Spark 101 Lesson Plan
Video Presentation Title: Causes of Variability in Abundance of Fish Species
Unit of Instruction:
Land and Water Use
Subject/Course: AP Environmental Science
Standard(s):
AP:
II. The Living World:
A. Ecosystem Structure (Biological populations and communities;
ecological niches; interactions among species; keystone species; species
diversity and edge effects; major terrestrial and aquatic biomes)
B. Energy Flow (Photosynthesis and cellular respiration; food webs and
trophic levels; ecological pyramids)
C. Ecosystem Diversity (Biodiversity; natural selection; evolution;
ecosystem services)
IV. Land and Water Use
F. Fishing techniques; overfishing; aquaculture; relevant laws and
treaties)
Objective(s):
Students will be able to evaluate the hypothesis put forward by
Professor Houde and explain the variability in abundance of Menhaden
and determine how to manage the variability.
Assessment/Demonstration of Learning:
Students will complete a free response question dealing with ecosystems
or fisheries.
Resources Needed:
Projector and Access to Spark 101 Video
Spark 101 Student Engagement Resource Group Resumé (one copy per
student)
Chart Paper
Marker
Spark 101 Student Engagement Resource Value Based Problem Solving
(one copy per student)
Spark 101 Student Engagement Resource Reflective Journal/Learning
Logs Student Template 3
©2015 Spark 101
Developed by Emily Cayton, Title, Location
Page 1 of 3
Lesson Component
Time Allotted
Activator
(Prior to showing the
video presentation)
Problem/Motivation
(Part I of video)
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
Time:
2-5 minutes
Time:
20 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Solving the Problem
(Part II of video)
Time:
2-5 minutes
Comparing Solutions
and Meaning
(Describe process for
©2015 Spark 101
Time:
Approximately 20
minutes
Time:
10 minutes
Teacher Procedure
Before watching the video, have students complete the Spark 101 Student Engagement
Resource Group Resumé. Students should take 2 minutes to think about the topic of the
video “Causes of variability in fish species”. Explain to students that this could be
outside knowledge as well as classroom knowledge and record their individual resumé
on the Group Resumé template. Students should then be arranged in small groups, with
each group receiving a piece of chart paper and a marker. Students should use the
Spark 101 Student Engagement Resource Group Resumé as a guide to completing their
group resumé on the chart paper. Discuss with students the resources around them in
the classroom as they share their group resumés with the class.
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.
* Students will need to take notes of the causes of variability presented by Professor
Houde during the video.
Students will go back into their groups to evaluate the solutions presented by Professor
Houde using the Spark 101 Student Engagement Resource Value Based Problem Solving.
Students will compare the options and evaluate the possible consequences as well as
the value and the importance of the consequence.
Checks for Understanding
Students will present to the class their solution to the problem, the consequences and
the value.
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).
The teacher will discuss the actual solution and compare it to the solutions presented
by students.
Developed by Emily Cayton, Title, Location
Page 2 of 3
identifying possible solution(s) to
the problem presented)
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Checks for Understanding
Questioning techniques should be used to help students understand why their solutions
are different from the presenter as well as the problems with factors we cannot control
(ex. weather and climate)
Time:
2-5 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.
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
Time:
10 minutes
Students will complete a reflective journal to wrap up this activity and their takeaways
from the video. Spark 101 Student Engagement Resource Reflective Journal/Learning
Logs Student Template 3 allows students to elaborate on what they are still unsure of.
Summarizer/Closure
Time:
5 minutes
Future Impact and
Meaning
(Part III of video)
Assessment (if applicable)
Additional Notes (if needed)
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Checks for Understanding
The teacher will have students discuss key concepts of the presentation and call on
students to ask what they have learned. Discussion could also revolve around students’
future goals and if this career path is something they are interested in.
The teacher will collect the Spark 101 Student Engagement Resource Reflective
Journal/Learning Logs Student Template 3 from students and answer any questions that
students are still unsure of.
Have students complete a free response question dealing with ecosystems or fisheries.
Times may be adjusted for class period length. Discussions and group work are at your discretion.
CK12 Connections (if available)
http://www.ck12.org/earth-science/Roles-in-an-Ecosystem/
http://www.ck12.org/earth-science/Fresh-Water-Ecosystems/
©2015 Spark 101
OpenStax Connections (if available)
Developed by Emily Cayton, Title, Location
Page 3 of 3