Mia Angelis

th
6 Grade 5E Lesson Plan

Informational Components

Lesson Title: What’s happening to our oceans?

Grade Level: 6th

State Standards Connection:

Cross-cutting Concept: Cause and effect

Scientific and Engineering Practices: Engaging in argument from evidence

Disciplinarily Core Idea: Earth and Space Science

Strand 6.4: Stability and Change in Ecosystems: The study of ecosystems

includes the interaction of organisms with each other and with the physical environment.

Consistent interactions occur within and between species in various ecosystems as

organisms obtain resources, change the environment, and are affected by the

environment. This influences the flow of energy through an ecosystem, resulting in

system variations. Additionally, ecosystems benefit humans through processes and

resources, such as the production of food, water and air purification, and recreation

opportunities. Scientists and engineers investigate interactions among organisms and

evaluate design solutions to preserve biodiversity and ecosystem resources.

Standard: 6.4.4

Construct an argument supported by evidence that the stability of populations is

affected by changes to an ecosystem. Emphasize how changes to living and nonliving

components in an ecosystem affect populations in that ecosystem. Examples could

include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts.

Specific Lesson Objective:

Students will engage in arguments from evidence based on time-lapse videos and before

and after pictures of today’s oceans. We will focus on the stability of populations and

how they are affected by changes to an ecosystem.

Vocabulary Focus:

Stability, Ecosystem, Alteration, Oceanic

Materials:

• Time-lapse video of habitat alteration

• Computer/projector

• 10-15 before and after photos of habitat alteration

• Lab notebooks

• Cause and Effect worksheet

• Resources: http://www.see-the-sea.org/topics/habitat/habitat_alteration.htm,

http://marinebio.org/oceans/conservation/habitat-conservation/,

Anticipated Time Frame:

45 minutes

Engage and Launch: (7-10 minutes)

• How many of you have been to the ocean? (student responses) If you have—what

did you see? If you haven’t, what representations of oceans have you seen?
 Recently our oceans have seen significant changes and these changes haven’t

necessarily been good changes. What has been going on with our oceans? (wait

for student responses) After student responses, begin to watch time-lapse video of

ocean alterations.

• Define vocabulary for the unit after watching the time-lapse video, have this

clearly posted on the board.

Teacher Role: Asks questions; Assesses prior knowledge

Student Role: Has an interest; Calls upon prior knowledge; Develops a need to know

Explore/Do: (15-20 minutes)

• After watching the video, ask students to return to their seats (table group seating)

where they will then watch another time-lapse video of ocean alteration and

during this video they will utilize their science journals to record observations that

they make while watching the time-lapse.

• After students have watched the videos and have written down their observations

of what they saw during the videos, students will utilize the think-pair-share

method to discuss what they observed with their table groups.

• After students have discussed the alterations and cause and affect that they

observed in the time-lapses one person from each table will share out their groups

findings/observations.

• I will write down the students observations on the board/or chart paper

• After discussing the observations/writing them down, I will pass out before and

after photos of oceans that experienced habitat alteration.

 • Each table group will have multiple before and after photos to analyze. During

this stage, students will utilize their science journals again to record the

observations of the before and after photos.

• During this time, I will go around to the tables and ask formative questions to

assess student’s understandings. “What do you think is a problem in this ocean?

How does this affect the ocean life? What could we do to help?”

Teacher Role: Makes open suggestions; Questions and probes; Provides feedback;
Assesses understanding and processes
Student Role: Explores resources and materials; Records observations and ideas

Explain/Summarize: (10-13 minutes)

• Following the time-lapse videos and the before and after photo

observations/discussions, I will use the board/chart paper to create a cause and

effect chart that the students and I will fill out together.

• During this time, pass out cause and effect worksheets for students to follow

along with and fill out.

• Again, I will use formative assessment questions to assess the students

understanding. Using both open-ended questions and more subject specific.

• I will ask for specific examples from either the before and after photos or the

time-lapse videos.

• This is an ideal time for me to scaffold and clarify any misunderstandings.

The amount of scaffolding will be determined on student involvement and

formative assessment.
Teacher Role: Ask for clarification and evidence from students; Enhances or clarifies
explanations; Uses students’ experiences as a basis for explaining new concepts;
Assesses understanding and processes
Student Role: Clarifies understandings; Shares understandings from feedback; Forms
generalizations; Seeks new explanations

Elaborate: (7 minutes)

• At the bottom of the cause and effect chart we will begin to brainstorm

solutions to the ocean habit alteration problems that our world faces. We will

talk about environmental impact, changes in the populations effect on

ecosystem, what can we do as a school to help with our oceans and

ecosystems around us.

• * Since this is just one lesson out of the whole unit, this will only be the

beginning of generating ‘solutions’ to environmental/ocean problems, which

is why it is included during the ‘elaborate’ section.

• After finishing the cause and effect worksheet, students will glue it into their

science journal.

Teacher Role: Ask questions that make students access recently learned
knowledge/pervious knowledge; Give scenarios to students that incorporate questions
Student Role: Applies new knowledge through the answering of questions; Asks
questions; Asks clarifying questions

Evaluate/Assess (plus home extension):

• Formative assessments will occur during each phase because I will ask the

students questions to assess their understanding.

• For a summative assessment; however, I ask students to do research on a Utah

ecosystem and write about the cause and effect/ the habitat alteration that has
 occurred. This will be an ongoing project that I will explain in more depth to the

class and help with brainstorming/setting it up.

Teacher Role: Observe and assess students, ask open-ended questions

Students Role: Demonstrate an understanding of the moon phase concepts; answer
open-ended questions through their observations, complete summative moon phase
assessment.

Adaptations for ELL & Special Needs:

The ELL students in the class do not share the same first language with other students;
however, they are paired in small table groups that work well in asking questions and
answering questions. I also believe that this will be of assistance for students with special
needs as well since they will be able to be assisted in their group setting. My intention is
by having the few students spread amongst the group that their table groups will be of
assistance to them and be able to explain/answer questions in different ways than I would
be able to. The science definitions will be defined clearly on the board for the students to
follow along and write down on their worksheet that will later be transferred to a journal.

Adaptations for Advanced Learners:

Advanced learners have additional options as well. These students can pair off with other
students who may be finishing early, or seem to have a good grasp on what is being
discussed, and ask questions with each other to further their knowledge. If they are
finishing significantly earlier, I will pose further questions to these students about the
habitat alteration that is occurring. Or ask the students to do research on a ecosystem
habitat that has experienced alteration. However I don’t want these learners to have extra
work, so my judgment of what I would ask them to do further would come from their
fascination with what was taught in combination with their level of understanding. More
than likely I would pose further development questions.