Subject Area Science

ED 3604 –Unit Assessment Plan Grade Level 7

Understanding by Design Planning Topic Plants for Food and Fibre
Sheet Length of 19
Unit (days)
Stage 1: Identify Desired Results

General Outcomes: Students will…

1. Investigate plant uses; and identify links among needs, technologies, products and
impacts.
2. Investigate life processes and structures of plants, and interpret related
characteristics and needs of plants in a local environment.
3. Analyze plant environments, and identify impacts of specific factors and controls.
4. Identify and interpret relationships among human needs, technologies, environments,
and the culture and use of living things as sources of food and fibre.

General Skill Outcomes: Students will…

1. Ask questions about the relationships between and among observable variables, and
plan investigations to address those questions.
2. Conduct investigations into the relationships between and among observations, and
gather and record qualitative and quantitative data.
3. Analyze qualitative and quantitative data, and develop and assess possible
explanations.
4. Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results.

Understandings: Essential Questions:

Big picture/ideas after you have unpacked These address more specifically how you will achieve
the outcomes the big picture/ideas

 Students will understand the role that
plants play in our daily life in a variety of
ways.
 Students will understand the implications
of land use on the natural environment.
 Students will understand the role that
plant varieties and monocultures play in
agricultural success.
 Students will understand how the
structures of plants influence their life
histories.
 Students will understand the importance
of resource management and
 What can plants be used for?
 What influences what plant we use in agriculture?
 Why do plants propagate and reproduce
differently?
 How can we protect the environment and use
resources effectively?
 Why is sustainability important?
 What does a plant need to survive?
 sustainability in the human use of plants
and the environment.
Specific Outcomes:
Students will be able to…
1.1 illustrate and explain the essential role of
plants within the environment.
1.2 describe human uses of plants as sources
of food and raw materials, and give examples
of other uses.
1.3 investigate trends in land use from
natural environments (e.g., forests,
grasslands) to managed environments.
1.4 investigate practical problems and issues
in maintaining productive plants within
sustainable environments, and identify
questions for further study.
2.1 describe the general structure and
functions of seed plants.
2.2 investigate and interpret variations in
plant structure, and relate these to different
ways that plants are adapted to their
environment.
2.3 investigate and interpret variations in
needs of different plants and their tolerance
for different growing conditions.
2.4 describe the processes of diffusion,
osmosis, conduction of fluids, transpiration,
photosynthesis and gas exchange in plants.
2.5 describe life cycles of seed plants, and
identify example methods used to ensure
their germination, growth and reproduction.
3.1 describe methods used to increase yields,
through modifying the environment and by
creating artificial environments.
3.2 investigate and describe characteristics of
Prior understandings…
 Science 4 - Topic E: Plant Growth and
Changes
o The structure and growth of plants,
essential needs of plants, the various
different needs of plants
(environment), and basic parts of the
plant (i.e. stem, root, flower, leaf, etc.)
 Science 6 - Topic E: Trees and Forests
o Trees as individual plants and also as a
part of a larger ecosystem, structural
features of plants, how humans use
forests.
 New Curriculum Science 5 – Living Systems
o The role of phloem and xylem in
transport in plants.
 New Curriculum Science 6 – Living Systems
o Plants use photosynthesis to produce
their food, photosynthesis needs
chlorophyll, sugars in plants are stored
as starch, humans use plants in many
ways, and plants play a variety of roles
in the environment.
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
In the same course:
 Unit A: Interactions and Ecosystems
o SLO 1.2 describe examples of
interaction and interdependency
within an ecosystem.
o SLO 1.3 identify examples of human
impacts on ecosystems, and
investigate and analyze the link
between these impacts and the
different soils and their major component.
3.3 identify practices that may enhance or
degrade soils in particular applications.
3.4 describe and interpret the consequences
of using herbicides, pesticides and biological
controls in agriculture and forestry.
4.1 investigate and describe the development
of plant varieties through selective breeding,
and identify related needs and problems.
4.2 investigate and identify intended and
unintended consequences of environmental
management practices.
4.3 identify the effects of different practices
on the sustainability of agriculture and
environmental resources.
human wants and needs that give rise
to them.
o SLO 2.2 analyze ecosystems to identify
producers, consumers and
decomposers; and describe how
energy is supplied to and flows
through a food web.
o GLO 3 Monitor a local environment,
and assess the impacts of
environmental factors on the growth,
health and reproduction of organisms
in that environment.
o GLO 4 Describe the relationships
among knowledge, decisions and
actions in maintaining life-supporting
environments.
 Unit D: Structures and Forces
o GLO 1 Describe and interpret different
types of structures encountered in
everyday objects, buildings, plants and
animals; and identify materials from
which they are made.
o SLO 3.3 investigate and describe the
role of different materials found in
plant and animal structures.
In the following grade levels:
 Science 9 – Biological Diversity
o SLO 1.4 identify the role of variation in
species survival under changing
environmental conditions.
o SLO 2.1 distinguish between sexual
and asexual reproduction, and identify
and interpret examples of asexual and
sexual reproduction in different
species.
o SLO 4.4 investigate and describe the
use of biotechnology in
environmental, agricultural or forest
management; and identify potential
impacts and issues.
 Science 10 – Cycling of Matter in Living
 Systems
o SLO 2.1 compare passive transport of
matter by diffusion and osmosis with
active transport in terms of the
particle model of matter,
concentration gradients, equilibrium
and protein carrier molecules.
o SLO 2.2 use models to explain and
visualize complex processes like
diffusion and osmosis, endo- and
exocytosis, and the role of cell
membrane in these processes.
o GLO 3 Analyze plants as an example of
a multicellular organism with
specialized structures at the cellular,
tissue and system levels.
 Science 14 – Investigating Matter and Energy
in Living Systems
o GLO 3 Describe, in general terms, the
structure and function of plant and
animal cell parts; and trace the
development of the cell theory.
o SLO 4.1 describe the relationship
between photosynthesis and cellular
respiration in terms of biological
energy storage.
 Biology 20 – Photosynthesis and Cellular
Respiration

