Learning Outcomes Assessment:

Inquiry Sub -FOR

Date Lesson Time Topic Resources Textbook Pages Activities
Essential Question: How do interactions between water, land, and climate Questions -AS
Understandings Skills Attitudes -OF
affect human water usage and how does human water usage affect interactions
between water, land, and climate? Introduction (Kids How do we do - Powerpoint on Back to - Powerpoint: Introduction to School Procedures
August 31 1 (a) 8:15-9:02
A-J) school now? School Procedures (Tracy)
Unit E: Freshwater and Saltwater Systems - Powerpoint on the - Powerpoint: The Scientific Method
Unit E: Freshwater and Saltwater Systems (Social and Environmental The Scientific What is the - Scientific Method
- performing and Scientific Method (Tracy) - Chart: Students will complete the Scientific
Emphasis) August 31 2 (a) 12:18-1:05 Method (Kids A- Scientific Flowchart
recording - Scientific Method Flow Method Flowchart and then will correct it the
J) Method? (FOR/AS)
Chart (Tracy) next day.
Overview: Earth is sometimes described as the water planet: over two-thirds of
Earth's surface is covered by oceans and freshwater features. By exploring Introduction (Kids How do we do - Powerpoint on Back to - Powerpoint: Introduction to School Procedures
September 1 1 (b) 8:15-9:02
examples of aquatic systems, students come to appreciate the dynamic nature K-Z) school now? School Procedures (Tracy)
of these systems and learn about the interaction of landforms, sediments, water
and climate. Students also investigate factors that affect the distribution and - Powerpoint on the - Powerpoint: The Scientific Method
health of living things in aquatic environments and the supply and quality of The Scientific What is the - Scientific Method
- performing and Scientific Method (Tracy) - Chart: Students will complete the Scientific
water for human use. September 1 2 (b) 12:18-1:05 Method (Kids K- Scientific Flowchart
recording - Scientific Method Flow Method Flowchart and then will correct it the
Z) Method? (FOR/AS)
Chart (Tracy) next day.
Focusing Questions: How do water, land and climate interact? What are the
characteristics of freshwater and saltwater systems, and how do they affect - Powerpoint: Variables
living things, including humans? - analyze and
What are - Powerpoint on Variables - Assignment: Students will watch mythbusters - Mythbusters
September 2 3 8:15-9:02 Variables interpret
variables? (Tracy) videos and identify the variables found within the Assignment (FOR)
Key Concepts various experiments.

The following concepts are developed in this unit and may also be addressed in - scientific - Experiment: Students will have to create two
How do we - analyze and
other units at other grade levels. The intended level and scope of treatment is Model inquiry - Paper Airplane Experiment paper airplanes made of different materials and - Paper Airplane
September 3 4 8:15-9:02 conduct an interpret
defined by the outcomes below. Experiment - interest in (Tracy) use the scientific method to investigate which Experiment (FOR)
experiment?
- water quality science material is better for building paper airplanes.
- water-borne materials
- analyze and - scientific
- erosion and deposition - Experiment: Students will be given a bag of
Model Recording How do we interpret inquiry - Skittles Experiment - Skittles
- stream characteristics September 4 5 8:15-9:02 skittles with which they have to count and
Data record data? - performing and - interest in (Tracy) Experiment (FOR)
- continental drainage systems analyze the data within.
recording science
- ocean basins
- climate Week 2
- glaciers and icecaps September 7 Labour Day - No School
- adaptations to aquatic ecosystems
- human impact GLE 1 - Class Discussion: Discuss importance of water
- Science Focus - Brainstorm
-1.1 - scientific in every day life.
8 pg. 365: (FOR)
Outcomes for Science, Technology and Society (STS) and Knowledge Anthropogenic How do we, -1.2 inquiry - Case Study: Water at Home
- initiating and -Indigenous Water Usage Inquiry - Case Study
Students will: September 8 6 8:15-9:02 Water Use personally, use - stewardship - Compare and Contrast: Our water use to
planning Article Investigation (FOR)
(Personal) water? GLE 4 - mutual traditional indigenous water use.
- Science Focus - Class Discussion
1. Describe the distribution and characteristics of water in local and global - 4.1 respect - Brainstorm: In what ways can we reduce our
8 pg. 366-367 (FOR)
environments, and identify the significance of water supply and quality to the - 4.2 water consumption?
needs of humans and other living things GLE 1 - Class Discussion: How is water used overall?
- describe, in general terms, the distribution of water in Alberta, Canada and the -1.1 Agriculture, industry, domestic. Why might their
- World Wide Water Usage - Class Discussion
world; and interpret information about water characteristics (e.g., identify Anthropogenic How do we, as a -1.2 use of water be a problem?
- analyze and Charts (FOR/AS)
glaciers, snow, polar icecaps, ground water and oceans as components of September 9 7 8:15-9:02 Water Use species, use - stewardship - Case Study: Investigate which type of milk
interpret - Case Study
Earth's water; interpret graphical information on the availability of potable (Industrial) water? GLE 4 uses the most/least amount of water to produce.
