Science 6 Unit Plans

EDUC-4572
Fall 2020
Dana Visser

38
 Table of Contents

Course Rationale………………………………………………………………………………….3
Course Overview………………………………………………………………………………….4
Course Calendar…………………………………………………………………………………...5
Unit One (Topic E): Trees and Forests……………………….……………………………...……...7
Rationale……………………………………………………………….………………….8
Unit Calendar……………………………………………………………………………...9
Assessments……………………………………………………………………………...10
Assessment Tools……………………………………………………………………….12
Assessment Plan…………………………………………………………………………14
Overview…………………………………………………………………………………17
Appendix/Resources…………………………………………………………………….38
Unit Two (Topic C): Sky Science……………………………………………………………….40
Rationale………………………………………………………………………………….
Unit Calendar……………………………………………………………………………….
Assessments………………………………………………………………………………
Assessment Tools…………………………………………………………………………
Assessment Plan……………………………………………………………………………
Overview………………………………………………………………………………….
Appendix/Resources……………………………………………………………………….
References………………………………………………………………………………………….

Highlighted Areas in Document still need to be completed…

2
 Science 6 Course Rationale
(from Program of Studies)

Children have a natural curiosity about their surroundings—a desire to explore and
investigate, see inside things, find out how things work and find answers to their questions.
Learning about science provides a framework for students to understand and interpret the world
around them. An elementary science program engages students in a process of inquiry and
problem solving in which they develop both knowledge and skills. The purpose of the program is
to encourage and stimulate children’s learning by nurturing their sense of wonderment, by
developing skill and confidence in investigating their surroundings and by building a foundation
of experience and understanding upon which later learning can be based. Elementary and
secondary science programs help prepare students for life in a rapidly changing world—a world
of expanding knowledge and technology in which new challenges and opportunities continually
arise.

Children learn to inquire and solve problems in a variety of contexts. Each subject area
within the elementary program provides a rich source of topics for developing questions,
problems and issues, that provide starting points for inquiry and problem solving. By engaging in
the search for answers, solutions and decisions, students have a purpose for learning and an
opportunity to develop concepts and skills within a meaningful context. In science inquiry, the
focus is on asking questions and finding answers based on evidence. The outcome of inquiry is
knowledge. Inquiry is the process of finding answers to questions. The skills of science inquiry
include asking questions, proposing ideas, observing, experimenting, and interpreting the
evidence that is gathered. Observation and evidence are key elements. An inquiry may be
initiated in a variety of ways. It may be based on a question brought to the classroom by a
teacher or student; or it may arise out of an activity, an interesting observation, an unexplained
event or a pattern that appears worth pursuing. Engagement in inquiry is not a linear process; it
can have a variety of starting points, and the steps followed may vary from one inquiry activity
to another. When an unexpected observation is made or a procedure does not work, there is
opportunity for new ideas to emerge and a new set of procedures to be followed.

In problem solving, the focus is on practical tasks - finding ways of making and doing
things to meet a given need, using available materials. The outcome of problem solving is a
product or process that a person can use. Problem solving refers to a variety of processes used to
obtain a desired result. The skills of problem solving include identifying what is needed,
proposing ways of solving the problem, trying out ideas and evaluating how things work. In
problem solving, as in inquiry, the process is usually not a linear one. Often, processes that will
be needed to solve a problem are not foreseen in advance; and there may be repeated cycles of
reflection, developing new ideas and trying new approaches, all within the larger pattern of the
activity. Challenging problems require persistence. An idea may not work at first; but with
careful observation, adjustment, reflection and refinement, a solution that is close to the original
idea may be found. A supportive climate for trying new ideas can be critically important to the
development of student confidence and competence in their investigative skills.

3
 Science 6 Course Overview

The Science 6 course is divided into 5 main units of inquiry and problem solving:

Topic A: Air and Aerodynamics: Students explore the characteristics of air and the interaction
between moving air and solids. They learn that air is a compressible fluid, that it is composed of
many gases, and that moving air can support solid materials in sustained flight. By studying birds
and airplanes, they learn a variety of adaptations and designs that make flight possible and that
provide for propulsion and control.

Topic B: Flight: Students apply their knowledge of aerodynamics to design, build and test a
variety of flying devices. In constructing models, students develop a basic design, then build it,
test it, and solve the problems that inevitably arise. Through teamwork they learn that planning,
communication, cooperation and flexibility are important to the overall result, even though parts
of a task can be worked on individually. In the process, students learn about the parts of an
aircraft, their role in controlled flight and the differences between aircraft and spacecraft.

Topic C: Sky Science: Students learn about objects in the day and night sky. Through direct
observation and research, students learn about the motions and characteristics of stars, moons
and planets. Using simple materials, such as balls and beads, students create models and
diagrams which they use to explore the relative position and motion of objects in space. As a
result of these studies, students move from a simple view of land and sky, to one that recognizes
Earth as a sphere in motion within a larger universe. With new understanding, students revisit the
topics of seasonal cycles, phases of the Moon and the apparent motion of stars.

Topic D: Evidence and Investigation: Students sharpen their skills in observing and
interpreting what they see by investigating evidence of human and animal activity. They explore
and analyze indoor and outdoor environments as they look for footprints, markings, evidence of
disturbance and things that are left behind. Through these studies, students learn to pose
questions, devise investigations, recognize patterns and discrepancies, and think logically about
what they have observed.

Topic E: Trees and Forests: Students learn about trees as individual plants and as part of a
forest ecosystem. By examining local species, they learn to recognize the characteristics of
different trees and develop skill in describing and interpreting the structural features of trees. As
part of their studies, students learn about a broad range of living things found on, under and
around trees and study the complex interaction between trees and the larger environment. In
examining human use of forests, they become aware of a broad range of environmental issues
and develop an awareness of the need for responsible use.

I will be covering Topic E, Trees and Forests, and part of Topic C, Sky Science.

4
 Course Calendar
Sept. 3- Dec. 18 (70 classes)

Unit One- Trees and Forests:

Sept. 3- Nov. 13 (45 classes)
Thursday, Friday, Sept. 4:
Sept. 3: Trees and
Classroom Forests
Expectations Introduction
NO CLASS Tuesday, Wednesday, Thursday, Friday, Sept.
Sept. 8: All Sept. 9: Sept. 10: 11: Trees
About Forests Assignment 1 Assignment 1 Introduction:
Workday Workday Trees vs. Plants
Monday, Sept. Tuesday, Sept. Wednesday, Thursday, Friday, Sept.
14: Deciduous 15: Parts of a Sept. 16: Layers Sept. 17: Tree 18: Branching
vs. Coniferous Tree Overview of a Trunk Shapes Patterns
Monday, Sept. Tuesday, Sept. Wednesday, Thursday, Friday, Sept.
21: Parts of a 22: Leaf Sept. 23: Sept. 24: Tree 25: Tree
Leaf Classification Dichotomous Bark Cookies/Rings
Key
Monday, Sept. Tuesday, Sept. Wednesday, Thursday, Oct. Friday, Oct. 2:
28: Parts of a 29: Parts of a Sept. 30: Parts 1: Parts of a Parts of a Tree
Tree Review Tree Jeopardy of a Tree Study Tree Section 1 Section 1 Quiz
Review Day Quiz Completion
Monday, Oct. 5: Tuesday, Oct. Wednesday, Thursday, Oct. Friday, Oct. 9:
Local Trees Day 6: Local Trees Oct. 7: Guided 8: Common Getting to Know
1 Day 2 Nature Walk Trees a Tree Workday
Assignment
Workday
Monday, Oct. Tuesday, Oct. Wednesday, Thursday, Oct. Friday, Oct.
19: Forest 20: Biotic Oct. 21: Forest 22: Fungus, 23: Food
Ecosystem Intro Components of Interactions Lichen and Chains/Webs
the Forest Conks
Monday, Oct. Tuesday, Oct. Wednesday, Thursday, Oct. Friday, Oct.
26: 27: The Nutrient Oct. 28: The 29: Interactions 30: Interactions
Photosynthesis Cycle Water Cycle Review Quiz
Monday, Nov. Tuesday, Nov. Wednesday, Thursday, Nov. Friday, Nov. 6:
2: Human Uses 3: Human Nov. 4: Issues 5: Forest Forest
Day 1 Actions and Forest Advocacy Advocacy
Management Statement Statement
Workday Workday
Monday, Nov. Tuesday, Nov. NO CLASS Thursday, Nov. Friday, Nov.
9: Trees and 10: Trees and 12: Trees and 13: Trees and
Forest Review Forest Review Forest Unit Test Forests Unit
Test

