Teachers Name: Chris Cicinelli Class Period Length: 50 minutes

Grade Level/Subject: 9th Grade Biology Unit Time Frame: 1 week

Central Focus: Provide exposure to aquatic Objectives

system, allowing students to visualize zones of aquatic 1. List and Identify different aquatic zones and
systems so that spatial awareness of symbiotic systems structures
can be determined. 2. Create poster representation of zones and
structures in groups of 3 to reinforce concepts
visually
3. Present posters with groups responsible for 2-3
terms picked at random
Standards
HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems
maintain relatively consistent numbers and types of organisms in stable conditions,
but changing conditions may result in a new ecosystem.
HS-ESS2- Plan and conduct an investigation of the properties of water and its effects on Earth
5. materials and surface processes.

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions
may result in:
(1) increases in the number of individuals of some species,
(2) the emergence of new species over time,
(3) the extinction of other species

Academic Language Functions, Vocabulary, and Discourse

Function: Discussion

Vocabulary:
photic zone: sunlight region near the surface of water
aphotic zone: dark layer of the oceans below the photic zone where sunlight does not penetrate
benthos: organisms that live attached to or near the bottom of lakes, streams or oceans
plankton: microscopic organisms that live in aquatic environments; includes both phytoplankton and
zooplankton
wetland: ecosystem in which water either covers the soil or is present at or near the surface for at least
part of the year
estuary: kind of wetland formed where a river meets the ocean
freshwater ecosystem: rivers and streams; lakes and ponds; and freshwater wetlands
marine ecosystem intertidal zones: coastal ocean, open ocean including open ocean photic zone and
open ocean aphotic zone
aquatic: a term used to describe an organism associated with a water environment; a water environment
phytoplankton: photosynthetic algae found near the surface of the ocean
zooplankton: small free-floating animals that form part of plankton

Discourse/syntax: Students will use visuals to memorize location of vocabulary terms and
using pairing activities to understand nongeographical concepts pertaining to aquatic
ecosystems. Additionally, students will be put into groups to discuss and eventually draw
terms on a poster, with a presentation to help assess understanding and provide closure to
the activity.

Materials list for activities:

 - Video 1: https://www.youtube.com/watch?v=kL-9TB4qAho
- Video 2: https://study.com/academy/lesson/aquatic-ecosystems-characteristics-definition.html
- Photo1: https://en.wikipedia.org/wiki/Aquatic_ecosystem#/media/File:Primary_zones_of_a_lake.png
- Additional resources: Webquest- Aquatic Systems: http://www.mbgnet.net/
- Poster Boards
- Markers
- Construction Paper/Glue Stick/Scissors/Tape

Safety Precautions: (Make sure scissors are respected and safe environment is maintained)

Learning Strategies/Experiences
Opening: (15 min) As students come to the class, have photo 1 displayed on screen. Begin to
orientate the students with the geographic outlines of the lesson. End lesson with queued
videos.

At conclusion of video please pass out pairing activity (make this for lesson plan). Upon
conclusion of pairing activity, go over answers and field remaining questions (activity with
questions should be 5 minutes long)

Allocate 15 minutes for pairing, and poster development for the aquatic systems vocabulary.

Lastly, give remaining lesson time to presentation, with groups of 3 presenting 2 vocabulary
terms (you select) to the class, repeat until all terms are covered. (12 minutes)

Closure: Upon completion issue Homework and reiterate review of class terms for the end of
the week quiz. (3 minutes)

Assessment/Evidence of Student Learning

Informal Assessments:

During the presentation of the aquatic systems in the first part of the lesson, questions
drawing on students prior knowledge of aquatic systems and discussion of what they
are will help gauge reach terms need more time or be revisited.

Formal Assessments:

The pairing activity is a usual assessment to gauge which students need additional
clarification. Be sure to stress if a term does not seem to recognizable, to ask for help.

At the end of the week there is a weekly quiz that selects at random terms throughout
the week, and is another gauge for student comprehension and progress.

Adjustments for Diverse Learners

Differentiation/Guided Supports:

Students who have Study lunch can use that time to preview the lesson and get a head
start on terms. Visual connections between the photos and videos will be stressed with
 the vocabulary.

Accommodation/Adaptation (IEP/504):

For students with an IEP for a visual- spatial learning disability, additional help with
their poster as well as using textured material will be available to assist in learning.
Additionally, pace will be slowed for comprehension and active learning through
questions. During their study lunch, students can pause the video to assist with pace.

Homework and Extension Activities

- Review next lessons terms and study todays terms
- Pairing activity see below

Resources/References:
https://quizlet.com
https://study.com

Pairing Activity