WGU D164 Task 2 |Latest Update with
Complete Solution
Disciplinary Writing
A. Create a standards-based elementary (grades K–6) disciplinary-specific literacy
lesson plan. The lesson plan must integrate writing instruction and digital literacy
within a specific discipline area for a specified grade level.
Direct Instruction Lesson Plan
General Information
Lesson Title: Effects of Ecosystem Changes (Multi-Day Lesson)
Subject(s): Science and Writing
Grade/Level/Setting: 5th Grade General Education
Prerequisite Skills/Prior Knowledge:
Before completing the lesson, students should:
• Know that there are relationships, systems and cycles within an
ecosystem.
• Be familiar with procedures for working in stations and transition routines.
Standards and Objectives
State/National Academic Standard(s):
Texas Essential Knowledge and Skills (TEKS)
S.5.12B predict how changes in the ecosystem affect the cycling of matter and
flow of energy in a food web
ELA.5.12C compose argumentative texts, including opinion essays, using genre
characteristics and craft
Learning Objective(s):
Students will be able to:
• Predict the possible effects of an ecosystem change on a given food web
• Identify the cycling of matter in a given ecosystem
• construct a well-organized argumentative text with
o a clear thesis statement
o two supporting pieces of evidence from the lesson
Receiving a score of 6/7 pts or higher on a given quiz.
, Materials Technology
Pencils Smart board
The Wolves Return by Jean Craighead Chromebooks
and Wendell Minor
Guided Notes Handout
Observation Stations Handout
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s):
Students will predict the effect of changes to ecosystems by completing a series
of discussions and investigations.
Throughout the investigations, students will make observations, collect and
analyze data. They will organize the data into handouts from the observation
stations and digital graphic organizers embedded in the Digital inquiry.
Vocabulary:
Interact, compete (competition), obtain, survive, flow, energy, food chain, food
web, producer, consumer, decomposer, prey, predator, nutrients, transfer,
directly, role
Discourse and/or Syntax:
Teacher will lead discourse through whole class discussions. Students will ask
questions about unknown vocabulary and respond to discussion questions.
Students will complete handouts to organize ideas and vocabulary.
Teachers and students will draw diagrams to illustrate concepts explored during
discussions and investigations.
Planned Language Supports:
Students will have a vocabulary list available but will also be able to use
computers to look up any unknown words or definitions.
Students can ask questions during class discussions and during any of the
investigations
Instructional Strategies and Learning Tasks
Anticipatory Set: Day One
Activity Description/Teacher Student Actions
Complete Solution
Disciplinary Writing
A. Create a standards-based elementary (grades K–6) disciplinary-specific literacy
lesson plan. The lesson plan must integrate writing instruction and digital literacy
within a specific discipline area for a specified grade level.
Direct Instruction Lesson Plan
General Information
Lesson Title: Effects of Ecosystem Changes (Multi-Day Lesson)
Subject(s): Science and Writing
Grade/Level/Setting: 5th Grade General Education
Prerequisite Skills/Prior Knowledge:
Before completing the lesson, students should:
• Know that there are relationships, systems and cycles within an
ecosystem.
• Be familiar with procedures for working in stations and transition routines.
Standards and Objectives
State/National Academic Standard(s):
Texas Essential Knowledge and Skills (TEKS)
S.5.12B predict how changes in the ecosystem affect the cycling of matter and
flow of energy in a food web
ELA.5.12C compose argumentative texts, including opinion essays, using genre
characteristics and craft
Learning Objective(s):
Students will be able to:
• Predict the possible effects of an ecosystem change on a given food web
• Identify the cycling of matter in a given ecosystem
• construct a well-organized argumentative text with
o a clear thesis statement
o two supporting pieces of evidence from the lesson
Receiving a score of 6/7 pts or higher on a given quiz.
, Materials Technology
Pencils Smart board
The Wolves Return by Jean Craighead Chromebooks
and Wendell Minor
Guided Notes Handout
Observation Stations Handout
Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.
Language Function(s):
Students will predict the effect of changes to ecosystems by completing a series
of discussions and investigations.
Throughout the investigations, students will make observations, collect and
analyze data. They will organize the data into handouts from the observation
stations and digital graphic organizers embedded in the Digital inquiry.
Vocabulary:
Interact, compete (competition), obtain, survive, flow, energy, food chain, food
web, producer, consumer, decomposer, prey, predator, nutrients, transfer,
directly, role
Discourse and/or Syntax:
Teacher will lead discourse through whole class discussions. Students will ask
questions about unknown vocabulary and respond to discussion questions.
Students will complete handouts to organize ideas and vocabulary.
Teachers and students will draw diagrams to illustrate concepts explored during
discussions and investigations.
Planned Language Supports:
Students will have a vocabulary list available but will also be able to use
computers to look up any unknown words or definitions.
Students can ask questions during class discussions and during any of the
investigations
Instructional Strategies and Learning Tasks
Anticipatory Set: Day One
Activity Description/Teacher Student Actions
