Mary Beth Armstrong
Fish Kill Unit Week 8
Week of Sept. 29 – Oct. 3rd
MS-LS2-4: Construct an argument supported by empirical evidence that
changes to physical or biological components of an ecosystem affect populations.
Learning Target – I can define dissolved oxygen and can explain a variety of
circumstances that cause DO levels to change.
Monday (29)
Bell Work - To begin class, students will complete a bell work assignment that will review the lesson
Macro Invertebrate Mayhem. Students must look at a triple line graph and must describe the trends
that are being displayed. Bell work will also contain a flashback of LT 1-3. There will be a test over
LT 1-5 on Wednesday.
Students will review their prompt from Friday: Explain clearly to a 7th grader how macro
invertebrates can be used to determine water quality. Students will think about what is needed to
complete this prompt thoroughly. Student suggestions will be used to create a checklist in which to
score each explanation.
After constructing a checklist, each student will re-read and edit his description. Then students will
pair up and read the description to their partners (knee to knee conference). One partner will read
while the other listens. Using the student created checklist, the partner will give feedback. Then
students will switch roles. Corrections can be made to the descriptions since students wrote using
every other line. Student may volunteer to share their explanations with the class. Then students
will post assess learning target 1 on p. 1 in their journals.
Finally, students will record learning target 2 in their journals. Students will then pre assess the
target.
Tuesday (30)
Learning Target – I can define dissolved oxygen and can explain factors that can change Dissolved
Oxygen levels.
MS-LS2-4: Construct an argument supported by empirical evidence that
changes to physical or biological components of an ecosystem affect populations.
Students will make predictions in their composition books about factors that might affect D.O. levels.
Students will then pair/ share their ideas with their “across the table” partner. Student partners that
want to share out to the class will be given the opportunity. Students will then be introduced to the
overview of the presentation and to the “Etch a Sketch” strategy. Discuss the idea that when a
student can connect a picture to the concept being presented, learning improves and the student is
more likely to retain the content. Students will be drawing a picture or icons to represent their
understanding of the concept as they listen to the presentation on D.O. After the presentation,
students meet with a partner to compare their pictures. Each person is supposed to try to guess
what the other’s icons or symbols represent by recalling the notes that correspond to the pictures.
After the discussion, the student records the big ideas or important details on their Etch a Sketch
page.
Formative
Formative Assessment:
Assessment (3,2,1) Students will be asked about 3 things they learned about
D.O., two things they have questions about concerning D.O., and 1 thing they are not sure about
concerning D.O.
SMART Presentation: (Dissolved Oxygen- Apps – 8th Grade Science – 2013 Ecology)
Special Needs Strategies:
Strategies Students with special needs will receive a paper with the big ideas of the
presentation written out. They will simply need to make their drawings/icons.
Literacy Connections:
Connections Etch a Sketch Drawings/Notes
Wednesday (1) Dissolved Oxygen Testing
MS-LS2-4: Construct an argument supported by empirical evidence that
changes to physical or biological components of an ecosystem affect populations.
Learning Target – I can define dissolved oxygen and can explain a variety of
circumstances that cause DO levels to change.
Students will complete a bell work assignment to review Tuesday’s Etch-A-Sketch Dissolved Oxygen
Notes. Then students will watch step by step dissolved oxygen testing lab procedures power point.
After watching the lab directions we will discuss safety precautions and behavior in the lab.
Students will be divided into small groups to perform the dissolved oxygen testing. Students will
record group data on the SMART Board for comparison at the end of class.
Formative Assessment – Students will complete a dissolved oxygen matching exercise to show what
they know about dissolved oxygen.
Thursday (2)
Learning Target: I can classify substances as acids, bases, and neutrals.
I can describe the range for pH in natural waters and determine the impact on an
ecosystem if the pH changes.
Students will complete “How Does Our Water Measure Up”, activity and data
analysis questions. Students will test a variety of substances in order to
determine and compare pH. With remaining time, students will view a graphic
which discusses the pH of natural waters and the pH range for a variety of
organisms.
Media/technology: SMART Presentation
Special Needs Accommodations: Small heterogeneous Groups
Literacy Connections: Students must follow a multistep procedure.
Students will take a test over LT 1-5 during the last 20 minutes of class.
Friday (3) EKEA
Learning Target: I can accurately construct a double line graph using the TULIP method.
Students will set up and construct a double line graph showing the relationship between conductivity
and rainfall. After students complete the graph they will check for Title, Units, Labels and Legends,
Intervals and Points. Finally, students will complete analysis questions from the graph.