Stse Lesson Plan - Brittony Wilson
Stse Lesson Plan - Brittony Wilson
Stse Lesson Plan - Brittony Wilson
Standards
Science:
S5CS8. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations may take many different forms, including observing what
things are like or what is happening somewhere, collecting specimens for analysis,
and doing experiments.
b. Clear and active communication is an essential part of doing science. It enables
scientists to inform others about their work, expose their ideas to criticism by other
scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to measure
and compare things accurately.
d. Science involves many different kinds of work and engages men and women of all
ages and backgrounds.
S5L1. Students will classify organisms into groups and relate how they determined the groups
with how and why scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how
vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).
b. Demonstrate how plants are sorted into groups.
Writing:
ELAGSE5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses(e.g.,
consequently,specifically).
d. Provide a concluding statement or section related to the opinion presented.
ELAGSE5W2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and
clauses(e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
ELAGSE5W7: Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
Prior Knowledge
Before conducting this lesson, students should have a basic understanding of the following:
- How to find reliable sources of information on the internet. If you have not already, I
recommend reading “Information Literacy for Science Education: Evaluating Web-based
Materials for Socioscientific Issues” by Michelle L. Klosterman and Troy D. Sadler. It is free
for NSTA members, and available for $0.99 for non-members. The article provides a great
checklist that can be used for your students, or altered to suit the needs of your class.
- Google Classroom and Google Slides
- Informational Writing (enough to write a paragraph stating 3 facts)
- Opinion Writing (enough to write a paragraph stating 3 reasons)
Essential Questions
★ How can I make a difference in the world?
★ How can I help protect an endangered species?
★ How can I persuade others with my writing?
Objectives
★ Students will research an endangered species.
★ Students will complete a Google Slides presentation about an endangered species.
★ Students will discover ways in which they can make a difference.
★ Students will persuade others to join their cause.
Activating Strategy
Explain to students that you are going to take an on-site field trip on the school grounds to take
pictures. Encourage them to take pictures of anything that catches their eye. The hope is that
they will collect many pictures of the environment, plants, insects and other animals (or clues of
nearby animals), and issues nearby (litter, safety concerns, etc). Photos can be taken with
Chromebooks, iPads, or allow students to have a Bring Your Own Technology day.
Teaching
*Each day may be combined or split up to cater to your students’ needs.
Day One:
Have students pick their favorite two photos that they took and place them into a google folder.
Go through and discuss how each photo shows something that helps living things survive. These
discussions should be led with questions that allow students to foster an open discussion. Here is
one example of questions you can ask:
Introduce the term “endangered” to students as it refers to animals. Ask students the following
questions:
- Have you heard of the word “endangered” before?
- What does it mean if a species is endangered?
- What causes species to become endangered?
- What will happen if endangered species are not protected?
Remember that when you use the STSE approach, your job as an educator is to spark
conversations. After each question is asked, student should guide the discussion. This can be
done as a whole group or in small groups.
Day Two:
Watch the Ultimate Safari Adventure! video from Brave Wilderness. Note that this video is on
youtube and does have ads, so I recommend priming the video first to remove the ads (i.e. click
through the video to remove the ads before showing it to your students).
Students will go through the list of endangered species provided on the World Wildlife Foundation
Website. Pick a few animals to show students the general layout of the WWF website and the
information provided. Explain to the students that they will be conducting a research project on
an endangered species from the list. Students should pick one species, preferably one that is
listed as either endangered or critically endangered. They will be told that they are completing
a Google Slides Presentation of at least the following 6 slides:
1. Title slide
2. Animal facts ( species name, animal classification, visual description (size, color, skin
description), weight, animal adaptations, habitat, lifespan, and diet)
3. Endangered criteria (what makes them endangered? What threatens this species? How
many still exist?)
4. One paragraph explaining why they chose this animal. This is completely personal; the
students could choose an animal based on looks, based on the name, because they have
never heard of it before, etc.
5. One opinion paragraph explaining why people should work toward protecting this species.
6. One informational paragraph explaining ways in which people can help to protect this
species.
Review the rubric in detail with your students. Students should also all be given a copy of the
rubric (included at the end of the lesson plan) to keep with them. Then, students should play
around on the website, choose their species, and begin researching. Students should take notes
as they research, and keep track of which websites they use as resources (refer to rubric).
Day Three:
Students will continue their research and notetaking today. The teacher will conference with
students while they conduct their research. Ensure that students are using reliable resources.
Day Four:
Students should complete the title slide and species information slides. The teacher will
conference with students throughout the process.