- Milk vs Water Use Article (FOR)
water) - 4.1 Discuss pros and cons (ex. nutritional value
- recognize that fresh water and salt water contain varying amounts of - 4.2 compared to water, animal cruelty, etc).
dissolved materials, particulates and biological components; and interpret - Class Discussion: Discuss case study results
information on these component materials - Case Study
from yesterday.
- identify major factors used in determining if water is potable, and describe - analyze and - Distribution of Water - Science Focus (FOR)
How is water GLE 1 - Video: Look at a video discussing the
and demonstrate tests of water quality (e.g., investigate and describe the Water interpret Worksheet (Tracy) 8 pg. 372: - Think, Pair, Share
September 10 8 8:15-9:02 distributed on -1.1 - collaboration distribution of water on Earth.
physical characteristics of a sample of water, such as clarity, salinity and Distribution - communication - Water Distribution Crash Distribution of (FOR)
Earth? -1.2 - Think, Pair, Share: Ask students to come up
hardness; investigate biological tests) and teamwork Course Video Water on Earth - Class Discussion
with two issues regarding water distribution.
- describe, in general terms, methods for generating fresh water from salt water, (FOR)
Analyze the results that the class finds together.
based on evaporation, distillation and reverse osmosis
- Video: Watch a video on the water cycle.
- Water Cycle
2. Investigate and interpret linkages among landforms, water and climate - Class Discussion: Discuss the different natural
GLE 1 - Science Focus Visual
- describe the processes of erosion and deposition resulting from wave action What is the - performing and - Water Cycle Video processes involved in the water cycle.
September 11 9 8:15-9:03 Water Cycle -1.1 8 pg. 368-369: Representation
and water flow, by: water cycle? recording - Assignment: Ask students to create a visual
-1.2 The Water Cycle (OF/AS)
- identifying dissolved solids and sediment loads, and identifying sources and representation of the water cycle.
endpoints for these materials
- describing how waves and tides are generated and how they interact with Week 3
shorelines - Review: Discuss how the water cycle and water
- investigate and describe stream characteristics (e.g., describe the slope, flow distribution affect each other.
rate and stream profile characteristics of a model stream on a stream table) - Water Cycle
- Powerpoint: Go through the water cycle
- describe processes leading to the development of ocean basins and continental How are we GLE 1 - Water Cycle Powerpoint - Science Focus Visual
- performing and powerpoint and ask students to add to their visual
drainage systems (e.g., describe the formation of geological features on the 10 8:15-9:02 Water Cycle affected by the -1.1 (Tracy) 8 pg. 368-369: Representation
recording representations as a form of note taking. Ask
ocean floor, such as continental shelves and trenches) water cycle? -1.2 -Water Cycle Gizmo The Water Cycle (OF/AS)
students to correct any inconsistencies they had
- identify evidence of glacial action, and analyze factors affecting the growth -Review (FOR)
on their original diagram.
and attrition of glaciers and polar icecaps (e.g., identify factors that affect the - Gizmo: Students will do the water cycle gizmo.
size of polar ice sheets and the Columbia Icefield) September 14
- Powerpoint: Breifly discuss water quantity vs
- describe the movement of ocean currents and its impact on regional climates GLE 1 - Science Focus
quality. Talk specifically about the distribution of
(e.g., effects of the Gulf Stream, Labrador Current, El Niño, La Niña) - 1.1 8 pg. 373-374:
What freshwater
- 1.3 Water Enough - Topic 1 Review
determines - analyzing and - Assignment: Students complete Topic 1
3. Analyze factors affecting productivity and species distribution in marine and 11 12:18-1:05 Water Access - stewardship For All (FOR/AS)
access someone interpreting Review
freshwater environments - Science Focus - Exit Slip (FOR)
has to water? - Exit Slip: How are we affected by the water
- investigate life forms found in fresh water and salt water, and identify and GLE 3 8 pg. 374: Topic
quantity and water quality found in our
interpret examples of adaptations to these environments (e.g., describe and - 3.4 1 Review
environment?
