Science Long Range Plan Outline

Science
Grade 6 Long Range Plans
Abigail Gibbons
Professional Semester II/III
August 29, 2022 – December 22, 2022
Nellie McClung School
Table of Content
Long Range Plan (September – December 2022) 4
Calendar Overview 5
Grade 6 Science Unit One 7

Unit Overview 7
Unit Title: Science Inquiry 7
Class Length: 7
Essential and Sub Question(s): 7
Focused Outcomes 8
Student Resources 9
PDF: Scientific Process 9
YouTube: The Scientific Process (GoNoodle) 9
Teacher Resources 9
Website: How to Use Scientific Inquiry in the Elementary Classroom 9
PDF Article: Teaching Scientific Inquiry: Exploration, Directed, Guided, and Open-Ended Levels 9
Website: Scientific Inquiry in Five Steps 9
Unit at a Glance: 10
September 10
In-Depth Overview 10
Week One (September 1st – 2nd) 10
Week Two (September 5th – 9th) 11
Outcome Correlation 14
Assessments Linking to Learning Outcomes 16
Assessment Tool Overview 17
Grade 6 Science Unit Two 18

Unit Overview 18
Unit Title: Trees and Forest 18
Time Frame: 18
Class Length: 18
Rationale: 18
Essential and Sub Question(s): 18
Focused Outcomes 19
Student Resources 20
Book: Can You Hear the Trees Talking? Discovering The Hidden Life of The Forest By Peter Wohlleben
20
Book: Nature All Around: Trees by Pamela Hickman and Carolyn Gavin 20
YouTube Videos 20
Teacher Resources 20
Book: Treecology: 30 Activities and Observations for Exploring The World of Trees and Forests by
Monica Russo 20
Book: Forever a Tree by Alberta Forestry Association 21
Unit Guide and Assessment Manual: Trees and Forest: Grade 6. Topic E by Edmonton Public School
Centre for Education 21
Assessment Manual: Trees and Forest: Grade 6. Topic E by Black Gold Regional Division No. 18 21
Unit at a Glance 22
September 22
October 22
In-Depth Overview 22
Week One (September 12th – 16th) 23
Week Two (September 19th – 23rd) 25
Week Three (September 26th – 30th) 28
Week Four (October 3rd – 7th) 30
Week Five (October 10th – 14th) 32
Week Six (October 17th – 21st) 35
Outcome Correlation 37
Assessments Linking to Learning Outcomes 39
Assessment Tool Overview 39
Long Range Plan (September – December 2022)
Grade: 6 Subject: Science School Year: 2022-23
September October November December

Unit of Study Science Trees and Forests Sky Science (Topic C)
Inquiry (Topic E)
Approximate September 1st – September 1st – November 1st – December 21st

Time Frames 9th (6 days) October 31st (23 days) (31 days)
(These can and
will be adjusted
based on
student
learning)
Learning GLO 6-1, 6-2 GLO 6-10, 6-4 GLO 6-7, 6-4
Outcomes
GLO -> SO Focus (1, 6-10 (1, 2, 3, 4, 5, 6, 7, 6-7 (1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12)
General 2) 8, 9, 10)
Learning
Outcome SO Explore
and Investigate
SO -> Specific (1, 2, 3a, 3b,
Outcome 3c, 4, 5, 6, 7)
SO Reflect and
Interpret (1, 2,
3, 4, 5, 6)
Assessments Formative: Formative: TBD

and Evaluations - Conversation, - Study Guide
- Exit Slip - Exit Slips
- Flip Book - Nature Walk
- Self- - Review of Unit Test
Assessment Summative:
- Poster
- Unit Test (MC)
- Unit Test (Written)
Calendar Overview
Colour Codes
Non- School System PL Important Unit One Unit Two Unit Two
Instruction Closed Days Science Trees and Sky
Day Inquiry Forest Science
August / September 2022

Monday Tuesday Wednesday Thursday Friday
29 30 31 1 2
Non-Instructional Non-Instructional Non-Instructional First Day of School for
Days Days Days Students
1
5 6 7 8 9
Labour Day
2 3 4
12 13 14 15 16
1 2 3 4
19 30 21 22 23
Non-Instruction Day
5 6 7 8
26 27 28 29 30
National Day for Truth and
Reconciliation
9 10 11 12
October 2022
3 4 5 6 7
System PL Indigenous
Education Non-Instruction
Day
13 14 15 16
10 11 12 13 14
Thanksgiving Day
17 18 19
17 18 19 20 21
20 21 22 23
24 25 26 27 28
Outdoor Camp – Camp Outdoor Camp – Camp Outdoor Camp – Camp Outdoor Camp – Camp Non-Instruction Day
Chief Hector Chief Hector Chief Hector Chief Hector
31
1
November 2022
1 2 3 4
2 3 4
7 8 9 10 11
Remembrance Day
5 6 7 8
14 15 16 17 18
9 10 11 12
21 22 23 24 25
Non-Instruction Day
13 14 15 16
28 29 30
17 18 19
December 2022
1 2
20
5 6 7 8 9
21 22 23 24
12 13 14 15 16
25 26 27 28
19 20 21 22 23
Last Day of Classes Winter Break
before Winter Break
29 30 31
26 27 28 29 30
Winter Break Winter Break Winter Break Winter Break Winter Break
Grade 6 Science Unit One
Unit Overview
Unit Title: Science Inquiry
Time Frame:
September 1st – 8th
Class Length:
Flexible with timing, however approximately 45 - 60 minutes (Monday – Thursday)
Rationale:
The year will begin with a unit based on science inquiry which is an approach that combines scientific
method with inquiry learning. This unit allows students to understand what science inquiry looks like and
what it means. Encouraging students to apply these methods of inquiry and questioning in all problem
solving not just within science, but throughout different subjects and personal life etc. Scientific method
is the process used for experiments and inquiry learning focuses on students generating deeper questions,
understanding, ideas and observations. Therefore, by the end of this unit, students will be able to
understand how and why we use the scientific method through engaging in questioning, making
observations and generating ideas.
Essential and Sub Question(s):

Essential Question:
- What does science inquiry mean?
- What does science inquiry look like?
Sub Questions:
- Why do we use the scientific method?
- How do we use scientific method?
- How do we ask good questions?
- How do we create a hypothesis?
Focused Outcomes
Below is a table showcasing the general learning outcomes and the specific learning outcomes for this
unit of study.
General Outcomes
6–1 Design and carry out an investigation in which variables are identified and controlled, and that
provides a fair test of the question being investigated.
6–2 Recognize the importance of accuracy in observation and measurement; and apply suitable
methods to record, compile, interpret and evaluate observations and measurements.
Specific Outcome (Focus)

1. Ask questions that lead to exploration and investigation
2. Identify one or more possible answers to questions by stating a prediction or a hypothesis
Specific Outcome (Explore and Investigate)

