lesson. Objective(s) must be student-centered, observable and measurable.
1-Through individual research and collaboration with teammates, students will learn of the importance of wetlands and their impact on the environment in which we all live.
2-Through the creating and presenting of posterboards, accompanied with a very short oral presentation, students will learn how to use their knowledge to educate others.
3-Students will learn how to utilize resources such as the internet to build knowledge and make informed decisions or recommendations concerning real-life situations.
Student Objective: “During this lesson, you will learn to form hypotheses based on prior knowledge then use these as a guideline for conducting your research. As a group, you will share your findings and form an educated recommendation. As a class, you will present your work and continue to learn from each other.”
Connections
Connect your goals and lesson objective(s) to appropriate Kentucky Core Content and/or Program of Studies. Use no more than two or three connections, and if not obvious, explain how each objective is related to the Program of Studies and/or Core Content.
POS SC-HS-4.7.2.3 Students identify and analyze systems and the ways their components work together or affect each other.
POS SC-HS-4.7.2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
Assessment Plan
Using the tabular format below, describe how each lesson objective will be assessed formatively to determine student progress and modify instruction if needed. Describe any summative assessment to be used if it is a part of this lesson. Include copies of any assessment instruments and scoring criteria or rubrics if applicable to the lesson.
Objective/Assessment Plan Organizer
Objective Number / Type of Assessment / Description of Assessment / Depth of Knowledge Level / Adaptations and/or Accommodations
1
1
2
2
3 / Formative
Summative
Formative
Formative
Formative / Submitted group analysis of preservation/destruction of wetlands
Unit test
Posterboard and accompanied oral presentation
Exit-slip (based on peer review of posterboards)
Group recommendation submitted with analysis / 3
3
2
1
3 / During group work, I will walk around to monitor student participation and will encourage engagement when appropriate.
Resources, media and technology
List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be used with the students.
If appropriate, list technology resources for the lesson including hardware, software and Internet URLs, and be sure to cite the sources used to develop this lesson. (If your committee thinks the technology observed in the lessons does not fairly represent your use of technology, provide additional documentation in your Component 1 exhibits. See Standard 6.)
Materials and Equipment needed:
-computers and internet, printer
-overhead projector
-poster boards and supplies
Resources for lesson development:
- US EPA “Wetlands and Wonder” video (may be accessed through EPA website or UTube)http://www.epa.gov/owow/wetlands/education/wetlandsvideo/ http://www.epa.gov/owow/wetlands/education/wetlandsvideo/ http://www.epa.gov/owow/wetlands/education/wetlandsvideo/
- Handout #1 (attached)
- Article #1 (attached)
Procedures
Describe the strategies and activities you will use to involve students and accomplish your objectives including how you will trigger prior knowledge and how you will adapt strategies to meet individual student needs and the diversity in your classroom.
Based on block scheduling:
Day 1- The following scenario will be written on the board before students arrive: “Your family has just inherited a large acreage of land adjacent to the Licking River. The majority of this land is comprised of a natural wetland. Your parents would like to utilize this property for the growing of crops, but the preparation of the land requires the demolition of the wetland. They would like your opinion on how they should proceed. What is your recommendation?”
Students will be given a copy of handout #1 as they enter the room. After the bell rings, students will be given 3 minutes to read the short handout. A brief introduction of wetlands will be given, followed by “Wetlands and Wonder.” Following the video, instruction will be given on the lesson assignments: 1)Each group will brainstorm and create initial hypotheses regarding the influence of this wetland on the biosphere, geosphere, hydrosphere, and atmosphere and the effects on each if it were destroyed. 2)Groups will develop a research plan according to their hypotheses then complete required research. 3)Team members will collaborate and compile findings to create a list of interactions occurring through the preservation of the wetland and a list of the interactions occurring through the destruction of the wetland. 4)Each group will form a recommendation for the presented scenario. 5)Each group will submit an analysis and recommendation for grading. 6)Each group will create a simple posterboard highlighting their main ideas and listing at least 1 effect on each of the spheres from both the preservation and destruction of the wetland. 7)1 volunteer from each group will share with the class 2 examples from their posterboards. 8)Posterboards will be hung on the walls for peer review. A rubric will be given to direct the students’ work, highlighting the points of analysis detail, supportive research, group work/individual involvement, posterboard creativity, etc).
Groups of 4-5 students will be assigned. Students will break into groups and start their brainstorming. Depending on the length of class and the productivity of the groups, class may or may not proceed to the computer lab to finish the period.
