SCIENCE EDUCATION LESSON PLAN FORMAT ​rev 11.

20
Names Nicole Sattler, Simon Lam. Ritsu Kondo Subject Chemistry
Unit Name: ​Chemical Reactions
Unit Driving Question: ​What is causing the coral to change
color? What does the change/loss of color indicate? Are there
Unit Name and consequences beyond the effects on the coral reef? Does it (Leave this
Week (Leave this blank for
Driving have anything to do with human activities? If so, how? Why blank for EDSC to
of EDSC 442C)
Question should we worry about it? Would it be possible to mitigate the 442C)
process? What can we do individually and collectively to
mitigate the process?

Anchoring Phenomenon: ​Coral bleaching

Anchoring Activity:

You are a scientific consultant for the long beach aquarium. Your job is to ensure the longevity of the ocean
and give the aquarium an update on the health of our oceans. After a travel scuba session you notice a
difference in the coral. You take a picture and compare it to one of the previous pictures. The aquarium asks
you to investigate this change and present them with a model of what is happening in our oceans. This
model, in the form of a multimedia presentation, such as infographic will be displayed prominently in the
Anchoring main lobby to all of the aquarium visitors to educate them about our oceans. Additionally or alternatively,
Phenomenon or you will create a website highlighting the finding, to be linked or embedded into the main home page of the
Design Problem aquarium website.
(with Anchoring
Activity for the
unit)

NGSS Performance HS-ESS2-2. ​Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that
Expectation cause changes to other Earth systems.
 Provide the Standard and Element(s) that Students Will
Where in the lesson can this be found?
be Engaging In
ESS2.A: Earth Materials and Systems
Disciplinary Core ● Earth’s systems, being dynamic and interacting, Students will be creating initial and revised models of the
Ideas (DCIs) cause feedback effects that can increase or carbon cycle.
decrease the original changes.
Analyzing and Interpreting Data
Science and ● Analyze data using tools, technologies, and/or
Students will analyze data (graphs, articles) for information
Engineering models (e.g., computational, mathematical) in
Practices (SEPs) to complete their model of the carbon cycle.
order to make valid and reliable scientific claims
or determine an optimal design solution.
Epistemic Developing and Using Models
Practice(s) ​(Bundled Analyzing and Interpreting Data
SEPs) Obtaining, Evaluating, and Communicating Information
Stability and Change
Cross Cutting Students will explore how greenhouse gases affect the
● Feedback (negative or positive) can stabilize or
Concepts (CCCs) carbon cycle.
destabilize a system.

3D Learning
Objective Students will illustrate the cycling of carbon and conservation of mass by designing an initial model. They will then
(Lesson-Level complete a revised model that demonstrates new information obtained on the cycling of carbon and conservation of
Learning mass at the end of the lesson.
Expectation)
Methane in Alaskan Lake
Lesson-Level ● Walter Anthony, K., Schneider von Deimling, T., Nitze, I. et al. 21st-century modeled permafrost carbon emissions accelerated by abrupt
Phenomenon thaw beneath lakes. Nat Commun 9, 3262 (2018). https://doi.org/10.1038/s41467-018-05738-9

ELA/Literacy
● RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS2-2)
● RST.11-12.2 - Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
Connections to information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS2-2)
other standards Mathematics
(​CCSS ELA​, ​CCSS ● HSN-Q.A.1 - Use units as a way to understand problems and to guide the solution of multi-step problems;
Math​) choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and
data displays. (HS-ESS2-2)
● HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(HS-ESS2-2)
● MP.2 - Reason abstractly and quantitatively. (HS-ESS2-2)
Target Vocab to be
Carbon cycle, carbon dioxide, feedback loop, climate change, greenhouse gas, permafrost
Developed
 LESSON
The 5E Model
TEACHER DOES STUDENT DOES
● show a photo of the anchoring phenomenon,
methane emission from melted permafrost
lake,
https://www.nature.com/articles/s41467-018-0
5738-9/figures/1
● group students in pairs or trios and send them
to breakout rooms and ask students to come up
with an idea of what is happening (5 min.),
share the idea with others in a small group ● go into the designated breakout room, formulate
(Think-Pair-Share, another 5 min.) ideas of what is happening in the anchoring
● check students’ activities in breakout rooms & phenomenon using observations, imagination,
help with their brain storming, providing some inferences, and prior knowledge, discuss with other
Lesson Intro scaffolding as necessary students in a small group, and come up with a
(Engage) ● give students brief information about what the consensus response to submit/share
phenomenon shows (figure legends) (1 min.) (Think-Pair-Share, 10 min. total)
TIME: 20 min. ● give a quick quiz (Google form, may be) as ● examine the information revealed about the
formative assessment, asking what they know phenomenon (1 min.)
about permafrost and methane, such as what ● take a formative assessment quiz answering
it’s chemical formula is, where it is found questions about what they know about methane as
commonly, what kind of gas it is (greenhouse outlined left
gas), what greenhouse gas is (role in earth’s
energy balance), & what happens to
GHG/where does it go? (cons. of
matter/carbon cycle)
https://docs.google.com/forms/d/1rbVpxcdGiyu4Rx2dzb
u0N4TVK3zORRbv2IsVjEoc_Lw/edit
● assess student response from the quiz and
plan/adjust subsequent lesson accordingly
give a short lesson on greenhouse gas, giving students
Lesson Body websites to look at, videos to view, and interactive
(Explore, Explain, explore and learn about greenhouse gases using resources
activities (see the materials and resources section) to
Elaborate) given, (website, videos, interactives) to learn the lesson
introduce students to the content they are expected to
objectives outlined left
TIME: 35 min. learn (climate change, feedback loop, conservation of
matter/mass, carbon cycle)
instruct students to:
● write a description* in their own words of
Lesson Closure ● write a description in their own words of permafrost carbon feedback (PCF)​ ​by using
(Evaluate) information given in the figure 1 and preceding
permafrost carbon feedback (PCF)​ ​by using
paragraph of the article
TIME: 45 min. information given in the figure 1 and preceding
https://iopscience.iop.org/article/10.1088/1748-932
paragraph of the article
6/9/8/085003
 https://iopscience.iop.org/article/10.1088/1748
-9326/9/8/085003
● write a description* in their own words of
greenhouse gases (GHGs) and greenhouse
effects by using information given on the
website
https://www.esrl.noaa.gov/gmd/education/car
bon_toolkit/basics.html
● write a description* in their own words of what
happens to GHGs like CO2 emitted into
atomsphere using information given on the
following websites
https://www.nap.edu/resource/12904/Carbon-
Cycle-Illustration-print.tif​,
https://www.nap.edu/resource/12904/Carbon-
Cycle-Illustration-print.tif​,
https://www.esrl.noaa.gov/gmd/education/car
bon_toolkit/basics.html
*paragraph or 2 written summary, outline, graphic form
or other multimedia form acceptable
ASSESSMENT
● write a description* in their own words of
greenhouse gases (GHGs) and greenhouse effects by
using information given on the website
https://www.esrl.noaa.gov/gmd/education/carbon_
toolkit/basics.html
● write a description* in their own words of what
happens to GHGs like CO2 emitted into atomsphere
using information given on the following websites
https://www.nap.edu/resource/12904/Carbon-Cycl
e-Illustration-print.tif​,
https://www.nap.edu/resource/12904/Carbon-Cycl
e-Illustration-print.tif​,
https://www.esrl.noaa.gov/gmd/education/carbon_
toolkit/basics.html