1. Identify one or more ways of finding answers to given questions
2. Plan and carry out procedures that comprise a fair test
3. Identify variables:
a. Identify the variable to be manipulated
b. identify variables to be held constant
c. Identify the variable that will be observed (responding variable)
4. Select appropriate materials and identify how they will be used
5. Modify the procedures as needed
6. Work individually or cooperatively in planning and carrying out procedures
7. Identify sources of information and ideas and demonstrate skill in accessing them. Sources
may include library, classroom, community and computer-based resources
Specific Outcome (Reflect and Interpret)
1. Communicate effectively with group members in sharing and evaluating ideas, and assessing
progress
2. Record observations and measurements accurately, using a chart format where appropriate.
Computer resources may be used for record keeping and for display and interpretation of data
3. Evaluate procedures used and identify possible improvements
4. State an inference, based on results. The inference will identify a cause and effect relationship
that is supported by observations
5. Identify possible applications of what was learned
6. Identify new questions that arise from what was learned.
Student Resources
PDF: Scientific Process
Description This PDF resource is a great simplified version of the scientific process. If
students struggle to understand the process then it simplifies it down with
viduals.
Annotation “Scientific Process.” Little Bins For Little Hands.
https://littlebinsforlittlehands.com/wp-content/uploads/2018/08/Science-
Process-Pack-for-Kids.pdf
YouTube: The Scientific Process (GoNoodle)

Description This is a video that explains the scientific process in a catchy song, and it also
shows an example of how it can be used in a simple light.
Annotation “The Scientific Method | Songs For Kids | Sing Along | GoNoodle
YouTube, uploaded by GoNoodle, Oct 13, 2017,
https://www.youtube.com/watch?v=DChofjUH488
Teacher Resources
Website: How to Use Scientific Inquiry in the Elementary Classroom
Description This website provides an overview of what scientific inquiry is and how to
implement it in the classroom. It explains the meaning of scientific inquiry,
the characteristics, the steps for scientific inquiry, how students learn through
scientific inquiry and how to plan a scientific inquiry.
Annotation “How to Use Scientific Inquiry in the Elementary Classroom.” Learning by
Inquiry, 19 July 2021, https://www.learningbyinquiry.com/how-to-use-
scientific-inquiry-in-the-elementary-classroom/ .
PDF Article: Teaching Scientific Inquiry: Exploration, Directed, Guided, and Open-Ended Levels
Description This website provides an overview of how-to scientific inquiry in the
classroom, and it breaks down the process into smaller chunks. Furthermore, it
describes the four levels on inquiry and what they mean.
Annotation Lederman, Judith Sweeney. “Teaching Scientific Inquiry: Exploration,
Directed, Guided, and Opened-Ended Levels.” National
Geographic. http://www.ngspscience.com/profdev/Monographs/SCL22
-0439A_SCI_AM_Lederman_lores.pdf
Website: Scientific Inquiry in Five Steps

Description This website provides an overview of scientific inquiry in five steps. Each
step has a small description, a video and it has downloadable PDF resources
to use.
Annotation Andersen, Paul. “Scientific Inquiry in Five Steps.” The Wonder of Science,
https://thewonderofscience.com/teaching.
Unit at a Glance:
Opening Developmental Culminating
September
31 1 2
Days What is Scientific
Inquiry? |
Characteristics of
Scientific Inquiry
5 6 7 8 9
Labour Day How do we use How do you ask Why do we use
scientific method? good question? | the scientific
How do you make method?
observations?
In-Depth Overview
Week One (September 1st – 2nd)
Thursday (September 1st):
Overarching - What is Scientific Inquiry?
Question: - What are the characteristics of Scientific Inquiry
Lesson Plan Link to Lesson Plan
Content: - Introduce the concept of Scientific Inquiry through asking students if they have
done a science experiment before. After this ask them to remember any components
that they believe that they need for an experiment.
- Explain to students the five steps of scientific inquiry
- Colleen’s note: Students did a lot of Scientific inquiry using the scientific method
last year so you will find this will go very quickly as it will be a review.
1. Ask a Question -> Questions are something that you are curious about and they can
be specific or open-ended.
2. Make a Hypothesis -> A guess on what you think will happen based on what you
already know. Explain that you can guess the hypothesis and be correct. But
sometimes it can be an incorrect guess -> which is okay!
3. Variables - types (this is important to introduce and clarify)
4. Conduct Experiment -> Explain that in this step they would conduct an experiment
5. Record Results -> As the experiment progresses, we have to make sure we keep an
accurate track of our data. This helps us to determine if our hypothesis is right or
wrong.
6. Conclusion -> Using the data they analyzed, students need to draw conclusions and
make inferences.
- Watch Ithra Kids video (0-2:30) (https://www.youtube.com/watch?
v=XTNgaSthMyo ) on YouTube -> this goes through each of the processes of
scientific inquiry implicitly. Throughout the video stop at each of the steps and get
students to identify which steps that the video is talking about. When they identify
the step, ask students to answer why they think that they are at the step to test their
understanding.
- Create a Class Anchor Chart and tell the students that they will be referring to this
throughout the year.
- Explain to students that we will be doing an experiment tomorrow - but do not tell
them what it is about because it is a surprise. On the board explain that they will
need to do a class vote to decide on an extra liquid that we will be using for an
experiment. Let students vote on liquids such as rubbing alcohol, apple juice, and
windex.
- End the class with a GoNoodle that links to the scientific method
(https://www.youtube.com/watch?v=DChofjUH488)
Materials - Anchor Chart Material
▪ Pens
▪ Large Piece of Paper
SLO Focus -> 1
Friday (September 2nd): No Science
Week Two (September 5th – 9th)

Monday (September 5th): Labour Day
Tuesday (September 6th)

Overarching - How do we use scientific method? (Step 1 – 3)
Question: - How do we create and ask good questions?
- How do we create a hypothesis?
Content: - Begin by going over and recalling what the steps for scientific inquiry are -> Go
over the anchor chart created last class with students and review with students.
- Explain to the students how we are going to be doing an experiment today that will
show them the scientific method and how it can be used. While we do the
experiment, we are going to be breaking down the steps in a flip book.
- Explain that we will be doing the ‘What Cleans a Dirty Coin the Best?” experiment.
Explain to students that the basic premise of the experiment is that we will be using
4 liquids (soap, water, vinegar and coke) and placing a coin in the liquid to see
which one best cleans the coin.
- Step 1: Ask students to remind me what step one is (“Ask a Question”). After this
step tell students how to create a good question. Tell students that we have to ask
questions ‘like a scientist’ meaning that the question that they create is normally
answered by designing and/or conducting an experiment. Model creating a good
question with students. Ask students to create a question about the experiment and
to write it on their booklet
- Step 2: Ask students to remind me what step two is (“Make a Hypothesis”). Expand
and remind students that a hypothesis is a guess on what you think will happen
based on what you already know. Model making a hypothesis and then ask students
to complete the page in their book.
● At this point talk about inferences and how they use it.
- Step 3: Conduct Experiment (https://www.highlights.com/parents/family-
activities/what-cleans-old-penny). Go through the procedure step by step allowing
students to write down the steps and to draw a picture of the experiment at that
stage. Throughout this section sure to point out to students what a fair experiment is
and how to achieve this. Discuss variables.
- Explain to students that we cannot do Step 4 & 5 because we have to wait for our
results. Collect flip books.
Exit Ticket: Ask students to write down on a sticky note the steps that were covered in
today’s class.
Materials - Anchor Chart
- Flip Book x 30
- Sticky Note
SLO Focus -> 2
Explore and Investigate -> 2, 3a, 3b, 3c, 4, 5, 6
Wednesday (September 7th)

