Students Understanding Title Life Grade 10 Science 10-20 Developed Sean Stage Broad How Sense Time Subject are

Science: Frame Mitchell Level hours 1 Areas of -possess the Unit Self, ByBAL Identify ofSustainability By Learning Community, incorporated Design a Desired positive Unit and Results sense Template of into Place: Ecosystems this of identity unit? and understand how it is shaped th rough interactions within natural and constructed environments by examining ecos ystems, biodiversity, and population dynamics throughout the world (SE1-SE5). Th ey are able to nurture meaningful relationships and appreciate diverse beliefs, languages, and practices from diverse cultures on our planet by exploring cultur al perspectives on sustainability (SE1). Through these relationships, students d emonstrate empathy and a deep understanding of self, others, and the influence o f place on identity. In striving to balance their intellectual, emotional, physi cal, and spiritual dimensions, studentsÕ sense of self, community, and place is st rengthened through analyzing population dynamics and identifying cycles, change, Lifelong Students and stability Learners: are curious, in ecosystems observant, around andthe reflective world (SE3-SE4). as they imagine, explore, and co nstruct knowledge (SE1-SE5). They demonstrate the understandings, abilities, and dispositions necessary to learn from subject discipline studies, cultural exper iences, and other ways of knowing the world by exploring cultural perspectives, biodiversity, population dynamics, cycles and change in ecosystems (SE1-SE4). Su ch ways of knowing support studentsÕ appreciation of Indigenous worldviews and lea rning about, with, and from others. Students are able to engage in inquiry and c ollaborate in learning experiences that address the needs and interests of self and others by working together, being involved in class discussions, and group a ctivities. Through this engagement, students demonstrate a passion for lifelong Engaged Citizens: learning. Students demonstrate confidence, courage, and commitment in shaping positive cha nge 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 e cosystems (SE1 and SE5). Their informed life, career, and consumer decisions sup port positive actions that recognize a broader relationship with, and responsibi lity 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 adv ocate for self and others, and act for the common good as engaged citizens by ex ploring cultural perspectives on sustainability and human impact on ecosystems a round Cross How Learning (must SE1: SE2: SE3: SE4: SE5: Enduring What will relevant Explore Examine Analyze Identify Investigate understandings theUnderstandings curricular come this Outcomes world from cultural biodiversity population unit goals cycles, (SE1 curriculum; Competencies human promote will about and perspectives change, impacts dynamics SE5). this within the the include unit and big CCC? on local within stability ecosystems. ideas address? on the sustainability. ecosystems. designations an are ecosystem. in ecosystems. desired? e.g. IN2.1) (what you want students to understand Essential What misunderstandings provocative Questions & be able questions toare usewill predictable? several foster years inquiry from into now) the content? (open-ended que stions that stimulate thought and inquiry linked to the content of the enduring Students ecological understanding) Studying will understand concepts that... highlights relationships and interdependencies amon g 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 c ompromising the ability of future generations to meet their needs. The dynamic n ature of ecosystems is revealed through the study of interrelationships such as the flow of energy through an ecosystem. The actual biodiversity of different ty pes 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 tha t influence populations. Rapid population changes, such as the introduction of a n invasive species or the extinction of a species due to bioaccumulation of toxi ns, may change the nature of interactions and interrelationships within an ecosy stem. The Earth is a closed system in which matter is neither created nor destro yed. Nutrients are essential for life cycles through various geochemical cycles such as Related North American the carbon misconceptionsÉ cultural cycle, perspectives nitrogen cycle, on how and best water to adopt cycle.sustainable practices are does Biodiversity Content What How superior do isscientists natural specificÉ. sustainability? biodiversity biodiversity energy protecting the to flow is biotic concept other evenly document at-risk and and through of cultures serve spread abiotic cycles how population as species is an over perspectives. an help itindicator ecosystem? factors the measured? help humans dynamics? globe. influence tounderstand of an populations improve ecosystemÕs anthe ecosystemÕs workings health? within health? of ecosystems? a complex entity How Identify FNMI, What do similarities multicultural, such carbon, human andas actions explain an and nitrogen, ecosystem? affect some cross-curricularÉ differences and human nutrient oxygen impacts exist cycle cycles onthrough among ecosystems? incultural an ecosystem? an ecosystem? perspectives of sustainab What are some at-risk species in Canada or in Saskatchewan that are significant ility? to FNMI How do individual people? And cultures how arewants the significant? and needs influence the sustainability of our p lanet? What Knowledge: knowledge will student acquire as a result of this unit? This content know ledge may come from the indicators, or might also address pre-requisite knowledg e that What Skills skills students willwill students need acquire for thisas unit. a result of this unit? List the skills and