5
Unit Two- Sky Science
Nov. 16- Dec. 18 (25 classes)
Monday, Nov. Tuesday, Nov. Wednesday, Nov. Thursday, Nov. Friday, Nov.
16: 17: 18: 19: 20:

Monday, Nov. Tuesday, Nov. Wednesday, Nov. Thursday, Nov. Friday, Nov.
23: 24: 25: 26: 27:
Monday, Nov. Tuesday, Dec. Wednesday, Dec. Thursday, Dec. Friday, Dec. 4:
30: 1: 2: 3:
Monday, Dec. Tuesday, Dec. Wednesday, Dec. Thursday, Dec. Friday, Dec.
7: 8: 9: 10: 11:

Monday, Dec. Tuesday, Dec. Wednesday, Dec. Thursday, Dec. Friday, Dec.
14: 15: 16: 17: 18:

6
 Unit One (Topic E)
Trees and Forests
12 weeks: Sept. 3- Nov. 13
Dana Visser

7
 Trees and Forests Rationale

If you live in Alberta, there is a good chance that you have at least one tree on or near
your property. Even for those who move into brand new houses, the planting of a tree or two
somehow makes your home feel more complete. In some areas such as the prairies, trees only
grow naturally in river valleys. In other areas such as the parkland, boreal forest, foothills, and
Canadian Shield, trees are part of the natural environment.

Trees are one of the most beneficial forms of plant life on the planet. They provide
humans with everything from shelter and food to chewing gum and Aspirin. What’s more, trees
are one of the largest contributors to the oxygen supply on Earth. It is important that we
demonstrate the importance of trees to our lives by taking good care of them.

In this unit, students will learn about trees, both as individual plants and as part of a forest
ecosystem. Students will get a better understanding of the various unique parts of a tree and their
functions. They will also be introduced to a variety of trees found in their local area. By
examining local species, they learn to recognize the characteristics of different trees and develop
skill in describing and interpreting the structural features of trees. Students will also be
introduced to forests as a unique and complex ecosystem. As part of their studies, students will
learn about a broad range of living things found on, under and around trees and study the
complex interaction between trees and the larger environment. Lastly, students will examine
humans’ impact on forests, both positively and negatively. In examining human uses of forests,
they become aware of a broad range of environmental issues and develop an awareness of the
need for responsible use. The goal is for them to understand the importance of forests and the
need for preservation.

8
 Trees and Forests Unit Calendar

Unit One- Trees and Forests:

Sept. 3- Nov. 13 (45 classes)
Thursday, Friday, Sept. 4:
Sept. 3: Trees and
Classroom Forests
Expectations Introduction
NO CLASS Tuesday, Wednesday, Thursday, Friday, Sept.
Sept. 8: All Sept. 9: Sept. 10: 11: Trees
About Forests Assignment 1 Assignment 1 Introduction:
Workday Workday Trees vs. Plants
Monday, Sept. Tuesday, Sept. Wednesday, Thursday, Friday, Sept.
14: Deciduous 15: Parts of a Sept. 16: Layers Sept. 17: Tree 18: Branching
vs. Coniferous Tree Overview of a Trunk Shapes Patterns
Monday, Sept. Tuesday, Sept. Wednesday, Thursday, Friday, Sept.
21: Parts of a 22: Leaf Sept. 23: Sept. 24: Tree 25: Tree
Leaf Classification Dichotomous Bark Cookies/Rings
Key
Monday, Sept. Tuesday, Sept. Wednesday, Thursday, Oct. Friday, Oct. 2:
28: Parts of a 29: Parts of a Sept. 30: Parts 1: Parts of a Parts of a Tree
Tree Review Tree Jeopardy of a Tree Study Tree Section 1 Section 1 Quiz
Review Day Quiz Completion
Monday, Oct. 5: Tuesday, Oct. Wednesday, Thursday, Oct. Friday, Oct. 9:
Local Trees Day 6: Local Trees Oct. 7: Guided 8: Common Getting to Know
1 Day 2 Nature Walk Trees a Tree Workday
Assignment
Workday
Monday, Oct. Tuesday, Oct. Wednesday, Thursday, Oct. Friday, Oct.
19: Forest 20: Biotic Oct. 21: Forest 22: Fungus, 23: Food
Ecosystem Intro Components of Interactions Lichen and Chains/Webs
the Forest Conks
Monday, Oct. Tuesday, Oct. Wednesday, Thursday, Oct. Friday, Oct.
26: 27: The Nutrient Oct. 28: The 29: Interactions 30: Interactions
Photosynthesis Cycle Water Cycle Review Quiz
Monday, Nov. Tuesday, Nov. Wednesday, Thursday, Nov. Friday, Nov. 6:
2: Human Uses 3: Human Nov. 4: Issues 5: Forest Forest
Day 1 Actions and Forest Advocacy Advocacy
Management Statement Statement
Workday Workday
Monday, Nov. Tuesday, Nov. NO CLASS Thursday, Nov. Friday, Nov.
9: Trees and 10: Trees and 12: Trees and 13: Trees and
Forest Review Forest Review Forest Unit Test Forests Unit
Test

9
 Trees and Forests Unit Assessments

Stage 1: Desired Results

General Outcomes (in full):
Students will…
 Design and carry out an investigation in which variables are identified and controlled, and that provides
a fair test of the question being investigated. (Science 6-1)
 Design and carry out an investigation of a practical problem and develop a possible solution. (Science 6-
3)
 Demonstrate positive attitudes for the study of science and for the application of science in responsible
ways. (Science 6-4)
 Describe characteristics of trees and the interaction of trees with other living things in the local
environment. (Science 6-10)
Understandings: Essential Questions:
 Parts of a Tree and their functions  What is the importance of trees in our local forest
 Types and characteristics of local trees environments?
 Organisms that make up the forest  What organisms make up the forest environment?
ecosystem  How does each part of the tree function and
 Cycles that affect the forest ecosystem contribute to the tree’s overall health?
 How organisms in the forest interact  What are some of the negative impacts on a forest?
 Human impact on forests  In what ways can we help the forests?
Specific Outcomes (in full): Prior understandings…
Students will be able to…  What is a tree?
 Identify reasons why trees and forests  What is a forest?
are valued. Students meeting this  What is an ecosystem?
expectation should be aware that forests  Ability to describe.
serve as habitat for a variety of living  Sorting skills.
things and are important to human needs Where does this lead?
for recreation, for raw materials and for  Grade 7: Unit A: Interactions and Ecosystems
a life-supporting environment. (Science  Investigate and describe relationships between
6- Trees and Forests- 1) humans and their environments and identify
 Describe kinds of plants and animals related issues and scientific questions.
found living on, under and among trees;  Monitor a local environment and assess the
and identify how trees affect and are impacts of environmental factors on the
affected by those living things. (Science growth, health and reproduction of organisms
6- Trees and Forests- 2) in that environment.
 Describe the role of trees in nutrient  Grade 7: Unit B: Plants for Food and Fiber
cycles and in the production of oxygen.
 Investigate life processes and structures of
(Science 6- Trees and Forests- 3)
plants, and interpret related characteristics and
 Identify general characteristics that needs of plants in a local environment
distinguish trees from other plants, and
 Analyze plant environments, and identify
characteristics that distinguish deciduous
impacts of specific factors and controls
from coniferous trees. (Science 6- Trees
 Grade 9: Unit A: Biological Diversity
and Forests- 4)
 Investigate and interpret diversity among

