The Galapagos Islands

A lesson using the ADDIE model

Created by:
Elif Gokbel
Rachelle Poth
Tracy Wazenegger
Zhanat Zhapparov
Table of Contents
Introduction

Rationale for use of the ADDIE Model

Analysis
Design
Development
Implementation
Evaluation
Lessons
Conclusion
Lesson Materials
Resources
Acceptable Use Policy

ADDIE
Global Pittsburgh Academy Grade 9
Galapagos Unit
8 classes each 75 minutes

Introduction
The ADDIE Model is an instructional design process which follows a learner-centered
rather than a teacher-centered framework to provide the design of the course. There are several
types of instructional design models, each with the goal of planning all phases of the learning
process. Through the ADDIE Model, the learning goals are set and procedures planned by
following a five step sequence. The goals of the Galapagos unit, the objectives for each lesson
and the needs of the students are all met by implementing the ADDIE Model. Because of the
five specific steps in this model, there is ongoing evaluation and review to ensure that the
objectives and student needs are being met.
The five steps in the ADDIE Model are: Analysis, Design, Development,
Implementation and Evaluation. The steps in the process each lead into the next step. Before
moving to the next step, there is an ongoing form of evaluation that occurs before starting the
next step. The ADDIE Model is a flexible strategy of instructional design.
Analysis
In this important phase, the intended audience is identified. The learner characteristics are
analyzed, the instructional goals are established and additional considerations are made for the
learning environment and timeframe required.
Design
In the Design phase, the information obtained through the Analysis phase, will help to develop
the learning objectives and instructional strategies for implementing the lesson.
Development
In the Development phase, the information obtained through the Analysis and Design phases is
taken into consideration for preparing the instructional materials, developing tools to use for
assessment and obtaining feedback from the learners, locating multimedia or other learning
materials for use with the lessons.
Implementation
In the Implementation phase, the lesson plan is put into action. The lesson and strategies are
reviewed regularly to determine effectiveness of instruction.

Evaluation
In the Evaluation phase, the effectiveness of the lesson is assessed to ensure that the desired
learner outcomes have been achieved. There are two parts, a formative and summative
assessment. Throughout the lesson, formative assessments take place at each step of the
ADDIE Model through tools such as entrance or exit slips, quizzes, or teacher observations.
Summative assessments are used to evaluate whether the learning goals have been met.

Analysis
Learner Characteristics
The learners selected for this lesson are a group of 40 students in the 9th grade at
Pittsburgh Global Academy, a small private school in Pittsburgh that will be studying a unit on
the Galapagos Islands at the end of the academic year as a final culminating project. The
students represent diverse backgrounds, skill levels and interests. All students have had
exposure to Spanish, some at a basic exploratory level and others are completing Spanish I. In
order to enable students to further develop some Spanish skills, key terms used in the lessons
will be included in a dictionary of terms for all students to work with and the terms will also be
added to sets on Quizlet.
In order to expand the learning environment, the students will work through the lesson
by corresponding with similar aged students from a small private school in Ecuador. The
students in this school will be of the same age group and will be making comparisons with our
climate, some of our customs and participating in a similar lesson. Students have had English
classes and will receive the same dictionary of terms for the lesson and will also have the
opportunity to make connections between the cultures. In accordance with the ACTFL
Standards for foreign languages, all students will enhance their understanding of communities
and cultures, expand their knowledge of their own environment and be able to make
connections and comparisons with another culture by studying the same topic and
corresponding lessons. Both groups of students will enhance their foreign language
communication skills by corresponding through written and oral communications.
The lesson designed on the Galapagos will engage students by connecting several
classes into an interdisciplinary unit. Within each lesson, the standards are identified with all
learner goals and outcomes.

Learner Constraints
The students represent diverse backgrounds and have different prior experiences in the
Core subject areas. The materials available for the lesson will provide for both remediation and
enrichment opportunities for students. Supports are also available for students having any
visual, hearing or other needs in the classroom and will be provided as needed.
For the lessons, all students will have access to appropriate technology in the classroom and all
lessons will be provided in compliance with school policies and with parental permission.

Implementation Tools
Informed from Gardners multiple intelligences theory, the tools needed for the lesson
will be chosen to address each of the multiple intelligences (Linguistic,Logicalmathematical,Spatial,Bodily-Kinesthetic,Musical,Interpersonal, Intrapersonal, and Naturalist
intelligence). Therefore, the tools needed for the class will include items such as a projector,
white board, markers, a computer or internet accessible device, and materials for hands-on
activities.
Tools needed for the lesson
All students will have access to Microsoft laptops/tablets for use in the classroom.
Students may also provide their own device for class. All students and parents will have signed
the AUP which details additional materials to be used throughout the lesson. Each student will
have their own login information to keep track of their progress throughout the lesson. Using
some of the assessment tools, teachers will receive Excel spreadsheets and can view student
progress and adjust lessons or provide additional resources as needed.
Timeframe for lesson
The Galapagos Unit will be taught toward the end of the last grading period as a
culminating project between the courses for 9th grade students. Students will have seven class
periods of 75 minutes each in addition to a class period devoted to assessment and project
work. The timeframe allows for adequate instruction time and time for interactions with students
from Ecuador, in class assessments and additional time for projects.
Instructional Goals
Students will learn and explore in an interdisciplinary environment. This unit on the
Galapagos Islands aims to provide an appropriate and engaging setting to help students make
connections between ecology, mathematics and real world applications. Through a blend of
classroom instruction, interactive activities, and real-life connections, students are expected to
extend their contextual knowledge in the sciences and improve their Spanish language skills
and appreciation for other cultures. Students will enhance their global understanding as a result
of their work completed through this lesson. The table below describes the learning goals for
each lesson separately.

