Science Unit Plan Template Guide

Understanding By Design Framework

Subject Biology 20 Grade Level 11

C (A in PoS) – Energy and Matter 14 days
Unit Time Frame
Exchange in the Biosphere
Developed by Ashley Bird Period Length 90 mins (65 mins on Fridays)

Stage 1 – Desired Results: Front Matter

Enduring Understandings/Big Ideas (Harlen):
Students will understand that…
1. Earth’s biosphere, and the energy transfer
occurring within it, shapes the Earth’s surface and
climate (Harlen, p. 21,).
2. Applications of scientific knowledge to technology
often have ethical, social, economic, and political
implications (Harlen, p. 23).
Related misconceptions . . .
 Students might think Earth’s energy comes from
various sources, not almost exclusively from the
sun and they might think all parts of the Earth
receive the same levels of thermal energy.
 Students might think that plants (producers) are
dependent on humans, not the other way around.
 Students might think that carbon dioxide is a
source of energy for plants.
 Students might think that the top of the trophic
level has the most energy because it accumulates
up the food chain.
 Students might think that decomposers release
some energy that is cycled back to plants.
Essential Questions:
1. How is the flow of energy balanced in the biosphere?
2. How are carbon, oxygen, nitrogen, and phosphorous cycled in
the biosphere?
3. How have human activities and technological advances
affected the balance of energy and matter in the biosphere?
Prior Knowledge:
Science:
 Grade 7 Science, Unit A: Interactions and Ecosystems
 Grade 9 Science, Unit A: Biological Diversity
 Science 10, Unit D: Energy Flow in Global Systems
Math:
 Data collection and analysis
 Measurement and Unit Conversions
 Graph analysis
 Powers

Unit Emphasis STS: (NoS, ST or SE): Social and Environmental (SE) AND Nature of Science (NoS)

Knowledge objectives (Ab Ed general outcomes): Skills/Attitudes objectives (Ab Ed general outcomes):
Students will… Students will be able to . . .
1. Explain the constant flow of energy through the
biosphere and ecosystems. Refer to AB PoS
2. Explain the cycling of matter through the
biosphere.
3. Explain the balance of energy and matter
exchange in the biosphere and explain how this
maintains equilibrium.

Stage 2 – Assessment Evidence

Major Performance Task(s):

Biogeochemical Cycles Project

Standards & Criteria for Success on Performance Task (attach rubric)
See rubric from assignment.
Student Self-Assessments (formative) Other Evidence (formative & summative)
 Concept Map  Concept map
 Peer feedback on worksheets  Quiz
 Open-ended questions for reflection and self-  Braiding Sweetgrass - Reading Assignment
assessment  Unit exam
 Think-Pair-Share  Cycling of Matter Presentation
 Kahoot/Quizlet (instant answers for self-  Kahoot/Quizlet for Review
assessment on specific problems)  Sharing Circles

Stage 3 – Learning Plan

Learning Activities:
En = Engage Exr = Explore Exl = Explain El = Elaborate Ev = Evaluate

Key Specific
Lesson Key Materials
# Lesson Activity Ab Ed Evidence
Title 5E Resources
Outcome(s)
Class Discussion:
 Review what the Biosphere is and the
components of it (lithosphere, hydrosphere,
atmosphere) to activate prior knowledge.

Video – Down to Earth – The Astronaut’s Perspective

Connecti 20-A1.1K, Down to Earth
ons in 20-A3.1sts, Formative: – The
Class Discussion:
1 the General -Class En Astronaut’s
 Connections from the video
Biospher Attitude Discussion Perspective
 Review of open, closed, and isolated systems –
e Outcome [Video]
using the metaphor of an open pot, closed pot,
and thermos
 Introduce biotic and abiotic factors affecting
energy flow; students contribute to a list of
both via the Smartboard.

Class Discussion:
 Organisms require energy to live
 First Law of Thermodynamics
 Sun’s energy; Albedo effect

Video – Heat Transfer

Class Discussion:
Heat Transfer
 Photosynthesis and Chemosynthesis Formative:
[Video]
 Producers, autotrophs – produce their own -Class
20-A1.1K,
Topic 1: food discussion
20-A1.2K, Behind the
2 Energy -Ven diagram Exl
20-A1.1sts, Science 2012
Flow Video – Behind the Science 2012 – Chemosynthesis -Concept web
20-A3.2K –
(observation
Chemosynthe
Ven Diagram: of starting it)
sis [Video]
 In groups, students identify similarities and
differences between photosynthesis and
chemosynthesis
 Share with class

Concept Web Assignment

 Students will start working on their concept
web using terms up to this point
 Class Discussion:
 Daily question
 Cellular Respiration
 Heterotrophs – do not produce their own
energy; must consume producers
 Interdependence between Photosynthesis and
Cellular Respiration.
Formative:
Video – Ecosystem Ecology: Links in the Chain
Energy -Class Ecosystem
20-A1.1K,
Flow discussion Ecology: Links
3 Class Discussion: 20-A1.2K, El
continue -Observations in the Chain
 Trophic levels 20-A3.2K
d -Concept web [Video]
 Energy loss through transfer from producers to
assignment
consumers up trophic levels
 Second Law of Thermodynamics

Concept Web Assignment – continued

 Students will continue working on their
concept web assignment adding the terms they
learned from the given list.