interpret examples of fish and invertebrate species found in a local freshwater
environment)
- analyze factors that contribute to the development of adaptations in species
found in saltwater and freshwater environments
- investigate and interpret examples of seasonal, short-term and long-term
change in populations of living things found in aquatic environments (e.g.,
algal blooms, changes in local freshwater fish populations, cod and salmon
stock depletion)
- analyze relationships between water quality and living things, and infer the
quality of water based on the diversity of life supported by it

4. Analyze human impacts on aquatic systems; and identify the roles of science
and attrition of glaciers and polar icecaps (e.g., identify factors that affect the
size of polar ice sheets and the Columbia Icefield)
- describe the movement of ocean currents and its impact on regional climates
(e.g., effects of the Gulf Stream, Labrador Current, El Niño, La Niña)

3. Analyze factors affecting productivity and species distribution in marine and

freshwater environments
- investigate life forms found in fresh water and salt water, and identify and
interpret examples of adaptations to these environments (e.g., describe and
interpret examples of fish and invertebrate species found in a local freshwater
environment) - Assignment: Go over answers to Topic 1
- analyze factors that contribute to the development of adaptations in species GLE 1 Review - Topic 1 Review
found in saltwater and freshwater environments - 1.1 - Class Discussion: Discuss water access as a (FOR/AS)
- Safe Water for First
- investigate and interpret examples of seasonal, short-term and long-term Who determines - 1.3 - stewardship right and the lack of clean water available in - Case Study
- analyzing and Nations Information
change in populations of living things found in aquatic environments (e.g., September 15 12 8:15-9:02 Water Access access someone - mutual many Indigenous communities. (FOR)
interpreting - How You Can Help Article
algal blooms, changes in local freshwater fish populations, cod and salmon has to water? respect - Case Study: Have students research an - Class Discussion
- Right to Water Article
stock depletion) GLE 3 Indigenous community suffering from lack of (FOR)
- analyze relationships between water quality and living things, and infer the - 3.4 drinking water and determine as many factors as
quality of water based on the diversity of life supported by it possible as to why this is an issue.
- Glacier Powerpoint (Tracy) - Quiz: Topic 1 Quiz - Topic 1 Quiz
- Science Focus
4. Analyze human impacts on aquatic systems; and identify the roles of science Glacier Definition What is a GLE 2 - interest in - Glacier Fill in the Blank - Class Discussion: Discuss the definitions of a (OF)
September 16 13 8:15-9:02 8 pg. 375-376:
and technology in addressing related questions, problems and issues and Formation glacier? - 2.4 science Notes (Tracy) glacier and how they are formed. - Class Discussion
Glaciers
- analyze human water uses, and identify the nature and scope of impacts -Glacial Formation Video - Video: Watch video about glacial formation. (FOR)
resulting from different uses (e.g., identify pollutants in ground water and - Video: Watch video on types of glaciers.
surface water systems resulting from domestic and industrial use; analyze the - Glacier Powerpoint (Tracy) - Powerpoint: Go over powerpoint reinforcing
effects of agriculture and forestry practices on stream flow and water quality) How are glaciers - Science Focus
GLE 2 - initiating and - interest in - Glacier Types Worksheet the different types of glaciers. - Class Discussion
- identify current practices and technologies that affect water quality, evaluate September 17 14 8:15-9:02 Glacier Types different from 8 pg. 376-377:
- 2.4 planning science (Tracy) - Class Discussion: Discuss how different types (FOR)
environmental costs and benefits, and identify and evaluate alternatives (e.g., one another? Glacier Types
-Glacier Types Video of glacial structure can affect the surrounding
research and analyze alternatives for ensuring safe supplies of potable water; land and ecosystem.
research, analyze and debate alternatives for a specific water quality issue, such
- Flashcards: Create a set of flashcards with each
as the location and design of a landfill, the protection of a natural waterway, the
- performing and glacier type.
use of secondary and tertiary wastewater treatment, the salinization of soils due How are glaciers - Glacier Powerpoint (Tracy) - Science Focus
GLE 2 recording - Compare and Contrast: Compare flashcards - Glacier
to irrigation, the eutrophication of ponds and streams due to excess use of September 18 15 8:15-9:03 Glacier Types different from - collaboration - Glacier Types Worksheet 8 pg. 376-377:
- 2.4 - communication with another students and add in any information Flashcards (AS)
phosphates in fertilizers and detergents, or a proposal to export water one another? (Tracy) Glacier Types
and teamwork you missed.
resources)
- illustrate the role of scientific research in monitoring environments and
supporting development of appropriate environmental technologies (e.g., Week 4
describe a local example of aquatic monitoring, and describe how this research - Video: Watch video about how glaciers shape
contributes to watershed management) the land.
- provide examples of problems that cannot be solved using scientific and How does - performing and - Science Focus
- Powerpoint: Go over more information about - Glacial
technological knowledge alone (e.g., the need to prevent pollutants from Glacial Effects on glacial activity GLE 2 recording - scientific -How Glaciers Shape the 8 pg. 379 - 382:
16 8:15-9:02 glacial land formation in a Powerpoint. Landforms
entering aquatic environments, the need to avoid damage from ice sheets and Land Formation affect land - 2.4 - initiating and inquiry Land Video Glaciers and the
- Project: Ask students to research a landform in Research (OF)
icebergs) formation? planning Land
Alberta that was shaped by a glacier (from an
assigned list).
Skill Outcomes - Powerpoint: Use powerpoint to illustrate the
September 21
topic of glacial melt and how climate change
Initiating and Planning: GLE 2
affects this.
- 2.4 - Science Focus
Why does - Think, Pair, Share: Ask students to come up
Students will: Ask questions about the relationships between and among Meltwater and -analyzing and 8 pg. 383 - 387: - Think, Pair, Share
17 12:18-1:05 glacial melt - stewardship with 3 things they can do that will help to slow
observable variables, and plan investigations to address those questions Climate Change GLE 4 interpreting Glaciers and (FOR)
matter? glacial melt. They can share this with a partner
- identify science-related issues and problems - 4.3 Climate Change
and then we will make a list together as a class.