Day 2- Students will be given a copy of article #1 as they enter the room. After the bell rings, class will proceed to the computer lab for research and printing of any materials needed for posterboards. Students will be advised to use only reputable sources- no opinion-based websites or Wikipedia for citations. Students will be required to cite sources used.
Day 3- Students will work on their group analysis/recommendation and posterboards. It will be suggested that the groups divide the work needed to be completed (some work on writing the analysis while others work on the posterboard). With about 20 minutes left, one volunteer from each group will give a short presentation of their posterboard, sharing with the class 2 examples of either the impact of preservation or destruction of the wetland. Students will then hang their posterboards on the walls and review each other’s work. Students will be given an “exit-slip” asking for an example of 1 thing they learned about wetlands from another group’s posterboard and any questions they still had about wetlands. Any questions will be addressed at the beginning of the next class.
Personal Reflection: At the onset of our analysis of wetlands, I had little knowledge, especially scientific knowledge, of their importance. I had personal experience with and knew what swamps and marshes were but did not see them as “wetlands.” I also did not realize the great diversity of living organisms that inhabited such areas, nor did I realize the impact they had on the water that saturated its soil. When I thought of ecosystems, rain forests came first to mind; now I think of wetlands. After our research and analysis, I have greater understanding of how important wetlands are, not only to the local community but also to the entire planet.
(Handout #1)
“Imagine you are walking through the woods. Up ahead, you see a small opening surrounded by trees, shrubs, wildflowers, and grasses. The opening has standing water with small clumps of leafy vegetation scattered throughout and isolated trees standing in the water. Around this opening the ground is soggy and dark. You see a snake move silently by while a salamander watches you before darting away.
You find a stump and sit to rest. As you settle back, you begin to notice many birds flying from one tree to the next, their calls ringing in the air. You hear tree frogs and the buzz of mosquitoes at your ear. You notice crawfish mounds near the water and droppings from a raccoon and a fox. You see the footprints of several deer, and you can see minnows in the shallow water. Water lilies float on the water surface. Butterflies visit the swamp lilies and dragonflies dart through the air.
What is this place and why are there so many different plants and animals here? This place is a wetland. Wetlands provide food, cover, and nesting sites (habitat) for many different animals--many of which are becoming increasingly rare.”
Flynn, Kathryn (1996) Understanding wetlands and endangered species: Definitions and relationships. Retrieved October 13, 2010 from (http://www.aces.edu/pubs/docs/A/ANR-0979/)
(Article #1)
Scientists to mull climate impact of wetlands destruction
Moves around the world to drain marshes and other wetlands to make space for farming could be hastening climate change, scientists gathering in Brazil from Monday will be hearing.
By AFPJuly 21, 2008
Moves around the world to drain marshes and other wetlands to make space for farming could be hastening climate change, scientists gathering in Brazil from Monday will be hearing.
Around 700 researchers from around the world are to descend on the central western town of Cuiaba for a four-day conference to discuss ways to preserve wetlands, the UN University, a grouping of scholars, said in a statement.
They are concerned that evaporation from warmer global temperatures and man's destruction of wetlands are releasing massive amounts of carbon into the atmosphere, which could be increasing greenhouse gases.
Wetlands such as marshes, swamps, mangroves, peat bogs and river floodplains cover six percent of the Earth's land surface, and store up to 20 percent of terrestrial carbon in the form of slowly decaying organic matter, the statement said.
They are estimated to contain 771 billion tons of greenhouses gases -- carbon dioxide and methane -- an amount comparable to the carbon content already in the atmosphere.
According to the UN University, 60 percent of wetlands around the world have been destroyed in the past century, mainly to provide drainage for farming.
"Too often in the past, people have unwittingly considered wetlands to be problems in need of a solution. Yet wetlands are essential to the planet's health," said UN Under Secretary-General Konrad Osterwalder, who is also rector of the UN University.
A German expert, professor Wolfgang Junk of the Max Planck Institute for Evolutionary Biology, added: "Wetlands act as sponges and their role as sources, reservoirs and regulators of water is largely underappreciated by many farmers and others who rely on steady water supplies."
The conference, co-organized with Brazil's Federal University of Mato Grosso in Cuiaba, will be looking at ways to protect and better manage wetlands, some of which extend over national borders.
Cuiaba itself is on the edge of the Pantanal, a remote and therefore relatively untouched wetland straddling Brazil, Bolivia and Paraguay.
The UN University is a community of researchers studying pressing global problems set up by the UN General Assembly. Its headquarters is in Japan.
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