Name: Tajma Cameron Grade: 9th & 10th

Unit: Principles of Ecology Time Allotted: 55 minutes

Lesson Topic: The Biosphere

Context for Learning: This lesson will continue to draw on students’ knowledge of soils,
primary production, food webs, as well as properties of water. This lesson will also describe the
types of ecosystems found on land and in aquatic habitats. Students will also learn the different
ways that human activities have disrupted the biosphere. This lesson will last approximately two
weeks and will culminate with a quiz and test.
Curriculum and SPA Standards Addressed:

National Science Teachers Association: Next Generation Science

HS-LS2: Ecosystems: Interactions, Energy, and Dynamics

HS-LS2-6: Evaluate claims, evidence, and reasoning that the complex interactions in
ecosystems maintain relatively consistent numbers and types of organisms in stable
conditions, but changing conditions may result in a new ecosystem.

Clarification Statement
Examples of changes in ecosystem conditions could include modest biological or
physical changes, such as moderate hunting or a seasonal flood; and extreme
changes, such as volcanic eruption or sea level rise.

HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity.

Clarification Statement

Examples of human activities can include urbanization, building dams, and

dissemination of invasive species.

Maryland Core Learning Goal 1: Skills and Processes

The student will demonstrate ways of thinking and acting inherent in the practice of science. The
student will use the language and instruments of science to collect, organize, interpret, calculate,
and communicate information.

Expectation 1.7
The student will show that connections exist both within the various fields of science and
among science and other disciplines including mathematics, social studies, language arts,
fine arts, and technology.
 Indicator 1.7.1
The student will apply the skills, processes, and concepts of biology, chemistry,
physics, or earth science to societal issues.

Maryland Core Learning Goal 3: Concepts of Biology

The student will demonstrate the ability to use scientific skills and processes (Core Learning
Goal 1) and major biological concepts to explain the uniqueness and interdependence of living
organisms, their interactions with the environment, and the continuation of life on earth.

Expectation 3.5
The student will investigate the interdependence of diverse living organisms and their
interactions with the components of the biosphere.

Indicator 3.5.1
The student will analyze the relationships between biotic diversity and abiotic
factors in environments and the resulting influence on ecosystems.

Maryland State Common Core State Standards for English Language Arts in Science and
Technical Subjects

CCSS.ELA-LITERACY.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending
to the precise details of explanations or descriptions.

CCSS.ELA.LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text’s explanation or
depiction of a complex process, phenomenon, or concept; provide an accurate summary
of the text.

CCSS.ELA.LITERACY.RST.9-10.10
By the end of grade 10, read and comprehend science/technical texts in the grades 9-10
text complexity band independently and proficiently.

Objectives:

Students will be able to:

 Identify how global air circulation patterns influence climate and the distribution of
communities through the biosphere
 Describe the effects of ocean and landforms
 Describe how climate and soil type affect the distribution of biomes
 Describe the factors that influence primary productivity of aquatic ecosystems
 Describe how recurring changes in winds and currents affect fish and other marine
animals
Materials Needed:

 SMART Board
 Textbook
 Notebook
 Concept Map

Proactive Behavioral Management:

The classroom routines and expectations have been set from the beginning of the school year.
The students know to come in, take their seats, place their backpacks out of the way, and wait for
the attendance to be taken. During this time, they also know to take out their notebooks and
textbook if necessary. The seating arrangements were made at the beginning of the year and any
continual adjustments will occur to balance behavior patterns and accommodate for classroom
management needs. Work groups are usually formed with nearby classmates which minimizes
distractions due to migrating around the room.

Provisions for Student Grouping:

Depending on the activity students are grouped evenly. Groups will be adjusted to have an
appropriate balance of skill set and personalities. The students face each other at their tables
which maximizes the collaborative effort. The classroom couples as a lab room which benefits
collaboration during experiments.

Warm Up/Opening: (3 minutes)

Upon entering the classroom, students will take their seats and take out their notebooks. The
attendance will be taken and then students will look at the PowerPoint slide on the SMART
board at the front of the room on their own. The information presented on the board will include
the information being discussed for the day. The introduction will consist of questions that test
for prior knowledge. At the end of the introduction the lesson will be begin with a lecture style
discussion of the topic that include guided questions.

Motivator/Bridge: (2 minutes)

To test for prior knowledge students will be asked about the connection between populations,
communities, ecosystems, and the biosphere.
Procedural Activities

PowerPoint Presentation: (40 minutes)

During the PowerPoint presentation there will also be a note taking by the students. Students will
view the information on the SMART board and write notes as we discuss the chapter. Questions
will be asked throughout the lesson to check for understanding and allow for students to
collaborate on answers.

Concept Map- The Biosphere: (20 minutes)

Students will be provided a concept map that explores the topic of the biosphere. This activity
will be used to examine students’ understanding of the biosphere and will also allow for
questions to be asked about the relationships they identify.
What’s in a Drop? (5 minutes)
To connect to student’s prior knowledge on Earth’s freshwater supply students will fill out a
worksheet

Adaptations:

All students have been told in advance of the day’s reading and are encouraged to preview it
ahead of time to allow for deeper comprehension. This review will also benefit students with
learning disabilities and different learning styles by allowing more time for the information to be
processed. The structure of the lesson has a critical thinking portion and use of a lecture style
presentation with notes.

Assessment:

There are different assessments for this lesson including formative and summative. The
introduction questions allow the teacher to check for prior knowledge. Students must also
complete critical thinking questions at the end of the chapter to demonstrate their understanding
of the information. A quiz and test that will be graded is also given at the conclusion of the
chapter.
A concept map will be utilized as a formative assessment. The biosphere concept map will
provide students with a visual representation of the connections between the biosphere and other
knowledge they have learned about ecosystems, communities, and populations. Furthermore, the
concept map will be used as a tool for diagnostic pre-assessment at the beginning of the new
lesson. The What’s in a Drop worksheet will also be used as a tool to assess student’s
understanding of prior information.
Summary/Closure: (4 minutes)

Once the lesson has concluded students will be given verbal instructions about the completion of
their critical thinking questions. This activity will be done at home and brought in the next
school day for discussion.

Generalization/Extension Activity

If the lecture ends early students are allowed to go over their notes and link it to the Take Home
Messages found in their textbook. This will allow students to connect their notes with the
important concepts of the chapter.

Review/Reinforcement (Homework)

Students must complete the critical thinking questions 1-3 on page 865 of their textbooks. The
homework is graded and will be due next class.
Appendix A
 Appendix B

Name: ___________________________________
Date: ____________________________________

What’s in a Drop?
Water Availability Table Amount Available % of total water
Quantity to be divided among people on Earth liters/person
All the water on Earth 202.9 billion 100%

Only the fresh water (calculate 3% of the amount 3%

of available)

Only the non-frozen fresh water (calculate 20% 0.6%

of the remaining amount available)

Available fresh water that is not polluted, trapped .003%

in soil, too far below ground, etc. (calculate 0.5%
of the remaining amount available)