10
 Identify characteristics of at least four species and within species, and describe how
trees found in the local environment. diversity contributes to species survival
Students should be familiar with at least
two deciduous trees and two coniferous
trees. Examples should include native
species, such as spruce, birch, poplar,
and pine and cultivated species, such as
elm and crab apple. (Science 6- Trees
and Forests- 5)
 Describe and classify leaf shapes, leaf
arrangements, branching patterns and
the overall form of a tree. (Science 6-
Trees and Forests- 6)
 Interpret the growth pattern of a young
tree, distinguishing this year’s growth
from that of the previous year and from
the year before that. Students meeting
this expectation should recognize
differences in colouration and texture of
new growth and old growth and locate
scars that separate old and new growth.
(Science 6- Trees and Forests- 7)
 Identify human uses of forests and
compare modern and historical patterns
of use. (Science 6- Trees and Forests- 8)
 Identify human actions that enhance or
threaten the existence of forests.
(Science 6- Trees and Forests- 9)
 Identify an issue regarding forest use,
identify different perspectives on that
issue and identify actions that might be
taken. (Science 6- Trees and Forests- 10)

11
 Trees and Forests Unit Assessment Tools

Assessment
Assessment Assessment
Brief Description FOR
Tool OF Learning
Learning
On the first day, students are required to
complete an exit slip to allow me to receive
Exit Slip #1 *
prior understandings of each student’s
learning.
Every day, students will be assessed on their
Class participation in class discussions. There will
*
Discussions be multiple opportunities to answer
questions and add to the conversation.
Every day, students will be assessed on their
Class participation in class activities. Most days,
*
Activities new information will be solidified through a
unique activity.
Some homework assigned in this class will
be for marks (SA) and some will be just
Homework marked as complete/incomplete. This is to
*
Submissions ensure that students get in the habit of
completing their homework and handing it
in on time.
This assignment is basically like a title page
for the unit. In this assignment, students are
asked to draw various forest habitats, several
Quadrant
different human uses of forests, threats and *
Drawing
problems to forests and potential
solutions/answers to these problems. This is
out of 15 marks.
Students will create a flipbook which
Parts of a
outlines the four main parts of a tree and
Tree *
their functions. This is not for marks but will
Flipbook
be taken in as a complete/incomplete.
Students will create a spin book that outlines
Layers of a
the 6 layers of a tree trunk and their
Trunk Spin *
functions. This is not for marks but will be
Book
taken in as a complete/incomplete.

Leaf This assignment allows students to sort

Classification various leaves by type, margin, shape and *
Assignment arrangement. This is out of 30 marks.

12
 This quiz is designed to solidify students
Parts of a
understanding of the various parts of a tree
Tree Section *
and their unique characteristics: leaves,
1 Quiz
bark, branches, and trunk.
Students will have to choose two coniferous
Common trees and two deciduous trees and research
Trees specific features including: shape/silhouette, *
Assignment bark pattern, branching pattern, leaf
classification and any fruit/flowers/cones.
Students are asked to choose their favourite
Getting to tree and complete a four-part diagram
Know a Tree including: a drawing of the tree, a bark *
Assignment rubbing of the tree, a leaf sample and a
story/poem revealing said tree’s identity.
In this small assignment, students are asked
Forest in a to collect biotic and abiotic components of
Jar the forest and put them in a jar. They are *
Assignment then asked to create a guide as to why they
included each component.
This quiz is designed to solidify students
understanding of various forest interactions,
Interactions
biotic and abiotic components of the forest *
Quiz
and the three cycles: photosynthesis, the
nutrient cycle and the water cycle.
Students are to create a short, 2-3-page
advocacy speech on a known forest issue.
Forest Topics could include excessive logging, all-
Advocacy terrain vehicles, oil extraction, etc. They are *
Statement to advocate for the importance of forests and
why said issue is causing harm to the
ecosystem.
This is the final unit test for the entire Trees
and Forests unit. It will solidify students
Trees and
understanding of all learned concepts
Forests Unit *
including Parts of the Tree, Forest
Test
Interactions, Cycles and Forest
Management.

13
 Trees and Forests Unit Assessment Plan by SLE

Class Class Homework Study

Title Quiz Test
Discussions Activities Submissions Diagram
Learning Type FA FA SA/FA FA SA SA
Outcomes (Formative/Summative)

Weighting 0 0 50% 0 20% 30%

Identify reasons why

trees and forests are
valued. Students meeting
this expectation should
be aware that forests
serve as habitat for a
variety of living things
* * * * * *
and are important to
human needs for
recreation, for raw
materials and for a life-
supporting environment.
(Science 6- Trees and
Forests- 1)
Describe kinds of plants
and animals found living
on, under and among
trees; and identify how
* * * * * *
trees affect and are
affected by those living
things. (Science 6- Trees
and Forests- 2)
Describe the role of trees
in nutrient cycles and in
the production of * * * * * *
oxygen. (Science 6-
Trees and Forests- 3)
Identify general
characteristics that
distinguish trees from
other plants, and
characteristics that * * * * * *
distinguish deciduous
from coniferous trees.
(Science 6- Trees and
Forests- 4)
Identify characteristics of * * * * * *

38
at least four trees found
in the local environment.
Students should be
familiar with at least two
deciduous trees and two
coniferous trees.
Examples should include
native species, such as
spruce, birch, poplar, and
pine and cultivated
species, such as elm and
crab apple. (Science 6-
Trees and Forests- 5)
Describe and classify leaf
shapes, leaf
arrangements, branching
* * * * * *
patterns and the overall
form of a tree. (Science
6- Trees and Forests- 6)
Interpret the growth
pattern of a young tree,
distinguishing this year’s
growth from that of the
previous year and from
the year before that.
Students meeting this
expectation should * * * * * *
recognize differences in
colouration and texture
of new growth and old
growth and locate scars
that separate old and new
growth. (Science 6-
Trees and Forests- 7)
Identify human uses of
forests and compare
modern and historical * * * * * *
patterns of use. (Science
6- Trees and Forests- 8)
Identify human actions
that enhance or threaten
the existence of forests. * * * * * *
(Science 6- Trees and
Forests- 9)
Identify an issue
* * * * * *
regarding forest use,

15
identify different
perspectives on that issue
and identify actions that
might be taken. (Science
6- Trees and Forests- 10)

16
 Trees and Forests Unit Overview

Unit Topic: Trees and Forests Grade Level: 6 Subject: Science

GLOs in full:
Students will…
 Design and carry out an investigation in which variables are identified and controlled, and that
provides a fair test of the question being investigated. (Science 6-1)
 Design and carry out an investigation of a practical problem and develop a possible solution. (Science
6-3)
 Demonstrate positive attitudes for the study of science and for the application of science in
responsible ways. (Science 6-4)
 Describe characteristics of trees and the interaction of trees with other living things in the local
environment. (Science 6-10)
SLOs in full:
Science Inquiry SLOs
Students will:
Focus
 ask questions that lead to exploration and investigation (Science 6- Inquiry- Focus- 1)
 identify one or more possible answers to questions by stating a prediction or a hypothesis (Science 6-
Inquiry- Focus- 2)
Explore and Investigate
 identify one or more ways of finding answers to given questions (Science 6- Inquiry- Explore and
Investigate- 1)
 select appropriate materials and identify how they will be used (Science 6- Inquiry- Explore and
Investigate- 2)
 identify sources of information and ideas and demonstrate skill in accessing them. Sources may
include library, classroom, community and computer- based resources (Science 6- Inquiry- Explore
and Investigate- 3)
Science Attitudes SLOs
Students will show growth in acquiring and applying the following traits:
 curiosity (Science 6- Attitudes- 1)
 confidence in personal ability to learn and develop problem-solving skills (Science 6- Attitudes- 2)
 inventiveness and open-mindedness (Science 6- Attitudes- 3)
 perseverance in the search for understandings and for solutions to problems (Science 6- Attitudes- 4)
 flexibility in considering new ideas (Science 6- Attitudes- 5)
 critical mindedness in examining evidence and determining what the evidence means (Science 6-
Attitudes- 6)
 a willingness to use evidence as the basis for their conclusions and actions (Science 6- Attitudes- 7)
 a willingness to work with others in shared activities and in sharing of experiences (Science 6-
Attitudes- 8)
 appreciation of the benefits gained from shared effort and cooperation (Science 6- Attitudes- 9)
 a sense of personal and shared responsibility for actions taken (Science 6- Attitudes- 10)
 respect for living things and environments, and commitment for their care. (Science 6- Attitudes- 11)
Trees and Forests Specific SLOs
Students will…
 Identify reasons why trees and forests are valued. Students meeting this expectation should be aware
17
 that forests serve as habitat for a variety of living things and are important to human needs for
recreation, for raw materials and for a life-supporting environment. (Science 6- Trees and Forests- 1)
 Describe kinds of plants and animals found living on, under and among trees; and identify how trees
affect and are affected by those living things. (Science 6- Trees and Forests- 2)
 Describe the role of trees in nutrient cycles and in the production of oxygen. (Science 6- Trees and
Forests- 3)
 Identify general characteristics that distinguish trees from other plants, and characteristics that
distinguish deciduous from coniferous trees. (Science 6- Trees and Forests- 4)
 Identify characteristics of at least four trees found in the local environment. Students should be
familiar with at least two deciduous trees and two coniferous trees. Examples should include native
species, such as spruce, birch, poplar, and pine and cultivated species, such as elm and crab apple.
(Science 6- Trees and Forests- 5)
 Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall form of a tree.
(Science 6- Trees and Forests- 6)
 Interpret the growth pattern of a young tree, distinguishing this year’s growth from that of the
previous year and from the year before that. Students meeting this expectation should recognize
differences in colouration and texture of new growth and old growth and locate scars that separate old
and new growth. (Science 6- Trees and Forests- 7)
 Identify human uses of forests and compare modern and historical patterns of use. (Science 6- Trees
and Forests- 8)
 Identify human actions that enhance or threaten the existence of forests. (Science 6- Trees and
Forests- 9)
 Identify an issue regarding forest use, identify different perspectives on that issue and identify actions
that might be taken. (Science 6- Trees and Forests- 10)

