Plan Title: Human Impact on Our Oceans

Name: Estephania Cortez

ID# 5

Behavior Contingency Plan (BCP)

Undesirable Behavior Targeted: When students are in class, they take out their cellphones during the lessons and group work.
Students are not listening to instructions and not paying attention to essential content that they have to know. During class
discussions, the students are not contributing to the class discussions and not answering the questions of the teacher. When
students are on their cellphones they might have their heads down, their headphones on or are not looking at the teacher
during direct instruction. These behaviors make it difficult for all students in the classroom to learn.
Desirable (expected) Behavior Targeted: Stay On Task
1. Before class begins, the students will have their cellphones in their backpacks and on silent. 2. The students will have
materials on their desk and be ready to start with class. 3. During direct instruction, the students will be listening and
looking at the teacher to make sure they are paying attention. 4. The students will actively participate during class
discussions/ group work by having discussion with their peers and being productive during these activities.
Types of positive reinforcements - Reinforced when & how?
1. Immediate R+: The teacher will record tally marks on the board throughout the class when students have all materials ready
to start class, are paying attention by having their eyes on the speaker, listening to the speaker, and actively participating
during class.
2. Ongoing R+: 25 tally marks will give one student a picture of an animal from an ocean ecosystem. There will be 25 pictures
in total to complete the ocean food web.
3. Overall R+ - The students will create a 3-D model of an ocean ecosystem of their choice and will be able to present about
positive or negative impacts that humans have on our ocean ecosystems.
4. The teacher will quickly be able to mark tally marks on the board without interrupting class and students can easily see their
daily progress.
Interactive Learning Activity 112.20 TEKS: (11) Organisms and environments. The student knows that interdependence
occurs among living systems and the environment and that human activities can affect these systems. The student is
expected to:
(D) Recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of
resources have modified these systems.
Human Impact on Ocean Ecosystems. Students will be placed in groups of four where they will have to research about an
ocean ecosystem of their choice (Arctic, coral reefs, gulf, etc.). They will be able to create 3-D models of their ocean
ecosystem and will present their ecosystem to the class. They will also research and debate with the class as to whether
humans can have a positive (ex: artificial reefs) or negative (ex: pollution) impact on our oceans.
Teach the Desired Behaviors: The teacher will begin by asking the students as to what they think are desired behaviors when
working in class and during labs. The teacher will then ask the students to discuss how they actually behave. The teacher, with
the help of the students, will create the classroom expectations and then model the desired behaviors like active listening. The
students will then role-play the desired behaviors.
Teach the Plan: When teaching about food webs and once the students have learned about the desired behaviors, the teacher
will introduce the plan by showing them how to receive tally marks for desired behaviors. The mini-lesson will consist of
students having to receive 8 tally marks during class and every two tally marks will give them a 3-D organism from a food
web. They will need four organisms to complete the 3-D food web. The teacher will then explain how they will need to earn 25
tally marks before getting an organism to complete the 25-organism ocean ecosystem. The teacher will then explain how
completing the ecosystem will give them an opportunity to research about real-life impacts that humans have in our oceans and
will be able to present their research using 3-D models.
Provide options
This plan can be easily implemented across all periods since all eight graders take the same course. Also, this plan can be
implemented for each different unit of science, like physics, astronomy, chemistry, etc. The overall reinforcement can be
implemented at the end of each unit.
Demonstrate all Necessary Items
Dry-erase markers for tally marks, pictures of different organisms from ocean ecosystem, staples for stapling the pictures on a
bulletin board in class, computers; boxes, play-doh, sand, markers, animal toys, strings, cardboard and other materials that
students might need in order to create their 3-D models.