SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Names Erik Cobian Mejia Subject Chemistry
Unit Name and Unit Name: Ocean Acidification (Leave this
Week (Leave this blank for
Driving Unit Driving Question: How can we mitigate coral blank for EDSC to
of EDSC 442C)
Question bleaching in the Great Barrier Reef? 442C)
Anchoring Phenomenon: Ever since you were a child, you and your family would travel to Australia
every year to visit relatives. Your favorite part of every trip would be sailing to Papua New Guinea to
Anchoring scuba dive around the Great Barrier Reef. However, you have noticed that over the past few years, fish
Phenomenon or populations have begun to decline as coral reefs are becoming increasingly more bleached. Your love
Design Problem and admiration of the Great Barrier Reef ecosystem have caused you to take action! Soon you will meet
(with Anchoring with a higher executive of the Coast Guard for protection of the Great Barrier Reef to give him/her a
Activity for the presentation on your ideas to protect it.
unit)
Anchoring Activity: Upon completing the unit, you will be presenting scientific arguments on how we
can protect the coral from bleaching.
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can
create feedbacks that cause changes to other Earth’s systems.
Clarification Statement: Examples should include climate feedbacks, such as how an increase in
greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount
NGSS Performance
Expectation
of sunlight reflected from Earth’s surface, increasing surface temperature and further reducing the
amount of ice. Examples could also be taken from other system interactions, such as how the loss of
ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase
groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of
wetlands causes a decrease in local humidity that further reduces the wetland extent.
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. Earth’s
systems, being dynamic and interacting, cause
feedback effects that can increase or decrease the Students use tools, technologies, and/or models to analyze
original changes. the data and identify and describe relationships in the
Disciplinary Core ESS2.D: Weather and Climate. The foundation for datasets, including the relationships between the changes
Ideas (DCIs) Earth’s global climate systems is the electromagnetic in one system and changes in another (or within the same)
radiation from the sun, as well as its reflection, Earth system; and possible feedbacks, including one
absorption, storage, and redistribution among the example of feedback to the climate.
atmosphere, ocean, and land systems, and this
energy’s re-radiation into space.
Science and Analyzing and Interpreting Data. Analyzing data in 9-12 Students organize data that represent measurements of
Engineering builds on K-8 experiences and progresses to introducing changes in hydrosphere, cryosphere, atmosphere,
Practices (SEPs) more detailed statistical analysis, the comparison of biosphere, or geosphere in response to a change in Earth’s

data sets for consistency, and the use of models to
generate and analyze data.
Analyze data using tools, technologies, and/or
models (e.g. computational, mathematical) in
order to make valid and reliable scientific
claims or determine an optimal design solution.
Epistemic
Argumentation
Practice(s)
(Bundled SEPs) Modeling
Stability and Change. Feedback (negative or positive)
can stabilize or destabilize a system.
Influence of Engineering, Technology, and Science on
Cross Cutting Society and the Natural World. New technologies can
Concepts (CCCs) have deep impacts on society and the environment,
including some that were not anticipated. Analysis of
costs and benefits is a critical aspect of decisions about
technology.
surface.
Students describe what each data set represents.
Students analyze data to identify effects of human activity
and specific technologies on Earth’s systems if present.
Students include a statement regarding how variation or
uncertainty in the data (e.g. limitations, accuracy, any bias
in the data resulting from choice of sample, scale,
instrumentation, etc.) may affect the interpretation of the
data.
Students use the analyzed data to describe a mechanism
for the feedbacks between two of Earth’s systems and
whether the feedback is positive or negative, increasing
(destabilizing) or decreasing (stabilizing) the original
changes.
Students use the analyzed data to describe a particular
unanticipated or unintended effect of a selected
technology on Earth’s systems if present.

3D Learning
Students will analyze and interpret data to determine the rate of change in concentration of Carbonate ions between
Objective (Lesson-
Earth’s systems (hydrosphere, cryosphere, atmosphere, biosphere, and geosphere) in response to human activity and
Level Learning
Expectation) create an evidence-based claim to support their reasoning.

Lesson-Level
https://www.youtube.com/watch?v=BO44JlAElXM&ab_channel=Vox
Phenomenon
https://www.youtube.com/watch?v=zQEQktRkFMQ

Connections to ELA/LITERACY
other standards RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important
(CCSS ELA, CCSS distinctions the author makes and to any gaps or inconsistencies in the account.
Math) WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.

MATHEMATICS
MP.2 Reason abstractly and quantitatively.
HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.
HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context.
HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph
 equations on coordinate axes with labels and scales.
HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

absorbed, acid, base, balance, boiling point, carbon dioxide, chemical, chemical change, chemical system,
Target Vocab to be
concentration, dissolve, energy, equilibrium, gas, law of conservation of mass, liquid, melting point, pH, physical
Developed
change, product, reactant, reaction rate, solid, sublimation, substance, temperature, yield

