Running Head: ZUGIBE FINAL PROJECT

Zugibe Final Project

Aubrey Zugibe

ISTC 541

Towson University
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Unit Outline​: Ecology
Lesson 1: Food Chains & Webs
Content
TECH Integration & ISTE Differentiation, AVID & PBIS
Standards & Lesson Overview
Standards Strategies
Objectives
PE HS-LS2-1 ISTE: 2B In this lesson, students will explore Option #1: ​If this is being taught
PE HS-LS2-2 ISTE: 3A how energy is transferred from the face-to-face, have students create
PE HS-LS2-6 ISTE: 3D sun all the way through the food a class food web in the hallway by
ISTE: 4A & B chains/webs in an ecosystem. This connecting their organisms with
Objective: ISTE: 5B & C presentation will be done from masking tape arrows on the wall.
I can Nearpod in order to boost This is particularly useful for visual
determine​ the ● Nearpod engagement and collaboration and tactile learners.
interactions ○ Open-ended slide for the among students.
among warm-up Option #2:​ Do this Gizmo activity
organisms in a ○ Collaborate Slide They will watch a video, create a with small groups of students or as
variety of ○ Draw-it slide for questions class brainstorm and complete an a class demo for more
ecosystems ● Google Slides Presentation online experiment using Gizmos. structure/support
● Video Finally, students will utilize web tools
UDL ● Marking the text using Google in Google Docs and extensions to Assistive Tech:​ Students with
Checkpoints: Doc Features and ​Google & mark the text in a reading and reading/comprehension deficits can
1.1, 1.2, 2.1, Write for Chrome​ extension complete a formative assessment via use the ​Read & Write for Chrome
2.2, 2.3, 2.5, ● Gizmos Interactives Google Forms. extension for the reading.
3.1, 3.2, 3.3, ● Exit Ticket via Google Form
3.4, 5.1, 5.2, ● Google Classroom *All instructional materials and Vocabulary support​ document
5.3, 6.1, 6.3, assignments will be posted to and manipulatable​ teacher notes
7.2, 7.3, 8.1, Google classroom. for students receiving services
8.2, 8.3, 8.4
ELL:​ Utilize caption translation for
videos
Assessment: ​Food Chains and Webs Exit Ticket on Google Forms

Lesson 2: Biotic & Abiotic Factors

Content Differentiation,
TECH Integration &
Standards & Lesson Overview AVID & PBIS
ISTE Standards
Objectives Strategies
PE HS-LS2-1 ISTE 2B In this lesson, students will identify biotic and abiotic factors Option #1:​ For the
PE HS-LS2-2 ISTE 3A, C, D in ecosystems and describe their impacts. First, they will thinking map piece,
PE HS-LS2-6 ISTE 4 A & B complete an open-ended Nearpod warm-up. The class will provide more or less
ISTE 5 A, B, C then brainstorm factors that make up an ecosystem by scaffolding
Objective: ISTE 7B using a Nearpod collaboration slide. depending on
I can​ ​identify learner needs
biotic and ● Nearpod Students will watch a video about how biotic & abiotic
abiotic factors ○ Open-ended slide factors influence the stability of ecosystems to boost Option #2: ​Consider
in ecosystems for the warm-up student engagement. Students will create thinking maps hosting a virtual
and describe ○ Collaborate Slide analyzing how abiotic factors can affect biotic factors e-learning session to
their impacts. ○ Drawing Slide (Nearpod drawing slide). explore the Gizmo
● Google Slides with students
UDL Presentation Students will engage in an inquiry-based learning
Checkpoints: ● Video experience using the coral reef Gizmo. Here, they can Vocabulary
1.1, 1.2, 2.1, ● Gizmos Interactives manipulate different abiotic factors and analyze data to see support​ document
2.2, 2.3, 2.5, ● Exit Ticket via Google how they impact the coral reef ecosystem. This can be and manipulatable
3.1, 3.2, 3.3, Form done in groups or individually. Students will be evaluated teacher notes​ for
3.4, 5.1, 5.3, ● Google Classroom using an exit ticket on Google Forms. students receiving
6.1, 6.3, 7.2, services
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7.3, 8.1, 8.2, *All instructional materials and assignments will be Increased Rigor:
8.3, 8.4 posted to Google classroom. Use the honors
version of Gizmo

ELL:​ Utilize caption

translation for videos
Assessment:​ Abiotic and Biotic Factors Formative via Google Forms

Lesson 3: Biodiversity & Carrying Capacity

TECH
Content
Integration & Differentiation, AVID &
Standards & Lesson Overview
ISTE PBIS Strategies
Objectives
Standards
PE HS-LS2-1 ISTE 1B In this lesson, students will investigate how abiotic and biotic Option #1: ​For students
PE HS-LS2-2 ISTE 2B resources in an environment can influence the carrying who need more support,
PE HS-LS2-6 ISTE 3D capacities of organisms in an ecosystem. consider doing the
ISTE 5A & B simulation as a demo.
I can ​analyze ISTE 7A, B, C, D Students start by completing a warm-up via an open-ended
data to Nearpod question. Students will then view a video about Option #2:​ Consider using
determine​ the ● Nearpod factors that influence carrying capacity. Next, students will the ​Natural Selection*
carrying Presentation work in heterogeneous groups via breakout rooms to PhET investigation.
capacity of an ● Google Slides investigate carrying capacity using the ​Natural Selection*
ecosystem Presentation PhET. Option #3: ​Use the R​ abbit
and explain ● Video Population​ ​Gizmo and
factors that ● PhET Students will complete the ​Carrying Capacity Analysis create your own exploration
influence it. Simulation Questions ​document as a group using a collaborative google guide to fit the needs of
● Google Docs doc and group roles assigned through google classroom. your students.
UDL ● Google Finally, students will complete a journal write in Google
Checkpoints: Classroom Classroom for closure and evaluation. Vocabulary support
1.1, 1.2, 2.1, document and
2.2, 2.3, 2.5, *All instructional materials and assignments will be manipulatable​ teacher
3.1, 3.2, 3.3, posted to Google classroom. notes​ for students
5.1, 5.3, 6.1, receiving services
7.2, 7.3, 8.1, Vocab Support Resource
8.2, 8.3, 8.4,
9.2, 9.3 ELL:​ Utilize caption
translation for videos
Assessment: ​Journal Write: How does the amount of resources available to a species influence its carrying capacity?
*This journal write will be completed via open-ended question on Google Classroom**

