Lesson Plans Week 13 Fish Kill Part Two (Performance Task and Project)
Oct. 27-31 2014
Monday (27)
I can determine my need for a retake test after review my summative test over learning
targets 1-4.
Students will receive their tests back. Students will review the test items that were missed
most often in class. Students will then identify (in their journal) which learning targets they
mastered and those they did not by writing the questions numbers that went with each target.
Students will have two weeks to retake the exam. They must complete a retake review over
the targets they missed before retaking the test. These will be available on Tuesday. Retakes
will begin on Tuesday, Oct. 28th.
Students will use an Ipad to take a survey about the Triplett Creek day. The link to the survey is
on my webpage.
Students will complete a constructed response question in class.
Tuesday (28)
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical and
biological components of an ecosystem affect populations.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact
on the environment.
Math – 6-EE.C.9 Use variables to represent two quantities in a real-world problem that change in
relationship to one another.
ELA – RST6.8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Learning Target: I can work cooperatively in a small group to conduct a variety of tests and can use
the data to create graphs in order to solve a problem.
Students will work both in a small group and individually to complete a performance task that will test
them over skills they have learned about macro invertebrates, dissolved oxygen, and pH. Students will
conduct pH tests, macro invertebrate assessments, and construct graphs in order to solve a problem.
Students will complete tasks one and two.
Wednesday (29)
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical and
biological components of an ecosystem affect populations.
Math – 6-EE.C.9 Use variables to represent two quantities in a real-world problem that change in
relationship to one another.
Learning Target: I can construct a double line graph showing the relationship between conductivity
and stream flow.
Students will receive their EXPLORE Scores in class. Ms. Stafford will review benchmarks for each test
with students and will explain how to read the individual results students received.
For the second part of class, students will complete a double line graph of conductivity and stream flow.
Thursday (30)
Learning Target: I can work cooperatively in a small group to conduct a variety of tests and can use
the data to create graphs in order to solve a problem.
Students will finish the Performance Task they began on Tuesday. Students will make a triple line graph
to display dissolved oxygen in three streams. Students will then use the data from Tasks one, two, and
three to solve a problem.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical and
biological components of an ecosystem affect populations.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact
on the environment.
Math – 6-EE.C.9 Use variables to represent two quantities in a real-world problem that change in
relationship to one another.
ELA – RST6.8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Friday (31)
Learning Target: I can work cooperatively in a small group to determine the cause of a fish kill and I
can do my part to begin developing a presentation of our findings.
Students will work in a small group to plan a presentation that they will share in class next week.
Students will sign a contract to complete work and will commit to completing a specific amount of work
during the class period. Students will have access to handouts and Ipads for research.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical and
biological components of an ecosystem affect populations.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact
on the environment.