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Science 10 Biodiversity Unit Plan

Science 10 Biodiversity Unit Plan

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Published by Sean Mitchell
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Published by: Sean Mitchell on Mar 23, 2013
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Understanding By Design Unit TemplateTitle of UnitLife Science: Sustainability of EcosystemsGrade Level10SubjectScienceTime Frame10-20 hoursDeveloped BySean MitchellStage 1 - Identify Desired ResultsBroad Areas of LearningHow 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 th rough 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, studentsÕ 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, anddispositions 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 studentsÕ 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 selfand others by working together, being involved in class discussions, and group activities. Through this engagement, students demonstrate a passion for lifelonglearning.Engaged Citizens:Students demonstrate confidence, courage, and commitment in shaping positive change for the benefit of all through investigating human impact on ecosystems andlearning ways to live sustainably and reduce these negative effects of humans onecosystems around the world (SE5). They contribute to the environmental, social, and economic sustainability of local and global communities by exploring localand 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 otherconstitutional 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 CompetenciesHow will this unit promote the CCC?Learning OutcomesWhat 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 UnderstandingsWhat 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 QuestionsWhat provocative questions will foster inquiry into the content? (open-ended que stions that stimulate thought and inquiry linked to the content of the enduringunderstanding)Students will understand that...Studying ecological concepts highlights relationships and interdependencies among biotic and abiotic factors in ecosystems. Different cultures understand theserelationships in different ways, which can lead to differing perspectives on howbest to adopt sustainable practices. Sustainability is a paradigm or worldviewthat 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 asthe flow of energy through an ecosystem. The actual biodiversity of different types of ecosystems varies, even when those ecosystems are healthy. The change inpopulation 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 cyclessuch as the carbon cycle, nitrogen cycle, and water cycle.Related misconceptionsÉNorth American cultural perspectives on how best to adopt sustainable practicesare superior to other cultures perspectives.Biodiversity is evenly spread over the globe.Content specificÉ.What is sustainability?What is biodiversity and how is it measured?How does biodiversity serve as an indicator of an ecosystemÕs health?How does energy flow through an ecosystem?How does protecting at-risk species help to improve an ecosystemÕs 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-curricularÉWhat similarities and differences exist among cultural perspectives of sustainab ility?What are some at-risk species in Canada or in Saskatchewan that are significantto 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 knowledge that students will need for this unit.SkillsWhat 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 work in this unit. These will come from the indicators.Students will know...Students will be able toÉStage 2 Ð Assessment EvidencePerformance TaskThrough what authentic performance task will students demonstrate the desired un derstandings, knowledge, and skills? (describes the learning activity in ÒstoryÓ form. Typically, the P.T. describes a scenario or situation that requires studentsto apply knowledge and skills to demonstrate their understanding in a real lifesituation. Describe your performance task scenario below)By what criteria will performances of understanding be judged?GRASPS Elements of the Performance TaskG Ð GoalWhat should students accomplish by completing this task?The studentÕs main assessment will be a group presentation performance task. The s tudent groups have created a unique presentation through the web based sharing cite Prezi. The groups will present their prezi presentations to myself, my hostteacher, 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 rubricand each student will also use this rubric to complete a self-assessment.R Ð RoleWhat role (perspective) will your students be taking?A Ð AudienceWho is the relevant audience?S Ð SituationThe context or challenge provided to the student.P Ð Product, PerformanceWhat product/performance will the studentcreate?S Ð Standards & Criteria for SuccessCreate the rubric for the Performance TaskEVALUATION OF A PROBLEM-BASED LEARNING EXPERIENCEKnowledge Content of Ecosystem Sustainability:Listed below are the targets for this case. You will rate yourself on how well y ou have met the target and we will rate you as well.1234Did not meet this target.Mostly met this target. (I can explain some of it)Met this target completely. (I can explain the whole target)I can explain this target and give examples that I discovered in my research. _____I can understand the cycling of nutrients and matter through ecosystems by tracking carbon, nitrogen, and oxygen. _____I can explain