- identify questions to investigate, arising from science-related issues - 4.4
- Exit Slip: What effects does glacial melt have
- select appropriate methods and tools for collecting relevant data and on the environment?
information (e.g., plan and conduct a search, using a wide variety of electronic
sources) - Think, Pair, Share: Using what they now
- Science Focus
- design an experiment, and identify the major variables (e.g., design an GLE 2 know about glaciers and water distribution, ask
8 pg. 383 - 387:
experiment to compare the characteristics of two water samples) - 2.4 students to predict three things that they think - Think, Pair, Share
What can we do Glaciers and
Meltwater and - communication would happen if all glaciers melted overnight. (FOR)
September 22 18 8:15-9:02 about glacial - collaboration Climate Change
Performing and Recording: Climate Change GLE 4 and teamwork - If All Ice Melted Article - Article: Look at the article as a class and see - Topic 2 Review
melt? - Science Focus
- 4.3 what students predicted and what surprises them. (FOR/AS)
8 pg. 388: Topic
Students will: Conduct investigations into the relationships between and among - 4.4 - Review: Topic 2 Review + go over it
2 Review
observations, and gather and record qualitative and quantitative data afterwards
-research information relevant to a given issue September 23 19 8:15-9:02 FLEX DAY
-select and integrate information from various print and electronic sources or September 24 PD Day - No Class
from several parts of the same source (e.g., summarize information on a river
September 25 PD Day - No Class
basin)
-identify strengths and weaknesses of different methods of collecting and Week 5
displaying data (e.g., identify strengths and weaknesses of technologies used to What are the - Quiz: Topic 2 Quiz
monitor and map changes in stream flow) - Science in - Topic 2 Quiz
similarities and - Powerpoint: We will go through the
- Fresh Water Systems Chart Action 8 pg. (OF)
Lakes, Ponds, and differences GLE 2 - performing and similarities and differences of lakes, ponds, and
Analyzing and Interpreting 20 8:15-9:02 (Tracy) 390-396: - Freshwater
Wetlands between lakes, - 2.2 recording wetlands through a powerpoint.
Freshwater Systems Chart
ponds, and - Chart: Have students start to fill out their
Students will: Analyze qualitative and quantitative data, and develop and assess Systems (FOR)
wetlands? Freshwater Systems Chart.
possible explanations - Powerpoint: We will go through similarities
-apply given criteria for evaluating evidence and sources of information (e.g., September 28 and differences between rivers and streams on a
assess the authenticity and reliability of electronic sources) What are the - Science in powerpoint. - Class Discussion
-predict the value of a variable, by interpolating or extrapolating from graphical similarities and Action 8 pg. - Class Discussion: We will discuss where this (FOR)
data (e.g., predict future stocks of fish based on long-term data) Rivers and GLE 2 - scientific
21 12:18-1:05 differences 390-396: water comes from as well as where it goes and - Freshwater
-interpret patterns and trends in data, and infer and explain relationships among Streams - 2.2 inquiry
between rivers Freshwater we will look at important streams and rivers in Systems Chart
the variables (e.g., relate climates to proximity to oceans and to the and streams? Systems Alberta on a map. (FOR)
characteristics of ocean currents) - Chart: Have students fill out their Freshwater
-identify new questions and problems arising from what was learned (e.g., Systems Chart.
identify questions, such as: "Can ocean currents be modified?", "Is kelp a
viable source of food?", "How would icecap melting change Canadian - Inquiry: Students will have time to do a guided
coastlines?") - Science in independent inquiry into groundwater. - Groundwater
Why is - communication
- Water Below Ground Action 8 pg. - Share: Students will then share their findings Inquiry (OF)
groundwater GLE 2 and teamwork - scientific
Communication and Teamwork September 29 22 8:15-9:02 Ground Water Worksheet (Tracy) 390-396: with the class and we will go over the importance - Freshwater
essential to - 2.3 - initiating and inquiry
Freshwater of groundwater to our lives. Systems Chart
human survival? planning
Students will: Work collaboratively on problems; and use appropriate language Systems - Chart: Have students fill out their Freshwater (FOR)
and formats to communicate ideas, procedures and results Systems Chart.
-use appropriate vocabulary, including correct science and technology
terminology, to communicate ideas, procedures and results (e.g., use such
terms as salinity, currents and basins when describing oceans and their
characteristics)
-communicate questions, ideas, intentions, plans and results, using lists, notes
in point form, sentences, data tables, graphs, drawings, oral language and other
means (e.g., create a concept map, linking the different stages of the water
cycle; prepare a multimedia presentation on changing climatic conditions and
the effects on glaciers, ice sheets and water levels, incorporating graphics,
audio, visuals and text gathered from remote sources)
evaluate individual and group processes used in planning, problem solving,
decision making and completing a task (e.g., discuss advantages and
disadvantages of different research methods and sources used to gather
information on an ocean basin)
-defend a given position on an issue, based on their findings
characteristics of ocean currents)
-identify new questions and problems arising from what was learned (e.g.,
identify questions, such as: "Can ocean currents be modified?", "Is kelp a
viable source of food?", "How would icecap melting change Canadian
coastlines?")

