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,andtheinfluenceofplaceonidentity.Instrivingtobalancetheirintellectual, 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,andfromothers.Studentsareabletoengageininquiryandcollaborateinlearningexperiencesthataddress theneedsandinterestsofselfandothersbyworkingtogether,beinginvolvedinclassdiscussions,andgroupactivities.Throughthisengagement,students demonstrateapassionforlifelonglearning. EngagedCitizens: Studentsdemonstrateconfidence,courage,andcommitmentinshapingpositivechangeforthebenefitofallthroughinvestigatinghumanimpactonecosystems andlearningwaystolivesustainablyandreducethesenegativeeffectsofhumansonecosystemsaroundtheworld(SE5).Theycontributetotheenvironmental, social,andeconomicsustainabilityoflocalandglobalcommunitiesbyexploringlocalandculturalperspectivesonsustainabilityandinvestigatinghuman impactonecosystems(SE1andSE5).Theirinformedlife,career,andconsumerdecisionssupportpositiveactionsthatrecognizeabroaderrelationshipwith, andresponsibilityfor,naturalandconstructedenvironments.Alongwiththisresponsibility,studentsrecognizeandrespectthemutualbenefitsofCharter, Treaty,andotherconstitutionalrightsandrelationships.Throughthisrecognition,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 amongbioticandabioticfactorsinecosystems.Differentculturesunderstand theserelationshipsindifferentways,whichcanleadtodifferingperspectiveson howbesttoadoptsustainablepractices.Sustainabilityisaparadigmor worldviewthatreferstotheabilitytomeettheneedsofthepresentgeneration withoutcompromisingtheabilityoffuturegenerationstomeettheirneeds.The dynamicnatureofecosystemsisrevealedthroughthestudyof interrelationshipssuchastheflowofenergythroughanecosystem.Theactual biodiversityofdifferenttypesofecosystemsvaries,evenwhenthoseecosystems arehealthy.Thechangeinpopulationofaspeciesmayvaryovertime,dueto bothnaturalandhumancauses.Populationdynamicsisthestudyofthese changesandthelimitingfactorsthatinfluencepopulations.Rapidpopulation changes,suchastheintroductionofaninvasivespeciesortheextinctionofa speciesduetobioaccumulationoftoxins,maychangethenatureofinteractions andinterrelationshipswithinanecosystem.TheEarthisaclosedsystemin whichmatterisneithercreatednordestroyed.Nutrientsareessentialforlife 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...

workinthisunit.Thesewillcomefromtheindicators.

Studentswillbeableto

Stage2AssessmentEvidence
PerformanceTask Throughwhatauthenticperformancetaskwillstudentsdemonstratethedesiredunderstandings,knowledge,andskills?(describesthelearningactivityin storyform.Typically,theP.T.describesascenarioorsituationthatrequiresstudentstoapplyknowledgeandskillstodemonstratetheirunderstandingina reallifesituation.Describeyourperformancetaskscenariobelow) Bywhatcriteriawillperformancesofunderstandingbejudged? GRASPSElementsofthePerformanceTask GGoal Thestudentsmainassessmentwillbeagrouppresentationperformancetask.Thestudentgroupshavecreateda Whatshouldstudentsaccomplishby uniquepresentationthroughthewebbasedsharingcitePrezi.Thegroupswillpresenttheirprezipresentationsto completingthistask? myself,myhostteacher,andtherestoftheclass.Thestudentswillbeaskedquestionswithregardstotheknowledge RRole contentaftertheirpresentations.Eachstudentwillbeassessedusingthefollowingrubric.Iwillassesseachstudent Whatrole(perspective)willyourstudentsbe usingthisrubricandeachstudentwillalsousethisrubrictocompleteaselfassessment.
taking?

AAudience
Whoistherelevantaudience?

SSituation
Thecontextorchallengeprovidedtothe student.

PProduct,Performance
Whatproduct/performancewillthestudent create?