Overarching - How do we use scientific method? (Step 4 – 5)
Question: - How do we record results?
Content: - Begin by going over and recalling what the steps for scientific inquiry are -> Go
over the anchor chart created last class with students and ask students what steps we
got up to with the experiment last class.
- Hand out flip books.
- Discuss with students’ their hypothesis. Do a class tally to see what liquid students
think will clean the coin. Ask students why they chose the liquid -> asking them to
explain their reasoning.
- Get the cups with the liquids and allow the students to see the results of the
experiment.
- Step 4: Ask students to remind me what step four is (“Record Results”). Model on
the board how to record the results and ask students to write down the results as a
class.
- Step 5: Ask students to remind me what step five is (“Conclusion”). Explain to
students that a summary of how the experiment went and ask students if the results
supported their hypothesis.
● Kathleen's Comment: They do much better with sentence
starters/frames and become more independent as the year
goes on.
● Colleen’s comment: it will be important to discuss how
some conclusions are situational while others are more
general and universal. How do we tell this difference and
how do we clarify this in our conclusions? How do we
know our conclusions are in fact accurate?
- Ask students what they learned and reflect on the process that they went through.
- Go over the scientific process once more and ask students to complete the exit
ticket.
Self-Assessment: Ask students to complete the self-assessment prior to leaving the class.
This will help to determine what needs to be gone over for the next day.
Materials - Anchor Chart
- Flip Book x 30
- Sticky Notes
- Self-Assessment x 30
SLO Reflect and Interpret -> 1, 2, 3, 4, 5, 6
Thursday (September 8th)

Overarching - Why do we use the scientific method?
Question:
Content: - On the board there will be the question ‘Why do you think the scientific method
was created?’ and allow students time to come up and answer the question on the
board. (Explain to students that we will be looking at this later in the lesson.)
- In the self-assessment students are asked ‘Do you have any questions about what we
have learned about?’ During this time, answer the questions that students produced.
- Do you have any questions about what we have learned about?
- Go into the topic of ‘why do we use the scientific method’ and start by discussing
the answers students gave on the board.
- Explain that the reason why we use the scientific method is because it is the
foundation for experiments and helps scientists to ‘guide’ their experiments. But it
can also help us to find the answers to questions we are curious about, and can help
us to investigate if answers are legit and fair.
SLO Explore and Investigate -> 1
Friday (September 9th): No Science

Outcome Correlation
ASSESSMENT AND EVALUATION OF STUDENT LEARNING
This performance task is designed to gather assessment evidence for the following learner expectations
(shown in Times New Roman font) from the Alberta Science Program of Studies (1996).
Learner Expectations Criteria for
Evaluation *
6–1 Design and carry out an investigation in which variables are identified and controlled, and
that provides a fair test of the question being investigated. Students provide
evidence of their
6–2 Recognize the importance of accuracy in observation and measurement; and apply suitable learning as they:
methods to record, compile, interpret and evaluate observations and measurements.
Number Specific Learner Expectations
General Learning F1: Ask questions that lead to exploration and investigation Exit Ticket
Outcomes F2: Identify one or more possible answers to questions by stating a
E&I 6 prediction or a hypothesis
E&I 1: Identify one or more ways of finding answers to given questions
E&I 2: Plan and carry out procedures that comprise a fair test
E&I 3a: Identify the variable to be manipulated
E&I 3b: Identify variables to be held constant
E&I 3c: Identify the variable that will be observed (responding variable)
E&I 4: Select appropriate materials and identify how they will be used
E&I 5: Modify the procedures as needed
E&I 6: Work individually or cooperatively in planning and carrying out
procedures
General Learning F1: Ask questions that lead to exploration and investigation Conversations
F 1, 2 prediction or a hypothesis
E&I 1, 2, 3, 4, 5, E&I 1: Identify one or more ways of finding answers to given questions
6, 7, E&I 2: Plan and carry out procedures that comprise a fair test
R&I 1, 2, 3, 4, 5, E&I 3a: Identify the variable to be manipulated
6 E&I 3b: Identify variables to be held constant
E&I 3c: Identify the variable that will be observed (responding variable)
E&I 4: Select appropriate materials and identify how they will be used
procedures
E&I 7: Identify sources of information and ideas and demonstrate skill in
accessing them. Sources may include library, classroom, community and
computer-based resources
R&I 1: Communicate effectively with group members in sharing and
evaluating ideas, and assessing progress
R&I 2: Record observations and measurements accurately, using a chart
format where appropriate. Computer resources may be used for record
keeping and for display and interpretation of data
R&I 3: Evaluate procedures used and identify possible improvements
R&I 4: State an inference, based on results. The inference will identify a
cause and effect relationship that is supported by observations
R&I 5: Identify possible applications of what was learned
R&I 6: Identify new questions that arise from what was learned.
General Learning F1: Ask questions that lead to exploration and investigation Flip Books
F 1, 2 prediction or a hypothesis
E&I 1, 2, 4, 5, 6 E&I 1: Identify one or more ways of finding answers to given questions
R&I 1, 2, 3, 4, 5, E&I 2: Plan and carry out procedures that comprise a fair test
6 E&I 4: Select appropriate materials and identify how they will be used
procedures
R&I 1: Communicate effectively with group members in sharing and
evaluating ideas, and assessing progress
R&I 2: Record observations and measurements accurately, using a chart
R&I 4: State an inference, based on results. The inference will identify a
cause and effect relationship that is supported by observations
General Learning F1: Ask questions that lead to exploration and investigation Self-Assessment
Outcomes E&I 2: Plan and carry out procedures that comprise a fair test
F1 E&I 6: Work individually or cooperatively in planning and carrying out
E&I 2, 6 procedures
R&I 2, 3, 5, 6 R&I 2: Record observations and measurements accurately, using a chart
Assessments Linking to Learning Outcomes
Assessments
Title Exit Tickets Conversations Flip Book Self-Assessment
Learning
Type
Outcome Summative (Based on
(Formative/S Formative Formative Formative
s Completion)
ummative)
Weighting 0% 0% 100% 0%
SO Focus 1 X X X X
SO Focus 2 X X X
SO Explore and Investigate
X X X
1
X X X X
2
X X
3a
X X
3b
X X
3c
X X
4
X X X
5
X X X X
6
X
7
SO Reflect and Interpret 1 X X
SO Reflect and Interpret 2 X X X
SO Reflect and Interpret 4 X X
Assessment Tool Overview
Assessment Assessment
Tool POS Outcomes Brief Description FOR
AS Learning OF Learning
Learning
Exit Tickets E&I 5,6 Students will complete exit tickets
after some classes that will focus on
the sub-questions of this unit and how
X
they have been able to showcase these
goals. These will be completed on
sticky notes.
Conversations F 1, 2 Conversations with students will be
E&I 1, 2, 3, 4, 5, done in a formative way. This is done
6, 7, throughout every part of the lesson, in
R&I 1, 2, 3, 4, the introduction, during the activities
5, 6 and at the end of lessons. What these
X
conversations allow the teacher is to
gauge how students are interacting
with each other and the skills that they
are showing. This reinforces all the
sub-questions of this unit.
Flip book F 1, 2 The flip book will be used for students
E&I 1, 2, 5, 6 to understand what it is meant by
R&I 1, 2, 3, 4, scientific inquiry by reflecting on and
5, 6 by doing the process alongside an X X
experiment. This flipbook can be used
to refer back to the process and covers
all the questions of this unit.
Self- F1 Students will complete a self-
Assessment E&I 2, 6 assessment through reflecting on the
R&I 2, 3, 5, 6 unit goals. It provides them the
opportunity to express their learning.
Students will be given a piece of paper X X
to complete this assessment. This
culminating assessment will reinforce
all the questions (essential and sub) of
this unit.
Grade 6 Science Unit Two
Unit Overview
Unit Title: Trees and Forest
Time Frame:
September 12th – October 20th
Class Length:
60 minutes (Monday – Thursday)
Rationale:
Trees and Forests is a unit that allows students to learn about plants and the forest ecosystem. Students by
the end of the unit will be able to identify the differences and similarities between different types of trees,
interpret the structural features of trees, understand the reasons why trees and forests are valued and the
effects of human impacts on forests by raising awareness of environmental issues. The unit will focus on
giving students the opportunity to interact and examine the nature that surrounds them. As the seasons
change students will be able to visually see the differences in some of the trees and further understand the
connection of this topic to their own lives.
Essential and Sub Question(s):

