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TGC Fellow Unit Plan Template

Prepared by: Michael Pope School/Location: Camp Zama, Japan

Subject: Integrated Science Grade: 8th Interdisciplinary Unit Title: Foreign or Domestic: the survival of a species.
Time Needed: 3 week

Unit Summary: Students will demonstrate and then communicate the positive and negative effects of global travel, from the perspectives of the local
population and the global citizen traveler, on the region’s flora and fauna.

STAGE 1: Desired Results

ESTABLISHED GOALS: Transfer


G1: 8Sb.7: Summarize the factors, both natural and
man-made, that can contribute to the extinction of a
species. Students will be able to independently use their learning to:
G2: 8Sa.4: Generate questions for further study on
the basis of prior investigations. T1: Investigate the connection between sustaining biodiversity through global conservation
G3: 8Sb.1: Explain how biological adaptations of T2: Recognize perspectives
populations enhance their survival in a particular
environment. T3: Communicate the role and responsibilities of a global citizen

Meaning
GLOBAL COMPETENCY:
Communication ideas
Identify different Perspectives
UNDERSTANDINGS ESSENTIAL QUESTIONS:
Students will understand that…
TECHNOLOGY USED:
E1: What effect do travelers have on a
Conservation websites
https://www.worldwildlife.org U1: Global citizens have a responsibility to region ecosystem?
Online textbook themselves and others. E2: Why is conservation so important to the
connected.mcgraw-hill.com/connected/login.do U2: Perspectives are influenced positively or ecosystem, to the local population and to
negatively based on interactions at home and tourism?
abroad. E3: What is the responsibility of a global
RESOURCES: citizen at home and abroad?
Enlarged table map of the region and location of
the flora and fauna. Small color copies of Acquisition
indigenous flora and fauna from South America, Students will know... Students will be able to:
North America, Asia, Oceania, Europe, and
Africa. Students will use the internet to find the K1: The responsibility of a global citizen S1: Communicate different perspectives
species name, role in the ecosystem and status of traveler. S2: Explain the responsibility of global
Critically Endangered (CR), Endangered (EN), K2: The perspective of the local population citizen when travelling abroad.
Vulnerable (VU), Near Threatened (NT), versus the traveler in regards to the
Conservation Dependent (CD), and Least endangerment of local flora and fauna.
Concern (LC).
Paper passport/Visa books and date stamp for
travelling

Stage 2 - Evidence

Assessment Evaluation Criteria (Learning target or Student Will Be Able To)

Assessments FOR Learning: 1. KWL chart to gather material on topic and document pre and post learning
2. Research various endangered Flora and Fauna
• KWL chart: Effects of Travel on 3. Collaborative activity to share and discuss perspectives
Conservation of species 4. Discuss and debate various news topics
• Research a list of endangered species
from various regions
• Observation of Group collaboration work
• Exit ticket based on objectives
Assessments OF Learning: 1. Multimedia project showcasing the activity, additional video or news articles
explaining the effects on biodiversity
Construct a group multimedia project to explain 2. PSA explaining the role and responsibility of Global Citizens.
the connection between the activity and 3. Proper documentation of references and research
biodiversity

Students produce PSA discussing the


responsibility of Global Citizens when travelling
and how it can negatively or positively affect
biodiversity.

Stage 3 - Learning Plan


Summary of Key learning and instruction for this week long lesson (the class meets 3 times a week. Pre-work will be performed the week
before.)

Week 1: (pre-activity research)


Students will be introduced to the topic and will be given a list of indigenous flora and fauna in a particular ecosystem to investigate the
importance and importance of the animals or plants in each ecosystem prior to starting the activity. Students will also be given their Passports
to travel as a Global Citizens to different locations after watching a video on Global Citizenship.

Week 2:
Day 1: Students will organize into six continents with various flora and fauna and discuss the presence of biodiversity and its benefits or
limitations to local populations, commerce and tourism. Table groups will represent the local groups of the region and additional research
will be conducted on the importance of the different flora and fauna or any current issues surrounding biodiversity sustainability in each of
the six continents. Special codes will be placed showing the animals status on World Wildlife Fund’s list.

Day 2: Students will use their passports to “travel” to each table, write a little card explaining the local flora and fauna and be given the
option to remove or take back one with them to their continent or region. Afterwards, students will discuss the positive and negative effects
of Globalization on conservation of flora and fauna in the original region and possible effects on the new regions that the flora and fauna are
now located. The concept of invasive species will be introduced. Student groups will debate the topic and develop points for their PSA or
multimedia presentation.

Day 3: Student groups will get together to formulate an idea and a layout for their PSA or multimedia project and present the first class next
week. The presentations should include information from the local area concerning effects on biodiversity as well as information pertaining
to the species, and possible actions that students initiate or participate with in that area.

Week 3: (Presentation/Peer Review)


Students will present their PSA and multimedia presentation with peer review/debate along with a short Q&A session.