Design
During the Design phase the focus shifted toward expressing specific learning objectives
for the students. The interdisciplinary nature of the unit allowed for individual lessons that target
learning objectives from multiple disciplines - science, Spanish language, math, geography and
technology usage. With learning goals in place, instructional strategies were developed to allow
students to meet each learning goal. A variety of instructional strategies are used throughout

the lessons and include: group discussion, small group work, collaboration with peers in
Ecuador, presentations, research, and modeling activities. Formative assessment occurs during
each lesson and many lessons include a summative activity.

Lesson
Introduction to
Ecuador and the
Galapagos
Islands and
Climate

Climate and
Climatograms

Learner Goals
locate the Galapagos Islands on a map
provide at least two facts about the country of Ecuador and the
Galapagos Islands
describe physical and historical characteristics of Ecuador
better understand the culture of Ecuador and the Galapagos and
compare cultures, school systems
develop insight into the nature of language and culture
state the significance of the islands and their history
identify vegetation features of plants found on the Galapagos Islands
identify patterns in vegetation characteristics to various climate
zones of the Galapagos Islands
state the difference between weather and climate
determine the two most important indicators of climate: temperature
and precipitation
describe the climate of Pittsburgh to their peers in Ecuador

trends

explain what a climatogram/climate graph is

analyze climate graphs to determine temperature and precipitation
determine the data necessary to create a climatogram
construct a climatogram using Microsoft Excel

Energy and Food

Web Ecology

discuss how they obtain energy

discuss types of foods common to each culture and some typical
foods for American students and students from Ecuador
compare typical foods between cultures
discuss ways in which organisms obtain energy
explain photosynthesis and aerobic respiration
identify an organism as a producer, herbivore, carnivore or omnivore
based on feeding habits
build a food web for the Galapagos Islands

Population and
Sample

identify samples from a type of animal population in ecosystem

solve proportions to estimate population size
use the mark-and-recapture method to estimate the size of a
population.
describe factors that may affect population size.
compare population sizes of both cultures
reinforce knowledge of math skills through foreign language study by
comparing the cultures

Adaptation

define adaptation
identify common adaptations of organisms
explain how adaptations help an organism to survive
research adaptations of a specific organism
create a digital poster using ThingLink: https://www.thinglink.com
know terms in Spanish related to adaptations
be able to write a short paragraph based on the topic in Spanish
compare the cultures and gain more knowledge through foreign
language study

Adaptation and
Natural Selection

create plots on collected data and analyze

explore the role of natural selection in the diversification of birds on
the Galapagos Islands
compare the cultures and gain more knowledge through foreign
language study

Introduced
Species

define introduced species

discuss harmful impacts of introduced species
learn new spanish vocabulary related to introduced species
model the finch habitat destruction caused by introduced goats on
the Galapagos
identify an introduced species in Pennsylvania
research an introduced species
create an informative Wanted Poster describing an introduced
species using Smore
know the Spanish terms related to the introduced species and
discuss with Ecuadorian students

Development
For the development phase, many instructional materials were researched, reviewed,and
created. Some of the tools developed for use in the lesson include images, video, other
multimedia, assessment tools using several online resources and project design tools. A review
of the selected materials occurs to verify that lesson objectives and unit goals are adequately
planned for and will be met, before the implementation phase.
Students will have all instructions and know the lesson goals and expected student outcomes.
Rubrics will be provided as need throughout the lesson.
Students will have the opportunity to create their own review materials using Quizlet.
Survey Monkey - pre-assessment quiz
Socrative - entrance and exit slips
GoSoapBox discussion tools, quizzes, polls
Smore sample Wanted poster
Quizlet flashcards for Spanish/English vocabulary
Testmoz - Quick Spanish quiz for assessment

During the development phase, it should be verified that students will be able to follow the
lesson plans and access all materials. The instructions and expectations should be clear and
the interdisciplinary goals should also be reviewed to anticipate any gaps in the learning
procedures and make sure all steps are ready to implement the lesson.

Implementation
The teachers will take all of the information gathered and prepared through the Analysis, Design
and Development steps and begin the lessons.

Evaluation (Various types of web tools will be used)

Formative evaluation-Examples: observations, exit slips, oral communication
Summative evaluation-Examples: chapter tests, quizzes, projects, unit tests, writing prompts

1. Introduction to Ecuador and the Galapagos Islands and

Climate
As an introduction to the unit, students will learn general, introductory information about
the country of Ecuador and the Galapagos Islands in particular. Students will be introduced to
the culture and people of ecuador and then to the climate of the Galapagos Islands. Spanish
language practice will be emphasized as students compare and contrast the climate of
Pittsburgh with the climate of the Galapagos

Students will (Learner Goals):

locate the Galapagos Islands on a map
provide at least two facts about the country of Ecuador and the
Galapagos Islands
describe physical and historical characteristics of Ecuador
better understand the culture of Ecuador and the Galapagos and
compare cultures, school systems
develop insight into the nature of language and culture
state the significance of the islands and their history
identify vegetation features of plants found on the Galapagos
Islands
identify patterns in vegetation characteristics to various climate
zones of the Galapagos Islands

 state the difference between weather and climate

determine the two most important indicators of climate:
temperature and precipitation
describe the climate of Pittsburgh to their peers in Ecuador

Standards:
PA Core Standards-Geography
7.2.9.A: Explain the physical characteristics of places and regions, including spatial patterns
of Earths physical systems.