Lesson 4: Invasive Species

Content TECH
Differentiation, AVID & PBIS
Standards & Integration & Lesson Overview
Strategies
Objectives ISTE Standards
PE HS-LS2-1 ISTE 2B, C This lesson teaches students about invasive Option #1:​ Have half the class create
PE HS-LS2-2 ISTE 3A, B, C, D species and their impacts on ecosystems. MISSING posters for an endangered
PE HS-LS2-6 ISTE 6A, B, C, D Students start by completing their warm-ups species instead of a WANTED poster for
using a collaborative board on Nearpod. In invasive species.
I can​ identify ● Nearpod order to preserve routine and engage
and ​describe ○ Collaborate students, they will watch a TedEd video Option #2:​ Provide students with a
several Slide about invasive species and answer follow-up choice of how to present the knowledge
invasive ○ Drawing questions using a Nearpod drawing slide. they have acquired. While all students
species and Slide should use the same criteria in their
their impacts ● Google Slides Next, students use government websites to “WANTED poster”, it can be delivered in
on the ● Video conduct research about an invasive species a medium of their choosing.
environment. ● Researching of their choosing. Students will create a
 ZUGIBE FINAL PROJECT 4
● Piktochart one-pager poster using the technology Examples:
UDL ● Google platform of their choosing (Google slides, -Drawn/ Written on paper
Checkpoints: Drawings drawings, docs, piktochart, analog, etc.). -Google docs, slides, drawings
1.1, 1.2, 2.1, ● Google Docs -Podcast/Audio recording
2.2, 2.3, 2.5, ● Google Finally, students will complete a journal write -Letter to a friend
3.1, 3.2, 4.1, Classroom on Google Classroom by using evidence -Animation/ video
5.1, 5.2, 6.1, from their research. -Etc.
6.2, 6.3, 6.4,
7.1, 7.2, 7.3, *All instructional materials and Extend:​ Use​ ​images and information
8.1, 8.2, 8.4, assignments will be posted to Google about invasive species to do an invasive
9.2 classroom. species gallery walk with students.
Students should be provided with a chart
to collect information about each species
(Name, original location, new location,
impacts, etc.).

Vocabulary support​ document and

manipulatable​ teacher notes​ for
students receiving services

ELL:​ Utilize caption translation for videos

Assessment: ​Journal Write: Why are invasive species so destructive to their environments? Support your claim with evidence.

Summative Assessment: ​Biology Quiz 1​ (Google Form)

