SCIENCE EDUCATION WEEKLY LESSON PLAN (Virtual and Distance Learning)

Name Nicolas Galasso Grade(s) Subject Biology

How do non-native impact our local ecology?
Driving
Brassica Nigra and the Southern California sagelands and prairies. Week of 9/7/2020 to 9/11/2020
Question
Anchoring
Phenomenon
Threats to biodiversity:How do invasive species impact ecology and threaten biodiversity?
or Design
Problem
NGSS
Performance
HS-LS2.6: Ecosystem Dynamics, Functioning, and Resilience
Expectations
Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types
Building
of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Towards(PEs
)
Provide the Standard and Element(s) that Students Will be Engaging
Where in this lesson can this be found?
In

Disciplinary
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Core Ideas Biodiversity describes the variety of species found in Earth’s Species Role section and Ecological Services.
(DCIs) and terrestrial and oceanic ecosystems. The completeness or integrity of
DCI elements
an ecosystem’s biodiversity is often used as a measure of its health.
Science and Constructing Explanations and Designing Solutions
Engineering Constructing explanations and designing solutions in 9–12 builds on Invasive species list. Breakout groups to discuss possible
Practices K–8 experiences and progresses to explanations and designs that are solutions. Mixed Garden discussion, how to help our own
(SEPs) and ecosystem at home and in our community.
supported by multiple and independent student-generated sources of
SEP elements
evidence consistent with scientific ideas, principles, and theories.
Epistemic
Practice(s)
Experimentation
(Bundled
SEPs)
Cross
Cutting
Concepts Stability and Change
● Small changes in one part of a system might cause large Invasive species discussion, local example of Brassica nigra.
(CCCs) and
CCC changes in another part.
elements
3D Learning
Objective
Construct personal examples of non-native and native species in local ecosystems and determine how the species are affected, and if the
(Lesson-Level
nonnative species is invasive.
Learning
Expectation)
Lesson Level
Phenomenon
● Identify what makes a species invasive.
-
● Explain how invasive species affect an ecosystem.
What are
● Relate how invasive species in local ecosystems can lead to loss of biodiversity.
students
trying to
figure out?
Language
Exchanging information and ideas through spoken english and written comments.
Objective and
Have students
EL Standard
Target Vocab
to be Invasive Species, Niches, Ecosystems, native species, indicator species.
Developed
Target Vocab
to be
ELA: Conduct short as well as more sustained research projects to answer a question
Developed
(including a self-generated question) or solve a problem; narrow or broaden
Connections
the inquiry when appropriate; synthesize multiple sources on the subject,
to other
demonstrating understanding of the subject under investigation.
standards
● nonnative, native, invasive, density, distribution, impact, beneficial.
(CCSS ELA,
CCSS Math)
Please provide the plan to include the Four Elements of Distance Learning in your weekly lesson plan below. Please include links to Instructional Resources
Communicate
Please write your message and/or
link your weekly video
announcement.
Objective: Students will continue to
recognize the principles of species
roles.
● Identify what makes a species
invasive.
● Explain how invasive species
affect an ecosystem.
● Relate how invasive species
in local ecosystems can lead
to loss of biodiversity.
● Create a digital blog of
locally invasive and native
plants in their area.
Teach
Please provide your standards-based
lesson(s) for the week including links
to online resources.
Monday - Introduction Day. The
teacher will give a mini-lecture
presentation reintroducing
ecosystems’ roles and how species fit
into these roles in an environment:
Flagship, Foundation, Umbrella,
Engineers, Keystone, Invasive, and
indicator.
Watch biointeractive video on
trophic cascades and keystone species
and upload a KWL about each
relationship they notice.
Students will turn this in by the end determined invasive species.
of the day on google classroom.
Tuesday/Wednesday - Invasive
species
Students will open invasive species
doc.
Place students in groups of 5 in
breakout group's. Groups are
preselected, and based on group
productivity. Assign them one of the
five labeled species.
Students will read the paragraph
Connect
Please explain how students will
connect with their classmates and
method(s) for communicating with
you.
Monday - Students will
communicate by answering short
questions in the chat every 5 or so
minutes. 1) In the comments can
anyone write down an example of a
keystone species?. 2) In the
comments have everyone write down
what they think would be an
example of an organism and role in
the local environments.
Tuesday/Wednesday - Students will
use breakout groups to discuss their
As a class, students will discuss their
own gardens and places they can visit Wednesday
during the week to take photos of
native and invasive pieces.
- This is to help students come
up of places to visit in their Thursday
local area as well as think
about their own homes as
examples of invasive/native
plants.
Feedback/Assessment
Please provide a plan for gathering
assessment data and method(s) for
providing feedback.
Monday
● Students will write a KWL
assignment about each
relationship they notice.
Students will turn this in by
the end of the day on google
classroom.
Tuesday
● Students will illustrate
understanding of impact of
invasive species through
think, pair share of different
invasive plants
● Zoom discussion/ breakout
groups
● Jamboard boards on each
type of ecological service:
indirect, direct, aesthetic.
based on their species and discuss
with one another how the invasive
species is affecting the environment
and possibly think of any solutions
they can come up with on how to
help.
groups will reconvene after the
teacher bounces around the groups.
will then have a volunteer explain to
the class what each invasive species is,
how they are affecting the
environment there, and what is
being done/what could be done.
Friday
Thursday - Students will participate ● Students will create a my
in a jamboard session discussing neighborhood plant
Ecological Services. presentation. using seek and
iNaturalist. describing
native, foreign and invasive
plants in a nearby natural
Friday - area.
Species presentations
Video on mixing native and non
natvie plants.
Open floor class discussion