ACTFL Language Standards

2.1 Students demonstrate an understanding of the relationship between the practice and
perspectives of the culture studied
3.1 Students reinforce and further their knowledge of other disciplines through the foreign
language while using the language to develop critical thinking and to solve problems creatively.
Pennsylvania State Core Standards - Science
BIO.B.4.1.2: Describe characteristic biotic and abiotic components of aquatic and terrestrial
ecosystems.
ISTE Standards
2. Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to
the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
c. Develop cultural understanding and global awareness by
engaging with learners of other cultures
5. Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.
b. Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
Materials:

Unit pre-assessment (Survey Monkey)

Pre-reading assignment:
Excerpts from Charles Darwins Journal (Benz 2000, 12-13)
Report from Fray Tomas de Berlanga (Benz 2000, 31)
Excerpt from Captain John Cooks Journal (Benz 2000, 32)
Letter from a settler (Benz 2000, 36)

 Letter written by an American nurse (Benz 2000, 37)

Excerpt from Dr. Carole Baldwins journal (Benz 2000, 37)
Map, World Map or Map of the Americas
Images/Descriptions of Vegetation from various climate zones of the Galapagos
(Benz 2000, 76 - 77)
Microsoft surface with internet connection
Procedures:
The class will begin with a general discussion about Ecuador. Students can
share any prior knowledge about the country and its people and culture before learning a
brief history of the country. They will also locate Ecuador and the Galapagos Islands on
a map and be introduced to their sister school in Ecuador!
In small groups the students will discuss their pre-reading assignment. Students
will work to formulate a description of the islands history and environment. Each small
group will report back to the entire class.
Student groups will examine images and descriptions of vegetation found in two
different climate zones on the Galapagos islands. Using this information students will
work to identify patterns in the vegetation of each climate. Each group will report back to
the entire class.
The patterns data will help to lead a full class discussion about climate. Students
should reach the conclusion that the type of vegetation in a region is, primarily,
dependent on temperature and precipitation.
Students will conclude the lesson with Spanish practice - they will write an email
to a peer in Ecuador that describes the climate of Pittsburgh! (Students will receive a
similar email from Ecuador to read as well.)

2.

Climate and Climatograms

Students will have an opportunity to develop a more detailed understanding of climate

patterns as the study and then create climatograms. By constructing climatograms for
Galapagos regions, students will be able to discuss patterns in seasonal climate data.
Students will (Learner Goals):

explain what a climatogram/climate graph is

analyze climate graphs to determine temperature and precipitation

determine the data necessary to create a climatogram

construct a climatogram using Microsoft Excel

trends

Standards:
Pennsylvania State Core Standards - Science

BIO.B.4.1.2: Describe characteristic biotic and abiotic components of aquatic and terrestrial
ecosystems.
ACTFL Language Standards
2.1 Students demonstrate an understanding of the relationship between the practice and
perspectives of the culture studied
3.1 Students reinforce and further their knowledge of other disciplines through the foreign
language while using the language to develop critical thinking and to solve problems creatively.
ISTE Standards
6. Students demonstrate a sound understanding of technology concepts, systems,
and operations.
a. Understand and use technology systems
3. Students apply digital tools to gather, evaluate, and use information.
d. Process data and report results
Materials:
Warm-up or DO NOW for beginning of class (review of last material from last
class)
Climatogram for Pittsburgh
Microsoft Excel
Instructions for creating a climate graph in Microsoft Excel: http://bit.ly/1tBL738
Climate data for the Galapagos Islands Coastal Zone and Fern Zone (Benz
2000, 79)
Procedures:
As students enter the classroom they will be prompted to complete a DO NOW
activity - practice Spanish vocabulary from the previous class. The class will review the
activity before proceeding to the new lesson.
In pairs, students will examine a climatogram for Pittsburgh. Each pair will
answer questions about the climate graph together. Once each pair has completed the
work the entire class will come back together to review the answers. This review will be
facilitated by the teacher and be accompanied by notes on the board.
Each student will receive climate data for a climate zone of the Galapagos
islands and use this data to create a climatogram in Microsoft Excel. The completed
climatogram will be submitted before the conclusion of the class period.

3.

Energy and Food Web Ecology

How do we get the energy we need every day? In this lesson student will discuss how
they obtain energy and what they prefer to eat with their Ecuadorian peers and then study the

processes of photosynthesis and respiration. The lesson concludes with students building a
food web for the Galapagos Islands.
Students will (Learner Goals):
discuss how they obtain energy
discuss types of foods common to each culture and some typical foods for
American students and students from Ecuador, converse with Ecuadorian students
about lunch
compare typical foods between cultures
discuss ways in which organisms obtain energy
explain photosynthesis and aerobic respiration
identify an organism as a producer, herbivore, carnivore or omnivore based on
feeding habits
build a food web for the Galapagos Islands

Standards:
ACTFL Language Standards
1.2 Students understand and interpret written and spoken language on a variety of topics.
2.1 Students demonstrate an understanding of the relationship between the practice and
perspectives of the culture studied.
3.1 Students reinforce and further their knowledge of other disciplines through the foreign
language while using the language to develop critical thinking and to solve problems creatively.
5.1 Students use the language beyond the school setting to interact and collaborate in their
community and the globalized world.