Class Discussion:
 Daily question
 Difference between food web and food chains
 Share Interactive Food Chains website with
students
 Population Interdependency
How Wolves
 Two-eyed Seeing; collaboration with
Change Rivers
Indigenous leaders utilizes traditional
Topic 2: Video
knowledge systems to help conservation
Food Formative:
Webs 20-A1.3K, -Class Food Chains –
Video – How Wolves Change Rivers
and 20-A1.1sts, discussion of Interactive
4 Exr
Populati 20-A1.2s, case study Site
Think-Pair-Share:
on 20-A1.4s -Observations
 Case Study – Isle Royale
Interdep -Worksheet Parks Canada
endency – Indigenous
Class Discussion:
Leadership in
 2nd Law of Thermodynamics - Energy transfer
Conservation
loss in food chains
 Planetary Health Diet for sustainability –
Canada Food Guide changes

Worksheet – “Oh what a tangled web we weave”

Think-Pair-Share
Biomagnificati
 Biomagnification – activate previous knowledge
Formative: on and the
 Which trophic level does it affect the most?
-Class Trouble with
 Human interference and consequences. 20-A1.4K,
Ecologica discussion Toxins
20-A1.3s,
5 l -Observations Exl
Video – Biomagnification and the Trouble with Toxins 20-A1.4s,
Pyramids of calculations
20-A3.1K
practice Ecological
Class Discussion:
Pyramids
 Ecological Pyramids
Video
o Numbers, Biomass, Energy
  “I do-We do-You do” calculations practice
regarding 10%-20% energy loss between
transfers

Video – Ecological Pyramids

Energy Efficiency Worksheet:

 Calculations practice
 Work in groups; go over as a class

All
Topic 1
outcomes Summative:
6 and 2 Quiz (Friday – short day) Ev
until this -Quiz
Quiz
point
Class Discussion: 20-A2.1K,
 Go over quiz and review any questions 20-A2.2K,
students have regarding it. 20-A2.1,
20-A2.2s,
Cycling of Matter – Group Project Assignment: 20-A2.3s,
Topic 3 –  Groups will be given one of the cycles to create 20-A2.4s,
Formative:
Cycling a presentation on: 20A3.3K, Computers for
7 -Observations Exr
of o Hydrological Cycle 20-A3.2s, student use
-Q&A
Matter o Carbon and Oxygen Cycles Attitude –
o Nitrogen and Phosphorous Cycles Scientific
o Sulphur cycle and acid deposition Inquiry,
 Q&A on expectations and timeline for project Collaboratio
 Students start working on their project n, Mutual
Respect
20-A2.1K,
20-A2.2K,
20-A2.1,
20-A2.2s,
20-A2.3s,
Cycling
20-A2.4s,
of Formative:
20A3.3K, Computers for
8 Matter Group Project Work Time -Observations Exr
20-A3.2s, student use
continue -Q&A
Attitude –
d
Scientific
Inquiry,
Collaboratio
n, Mutual
Respect
20-A2.1K,
20-A2.2K,
20-A2.1,
20-A2.2s,
20-A2.3s,
Cycling
20-A2.4s,
of Formative:
20A3.3K, Computers for
9 Matter Group Project Work Time -Observations Exr
20-A3.2s, student use
continue -Q&A
Attitude –
d
Scientific
Inquiry,
Collaboratio
n, Mutual
Respect
 Video - Life in Biosphere 2
 Example of humans existing in an artificially
created biosphere to be used in potentially
harsh environments (deserts, moon, mars)
 Compare and contrast flow of energy and
matter in Biosphere 2 with Earth’s Biosphere
20-A1.1s,
Class Discussion: Formative:
20-A2.1s,
 Assess risks and benefits of human activity and -Class Life in
Human 20-A2.1sts,
impacts on the biosphere and climate change Discussion Biosphere 2
Influence 20-A3.2sts,
using what was learned from the previous -Observations [Video]
and 20-A3.3s,
10 lessons. -Braiding El
Maintain 20-A3.1s,
 Unintentional consequences from humans and Sweetgrass Protected
ing Attitude –
technology review/analysi Planet
Balance Mutual
 Sustainability s questions
Respect,
Stewardship
Interactive Website - Protected Planet:
 Protection of different areas of the Earth
(national parks, world heritage sites, etc.)