Essential Question:
- How are trees and forests valuable to our world?
- Why are Trees and Forests important?
Sub Questions:
- Why are Trees and Forests important?
- What are the characteristics of trees?
- What is the difference between deciduous and coniferous trees?
- How can we classify and describe leaf shapes and arrangements?
- What are some of the branching patterns we can see in trees?
- What is the overall form of a tree?
- How can we tell how a tree has grown?
- What are the different levels in the forest?
- What food chains exist in a forest ecosystem?
- How do trees affect and are affected by biotic factors?
- What is the importance of trees to Indigenous people?
- What are the connections between Indigenous peoples and trees/forests?
- What is the role of trees in nutrient cycles?
- What is the role of trees in the production of oxygen?
- What impact does the water cycle have on trees?
- What are some of the ways that humans use forests?
- What are some of the historical ways humans have used trees?
- What are some of the modern ways humans have used trees?
- What do we notice when we compare historical and modern patterns of human uses of trees?
- What are the different uses for the forest and does the action enhance or threaten forest?
- What are the different issues that impact the forest?
Focused Outcomes
Below is a table showcasing the general learning outcomes and the specific learning outcomes for this
unit of study.
General Outcome
6-10: Describe characteristics of trees and the interaction of trees with other living things in the local
environment.
Specific Outcomes
1. Identify reasons why trees and forests are valued.
2. 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.
3. Describe the role of trees in nutrient cycles and in the production of oxygen.
4. Identify general characteristics that distinguish trees from other plants, and characteristics that
distinguish deciduous from coniferous trees
5. Identify characteristics of at least four trees found in the local environment.
6. Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall form of
a tree.
7. Interpret the growth pattern of a young tree, distinguishing this year’s growth from that of the
previous year and from the tear before that.
8. Identify human uses of forests and compare modern and historical patterns of use.
9. Identify human actions that enhance or threaten the existence of forests.
10. Identify an issue regarding forest use, identify different perspectives on that issue, and identify
actions that might be taken.
General Outcome
6–4 Demonstrate positive attitudes for the study of science and for the application of science in
responsible ways.
Specific Outcomes
Students will show growth in acquiring and applying the following traits:
- Curiosity
- Confidence in personal ability to learn and develop problem-solving skills
- Inventiveness and open-mindedness
- perseverance in the search for understandings and for solutions to problems
- Flexibility in considering new ideas
- Critical mindedness in examining evidence and determining what the evidence means
- A willingness to use evidence as the basis for their conclusions and actions
- A willingness to work with others in shared activities and in sharing of experiences
- Appreciation of the benefits gained from shared effort and cooperation
- A sense of personal and shared responsibility for actions taken
- Respect for living things and environments, and commitment for their care.
Student Resources
Book: Can You Hear the Trees Talking? Discovering The Hidden Life of The Forest By Peter
Wohlleben
Description “With his groundbreaking, internationally bestselling book The Hidden Life
of Trees, Peter Wohlleben established himself as a global advocate for forests
and our relationship with trees. Peter shares his famous imagination and
storytelling style with children, asking surprising questions about trees with
exciting quizzes, photographs, and hands-on activities to help even the most
reluctant learners discover the answers.”
Annotation Wohlleben, P. (2019). Can You Hear The Trees Talking? Discovering The
Hidden Life Of The Forest. Greystone Kids.
Book: Nature All Around: Trees by Pamela Hickman and Carolyn Gavin
Description “Kids will learn all about trees and the vital role that they play for people and
animals. This introduction to the topic covers the different kinds of trees, how
they grow and change throughout the seasons and how they provide a home
to a variety of animals. Readers will get to know the trees in their
neighbourhoods with the help of a tree-watching Q & A, an illustrated page
to help identify leaves, and a full-spread map of different tree species across
the United States and Canada.”
Annotation Hickman, P., & Gavin, C. (2019). Nature All Around: Trees. Kids Can Press.
YouTube Videos
Description YouTube videos are great for students and can be supplementary material for
class material. There are many videos on the platform that students would be
able to access.
Examples Used Last Nerdy about Nature: https://www.youtube.com/c/NerdyAboutNature/featured
Year by TM Ted-Ed Loves Trees:
https://www.youtube.com/watch?
v=vvtPJKWUb2g&list=PLJicmE8fK0Egyq1SxQQe_u3NYAzOeaq0T
Teacher Resources
Book: Treecology: 30 Activities and Observations for Exploring The World of Trees and Forests by
Monica Russo
Description “With encouragement to "Try This," "Look For," and "Listen For," kids
participate in 30 hands-on activities that promote observation and analysis,
writing and drawing, math and science, and nature literacy skills. They will
measure the circumference of a tree trunk, press and preserve leaves, study
the textures of tree bark, find evidence of forest creatures, record their
findings in a decorated forest logbook, and more. Readers from any region
will start to take notice of the trees around them--not just in forests and
woods but also around the schools, parks, buildings, and sidewalks of their
town, and in their own backyards. Useful resources include a glossary of
"tree terms," common and scientific names, a list of tree and nature
organizations and groups, and a teacher's guide to initiate classroom
discussion and investigation.”
Annotation Russo, M. (2016). Treecology: 30 Activities and Observations for Exploring
The World Of Trees And Forests. Chicago Review Press Incorporated.
Book: Forever a Tree by Alberta Forestry Association
Description “Trees are among our greatest treasures. They are both beautiful and useful.
Forever a Tree provides an exciting hands-on experience for Grade 5 and 6
students to learn about forest conservation, the intriguing world of trees, and
hoe to plant and care for young trees in their own schoolyard.”
Annotation Alberta Forestry Association. (1986). Forever A Tree: A Special Project of
The Alberta Forestry Association. Alberta Forestry Association.
Unit Guide and Assessment Manual: Trees and Forest: Grade 6. Topic E by Edmonton Public
School Centre for Education
Description Both of these resources are a good starting point for educators because they
give a starting point for planning a unit. Throughout each of the documents
there are lesson and activity ideas, teacher notes, and assessment that can be
used for the unit.
Annotation Edmonton Public Schools Centre for Education. (1996). Trees And Forests:
Grade 6, Topic E. Edmonton Public Schools.
Assessment Manual: Trees and Forest: Grade 6. Topic E by Black Gold Regional Division No. 18
Description This is a website has multiple activities that students can do to support their
learning with this unit. All of the activities are created on a google platform
such as google slides or google docs.
Annotation Black Gold Regional Division No. 18. Grade 6 Science: Trees and Forests.
https://sites.google.com/gshare.blackgold.ca/grade6/science-6/trees-and-
forests?authuser=0
Unit at a Glance
Opening Developmental Culminating
September
ays 1 2
Science Inquiry Unit
5 6 7 8 9
Labour Day Science Inquiry Unit Science Inquiry Unit Science Inquiry Unit
12 13 14 15 16
Why are Trees and What are the What is the difference How can we classify
Forests important? characteristics of between deciduous and describe leaf
trees? and coniferous trees? shapes and
arrangements?
19 20 21 22 23
What are some of the How can we tell how National Tree Day – What are the different Non-Instruction Day
branching patterns we a tree has grown? Nature Walk levels in the forest?
can see in trees?
What is the overall
form of a tree?
26 27 28 29 30
What food chains How do trees affect Poster Creation What is the National Day for
exist in a forest and are affected by the importance of trees to Truth and
ecosystem? living things? Indigenous people? Reconciliation
Poster Creation
October
3 4 5 6 7
Poster Creation What is the role of What is the role of What impact does the System PL Indigenous
trees in nutrient trees in the production water cycle have on Education Non-
cycles? of oxygen? trees? Instruction Day
10 11 12 13 14
Thanksgiving Day What are some of the What are some of the What are the different
ways that humans use modern ways humans uses for the forest and
forests? have used trees? does the action
What are some of the Can we compare enhance or threaten
historical ways historical and modern forest?
humans have used patterns of human
trees? uses of trees?
17 18 19 20 21
What are the different Review – Kahoot Final Exam Review of Final Exam
issues that impact the
forest?
24 25 26 27 28
Outdoor Camp – Outdoor Camp – Outdoor Camp – Outdoor Camp – Non-Instruction Day
Camp Chief Hector Camp Chief Hector Camp Chief Hector Camp Chief Hector
31 `
Sky Science Unit
Begins
* PPT slides will be created the week prior to ensure that there is time to adjust to student learning.
In-Depth Overview
Week One (September 12th – 16th)
Monday (September 12)
Overarching Why are Trees and Forests important?
Question:
Content: - Begin the class with a quick introduction from the unit by starting with a KWL
chart and ask students to reflect on what they know and what they wonder (This
could potentially be done on JamBoard?). Explain that we will fill the last column
of what we learned after we have finished the unit.
- After completing the KWL, introduce the unit. Explaining to students what they
should expect to learn from this unit! PPT Slide 2
- After the KWL is completed get students to brainstorm some of the reasons they
believe trees and forests are important. After this initial brainstorm as a class,
students can go into small groups and research some of the reasons why the why
trees and forests are important. The new ideas will be added onto the whiteboard.
o Produce oxygen, provide food, give shelter to animals etc.
- Students will then have the opportunity to create a mind map of why trees and
forests are important in their science books. Explain to students that in the center of
their paper they can write ‘Why are trees and forests important?’ and they can put
the reasons that we have on the board around their page -> they can draw and write
the examples.
Materials - Laptop Cart
- Jamboard?
- Students Science Books
- PPT Trees and Forest Unit
SLO 1- Identify reasons why trees and forests are valued.
Tuesday (September 13)