Lesson 5: Biomagnification
TECH
Content
Integration & Differentiation, AVID & PBIS
Standards & Lesson Overview
ISTE Strategies
Objectives
Standards
PE HS-LS2-1 ISTE 1C In this lesson, students will learn about how Option #1: ​Construct a model of a food
PE HS-LS2-2 ISTE 2B toxins travel through the food chains/webs of an chain that includes a quantification of
PE HS-LS2-6 ISTE 3D ecosystem and are magnified along the way. the distribution and buildup of a
ISTE 5A, B, C Students will start by answering a warm-up potentially damaging chemical that is
I can ​explain question using a Nearpod collaborate slide. introduced into an ecosystem by
how the ● Nearpod Next, students will use a Nearpod drawing slide creating a Thinking Map or an
accumulation of ○ Collaborat to make predictions about what the presented illustration. This will help better model
toxic e Slides infographic means. biomagnification for struggling learners.
substances ○ Drawing
inside of Slide Students will be shown an Amoeba Sisters video Option #2: ​As an alternative to the lab,
organisms can ● Google and answer some comprehension questions consider using the ​Biomagnification
affect the Slides about the video on a Google Doc worksheet. Simulation Activity*​ from NOAA.
carrying ● Video
capacity of their ● Google Docs Finally, students will then explore and complete Differentiation: ​In classes where
species ● Bioman Bio Bioman Bio’s ​The Peril River Problem*​ ​game in students need more scaffolding,
Interactive order to investigate the issue of biomagnification consider using a breakout room to work
UDL Simulation in an ecosystem and send scores to the teacher with students in small groups to review
Checkpoints: Game via email. the simulation and/or video worksheet.
1.1, 1.2, 2.1,
2.2, 2.3, 2.5, Finally, students will answer Vocabulary support​ document and
3.1, 3.2, 3.3, *All instructional materials and assignments manipulatable​ teacher notes​ for
3.4, 5.1, 5.3, will be posted to Google classroom. students receiving services
6.1, 7.2, 7.3,
8.1, 8.2, 8.4, ELL:​ Utilize caption translation for
9.2, 9.3 videos
Assessment: ​Bioman Bio’s ​The Peril River Problem*​ ​game
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Lesson 6: Succession
Content TECH
Differentiation, AVID &
Standards & Integration & Lesson Overview
PBIS Strategies
Objectives ISTE Standards
PE HS-LS2-1 ISTE 2B This lesson teaches students about the process of Option #1:​ Provide students
PE HS-LS2-2 ISTE 3C, D ecological succession- how ecosystems recover with a choice of how to present
PE HS-LS2-6 ISTE 6A, B, C, D from large changes over time. Once students the knowledge they have
complete the warm-up, they are presented with a acquired. While all students
I can​ ​describe ● Google Slides should use the same criteria in
○ Presentation
slide containing a comic story about succession.
the process of their “one pager”, it can be
○ Assignment Using google slides, the panels are revealed to delivered in a medium of their
ecological
succession. template students one box at a time to garner engagement choosing.
● Google and interest.
UDL Jamboard Examples:
Checkpoints: ● Videos Students are taken on a journey throughout the -Drawn/ Written on paper
1.1, 1.2, 2.1, ● Google Earth lesson viewing the real-life example of Mt. Saint -Google docs, slides, drawings
2.2, 2.3, 2.5, ● Google Forms -Podcast/Audio recording
Helens erupting and the process that followed.
3.1, 3.2, 3.4, -Letter to a friend
They will see actual video footage from the event
4.1, 5.1, 5.2, -Animation/ video
along with satellite footage of the ecosystem’s -Etc.
6.1, 6.2, 6.3,
6.4, 7.1, 7.2,
recovery after many years. Finally, students are
7.3, 8.1, 8.2, taken on a virtual field trip to explore the eruption
8.4 site and what it currently looks like using Google DI #1: ​For students who
Earth. need more support, consider
giving them some short
notes to refer back to about
*Continued on next page succession.
Next, students will apply the knowledge they
gained by walking through the videos and from the DI #2:​ Instead of or in
comic to other real-life examples during the addition to the Mt. Saint
Succession Gallery Click. In this document, Helens example videos,
students will identify whether each given scenario consider showing Bozeman
is an example of primary or secondary succession Science’s Succession video
and describe why by typing in the provided boxes. for a more direct
instructional approach.
Students will then create a one pager with the
provided criteria in order to demonstrate their Vocabulary support​ document
understanding of the content. Encourage students and manipulatable​ teacher
to use any medium they choose to present the notes​ for students receiving
information (see column to the right for examples). services

ELL:​ Utilize caption translation

*All instructional materials and assignments will be for videos
posted to Google classroom.
Assessment:​ ​Succession Gallery Click and/or Succession One Pager

Quarterly Review Quizizz​ & Summative Assessment: ​Quarterly​ (Google Form)

**All lessons were written by Aubrey Zugibe for the AACPS curriculum. The unit and lessons have been
re-written entirely by me for the sake of this project.
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Formal Lesson Plans

Lesson 1: Food Chains & Webs
Teacher: ​Aubrey Zugibe
Subject: ​Honors Biology
Materials:​ Chromebook or other computer; scrap paper and writing utensil may be helpful.
Essential Standards and Clarifying Objectives
● PE HS-LS2-1​ ​Ecosystems: Interactions, Energy, and Dynamics: ​Use mathematical and/or computational
representations to support explanations of factors that affect carrying capacity of ecosystems at different
scales.

● PE HS-LS2-2​ Interactions, Energy, and Dynamics: ​Use mathematical representations to support and revise
explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different
scales.

● PE HS-LS2-6​ ​Ecosystems: Interactions, Energy, and Dynamics ​Evaluate the claims, evidence, and
reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of
organisms in stable conditions, but changing conditions may result in a new ecosystem.

● ISTE: 2B​,​ 3A​, ​3D​, ​4A & B​, ​ 5B & C

Lesson objective(s):​ ​I can​ i​ dentify​ biotic and abiotic factors in ecosystems and describe their impacts.

Differentiation strategies to meet diverse learner needs:

Option #1: ​If this is being taught face-to-face, have students create a class food web in the hallway by connecting their
organisms with masking tape arrows on the wall. This is particularly useful for visual and tactile learners.

Option #2:​ Do this Gizmo activity with small groups of students or as a class demo for more structure/support

Assistive Tech:​ Students with reading/comprehension deficits can use the ​Read & Write for Chrome e ​ xtension for the
reading. The teacher or special educator can also level the readings to achieve accessibility for ELLs or students with
disabilities.

Vocabulary support​ document and manipulatable​ teacher notes​ for students receiving services

ELL:​ Utilize caption translation during videos; allow students to use translators

UDL Checkpoints: ​1.1, 1.2, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3, 6.1, 6.3, 7.2, 7.3, 8.1, 8.2, 8.3, 8.4
ENGAGEMENT
As students join the Nearpod presentation, prompt them to complete the warm-up on the projected slide. The warm-up
is delivered via an open-ended response slide in Nearpod. Students answer the question:
How do we as humans interact with our ecosystems? U ​ se student responses to guide discussions to include both
plants and animals.

Students will then complete a brainstorm/pre-assessment using a Nearpod collaborate slide with the prompt below:
Write everything you know about food chains/webs. This can include vocabulary words OR explanations.