Day Five:
Students should complete the endangered criteria slide and the paragraph explaining why they
chose their species. The endangered criteria slide should describe all factors that threaten their
chosen species, such as predators, diseases, and hunting. Students should also include 1-2
sentences for each factor to give a full explanation as to how it directly affects their chosen
species. The paragraph explaining why they chose their species should provide at least 3 reasons
why. The teacher will conference with students throughout the process.
Day Six:
Students should complete the opinion paragraph explaining why people should work toward
protecting their chosen species. This paragraph should provide at least 3 reasons, all of which
are supported by facts discovered in their research. The teacher will conference with students
throughout the process.
Day Seven:
Students should complete the informational paragraph explaining how people can help to protect
their species. It should include at least 3 ways in which people can help, all supported by
research. The teacher will conference with students throughout the process.
Day Eight:
Students should complete their Endangered Species Google Slides Presentation. Then, students
should have at least 2 peers edit and revise their writing. Once 2 peers have done so, students
will turn in their presentation to Google Classroom.
Summarizing Strategy
Devote a day or two for students to share their Google Slide presentations.
Differentiation
Acceleration for Gifted and High Achievers: Allow students to design a page for the World
Wildlife Fund magazine encouraging people to donate to protect their chosen species. Extra time
may be given for this assignment if needed.
Remediation: In addition to the specification in student IEPs and 504 plans, students may receive
any or all of the following:
- Extended time
- Help from an adult or peer when creating slides
- Detailed slide graphic organizers (with questions prompting what goes on each slide)
- Sentence starters
- Priority conferencing (first few conferences slots each day)
Assessment
Formative/Informal: The teacher will conference with students daily to check for progress and
understanding.
Summative/Formal: The Google Slides presentation on the endangered species chosen by the
student.
Vocabulary
Endangered, species, protection, threat
Resources
- Google Resources: Google Classroom, Google Drive
- Ultimate Safari Adventure! video by Brave Wilderness on Youtube
- List of endangered species by World Wildlife Foundation
- Optional: “Information Literacy for Science Education: Evaluating Web-based Materials
for Socioscientific Issues” by Michelle L. Klosterman and Troy D. Sadler (for the checklist
or as inspiration for your own checklist).
Endangered Species Google Slides Presentation Rubric
1 - Beginning 2 - Developing 3 - Proficient 4 - Distinguished
Title Slide Title slide is Title slide includes The slide includes Title slide includes
missing or does not only 1 of the only 2 of the all 3 of the
include any of the following: the following: the following: the
following: the name of your name of your name of your
name of your species, a picture species, a picture species, a picture
species, a picture of your species, or of your species, of your species,
of your species, or your name. and/or your name. and your name.
your name.
Animal Facts Provides less than Provides at least Provides most, but Provides all of the
half of the half of the not all, of the following: species
following: species following: species following: species name, animal
name, animal name, animal name, animal classification,
classification, classification, classification, visual description
visual description visual description visual description (size, color, skin
(size, color, skin (size, color, skin (size, color, skin description),
description), description), description), weight, animal
weight, animal weight, animal weight, animal adaptations,
adaptations, adaptations, adaptations, habitat, lifespan,
habitat, lifespan, habitat, lifespan, habitat, lifespan, and diet.
and diet. and diet. and diet.
Endangered Slide is missing or Slide only gives one Slide lists at least Fully explains all
Criteria does not explain factor that two factors factors that
(predators, diseases, why the species is threatens the threatening the threaten the
hunters, number of endangered. species or does not species, and species. Each
animals in this explain each provides at least factor should have
species left in the factor. 1-2 sentences at least 1-2
world, etc.)
explaining each. sentences
explaining how it
affects the species.
Paragraph About Paragraph is Paragraph gives Paragraph gives Paragraph gives at
Why You Chose incomplete or only 1 reason why only 2 reasons you least 3 reasons you
this Animal missing. you chose this chose this species. chose this species.
species.
Opinion Paragraph is Paragraph gives Paragraph gives Paragraph gives at
Paragraph incomplete or only 1 reason why only 2 reasons why least 3 reasons why
missing. we should try to we should try to we should try to
protect this protect this protect this
species. species. species.
Informational Paragraph is Paragraph gives Paragraph gives Paragraph gives at
Paragraph incomplete or only 1 way we can only 2 ways we can least 3 ways we
missing. help protect this help protect this can help protect
species. species. this species.
descriptions are descriptions to descriptions to all descriptions to all
provided for your resources are only resources used are resources used are
resources given on some listed in the listed in the
slides. “notes” section of “notes” section of
every slide. Only every slide. All
some resources are resources are
reliable. reliable.
Visual Appeal Presentation lacks Presentation has Presentation has Presentation has
pictures and color, some pictures and pictures and color. many pictures that
or text is difficult some color. Text is Text can easily be relate to the topic,
to read. difficult to read. read. and is full of color.
Text can easily be
read.