Then finally introduce Invasive

species discovery project to students.

Each student will have to go to a

local wilderness area or ecological
zone, this can be a park or preserve
that is close by, or farther away if you
and your families prefer. You will
choose two locations in that area and
take pictures of different plant
species. You will use Seek or
iNaturalist to Identify the species

The teacher will explain to students

that during the weekend they are to
go on a walk, hike, and explore a
local wilderness area in their local
area and locate and take photos of 5
different invasive species. Example:
Fullerton’s Panoramic view, Acacia
park, neighborhoods

Students are to make a slideshow

presentation showing four to five
different species. Two native and
two nonnative.

- presentation should include

location of photos.
- Species name and origin
- Native, nonnative, invasive if
known.
- How the species
benefits/impacts the local
environment.
- Plant or animal. Must be
able to identify and take a
picture. No blurred images
of animals.

All species have to be found in one

location, due Thursday 12am. Or
Friday before class.

Example species slide

Seek:
Apple Store
Google Store

iNaturalist:
Apple Store
Google Store
Thursday- Ecological Services
Start by asking class. Why do you
think nature is worth protecting?
Why do we preserve ecosystems and
species?

Spend a moment and write down

what you think on a jamboard
The teacher will begin class with a
definition of ecological services and a
question.
D. The benefits obtained from
ecosystems.
Q. What services does ecology
provide?

Go over slides on ecosystem services,

during slides ask students to give
additional examples of indirect,
direct services they can think of.

Lastly ask students who have gone

exploring a natural area, what

Watch video on California Native

Garden.

Ask students what is the difference

between an invasive species and a
nonnative species.
● All invasive species are
nonnative, not all nonnative
species are invasive.
Friday - How we can come to
balance
Student slides. Each student who
turned in their slide will present.
Teacher will upload each slide into
one Slide presentation.
Students can volunteer to go or will
follow the slides order.

Watch videos on california mixed

garden.
- nonnative species can be
used to propagates and
benefits native plants.
Invasive only means a species
that causes ecological or
economic harm in a new
environment where it is not
native
Mixing California Native with Non-
Native Plants