Pennsylvania State Core Standards - Science

BIO.B.4.2.1: Describe how energy flows through an ecosystem (e.g., food chains, food webs,
energy pyramids).
ISTE Standards
3. Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to
the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
d. Develop cultural understanding and global awareness by
engaging with learners of other cultures
5. Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.

b. Exhibit a positive attitude toward using technology that supports

collaboration, learning, and productivity
Materials:
DO NOW for beginning of class (review of climate graphs)
computer with webcam and internet access (to Skype with Ecuadorian class)
Powerpoint/Prezi with information about photosynthesis, aerobic respiration,
producers, consumers (herbivore, carnivore, omnivore) and food chains and food webs
Galapagos Organism Cards with feeding information (Benz 2000, 105 - 112)
Large roll of paper/white boards (something for the students to organize the
organisms on)
Exit Ticket (Formative Assessment of this lesson)
Procedures:
As students enter the classroom they will be prompted to complete a DO NOW
activity - students will view a climatogram and describe the climate in Spanish to a peer.
The teacher will facilitate a short discussion about how people obtain energy.
This will lead into a discussion about popular American and Ecuadorian foods. Students
will have an opportunity to Skype with their Ecuadorian peers to discuss what they like to
eat! Students can also communicate through their Edmodo class groups.
The teacher will draw a food chain on the board: worm grasshopper robin
hawk. Students will be prompted to define producer, herbivore, carnivore and
omnivore. Examples of each will be given.
A short powerpoint/prezi will illustrate how producers change sunlight into energy
and how consumers obtain energy from carbohydrates/sugars.
(Photosynthesis/Respiration)
Working in small groups students will be given cards to arrange into a food web.
Each card will have the picture of the organism along with information about the
organisms (including what it eats). Students will arrange the cards on a large sheet of
paper and draw arrows to indicate which organisms eat which other organisms.
At the conclusion of the activity students will answer a few questions to assess
basic understanding of the days lesson. (Socrative Quiz)

4. Population and Sample

In this lesson, students experience a real-life application of ratio and proportion.
Students engage in a mark-recapture activity that is about how to estimate the size of a total
population by taking samples and using proportions. The population for this activity will be the
population of goats living in the Galapagos. At the end of the lesson, students will review the
lesson and Spanish vocabulary by responding to a discussion prompt on GoSoapBox.
Students will be able to (Learner goals):

identify samples from a type of animal population in ecosystem

solve proportions to estimate population size
use the mark-and-recapture method to estimate the size of a population
describe factors that may affect population size
compare population sizes of both cultures
reinforce knowledge of math skills through foreign language study by comparing
the cultures and reviewing Spanish vocabulary, Complete brief discussion on
GoSoapBox. Students will create additional flash cards on Quizlet using the vocabulary
for the lesson.
Standards:
Pennsylvania State Core Standards - Mathematics
CC.2.4.HS.B.5: Make inferences and justify conclusions based on sample surveys,
experiments, and observational studies.
ACTFL Language Standards
3.1 Students reinforce and further their knowledge of other disciplines through the foreign
language while using the language to develop critical thinking and to solve problems creatively.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.
5.1 Students use the language beyond the school setting to interact and collaborate in their
community and the globalized world.
Materials:
Mark and recapture activity sheet
Prezi with information about techniques of determining the size of a population
http://prezi.com/qkfdqla0xcjr/?utm_campaign=share&utm_medium=copy&rc=ex0share
Exit slip
Paper cup
Handful of white beans
Marker for marking the beans
Access to GoSoapBox
Procedures:
Teacher will facilitate a class discussion of estimating populations. If
scientists wanted to determine the size of a population, like Robins lived in
Allegheny County, what techniques could they use? . Teacher leads students to
recognize the methods: Observation, Sampling, and Mark-recapture.
Teacher will present those three methods commonly used to determine
the size of a population on prezi.
Students will be divided into pairs and distribute the Mark-capture
Activity Sheet, a cup full of white beans, and a marker to each pair.

 Make sure students read the instructions before starting the activity.
Next, students will answer the questions on the activity sheet in pairs.
Exit slip.
Students will review the lesson and Spanish vocabulary by responding to
a discussion prompt on GoSoapBox.

5. Adaptation
How do predators catch prey? How are prey animals able to avoid predators? During
this lesson, students will examine organisms and discuss common adaptations such as
camouflage and speed. Once students have a general understanding of adaptation and some
specific examples, they will select an organism to research in more detail. They will present
their findings with a ThingLink poster.
Students will (Learner Goals):

define adaptation
identify common adaptations of organisms
explain how adaptations help an organism to survive
research adaptations of a specific organism
create a digital poster using ThingLink: https://www.thinglink.com
know terms in Spanish related to adaptations
be able to write a short paragraph based on the topic in Spanish
compare the cultures and gain more knowledge through foreign language study

Standards:
Pennsylvania State Core Standards - Science
BIO.A.1.2.2: Describe and interpret relationships between structure and function at various
levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and
multicellular organisms).
BIO.B.4.2.2: Describe biotic interactions in an ecosystem (e.g., competition, predation,
symbiosis).
ACTFL Standards
3.2 Students acquire information and recognize the distinctive viewpoints that are only available
through the foreign language and its cultures.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.

ISTE Standards
2. Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to
the learning of others.
b. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
c. Develop cultural understanding and global awareness by
engaging with learners of other cultures
3. Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
5. Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.
b. Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
Materials:

images of various organisms (selected to represent general adaptations)

Microsoft surfaces with access to internet
A ThingLink account

Procedures:
Students will view images of organisms and work together to identify common
types of physical adaptations, such as camouflage, sense of smell, sense of hearing and
poison.
As a class, students will work to write a definition for adaptation and practice
Spanish vocabulary related to adaptation.
After selecting and organism, each student will research specific adaptations of
that organism. The information and sources will be presented by the student in a
ThingLink interactive poster.
Each student will send their ThingLink to a peer in Ecuador accompanied by a
brief paragraph describing the adaptations of their organism. (Students will receive
similar information from Ecuador.)

