SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE

Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name

CWID

Subject Area

Moses Oh

894365782

Science

Class Title

Lesson Title

Unit Title

Grade Levels

Total Minutes

7th Grade Honors Science

Inquiry

Ecology

7th

43

CLASS DESCRIPTION
Students are in a Jr. High School 7th grade honors Science class. There are about 34 students in the classroom and
many of the students are eager to learn. Many of the honors students are GATE identified and thus they are identified
as students with special needs. There is also another student who is designated as an EL and there is a student that
has a Cochlear Implant which assists with his hearing. Many of the students have just come out of elementary school
and many are quite timid and shy. The students are very eager to start class at the beginning of each day and
because the classes are at the beginning of the school day they are quite alert and focused. The students are on an
honors tract and many of the students have at least one other class with their classmates.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
WHST GRADES 6-8
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge
and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant,
accurate data and evidence that demonstrate an
understanding of the topic or text, using credible
sources.
c. Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows
from and supports the argument presented.
7.SP
MSConstruct an explanation that predicts patterns of interactions among
Use random sampling to draw inferences about a population.
LS2-2. organisms
1. Understand that statistics can be used to gain information
across multiple ecosystems.
about a population by examining a sample of the
MSEvaluate competing design solutions for maintaining biodiversity and population; generalizations about a population from a
LS2-5. ecosystem services.
sample are valid only if the sample is representative of
that population. Understand that random sampling tends
to produce representative samples and support valid
inferences.
2. Use data from a random sample to draw inferences about
a population with an unknown characteristic of interest.
Generate multiple samples (or simulated samples) of the
same size to gauge the variation in estimates or
predictions. For example, estimate the mean word length
in a book by randomly sampling words from the book;
predict the winner of a school election based on randomly
sampled survey data. Gauge how far off the estimate or
prediction might be.

1.

Lesson Objective(s)
Students will be able to make a claim based upon
the design of the activity that will allow which
"bird" will be able to thrive the best in which
"island". The Islands will have specific resources
that the "birds" will eat. The birds are a spoon
bird, chopstick bird, clothespin bird, and the
scissor bird. These birds will all rotate in the
islands and attempt to eat at the different
resources that that are particular to that island.

Evidence
1. Students will fill out portion of the worksheet that asks
students to hypothesize which bird will eat the most on
each island.

Island food will include pipe cleaners, marbles, qtips, rubber bugs, etc. Students will be able to
make a conjecture/prediction about which birds
will succeed at each respective island.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

Implementation

Feedback Strategy

How Informs Teaching

Oral- Students will be

asked and response will
be asked for quickly also.

The teacher will respond

back to the students
after the students have
given their solution.
Teacher will also show
examples that students
may not have shown.
Teacher may also
provide images of the
birds or videos

It will help the teacher

know to move on with
the activity. Students
will show why they are
doing this activity.
Teacher will see that
students will see that
they are simulating
species of birds
competing for resources.
It helps the teacher
understand if the
students get that
interaction with certain
environments and other
organisms affect the
population of other
organisms.
Students will not be able
to continue to the next
assignment if they
haven't recorded the
necessary data.

EL

"What types of birds do

you know that have this
style of beak?"- allow for
students to see the
connection between
these tools and real
living birds

PM

"Teacher will walk around

the groups and ask the
students, which animal
had the hardest time?
which animal had the
easiest time? Why do
you think that was the
case?

Teacher will walk around

the classroom. Students
will be able to respond
orally

Teacher will respond

back with any other
questions or statements
to guide the student to
understand the role
interactions have on
success of species.

Worksheet- Students will

record and share data

Written- Students will

make sure to share and
record data with other
group members.

Teacher will be able to

look at students papers
to see if they have
recorded the required
data.

INSTRUCTION
Instructional Strategies

Modeling
Activating Prior Knowledge.
Think-Write-Pair-Share

Lesson Introduction/Anticipatory Set

Time
Teacher Does
1. Teacher will introduce lab sheet while the
teacher has a student or TA pass the lab
sheet out to the students.
2. Teacher will show the students examples of
the birds that have the different types of
5-10
"beaks" and ask students if they know any
birds with those kinds of beaks?
3. Teacher will allow students about 3-5
minutes to write down their predictions
Lesson Body
Time
20-25
1.
2.