EXPLANATION
Prior to viewing the Amoeba Sisters video, lead students to wonder and briefly discuss the following questions:
What sort of organisms live in the Chesapeake Bay?
How are organisms in the bay related to one another/depend on one another?
How does energy flow through the Chesapeake Bay?
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Show the Amoeba Sisters Video ​“Food Webs and Energy Pyramids”​ ​and have students take notes either on their own
or using the worksheet that goes with the video. After the video, students will answer the following questions using a
Nearpod draw-it slide. When they are finished, discuss:
How could the removal of one organism in a food web affect others?
Besides other living things, what factors could affect an ecosystem?
Why is biodiversity important?

EXPLORATION
Students will use the ​Food Chains ​Gizmo​ from Explore Learning in order to explore how energy is passed through an
ecosystem. As they explore, they will complete the​ Food Chains Student Edition​ document.

EVALUATION
Students are evaluated throughout the lesson using questioning strategies, discussions, written exploration
documents,etc.

The final evaluation for the end of this lesson is for students to complete the ​Food Chains & Webs​ google form via
google classroom.

ELABORATION
Students will read ​Energy Flow in Ecosystems Reading ​while marking the text (AVID strategy). Students will:

● Highlight Science Terms in yellow

● Highlight Important Details in green
● Annotate thoughts and questions in the margins by adding comments

This article expands upon knowledge that was learned during class. Students with limited literacy may utilize the
Google & Write for Chrome​ extension as a form of assistive technology in order to make the materials more accessible
and boost literacy.
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Lesson 2: Biotic & Abiotic Factors

Teacher: ​Aubrey Zugibe
Topic: ​Biotic & Abiotic Factors
Materials:​ Chromebook or other computer; scrap paper and writing utensil may be helpful.
Essential Standards and Clarifying Objectives
● PE HS-LS2-1​ ​Ecosystems: Interactions, Energy, and Dynamics ​Use mathematical and/or computational
representations to support explanations of factors that affect carrying capacity of ecosystems at different
scales.

● PE HS-LS2-2​ Interactions, Energy, and Dynamics: ​Use mathematical representations to support and revise
explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different
scales.

● PE HS-LS2-6​ ​Ecosystems: Interactions, Energy, and Dynamics ​Evaluate the claims, evidence, and
reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of
organisms in stable conditions, but changing conditions may result in a new ecosystem.

● ISTE 2B, 3A, C, D, 4 A & B, 5 A, B, C, 7B

Lesson objective(s):​ ​I can​ i​ dentify​ biotic and abiotic factors in ecosystems and describe their impacts.

Differentiation strategies to meet diverse learner needs:

Option #1:​ For the thinking map piece, provide more or less scaffolding depending on learner needs
Option #2: ​Consider hosting a virtual e-learning session to explore the Gizmo with students

Increased Rigor:​ Use the honors version of Gizmo

Vocabulary support​ document and manipulatable​ teacher notes​ for students receiving services

ELL:​ Utilize caption translation for videos

UDL Checkpoints: ​1.1, 1.2, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 5.1, 5.3, 6.1, 6.3, 7.2, 7.3, 8.1, 8.2, 8.3, 8.4
ENGAGEMENT & EXPLANATION
Students will view the ​image of the population map​ on an open-ended Nearpod slide and open the following question
prompt: ​Where has the US population grown the most? If we consider recent natural disasters, why might this
be a problem?

Lead students to discuss how most of the population is growing along coastlines or bodies of water which may be
problematic because that’s where most hurricanes, tsunamis, etc. hit.

Review the terms “biotic” and “abiotic” with students. On the next slide, students will use a Nearpod collaborate board
to give examples of biotic and abiotic factors in an ecosystem.

Students will view National Science Foundation’s ​“Ecologists test stability of Maine ecosystem over two decades”​ to
learn about what factors affect the stability of an ecosystem.

After the video, discuss the following questions with students:

What factors can affect ecosystem stability? Are these biotic or abiotic?
Could these factors affect our local ecosystems such as the Chesapeake Bay?

Students complete a thinking map using a draw-it Nearpod slide in order to identify the effects that abiotic factors can
have on biotic factors.
Start Day 2:
 ZUGIBE FINAL PROJECT 9

Students will view ​this image​ ​of a graph showing the decline in coral reef since 1977. Students will be prompted to
answer the following warm-up question using an open-ended question Nearpod slide:
Why do you think corals have declined since 1977?

EXPLORATION
Students will use the ​Coral Reefs 1- Abiotic Factors ​Gizmo​ from Explore Learning to manipulate a variety of abiotic
factors in order to analyze their effects on an ecosystem. As they explore, they will complete the​ Coral Reefs 1- Abiotic
Factors Student Edition​ document.

ELABORATION & EVALUATION

Students are evaluated throughout the lesson using questioning strategies, discussions, written exploration
documents,etc.

Towards the end of the lesson, students will sort a list of examples into biotic or abiotic factors on a google form. In
order to show a higher level of understanding, students will also evaluate and use the following sources of information
in order to make a claim and support it with evidence for the following prompt:

Make a claim about whether the Chesapeake Bay ecosystem is stable or unstable, and describe which
conditions/factors indicate stability or instability. Describe the impact that a strong storm, or particular human
activities, could have on the Chesapeake Bay.

Provided Evidence Sources:

● Coral reefs gizmo data/trends
● Chesapeake Bay Report Card

Both the sort and journal write prompt will be delivered via google form and turned in on google classroom.
 ZUGIBE FINAL PROJECT 10

Lesson 3: Biodiversity & Carrying Capacity

Teacher: ​Aubrey Zugibe
Subject: ​Honors Biology
Materials: ​Chromebook or other computer; scrap paper and writing utensil may be helpful.
Essential Standards and Clarifying Objectives
● PE HS-LS2-1​ ​Ecosystems: Interactions, Energy, and Dynamics ​Use mathematical and/or computational
representations to support explanations of factors that affect carrying capacity of ecosystems at different
scales.