Overarching What are the characteristics of trees?
Question:
Content: - Project a picture of a tree on the smart board and ask students to tell me what it is?
At this point pretend that it is a flower and then this will have students ‘prove’ to me
that it is a tree using their prior knowledge. Slide 3
- Explain to students that the question of the day is ‘what are the characteristics of
trees?’, essentially looking at what makes a tree a tree.
- Allow time for students to complete their science book page for this day
o Write the question of the day
o Give students a handout of a diagram of the tree that they will stick into
their book (they will be filling this out alongside the PPT)
Begin PPT presentation about Characteristics of Trees (Slides 4 - 7)
o Stop at points to pose questions to students:
▪ Why do we think roots are so important?
▪ What are some of the benefits of having a thick trunk?
▪ What does the outer bark protect the tree from?
Exit Ticket: Name one of the characteristics of a tree and write why it is important.
Materials - PPT Trees and Forest Unit
- Diagram of tree x 30
SLO 4 - Identify general characteristics that distinguish trees from other plants, and
characteristics that distinguish deciduous from coniferous trees
Wednesday (September 14)
Overarching What is the difference between deciduous and coniferous trees?
Question:
Content: - Spaceman (alternative to hangman) -> with the two words deciduous and coniferous
(https://tekhnologic.wordpress.com/2017/03/01/spaceman-an-alternative-to-
hangman/)
o Ask students if they can pull any clues from the words to understand the
words.
▪ Cone = Coniferous
- Explain to students that these two words will be very important to our class
discussions today.
- Explain to students that the question of the day is ‘What is the difference between
deciduous and coniferous trees?’
- Allow time for students to complete their science book page for this day.
o Explain to students that they need to have a t-chart in their science books
and that we will be filling this out while we go through the PPT.
- PPT presentation about Deciduous and Coniferous Trees (Slides 8 - 19)
Exit Ticket|Whole Class Check-In: Deciduous or Coniferous facts about Deciduous and
Coniferous Trees
- Get students to stand up and explain to them if the fact that you say is about a
Deciduous Tree then stay standing and if it is a fact about Coniferous then to sit
down.
SLO 4 - Identify general characteristics that distinguish trees from other plants, and
characteristics that distinguish deciduous from coniferous trees
Thursday (September 15)

Overarching How can we classify and describe leaf shapes and arrangements?
Question:
Content: - Explain to students that the question of the day is ‘How can we classify and
describe leaf shapes and arrangements?’
- Explain to students that I have printed large leaves and we are going to try our best
to describe them and then at the end of the lesson we are going to describe them
with the new knowledge we learned.
o Explain to students that they will need to draw a leaf like the one on the
board in preparation for them to label.
- PPT presentation about Diagram of Leaf (Slides 20 - 22 )
- PPT presentation about Classifying and Arrangement of Leaves (Slides 23 - 29)
o Give students a dichotomous key graphic organiser with the different leaf
classifications and as we go through the slides ask them to write down the
classification name next to the corresponding column.
Exit Ticket: Get students to come up and choose a leaf that they want to describe. This is a
game type activity where the class has to guess as quickly as they can.
Materials - Big Leaves
- Graphic Organiser x 30
SLO 6 - Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall
form of a tree.
Friday (September 16): No Science

Week Two (September 19th – 23rd)
Monday (September 19)
Overarching What are some of the branching patterns we can see in trees?
Question: What is the overall form of a tree?
Content: - Ask students to answer the question on the board ‘what are branches?’
- After a quick discussion about branches and what they are. Explain to students that
the question of the day is ‘What are some of the branching patterns we can see in
trees, and what is the overall form of a tree?”
- PPT presentation about Branching Patterns (Slides 30 - 32)
o Give students a graphic organiser with the different branching patterns and
as we go through the slides ask them to write down the classification name
next to the corresponding column.
- PPT presentation about Form of a Tree (Slides 33 - 34)
o Ask students to draw in their science book the different forms of a tree and
to label them as we go through the PPT presentation.
- After completing the PPT presentation we will go outside and sketch a few trees and
discuss the trees shape.
- Graphic Organiser x 30
SLO 6 - Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall
form of a tree.