Lesson Overviews
Day/ Lesson SLOs: Learning Activities: Assessments:
Title Objectives:
Thursday,  Science 6- Students will…  Go over course  Exit Slip #1:
Sept. 3: Get to Technology-  Understand (B) outline as a class. reflection on
Know Explore and course criteria and  Classroom past learning
You/Classroom Investigate- expectations (P) Expectations Sticky experiences.
Expectations 3 through class Note Activity (FA)
 Science 6- discussion/review  Miss Visser  Participation in
Attitudes- 8 of the course Introduction class
 Science 6- outline. (M)  Partner Interview discussions/
Attitudes- 9  Demonstrate (B)  Four Corners Game review. (FA)
 Science 6- their  Review of what we  Participation in
Attitudes- 10 understanding of covered today get to know you
classroom  Next Class activities. (FA)
behaviour  Exit Slip
expectations (P)
through class
discussion. (M)
 Participate (B) in
getting to know
classmates (P)
18
 through various
introductory
activities. (M)
 Reflect (B) on
their past learning
experiences (P)
through an exit
slip. (M)
Friday, Sept. 4:  Science 6- Students will…  Classroom  Participation in
Trees and Inquiry-  Reflect (B) on Expectations from class
Forests Focus- 1 prior knowledge yesterday discussions/
Introduction  Science 6- and  Introduce Unit: review. (FA)
Attitudes- 1 understandings of Trees and Forests  Participation in
 Science 6- trees and forests  Class discussion group work
Attitudes- 8 (P) through  Group Brainstorm activity. (FA)
 Science 6- creating a KWL Activity  Completing the
Trees and chart. (M)  KWL Chart KWL chart.
Forests- 1  List (B) aspects of  Watch Forests (FA)
various forest Ecosystem Video
ecosystems (P)
through a class
discussion. (M)
 Brainstorm (B)
some of the
reasons why trees
and forests are
important (P)
through group
activity. (M)
 Be introduced (B)
to the forest
ecosystem (P)
through a short
informational
video. (M)
Tuesday, Sept.  Science 6- Students will…  Review from  Participation in
8: All About Attitudes- 1  Brainstorm (B) yesterday partner work
Forests  Science 6- types of forest  “What is a Forest” activity. (FA)
Attitudes- 3 habitats, human note taking.  Participation in
 Science 6- uses for forests,  Partner Brainstorm. class
Trees and threats to forests  Brain Break discussions/
Forests- 1 and solutions (P)  Assignment #1  review. (FA)
 Science 6- through a partner Introduction  Focused work
Trees and brainstorm  Work Time on Assignment
Forests- 8 activity. (M) 1. (FA)
 Science 6-  List (B) various  Assignment
Trees and forest habitats, #1: Trees and
19
 Forests- 9 human uses for Forests
forests, threats to Quadrant
forests and Drawing (SA)
solutions (P)
through a
classroom
discussion. (M)
 Demonstrate
creativity (B)
through an artistic
display of topic
points (P) through
the completion of
assignment 1. (M)
Wednesday,  Science 6- Students will…  Review from  Concentrated
Sept. 9: Trees and  Demonstrate (B) yesterday working on
Assignment #1 Forests- 1 focused effort (P)  Work Time assignment.
Work Day  Science 6- through working  Brain Break (FA)
Trees and on Assignment #1.  More Work Time  Providing
Forests- 8 (M) respectful work
 Science 6-  Showcase (B) environment for
Trees and their ability to peers. (FA)
Forests- 9 work  Assignment
 Science 6- independently (P) #1: Trees and
Attitudes- 10 through working Forests
on Assignment #1. Quadrant
(M) Drawing (SA)
 Provide (B) a
respectful work
environment for
peers (P) through
concentrated and
quiet independent
work. (M)
Thursday,  Science 6- Students will…  Work Time  Concentrated
Sept. 10: Trees and  Demonstrate (B)  Brain Break working on
Assignment #1 Forests- 1 focused effort (P)  More Work Time assignment.
Final Work Day  Science 6- through working (FA)
Trees and on Assignment #1.  Providing
Forests- 8 (M) respectful work
 Science 6-  Showcase (B) environment for
Trees and their ability to peers. (FA)
Forests- 9 work  Assignment
 Science 6- independently (P) #1: Trees and
Attitudes- 10 through working Forests
on Assignment #1. Quadrant
(M) Drawing (SA)
20
  Provide (B) a
respectful work
environment for
peers (P) through
concentrated and
quiet independent
work. (M)
Friday, Sept.  Science 6- Students will…  Review from last  Participation in
11: Trees Inquiry-  Demonstrate (B) week brainstorming
Introduction Focus- 1 their  “What is a Tree” activities. (FA)
 Science 6- understanding of note taking  Participation in
Attitudes- 11 what makes a tree  Trees vs. Plants class
 Science 6- (P) through class Brainstorm discussions.
Trees and discussion and  Life Cycle of a Tree (FA)
Forests- 4 filling in their  Healthy vs.  Filling in their
note’s handout. Unhealthy Trees note-taking
(M)  Video (if time) handouts. (FA)
 Brainstorm (B) the
similarities and
differences
between trees and
plants (P) through
creating a Venn
Diagram. (M)
 Demonstrate (B)
their
understanding of
various factors
that affect tree
growth (P)
through a
brainstorming
activity. (M)
Monday, Sept.  Science 6- Students will…  Review from last  Participation in
14: Deciduous Trees and  Demonstrate (B) class brainstorming
vs. Coniferous Forests- 4 their  Coniferous Trees activities. (FA)
 Science 6- understanding of  Brain Break  Participation in
Inquiry- the similarities and  Deciduous Trees class
Focus- 1 differences  Fill in Table discussions.
 Science 6- between  Deciduous vs. (FA)
Trees and coniferous and Coniferous Video  Filling in their
Forests- 5 deciduous trees note-taking
(P) through class handouts. (FA)
discussion, note-
taking and
watching a video.
(M)

