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Science 10 Biodiversity Unit Plan

Science 10 Biodiversity Unit Plan

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Published by Sean Mitchell
Sean Mitchell's Science 10 Biodiversity Unit Plan
Sean Mitchell's Science 10 Biodiversity Unit Plan

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Published by: Sean Mitchell on Mar 22, 2013
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UnderstandingByDesignUnitTemplate
TitleofUnit
LifeScience:SustainabilityofEcosystems
GradeLevel
10
Subject
Science
TimeFrame
10‐20hours
DevelopedBy
SeanMitchell
Stage1-IdentifyDesiredResults
BroadAreasofLearning
HowaretheBALincorporatedintothisunit?
SenseofSelf,Community,andPlace:Studentspossessapositivesenseofidentityandunderstandhowitisshapedthroughinteractionswithinnaturalandconstructedenvironmentsbyexaminingecosystems,biodiversity,andpopulationdynamicsthroughouttheworld(SE1‐SE5).Theyareabletonurturemeaningfulrelationshipsandappreciatediversebeliefs,languages,andpracticesfromdiverseculturesonourplanetbyexploringculturalperspectivesonsustainability(SE1).Throughtheserelationships,studentsdemonstrateempathyandadeepunderstandingofself,others,andtheinfluenceofplaceonidentity.Instrivingtobalancetheirintellectual,emotional,physical,andspiritualdimensions,students’senseofself,community,andplaceisstrengthenedthroughanalyzingpopulationdynamicsandidentifyingcycles,change,andstabilityinecosystemsaroundtheworld(SE3‐SE4).LifelongLearners:Studentsarecurious,observant,andreflectiveastheyimagine,explore,andconstructknowledge(SE1‐SE5).Theydemonstratetheunderstandings,abilities,anddispositionsnecessarytolearnfromsubjectdisciplinestudies,culturalexperiences,andotherwaysofknowingtheworldbyexploringculturalperspectives,biodiversity,populationdynamics,cyclesandchangeinecosystems(SE1‐SE4).Suchwaysofknowingsupportstudents’appreciationofIndigenousworldviewsandlearningabout,with,andfromothers.Studentsareabletoengageininquiryandcollaborateinlearningexperiencesthataddresstheneedsandinterestsofselfandothersbyworkingtogether,beinginvolvedinclassdiscussions,andgroupactivities.Throughthisengagement,studentsdemonstrateapassionforlifelonglearning.EngagedCitizens:Studentsdemonstrateconfidence,courage,andcommitmentinshapingpositivechangeforthebenefitofallthroughinvestigatinghumanimpactonecosystemsandlearningwaystolivesustainablyandreducethesenegativeeffectsofhumansonecosystemsaroundtheworld(SE5).Theycontributetotheenvironmental,social,andeconomicsustainabilityoflocalandglobalcommunitiesbyexploringlocalandculturalperspectivesonsustainabilityandinvestigatinghumanimpactonecosystems(SE1andSE5).Theirinformedlife,career,andconsumerdecisionssupportpositiveactionsthatrecognizeabroaderrelationshipwith,andresponsibilityfor,naturalandconstructedenvironments.Alongwiththisresponsibility,studentsrecognizeandrespectthemutualbenefitsofCharter,Treaty,andotherconstitutionalrightsandrelationships.Throughthisrecognition,studentsadvocateforselfandothers,andactforthecommongoodasengagedcitizensbyexploringculturalperspectivesonsustainabilityandhumanimpactonecosystemsaroundtheworld(SE1andSE5).
CrosscurricularCompetencies
HowwillthisunitpromotetheCCC?
 