6. Adaptation and Natural Selection

Beaks are to birds what hands are to us. They are the birds chief tools for handling,
managing, and manipulating the things of this world. And the shape of the birds beak sets tight
limits on what it can eat. This group activity is designed to help students develop a sound
conception of evolution by natural selection, in addition to developing inquiry skills and a general
understanding of scientific argumentation. The scenario emphasizes constructing explanations
that include identifying pressures, variability and successful traits in their claims and
conclusions.

Students will (Learner Goals):

simulate evolution by natural selection (by using different beak types and/or
habitats in the classroom)
Understand environmental stress, trait variation, acquired characteristics,
generational change and bird beak form and function
Pennsylvania State Core Standards - Science
BIO.B.3.1.2 Describe the factors that can contribute to the development of new species (e.g.,
isolating mechanisms, genetic drift, founder effect, migration).
BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical,
physiological, embryological, biochemical, and universal genetic code).
Materials:
Even numbers of the following 4 tools so that all students will have one tool: Tongs

Tweezers Spatulas Aquarium nets (small)

Beans (use the pinto beans) Marbles Toothpicks Floating wiffle balls

Procedures:
Explain to the students that they will be foraging as birds with beaks that they will
be given after these directions. They will be eating a variety of four foods: 3 on the
ground and the wiffle balls that will be floating in sinks or buckets of water. They will have
a cup that will serve as their stomach to hold their collected food. They may not eat
with their stomach; they are not starfish.
Scatter the beans and when finished, ask the students to forage until most of
them have been collected. Students should be discouraged from competing for morsels.
Birds that find their beak a more useful tool should do better, without being obstructed or
distracted by fighting. When the students stop, ask them to count the number of food
items and return them to you.
One at a time, repeat this process with the marbles and toothpicks on the
ground. The wiffle balls will favor the use of aquarium nets if they are used in the buckets
with four students/tools around each pail of water.
Make a chart on a transparency or on the blackboard where students will make a
running total of all food items collected by each tool. Students can be asked: Are there
tools that are fairly good at picking up several items? (Tweezers)
Are there tools that are much better than the others at picking up one item?
(Nets) Upon examination, they will find that certain tools allow students to forage for
certain foods more effectively. Some tools are good at picking up (eating) several foods
and some tools are very good at picking up one food. The former would be metaphors
for generalized beaks and the latter, specialized beaks.
At the end of the lesson, students will know that;

Individual organisms with certain traits are more like than others to survive and have
offspring. Changes in environmental conditions can affect the survival of individual organisms
and entire species.

7. Introduced Species
Why are there goats living on the Galapagos? What are the consequences of this goat
population? Students will study introduced species in this lesson - how they arrive in new
places and how they can be harmful to native ecosystems. A modeling activity allows the
students to simulate the destruction of finch nests by introduced goats on the Galapagos. As a
culminating activity, students will create a Wanted poster for a species introduced to
Pennsylvania.
Students will (Learner Goals):
define introduced species
discuss harmful impacts of introduced species
learn new spanish vocabulary related to introduced species
model the finch habitat destruction caused by introduced goats on the Galapagos
identify an introduced species in Pennsylvania
research an introduced species
create an informative Wanted Poster describing an introduced species using
Smore
know the Spanish terms related to the introduced species and discuss with
Ecuadorian students
respond to a quick Spanish assessment using Testmoz

Standards:
Pennsylvania State Core Standards - Science
BIO.B.4.2.4: Describe how ecosystems change in response to natural and human disturbances
(e.g., climate changes, introduction of nonnative species, pollution, fires).
ACTFL Standards
1.2 Students understand and interpret written and spoken language on a variety of topics.
2.1 Students demonstrate an understanding of the relationship between the practice and
perspectives of the culture studied.
3.1 Students reinforce and further their knowledge of other disciplines through the foreign
language while using the language to develop critical thinking and to solve problems creatively.
ISTE Standards
3. Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to
the learning of others.

c. Interact, collaborate, and publish with peers, experts, or others

employing a variety of digital environments and media
d. Develop cultural understanding and global awareness by
engaging with learners of other cultures
4. Students apply digital tools to gather, evaluate, and use information.
c. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
6. Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.
c. Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
Materials:

pre-reading: Introduced Goats vs. Giant Tortoises (Benz 2000, 151 - 152)
materials for modeling activity:
twine or tape
chairs
paper plates
blindfolds
timer
Microsoft Surfaces with access to internet
Smore account
list of species introduced in Pennsylvania

Procedures:
The lesson will begin with a teacher-facilitated discussion about the reading
assignment. Students will have an opportunity to share their ideas about introduced
goats on the Galapagos and to strengthen their understanding about introduced species.
Students will practice Spanish vocabulary related to introduced species.
In a large, open space the students will simulate the destruction of finch nesting
sites by goats on the Galapagos. A large twine circle will mark the boundary of the
island. Inside the island will be chairs to represent tree nesting sites and paper plates
to represent ground nesting sites. The simulation begins with most of the students on
the island and representing birds. As in musical chairs, when the timer buzzes, the
birds must return to a nesting site. (Chairs can hold two birds and plates can hold
one bird.) At the start of the simulation there are enough nesting sites for all of the
birds. Another student is then blindfolded and placed on the island. This student
represents an introduced goat. He is blind because goats do not know that they are
destroying habitat. They do so unknowingly and without intent. Any chair or plate that
the goat touches is destroyed. Any bird that touches the goat will die and must leave
the island, but the birds may fly away from the goat. Again, when the timer buzzes all
of the birds must find a nesting site. Any bird without a nest, dies and must leave the
island. At the start of the next round add another goat to the island.
At the conclusion of the activity, students will participate in a teacher-led
discussion of what they observed.