Overarching How can we tell how a tree has grown?
Question:
Content: - Begin the class with showing a tree cookie to the class (school has examples), and
asking them if they know what it is?
- Explain to students that the question of the day is ‘How can we tell how a tree has
grown?’ and if that gives them a hint to what the tree cookie helps us to see in trees.
- Watch “Life as a Tree” (Slide 36)
o Ask students to describe some of the things that they learned from the
video.
- PPT slide (Slide 37 - 38)
o This will have all the key elements that students need to know about how to
interpret a trees growth.
o Go over these elements with the students
- Using the PPT slide as reference throughout out model with a tree cookie how to
interpret the different elements
- Class Activity:
o Students will be split into groups of 4-5 and will be given a picture of a tree
cookie.
o Students will be asked to identify the number of rings, the variations in the
rings, and to infer if anything happened to the tree.
Kathleen Suggestion: Lesson with a tree cookie and story writing where
they had to analyze the tree cookie and then write a short story from the
tree’s perspective about what happened (ex. fire, drought, lost a branch etc)
and how long it lived.
- Review two previous lessons
Materials - YouTube Video (https://www.youtube.com/watch?v=MwNJC-IRgPE)
- Class Activity (Picture of Tree Cookie and Graphic Organiser)
SLO 7 - Interpret the growth pattern of a young tree, distinguishing this year’s growth from that
of the previous year and from the tear before that. (Review of 4 and 6)

Content: - Tell students that we are going to be going outside today and we are going to be
identifying some of the characteristics of trees in our own local environment
because it is National Tree Day.
- Explain expectations for the lesson and how they will have to complete a table
showing what they been able to identify from the trees in our area.
- Go outside and do a group identification of a tree to model what they are meant to
do in their small groups.
- Allow students to go and find trees and to do their own classifications
o When they do this walk around with the students and engage in discussions
with them about what they are seeing and identifying.
- Go back inside and allow groups to share their findings.
Kathleen Comment: Could we arrange something with the other grade 6 class maybe?
Where we take them around and teach them about different types of trees and how to
identify them. Maybe we could sneak that in after this lesson?
Materials - Graphic Organiser
SLO 5 - Identify characteristics of at least four trees found in the local environment.

Overarching What are the different levels in the forest?
Question:
Content: - Explain to students that the question of the day is ‘What are the different levels in
the forest?’
- In groups have students brainstorm what they think each level will contain e.g.,
parts of the tree, animals etc.
o Split their page into four sections vertically and then write the different
levels of the forest in the boxes that represent each level.
- PPT presentation about the Levels in the Forest (Slides 39 - 44)
o Tell students that as we go through and discuss the three layers they can
draw or write down the things we are talking about.
▪ Introduce vocabulary such as carnivore, omnivore, herbivore while
discussing animals.
Exit Ticket: Get students to write down on a sticky note something that they can find on one
of the four layers.
Kathleen Suggestion: I have an AMAZING minecraft lesson for this and the kids last year
LOVED it. They got to use two types of technology to share their learning (Minecraft and
Flipgrid). I'll send you a copy of it later.
SLO 2 - 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.
Friday (September 23): Non-Instruction Day

Week Three (September 26th – 30th)
Monday (September 26) (Minecraft Project will also include this)
Overarching What food chains exist in a forest ecosystem?
Question:
Content: - Ask students if they know what it is mean by the term food chain. After getting
answers back from students explain what the term is and explain that the question of
the day is “what food chains exist in a forest ecosystem”.
- Explain the concept of living vs non-living to introduce terms of producers,
consumers, and decomposers.
o PPT presentation about Living vs Non-Living (Slides)
- After introducing these concepts, give students each a different picture and they
have to identify if it is living or not.
- PPT presentation about Food Chains (Slides)
- After going through the PPT and explaining what food chains are and how they can
be found in an ecosystem have students create their own food chains.
o Model the activity by explaining the example of acorn bush -> squirrel ->
owl
o Each student will be creating one chain using three strips of paper.
Explaining how you begin with a producer, then a consumer that might eat
the producer, and then followed by other consumers to finish up the chain.
- Ask students to write their example in their book with arrows and then find a
friend’s chain and write their chain in their science book.
Exit Ticket: Have students write down an example of a food chain on a sticky note.
Materials - PPT Trees and Forest Unit PT
- Living vs. Non-Living Activity Pictures
- Chain Activity material

Overarching How do trees affect and are affected by the living things?
Question:
Content: - Explain to students that the question of the day is ‘How do trees affect and are
affected by the living things that are found among trees?’
- Explain how those living things we were discussing yesterday have an impact on
the trees and how trees also impact those living things.
o Explain to students that they will be writing the key information about this
topic and that I will point out what they have to write on the PPT.
- PPT presentation about How Trees Affect and Are Affected by the Living Things
(Slides)
Content: - Explain to students that we will be starting an assignment where they get to create
their own magical tree.
- Take some time to explain the assignment and the expectations of the assignment
through teacher model. Explaining that they will be completing a booklet to ensure
that they have all the appropriate information before they begin working on the
presentation of the information through the poster.
- Allow students to go and work on their assignment.
Materials - Model of booklet and poster
- Printed booklets for students
- Laptop Cart
SLO Magical Tree Creation (See assessment correlation)

Overarching What is the importance of trees to Indigenous people?
Questions: What are the connections between Indigenous peoples and trees/forests?
Content: - Explain to students that the question of the day is ‘What is the importance of trees to
Indigenous people?’
- Begin by explaining some of the past ways that Indigenous peoples used trees to
make medicine and tees, for transportation to tools.
- Explain that we are going to watch a documentary about how the birch tree is so
important to the Anishinaabe culture which is an indigenous group.
- Watch “The Power of a Tree: Why Birch and Its Bark Are So Important to
Anishinaabe Culture”
o Skip from 7:36 – 9:22 (speaks about cancer and uses some stronger
language)
- Ask students to reflect on what they watched and how trees have impacted the
Anishinaabe culture. Further ask students about the connections that they saw
between Indigenous people and trees/forests.
- Explain Native Species of Trees in Alberta PPT presentation (Slides)

- The power of a tree: why birch and its bark are so important to Anishinaabe
culture (https://www.youtube.com/watch?v=mQE4g35nRRk)
SLO 1 - Identify reasons why trees and forests are valued.
Friday (September 30): National Day for Truth and Reconciliation

Week Four (October 3rd – 7th)
Monday (October 3rd)
Content: - Explain to students that this is the last class that they get to work on their booklets.
- Allow students for the remainder of class.
- Booklets to handout
SLO Magical Tree Creation (See assessment correlation)
Tuesday (October 4th)

Overarching What is the role of trees in nutrient cycles?
Question:
Content: - Explain to students that the question of the day is ‘What is the role of trees in the
nutrient cycle?’
o Ask students to draw the diagram of a nutrient cycle that is on the board
- PPT presentation about Nutrient Cycle (Slides)
o As we go through the PPT make sure students are labelling the diagram that
they drew
Exit Ticket: PAT Style question

SLO 3 - Describe the role of trees in nutrient cycles and in the production of oxygen.
Wednesday (October 5th)

Overarching What is the role of trees in the production of oxygen?
Question:
Content: - Spaceman (alternative to hangman) -> with photosynthesis
(https://tekhnologic.wordpress.com/2017/03/01/spaceman-an-alternative-to-
hangman/)
- Ask students if they have heard of this word before.
- Explain to students that the question of the day is ‘What is the role of trees in the
production of oxygen?
o Ask students to draw the diagram of a leaf that is on the board
- PPT presentation about Production of Oxygen (Slides)
o As we go through the PPT make sure students are labelling the leaf diagram
that they drew
- End the lesson with a video about how you can see photosynthesis from space:
https://www.youtube.com/watch?v=1XilneV3cJI
Exit Ticket: One thing that they learned today

Materials - Photosynthesis from Space: https://www.youtube.com/watch?v=1XilneV3cJI
Thursday (October 6th)

Overarching What impact does the water cycle have on trees?
Question:
Content: - Ask students to think of the 3 things that a tree needs to live (Sun, Food, Water)
- Explain to students that the question of the day is ‘What impact does the water cycle
have on trees?’
- Together as a class draw a diagram of a water cycle.
- After this is complete, introduce the term transpiration and discuss the importance
of the water cycle with trees.
- Complete “Trees and the Water Cycle experiment” from Edmonton Public Schools
- Have a discussion to distinguish between nutrient cycles, water cycle and food
chains.
o Kathleen's Comment: Might be fun to split students into a few groups and
make a play/interpretive dance for each of the cycles (water,
photosynthesis/O2, nutrient)
Materials - Materials for experiment
Friday (October 7th): System PL Indigenous Education Non-Instruction Day