FEEDBACK STRATEGY HOW IT INFORMS TEACHING

TYPE PURPOSE IMPLEMENTATION
This will inform the teacher
The Initial model will
of how much the students
serve the purpose of
informing the teacher of Students will not receive already know about a topic
After students observe the feedback at this level. They as well as any
how much the students
photos/graphs presented
already know about a will be receiving more misconceptions they might
they will be asked to
Entry Level topic. It will help information and be expected have on it. After this
formulate an idea of what is
students apply their to revise their model in the assessment the teacher is
happening and illustrate
previous knowledge on a future.
that idea in an initial model able to decide the length of
topic as well as help them
organize their thoughts the lesson as well as how
on a topic. deeply they go into it.

To check in with students Students will be given Students will be receiving This will inform the teacher
half way through the various different sources of immediate feedback in this on if the students are able to
PM (Formative) lesson to ensure that data and they will be whole class discussion make the connections from
they are attempting to expected to analyse the through the teachers quantitative data to real
apply this new data and then discuss the responses to their world application. It also
 information they are implications of that data in application. There is no right informs the teacher if the
learning. a whole class discussion. or wrong in this assessment. class needs more practice in
Rather, students are a future lesson of looking and
expected to be able to apply analysing data.
the information and
compare it to their previous
model.

This informs the teacher on

To ensure that students
were able to make
connections from the
Summative information presented in
class to their initial model
and create a revised
model.
After the entirety of the
lesson the students will be
asked to revise their initial
model using the new
information they obtained.
Students will be graded on
their model and should
receive a grade in 1-2 days.
It will be graded on
application of class topics as
well as organization. This
entails that the students are
able to organize their
information and thoughts
clearly.
the effectiveness of their
lesson. Does the lesson need
to be revised for future
classes? Was there a
miscommunication between
the teacher and students? as
well as if the teacher would
benefit from spending
another day on this lesson
but maybe in a different
format.

English Learners Striving Readers Students with Special Needs Advanced Students

Students will receive a

Students will get a copy
of the data and any
documents looked at
DIFFERENTIATION
during the lesson.
Students will receive a
scaffolded template for
their model
Students will receive a
scaffolded template for
their model.
Parts of the model that
require the students to
write out a description will
be scaffolded.
scaffolded template for their
model .
Extra time will be given to
those that need it to complete
their model.
Tech devices may be used to
aid in viewing of materials or
in creation of the model.
Students will receive an
unscaffolded model
template. They are also
expected to apply the
concepts more deeply into
their model than other
students.

web resources:
https://www.nature.com/articles/s41467-018-05738-9/figures/1
Materials Needed https://www.esrl.noaa.gov/gmd/education/carbon_toolkit/basics.html
and Links to https://www.esrl.noaa.gov/gmd/ccgg/index.html
Instructional https://www.esrl.noaa.gov/gmd/ccgg/ghgpower/
Resources https://science2017.globalchange.gov/chapter/11/
https://iopscience.iop.org/article/10.1088/1748-9326/9/8/085003
http://www.climatechange2013.org/images/report/WG1AR5_Chapter01_FINAL.pdf
 The lesson is designed to introduce and allow students to explore the carbon cycle. Some misconceptions that can be
addressed are that the carbon cycle is more than photosynthesis, limited to the atmosphere, and that nature can correct
fluctuations in carbon indefinitely. Data analysis is being pressed throughout the lesson and a focus will be on how to
Reflection, read, interpret and evaluate graphs as a resource. If given data, students typically will assume the information presented
Summary,
is accurate and will not question its validity. The link between carbon and the ocean as a “sink” will be addressed to set
Rationale,
Implementation the stage for the next lesson. Modeling will be done to summarize findings and showcase the carbon cycle in a visual
manner. In doing so, the students’ models can be used to reflect changes in the carbon cycle and address its
ramifications. They will able to see the connections (feedback) between reservoirs and determine the impacts of any
potential shifts by following the routes depicted in their models.