 Students will select a species that has been introduced in Pennsylvania and
create a Wanted poster using Smore to inform others of the dangers of the species.

English/Spanish Dictionary of Terms

Themed Vocabulary: weather expressions, animals, science terms, math terms, land
regions/geography terms, foods
Animals
Beaks
Birds
Deer
Finches
Goat
Robin
Turtles

los picos
las aves/los pajaros
los ciervos
los pinzones
la cabra
un petirrojo
las tortugas

American Foods
Chicken
Coffee
French Fries
Fruits
Hamburgers

La Comida Americana
el pollo
el caf
las papas fritas
las frutas
las hamburguesas

Ice cream
Pizza
Spaghetti
Salad
Soft Drinks
Steak

el helado
la pizza
los espaguetis
la ensalada
los refrescos
el bistec

Ecuadorian Foods (students also eat similar American foods)

La Comida Ecuatoriana

Ecuadorian Food

el Ceviche
el Choclo
las Empanadas
el Pan de Yuca
los Pinchos
las Salchipapas
el Locro de Papas
el Hornado
la Melcocha
los Patacones
el Cuy

Raw seafood dish, marinated in citrus,

Corn
Baked or fried stuffed bread or pastry, meat filled
Yucca bread or cheese bread
Tapas (snacks)
Fried sausages and French fries
Potato Soup
Roasted pig/pork
Chewy candy
Fried green plantains
guinea pig ** typical food of Ecuador

Science Terms
adaptation
agile/agility
arrow
camouflage
capture
carnivore
claws
color/coloration
eat
ecosystem
energy
evolution
destruction
food chain
food web
grasshopper
habitat
hear
herbivore

Las Ciencias
la adaptacin
la agilidad
la flecha
el camuflaje
capturar
el carnivoro
las garras
el color
comer
el ecosistema
la energa
la evolucin
la destruccin
la cadena alimentaria
la red alimentaria
el saltamontes
el habitat
or
el herbivoro

introduced
mark
mimic
native
natural selection
organism
plant
poison
scientist
smell
species
speed
strength
teeth

introducido
marcar
imitar
nativo/a
la seleccin natural
el organismo
una planta
el txico
el cientfico
oler
las especies
la rapidez
la fuerza
los dientes

Numbers/Math Terms
Axis
Bar
Climatogram
Count
Estimate/ estimation
Graph
population
proportions
Sample
Total

Las matemticas y los nmeros

el eje
la barra
el climatograma
contar
la estimacin
el grafico
la poblacin
las dimensiones
la muestra
el total

Geography
altitude
country
elevation
islands
mountains
ocean
regions
water

Weather
Centigrade
Climate

La geografa
la altitud, la altura
el pas
la elevacin
las islas (Galapagos)
las montaas
el ocano
las regiones
agua (las aguas)

El Tiempo
Los centigrados
el clima

Degrees
Dry
Precipitation
Temperature
Humid
It is cold.
It is sunny.
It is warm.
It is bad weather.
It is good weather.
It is raining.

los grados
Seco
la precipitacin
la temperatura
hmedo
Hace fro.
Hace sol
Hace calor
Hace mal tiempo
Hace buen tiempo.
Llueve

*** Students will also review additional vocabulary related to the topic including numbers,
seasons, clothing, school subjects and supplies, and leisure activities while Skyping or using
additional web conferencing tools with their Ecuadorian classmates.

Lesson Assessment Materials/Tools

Final Project due: ____________________________________ Name ______________________

Wanted Poster RUBRIC

4

Vocabulary

CATEGORY

Uses
vocabulary
appropriate for
the theme.

Uses most
vocabulary
appropriate for
the theme.

Uses some
vocabulary not
related to the
theme and/or
does not write in
Spanish.

Uses several
words or
phrases that are
in English,
incorrectly
labeled.

Organization

Student
presents all the
information in a
flowing, logical
manner.

Student
presents most
of the
information in a
flowing
manner.

Student
presents some
of the
information in a
logical manner.

Student
presents a
minimal amount
of information in
a flowing
manner.

Overall Content

Shows a full
understanding
of the topic.

Shows a good
understanding
of the topic.

Shows a good
understanding of
parts of the
topic.

Does not seem

to understand
the topic very
well.

Student uses
considerable
work/creativity
which makes
the
presentation
better.

Student uses
some
work/creativity
which makes
the
presentation
better.

Student uses
minimal
work/creativity to
make the
presentation
better.

The student
uses extremely
minimal or no
work/creativity
which detract
from the
presentation.

Design/Creativity

Pts.

Includes
required
elements, all
classes
described

Includes all
required criteria
or more

Names objects
as needed

Includes all but

2 items from
criteria

Is missing 3 or
more items in
criteria.