Communication and Teamwork

Students will: Work collaboratively on problems; and use appropriate language

and formats to communicate ideas, procedures and results
-use appropriate vocabulary, including correct science and technology - Watersheds Powerpoint
- Watersheds
terminology, to communicate ideas, procedures and results (e.g., use such (Tracy) - Mapping: Have students research the location
Mapping
terms as salinity, currents and basins when describing oceans and their - Watersheds Map (Tracy) of our local drainage basin and fill it in on a map.
Why do I need Assignment (OF)
characteristics) Watersheds/ GLE 2 - performing and - interest in - Protect Your Watershed - Exit Slip: Why do watersheds matter? What is
September 30 23 8:15-9:02 to protect my - Freshwater
-communicate questions, ideas, intentions, plans and results, using lists, notes Drainage Basins - 2.3 recording science Infographic one current/potential issue involving watersheds?
local watershed? Systems Chart
in point form, sentences, data tables, graphs, drawings, oral language and other - Science in Action 8 pg. - Chart: Have students fill out their Freshwater
(FOR)
means (e.g., create a concept map, linking the different stages of the water 390-396: Freshwater Systems Chart.
- Exit Slip (FOR)
cycle; prepare a multimedia presentation on changing climatic conditions and Systems
the effects on glaciers, ice sheets and water levels, incorporating graphics, - Video: Watch video on runoff.
audio, visuals and text gathered from remote sources) - Science in
- Powerpoint: Go over powerpoint talking about
evaluate individual and group processes used in planning, problem solving, Action 8 pg.
deposition and erosion. - Freshwater
decision making and completing a task (e.g., discuss advantages and How does runoff - Runoff Worksheet (Tracy) 390-396:
- Gizmo: Students can complete a river erosion Systems Chart
disadvantages of different research methods and sources used to gather Runoff and and erosion GLE 2 - performing and - interest in - River Erosion Video Freshwater
October 1 24 8:15-9:02 gizmo. (FOR)
information on an ocean basin) Erosion affect the - 2.1 recording science - River Erosion Gizmo Systems
- Chart: Have students fill out their Freshwater - Topic 3 Review +
-defend a given position on an issue, based on their findings environment? - Science Focus
Systems Chart. Corrections (AS)
8 pg. 409: Topic
- Review: Students will complete topic 3 review
Attitude Outcomes 3 Review
and do corrections on it.
- Explanation: I will explain the mini lab that we
Interest in Science are about to do and ask students to make
Students will be encouraged to: Show interest in science-related questions and - Demo Experiment Gear
How does runoff - Science Focus hypotheses.
issues, and pursue personal interests and career possibilities within science- - Guided Lab Worksheet - Stream Erosion
Runoff and and erosion GLE 2 - analyzing and - scientific 8 pg. 397: - Demo: Stream Erosion Demo
related fields (e.g., express interest in conducting scientific investigations of October 2 25 8:15-9:03 - Science in Action 8 pg. Lab + Corrections
Erosion affect the - 2.1 interpreting inquiry Observing - Assignment: Students will complete questions
their own design; take an interest in media reports on environmental issues, and 390-396: Freshwater (OF/AS)
environment? Stream Erosion and reflect on the hypothesis they made. We will
seek out further information from a variety of sources; take an interest in Systems
then go over the assignment as a class.
observing and interpreting their environment during personal and group
excursions)
Week 6
Mutual Respect - Quiz: Topic 3 Quiz
- Steady State Worksheet
Students will be encouraged to: Appreciate that scientific understanding - Video: Watch videos on what happens to your
(Tracy)
evolves from the interaction of ideas involving people with different views and - Science Focus body when you drink seawater.
-What Happens When You
backgrounds (e.g., show awareness of and respect for the contributions of Why is the GLE 1 - analyzing and - interest in 8 pg. 411: How - Brainstorm: Give students time to come up - Topic 3 Quiz
26 8:15-9:02 Salt in the Water Drink Seawater Video
ndigenous peoples to knowledge of the environment) ocean salty? - 1.4 interpreting science the Ocean Gets with ideas on how to make sea water potable. (OF)
- How to Desalinate
Its Salt - Video: Watch a video illuminating how you
Seawater Video
Scientific Inquiry could desalinate sea water on a desert island.