LearningOutcomes
Whatrelevantgoalswillthisunitaddress?
(mustcomefromcurriculum;includethedesignationse.g.IN2.1)
SE1:Exploreculturalperspectivesonsustainability.SE2:Examinebiodiversitywithinlocalecosystems.SE3:Analyzepopulationdynamicswithinanecosystem.SE4:Identifycycles,change,andstabilityinecosystems.SE5:Investigatehumanimpactsonecosystems.EnduringUnderstandings
Whatunderstandingsaboutthebigideasaredesired?
(whatyouwantstudentstounderstand&beabletouseseveralyearsfromnow)Whatmisunderstandingsarepredictable?
EssentialQuestions
Whatprovocativequestionswillfosterinquiryintothecontent?
(open‐endedquestionsthatstimulatethoughtandinquirylinkedtothecontentoftheenduringunderstanding)
Studentswillunderstandthat...
Studyingecologicalconceptshighlightsrelationshipsandinterdependenciesamongbioticandabioticfactorsinecosystems.Differentculturesunderstandtheserelationshipsindifferentways,whichcanleadtodifferingperspectivesonhowbesttoadoptsustainablepractices.Sustainabilityisaparadigmorworldviewthatreferstotheabilitytomeettheneedsofthepresentgenerationwithoutcompromisingtheabilityoffuturegenerationstomeettheirneeds.Thedynamicnatureofecosystemsisrevealedthroughthestudyofinterrelationshipssuchastheflowofenergythroughanecosystem.Theactualbiodiversityofdifferenttypesofecosystemsvaries,evenwhenthoseecosystemsarehealthy.Thechangeinpopulationofaspeciesmayvaryovertime,duetobothnaturalandhumancauses.Populationdynamicsisthestudyofthesechangesandthelimitingfactorsthatinfluencepopulations.Rapidpopulationchanges,suchastheintroductionofaninvasivespeciesortheextinctionofaspeciesduetobioaccumulationoftoxins,maychangethenatureofinteractionsandinterrelationshipswithinanecosystem.TheEarthisaclosedsysteminwhichmatterisneithercreatednordestroyed.Nutrientsareessentialforlifecyclesthroughvariousgeochemicalcyclessuchasthecarboncycle,nitrogencycle,andwatercycle.
Relatedmisconceptions…
NorthAmericanculturalperspectivesonhowbesttoadoptsustainablepracticesaresuperiortootherculturesperspectives.Biodiversityisevenlyspreadovertheglobe.
Contentspecific….
Whatissustainability?Whatisbiodiversityandhowisitmeasured?Howdoesbiodiversityserveasanindicatorofanecosystem’shealth?Howdoesenergyflowthroughanecosystem?Howdoesprotectingat‐riskspecieshelptoimproveanecosystem’shealth?Whatnaturalbioticandabioticfactorsinfluencepopulationswithinecosystems?Howdoscientistsdocumentpopulationdynamics?Howdoestheconceptofcycleshelphumansunderstandtheworkingsofacomplexentitysuchasanecosystem?Howdocarbon,nitrogen,andoxygencyclethroughanecosystem?Howdohumanactionsaffectnutrientcyclesinanecosystem?Identifyandexplainsomehumanimpactsonecosystems?
FNMI,multicultural,cross-curricular…
Whatsimilaritiesanddifferencesexistamongculturalperspectivesofsustainability?Whataresomeat‐riskspeciesinCanadaorinSaskatchewanthataresignificanttoFNMIpeople?Andhowarethesignificant?Howdoindividualcultureswantsandneedsinfluencethesustainabilityofourplanet?
Knowledge:
Whatknowledgewillstudentacquireasaresultofthisunit?Thiscontentknowledgemaycomefromtheindicators,ormightalsoaddresspre‐requisite
Skills
Whatskillswillstudentsacquireasaresultofthisunit?Listtheskillsand/orbehavioursthatstudentswillbeabletoexhibitasaresultoftheir
 
knowledgethatstudentswillneedforthisunit.workinthisunit.Thesewillcomefromtheindicators.
Studentswillknow...Studentswillbeableto…
Stage2–AssessmentEvidence
PerformanceTask
Throughwhatauthenticperformancetaskwillstudentsdemonstratethedesiredunderstandings,knowledge,andskills?(describesthelearningactivityin“story”form.Typically,theP.T.describesascenarioorsituationthatrequiresstudentstoapplyknowledgeandskillstodemonstratetheirunderstandinginareallifesituation.Describeyourperformancetaskscenariobelow)Bywhatcriteriawillperformancesofunderstandingbejudged?
GRASPSElementsofthePerformanceTask
–Goal
Whatshouldstudentsaccomplishbycompletingthistask?
R
–Role
Whatrole(perspective)willyourstudentsbetaking?
 A
–Audience
Whoistherelevantaudience?
 S 
–Situation
Thecontextorchallengeprovidedtothestudent.
–Product,Performance
Whatproduct/performancewillthestudentcreate?
Thestudent’smainassessmentwillbeagrouppresentationperformancetask.ThestudentgroupshavecreatedauniquepresentationthroughthewebbasedsharingcitePrezi.Thegroupswillpresenttheirprezipresentationstomyself,myhostteacher,andtherestoftheclass.Thestudentswillbeaskedquestionswithregardstotheknowledgecontentaftertheirpresentations.Eachstudentwillbeassessedusingthefollowingrubric.Iwillassesseachstudentusingthisrubricandeachstudentwillalsousethisrubrictocompleteaself‐assessment.
 S
–Standards&CriteriaforSuccess
CreatetherubricforthePerformanceTask

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