Includes all
objects

Names most
objects

Names only a
few

Expresses
likes/dislikes

Includes all /no

errors

Includes half/
errors

Not
included/many
errors

Adjectives of
description

correct
adjectives

incorrect
adjectives

Correctly
followed rubric

As required

Missing 1
requirement

Missing more
than 1
requirement

Pencil/not neat

Sentences/Des
criptions

Always (99100% of time)

writes in
grammatically
complete
sentences.
(24)

Mostly (8098%) writes in

grammatically
complete
sentences.
(20)

Sometimes (7080%) writes in

grammatically
complete
sentences (16)

Rarely writes in
grammatically
complete
sentences. (10)

PROJECT ON
DUE DATE

(10)

(Handed in
next day) (0)

Handed in
more than 1
day late (-15)

Student
adds a
couple
elements
above
requirement
to
make
the project
more exciting.

Student
adds an
extra
element
above
what
is the
asked
to
make
project more
exciting.

BONUS POINTS:
(Up to 4 points)

Student
adds
various
elements
that
go
above
and
beyond
what
is asked
to more
make
the
project
exciting.

Comments

______________________

Includes all but

1 item from
criteria

Student
adds a
few
elements
above
requirement
to
make exciting.
the project
more

Not labeled/not in
Spanish / incorrect
adjective forms.

Total

Mark-Recapture Activity
Name:

Before starting: The idea behind the mark-recapture

Capture some goats in Galapagos,
Mark the goats you captured and allow each of them to go free after being tagged.
Recapture a set of goats from Galapagos, and count how many from that set are marked.

Use the ratio of tagged goats in your set to generate a proportion. Use the proportion to
estimate the total population of goats in Galapagos Islands.
Instructions:

From the cup, take a handful of beans. Count the number of beans that youve captured.
Mark each of them with a marker.

Put the marked beans back in the cup and shake up the cup.

From the cup, Recapture a new handful of beans.

Answer the following questions
1. How many total beans are in your new handful? _________. How many marked beans are in
your new handful? _________
2. Write a ratio:
Number marked
= Number marked in subsequent sample
Total population
Number recaptured in subsequent sample
Number marked
Total population

= ______

3. Follow the same process six times and record the numbers below:
Number of Marked

Total number

The ratio of
marked to
Total

1
2
3
4
5
6
4. Using the data from the third trial, write and solve a proportion that can be used to calculate
the total number of beans in the cup.
5. Based on your experiments, how many beans do you think are in the cup? Why?

6. How does this bean-counting exercise simulate the determination of a population of goats in
Galapagos?
7. Based on your estimate, what do you think is a reasonable range for the trials? Explain why
you chose your range.
8. How many experiments would you think are necessary to assure an accurate overall estimate
for the number of goats in Galapagos? Why?

RESOURCES
Acceptable Use Policy
CIPA
In 2000, Congress enacted the Childrens Internet Protection Act (CIPA), a federal law
mandating the use of Internet filters and other security measures to protect minors
from explicit and inappropriate content. Schools and libraries may not receive e-Rate
funding without certifying they have an Internet safety policy which includes

technology protection measures, and that they are compliant with CIPA regulations.
The safety measures must ensure that a filter is in place to prevent students from
accessing information/images considered: (a) obscene; (b) child pornography; or (c)
harmful to minors (for computers that are accessed by minors). Schools must certify
that they monitor the online activities of minors using the network and provide
education and support for students to learn appropriate online behavior.

Before

adopting an Internet policy, a public meeting must be held with reasonable notice
provided.

For

more

information

on

CIPA

and

recent

updates,

see:

http://www.fcc.gov/guides/childrens-internet-protection-act.

Reason for the Policy

The Pittsburgh Global Academy believes in the value of learning through technology.
We believe the value of technology and the educational resources available through
the Internet outweigh the potential risks involved with Internet use. In an effort to
protect the students, staff and community from any misuse or abuse of the Internet,
students and network users are required to sign a technology user agreement and be
educated on the proper uses of the technology resources. By employing these
measures, the Pittsburgh Global Academy will be in compliance with the Childrens
Internet Protection Act (CIPA). By reading and signing this policy, you and your child
are demonstrating that you are aware of the schools policies and consent to your
childs use of a device and required tools and websites for class. Students, staff or
other potential network users who do not accept the terms of the policy and sign the
agreement will not be able to access the schools network.

Throughout the ADDIE lesson, students will be using a variety of technology resources
and therefore must adhere to the regulations and policies.

Student Responsibilities and Obligations

1. Students will only use their assigned accounts with secure passwords
and the appropriate technology at the discretion of the teacher during the time

set aside for such use.

Students will keep passwords secure and not share

passwords or devices with others.

2. Students will enroll in and use only the approved and appropriate
educational applications and not games or social media during class time.
3. Students may not use the device to text message, email,

or

communicate with others during class, unless directed by teacher as a class

activity.

Students will not distribute personal information about others or

themselves, or post images or videos.

4. Students may only access the Internet through the schools network and
may not use private networks (3G, 4G or other service provider) to connect.
5. Students will observe all internet filters and follow district security
measures.

Students will report any violations to the teacher or network

administrator.
6. Students must maintain academic integrity and adhere to all copyright
laws and properly cite sources when using work which is not their own. See
student handbook regarding plagiarism.
7. Students must communicate in ethical and respectful ways and not use
their device to commit acts in violation of the schools code of conduct. See
Cyberbullying section of Student handbook.
Permissible Actions
Technology provides tremendous opportunities for students to enhance their
learning, their communication skills and prepare for success in the 21 st century.
Permissible uses include: note-taking, homework completion, streaming videos,
research, voice recording, educational apps, blogging, vocabulary practice and
additional uses set forth in course syllabus/teacher directed.