Students will be encouraged to: Seek and apply evidence when evaluating October 5 Discuss why this works with students.
alternative approaches to investigations, problems and issues (e.g., seek data - Powerpoint: Use powerpoint to show students
that is accurate and based on appropriate methods of investigation; consider what ocean basins are.
observations and ideas from a number of sources before drawing conclusions) Why is so much - Science Focus
GLE 2 - performing and - scientific - Ocean Mapping Gizmo - Gizmo: Have students try out the ocean - Class Discussion
27 12:18-1:05 Saltwater Basins of the ocean 8 pg. 413-415:
- 2.3 recording inquiry mapping Gizmo. (FOR)
Collaboration unexplored? Ocean Basins
- Class Discussion: Discuss the difficulties in
Students will be encouraged to: Work collaboratively in carrying out mapping the ocean as a class.
investigations and in generating and evaluating ideas (e.g., share observations
- Video: Students will watch a video that
and ideas with other members of a group, and consider alternative ideas
- Motion of the Ocean - Science Focus describes how waves are formed. - Motion of the
suggested by other group members; share the responsibility for carrying out How are waves GLE 2 - performing and
October 6 28 8:15-9:02 Waves Worksheet (Tracy) 8 pg. 417-419: - Assignment: Students will use their textbook Ocean Worksheet
decisions) formed? - 2.1 recording
-Ocean Waves Ocean Waves and the internet to complete a worksheet on wave (OF)
formation and patterns in the ocean.
Stewardship
Students will be encouraged to: Demonstrate sensitivity and responsibility in - Video: Students will watch a video talking
pursuing a balance between the needs of humans and a sustainable environment about tides and we will discuss this as a class for
(e.g., consider immediate and long-term consequences of personal and group - Tide is High Worksheet - Science Focus a short time.
- Tide is High
actions; objectively identify potential conflicts between responding to human What causes GLE 2 - analyzing and (Tracy) 8 pg. 423: How - Assignment: Students will then use the article
October 7 29 8:15-9:02 Tides Worksheet (FOR)
wants and needs and protecting the environment) tides? - 2.1 interpreting -Tides Explained Video Tides Are and their textbooks to help fill in the worksheet.
- Exit Slip (FOR)
-Tides Article Formed - Exit Slip: What is the main force contributing
Safety to the tides and give a brief overview of how it
Students will be encouraged to: Show concern for safety in planning, carrying works.
out and reviewing activities (e.g., select safe methods and tools for collecting - Gizmo: Students will complete tides gizmo that
evidence and solving problems; readily alter a procedure to ensure the safety of - Science Focus outlines how tides can affect the landscape.
members of the group) How does the 8 pg. 422: How - Powerpoint: We will go through a brief
movement of the GLE 2 Beaches Are powerpoint looking at the differences between
Ocean Effects on - scientific - Tides Gizmo - Topic 4 Review
October 8 30 8:15-9:02 ocean affect - 2.1 Formed coastal and inland communities. As well as
Land inquiry (FOR/AS)
land - 2.5 - Science Focus shows how beaches can be the home for many
environments? 8 pg. 430: Topic organisms.
4 Review - Assignment: Students will complete topic 4
review and we will do corrections on it.
GLE 2
- Compare and Contrast
How does the - 2.5 - Science Focus - Assignment: Students will complete water and
Worksheet (Tracy) - Water and
Ocean and ocean affect the - analyzing and 8 pg. 426-429: climate worksheet using pages from the textbook
October 9 31 8:15-9:03 - Water and Climate Climate Worksheet
Climate weather and GLE 4 interpreting Ocean Currents to aid.
Worksheet (Tracy) (OF)
climate? - 4.3 and Climate
- 4.4
Week 7
October 12 Thanksgiving - No School
- Quiz: Topic 4 Quiz
- Class Discussion: We will discuss the
What are the - Topic 4 Quiz
differences between saltwater and freshwater
differences GLE 3 (OF)
- Science Focus environments. Obviously salt makes a difference,
Fresh vs Saltwater between a - 3.1 - initiating and - scientific - Class Discussion
October 13 32 8:15-9:02 8 pg. 432-433: but there are many other factors to consider as
Living Situations freshwater and - 3.2 planning inquiry (FOR)
Aquatic Life well.
saltwater - 3.3 - Brainstorm
Brainstorm: Students will then brainstorm the
environment? (FOR)
ways that plants and animals adapt to aquatic
environments overall.
 - Assignment: Students will research an aquatic
animal and use the finding nemo assignment to
How do animals - Finding Nemo Assignment
GLE 3 - performing and discuss the adaptations that animal has to its - Finding Nemo
Fresh vs Saltwater adapt to (Tracy) - Science Focus
- 3.1 recording aquatic environment Assignment (OF)
October 14 33 8:15-9:02 Adaptations: freshwater and - Aquatic Adaptations 8 pg. 434 - 436:
- 3.2 - analyzing and - Class Discussion: Students will share their - Venn Diagram
Animals saltwater Powerpoint (Tracy) Aquatic Animals
- 3.3 interpreting findings with the class and we will create a venn (AS)
environments?
diagram together looking at freshwater vs
saltwater animal adaptations
- Science Focus
- Powerpoint: Through a powerpoint we will
How do plants 8 pg. 437 - 438:
GLE 3 look at different plant adaptations to freshwater
Fresh vs Saltwater adapt to - initiating and - Aquatic Adaptations Aquatic Plants - Aquatic
- 3.1 and saltwater.