Inquiry Question and Sub-questions:

If you were to build a new home for Carl, what would it look like? What would it need?
- What are the essential needs for plants?
- What kind of plant is Carl? What kinds of conditions does that plant need?
- How do you design a greenhouse?
- What can be controlled in a greenhouse?
- What environmental factors do you need to consider?
 Curricular Outcomes Assessment Foundational
Lesson/Day Resources
STS Skills Attitudes (F or S) Concepts
1) March 7/8th – First Class B.1.1 define Class wide
What do we know about practical mind map (F)
plants? What kinds of plants problems KWL Chart
do we have around Coaldale? (F)
Where do you see plants? B.4.2
What issues could we have communicate
while growing plants? What questions,
do you want to learn about ideas,
plants? intentions,
- Introduction to the unit. plans and
Learn about what the students results, using
already know and what they lists, notes in
would like to learn about. Get point form,
them talking about what kinds sentences,
of questions they might have data tables,
about plant (i.e. what kinds of graphs,
things might Carl the Cactus drawings,
need? How do we use cacti?) oral
- Give them their new language and
vocabulary sheets for the unit other means
- Inform the class about the lab
tomorrow, all they need to
bring is a pencil/pen and
themselves.

2) March 9th (Short Class) – B.2.5 describe life B.2.3 Growing

Lab Day cycles of seed observe and process
- We are going to be planting plants, and identify record data, booklets (F
our own plants to take care of example methods and create and S)
and observe. Each class will used to ensure simple line
get a type of vegetable to plant their germination, drawings
(lettuce, pea, or bean?) and growth and B.4.2
each group will get to choose reproduction communicate
which soil they think will be questions,
best and plant their seeds. ideas,
Each cup will be labelled with intentions,
their names, the type of soil plans and
and the seed type. results, using
- The plants will be watered on lists, notes in
a scheduled basis that they are point form,
responsible for (I will have a sentences,
calendar that will remind them data tables,
of watering days) graphs,
- Start the growing record drawings,
booklet. Each student will oral
record on the check-in days language and
what their plant looks like in a other means
simple line drawing. This will
correlate to the life stages of a
growing plant.