SStandards&CriteriaforSuccess
CreatetherubricforthePerformanceTask

EVALUATIONOFAPROBLEMBASEDLEARNINGEXPERIENCE KnowledgeContentofEcosystemSustainability: Listedbelowarethetargetsforthiscase.Youwillrateyourselfonhowwellyouhavemetthetargetandwewillrate 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)isanexcitingwaytolearnbiologyandisreadilyincorporatedintomylessons.PBLengagesstudentsinsolvingauthenticbiological caseproblems,stimulatingdiscussionamongstudentsandreinforcinglearning.Aproblembasedlearningenvironmentemulatestheworkplaceanddevelops selfdirectedlearners.Thisispreferabletoamimeticlearningenvironmentinwhichstudentsonlywatch,memorize,andrepeatwhatthey havebeentold. Howwillyouengagestudentsatthebeginningoftheunit?(motivationalset) IplanongettingthestudentsengagedinthisunitbyshowingaportionofanextremelyinterestingdocumentaryseriescalledPlanetEarth.Theseriesisaboutall thedifferentbiodiversityfoundaroundtheworldindifferentecosystems.Theseriesisbeautifullycapturedwithamazingcinematographyanduniquescientific speakers.Ittrulygrabsyourattentionandinvestigatesallkindsofincrediblecreaturesfoundonourplanet. Whateventswillhelpstudentsexperienceandexploretheenduringunderstandingsandessentialquestionsintheunit?Howwillyouequipthem withneededskillsandknowledge? # LessonTitle LessonActivities CCCs Resources Social 1 Ecosystem Identifyandanalyzeallkeytermsinvolvedwithecosystembiodiversity.Constructalistoftheimportant Textbook/ Responsibility, Biodiversitykey termsinvolvedwithbiodiversitywithinecosystemsthroughdefinition,importance,andconnection. Internet Literacies, Identity/ termslistfor access Interdependen referenceand ce,and Thinking. understanding 2 Grassland Examineallbioticandabioticcomponentsinvolvedinalocalecosystem.Identifydistinguishallorganisms Literacies, Textbook/ Identity/Interd ecosystemand withinalocalprairieecosystem.Createatypicalprairiefoodchainandclassifytheorganismsaccordingto ependence, Internet andThinking. foodchain trophiclevel,consumerlevel,andhowtheyobtainfood.Classifyallotherorganismswithinalocalprairie access grasslandecosystem. Social 3 World IdentifyandexaminethebioticandabioticcomponentsofecosystemsonEarth.Identifyanddistinguish Textbook/ Responsibility, ecosystemsand theorganismsandtheirrelationshipswithindifferentecosystemsaroundtheworld.Fromanecosystem 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, extirpated.Constructandanalyzeextinct,endangered,vulnerable,threatened,andextirpatedspecies Internet Literacies, Identity/Interd vulnerable, conceptmaps.Developanunderstandingofeachconceptandidentifyexamplesofspeciesineach. access
ependence,

threatened,and extirpated speciesin ecosystems Ecosystem biodiversity summary.

andThinking.

Identifyanddistinguishdifferentcomponentsandspeciesofecosystems.Deliberateecosystem componentsandspeciesintospecificlearnedclassificationsystemsandspeciesatriskcategories. Completeanoverviewworksheetofdiversityinecosystemsbyobservingapowerpointpresentation consistingofpicturesofecosystemcomponents.Labelthecorrectpicturewiththecorrectclassification 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 assessment.Thelearningoutcomesaredirectlylinkedandconnectedtothemajor performanceassessmentrubric.Thestudentswillbeassessedonarubricscaleonhowwell theyresearched,presented,andunderstoodalllearningoutcomesandindicators. Forstrugglingstudents: StudentswhostrugglewiththePBLprocesswillbeputintocollaboratingcasegroupswith studentswhoexcelattheprocess.Thiswillenablethemtolearnthroughothersaswellas maintainsuccesswiththeunit.Strugglingstudentswillalsobegiventheopportunitytoshow theirresearchandunderstandinginavarietyofwaysthatsuitstheirneeds. Forstudentswhoneedachallenge: Studentswhoneedachallengewillbegiventheopportunitytoresearchasmuchofthe materialineachdisclosureofthecaseastheychoose.Thiswillpushthemtoaimhighandto strivefortheirbest. Eachlessonhasasmallamountofteacherdirectedinstructionandlearning,aswellasamajor componentofthePBLprocesswhichisstudentdrivenlearning. Studentshaveaccesstoanduseresourcesdaily.Thestudentsarerequiredtoresearch throughtechnologybasedresourceseachday. Theincorporationofdiversityinthelessonsisdonewheneverpossible.Adiverseclassroom isaclassroomfullofuniqueexperiencesandresources.FNMIeldersareauniqueresourcein whichOskayakHighschoolteacherscaninvolveintounits.

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