October 15 34 8:15-9:02 Adaptations: freshwater and planning Powerpoint (Tracy) - Science Focus Adaptations Lab
- 3.2 - Aquatic Adaptations Lab: students will make
Plants saltwater 8 pg. 436: (OF)
- 3.3 predictions about the experiment and do the first
environments? Aquatic
half so that the lab can sit overnight.
Adaptations Lab
What are the
- Exit Slip: List one way that a plant or animal is
main differences
adapted to a freshwater environment and one way
between
GLE 3 - performing and - Science Focus a plant or animal is adapted to a saltwater - Aquatic
adaptations - scientific
Fresh vs Saltwater - 3.1 recording 8 pg. 436: environment. Adaptations Lab
October 16 35 8:15-9:03 made for inquiry
Adaptations - 3.2 - analyzing and Aquatic - Aquatic Adaptations Lab: students will (OF)
salwater and for - safety
- 3.3 interpreting Adaptations Lab answer questions about their experiment and do a - Exit Slip (FOR)
freshwater by
mini lab write up.
plants and
animals?
Week 8
36 8:15-9:02 FLEX DAY
- Brainstorm: Students will brainstorm the needs
What are - Science Focus - Brainstorm
October 19 GLE 3 - Nutrients in Water of living things
Nutrients in essential - interest in 8 pg. 441: (FOR)
37 12:18-1:05 - 3.3 Powerpoint (Tracy) - Powerpoint: We will go over the powerpoint
Water nutrients present science Nutrients in the - Compare and
- 3.4 - Compare and Contrast: Students will then
in water? Water Contrast (AS)
compare their brainstorm to the powerpiont
- Gizmo: Students will go through the pond
ecosystem Gizmo.
How does - performing and - Class Discussion
GLE 3 - Living in Water Worksheet - Class Discussion: We will then discuss how
bioaccumulation recording - interest in (FOR)
October 20 38 8:15-9:02 Food Chains - 3.3 (Tracy) bioaccumulation happens and what it is and the
relate to food - analyzing and science - Living in Water
- 3.4 -Pond Ecosystem Gizmo dangers it has.
chains? interpreting Worksheet (FOR)
- Assignment: Students will then fill out Living
in Water worksheet.
- Assignment: Students will look at how their
GLE 3 actions can lead to pollution and toxins in the
- 3.3 water
How do we - Acid Precipitation - Class Discussion
- 3.4 - Class Discussion: We will discuss the types of
Pollution and contribute to - performing and Worksheet (Tracy) (FOR)
October 21 39 8:15-9:02 - stewardship pollution and toxins often found in water
Toxins pollution and recording - Plastic in Oceans - Acid Precipitation
GLE 4 - Assignment: Students will use the acid
toxins in water? Infographic Worksheet (FOR)
- 4.3 precipitation worksheet and plastic in oceans
- 4.4 infographic, as well as their own research to
discover this information
- Video: Watch ted talk about safe drinking
GLE 1 water.
What are some - performing and
Determining and - 1.3 - TED ED: Safe Drinking - Gizmo: Students will use the water pollution
factors that go recording
October 22 40 8:15-9:02 Measuring Water - stewardship Water Video gizmo to learn more about what pollutants are in - Exit Slip (FOR)
into determining - analyzing and
Quality GLE 3 - Water Pollution Gizmo water and how we test for them.
water quality? interpreting
- 3.4 - Exit Slip: What makes water safe or unsafe?

October 23 PD Day - No Class

Week 9
- Video: We will watch a video looking at the
-How does the GLE 1
effect that water loss can have on a person and - Water in our
management of - 1.3 - Water in Our World
their property. World Worksheet
Water water affect - performing and - mutual Worksheet (Tracy)
41 8:15-9:02 - Assignment: Students will complete the water (FOR)
Management individuals as GLE 4 recording respect -Cree Man Losing Water on
in our world worksheet. - Chapter Review +
well as larger - 4.1 His Land Video
- Review: Students will complete the chapter Corrections (AS)
populations? - 4.2
review and we will go over it.
October 26 GLE 1
- 1.1
- performing and - Quiz: Topic 5/6 Quiz
How can we - 1.2 - scientific
recording - Explanation: Explain Performance Task
apply what we - 1.3 inquiry - Performance Task
- initiating and - Assignment: Students will use the rest of this
42 12:18-1:05 Performance Task have learned - 1.4 - interest in - Performance Task (AAC) (OF)
planning time to complete their performance task.