3) March 11th – The structure B.2.1 describe the Vocabulary Plant

of the plant general structure Booklet (F) Structure/Parts
- Start talking about the and functions of
structure of plants. What are seed plants Adaptations of
the different parts of the plant Plants
and what is their jobs? B.2.2 investigate
- How could some of these and interpret Plant
parts of the plant change to variations in plant Reproduction
adapt to the needs of the plant? structure, and
Talk about differences in root relate these to
length and size, colour of different ways that
flowers, timing of bloom, etc. plants are adapted
and how it relates to success in to their
reproduction and pollination. environment
How do plants reproduce?
- Fill in the first few
definitions in the vocabulary
booklets.

4) March 12th – Processes B.2.4 describe the WebQuest I will need to book Plant Processes
within the Plant processes of worksheet (F) the Chromebook
Discuss the different processes diffusion, osmosis, carts Essential Needs
that take place in a plant, conduction of of Plants
including osmosis, diffusion, fluids, WebQuest website
transpiration, photosynthesis, transpiration, - Processes
cellular respiration, etc. Where photosynthesis and
do these processes take place gas exchange in WebQuest website
and what are they? plants. – Plant needs
- Explore how we support the
needs of plants through B.3.1 describe WebQuest video –
artificial means such as methods used to Greenhouses
greenhouses. What do plants increase yields,
need? How do we provide through modifying
these? the environment
- Have them explore the and by creating
concepts through a WebQuest artificial
task (using websites with environments
videos)

5) March 13/14th – Finish WebQuest

WebQuests worksheet (F)
- Students that have not
finished the WebQuest on
plant processes from yesterday
will have time to do so today
- The key for the WebQuest
will be posted on Google
Classroom at the end of the
day for students to finish up
and for those that were
missing.

6) March 18th – Soil B.3.2 investigate Vocabulary Soil

Characteristics and describe Booklet (F) Characteristics
- Discuss the characteristics of characteristics of
the soils, differences and different soils and Lab Essential Needs
similarities. their major Worksheet of Plants
- Look back at the choices we component (F?)
made for the soil we used to Role of
plant our vegetables. What B.3.3 identify Fertilizers in Soil
types of soil did we use? practices that may Quality
- Briefly touch on how soils enhance or
form and degrade. What could degrade soils in
change the soils in an area? particular
Ties back into erosion from the applications
Planet Earth unit.
- Run the testing soils lab with
the students (we will be testing
the nitrogen content of
different soil samples).
- How could we enhance our
soil for our plants? What might
these types of plants need? Is
there a fertilizer that we should
use? What natural fertilizers
should we use? How does this
tie into the nutrient’s plants
need? I will obtain the
suggested ones for Friday.
- Students will fill in the next
few definitions in their
booklets.

7) March 19th – How can we B.3.4 describe and Vocabulary

improve the growth of interpret the Booklet (F)
plants? consequences of Pros and
- Relate back to yesterday’s using herbicides, Cons Chart
lab and how we may be able to pesticides and (F)
test our soils for nutrients that biological controls
plants need and add nutrients in agriculture and
back into the soils via forestry
fertilizers
- How else might we improve B.1.4 investigate
the growth of plants? How do practical problems
they do this for a whole crop? and issues in
- Discuss the affects that maintaining
herbicides, pesticides, and productive plants
biological controls (such as within sustainable
introducing a pollinator or environments, and
predator) can have on the identify questions
environment. Consider water for further study
contamination, unintended
food web consequences, etc. B.4.3 identify the
- How do we combat these effects of different
consequences? What are some practices on the
of the pros for using chemical- sustainability of
based herbicides and agriculture and
pesticides? environmental
- Discuss what “organic” resources
means and what the pros and
cons of them are (ex. more
expensive to buy, lower crop
yield, etc.)
- Fill in the corresponding
vocab words.