different cultural perspectives on sustainability. _____I can describe the biodiversity within a local ecosystem by identifying a range of organisms. _____I can explain how the biodiversity of an ecosystem contributes to its sustainability. _____I can describe the mechanisms of bioaccumulation and biomagnification. _____I can understand population changes within an ecosystem through migration,immigration, and succession. _____I can explain different ways in which populations increase, decrease, and remain constant based on natality rates, mortality rates, and carrying capacity. _____I can understand how humans have affected ecosystems.Other EvidenceThrough what other evidence (work samples, observations, quizzes, tests, journal s or other means) will students demonstrate achievement of the desired results?Formative and summative assessments used throughout the unit to arrive at the outcomes.Student Self-AssessmentHow will students reflect upon or self-assess their learning?Stage 3 Ð Learning PlanWhat teaching and learning experiences will you use to:* achieve the desired results identified in Stage 1?* equip students to complete the assessment tasks identified in Stage 2?Where are your students headed? Where have they been? How will you make sure t he students know where they are going?What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?Learning environment: Where can this learning best occur? How can the physicalenvironment be arranged to enhance learning?Problem-based learning (PBL) is an exciting way to learn biology and is readilyincorporated into my lessons. PBL engages students in solving authentic biological case problems, stimulating discussion among students and reinforcing learning. A problem-based learning environment emulates the workplace and develops self-directed learners. This is preferable to a mimetic learning environment in whichstudents only watch, memorize, and repeat what theyhave been told.How will you engage students at the beginning of the unit? (motivational set)I plan on getting the students engaged in this unit by showing a portion of an e xtremely interesting documentary series called Planet Earth. The series is aboutall the different biodiversity found around the world in different ecosystems.The series is beautifully captured with amazing cinematography and unique scientific speakers. It truly grabs your attention and investigates all kinds of incredible creatures found on our planet.What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge?#Lesson TitleLesson ActivitiesCCCsResources1Ecosystem Biodiversity key terms list for reference and understandingIdentify and analyze all key terms involved with ecosystem biodiversity. Constru ct a list of the important terms involved with biodiversity within ecosystems through definition, importance, and connection.Social Responsibility, Literacies,Identity/Interdependence, and Thinking.Textbook/Internet access2Grassland ecosystem and food chainExamine all biotic and abiotic components involved in a local ecosystem. Identif y distinguish all organisms within a local prairie ecosystem. Create a typical prairie food chain and classify the organisms according to trophic level, consumer level, and how they obtain food. Classify all other organisms within a local prairie grassland ecosystem.Literacies, Identity/Interdependence, and Thinking.Textbook/ Internet access3World ecosystems and food chainsIdentify and examine the biotic and abiotic components of ecosystems on Earth. I dentify and distinguish the organisms and their relationships within different ecosystems around the world. From an ecosystem on Earth, create a food chain andclassify organisms according to their trophic level, consumer level, and how they obtain food.Social Responsibility, Literacies, Identity/Interdependence, and Thinking.Textbook/ Internet access4Extinct, endangered, vulnerable, threatened, and extirpated species in ecosystem sIdentify and differentiate species in ecosystems, which are extinct, endangered,vulnerable, threatened, and extirpated. Construct and analyze extinct, endangered, vulnerable, threatened, and extirpated species concept maps. Develop an understanding of each concept and identify examples of species in each.Social Responsibility, Literacies, Identity/Interdependence, and Thinking.Textbook/ Internet access5Ecosystem biodiversity summary.Identify and distinguish different components and species of ecosystems. Deliber ate ecosystem components and species into specific learned classification systems and species at risk categories. Complete an overview worksheet of diversity inecosystems by observing a power point presentation consisting of pictures of ecosystem components. Label the correct picture with the correct classification system or species at risk category to ensure topic understanding and knowledge.Social Responsibility, Literacies, Identity/Interdependence, and ThinkingTextbook/ Internet access/ PowerPoint presentationAssess and Reflect (Stage 4)ConsiderationsCommentsRequired Areas of Study:Is there alignment between outcomes, performance assessment and learning experi ences?There is a major alignment between outcomes, learning experiences, and performance assessment. The learning outcomes are directly linked and connected to the major performance assessment rubric. The students will be assessed on a rubric scale on how well they researched, presented, and understood all learning outcomes

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