UnderstandingByDesignUnitTemplate

TitleofUnit Subject DevelopedBy Science SeanMitchell LifeScience:SustainabilityofEcosystems GradeLevel TimeFrame 1020hours 10

Stage1IdentifyDesiredResults
BroadAreasofLearning HowaretheBALincorporatedintothisunit? SenseofSelf,Community,andPlace: Studentspossessapositivesenseofidentityandunderstandhowitisshapedthroughinteractionswithinnaturalandconstructedenvironmentsbyexamining ecosystems,biodiversity,andpopulationdynamicsthroughouttheworld(SE1SE5).Theyareabletonurturemeaningfulrelationshipsandappreciatediverse beliefs,languages,andpracticesfromdiverseculturesonourplanetbyexploringculturalperspectivesonsustainability(SE1).Throughtheserelationships, studentsdemonstrateempathyandadeepunderstandingofself,others,[Link], emotional,physical,andspiritualdimensions,studentssenseofself,community,andplaceisstrengthenedthroughanalyzingpopulationdynamicsand identifyingcycles,change,andstabilityinecosystemsaroundtheworld(SE3SE4). LifelongLearners: Studentsarecurious,observant,andreflectiveastheyimagine,explore,andconstructknowledge(SE1SE5).Theydemonstratetheunderstandings,abilities, anddispositionsnecessarytolearnfromsubjectdisciplinestudies,culturalexperiences,andotherwaysofknowingtheworldbyexploringcultural perspectives,biodiversity,populationdynamics,cyclesandchangeinecosystems(SE1SE4).Suchwaysofknowingsupportstudentsappreciationof Indigenousworldviewsandlearningabout,with,[Link] theneedsandinterestsofselfandothersbyworkingtogether,beinginvolvedinclassdiscussions,[Link],students demonstrateapassionforlifelonglearning. EngagedCitizens: Studentsdemonstrateconfidence,courage,andcommitmentinshapingpositivechangeforthebenefitofallthroughinvestigatinghumanimpactonecosystems andlearningwaystolivesustainablyandreducethesenegativeeffectsofhumansonecosystemsaroundtheworld(SE5).Theycontributetotheenvironmental, social,andeconomicsustainabilityoflocalandglobalcommunitiesbyexploringlocalandculturalperspectivesonsustainabilityandinvestigatinghuman impactonecosystems(SE1andSE5).Theirinformedlife,career,andconsumerdecisionssupportpositiveactionsthatrecognizeabroaderrelationshipwith, andresponsibilityfor,[Link],studentsrecognizeandrespectthemutualbenefitsofCharter, Treaty,[Link],studentsadvocateforselfandothers,andactforthecommongoodas engagedcitizensbyexploringculturalperspectivesonsustainabilityandhumanimpactonecosystemsaroundtheworld(SE1andSE5). CrosscurricularCompetencies HowwillthisunitpromotetheCCC?

 LearningOutcomes Whatrelevantgoalswillthisunitaddress? (mustcomefromcurriculum;includethedesignationse.g.IN2.1) SE1:Exploreculturalperspectivesonsustainability. SE2:Examinebiodiversitywithinlocalecosystems. SE3:Analyzepopulationdynamicswithinanecosystem. SE4:Identifycycles,change,andstabilityinecosystems. SE5:Investigatehumanimpactsonecosystems. EnduringUnderstandings Whatunderstandingsaboutthebigideasaredesired?(whatyouwantstudents tounderstand&beabletouseseveralyearsfromnow) Whatmisunderstandingsarepredictable? Studentswillunderstandthat... Studyingecologicalconceptshighlightsrelationshipsandinterdependencies [Link] theserelationshipsindifferentways,whichcanleadtodifferingperspectiveson [Link] worldviewthatreferstotheabilitytomeettheneedsofthepresentgeneration [Link] dynamicnatureofecosystemsisrevealedthroughthestudyof [Link] biodiversityofdifferenttypesofecosystemsvaries,evenwhenthoseecosystems [Link],dueto [Link] [Link] changes,suchastheintroductionofaninvasivespeciesortheextinctionofa speciesduetobioaccumulationoftoxins,maychangethenatureofinteractions [Link] [Link] cyclesthroughvariousgeochemicalcyclessuchasthecarboncycle,nitrogen cycle,andwatercycle. Relatedmisconceptions NorthAmericanculturalperspectivesonhowbesttoadoptsustainablepractices aresuperiortootherculturesperspectives. Biodiversityisevenlyspreadovertheglobe. Knowledge: Whatknowledgewillstudentacquireasaresultofthisunit?Thiscontent knowledgemaycomefromtheindicators,ormightalsoaddressprerequisite