/or behaviours that students will be able to exhibit as a result of their work i n this2unit. Students Stage Performance Through Ðwill what Assessment Task authentic These know... be able will Evidence toÉ performance come from task the indicators. will students demonstrate the desired un derstandings, knowledge, and skills? (describes the learning activity in ÒstoryÓ for m. 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 By GRASPS G What The situation. Ðwhat Goal studentÕs should Elements criteria Describe students main of will the assessment your accomplish performances Performance performance will by be of a Task completing task understanding group scenario this task? presentation below) be judged? performance task. The s tudent groups have created a unique presentation through the web based sharing c ite 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 re gards to the knowledge content after their presentations. Each student will be a ssessed using the following rubric. I will assess each student using this rubric Rand A Who The P What S create? Create EVALUATION Knowledge Listed Ð Standards Role Audience is Situation context Product, each role product/performance theContent below student (perspective) relevant rubric OF or Performance are &challenge A Criteria PROBLEM-BASED the will for of audience? Ecosystem targets the also will provided will for Performance use your Success for the LEARNING Sustainability: this this students to student rubric the Task case. EXPERIENCE student. be totaking? You complete will rate a yourself self-assessment. on how well y ou 1 Mostly Met I _____I Did 4 3 2 can have not this explain met can met meet target this understand the this this target target. completely. target. target the and (Icycling and we can (Igive will explain can of rate explain examples nutrients some youthe as and of that well. it) whole I matter discovered target) through in my ecosystems tracking _____I can carbon, explain describe nitrogen, different the biodiversity and cultural oxygen. within perspectives a localon ecosystem sustainability. by identifying a r ange ofcan _____I organisms. explain how the biodiversity of an ecosystem contributes to its susta inability. _____I can understand describe the population mechanisms changes of bioaccumulation within an ecosystem and biomagnification. through migration, immigration, _____I can explain and succession. different ways in which populations increase, decrease, and r emain Evidence _____I Other Through constant can what understand other based evidence on how natality humans (workhave rates, samples, affected mortality observations, ecosystems. rates, quizzes, and carrying tests, capacity. 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 ou Student tcomes. How Stage What * Where achieve equip will teaching 3 students are Self-Assessment Ð students Learning the your and desired students to reflect learning Plan complete results headed? upon experiences the identified orWhere assessment self-assess will have in they you Stage tasks their use been? 1?to: identified learning? How will in Stage you make 2? sure t he students What experiences know do where thethey learners are going? bring to the unit? How have the interests of t he learners been ascertained? Have the learners been part of the pre-planning i n any way? Learning environment: What individual Whereneeds can this do you learning anticipate best occur? will need How tocan be the addressed? physical Problem-based environment be learning arranged (PBL) to enhance is an exciting learning? way to learn biology and is readily incorporated into my lessons. PBL engages students in solving authentic biologic al case problems, stimulating discussion among students and reinforcing learning . A problem-based learning environment emulates the workplace and develops selfdirected learners. This is preferable to a mimetic learning environment in which have How I students plan will been onyou only told. getting engage watch, the students memorize, students atengaged and beginning the repeat in this what of unit they theby unit? showing (motivational a portion of set) an e xtremely interesting documentary series called Planet Earth. The series is about all the different biodiversity found around the world in different ecosystems. The series is beautifully captured with amazing