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
Engage: The teacher will engage the students by asking
Lesson Intro the question if they believe aliens exist. The teacher will Engage: Students will participate in classroom discussion
(Engage) scaffold scientific thinking through this classroom and focus on how the teacher will create an effective CER
discussion by modeling how to create an effective CER statement based on the explanations that the classroom
TIME: 15 minutes statement to the class based on the responses that the provides.
students provide.
Explore: The teacher will walk around and assist
students by scaffolding on their learning through
Explore: Students will review scientific concepts within
thought-provoking questions based on their scientific
previous lessons of the unit and create a CER statement
inquiry as they create their first draft of the CER
with their table group to answer the question “How can
statement.
we mitigate coral bleaching in the Great Barrier Reef”
Lesson Body
(Explore, Explain, Explain: The teacher will support students in creating
Explain: Students will peer-review CER statements of other
Elaborate) PQP statements for their classmates by scaffolding on
groups by writing PQP statements on a sticky note and
likes, dislikes, and questions they have in regards to
TIME: 35 minutes attaching it to their CER statement.
their statements.
Elaborate: Students will elaborate on the feedback they
Elaborate: The teacher will assess changes students
received from other classmates and revise their CER
make on their CER statement and elaborate on what
statements.
they feel like are generally strong and weak within their
CER statements.
Evaluate: Students will finish their CER statements, submit
Lesson Closure Evaluate: The teacher will assess student understanding
the assignment for a grade, and utilize the remaining time
(Evaluate) and effectiveness of the lesson based on the student
within the period to fill out an exit ticket to express how
responses provided by the CER statement and exit ticket
TIME: 5 minutes they feel about the content, skills, and learning processes
at the end of class.
that were present within the classroom.
ASSESSMENT

HOW IT INFORMS
FEEDBACK STRATEGY
TYPE PURPOSE IMPLEMENTATION TEACHING

Entry Level Provide introduction with Teacher will be making in- If students appear to be

Press for indication and
understanding of how to the alien example to help the-moment decisions
properly form a CER students become familiar based on the responses
argument. with the CER method. from the students.
Teacher will evaluate
conversations of the
students and the process in
which they are developing
their CER statements to
provide feedback by
scaffolding on their thinking
Assess and scaffold on
Assessing student in areas they are successful
student thinking as they
PM (Formative) performance and and/or lacking.
collaborate in small groups
application abilities.
to develop a CER statement.
Students will peer-review
their classmates' work by
writing PQP statements on
sticky notes and posting
them on their CER
statements.
really struggling with
grasping the concepts for
how to create a CER
argument, the teacher can
elaborate or scaffold the
learning further.
Are the students
successfully connecting
major concepts from
previous lessons within the
unit to formulate scientific-
based arguments? Are the
students working
collaboratively as they
provide each other
constructive feedback and
ideas to formulate a more
effective CER statement?

Written feedback on their What components of the

written submissions to rubric or scientific content
each group indicating areas are the students successful
of strength and weaknesses and/or lacking? Did the
of their CER statements. students execute their
Determine if students can Students will submit a CER
implications to the redesign
construct an effective statement to the teacher at
Using a rubric , the teacher of the prelab? Is their lab
scientific-based the end of class that
will assign students a score. notebook and report
Summative explanation to explain explains how humans can
how humans can mitigate mitigate coral bleaching Students can use this thorough and informative
coral bleaching within the within the Great Barrier feedback to make one final of their experiment? Does
Great Barrier Reef. Reef. revision to their CER their redesign reflect what
statement before occured in their
completion of the unit. experiment?

DIFFERENTIATION English Learners Striving Readers Students with Special Advanced Students
 Needs
Scaffolds are in place for
each part of the lesson.
EL students are able to
Students get additional
use Google Translate (or
The teacher emphasizes in time for CER argument
other apps) as they
bold any important development. Students may
complete the CER
terminology for the unit also receive the same
method for completing
(similar as ELs). graphic organizer to
their argument, and give Students could be asked to
The teacher may provide complete during direct
feedback to their peers. help scaffold peer learning
students with a cut down lectures (as ELs). Students
Teacher emphasizes in by explaining to striving
version of any necessary get time to practice their
bold any important students their own thought
reading for the unit (with responses before
terminology for the unit processes and
important terminology potentially sharing with the
and offers handouts in interpretations of the
bolded). class; they will also be
home language to phenomena of the prelab
The teacher may alter the notified in advance if their
scaffold learning intake. and content.
reading form based on thoughts are to be shared
The teacher can offer use
students’ needs (i.e. from with the whole class.
of graphic organizers to
media to print, vice versa, Students are to be
help students take notes
or other). integrated into diverse
during direct lecture.
groups during small group
discussion to enhance their
learning intake.

Video shown within Lesson Body (Explain) section

https://www.youtube.com/watch?v=BO44JlAElXM&ab_channel=Vox
https://www.youtube.com/watch?v=zQEQktRkFMQ

NOAA: (Ocean Acidification Overview)

Materials Needed https://www.noaa.gov/education/resource-collections/ocean-coasts/ocean-acidification
and Links to
NASA (Ocean Acidification Overview)
Instructional
https://www.nasa.gov/topics/earth/features/climate_acidocean.html
Resources
Ocean Conservancy (Ocean Acidification Overview)
https://oceanconservancy.org/ocean-acidification/

Gizmo (Ocean Carbon Equilibrium)

https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&InteractiveCaseID=17&ResourceID=3164

Reflection, The lesson was designed to combine the concepts that the students have been learning throughout the course
Summary, between ocean acidification, Le Chatelier’s principle, and feedback loops of Earth’s systems to construct a scientific-
Rationale, based explanation on how human activity has impacted coral bleaching within the Great Barrier Reef. The rationale for
Implementation the lesson is to illustrate to students the significant negative impacts human activity has had on other living
environments so they can implement this information into modern society and design solutions that can help mitigate
further deterioration of the fragile coral ecosystems.