EssentialQuestions Whatprovocativequestionswillfosterinquiryintothecontent?(open endedquestionsthatstimulatethoughtandinquirylinkedtothecontentof theenduringunderstanding) Contentspecific. Whatissustainability? Whatisbiodiversityandhowisitmeasured? Howdoesbiodiversityserveasanindicatorofanecosystemshealth? Howdoesenergyflowthroughanecosystem? Howdoesprotectingatriskspecieshelptoimproveanecosystemshealth? Whatnaturalbioticandabioticfactorsinfluencepopulationswithin ecosystems? Howdoscientistsdocumentpopulationdynamics? Howdoestheconceptofcycleshelphumansunderstandtheworkingsofa complexentitysuchasanecosystem? Howdocarbon,nitrogen,andoxygencyclethroughanecosystem? Howdohumanactionsaffectnutrientcyclesinanecosystem? Identifyandexplainsomehumanimpactsonecosystems? FNMI,multicultural,crosscurricular Whatsimilaritiesanddifferencesexistamongculturalperspectivesof sustainability? WhataresomeatriskspeciesinCanadaorinSaskatchewanthatare significanttoFNMIpeople?Andhowarethesignificant? Howdoindividualcultureswantsandneedsinfluencethesustainabilityof ourplanet? Skills Whatskillswillstudentsacquireasaresultofthisunit?Listtheskills and/orbehavioursthatstudentswillbeabletoexhibitasaresultoftheir

knowledgethatstudentswillneedforthisunit. Studentswillknow...

[Link].

Studentswillbeableto

Stage2AssessmentEvidence
PerformanceTask Throughwhatauthenticperformancetaskwillstudentsdemonstratethedesiredunderstandings,knowledge,andskills?(describesthelearningactivityin [Link],[Link] [Link]) Bywhatcriteriawillperformancesofunderstandingbejudged? GRASPSElementsofthePerformanceTask GGoal [Link] Whatshouldstudentsaccomplishby [Link] completingthistask? myself,myhostteacher,[Link] RRole [Link] Whatrole(perspective)willyourstudentsbe usingthisrubricandeachstudentwillalsousethisrubrictocompleteaselfassessment.
taking?

AAudience
Whoistherelevantaudience?

SSituation
Thecontextorchallengeprovidedtothe student.

PProduct,Performance
Whatproduct/performancewillthestudent create?

SStandards&CriteriaforSuccess
CreatetherubricforthePerformanceTask

EVALUATIONOFAPROBLEMBASEDLEARNINGEXPERIENCE KnowledgeContentofEcosystemSustainability: [Link] youaswell. 1 2 3 4 Didnotmeetthis Mostlymetthis Metthistarget Icanexplainthis target. target.(Ican completely.(Ican targetandgive explainsomeofit) explainthewhole examplesthatI target) discoveredinmy research. _____Icanunderstandthecyclingofnutrientsandmatterthroughecosystemsbytrackingcarbon,nitrogen,and oxygen. _____Icanexplaindifferentculturalperspectivesonsustainability. _____Icandescribethebiodiversitywithinalocalecosystembyidentifyingarangeoforganisms. _____Icanexplainhowthebiodiversityofanecosystemcontributestoitssustainability. _____Icandescribethemechanismsofbioaccumulationandbiomagnification. _____Icanunderstandpopulationchangeswithinanecosystemthroughmigration,immigration,andsuccession. _____Icanexplaindifferentwaysinwhichpopulationsincrease,decrease,andremainconstantbasedonnatalityrates, mortalityrates,andcarryingcapacity. _____Icanunderstandhowhumanshaveaffectedecosystems. OtherEvidence StudentSelfAssessment Throughwhatotherevidence(worksamples,observations,quizzes,tests, Howwillstudentsreflectuponorselfassesstheirlearning? journalsorothermeans)willstudentsdemonstrateachievementofthe desiredresults?Formativeandsummativeassessmentsusedthroughoutthe unittoarriveattheoutcomes.

