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Lesson Plan Template Guide Understanding By Design Framework Course Subject Title Science Biological Diversity Variation: Competition

and Survival Grade Level Time Frame Developed by 9 1 x 50 minutes Amanda Mullen

Stage 1 Desired Results Content Standard(s):


Biological diversity is reflected in the range of species found in local and global environments and by subtle variations in characteristics found within individual species.

Enduring Understandings/Big Ideas: Students will understand that

Competition often leads to one or more competitor altering their niche Misconception: competition often leads to the death of a species/group Focus on how variation is one way to decrease pressure on a particular environment o Touch on how increased species generalization often makes it easier to survive by increasing the amount of available resources General outcome: Investigate and interpret diversity among species and within species, and describe how diversity contributes to species survival

Essential Questions: How is survival affected by competition? How can organisms deal with competition to survive? What are some ways individuals can survive in the same environment?

Knowledge objectives (outcomes): Students will know . . .

Variation can often help increase survival by decreasing pressures on certain resources Competition can have multiple outcomes: increased generalization, increased specificity, death of a competitor (etc) o POS: describe the role of variation in enabling closely related living things to survive in the same ecosystem

Skill objectives (outcomes): Students will be able to . . . Work in groups respectfully to develop ideas addressing the general activity questions Identify science-related questions Identify questions to investigate arising from practical problems and issues Initiate and plan response to initial activity Ability to work with materials in an experimental fashion to cultivate a hypothesis and procedure to increase knowledge

Stage 2 Assessment Evidence Performance Task(s): Optional - The framework for the performance task are outlined in the acronym GRASPS.
G Goal R Role

G: Design a method that allows all individuals to survive when provided with two food sources and two beak types.

A Audience S Situation

P Product, Performance

R: Students act as birds A: Their groups S: They first are in a competitive group where each individual has the same beak apparatus. Later, you are given the opportunity to choose another beak type. Design a situation that allows all group members to survive on a given amount of food. P: Your solution must allow all students/birds to survive.

S Standards & Criteria They will be judged on the completeness of their work, and overall effort. for Success (Attach However, they wont be graded on correctness. rubric) Student Self-Assessments Other Evidence (assessments) Peer editing of worksheet. During discussion Lab design and success periods allow students to comment on each Cooperative effort others worksheets and thoughts Worksheet completeness Individual assessment: Listen in on small group discussion to ensure o ability to complete worksheet students are on task o Students can draw their thoughts if Large group discussion they are uncomfortable writing o Strategy success

Stage 3 Learning Plan


Learning Activity: Demonstration of competition leading to increased biodiversity and variation
Learning Cycle

What the Student does . . . (Include differentiation instruction)

What the Teacher does . . .

Time

Materials

En Exr Exl El Ev

Listen to activity information and lab instructions

Introduce activity in terms of birds competing for food Present lab instructions on powerpoint Place students in groups of four Try to group students based on skill levels Explain how items should be set up (provide pictorial representation for ELL students) Provide students with handout outlining part

5 min

Power point

En Exr Exl El Ev

Gather experiment supplies and set them up in their assigned lab groups -

5 min

Paper plate, toothpicks, tweezers, food, worksheet

one, and part ones discussion/handout questions

En Exr Exl El Ev

Participate in activity part one (~7 minutes) Engage in group discussion of results (~8 minutes) Participate in activity part two (~7 minutes) Engage in group discussion regarding discussion/worksheet questions (~8 minutes) Focus on bringing both activity components together during second group discussion

Answer any student questions, walk around to see if any issues arise Answer student questions

15 min

En Exr Exl El Ev

Provide students part two 15 handout/worksheet min Answer student questions

En Exr Exl El Ev

Discuss big ideas from worksheets, and collaborate on final ideas and understanding

Listen to student results and guide discussion to keep ideas on track Gauge any issues regarding student understanding of the key concepts and provide further explanation (if necessary) Refer to relevant POS understandings to indicate importance of material

10 min

Review (in reference to the design)


Strengths: Areas needing improvement:

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