21
  Be introduced (B)
to a variety of
Albertan
deciduous and
coniferous trees
(P) through a
teacher-led
discussion. (M)
Tuesday, Sept.  Science 6- Students will…  Review from last  Participation in
15: Parts of a Attitudes- 11  Demonstrate (B) class class
Tree Overview  Science 6- their  Parts of a Tree discussions.
Trees and understanding of Notes (FA)
Forests- 6 the four main parts  Brain Break  Filling in their
of the tree  Parts of a Tree notetaking
(canopy, crown, Drawing Activity handouts. (FA)
trunk and roots)  Completing
(P) through their Tree Part
notetaking, class drawing
discussion and flipbook.
drawing activity. Complete/
(M) Incomplete
 List (B) the (FA)
functions of each
tree part (P)
through notetaking
and class
discussions. (M)
 Showcase (B)
creative abilities
(P) through Tree
Part drawing
activity. (M)
Wednesday,  Science 6- Students will…  Review from last  Participation in
Sept. 16: Parts Attitudes- 4  Demonstrate (B) class class
of a Trunk  Science 6- their  Layers of a Trunk discussions.
Trees and understanding of  Quick Video (FA)
Forests- 6 the various parts  Brain Break  Filling in their
 Science 6- of the trunk (P)  Trunk Spin Book notetaking
Trees and through notetaking Activity handouts. (FA)
Forests- 7 and activity.  Completing tree
 Demonstrate (B) trunk spin book
their activity. (FA)
understanding of
the functions of
various parts of
the trunk (P)
through class
22
 activity.
Thursday,  Science 6- Students will…  Review from last  Participation in
Sept. 17: Tree Attitudes- 4  Demonstrate (B) class class
Shapes  Science 6- their  Tree Shapes notes discussions.
Trees and understanding of  Brain Break (FA)
Forests- 5 the seven main  Tree Shape  Filling in their
 Science 6- tree shapes (P) matching activity notetaking
Trees and through class handouts. (FA)
Forests- 6 discussion,  Participation in
notetaking and a tree shape
matching activity. matching
(M) activity. (FA)
 Organize (B)
various trees into
the seven tree
types (P) through
a matching
activity. (M)
Friday, Sept.  Science 6- Students will…  Review from last  Participation in
18: Branching Inquiry-  Demonstrate (B) class class
Patterns Focus- 1 their  Branch Pattern discussions.
 Science 6- understanding of characteristics notes (FA)
Trees and the various  Branch Patterns  Filling in their
Forests- 6 branching pattern notes notetaking
 Science 6- characteristics (P)  Brain Break handouts. (FA)
Trees and through notetaking  Branch Growth
Forests- 7 and class
discussion. (M)
 Acknowledge (B)
the difference
between excurrent
branching,
decurrent
branching, and
columnar
branching (P)
through class
discussion and
notetaking.
 Draw (B) the
various branching
patterns for study
reference (P) in
their notetaking
handouts. (M)
Monday, Sept.  Science 6- Students will…  Review from last  Participation in
21: Parts of a Inquiry-  Demonstrate (B) week class
23
Leaf Focus- 1 their  Branching Patterns discussions.
 Science 6- understanding of Review (FA)
Attitudes- 8 the parts of a leaf  What is a Leaf  Filling in their
 Science 6- (P) through Notes notetaking
Attitudes- 11 labelling the leaf  Parts of a Leaf handouts. (FA)
 Science 6- diagram. (M)  Leaf Scavenger  Labelling the
Trees and  Understand (B) Hunt parts of a leaf.
Forests- 6 the unique (FA)
characteristics of a  Collecting
leaf (P) through leaves during
class discussion the scavenger
and notetaking. hunt activity.
(M) (FA)
 Interact (B) with
the environment in
a hands-on way
(P) through
participating in the
Leaf Scavenger
Hunt. (M)
Tuesday, Sept.  Science 6- Students will…  Review from last  Participation in
22: Leaf Inquiry-  Demonstrate (B) class class
Classification Focus- 1 their  Classifying Leaves discussions.
 Science 6- understanding of  Leaf Types (FA)
Attitudes- 8 the 4 leaf  Leaf Margins  Filling in their
 Science 6- classifications (P)  Leaf Shapes notetaking
Attitudes- 11 through class  Leaf Arrangements handouts. (FA)
 Science 6- discussions and  Brain Break  Leaf
Trees and notetaking. (M) Classification
 Leaf Arrangement
Forests- 6  Sort (B) leaves by Assignment assignment.
 Science 6- the 4 leaf (SA)
Attitudes- 4 classifications (P)  Sorting through
in the leaf collected leaves
classification and classifying
assignment. (M) them. (FA)
Wednesday,  Science 6- Students will…  Review from last  Participation in
Sept. 23: Inquiry-  Demonstrate (B) class class
Dichotomous Focus- 1 their  Dichotomous Key discussions.
Key  Science 6- understanding of Video (FA)
Attitudes- 8 the purpose and  Dichotomous Key  Participation in
 Science 6- use of Examples class examples
Attitudes- 11 Dichotomous  Brain Break of Dichotomous
 Science 6- Keys (P) through  Work Time Keys. (FA)
Trees and watching a video  Leaf
Forests- 6 and participating Classification
in class examples. assignment.
 Demonstrate (B) (SA)
24
 focused work (P)
on their Leaf
Classification
assignment. (M)
Thursday,  Science 6- Students will…  Review from last  Participation in
Sept. 24: Tree Inquiry-  Demonstrate (B) class class
Bark Focus- 1 their  Importance of Tree discussions.
 Science 6- understanding of Bark (FA)
Attitudes- 8 the importance of  Tree Bark  Filling in their
 Science 6- tree bark (P) protection notetaking
Attitudes- 11 through class  Brain Break handouts. (FA)
 Science 6- discussion and  Classifying Tree
Trees and notetaking. (M) Bark
Forests- 6  Demonstrate (B)
their
understanding of
the four ways of
bark classification:
hardness, colour,
texture and pattern
(P) through class
discussion and
notetaking. (M)
Friday, Sept.  Science 6- Students will…  Review from last  Participation in
25: Tree Trees and  Demonstrate (B) class class
Cookies/Rings Forests- 7 their  Layers of the Trunk discussions.
 Science 6- understanding of review (FA)
Inquiry- tree cookies and  Tree Rings and  Filling in their
Focus- 2 growth rings (P) Cookies notetaking
 Science 6- through class  Happy Birthday handouts. (FA)
Attitudes- 6 discussion and Tree  Happy Birthday
 Science 6- Happy Birthday  Brain Break Tree Activity.
Attitudes- 7 Tree activity. (M)  Analyzing Tree (FA)
 Examine (B) tree Cookies  Tree Cookie
cookies to infer  Tree Cookie Activity (SA)
life of the tree (P) Activity
through Tree
Cookie Activity.
(M)
Monday, Sept.  Science 6- Students will…  What is a Tree  Participation in
28: Parts of a Inquiry-  Participate (B) in Review class review
Tree Review Focus- 1 reviewing the  Deciduous vs. discussion.
 Science 6- parts of the tree Coniferous Review (FA)
Attitudes- 2 (P) through class  Parts of a Tree  Taking study
 Science 6- review discussion. Review notes during
Attitudes- 10 (M)  Tree Shapes Review class review.
 Science 6-  Demonstrate (B)  Branching Patterns (FA)
25
 Attitudes- 11 their Review  Asking
 Science 6- understanding of  Layers of a Trunk questions
Trees and the various parts Review during class
Forests- 4 of the tree and  Brain Break review. (FA)
 Science 6- their functions (P)  Parts of a Leaf
Trees and through class Review
Forests- 6 review discussion.  Leaf Classification
 Science 6- (M) Review
Trees and  Dichotomous Key
Forests- 7 Review
 Tree Bark Review
 Tree Rings/Cookies
Review
 Question Period
Tuesday, Sept.  Science 6- Students will…  Questions  Participation in
29: Parts of a Attitudes- 8  Participate (B) in  Jeopardy Game class review
Tree Jeopardy  Science 6- reviewing the  Brain Break discussions.
