Modified W.H.E.R.

E Lesson Plan Template – Technology / Computer Science Centered Lesson Outline

Name(s): Kevin Rivera, Megan Serrano, Sheyla Santini
Delete all text that is not highlighted. Type your responses directly in the template.
What are the desired results, including the big ideas, content standards, knowledge, and skills?
W ● List the Technology/Computer Science content standards and what the students will know and be able to do. You must include
at least one Math OR Science standard.

SC.35.CS-CP.1.3 Identify, research, and collect a data set on a topic, issue, problem, or question using age-appropriate
technologies.

SC.4.N.1.1: Raise questions about the natural world, use appropriate reference materials that support understanding to obtain
information (identifying the source), conduct both individual and team investigations through free exploration and systematic
investigations, and generate appropriate explanations based on those explorations.

MA.4.DP.1.1 Collect and represent numerical data, including fractional values, using tables, stem-and-leaf plots or line plots.

● How is this STREAM lesson centering on the learning of technology or computer science?
In this lesson we are going to be having the students conduct research on an endangered animal of their choosing. It is centered
around technology because they are going to need to use appropriate technological resources to conduct research on their endangered
animal and how to protect them. They are also going to use an online resource to graph the information that they find online during
their research process.

Why would the students care about this knowledge and these skills?
● Craft the driving question or problem that will lead to the development of the integrated tasks that provide for the application
of the content, knowledge, and skills.

How would you feel if you found out that an animal you love was running low in number? Endangered species are certain groups of
animals that are limited in numbers, meaning there are not many of them alive. You have the opportunity to investigate (research)
ways in which you can save that animal. The animal you chose to save is up to you but it must be an endangered species. Who will
you choose to save?
 How are Science, Engineering, and/or Technology concepts being integrated in this lesson?
H Within technology we will have students research and investigate about endangered animials to learn and dig deep into
information. Students will be able to utilize technology through creating their own graphs and collecting information about
their chosen animal.
● List the concepts you will teach.

- Endangered species
- Bar, Dot Plot, and pie graph
- Investigation/Research
- Habitats
- Continents

● Explain how the Technology/Computer Science is supporting student learning of the science or math. Please add details and
description here.

Data Graphs (Bar, Line, Dot, Pie, Histogram) (mathsisfun.com)

Students will be able to learn and represent how to create different graphs through the use of technology. They will be able to learn
how to organize/collect their data on a topic, issue, or question through technology.
How do I plan to meet this goal?
● Identify the pathway, including the major tasks and milestones that result in answering the driving question/problem.

The first step the students would need to take is to identify which endangered animal they want to research. Then they are
going to start conducting research on their animal like where they live and why they are endangered. They will then need to
complete their graphic organizer that will help them organize their data that they have collected. They will then need to
research where their animal could be found in the wild and plot this data on an online graph manipulative. This will be printed
out and added to their final posters. The students will then need to compile all of their research that they found online and
make a poster about what they learned about their endangered animal and ways to help protect them.
 What Evidence of learning will be used, and how will I Evaluate the final product or project?
E
Preassessment. What prior knowledge is needed for this task? What will you do to probe for prior understanding and any potential
misconceptions? Some of you are including standards from earlier grades – nice job.
MA.3.DP.1.1 Collect and represent numerical and categorical data with whole-number values using tables, scaled pictographs, scaled
bar graphs or line plots. Use appropriate titles, labels and units.
SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and
systematic investigations, and generate appropriate explanations based on those explorations.
-Students will need to know how to plot data on a graph.
-Students will need to know how to conduct internet safe research and how to use their computers to further their investigations.
-Students will need to have prior knowledge on what an endangered species is.

Formative. How will I measure student progress toward understanding?

● Establish the assessment tools or strategies you will use to monitor and inform instruction.

For a formative assessment students will collect their data on a graphic organizer that will be provided to them. In order to move on
to their presentation where they will make their poster come to life with all the information learned about their chosen species, the
graphic organizer must be completed and the teacher must check it and give the students the okay to work on their poster. If any
revision is needed, students are to revise their findings on paper before.

Summative. What criteria are needed for students to demonstrate understanding of the standards, content, and skills?
● Create a brief checklist of criteria for use in a rubric or just include a brief rubric.
 Rigor
R How can I increase students’ cognitive thinking?
● Identify tasks that can elevate student thinking, improve inquiry, and increase conceptual understanding. Provide a detailed
explanation.
Encourage students to generate their own research questions about endangered animals. This task prompts critical thinking and
curiosity. For example, "Why are specific animals endangered? What can be done to protect them?"

Have students compare and contrast their data with different groups for different endangered animals. This task promotes
higher-order thinking by requiring students to make connections and identify patterns.

Provide students with real-world scenarios involving endangered animals and ask them to brainstorm solutions or strategies for
their program. This task connects their learning to practical applications and problem-solving skills.

Encourage students to reflect on their learning process. What did they learn? How did they learn it? This metacognitive task helps
them understand their own thinking and learning strategies.

Incorporate peer review where students provide constructive feedback on each other's poster, research, and data visualizations
through their graphs. This fosters critical thinking and a deeper understanding of the subject matter.

Relevance
Does the learning experience provide for relevant and real-world experiences that can enhance students’ knowledge of potential
STEM field career paths?
● Identify current topics and local issues that can make the tasks more engaging. Connect to a real-world local industry (do
some research for this one)
Students will research local wildlife rehabilitation centers or organizations that work with the endangered or injured animals
of their choosing for this lesson. They will learn more about their animal and focus on the challenges they face.

Students will look into conservation programs run by local zoos or wildlife sanctuaries. Zoos often contribute to the
preservation of endangered animals. We will assign students to research a specific conservation program at a local zoo,
including the animal of their choosing, breeding programs, and the impact on the species' survival. They can visualize data on
breeding success rates and population growth.
 Engage
E ● Explain how you will ‘hook’ to excite the learner?
o We are going to hook the learner by connecting the endangered animals to our students' favorite animals. We asked
them if they could do something to save the animals, would they.
● Briefly create the scenario to engage the learner.

We will ask the students what their favorite animal is and then ask them to imagine a world without their favorite animal. We will
then ask them to come up with a plan to save an endangered animal.

Explore
● Describe how will students be cognitively engaged throughout the unit?
Students will be collaborating with others and researching about their chosen animal. They will use hands-on learning when creating
their poster and engage with the information.
● List the practices that will be used as evidence.
-Their graphic organizers where they will put the data they collect through research.
-Their posters where they will organize the information they have collected and provide the rest of the class information on how to
keep that animal safe from going extinct.

Explain
● What activities will help students in making sense of the content and in addressing the driving question?
Students will have to research and collaborate about their chosen animal that they chose to “save” and present a way to inform the
class with ways in which we can help that animal, facts and knowledge that they learned about the animal.

When creating the graphs, students will be able to see where around the world the animal is, compare the different needs that
animal may need based on their habitat, and how to help protect that animal from going extinct.