Indigenous Perspective
 Braiding Sweetgrass Chapter (read-aloud
and/or printed copies) and review questions.
20-A2.1K,
20-A2.2K,
20-A2.1,
20-A2.2s,
20-A2.3s,
20-A2.4s, Summative:
Presenta
11 Presentations 20A3.3K, -Presentation Ev
tions
20-A3.2s, evaluation
20-A3.4s,
Attitude –
Collaboratio
n, Interest in
Science
20-A2.1K,
20-A2.2K,
20-A2.1,
Class Discussion 20-A2.2s,
Climate
 Review Cycles presented on previous day 20-A2.3s,
Change:
 Go over the Greenhouse effect 20-A2.4s, Summative:
Presenta Earth’s Giant
12 20A3.3K, -Presentation Ev
tions Game of
Video – Climate Change: Earth’s Giant Game of Tetris 20-A3.2s, evaluation
Tetris
20-A3.4s,
Presentations Attitude –
Collaboratio
n, Interest in
Science
Presentations (if needed) Formative: The
- Class Hydrologic
Unit Review All unit Discussions and Carbon
Unit
13  Go over Braiding Sweetgrass review/analysis knowledge -Observations Ev Cycles:
Review
questions outcomes of small group Always
 Review game using a digital medium or discussions Recycle!
interactive game (Kahoot/Quizlet) -Analysis

Cycling of Matter Review Videos
 The Hydrologic and Carbon Cycles Part 1
 The Nitrogen and Phosphorous Cycles Part 2
Unit
14 Unit Exam
Exam
Considerations
How is there alignment
between the first 3 stages?
How has learner
differentiation been
addressed?
How does the unit design
include a variety of teaching
experiences that includes:
Indigenous, multicultural, and
interdisciplinary activities?
Adapted by Jeff Turner (2020) from:
The Nitrogen
and
Questions
Phosphorous
Cycles
All unit
Summative:
knowledge Ev
Unit Exam
outcomes
Stage 4 – Reflection
Comments
 The Enduring Understandings (EU) in Stage 1 are reflected in the learning lessons of Stage
3 within the unit and the Biogeochemical Cycles Project in Stage 2:
 Misconceptions from Stage 1 addressed throughout Stage 3.
 Stage 2 – Biogeochemical Cycles Project links to several Outcomes in Stage 1; Stage 3
outcomes in lessons links to outcomes in Stage 1
 All Essential Questions (EQs) addressed throughout Stage 3 in numerous lessons
 Assessments listed in Stage 2 are integrated throughout Stage 3 accordingly and aligns
with the Program of Studies (PoS) Outcomes listed in Stage 1
 The Unit Emphases – Social and Environmental (SE) and Nature of Science (NoS) concepts
and skills, are emphasized throughout Stage 3 in various lessons.
All students will be given the opportunity to practice their presentation before presenting. Other
differentiation strategies to be included in various lessons are the following:
 Ongoing review of scientific words; concept map
 Use of multiple mediums; oral, video, visual, and many interactive
websites/programs/apps
 Think-Pair-Share, group work, and mixed abilities groups
 Hands-on activities
 Opportunities for artistic expression of connections in project work
 Mini lessons to be incorporated where needed to address additional misconceptions or
any other misunderstandings identified through formative assessment, whether in small
groups or with the entire class.
 Student input and choice within rubrics of assignments and projects
 Background knowledge of students will be assessed and utilized throughout various
lessons with plenty of class discussion opportunities.
 Opportunities for student choices and discourse that encourages personal experiences
and personal perspective, promoting multicultural ideas shared based on diverse
students occurs throughout many lessons and promoted in reflections and class
discussions
 Indigenous perspective (Indigenous Education) incorporated in Lesson 10, with further
reflection in Lesson 13. As well as sharing circles throughout lessons.
 Multidisciplinary:
o Mathematic (calculations)
o Economic considerations in Lesson 10
o Art - Opportunities for artistic visualizations in cycling presentation, and
worksheets.
o English Language Arts – Chapter study and analysis of Braiding Sweetgrass
o Social Studies/Humanities – political and ethical considerations of human
influence on the balance of the biosphere in class discussion within lessons and
within Cycling of Matter Project.
Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexander, Virginia: Association for Supervision and
Curriculum Development.

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA: Sage.