Review Attitudes- 9 parts of the tree  Jeopardy Game (FA)
 Science 6- (P) through a class  Participation in
Trees and game of Jeopardy. Jeopardy
Forests- 4 (M) Review Game.
 Science 6-  Demonstrate (B) (FA)
Trees and their  Taking study
Forests- 6 understanding of notes during
 Science 6- the various parts class review
Trees and of the tree and game. (FA)
Forests- 7 their functions (P)
through a class
game of jeopardy.
(M)
 Work
collaboratively (B)
towards a shared
purpose (P)
through a class
game of jeopardy.
(M)
Wednesday,  Science 6- Students will…  Questions  Filling in study
Sept. 30: Parts Attitudes- 4  Participate (B) in  Time to fill in Study notes. (FA)
of a Tree Study  Science 6- reviewing the Notes  Participation in
Day Attitudes- 10 parts of the tree  Brain Break class review
 Science 6- individually (P)  Practice Quiz discussions.
Trees and through filling in (FA)
Forests- 4 study notes and  Working on and
 Science 6- working on completing
Trees and practice quiz. (M) practice quiz.
Forests- 6  Demonstrate (B) (FA)
26
  Science 6- their
Trees and understanding of
Forests- 7 the various parts
of the tree and
their functions (P)
through individual
study notes and
working on
practice quiz. (M)
Thursday, Oct.  Science 6- Students will…  Questions  Parts of a Tree
1: Parts of a Inquiry-  Demonstrate (B)  Parts of a Tree Section 1 Quiz
Tree Section 1 Explore and their Section 1 Quiz (SA)
Quiz Investigate- understanding of  Quiet, focused
1 the various parts work during
 Science 6- of the tree and quiz taking.
Attitudes- 2 their functions (P) (FA)
 Science 6- through taking the  Working on the
Attitudes- 10 Parts of a Tree word searches if
 Science 6- Section 1 Quiz. completed quiz
Trees and (M) early. (FA)
Forests- 4  Demonstrate (B)
 Science 6- individual work
Trees and ethic (P) through
Forests- 6 completion of the
 Science 6- Parts of a Tree
Trees and Section 1 Quiz.
Forests- 7 (M)
Friday, Oct. 2:  Science 6- Students will…  Put on Bill Nye  Parts of a Tree
Parts of a Tree Inquiry-  Demonstrate (B) Video for those who Section 1 Quiz
Section 1 Quiz Explore and their are done the quiz. (SA)
Completion Investigate- understanding of  Allow students who  Quiet, focused
1 the various parts have not completed work during
 Science 6- of the tree and the quiz to complete quiz taking.
Attitudes- 2 their functions (P) it in the hallway. (FA)
 Science 6- through taking the  Watching the
Attitudes- 10 Parts of a Tree Bill Nye video
 Science 6- Section 1 Quiz. if finished quiz.
Trees and (M) (FA)
Forests- 4  Demonstrate (B)
 Science 6- individual work
Trees and ethic (P) through
Forests- 6 completion of the
 Science 6- Parts of a Tree
Trees and Section 1 Quiz.
Forests- 7 (M)
 Review (B)
section 1
27
 information (P)
through watching
a Bill Nye video
while others
complete quiz.
(M)
Monday, Oct.  Science 6- Students will…  Local Trees  Participation in
5: Local Trees Inquiry-  Demonstrate (B) Overview class
Day 1 Focus- 1 their  Deciduous Trees discussions.
 Science 6- understanding of  Brain Break (FA)
Attitudes- 1 the unique features  Guided Research  Filling in their
 Science 6- and characteristics Activity notetaking
Trees and of various local handouts. (FA)
Forests- 5 trees (P) through  Participation in
class discussion. guided research
(M) activity. (FA)
 Identify (B)
features and
characteristics of
several local trees
(P) through guided
research activity.
(M)
Tuesday, Oct.  Science 6- Students will…  Local Trees  Participation in
6: Local Trees Inquiry-  Demonstrate (B) Overview class
Day 2 Focus- 1 their  Coniferous Trees discussions.
 Science 6- understanding of  Brain Break (FA)
Attitudes- 1 the unique features  Guided Research  Filling in their
 Science 6- and characteristics Activity notetaking
Trees and of various local handouts. (FA)
Forests- 5 trees (P) through  Participation in
class discussion. guided research
(M) activity. (FA)
 Identify (B)
features and
characteristics of
several local trees
(P) through guided
research activity.
(M)
Wednesday,  Science 6- Students will…  Local Trees Review  Participation in
Oct. 7: Guided Inquiry-  Demonstrate (B)  Tree Classification class review
Nature Walk Focus- 1 their Review discussions.
 Science 6- understanding of  Guided Nature (FA)
Inquiry- the unique features Walk  Participation in
Explore and and characteristics tree
Investigate- of various local classification
28
 1 trees (P) through discussions
 Science 6- class review during guided
Inquiry- discussion. (M) nature walk.
Explore and  Demonstrate (B) (FA)
Investigate- their
3 understanding of
 Science 6- the tree
Trees and classification (P)
Forests- 5 through class
review discussion.
(M)
 Solidify (B) their
understanding of
tree classification
(P) through hands-
on guided nature
walk. (M)
 Classify (B) trees
based on bark
pattern, tree shape
and leaf
characteristics (P)
on guided nature
walk. (M)
Thursday, Oct.  Science 6- Students will…  Review from Last  Quiet, focused
8: Common Inquiry-  Research (B) the Class work during
Trees Focus- 1 unique  Assignment work time. (FA)
Assignment  Science 6- characteristics of Overview  Focused and
Workday Inquiry- two local  Work Time (with specific
Explore and deciduous trees laptops) research during
Investigate- and two local  Brain Break work time. (FA)
1 coniferous trees  More Work Time
 Science 6- (P) through
Inquiry- completing
Explore and common trees
Investigate- assignment. (M)
3  Record (B)
 Science 6- information found
Trees and during research
Forests- 5 (P) on the premade
 Science 6- assignment chart
Trees and and checklist. (M)
Forests- 6
Friday, Oct. 9:  Science 6- Students will…  Assignment  Quiet, focused
Getting to Know Attitudes- 4  Interact creatively Overview work during
a Tree Workday  Science 6- (B) with a chosen  Work Time work time. (FA)
Trees and tree type (P)  Brain Break  Interacting with
29
 Forests- 5 through the  More Work Time a tree
 Science 6- Getting to Know creatively. (FA)
Trees and You Assignment.
Forests- 6 (M)
 Complete (B) the
assignment chart
by filling in all
four parts: a
drawing of the
tree, a bark
rubbing, a leaf
sample and a
story/poem about
the tree (P) in the
Getting to Know a
Tree Assignment.
(M)
Monday, Oct.  Science 6- Students will…  Review of Local  Participation in
19: Forest Trees and  Demonstrate (B) Trees class
Ecosystem Forests- 1 their  Seed Spreading discussions.
 Science 6- understanding of  How Forests are (FA)
Trees and the forest Created  Filling in their
Forests- 2 ecosystem (P)  Brain Break notetaking
through class  Activity handouts. (FA)
discussion and  Forests Video  Participation in
activity. (M) forest
 Solidify (B) ecosystem
understanding of activity. (FA)
the forest
ecosystem (P)
through watching
a forest video. (M)
Tuesday, Oct.  Science 6- Students will…  Review from  Participation in
20: Biotic Trees and  Demonstrate (B) Yesterday class
Components of Forests- 2 their  Forest as an discussions.
the Forest  Science 6- understanding of Ecosystem (FA)
Attitudes- 1 the biotic  Biotic vs. Abiotic  Filling in their
components of the  Brain Break notetaking
forest ecosystem  Biotic Components handouts. (FA)
(P) through class  Abiotic/Biotic  Participation in
discussion and Components abiotic/biotic
activity. (M) Drawing Activity components
 Create (B) a drawing
diagram which activity. (FA)
includes various
biotic and abiotic
components of a