Students will be

involved in correspondence with other schools, including a school in Ecuador through

Skype and other conferencing and discussion channels. All policies will be in effect
and participating schools will be verified for compliance with internet safety
regulations.
Consequences for Violation
Violation of any of the rules set forth in this policy may result in disciplinary action
including but not limited to: confiscation of the device, limited access to personal
devices on school property or at school events, detention, suspension, expulsion, or
referral to law enforcement if applicable.

The school reserves the right to restrict

and/or remove student access to technology through both personal devices and
district provided devices.
Supervision and Monitoring
The use of technology resources provided by the Pittsburgh Global Academy is not
considered private use and is subject to monitoring, inspection and confiscation by
school officials and the IT department. Supervision and monitoring of technology
use is required to ensure network security and that the Academy and all network
users remain in compliance with the CIPA and school policies. School administration
has the right to review any data located on the school server and network system
and any information obtained can be used for disciplinary actions and where
necessary reported to and provided to law enforcement.

The Pittsburgh Global

Academy has the right to set forth acceptable uses of its network and to restrict
users and use of the network at any time.
Additional Advice for Parents
To ensure responsible and safe use of the Internet, it is crucial that parents be aware
of the devices being used to access the Internet and monitor student social media
use. Remember that social media sites are public and available to anyone. Please
remember to discuss the policies herein and review the student handbook, district
policies and course syllabus with your child. Contact administration with any
concerns or questions regarding use or violation of the policy.
For

additional

information,

please

see:

CIPA

Act

http://www.e-

ratecentral.com/CIPA/cipa_policy_primer.pdf

or

http://www.safeschools.info/internet-safety or www.cybercrime.gov
User agreement and Permission Form:
I _____________________________________ understand and will abide by the above
policies and have read and discussed the policies with my child.
Signature
parent/guardian_____________________________Date______________________

of

I _____________________________________ understand and will abide by the above

policies and realize that any violation may result in loss of privileges and/or
disciplinary action.
Signature

of

student__________________________________

Date_____________________

Assessments

Survey Monkey

Socrative

GoSoapBox

Quizlet

Smore

Testmoz

Thinglink
Reference Materials
Benz, Richard. Ecology and Evolution: Islands of Change. Arlington: National Science Teachers
Association, 2000. Print.
Darwin Foundation Galapagos Species Checklist,(updated 12/3/2014) Retrieved November 16
from http://www.darwinfoundation.org/datazone/checklists/
Forest, Ed. The Educational Technoloy, the ADDIE model (january 29, 2014) Retrieved
November 15, 2014 from http://educationaltechnology.net/the-addie-model-instructional-design/
Galapagos Species Checklist (2014) Retrieved November 14, 2014 from http://bit.ly/1vIqI0I
Instructional
Design
Central
(2012)
Retrieved
November
15,
2014
http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm

from

Instructional Design Expert (ADDIE image) (2010) Retrieved November 14, 2014 from
http://www.instructionaldesignexpert.com/addie.html#.VF0X1vvU8n0
Typical Food of Ecuador. (2014, January 1). Retrieved November 20, 2014, from

http://www.southamerica.cl/ecuador-guide/typical-food.htm
Whitworth, Mark. "Creating a Climate Graph Using Microsoft Excel." Marque My Words. Marque
my words, 15 Nov. 2011. Web. Retrieved 22 Nov. 2014 from http://bit.ly/15OgMJz
Additional Helpful Information

Conservation in the Galapagos, Retrieved November

http://www.galapagos.org/conservation/climate-change/

18,

2014

from

Galapagos Island Information, Retrieved November 14, 2014 from http://www.galapagos.org

Schools participating in ecology projects, Retrieved November 19, 2014 from
http://www.ecologyproject.org/programs/galapagos
Image Credits
ACTFL 5 Cs, Retrieved November 25, 2014 from http://bit.ly/1zFVw1w
Curricular Connections Image, Retrieved November 25, 2014 from http://bit.ly/1FGK2i9
Darwin Finches, Retrieved November 15, 2014 from http://bit.ly/12vMRVd
Development, ADDIE Model Retrieved November 30, 2014 from http://bit.ly/1CGF86D
Evaluation Image, Retrieved November 25, 2014 from http://bit.ly/1tAE5uC
Galapagos Islands Image, Cover Page Document, Retrieved November 30 from
http://bit.ly/1FKUVh6
Krentzel, D. (2011, June 5). Galapagos tortoises (Chelonoidis nigra sp.) at the Charles Darwin
Research Station, Santa Cruz, Galapagos Islands [Photograph]. Retrieved from
https://www.flickr.com
Lonely Planet (2014) Map of Location of Islands, Retrieved November 15, 2014 from
http://bit.ly/1HX8vSo
Members Page Addie Image, Retrieved November 21, 2014 from http://bit.ly/1HN734X
Philipsen, S. (2013, May 24). Parades [Photograph]. Retrieved from https://www.flickr.com
Practice your math skills [Photograph]. (2014). Retrieved from
http://www.clipartpanda.com/clipart_images/practice-your-math-skills-with-3918813
Standards Aligned System, Retrieved November 27, 2014 from http://bit.ly/1rGrsUD
The Addie Model, Retrieved November 15, 2014 from http://bit.ly/1FG6WX5

Video Resources
Video on Galapagos and Beak of the Finch Retrieved November 14, 2014 from Video on
Galapagos and Beak of the Finch http://youtu.be/mcM23M-CCog
Galapagos

with

Google

Maps,

Retrieved

November

14,

https://www.youtube.com/watch?v=NKG2qH8778U
Traveling to the Galapagos, (2010) Retrieved November 15, 2014 from
https://www.youtube.com/watch?v=l6EZN4szlqM

2014

from