8) March 20/21th – Review B.2.4 describe the

WebQuest Material on processes of
Processes diffusion, osmosis,
conduction of
Play an adapted version of the fluids,
photosynthesis game from transpiration,
Cornell University as a review photosynthesis and
of concepts we have learned gas exchange in
plants.
- Fill in the vocabulary
definitions associated today.

9) March 22nd (Short Class) B.2.3 investigate Growing

- Check-in on our plants. Once and interpret process
again, is anything growing? variations in needs booklets (F
Can we see anything? What of different plants and S)
can we see? Record findings in and their tolerance
the growth process booklets for different
and begin to label the stages. growing conditions
- Add our fertilizers we
discussed at the beginning of B.3.3 identify
the week and record what we practices that may
used in the booklet. enhance or
degrade soils in
- Review for the rest of the particular
period for the quiz on Monday. applications
- Give students a chance to
make sure all the definitions
are filled in their vocabulary
booklets so far – can work
with a partner to do this
- Have them practice their
plant diagram labelling.

10) March 25th – Review and Quiz (S)

Quiz
- We will split the class into a
final review portion and the
quiz portion.
- Maybe do some sort of game
for review in the first 20
minutes of the class.
- They will have 30 minutes to
write their quiz that will cover
the outcomes that we have
learned so far.
11) March 26th – How do B.2.5 describe life
plants reproduce? cycles of seed
- Explain the difference plants, and identify
between self-pollination and example methods
cross-pollination used to ensure
- Discuss the use of their germination,
cutting/grafting vs. seeds growth and
- Go through the life cycle of a reproduction
seed plant. What have we
already seen in our plants?
- How do plants disperse their
seeds? Explain the methods
that plants use to ensure that
their seed move away from
them. Perhaps do a little
demonstration activity.
- Have students draw a
diagram of the seed plant life
cycle including methods of
dispersal.

12) March 27/28th (last day B.2.3 investigate B.1.2 Growing May need to book
before break) – How could and interpret identify Booklets (S) the Chromebooks
we water our plants over the variations in needs questions to Self-Watering for this class
break? of different plants investigate Devices (F)
- Final check-in on our plants and their tolerance arising from
before the break. Do we think for different practical
we could leave them without growing conditions problems
water for the whole break? and issues
What could we do to get them
water? Could we make B.2.2
something? construct and
- Brainstorm ideas about how test a
we could get our plants prototype
watered every other day or design to
every day. Have students achieve a
explore the materials provided specific
on self-watering systems. purpose
- Students can decide what
type of watering system they B.2.1
want to try and build it in the research
rest of the class time. They can information
work in groups to do this as relevant to a
long as every plant gets given
watered. problem
- We will set them up in this
class so that they are ready for
the break.
13) April 8th – Plant B.2.3 investigate Vocabulary
Adaptations and interpret Booklet (F)
- Check-in on our plants. Did variations in needs
they survive the week? Update of different plants
our growth booklets. Make and their tolerance
sure that students have all their for different
sections of the growth booklet growing conditions
filled in.
B.4.1 investigate
-Why do we have the plants and describe the
we have around here? Discuss development of
how native plants to Southern plant varieties
Alberta are often drought- through selective
resistant and cold-resistant. breeding, and
Talk about our plants we are identify related
growing, what do they need? needs and
Also talk about what problems
tolerances Carl may have.
- May want to touch on some
odd plants as well (i.e. aquatic
plants, carnivorous plants, etc.)
- How can we alter plants to
survive in different places?
What sorts of things do we
alter in plants to better suit our
needs? Talk about what
selective breeding is and how
we use it. Ties into historical
cultivation as well, we
selectively breed plants to
domesticate many vegetables
we enjoy today (ex. corn).
- Fill in the last few vocab
words.