● PE HS-LS2-2​ Interactions, Energy, and Dynamics: ​Use mathematical representations to support and revise
explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different
scales.

● PE HS-LS2-6​ ​Ecosystems: Interactions, Energy, and Dynamics ​Evaluate the claims, evidence, and
reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of
organisms in stable conditions, but changing conditions may result in a new ecosystem.

● ISTE 1B​, ​2B​, ​ 3D​, ​5A & B​,​ 7A, B, C, D

Lesson objective(s): ​I can ​analyze​ data to d​ etermine​ the carrying capacity of an ecosystem and explain factors that
influence it.

Differentiation strategies to meet diverse learner needs:

Option #1: ​For students who need more support, consider doing the simulation as a demo.
Option #2:​ Consider using the ​Natural Selection*​ PhET investigation.
Option #3: ​Use the ​Rabbit Population​ ​Gizmo and create your own exploration guide to fit the needs of your students.

Vocabulary support​ document and manipulatable​ teacher notes​ for students receiving services
Vocab Support Resource

ELL:​ Utilize caption translation for videos

UDL Checkpoints: ​1.1, 1.2, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 5.1, 5.3, 6.1, 7.2, 7.3, 8.1, 8.2, 8.3, 8.4, 9.2, 9.3
ENGAGEMENT
Students will complete the warm-up on an open-ended Nearpod question slide:
Do you think the population of deer and other organisms is stable over time? Explain.

Students will watch Discovery Education’s ​“Overpopulation: Case of the White-Tailed Deer”​ and answer the following
question on a Nearpod collaborate slide:
How can increases in population affect the stability of an ecosystem?

EXPLANATION
Students will view MooMoo Math and Science’s ​“Ecological Carrying Capacity- Biology”​ video to learn about different
factors that can affect how many organisms an ecosystem can support.

EXPLORATION
Students will complete [Link]’s ​“Activity: Population Explosion”​ simulation. They will work collaboratively in
ability-based, heterogeneous breakout groups to explore the simulation and complete the accompanying questions
document. Each group will be assigned its own copy of the document via google classroom where they will work
through the problems together. Each group will be assigned a leader/screen sharer and a timekeeper.
 ZUGIBE FINAL PROJECT 11
ELABORATION
Lead a discussion with students about how they can apply the concepts they learned about carrying capacity and
limiting factors to a school, teachers, students and school supplies. Teachers, space and supplies can all be considered
limiting factors for the student carrying capacity within a classroom.
EVALUATION
Students are evaluated throughout the lesson using questioning strategies, discussions, written exploration
documents,etc.

Students will complete a journal write at the end of the class period by responding to the following open-ended question
on google classroom:
Journal Write: How does the amount of resources available to a species influence its carrying capacity?
 ZUGIBE FINAL PROJECT 12

Lesson 4: Invasive Species

Teacher: ​Aubrey Zugibe
Subject: ​Honors Biology
Materials: ​Chromebook or other computer; scrap paper and writing utensil may be helpful.
Essential Standards and Clarifying Objectives
● PE HS-LS2-1​ ​Ecosystems: Interactions, Energy, and Dynamics ​Use mathematical and/or computational
representations to support explanations of factors that affect carrying capacity of ecosystems at different
scales.

● PE HS-LS2-2​ Interactions, Energy, and Dynamics: ​Use mathematical representations to support and revise
explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different
scales.

● PE HS-LS2-6​ ​Ecosystems: Interactions, Energy, and Dynamics ​Evaluate the claims, evidence, and
reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of
organisms in stable conditions, but changing conditions may result in a new ecosystem.

● ISTE 2B, C, 3A, B, C, D, 6A, B, C, D

Lesson objective(s):​ ​I can​ identify​ and d​ escribe​ several invasive species and their impacts on the environment.

Differentiation strategies to meet diverse learner needs:

Option #1:​ Have half the class create MISSING posters for an endangered species instead of a WANTED poster for
invasive species.
Option #2:​ Provide students with a choice of how to present the knowledge they have acquired. While all students
should use the same criteria in their “WANTED poster”, it can be delivered in a medium of their choosing.

Examples:
-Drawn/ Written on paper
-Google docs, slides, drawings
-Podcast/Audio recording
-Letter to a friend
-Animation/ video
-Etc.

Extend:​ Use​ ​images and information about invasive species to do an invasive species gallery walk with students.
Students should be provided with a chart to collect information about each species (Name, original location, new
location, impacts, etc.).

Vocabulary support​ document and manipulatable​ teacher notes​ for students receiving services

ELL:​ Utilize caption translation for videos

UDL Checkpoints: ​1.1, 1.2, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 4.1, 5.1, 5.2, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 8.1, 8.2, 8.4, 9.2
ENGAGEMENT
Students answer the following warm-up question on a Nearpod collaborate slide:
Day 1​:​ ​What happens when a non-native species enters an ecosystem?

EXPLANATION
Students will watch the Ted Ed video,​ “The Threat of Invasive Species- Jennifer Klos”.​ Students will answer the
following follow-up questions using a draw-it Nearpod slide:
 ZUGIBE FINAL PROJECT 13

What were two invasive species mentioned in the video?

