Spark 101 Lesson Plan
Video Presentation Title: How Do Land Use, Physical Parameters, and Benthic Surveys Measure the Health of a Stream?
Unit of Instruction:
Ecosystems,, Environmental Science
Standard(s): TEKS
6.12 E describe biotic and abiotic parts of an ecosystem in which organisms
interact.
7.10 A observe and describe how different environments, including
microhabitats in schoolyards and biomes, support different varieties of
organisms.
8.11 D recognize human dependence on ocean systems and explain how
human activities such as runoff, artificial reefs, or use of resources have
modified these systems.
ELPS:
5G: narrate, describe, and explain with increasing specificity and detail to
fulfill content area writing needs as more English is acquired.
3D: speak using a variety of grammatical structures, sentence lengths,
sentence types, and connecting words with increasing accuracy and ease as
more English is acquired.
Assessment/Demonstration of Learning:
Conclusion Based on Data (see attached worksheet)
© 2014 Spark 101
Subject/Course: Middle School Science
Objective(s): Students will analyze, discuss, and interpret data that will
help them determine whether an ecosystem (stream) is ecologically
healthy based on physical parameters, benthic surveys, and land use.
Resources Needed:
 Projector + Spark 101 Video –“How Do Land Use, Physical Parameters,
and Benthic Surveys Measure the Health of a Stream?
 Poster paper
 Colored Markers
 Interactive Notebook
 Completed Water Quality Field Data Sheet
 Completed Macroinvertebrate p.1 and p2 Capture Sheet
 Think, Write, Pair, Share Student Template
 What is the Answer? Student template
 Conclusion Based on Data worksheet
Developed by Mary Batalla, Crockett Middle School, Irving, Texas
Lesson Component
Activator
(Prior to showing the
video presentation)
Time Allotted
Grouping:
Allow students to “Think, Pair, Write, and Share”. Use the guiding questions about the
topic:
 How do you know an ecosystem (stream) is healthy or unhealthy?
 What type of data do you need to collect to identify whether the stream is healthy
or unhealthy?
 What factors might cause a stream to be health or unhealthy?
Time:
2-5 minutes
Each pair of students must create a table chart on poster paper and write at least one
answer to each of the questions. Share the answers with the class and explain how your
answers are similar/different. I suggest you post the answers on the wall so students
can do a gallery walk and compare their answers/ideas.
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
Allow students to take notes in their journals.
Time:
10 minutes
Independent
Pairs
Small groups (3-5)
Whole group
Problem/Motivation
(Part I of video)
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
Teacher Procedure
Time:
10-15 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
After watching the video, arrange students in groups of only 3 or 4.
Clarify any questions students may have, including vocabulary (land use, parameters,
benthic, biological indicators, etc) about the problem.
Walk around the room and ask guiding questions to each group. Ask the students to
clarify or defend their answers.
 What might be the parameters used to determine whether a stream is healthy?
 What tools or equipment might you need to measure how healthy a stream is?
 How do people use land and how does this affect the ecosystem or community?
 Can you explain ways you can keep a stream healthy?
Allow students to post their “What is the Answer?” group poster and then complete a
gallery walk. Students must use post-it notes to write their comments/observations
about each group’s poster.
© 2014 Spark 101
Developed by Mary Batalla, Crockett Middle School, Irving, Texas
Checks for Understanding
 What do you know about the type of organisms that live in a stream?
 What were the abiotic factors that could affect the organisms living in the
stream?
 Predict and explain how abiotic factors/physical parameters might affect these
organisms.
 How does your prediction compare with the data collected in the video?
Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Time:
2-5 minutes
Time:
10 - 15 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
Encourage group discussion while answering the following questions:
 How will you compare the data collected with the parameters set to determine
whether the stream is healthy?
 Explain why using a biological indicator (or indicator species) is essential in
recognizing that an ecosystem is healthy or not.
 How does measuring the abiotic factors impact the number and type of
organisms that live in the stream?
 Can the procedures done in the stream be replicated in other ecosystems to
determine whether they are healthy or not?
Students answer the questions above in their journals:
Checks for Understanding:
Have students share, explain, and justify their answers to these questions.
Future Impact and
Meaning
(Part III of video)
Future Impact and
Meaning
(Have students reflect
on how solving the
© 2014 Spark 101
Time:
2-5 minutes
Time:
10 - 15 minutes
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
Students may work with a small group. Ask them to think about the impact of the
investigation in their community and share them with the class.
Students write the answers to the following questions in their journals:
 Explain how you can help keep a stream (or any environment) healthy.
 Explain the short-term and long-term effects of a healthy stream/ecosystem.
Developed by Mary Batalla, Crockett Middle School, Irving, Texas
problem might relate to current or
future goals)
Summarizer/Closure

Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
5 minutes


Explain how your solutions or suggestions were similar/different to the ones
generated by the other teams.
How was their solution better?
How was your solution better?
Checks for Understanding
Students can explain and justify their answers to the questions above.
Option 1: 3 Stars and a Question
Using an index card, students write 3 new things they learned and one question
they have or want to know more about the topic
 I learned about …..
 I learned that……
 I learned something new about…
 I have a question about…
 I want to know more about…….
Option 2: Exit Ticket
On a post-it note, students write one of the following:
 Something new I learned
 Something I learned today that I may use in the future
 I want to know more about……
 Something we did today that relates to my future career goal
Assessment (if applicable)
Conclusion based on data
Differentiation for Diverse Learners:
Additional Notes (if needed)
© 2014 Spark 101
Accommodations/Modifications for SPED/ELL Students:
 Provide extra time to complete tasks or “wait time” when students are answering a question.
 Provide sentence stems: Measuring the temperature of the stream is essential because…….; One thing
that the team measured is……….
 Provide a chart/ visuals of a healthy and unhealthy ecosystem for use during discussion.
 Allow some native language discussion in small groups.
 Allow students to respond to checks for understanding and questions in writing rather than verbally.
 Allow students to write challenging words in index cards and draw something to represent the word.
 Provide graphic organizers like “Cause → Effect.” If students choose this, what would be the effect?
Developed by Mary Batalla, Crockett Middle School, Irving, Texas
Extensions for GT/Advanced Learners:
 Research another ecosystem and determine factors that can show it can be healthy.
 Allow students to predict possible scenarios that might impact an ecosystem due to human activities.
 Students research what type of careers they can pursue should they choose to investigate how healthy
an ecosystem is.
CK12 Connections (if available)
OpenStax Connections (if available)
Free videos, activities, problems, and background text available at:
http://www.ck12.org/earth-science/Streams-and-Rivers
© 2014 Spark 101
Developed by Mary Batalla, Crockett Middle School, Irving, Texas
Think-Write-Pair-Share | Student Template
Before watching the video:
1 Think individually about the topic/problem that will be posed as well as
your teacher’s questions and possible answers or thoughts.
2 Write those thoughts and answers below in the boxes on the left.
3 Pair with a partner and discuss the topic/problem and record your
partner’s thoughts.
4 Share your thoughts, questions, and ideas with the rest of the class.
Think about how your thoughts have changed as the result of the
“class share.”
MY OWN THINKING

What problems do you predict will be shared in the
Spark 101 video related to this topic?

What are some questions you hope will be discussed
in the Spark 101 video related to what you already
know about the topic?
Name:
© 2014 Spark 101
MY PARTNER’S THOUGHTS
Video Title:
Date:
Making connections to prior knowledge. | spark101.org
“WHAT” Is the Answer? | Student Template
One approach to solving a problem is to brainstorm different thoughts and
ideas. Listen carefully to the problem presented by the professional expert in
the video. Using the below, answer questions #1 and #2 independently. Then,
with a partner, answer questions #3 and #4. After viewing Segment 3 of the
video, work with your partner to discuss the expert’s solution (#5), including
how it compares to your solution. The last question is an individual
reflection. Talk to a partner about your next steps. Be prepared to share with
the class.
1. What problem is presented in the video?
4. What is a possible solution to this problem?
2. What do I already know that will help me solve
the problem?
5. How did the expert solve the problem?
How does this solution compare to
yours?
3. What are the constraints and limitations to
solving this problem?
Name:
© 2014 Spark 101
6. What does this topic/problem/solution have to do with my
professional or college goals? What will my next step be?
Video Title:
Date:
Making connections to prior knowledge. | spark101.org
Conclusion Based on Data - Rubric
Question: Is the stream healthy?
Component
Claim –
A conclusion that
answers the
original question.
Evidence –
Scientific data that
supports the claim.
The data needs to
be appropriate and
sufficient to
support
the claim.
Reasoning –
A justification that
links the claim to
the evidence. It
shows why the data
counts as evidence
by using
appropriate and
sufficient scientific
principles.
Name:
© 2014 Spark 101
Level
O
1
Does not make a claim,
or makes an inaccurate
claim.
Does not answer
the question in a
complete
sentence.
Makes an accurate but
incomplete claim.
N/A
Does not provide
evidence, or only
provides inappropriate
evidence. (Evidence
that does not support
the claim.)
Provides appropriate,
but insufficient
evidence to support
claim. May include
some inappropriate
evidence.
Gives no
detailed
description or
evidence/data
collected from
the
investigation.
Gives one –
three detailed
description or
evidence/data
collected.
Does not provide
reasoning, or only
provides reasoning that
does not link evidence
to claim.
Provides reasoning that
links the claim and
evidence. Repeats the
evidence and/or
includes some scientific
principles, not
sufficient.
Does not tie the
evidence
presented by the
data to the claim.
Is not able to
explain/justify
that the stream is
healthy or not.
Ties one – three
evidence or data
presented to the
claim.
Video Title:
2
Feedback
Makes an accurate and
complete claim.
Answers the
question by
writing the claim
in a complete
sentence.
Provides appropriate and
sufficient evidence to
support claim.
Gives at least 4
detailed
descriptions or
evidence/ data
collected from the
investigation.
Provides reasoning that
links evidence to claim.
Includes appropriate and
sufficient scientific
principles.
Ties all the evidence
or data presented by
writing in complete
sentences. Is able to
explain/justify that
the stream is healthy
or not.
Date:
Developed by Mary Batalla, Crockett Middle School, Irving, Texas
Conclusion Based on Data Answer Sheet
CLAIM: The stream is ________________________________
EVIDENCE:
1. Temperature_________________________________________________________
2. pH_________________________________________________________________
3. Dissolved
oxygen_____________________________________________________________
4. Biological
indicators:__________________________________________________________
5. Other evidence/factors:
____________________________________________________________
REASONING: The stream has been determined to be ___________________________
because of the following evidence:______________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Name:
© 2014 Spark 101
Video Title:
Date:
Developed by Mary Batalla, Crockett Middle School, Irving, Texas