Week Five (October 10th – 14th)
Monday (October 10th): Thanksgiving

Overarching What are some of the ways that humans use forests?
Question: What are some of the historical ways humans have used trees?
Content: - Ask students to come into class and to find something that comes from a tree. Once
they have found something ask them if they have taken the time to think about all of
the ways that trees provide for us and how we use trees.
- Explain to students that today we will be looking at two questions: “What are some
of the ways humans use forests? What are some of the historical ways humans have
used trees?”
o Write the question of the day -> What are some of the ways humans use
forests?
o As students get their books ready -> place a mind map on the board with the
middle being human use of trees and then around that topics of wood, sap,
food products, Recreation activities, jobs and homes. This will the basis of
the next activity and students will copy this into their pages
- For the next activity, go around each of the topics of wood, sap, food products,
Recreation activities, jobs and homes and ask students to brainstorm how humans
use each of these produces and how they relate to the tree.
o Examples
▪ Wood -> construction material, paper
▪ Homes -> teepee poles, fences
▪ Sap -> maple syrup, sugar
▪ Jobs -> park ranger
- After discussing humans use, we will begin to think of the historical ways that
humans have used trees.
o Allow time for students to complete their science book page for this day.
▪ Write the question of the day -> What are some of the historical
ways humans have used trees?
o Give students a timeline to stick in their books with blanks for students to
write the corresponding word from the PPT (this will be for both historical
and modern)
- PPT presentation about Historical Use of Trees (Slides)
o Ask students to fill in blanks throughout
- Timeline x 30
SLO 8 - Identify human uses of forests and compare modern and historical patterns of use.

Overarching What are some of the modern ways humans have used trees?
Question: Can we compare historical and modern patterns of human uses of trees?
Content: - Explain to students that today we will be looking at two questions: What are some
of the modern ways humans have used trees? Can we compare historical and
modern patterns of human uses of trees?
- Ask students to go to the page we were working on yesterday because we are going
to continue that apart from we will be focusing on the modern uses.
- PPT presentation about Modern Use of Trees (Slides)
o Ask students to fill in blanks throughout
- After finishing the timeline, there will be a class discussion where we can compare
the historical and modern uses of trees.
Kathleen Comment: Good to cover hardwood and softwood when talking about human uses.
Should be a quick t-chart kind of thing.
- Ask students to brainstorm some ways we can think of trees being used in the
future.
- At the end of class, explain to students that I will be giving them a study guide. This
is so they can start preparing for their exam in a week.
o Explain that there are several ways that they can go through the material ->
science books and through the study guide.
o Remind them that if they need help with anything they can ask.
- Study guide
SLO 8 - Identify human uses of forests and compare modern and historical patterns of use.
- Study Guide

Overarching What are the different uses for the forest and does the action enhance or threaten forest?
Question:
Content: - Explain to students that today we will be looking at the question of “what are the
different uses for the forest and does the action enhance or threaten forests?”
- Explain to students that for the first 15 minutes we will be spending time working in
groups to document different uses of forests and if they enhance or threaten forests
through a JamBoard.
o Each JamBoard page will have a different issue that focuses on enhancing
or threatening the forest
▪ For this activity students should showcase their evidence
- After enough time has been given for students to research, ask students to share
what they have found.
- Explain to students that the next activity, we are going to be spending some time
analysing some positive and negative and human actions.
o Ask them to draw a table like bellow:
Human Positive Negative
Actions Effects Effects
- Go through the following topics with students; use of chemicals such as pesticides
and herbicides, tourism, logging, and urban expansion. Discussing the positive and
negative effects.
Exit Ticket: What is one human action and name a positive and negative effect.
- JamBoard
SLO 8 - Identify human uses of forests
9 - Identify human actions that enhance or threaten the existence of forests.
Friday (October 14th): No Science

Week Six (October 17th – 21st)
Monday (October 17th)
Overarching What are the different issues that impact the forest?
Question:
Content: - Have students write down an issue that they believe impacts the forest and start the
lesson by talking about these.
- Explain that the question that we will be exploring today is “what are the different
issues that impact the forest?’ and explain that we are going to be looking at different
perspectives on issues and the actions that can be taken.
o Ask students to create a T chart with the issue at the top and then down the sides
labeled as perspectives and actions.
- Explain to students that we will be looking at the topic of Controlling Invading Species
as a big group and we will be filling out the chart together.
o Read passage aloud from
https://msciezki.weebly.com/uploads/3/9/0/3/39037105/issuesaffectingalbertafo
rests.pdf about controlling invasive species
▪ Ask students to try and identify different perspectives on the issues in a
think-pair-share. Discuss these perspectives with students.
▪ Ask students in another think-pair-share to discuss some of the actions
that we could take to try and control invasive species such as the pine
beetle.
● Give time for students to research what is currently being done
- If time allows, do the same format with the question of “Should the size of cities be
limited so forest land is not used for new developments?
SLO 10 - Identify an issue regarding forest use, identify different perspectives on that issue, and
identify actions that might be taken.

Content: - Begin the class with explaining to students that we will spending today reviewing all of
the trees and forest unit by doing a Kahoot.
- Allow students to go and get a laptop from the cart and to allow them to log into Kahoot
- Spend some time doing the Kahoot.
o Go over and explain all of the questions and why the answer is correct.
▪ If there is a question that a lot of students get wrong -> go over the
content and ensure that they understand the question asked.
o Allow students to explain how they know the answer, if they want to explain.
- Explain to students the structure of the exam.
Exit Ticket: How are you feeling about writing the exam tomorrow?
Materials - Kahoot
- Laptop Carts
SLO ALL

Content: - Ask students if there are any final questions before they start their final exam.
- Allow students to get a laptop from the cart (exam will be on google forms) and ask
them to navigate to the link of the exam.
- Explain to students the expectations of the exam
o No talking etc.
- Explain to students that they will have 45 minutes to complete the exam and that there
will be a timer placed on the screen.
Materials - Exam on Google Forms
- Laptop Cart
- Timer (https://www.youtube.com/watch?v=hrbc1PuJhgQ)
SLO ALL

Content: - Explain to students that today we will be reviewing the unit test answers and that we
will watch a documentary about trees.
- Give time for students to look through their marks
- Review each of the questions in the exam and allow students to ask any questions that
they have about the test and/or a specific question.
- After this we will discuss as a class what they have learned and ask students to complete
the Jamboard of the KWL that we did at the beginning of the year.
- After going through the test, ask students to put the laptops away and to sit back in their
seats.
- Kathleen’s Debate idea - Last year we had a fantastic debate about forest fires. It might
be something you consider for after the unit test as it can bleed into social studies
outcomes. Students really enjoyed it and it allowed some students to shine and show
their knowledge in a different light.
Materials - Marked tests
- Laptop Cart
- Jamboard of the KWL
SLO ALL
Friday (October 21st): No Science