3.

Teacher Does
Teacher will explain the
experiment/simulation with the students.
Students will answer 4 pre-lab questions that
make sure the students understand the
rules.
Teacher will have 9 stations out scattered
throughout the classroom and outside the
classroom. Each station will have a number
attached to it. The teacher will assign
groups of 4 and the teacher will explain to
the students that they must rotate to the
station with the number that is higher.
Station 9 must rotate to station 1. The
teacher will make sure to have a timer up on

Student Does
1.

2.

1.

2.
3.

Students will write down the name of the

type of bird that they think will flourish on
the island.
Students will have written 9 predictions
about which bird they think will eat the most
on each of the nine islands.

Student Does
Students will answer 4 pre-lab questions
after they have followed along with the
teachers explanations.
Students will follow directions and follow
rules and protocol of the activity.
Students will share and record their data on
the backside of the worksheet.

the screen for 1 minute and the students will

begin the activity.
Lesson Closure
Time
Teacher Does
1. Teacher will ask students to stop and come
back to their seats.
2. Teacher will ask the question, "How many of
5
you got all of your predictions correct? If you
didn't, why do you think you didn't and if you
did why do you think you did?"

Student Does
1. Students will evaluate their protocols for
completing the activity and they will offer a solution
and at least one reason as to why they answered the
way they did. Students will be able to identify at any
issues that may have occurred when obtaining data.

Instructional Materials, Equipment, and Multimedia

Bins

Small paper trays

Scissors, Spoons, chopsticks, clothespins (birds beaks)

marbles, q-tip, buttons, rubber bands, rubber insects, pennies, toothpicks, pipe cleaners, popsicle sticks (island
food source)

projector, timer,
Co-Teaching Strategies
Tag-teaching
DIFFERENTIATION
English Learners

Striving Readers

Students with Special

Needs

Advanced Students

ENGLISH LEARNERS

WILL BE SUPPORTED
DURING THIS LESSON IN THE FOLLOWING
WAYS:

THE

THE

ABILITY TO WORK IN

GROUPS TO COMPLETE THEIR

ACTIVITIES

THE

ADVANCED

WARM-UP QUESTION WILL

ASSESS THEIR KNOWLEDGE

AND ABILITY TO CREATE AN
ANALOGY, WHICH IS AN
ADVANCED LANGUAGE
CONCEPT

OPPORTUNITY TO

PRACTICE THEIR ENGLISH

SPEAKING SKILLS BY SHARING
DATA AND TALKING ABOUT
THE RESULTS OF THE ACTIVITY
AT THE END OF EACH
STATION.

STUDENTS

WITH SPECIAL NEEDS WILL BE

SUPPORTED DURING THIS LESSON IN THE
FOLLOWING WAYS:

STRIVING

READERS WILL BE SUPPORTED

DURING THIS LESSON IN THE FOLLOWING
WAYS:

THE

GROUPS TO HAVE OTHER

STUDENTS HELP THEM READ
WORDS THEY DO NOT
UNDERSTAND

PRE-LAB

GROUPWORK WILL ALLOW

OTHER STUDENTS TO KEEP
OTHER STUDENTS IN CHECK
AND ON TASK

THE

ABILITY TO REINFORCE

THE CONTENT THEY

HAVE LEARNED BY TEACHING
OTHER STUDENTS WHO MAY
BE STRUGGLING

QUESTIONS WILL

ALLOW STUDENTS WILL CHECK

TO SEE IF STUDENTS
UNDERSTAND THE STEPS TO
THE ACTIVITIES

ABILITY TO WORK IN

STUDENTS WILL BE SUPPORTED

DURING THIS LESSON IN THE FOLLOWING
WAYS:

PROBING

QUESTIONS AT THE

END OF THE LESSON WILL

PROVIDE ADVANCED STUDENTS
THE OPPORTUNITY TO THINK
CREATIVELY AND CRITICALLY

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

The activity will allow for students to engage with the abstract concept of competition and its effect on populations of
species. Resources are important to an organisms population growth and this activity will allow students that have
difficulty with the abstract concept to understand how the concept works in the real world. The teacher will also model
the bird beak adaptation lab for those students who may still have some confusion about the actual protocols of the
lab. Students will gather data and share data which is a skill that is designated by the NGSS.