Benchmark Plan #1                 First Week Day 2

 

Name:  Michael A. Pena Jr.

 

Title of lesson: What happens to the algae in the aquarium?

 

Length of lesson: 45 min

 

TEKS Addressed:

           

c)  Knowledge and skills.

(1)  Scientific processes. The student, for at least 40% of instructional time, conducts field and

 laboratory investigations using safe, environmentally appropriate, and ethical practices.

 

        (2)  Scientific processes. The student uses scientific methods during field and  

        laboratory investigations.

                     (B)  collect data and make measurements with precision;

         (C)  organize, analyze, evaluate, make inferences, and predict trends from        

         data; and

       (3)  Scientific processes. The student uses critical thinking and scientific problem  

       solving to make informed decisions.

         (C)  evaluate the impact of research on scientific thought, society, and the 

         environment;

       (11)  Science concepts. The student knows that organisms maintain homeostasis. The 

       student is expected to:

                     (A)  identify and describe the relationships between internal feedback

                     mechanisms in the maintenance of homeostasis;

                    (B)  investigate and identify how organisms, including humans, respond to 

                    external stimuli;

        (D)  summarize the role of microorganisms in maintaining and disrupting 

        equilibrium.

       (12)  Science concepts. The student knows that interdependence and interactions       

       occur within an ecosystem.

       (B)  interpret interactions among organisms exhibiting predation.

                   (C)  compare variations, tolerances, and adaptations of plants and animals.

                   (D)  identify and illustrate that long-term survival of species is dependent on

                    a resource base that may be limited.

                   (E)  investigate and explain the interactions in an ecosystem.

 

 

The Lesson:

 

I.  Overview

 

The students will be engaged in a short activity in which they learn how a beneficial species (daphnia)

 interaction with its ecosystem is key in the removal of algae and nutrition of the fish in the tank.

 This will lead to the basic fundamentals of how complex species/species and species/ecosystem cycles are.

II.   Performance or learner outcomes

 

The students will be able to:

á      Understand how daphnia are beneficial to the aquarium tank.

á      Assess and Compare current understanding and bridge with previous knowledge.

           

III. Resources, materials and supplies needed

 

Media projector for displaying anchor video.

 

IV. Supplementary materials, handouts.

           

 Computer with internet access (COW)

 

Five-E Organization

 

Teacher Does                                                   Student Does

Engage:

Students are asked to talk about the anchor video they had seen the previous day.  Short introduction into daphnia and, then move on to the end piece of anchor video. The students are asked what to do, knowing what they know from the previous parts of the video, and from the short lecture.

      

 

Students are engaged in the video and are encouraged to answer the questions and discuss their ideas amongst themselves.  Students are then asked to get into groups to work on the explore portion of the benchmark.

 

                                                                 

Teacher Does                                                   Student Does

Explore / Explain:

The benchmark will deal with students applying what they have learned in the previous days class to a  situation where they donŐt know the outcome.  Based on what they know about daphnia, and given certain research tools, students are encouraged to come up with a scenario and a plausible outcome to it.  Based on knowledge of each species the students come up with a depiction of what the outcome will be within the aquarium, which is murky with algae.

 

 

Students are asked to cover certain criteria regarding this exercise.  They will be expected to name the species that was introduced (scientific), both genus and species, they will also be required to draw a concept map and/or diagram showing how the species has affected its surrounding environment.  Both a before and after is required.  Also students are required to follow in the formal scientific methodology.  Student are allowed to research on the computer and type up a  short report on what they believe the best solution is to cleaning the fishtank.

 

                                                      

Teacher Does                                                   Student Does

Extend/Eval:

Students will be evaluated based on their reports, and the final answer will be given at the beginning of the next class. Students though, a this time will be informed of the events that will take place in the following days and weeks.  Show them the project calendar, and give details as towards what will be done the following days in regards to set-up of the small pondsÉ etc.  Elaborate on Safety Protocol for the following day.

 

 

 

 

Listen attentively, and ask questions in regards to how certain procedure will be carried out.  Where we will set up the ponds, and what we need to wearÉ etc.

 

Presentation Rubric