30
 forest (P) in a
drawing activity.
(M)
Wednesday,  Science 6- Students will…  Review from  Participation in
Oct. 21: Forest Trees and  Demonstrate (B) Yesterday class
Interactions Forests- 2 their  Levels of the Forest discussions.
 Science 6- understanding of  Forest Interactions (FA)
Attitudes- 1 the interactions of  Brain Break  Filling in their
 Science 6- the forest  Forest Interactions notetaking
Inquiry- ecosystem (P) Activity handouts. (FA)
Focus- 2 through class  Participation in
discussion and forest
activity. (M) interactions
 Participate (B) in activity. (FA)
solidifying
understanding of
the forest
ecosystem
interactions (P)
through a class
activity. (M)
Thursday, Oct.  Science 6- Students will…  Review from  Participation in
22: Fungus, Trees and  Demonstrate (B) Yesterday class
Lichen and Forests- 2 their  Fungi discussions.
Conks  Science 6- understanding of  Lichen (FA)
Attitudes- 4 the similarities and  Conks  Filling in their
differences  Brain Break notetaking
between fungus,  Fungus, Lichen and handouts. (FA)
lichen and conks Conks Study  Participation in
(P) through class Diagram Activity fungus, lichen
discussions and and conks study
note taking. (M) diagram
 Create (B) a activity. (FA)
diagram which
includes various
biotic and abiotic
components of a
forest (P) in a
drawing activity.
(M)
Friday, Oct.  Science 6- Students will…  Review from  Participation in
23: Food Trees and  Demonstrate (B) Yesterday class
Chains/Webs Forests- 2 their  Food Chains discussions.
 Science 6- understandings of  Food Webs (FA)
Attitudes- 11 the creation and  Brain Break  Filling in their
 Science 6- purpose of food  Food Web Activity notetaking
Inquiry- chains and food handouts. (FA)
31
 Focus- 2 webs (P) through  Participation in
class discussion food web
and activity. (M) activity. (FA)
 Participate (B) in
solidifying
understanding of
food webs (P)
through food web
activity/game. (M)
Monday, Oct.  Science 6- Students will…  Review from Last  Participation in
26: Trees and  Demonstrate (B) Week class
Photosynthesis Forests- 3 their  Photosynthesis discussions.
 Science 6- understanding of Introduction Video (FA)
Inquiry- the photosynthesis  Photosynthesis  Filling in their
Focus- 1 process (P)  Brain Break notetaking
through class  Photosynthesis handouts. (FA)
discussions and Study Diagram  Participation in
note taking. (M) Creation creating the
 Solidify (B) their photosynthesis
understanding of study diagram.
the photosynthetic (FA)
process (P)
through creating a
photosynthesis
study diagram.
(M)
Tuesday, Oct.  Science 6- Students will…  Review from Last  Participation in
27: The Nutrient Trees and  Demonstrate (B) Class class
Cycle Forests- 3 their  Nutrient Cycle discussions.
 Science 6- understanding of Introductory Video (FA)
Inquiry- the nutrient cycle  Nutrient Cycle  Filling in their
Focus- 1 (P) through class  Brain Break notetaking
discussions and  Nutrient Cycle handouts. (FA)
note taking. (M) Study Diagram  Participation in
 Solidify (B) their Creation creating the
understanding of Nutrient Cycle
the nutrient cycle study diagram.
(P) through (FA)
creating a Nutrient
Cycle study
diagram. (M)
Wednesday,  Science 6- Students will…  Review from Last  Participation in
Oct. 28: The Trees and  Demonstrate (B) Class class
Water Cycle Forests- 3 their  Water Cycle discussions.
 Science 6- understanding of Introductory Video (FA)
Inquiry- the water cycle (P)  Water Cycle  Filling in their
Focus- 1 through class  Brain Break notetaking
32
 discussions and  Water Cycle Study handouts. (FA)
note taking. (M) Diagram Creation  Participation in
 Solidify (B) their creating the
understanding of Water Cycle
the water cycle (P) study diagram.
through creating a (FA)
Water Cycle study
diagram. (M)
Thursday, Oct.  Science 6- Students will…  Seed Spreading  Participation in
29: Interactions Trees and  Demonstrate (B)  Forest Creation class review
Review Forests- 2 their  Forest Ecosystem discussion.
understanding of  Biotic Components (FA)
learned materials  Abiotic  Taking study
from the Forest Components notes during
Interactions  Levels of the Forest class review.
Section 2 (P)  Brain Break (FA)
through review  Asking
 Fungus, Lichen and
discussions and questions
Conks
study notes. (M) during class
 Food Chains/Webs
 Synthesize (B) review. (FA)
 Photosynthesis
understandings of
learned concepts  Nutrient Cycle
(P) through study  Water Cycle
notes. (M)
Friday, Oct.  Science 6- Students will…  Questions  Forest
30: Interactions Trees and  Demonstrate (B)  Forest Interactions Interactions
Quiz Forests- 2 their Section 2 Quiz Section 2 Quiz
understanding of (SA)
the various forest  Quiet, focused
interactions and work during
cycles (P) through quiz taking.
taking the Forest (FA)
Interactions  Working on the
Section 2 Quiz. word searches if
(M) completed quiz
 Demonstrate (B) early. (FA)
individual work
ethic (P) through
completion of the
Forest Interactions
Section 2 Quiz.
(M)
Monday, Nov.  Science 6- Students will…  Human Uses  Participation in
2: Human Uses Trees and  Demonstrate (B)  Uses Video class
Forests- 1 their  Brain Break discussions.
 Science 6- understanding of  Human Uses (FA)
Trees and the various human Charades Game  Filling in their
33
 Forests- 8 uses of the forest notetaking
 Science 6- (P) through class handouts. (FA)
Inquiry- discussions and  Participation in
Focus- 1 note taking. (M) Human Uses
 Solidify (B) their charades game.
understanding of (FA)
the human uses of
the forest (P)
through
participating in the
Human Uses
Charades Game.
(M)
Tuesday, Nov.  Science 6- Students will…  Review from Last  Participation in
3: Human Trees and  Demonstrate (B) Class class
Actions Forests- 1 their  Human Actions discussions.
 Science 6- understanding of  Brain Break (FA)
Trees and the various human  Brainstorming  Filling in their
Forests- 8 actions of the Activity notetaking
 Science 6- forest (P) through  Video handouts. (FA)
Inquiry- class discussions  Participation in
Focus- 1 and note taking. Human Actions
(M) brainstorming
 Solidify (B) their activity. (FA)
understanding of
the various human
actions of the
forest (P) through
watching a video.
(M)
 Solidify (B) their
understanding of
the various human
actions of the
forest (P) through
a brainstorming
activity. (M)
Wednesday,  Science 6- Students will…  Review from Last  Participation in
Nov. 4: Issues Trees and  Demonstrate (B) Class class
and Forest Forests- 8 their  Issues discussions.
Management  Science 6- understanding of  Forest Management (FA)
Trees and the various issues  Brain Break  Filling in their
Forests- 9 of the forest and  Brainstorming notetaking
 Science 6- forest management Activity handouts. (FA)
Trees and techniques (P)  Video  Participation in
Forests- 10 through class Issues and
 Science 6- discussions and Forest
34
 Attitudes- 11 note taking. (M) Management
Solidify (B) their Brainstorming
understanding of activity. (FA)
the various human
actions of the
various issues of
the forest and
forest management
techniques (P)
through watching
a video. (M)
 Solidify (B) their
understanding of
the various issues
of the forest and
forest management
techniques (P)
through a
brainstorming
activity. (M)
Thursday, Nov.  Science 6- Students will…  Review from Last  Quiet, focused
5: Forest Trees and  Research (B) a Class work during
Advocacy Forests- 8 specific forest  Assignment work time. (FA)
Statement  Science 6- issue (P) through Overview  Focused and
Workday Trees and the forest  Work Time specific
Forests- 9 advocacy  Brain Break research during
 Science 6- statement project.  Work Time work time. (FA)
Trees and (M)
Forests- 10  Defend (B) a
 Science 6- perspective on
Attitudes- 11 chosen forest issue
(P) through
writing the forest
advocacy
statement. (M)
Friday, Nov. 6:  Science 6- Students will…  Work Time  Quiet, focused
Forest Trees and  Research (B) a  Brain Break work during
Advocacy Forests- 8 specific forest  Work Time work time. (FA)
Statement  Science 6- issue (P) through  Focused and
Workday Trees and the forest specific
Forests- 9 advocacy research during
 Science 6- statement project. work time. (FA)
Trees and (M)
Forests- 10  Defend (B) a
 Science 6- perspective on
Attitudes- 11 chosen forest issue
(P) through
35
 writing the forest
advocacy
statement. (M)
Monday, Nov.  Science 6- Students will…  Parts of a Tree  Participation in
9: Trees and Trees and  Participate (B) in  Local Trees class review
Forests Review Forests- 1 reviewing the  Brain Break discussion.
 Science 6- Trees and Forests  Forest as an (FA)
Trees and unit (P) through Ecosystem  Taking study
Forests- 2 class review  Cycles notes during
 Science 6- discussion. (M)  Human class review.
Trees and  Demonstrate (B) Uses/Actions (FA)
Forests- 3 their  Issues/Forest  Asking
 Science 6- understanding Management questions
Trees and concepts  Questions during class
Forests- 4 introduced in the review. (FA)
 Science 6- Trees and Forests
Trees and unit (P) through
Forests- 5 class review
 Science 6- discussion. (M)
Attitudes- 4)
Tuesday, Nov.  Science 6- Students will…  Questions  Participation in
10: Trees and Trees and  Participate (B) in  Jeopardy Game class review
Forests Jeopardy Forests- 6 reviewing the  Brain Break discussions.
Review  Science 6- Trees and Forests  Jeopardy Game (FA)
Trees and unit (P) through a  Participation in
Forests- 7 class game of Jeopardy
 Science 6- Jeopardy. (M) Review Game.
Trees and  Demonstrate (B) (FA)
Forests- 8 their  Taking study
 Science 6- understanding of notes during
Trees and the concepts from class review
Forests- 9 the Trees and game. (FA)
 Science 6- Forests unit (P)
Trees and through a class
Forests- 10 game of jeopardy.
 Science 6- (M)
Attitudes- 4)  Work
collaboratively (B)
towards a shared
purpose (P)
through a class
game of jeopardy.
(M)
Thursday, Nov.  Science 6- Students will…  Questions  Trees and
12: Trees and Trees and  Demonstrate (B)  Trees and Forests Forests Unit
Forests Unit Forests- 1 their Unit Test Test (SA)
Test  Science 6- understanding of  Quiet, focused
36
 Trees and the various parts work during test
Forests- 2 of the tree, forest taking. (FA)
 Science 6- interactions and  Working on the
Trees and perspectives (P) word searches if
Forests- 3 through taking the completed quiz
 Science 6- Trees and Forests early. (FA)
Trees and Unit Test. (M)
Forests- 4  Demonstrate (B)
 Science 6- individual work
Trees and ethic (P) through
Forests- 5 completion of the
 Science 6- Trees and Forests
Attitudes- 2 Unit Test. (M)
Friday, Nov.  Science 6- Students will…  Put on The Lorax  Trees and
13: Trees and Trees and  Demonstrate (B) for those who are Forests Unit
Forests Unit Forests- 6 their done the test. Test (SA)
Test  Science 6- understanding of  Allow students who  Quiet, focused
Trees and the various parts have not completed work during test
Forests- 7 of the tree, forest the test to complete taking. (FA)
 Science 6- interactions and it in the hallway.  Watching the
Trees and perspectives (P) Lorax video if
Forests- 8 through taking the finished test.
 Science 6- Trees and Forests (FA)
Trees and Unit Test. (M)
Forests- 9  Demonstrate (B)
 Science 6- individual work
Trees and ethic (P) through
Forests- 10 completion of the
 Science 6- Trees and Forests
Attitudes- 2 Unit Test. (M)
 Review (B) Forest
Advocacy (P)
through watching
a The Lorax video
while others
complete test. (M)