Stage3LearningPlan
Whatteachingandlearningexperienceswillyouuseto: achievethedesiredresultsidentifiedinStage1? equipstudentstocompletetheassessmenttasksidentifiedinStage2? Whereareyourstudentsheaded?Wherehavetheybeen?Howwillyoumakesurethestudentsknowwheretheyaregoing? Whatexperiencesdothelearnersbringtotheunit?Howhavetheinterestsofthelearnersbeenascertained?Havethelearnersbeenpartofthepre planninginanyway?Whatindividualneedsdoyouanticipatewillneedtobeaddressed? Learningenvironment:Wherecanthislearningbestoccur?Howcanthephysicalenvironmentbearrangedtoenhancelearning? Problembasedlearning(PBL)[Link] caseproblems,[Link] [Link],memorize,andrepeatwhatthey havebeentold. Howwillyouengagestudentsatthebeginningoftheunit?(motivationalset) [Link] [Link] [Link]. Whateventswillhelpstudentsexperienceandexploretheenduringunderstandingsandessentialquestionsintheunit?Howwillyouequipthem withneededskillsandknowledge? # LessonTitle LessonActivities CCCs Resources Social 1 Ecosystem [Link] Textbook/ Responsibility, Biodiversitykey termsinvolvedwithbiodiversitywithinecosystemsthroughdefinition,importance,andconnection. Internet Literacies, Identity/ termslistfor access Interdependen referenceand ce,and Thinking. understanding 2 Grassland [Link] Literacies, Textbook/ Identity/Interd ecosystemand [Link] ependence, Internet andThinking. foodchain trophiclevel,consumerlevel,[Link] access grasslandecosystem. Social 3 World [Link] Textbook/ Responsibility, ecosystemsand [Link] Internet Literacies, Identity/Interd foodchains onEarth,createafoodchainandclassifyorganismsaccordingtotheirtrophiclevel,consumerlevel,and access ependence, howtheyobtainfood. andThinking. 4 Extinct, Identifyanddifferentiatespeciesinecosystems,whichareextinct,endangered,vulnerable,threatened,and Social Textbook/ Responsibility, endangered, [Link],endangered,vulnerable,threatened,andextirpatedspecies Internet Literacies, Identity/Interd vulnerable, [Link]. access
ependence,

threatened,and extirpated speciesin ecosystems Ecosystem biodiversity summary.

andThinking.

[Link] componentsandspeciesintospecificlearnedclassificationsystemsandspeciesatriskcategories. Completeanoverviewworksheetofdiversityinecosystemsbyobservingapowerpointpresentation [Link] systemorspeciesatriskcategorytoensuretopicunderstandingandknowledge.

Social Responsibility, Literacies, Identity/Interd ependence, andThinking

Textbook/ Internet access/ PowerPoint presentation

AssessandReflect(Stage4)
Considerations
RequiredAreasofStudy: Istherealignmentbetweenoutcomes,performance assessmentandlearningexperiences? AdaptiveDimension: HaveImadepurposefuladjustmentstothecurriculumcontent (notoutcomes),instructionalpractices,and/orthelearning environmenttomeetthelearningneedsanddiversitiesofall mystudents?

Comments
Thereisamajoralignmentbetweenoutcomes,learningexperiences,andperformance [Link] [Link] theyresearched,presented,andunderstoodalllearningoutcomesandindicators. Forstrugglingstudents: StudentswhostrugglewiththePBLprocesswillbeputintocollaboratingcasegroupswith [Link] [Link] theirresearchandunderstandinginavarietyofwaysthatsuitstheirneeds. Forstudentswhoneedachallenge: Studentswhoneedachallengewillbegiventheopportunitytoresearchasmuchofthe [Link] strivefortheirbest. Eachlessonhasasmallamountofteacherdirectedinstructionandlearning,aswellasamajor componentofthePBLprocesswhichisstudentdrivenlearning. [Link] throughtechnologybasedresourceseachday. [Link] [Link] whichOskayakHighschoolteacherscaninvolveintounits.

InstructionalApproaches: DoIuseavarietyofteacherdirectedandstudentcentered instructionalapproaches? ResourceBasedLearning: Dothestudentshaveaccesstovariousresourcesonan ongoingbasis? FNM/IContentandPerspectives/GenderEquity/Multicultural Education: HaveInurturedandpromoteddiversitywhilehonoringeach childsidentity?