What conditions make invasive species threatening?
How can invasive species cause a disruption in an ecosystem and lead to instability?
Do you think we’re an invasive species? Why or why not?

Review and discuss questions with students.

EXPLORATION
Students choose an invasive species in Maryland to research starting with the​ Maryland Department of Natural
Resources Site​. Students will present the information they collected in any media they choose- as long as they hit each
rubric point of the ​Invasive Species WANTED Poster​ assignment.

ELABORATION(Time frame)
The criteria in the ​Invasive Species WANTED Poster​ assignment include a section that asks students to describe the
impacts that their chosen invasive species could have on humans- either directly or indirectly. This allows students to
become personally invested in the material. To go a step further, students can come up with a mitigation plan for their
chosen invasive species.

EVALUATION(Time frame)
The WANTED Poster and post-video questions can be used to evaluate student learning. Students will be given a
choice of what media to present their one pager with (look at the differentiation section for examples).
 ZUGIBE FINAL PROJECT 14
Lesson 6: Succession
Teacher: ​Aubrey Zugibe
Topic: ​Succession
Subject: ​Honors Biology
Materials:​ Chromebook or other computer; scrap paper and writing utensil may be helpful.
Essential Standards and Clarifying Objectives
● PE HS-LS2-1​ ​Ecosystems: Interactions, Energy, and Dynamics ​Use mathematical and/or computational
representations to support explanations of factors that affect carrying capacity of ecosystems at different
scales.

● PE HS-LS2-2​ Interactions, Energy, and Dynamics: ​Use mathematical representations to support and revise
explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different
scales.

● PE HS-LS2-6​ ​Ecosystems: Interactions, Energy, and Dynamics ​Evaluate the claims, evidence, and
reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of
organisms in stable conditions, but changing conditions may result in a new ecosystem.

● ISTE 2B, 3C, D​,​ 6A, B, C, D

Lesson objective(s): ​I can​ ​describe​ the process of ecological succession.

Differentiation strategies to meet diverse learner needs:

Option #1:​ Provide students with a choice of how to present the knowledge they have acquired. While all students
should use the same criteria in their “one pager”, it can be delivered in a medium of their choosing.

Examples:
-Drawn/ Written on paper
-Google docs, slides, drawings
-Podcast/Audio recording
-Letter to a friend
-Animation/ video
-Etc.

DI #1: ​For students who need more support, consider giving them some short notes to refer back to about
succession.
DI #2:​ Instead of or in addition to the Mt. Saint Helens example videos, consider showing Bozeman
Science’s Succession video for a more direct instructional approach.

Vocabulary support​ document and manipulatable​ teacher notes​ for students receiving services

ELL:​ Utilize caption translation for videos

UDL Checkpoints: ​1.1, 1.2, 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.4, 4.1, 5.1, 5.2, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 8.1, 8.2, 8.4
ENGAGEMENT & EXPLANATION
Students will answer the following question on slide one of the ​Succession Day 1 Slides​:
Name one natural disaster you can think of.

Students will discuss natural disasters and talk about current natural disasters happening around the globe.
Lead students to wonder, ​“what happens to an ecosystem ​after​ it is destroyed by a natural disaster”​.
Read/present the succession comic to students on slide two by revealing one panel at a time. Using
 ZUGIBE FINAL PROJECT 15
animations to reveal a larger picture piece by piece is a great way to build suspense in order to increase
student interest and engagement. This comic delineates between the two types of succession.
EXPLORATION
Show students the following video clips in order to explore various stages of succession and the natural
disaster that causes it to begin.

● Mt St Helens Eruption Clip

● Mt St Helens Satellite Timelapse
● Mt St Helens Aftermath

After showing the video clips, use google earth to take students to the eruption site and surrounding areas of
Mount St. Helens. Allow students to use google earth to explore the site on their own. Be sure to point out
things that parallel the comic strip such as pioneer species, climax communities and the differences between
primary and secondary succession.

● Mt St Helens Google Earth

ELABORATION
Now that students have learned about a real example of succession, they can apply their knowledge to a
variety of scenarios in order to identify if a situation will result in primary or secondary succession by
completing the S​ uccession Gallery Click​. Each student gets a copy via google classroom and turns it in upon
completion.

EVALUATION
Students are evaluated throughout the lesson using questioning strategies, discussions, the succession gallery
click,etc.

At the end of the lesson, students will complete the ​Succession Exit Ticket​ and one pager documents in order to show
what they’ve learned. The one-pager will be a homework assignment in order to help students retain knowledge and
practice identifying characteristics of primary vs. secondary succession. Students will be given a choice of what media
to present their one pager with (look at the differentiation section for examples).

Tech Samples:
Lesson One: ​Food Chains & Webs Lesson Four:​ Invasive Species
● Food Chains & Webs Nearpod ● Invasive Species Nearpod
● Food Chains & Webs Exit Ticket ● Invasive Species WANTED Poster

Lesson Two:​ Biotic & Abiotic Factors Lesson Six: ​Succession

● Biotic & Abiotic Factors Nearpod ● Succession Day 1 Slides
● Biotic and Abiotic Factors Formative ● Succession Gallery Click
● Succession Exit Ticket
Lesson Three:​ Biodiversity & Carrying Capacity
● Carrying Capacity Nearpod Summative Assessments/ Review:
● Carrying Capacity Collaborative Questions ● Biology Quiz 1
Doc ● Quarterly Review Quizizz
● Quarterly
 ZUGIBE FINAL PROJECT 16

Intro

Since I can remember, it has always been my passion to help others achieve success in

what they do. As a student, I had experiences that have given me a unique perspective on

teaching and learning. I have ADHD, anxiety and trouble reading. This lens has been a gift as a

teacher because it gives me insight to how my students may be feeling. The goal of my

technology-enriched ecology unit is to reach all learners and create meaningful learning

experiences for each and every student. My goal is to create a learning environment that makes

every student feel represented, accepted, and capable of success. I teach students with a wide

range of ability levels, ethnicities, and languages. Reaching all of my students in an equitable

way is a daunting task, but one that is worthwhile.