37
 Unit One Appendix/Resources

 Course Information
 Science 6F Course Outline
 PowerPoints
 Introduction Day
 Trees and Forests Intro
 All About Forests
 Assignment 1 Workday
 Assignment 1 Final Workday
 Trees Introduction
 Deciduous vs. Coniferous
 Parts of the Tree Overview
 Tree Shapes
 Branching Patterns
 Layers of the Trunk
 Parts of a Leaf
 Leaf Classification
 Dichotomous Key
 Tree Bark
 Tree Rings/Cookies
 Parts of a Tree Review Day
 Parts of a Tree Jeopardy Review
 Local Trees Day 1
 Local Trees Day 2
 Guided Nature Walk Day
 Common Trees Assignment Workday
 Getting to know a Tree Workday
 Forest Ecosystem Intro
 Biotic Components of the Forest
 Forest Interactions
 Fungus, Lichen and Conks
 Food Chains/Webs
 Photosynthesis
 The Nutrient Cycle
 The Water Cycle
 Interactions Review Day
 Human Uses
 Human Actions
 Issues and Forest Management
 Forest Advocacy Workday 1
 Forest Advocacy Workday 2
 Trees and Forest Review Day
 Trees and Forests Jeopardy Review
 Handouts
  Trees and Forests Student Booklet
 Assignments
 Assignment #1: Quadrant Drawing
 Getting to Know a Tree Assignment
 Common Trees Assignment
 Forest in a Jar Assignment
 Forest Advocacy Statement Assignment
 Quizzes/Tests
 Trees and Forests Section 1 Quiz
 Forest Interactions Section 2 Quiz
 Trees and Forests Unit Exam

**Unlinked Items still to be made…

39
 Unit Two (Topic C)
Sky Science
12 weeks: Nov. 16- Feb. 12 (Dec. 18 for me)
Dana Visser

40
 Unit Two (Topic C) Rationale

Students learn about objects in the day and night sky. Through direct observation and research,
students learn about the motions and characteristics of stars, moons and planets. Using simple
materials, such as balls and beads, students create models and diagrams which they use to
explore the relative position and motion of objects in space. As a result of these studies, students
move from a simple view of land and sky, to one that recognizes Earth as a sphere in motion
within a larger universe. With new understanding, students revisit the topics of seasonal cycles,
phases of the Moon and the apparent motion of stars.

41
 Sky Science Unit Calendar

Unit Two- Sky Science

Nov. 16- Dec. 18 (25 classes)
Monday, Nov. Tuesday, Nov. Wednesday, Nov. Thursday, Nov. Friday, Nov.
16: 17: 18: 19: 20:

Monday, Nov. Tuesday, Nov. Wednesday, Nov. Thursday, Nov. Friday, Nov.
23: 24: 25: 26: 27:
Monday, Nov. Tuesday, Dec. Wednesday, Dec. Thursday, Dec. Friday, Dec. 4:
30: 1: 2: 3:
Monday, Dec. Tuesday, Dec. Wednesday, Dec. Thursday, Dec. Friday, Dec.
7: 8: 9: 10: 11:

Monday, Dec. Tuesday, Dec. Wednesday, Dec. Thursday, Dec. Friday, Dec.
14: 15: 16: 17: 18:

42
 Sky Science Unit Assessments

Stage 1: Desired Results

General Outcomes (in full):
Students will…


Understandings: Essential Questions:

 

Specific Outcomes (in full): Prior understandings…

Students will be able to… 


Where does this lead?

43
 Sky Science Assessment Tools

Assessment
Assessment Assessment
Brief Description FOR
Tool OF Learning
Learning
Every day, students will be assessed on their
Class participation in class discussions. There will
Discussions be multiple opportunities to answer
questions and add to the conversation.
Every day, students will be assessed on their
Class participation in class activities. Most days,
Activities new information will be solidified through a
unique activity.
Some homework assigned in this class will
be for marks (SA) and some will be just
Homework marked as complete/incomplete. This is to
Submissions ensure that students get in the habit of
completing their homework and handing it
in on time.

44
 Sky Science Unit Assessment Plan

Class Class Homework Study

Title Quiz Test
Discussions Activities Submissions Diagram
Learning Type FA FA SA/FA FA SA SA
Outcomes (Formative/Summative)

Weighting 0 0 50% 0 20% 30%

 Sky Science Unit Overview

Unit Topic: Sky Science Grade Level: 6 Subject: Science

GLOs in full:
Students will…

SLOs in full:
Science Inquiry SLOs
Students will:



Lesson Overviews
Day/ Lesson SLOs: Learning Activities: Assessments:
Title Objectives:
 Students will…  

 Students will…  

 Students will…  

 Students will…  

 Students will…  

 Students will…  

 Students will…  

 Students will…  


 Students will…  

 Students will…  

 Students will…  

 Students will…  

 Students will…  

 Students will…  

 Students will…  

46
  Students will…  

 Students will…  

 Students will…  
 
 Students will…  

 Students will…  

 Students will…  


47
 Sky Science Appendix/Resources

 Course Information
 Science 6F Course Outline
 PowerPoints
 Handouts
 Assignments
 Quizzes

**Unlinked Items still to be made…

More to come

48
 References

Alberta Education (1996). Elementary Science. Edmonton, Alberta: Alberta Education.

Retrieved from https://education.alberta.ca/media/159711/elemsci.pdf

http://gradesix.mrpolsky.com/science.html

49