14) April 9th – The B.1.1 illustrate and Vocabulary Plant Use
importance of plants in the explain the Booklet (F)
environment and how we use essential role of Environmental
the land. plants within the Impact and
- Discuss the role that plants environment Influence
play in the environment. What
do plants provide for other B.1.3 investigate
organisms and the greater trends in land use
ecosystem? Give specific local from natural
examples of the role of plants. environments (e.g.,
- Begin to touch on how forests, grasslands)
humans use plants in our lives. to managed
- Discuss the major trends in environments (e.g.,
land use in Alberta. How do farms, gardens,
we use the land around us? greenhouses) and
Where are our provincial parks describe changes
and how are they managed?
How might the managed land B.4.2 investigate
around us, such as farms, be and identify
monitored? intended and
- How do we manage our unintended
land? What practices could consequences of
have negative consequences on environmental
our environment? (ex. use of management
monocultures leading to loss practices
of diversity and disease spread,
long term use of fertilizer
effects on water, long term use
of irrigation effects on soil and
runoff patterns.)
15) March April 10/11th – B.1.2 describe Scavenger I will have to get
Indigenous Plant Practices human uses of Hunt into contact with an
and Uses plants as sources Checklist (F) Elder (perhaps
- Students will explore how of food and raw contact the
Indigenous peoples use plants materials, and give Indigenous Elders
in their lives and the various examples of other at the University?)
traditional uses of local plants uses
through a scavenger hunt of
sorts in the classroom.
- Gather local (Southern
Albertan/Canadian) plants
hidden around the classroom
that are associated with
Indigenous knowledge and
tradition (each plant will
feature a picture of the plant,
its common name, its name in
Blackfoot (if applicable),
where you can find it, and how
it is used traditionally)
- Students will have a sheet
guide their scavenger hunt and
check-off the plants they have
found.

16) April 12th (Short Class) – B.3.1 describe Growing I will need to book
Final Plant Check-in and methods used to process the Chromebook
Introduction to the Inquiry increase yields, booklets (F carts for this week
Project. through modifying and S) (maybe the first 2-3
- Final check-in with our the environment Inquiry days?)
plants. Draw the final stage in and by creating Project (S)
their booklets and answer a artificial
couple of wrap up questions environments
including a self-reflection.
Students can hand in their
booklets and take home their
plants today.

Inquiry Project
- If you were to build a new
home for Carl, what would it
look like? What would it need?
- Give students the option to
either use Carl as an example
plant (he is a Saguaro cactus)
or choose a plant of their
liking.
- They will need to plan out
what the plants home would
look like and what they would
need to make it (what
materials, what nutrients, how
much water, what temperature,
etc.)
- We will start our research
and planning today and into
next week, and it will be due at
the end of the week. (I will
mark them and then return
them the next week).

17) April 15th – Inquiry Inquiry

Project Planning Project (S)
- Student will continue to work
on their inquiry project
planning. The planning must
be completed by the end of
this class.
-Introduce the next step after
the planning. They will now be
making a small model of their
plant homes they have
planned. They can use
carboard, paper, glue,
modelling clay, etc. to build
their models. They will have
two class period to build them.
- When they have their
planning completed, they can
begin to make a scaled down
model of their plant homes.

18) April 16th – Building our Inquiry

Models Project (S)
- Today they will be starting to
make their models with the
material provided (and any
they want to bring from
home).
-They will have the whole
period today and the next class
to work on and finish their
models.
19) April 17/18th – Last Inquiry
Class, Last Day of Models Project (S)
- This will be the last day that
students can work on their
models, they will be due by the
end of class (I need to be able
to mark them).
- If they finish their models
early, they can decorate them
how they wish.