In this unit I have applied several learning theories in order to reach my high school

biology students. Of the three main learning theories, cognitivism best matches my approach to

instruction. Cognitivism asserts that people are rational beings that require active participation in

order to learn. When applying cognitivism to instruction, educators need to “grab someone’s

attention and then help them make sense of the information and store it” (LearningDctr, 2010).

This is achievable by creating engaging lessons that students can relate to their own lives in order

to derive meaning and importance.

In order to boost student engagement in the ecology unit, I have integrated various

technologies including but not limited to Nearpod presentations, google forms, interactive

simulations and games, student choice products, and collaborative documents. While

establishing consistency and routines is helpful for students, it’s also important to use a variety of

tools so that students don’t become bored and disengaged. This also applies to the nature of

assignments. I infused independent, collaborative and teacher-led learning experiences

 ZUGIBE FINAL PROJECT 17

throughout the curriculum in order to reach students with diverse learning styles. I chose to

frequently assess students using google form exit tickets to provide consistent, formative data,

while integrating other opportunities for student response. These “other opportunities” provide

students with the choice of how to assert their knowledge in creating a final product.

Data

Data drives effective instruction. In order to teach effectively, data must regularly be

collected, analyzed, and interpreted. This can be done formally using exit tickets and other

graded products, or informally using polls and questioning strategies. Throughout each lesson, I

like to frequently assess students by asking different levels of questions in order to ensure that

students are progressing toward the lesson objective. Google meet’s polling feature is one great

tool that can be used to assess students informally. For consistency purposes, I have created

many google form exit tickets to assess students at the conclusion of lessons. Each exit ticket

consists of high, medium, and low rigor questions that vary in type. Some exit tickets may all be

multiple choice while others contain a journal write or open-ended response question. Google

forms provides an easy route to data collection and analysis because it grades automatically.

Google forms also generates spreadsheets that can be easily manipulated for analysis. As the

biology team lead, I regularly lead my team of teachers in data analysis procedures in order to

drive and adjust instruction. If there is a concept many students are struggling with across

classes, we create remediation tools and loop questions from previous lessons back into current

exit tickets, so students don’t lose knowledge of those concepts. Google forms also has a cool

“create your own adventure-esque” feature that directs students to watch a video on a topic if

they get a question wrong. If they get a question right they can move on. Modern technology
 ZUGIBE FINAL PROJECT 18

provides endless possibilities for effective, data-driven instruction.

Collaboration

Collaboration is an integral part of ensuring effective instruction. Because there are so

many different technology tools and platforms, collaborating with others is a good way to

experiment with them and evaluate their instructional efficacy. Throughout the week, my biology

team collaborates in two different structures. The 9th and 10th grade biology teachers meet

together once a week, and each grade level team meets separately, twice a week. We share

instructional resources regularly as we experiment with infusing them into the curriculum.

Meeting as a large biology group is a great way to expose teachers to various instructional

technology tools, while meeting in a smaller, more concentrated group allows us to narrow our

focus to what is most beneficial for our specific age group of students. Our assigned

administrator and department chair (instructional coach) attend all meetings in order to offer

insight and further disseminate our findings. As a team, we use data collected from assessment

tools in order to determine which technologies are effective and which are not. While

collaboration is key, it does not mean that one size fits all when technology is concerned. The

more technology teachers are exposed to in these group settings, the more resources they have to

choose from in order to find tools that are effective ​and i​ ntegrate with their unique teaching

styles.

Diversity & UDL

As someone who teaches outside the city of Baltimore, diversity and promoting equity

are integral parts of planning instruction. People come from diverse backgrounds with different

levels of knowledge, different abilities, cultures and even languages. In each lesson we plan,

these demographics are taken into consideration. In order to reach students of different academic
 ZUGIBE FINAL PROJECT 19

abilities, we work with special educators to create different levels of instructional materials. We

do this by adding and removing scaffolds like sentence starters, word banks, and changing

vocabulary words. My co-teacher makes teacher notes and vocabulary templates to supplement

lesson materials for students who need more support. These supports also benefit english

language learners. To further support ELLs, we encourage students to translate pages when

needed and present videos during class with Spanish subtitles (or other languages depending on

ELLs). To promote cultural relevance, we try to make learning relational to all students by

providing multiple examples in different contexts. We also try to incorporate pictures in lessons

that are representative of everyone in the class.

Another approach to creating a classroom that celebrates diversity and promotes

inclusion/equity is by following the UDL guidelines. Universal Design for Learning is a set of

guidelines that serve to “ensure that all learners can access and participate in meaningful,

challenging learning opportunities” (CAST, 2018). I used the UDL Checklist to evaluate my unit

plan and ensure I included most items. One of the integral parts of UDL is giving students a

voice by giving students a choice. In the succession and invasive species lessons, students were

given free reign on what deliverable they turn in, as long as it hits all of the rubric criteria. Some

students recorded videos, others did posters, and some students even wrote songs! By giving

students independence and control of their own learning, we can allow them to grow and

achieve their full potentials.