cinematography and unique scient ific speakers. It truly grabs your attention and investigates all kinds of incre dibleevents What creatures willfound help students on our planet. experience and explore the enduring understanding s and essential questions in the unit? How will you equip them with needed skil ls # Lesson 1 Resources CCCs Identify Lcosystem E esson and Activities knowledge? Title and Biodiversity analyze all key key terms terms list involved for reference with ecosystem and understanding biodiversity. Constru ct a list of the important terms involved with biodiversity within ecosystems th rough Social Interdependence, Identity/ Internet Textbook/ 2 Examine Grassland definition, Responsibility, all access ecosystem biotic and importance, and and Thinking. Literacies, abiotic food chain and components connection. involved in a local ecosystem. Identif y distinguish all organisms within a local prairie ecosystem. Create a typical p rairie food chain and classify the organisms according to trophic level, consume r level, and how they obtain food. Classify all other organisms within a local p rairie Literacies, Textbook/ 3 Identify World ecosystems grassland and Internet Identity/Interdependence, examine ecosystem. and access foodbiotic the chainsand abiotic and Thinking. components of ecosystems on Earth. I dentify and distinguish the organisms and their relationships within different e cosystems around the world. From an ecosystem on Earth, create a food chain and classify organisms according to their trophic level, consumer level, and how the y Social Textbook/ 4 Extinct, obtain Responsibility, food. endangered, Internet access vulnerable, Literacies, threatened, Identity/Interdependence, and extirpated species and Thinking. in ecosystem s Identify and differentiate species in ecosystems, which are extinct, endangered, vulnerable, threatened, and extirpated. Construct and analyze extinct, endanger ed, vulnerable, threatened, and extirpated species concept maps. Develop an unde rstanding Social Textbook/ 5 Identify Ecosystem Responsibility, and of distinguish Internet biodiversity each concept access Literacies, summary. different and identify Identity/Interdependence, components examples and ofspecies speciesof inecosystems. and each. Thinking. Deliber ate ecosystem components and species into specific learned classification system s and species at risk categories. Complete an overview worksheet of diversity in ecosystems by observing a power point presentation consisting of pictures of ec osystem components. Label the correct picture with the correct classification sy stem Social Textbook/ Assess Required Comments Considerations Is there orand Responsibility, species Areas Internet alignment Reflect of atStudy: risk access/ (Stage between Literacies, category 4) PowerPoint outcomes, toIdentity/Interdependence, ensure presentation performance topic understanding assessment and and Thinking learning knowledge. experi There is a major alignment between outcomes, learning experiences, and performan ences? ce assessment. The learning outcomes are directly linked and connected to the ma jor performance assessment rubric. The students will be assessed on a rubric sca le on how well they researched, presented, and understood all learning outcomes

Haveindicators. and Adaptive I made Dimension: purposeful adjustments to the curriculum content (not outcomes), ins tructional practices, and/or the learning environment to meet the learning needs For Students andstruggling diversities who struggle students: of all with my the students? PBL process will be put into collaborating case g roups with students who excel at the process. This will enable them to learn thr ough others as well as maintain success with the unit. Struggling students will also be given the opportunity to show their research and understanding in a vari ety students For Students of ways whothat who need need suits a challenge atheir challenge: needs. will be given the opportunity to research as much of the material in each disclosure of the case as they choose. This will push th em I Instructional Do touse aimahigh variety Approaches: and of to teacher strive for directed their and best. student centered instructional approa Each lesson has a small amount of teacher directed instruction and learning, as ches? well Resource Students Do the as students ahave Based major access Learning: component haveto access and ofuse theresources to various PBL process resources daily. which The on isstudents an student ongoing driven are basis? required learning. to re search FNM/I Have The incorporation IContent throughand nurtured technology-based and Perspectives/Gender of promoted diversity diversity in resources the lessons Equity/Multicultural while each honoring is day. done whenever each childÕs Education: possible. identity? A diver se classroom is a classroom full of unique experiences and resources. FNMI elder s are a unique resource in which Oskayak High school teachers can involve into u nits.

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