about aquatic science - Quiz (OF)
- analyzing and
ecoststems? GLE 4 - stewardship
interpreting
- 4.3
- 4.4
GLE 1
- 1.1
- performing and
How can we - 1.2 - scientific
recording
apply what we - 1.3 inquiry - Assignment: Students will use this time to - Performance Task
- initiating and
October 27 43 8:15-9:02 Performance Task have learned - 1.4 - interest in - Performance Task (AAC) complete their performance task. (OF)
planning
about aquatic science
- analyzing and
ecoststems? GLE 4 - stewardship
interpreting
- 4.3
- 4.4
October 28 44 8:15-9:02 FLEX DAY
 Unit Assessment Plan
Class Water Cycle Glacial Groundwater Mapping Water and
Brainstorm Case Study Think, Pair, Topic Reviews Glacier Freshwater Stream Erosion Motion of the Tide is High Finding Nemo Aquatic Living in Water Acid Precipitation Water in our World
Title Discussion Visual Exit Slips (x6) Landforms Quizzes (x6) Inquiry Watersheds Climate Performance Task
(x3) (x3) Share (x3) (x6) Flashcards Systems Chart Lab Ocean Worksheet Worksheet Assignment Adaptations Lab Worksheet Worksheet Worksheet
Learning Outcomes (x11) Representation Assignment Assignment Assignment Worksheet
Type: Formative or
Formative Formative Formative Formative Summative Formative Formative Formative Summative Summative Formative Summative Summative Summative Summative Formative Summative Summative Summative Formative Formative Formative Summative
Summative
Specific Learner Expectations:
E-1.1 describe, in general terms, the distribution of
water in Alberta, Canada and the world; and interpret
information about water characteristics (e.g., identify
glaciers, snow, polar icecaps, ground water and • • • • • • • • •
oceans as components of Earth's water; interpret
graphical information on the availability of potable
water)
E-1.2 recognize that fresh water and salt water
contain varying amounts of dissolved materials,
• • • • • • • •
particulates and biological components; and interpret
information on these component materials
E-1.3 identify major factors used in determining if
water is potable, and describe and demonstrate tests
of water quality (e.g., investigate and describe the
• • • • • • •
physical characteristics of a sample of water, such as
clarity, salinity and hardness; investigate biological
tests)
E-1.4 describe, in general terms, methods for
generating fresh water from salt water, based on • • • • •
evaporation, distillation and reverse osmosis
E-2.1 describe the processes of erosion and
deposition resulting from wave action and water
flow, by:
- identifying dissolved solids and sediment loads,
• • • • • • •
and identifying sources and endpoints for these
materials
- describing how waves and tides are generated and
how they interact with shorelines
E-2.2 investigate and describe stream characteristics
(e.g., describe the slope, flow rate and stream profile • • • •
characteristics of a model stream on a stream table)
E-2.3 describe processes leading to the development
of ocean basins and continental drainage systems (e.
g., describe the formation of geological features on • • • • • •
the ocean floor, such as continental shelves and
trenches)
E-2.4 identify evidence of glacial action, and analyze
factors affecting the growth and attrition of glaciers
• • • • •
and polar icecaps (e.g., identify factors that affect the
size of polar ice sheets and the Columbia Icefield)
E-2.5 describe the movement of ocean currents and
its impact on regional climates (e.g., effects of the • • •
Gulf Stream, Labrador Current, El Niño, La Niña)
E-3.1 investigate life forms found in fresh water and
salt water, and identify and interpret examples of
adaptations to these environments (e.g., describe and • • • • • • •
interpret examples of fish and invertebrate species
found in a local freshwater environment)
E-3.2 analyze factors that contribute to the
development of adaptations in species found in • • • • • • •
saltwater and freshwater environments
E-3.3 investigate and interpret examples of seasonal,
short-term and long-term change in populations of
living things found in aquatic environments (e.g., • • • • • • • • •
algal blooms, changes in local freshwater fish
populations, cod and salmon stock depletion)
E-3.4 analyze relationships between water quality
and living things, and infer the quality of water • • • • • • • •
based on the diversity of life supported by it
E-4.1 analyze human water uses, and identify the
nature and scope of impacts resulting from different
uses (e.g., identify pollutants in ground water and
• • • • • •
surface water systems resulting from domestic and
industrial use; analyze the effects of agriculture and
forestry practices on stream flow and water quality)
E-4.2 identify current practices and technologies that
affect water quality, evaluate environmental costs
and benefits, and identify and evaluate alternatives
(e.g., research and analyze alternatives for ensuring
safe supplies of potable water; research, analyze and
debate alternatives for a specific water quality issue,
such as the location and design of a landfill, the • • • • • •
protection of a natural waterway, the use of
secondary and tertiary wastewater treatment, the
salinization of soils due to irrigation, the
eutrophication of ponds and streams due to excess
use of phosphates in fertilizers and detergents, or a
proposal to export water resources)
E-4.3 illustrate the role of scientific research in
monitoring environments and supporting
development of appropriate environmental
• • • • • • • •
technologies (e.g., describe a local example of
aquatic monitoring, and describe how this research
contributes to watershed management)
E-4.4 provide examples of problems that cannot be
solved using scientific and technological knowledge
alone (e.g., the need to prevent pollutants from • • • • • • • •
entering aquatic environments, the need to avoid
damage from ice sheets and icebergs)