Adaptive & Assistive Technology

Adaptive and assistive technologies are gamechangers for students. These tools are not

limited to students with disabilities; ​all​ students can benefit from them. Some students have

advanced devices that they utilize as a part of their IEPs, while others can utilize more universal
 ZUGIBE FINAL PROJECT 20

assistive and adaptive technologies. By posting lesson materials as google slides and google

docs, each student has the ability to personalize his/her learning. Posting individual copies for

students allows them to utilize personalization tools such as highlighting, annotating

(comments), supplementing with pictures, and changing the font. This allows students to

customize the materials in a way that helps them better process. Currently, each student in the

county has access to a county-owned chromebook. Using the chrome browser, students can use

extensions to access many different types of AT to help them learn. One example that my

students like to use is ​Read and Write for Chrome.​ This extension allows students to be read to

(similar to the Kurzweil), mark their text, translate the page to a different language, and many

more. Additionally, I always teach my ELL students how to translate the entire web page using

chrome, and/or use google translate. By teaching students how to use common AT, it empowers

them to take charge and become more independent learners.

Digital Citizenship & Ethics

Ethics and digital citizenship are often overlooked in an age where technology is readily

available at our fingertips. Curriculum writing for the county and this course have opened my

eyes to the importance of both. While writing this curriculum originally over the summer, I had

to go through a rigorous training on copyright and MOI approval through my county. Each and

every resource I put into writing for the county either had to be approved on a list of approved

sites/resources, non-copyright protected (government websites like NOAA), or we had to secure

permission. Fair use came into play when I deviated from the curriculum and used resources in

my instruction that were not already approved. When I rewrote the curriculum for this course, I

chose to stick with ​approved​ sites that were engaging and effective. If I couldn’t find an

appropriate resource that was already approved, I created my own.

 ZUGIBE FINAL PROJECT 21

The AECT Code of Professional Ethics provided me with guidelines to follow in order to

show my commitment to individual learners, society, and to the teaching profession (​AECT

Code of Professional Ethics 2018). Having a diverse group of students from different cultures,

abilities and backgrounds increases the importance of acting in an ethical manner. In order to

represent my students, society and profession, I made sure to check each lesson I created with the

code of ethics. My unit is free from sensitive materials that have the potential to violate the code.

Classroom Management and Online Learning

Teaching in a digital environment comes with many new challenges- especially for me,

the school’s e-coach. Though there is a learning curve for teachers and students, technology can

be used in a way to ​enhance ​instruction rather than take away from it or make it more difficult.

My ecology unit was planned with the goal of increasing student buy-in and engagement. If

students are invested in their own learning, they will become empowered and raise the bar for

achievement.

One strategy I use for classroom management is Nearpod. Nearpod allows students to

respond anonymously from their own devices. As the teacher, I can still monitor who gives what

response, but students are provided anonymity from ​other​ students. This helps to empower

students who are typically shy and/or don’t volunteer/participate actively in class. I also

integrated games using Nearpod’s ​Time to Climb,​ Bioman Bio, and Quizizz. Because

competition is a natural human instinct, infusing educational games into the curriculum helps get

students excited and invested in the lesson. These resources would also be a great way to add a

structured brain break into any lesson.

Google classroom has been an amazing classroom management tool for both online and

in-person instruction. It allows for easy organization and access of materials for both students
 ZUGIBE FINAL PROJECT 22

and staff, and provides lines of public and private communication. I regularly use it to post work,

communicate deadlines, post discussion questions, and start my class google meets. I even

replaced Performance Matters with google forms posted to the classroom for my preferred

assessment platform.

Professional Development

When the COVID pandemic hit, teachers across the globe panicked at the idea of online

teaching and learning. Many teachers had to quickly adjust from ​not ​using technology, to ​only

using technology. This has brought me endless requests for IT help and professional

development as the e-coach. Over the summer I created and led professional development

sessions for admin, instructional coaches, media specialists, and teachers. This started with basic

technology know-how and went all the way through how to improve the ​use ​of technology to

promote engagement in a world where we’re stuck behind computers.

Because so many teachers were eager to learn and share, I created a digital learning

community for the staff at my school to exchange resources and best practices. The school-based

professional learning network was created through google classroom. There, I post resources

such as tutorials and apps that I have successfully used in my classroom. Other teachers have

also contributed content such as templates, community-building activities, and suggestions for

extensions to download. Having this community provides an amazing, supportive environment

for the teachers and staff at my school. We help each other troubleshoot issues and try to

maximize efficiency and efficacy of technology use in our classrooms in order to promote an

engaging and equitable learning environment for all students.

 ZUGIBE FINAL PROJECT 23

References

AECT Code of Professional Ethics 2018. (2018). Retrieved November 13, 2020, from

[Link]

Akpan, J.P. & Beard, L.A. (2013). Overview of Assistive Technology Possibilities for Teachers

to Enhance Academic Outcomes of All Students. Universal Journal of

Educational Research, 1(2), 113-118. Retrieved December 10, 2020 from

[Link]

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from

[Link]

LearningDctr, director. ​Behaviorism, Cognitivism, Constructivism & Learning and Instructional

Theory​, 17 June 2010, [Link]/watch?v=0YOqgXjynd0.

Scheid, Maria. “Navigating the TEACH Act in Distance Education.” Copyright Corner, The

Ohio State University, 12 June 2015,

[Link]/site/copyright/2015/06/12/navigating-the-teach-act-in-distance-ed

ucation//.