[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-348815-105":3,"detail-sidebar-cat-1-en-105":81,"doc-detail-348815-en":126},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-lot-of-pooping-blooming-and-dying-effects-of-disturbance-on-ecosystems-grade-7-science-lesson","A Lot of Pooping, Blooming, and Dying - Effects of Disturbance on Ecosystems - Grade 7 Science Lesson","","Grade 7 science lesson centered on how nutrient-related disruptions reshape aquatic ecosystems. Students investigate algae growth after adding increased nitrogen and phosphorus, gathering multi-day data and using reading evidence on human nutrient inputs. Learners construct and iteratively revise a Claim-Evidence-Reasoning explanation for eutrophication, focusing on how nutrient cycles connect human activity to population changes. Activities progress from observation and investigation to conceptual eutrophication steps, extension with Cognitive Comics, and final CER evaluation using collected data and scientific concepts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/a-lot-of-pooping-blooming-and-dying-effects-of-disturbance-on-ecosystems-grade-7-science-lesson/348815/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-lot-of-pooping-blooming-and-dying-effects-of-disturbance-on-ecosystems-grade-7-science-lesson/348815.png","ImageObject",442,249,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-09-22",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",15,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What phenomenon do students explain in this lesson?","Question",{"text":63,"@type":64},"Students develop causal explanations for algae blooms during eutrophication in aquatic ecosystems using their investigation data and readings.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What causes the changes students investigate in aquatic ecosystems?",{"text":68,"@type":64},"The lesson focuses on increases in nitrogen and phosphorus and how those excess nutrients affect organisms’ population sizes.",{"name":70,"@type":61,"acceptedAnswer":71},"What learning structure does the lesson use to support reasoning?",{"text":72,"@type":64},"Students create and revise Claim-Evidence-Reasoning (CER) statements, including initial CER in Engage, revisions during Explain, and a final CER in Evaluate.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},348815,1791743860,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,102,107,112,117,122],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":55,"doc_module":22,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},"Posters",60,"posters",{"id":103,"doc_module":22,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},16,"Social Media",50,"social-media",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},17,"Forms",40,"forms",{"id":113,"doc_module":22,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},18,"Letters",30,"letters",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},21,"Paper Templates",5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":82,"data":127},{"doc_id":79,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":135,"language":136,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":12,"update_tm":140,"read_time":30},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Page 1 of 9  \nA Lot of Pooping, Blooming, and Dying  \nEffects of Disturbance on Ecosystems  \nHeather Shaffery, Teresa Christensen  \nPublished by K20 Center  \nThis work is licensed under a  Creative Commons CC BY-SA 4.0 License  \nGrade Level 7th Grade  \nSubject Science  \nTime Frame Duration  \n4-5 class period(s) 200 minutes  \nEssential Question  \nHow do disruptions to a physical component of an ecosystem lead to shifts in all its populations?  \nSpecifically, how do increases in nutrient levels change aquatic ecosystems?  \nSummary  \nStudents will explore the effects of an increase in nitrogen and phosphorus in aquatic ecosystems. They will collect data from an algae growth investigation and complete a reading about human-produced nutrient inputs. Using these sources of evidence, students will develop a causal explanation of the relationship between human activity, nutrient cycles, and changes to organisms' population sizes during eutrophication of aquatic ecosystems. Throughout the lesson they will create and revise a Claim-Evidence-Reasoning statement that explains the phenomenon of algae blooms. Note: The investigation in this lesson has students collecting data for 14 school days. See teacher’s note in Engage for more details.  \nSnapshot  \nEngage  \nStudents complete an I Notice, I Wonder activity and write an initial Claim-Evidence-Reasoning (CER) explanation for the algal bloom phenomenon they observe.  \nExplore  \nStudents conduct an algae growth investigation.  \nExplain  \nStudents identify the steps that occur during the process of eutrophication, learn about nutrient cycles, and identify where in nutrient cycles humans add excess nutrients to systems. They also revise their CER.  \nExtend  \nStudents read an article about specific kinds of human nutrient inputs and create Cognitive Comics illustrating how excess nutrients cause changes in population sizes during an algal bloom.  \nEvaluate  \nStudents synthesize the data they collected and scientific concepts to make a final revision to the CERthat explains the phenomenon they observed in the Engage section.  \n[https://learn.k20center.ou.edu/lesson/1](https://learn.k20center.ou.edu/lesson/1)158?rev=43957  \nPage 2 of 9  \nStandards  \nACT College and Career Readiness Standards-Science (6-12)  \nIOD302: Understand basic scientific terminology  \nSIN301: Understand the methods used in a simple experiment  \nSIN302: Understand the tools and functions of tools used in a complex experiment  \nEMI401: Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data  \npresentation, model, or piece of information in text Next Generation Science Standards (Grades 6, 7, 8)  \nMS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.  \nOklahoma Academic Standards (7th Grade)  \n7. LS2.4 : Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.  \nAttachments  \n  CER Rubric—A Lot of Pooping, Blooming, and Dying.docx  \n  CER Rubric—A Lot of Pooping, Blooming, and Dying. pdf  \n CER Scaffolds—A Lot of Pooping, Blooming, and Dying.docx  \n CER Scaffolds—A Lot of Pooping, Blooming, and Dying. pdf  \n  Data Sheet—A Lot of Pooping, Blooming, and Dying-Spanish.docx  \n  Data Sheet—A Lot of Pooping, Blooming, and Dying-Spanish. pdf  \n  Data Sheet—A Lot of Pooping, Blooming, and Dying.docx  \n  Data Sheet—A Lot of Pooping, Blooming, and Dying. pdf  \n  Eutrophication Reading Short Version—A Lot of Pooping, Blooming, and Dying-Spanish.docx  \n  Eutrophication Reading Short Version—A Lot of Pooping, Blooming, and Dying-Spanish. pdf  \n  Eutrophication Reading Short Version—A Lot of Pooping, Blooming, and Dying.docx  \n  Eutrophication Reading Short Version—A Lot of Pooping, Blooming, and Dying. pdf  \n  Eutrophication Reading—A Lot of Pooping, Blooming, and Dying-Spanish.docx  \n  Eutrophication Reading—A Lot of P","cbCaidNoZckdy0nk","https://ap.wps.com/l/cbCaidNoZckdy0nk","pdf",239543,9,"English","# Essential Question\n# Summary\n# Snapshot\n## Engage\n## Explore\n## Explain\n## Extend\n## Evaluate\n# Standards\n# Materials and Attachments","[{\"question\":\"What phenomenon do students explain in this lesson?\",\"answer\":\"Students develop causal explanations for algae blooms during eutrophication in aquatic ecosystems using their investigation data and readings.\"},{\"question\":\"What causes the changes students investigate in aquatic ecosystems?\",\"answer\":\"The lesson focuses on increases in nitrogen and phosphorus and how those excess nutrients affect organisms’ population sizes.\"},{\"question\":\"What learning structure does the lesson use to support reasoning?\",\"answer\":\"Students create and revise Claim-Evidence-Reasoning (CER) statements, including initial CER in Engage, revisions during Explain, and a final CER in Evaluate.\"}]","A Lot of Pooping, Blooming, and Dying - Effects of Disturbance on Ecosystems - Grade 7 Science Lesson | PDF",1790079050]