Outcome Correlation
ASSESSMENT AND EVALUATION OF STUDENT LEARNING
This performance task is designed to gather assessment evidence for the following learner expectations
(shown in Times New Roman font) from the Alberta Science Program of Studies (1996).
Learner Expectations Criteria for
Evaluation *
6-10: Describe characteristics of trees and the interaction of trees with other living things in the
local environment. Students provide
evidence of their
6–4 Demonstrate positive attitudes for the study of science and for the application of science in learning as they:
responsible ways.
Number Specific Learner Expectations
General Learning 1 - Identify reasons why trees and forests are valued.
2 - Describe kinds of plants and animals found living on, under and among trees; and identify how trees affect
Study Guide
Outcomes and are affected by those living things.
G-10 1, 2, 3, 4, 5, 3 - Describe the role of trees in nutrient cycles and in the production of oxygen.
4 - Identify general characteristics that distinguish trees from other plants, and characteristics that distinguish
6, 7, 8, 9, 10 deciduous from coniferous trees
5 - Identify characteristics of at least four trees found in the local environment.
6 - Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall form of a tree.
6-4 7 - Interpret the growth pattern of a young tree, distinguishing this year’s growth from that of the previous year
and from the tear before that.
8 - Identify human uses of forests and compare modern and historical patterns of use.
9 - Identify human actions that enhance or threaten the existence of forests.
10 - Identify an issue regarding forest use, identify different perspectives on that issue, and identify actions that
might be taken.
Exit Slips
8, 9 deciduous from coniferous trees
6-4 9 - Identify human actions that enhance or threaten the existence of forests.
Nature Walk
G-10 1, 2, 4, 5, 6 4 - Identify general characteristics that distinguish trees from other plants, and characteristics that distinguish
deciduous from coniferous trees
6-4 6 - Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall form of a tree.
Review of Unit
Outcomes and are affected by those living things. Test
6, 7, 8, 9, 10 deciduous from coniferous trees
7 - Interpret the growth pattern of a young tree, distinguishing this year’s growth from that of the previous year
9 - Identify human actions that enhance or threaten the existence of forests. 10 - Identify an issue regarding
forest use, identify different perspectives on that issue, and identify actions that might be taken.
might be taken.
Magical Tree
G-10 1, 2, 4, 5, 6 deciduous from coniferous trees
6-4 7 - Interpret the growth pattern of a young tree, distinguishing this year’s growth from that of the previous year
General Learning 2 - 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.
Unit Test - MC
Outcomes 4 - Identify general characteristics that distinguish trees from other plants, and characteristics that distinguish
G-10 2, 4, 5, 6, 7 deciduous from coniferous trees
7 - Interpret the growth pattern of a young tree, distinguishing this year’s growth from that of the previous year
3 - Describe the role of trees in nutrient cycles and in the production of oxygen.
Unit Test -
Outcomes 4 - Identify general characteristics that distinguish trees from other plants, and characteristics that distinguish Written
G-10 1, 3, 4, 8, 9, deciduous from coniferous trees
10 9 - Identify human actions that enhance or threaten the existence of forests. 10 - Identify an issue regarding
forest use, identify different perspectives on that issue, and identify actions that might be taken.
might be taken.
Assessments Linking to Learning Outcomes
Assessments
Nature Review of Magical Unit Test – Unit Test -
Title Study Guide Exit Slips
Learning Walk Unit Test Tree MC Written
Outcomes Type
(Formative
/Summativ
Formative Formative Formative Formative Summative Summative Summative
e)
Weighting 0% 0% 0% 0% 50% 30% 20%
G-10.1 X X X X X X
G-10.2 X X X X X X
G-10.3 X X X X
G-10.4 X X X X X X X
G-10.5 X X X X X
G-10.6 X X X X X X
G-10.7 X X X
G-10.8 X X X X
G-10.9 X X X X
G-10.10 X X X
6-4 X X X
Kathleen Comments: I would consider having another summative assessment in there. It doesn't
need to be big or all encompassing but will allow those non-test writers to have a different
opportunity to showcase their understanding.
Kathleen Comment: I’m not sure where to put this answer so I'll type it here. I’m not sure what the
“magical tree” will look like yet. We were just doing a ton of brainstorming and in the thick of it thought
it would be a cool plan to look at plants/trees and see how they were used by humans and then apply a
fairytale/fantasy lens to it (or maybe alchemy) and have them come up with magical uses. Further ideas
would be collaborating with others to make “potions” to solve challenges that might be found in the
world. It’s in the very beginning stages of planning but it’s something that kids would totally get hooked
on but we would have to work hard at making curriculum connections. I think it will be a team discussion
when we’re back together. :)
Assessment Tool Overview
POS Assessment Assessment
Tool Brief Description FOR
Outcomes AS Learning OF Learning
Learning
Study Guide G-10 1, 2, At the end of the unit, students will make
3, 4, 5, 6, 7, a study guide trying to put everything
8, 9, 10 together so that they can address our X X
essential question.
6-4
Exit Slips G-10 1, 2, Students will complete exit tickets after some
3, 4, 6, 8, 9 classes that will focus on the sub-questions of
this unit and how they have been able to X
6-4 showcase these goals. These will be
completed in a variety of ways.
Nature Walk G-10 1, 2, Students will participate in a nature walk
4, 5, 6 outside to connect classroom learning to
real world examples. Students will
6-4 explore and will ask a question for them X X
to answer based on their observation. We
will evaluate the learning by leading a
discussion.
Review of G-10 1, 2, The day after students have written their
Unit Test 3, 4, 5, 6, 7, unit test, they will have the opportunity to
8, 9, 10 review the test. This is a time where they X
are able to ask questions and seek
clarification.
Alberta G-10 1, 2, Students will be asked to create their own
Parks Poster 4, 5, 6 magical tree. In this assignment students
will have the opportunity to make their
6-4 X X
tree, however, what will be marked will
be the completion of their booklet.
Unit Test G-10 2, 4, Students will work individually to

(Written) 5, 6, 7 complete the written portion of the unit
exam. X
Unit Test G-10 1, 3, Students will work individually to

(MC) 4, 8, 9, 10 complete the multiple-choice section of
the unit exam. X

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Science

Grade 6 Long Range Plans

Grade 6 Science Unit One 7

Grade 6 Science Unit Two 18

September October November December

Approximate September 1st – September 1st – November 1st – December 21st

Assessments Formative: Formative: TBD

August / September 2022

Essential and Sub Question(s):

Specific Outcome (Focus)

Specific Outcome (Explore and Investigate)

YouTube: The Scientific Process (GoNoodle)

Website: Scientific Inquiry in Five Steps

Friday (September 2nd): No Science

Week Two (September 5th – 9th)

Tuesday (September 6th)

Wednesday (September 7th)

Thursday (September 8th)

Friday (September 9th): No Science

Number Specific Learner Expectations

Essential and Sub Question(s):

Tuesday (September 13)

Thursday (September 15)

Friday (September 16): No Science

Tuesday (September 20)

Wednesday (September 21)

Thursday (September 22)

Friday (September 23): Non-Instruction Day

Tuesday (September 27)

Thursday (September 29)

Materials - Laptop Cart

Friday (September 30): National Day for Truth and Reconciliation

Tuesday (October 4th)

Exit Ticket: PAT Style question

Wednesday (October 5th)

Exit Ticket: One thing that they learned today

Thursday (October 6th)

Friday (October 7th): System PL Indigenous Education Non-Instruction Day

Tuesday (October 11th)

Wednesday (October 12th)

Thursday (October 13th)

Friday (October 14th): No Science

Tuesday (October 18th)

Wednesday (October 19th)

Thursday (October 20th)

Friday (October 21st): No Science

Number Specific Learner Expectations

Unit Test G-10 2, 4, Students will work individually to

Unit Test G-10 1, 3, Students will work individually to

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