Ed 3601

Unit Plan Assignment

Bryna Cline | Katie Owens

Do Your Actions Impact Global Weather Patterns?

An Inquiry Based Science 10 Unit.

 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
Unit Introduction:

The following unit was designed to be incorporated into a Science 10 classroom, with a focus on

Unit D: Energy Flow in Global Systems. In order to engage students in their learning and allow them to

discover new information through scientific inquiry, we based this unit around the student actions as

individuals in society and how they may be impacting the global climate. The essential question for this

unit is:

“Do Your Actions Impact Global Weather Patterns?”

Through the creation of the curriculum map, linked below, we have discovered that this topic will cover a

wide array of SLOs in the Science 10 Program of Studies, as well as present many opportunities for cross

curricular connections. We believe that this is an interesting and engaging questions to have students

explore as there is a practical growing interest in today’s society surrounding climate change and the

future of our planet.

Unit Rationale:

Solar energy sustains life and drives the global climate systems on Earth. Without solar energy

there would be no heat or precipitation and, therefore, no life on Earth. Students will gain an

understanding that the absorption and transfer of thermal energy at and near Earth's surface results in a

variety of climate zones with characteristic weather patterns and biomes. Climatic factors largely

determine the flora and fauna found in each of the world's major biomes. These biomes support various

ecosystem and the organisms that thrive within them. This fragile balance between organisms can be

disrupted when global weather patterns change drastically. Everywhere we turn, there is discussion of

climate change. From extreme weathers events in the news including hundreds of forest fires in

California, Montana, and Canada over the past few summers, drastic flooding in the Southern United

States, relentless droughts in Australia, India, and across Europe, abnormally warm and delayed winters,
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
and a record-breaking cold snap gripping North America this year, the effects of climate change are

having a global impact on our daily lives. Climate change is no longer an issue of the past, it is a

present-day problem that the students educators are teaching today will have to be concerned with

tomorrow and years to come.

In order for society to tackle climate change, students should be educated about the scientific

history of Earth, challenge the attitudes disregarding the importance of climate change, adopting attitudes

of responsibility and initiative, engage in science inquiry to foster critical problem-solving skills, and

promote lifelong learning by demonstrating research and career opportunities founded in the knowledge

and skills acquired from this unit. This unit ultimately serves as a jumping-off point for student

understanding in regards to career directions, future education, political issues and policies, and even

lifestyle changes. Students should have previous education in maths, biology, chemistry, physics, earth

sciences, and even social studies as the topic of climate change is not limited to science, but encompasses

political and global issues as well. As educators, it is our goal to impart an understanding in our students

that science is an ever changing entity influenced by human intervention. This idea, known as the Nature

of Science, can be used to engage and inspire students and is an important foundation in scientific

education.

Key Questions:

a.) Note: An even more detailed list of key questions is included in the unit plan timeline below.
● How do climates change over time? What influences these changes?
● Are there relationships between solar energy, global energy transfer processes, climate and
biomes?
● What evidence suggests our climate may be changing more rapidly than living species can adapt?
● Is human activity causing climate change?
● How can we reduce our impact on the biosphere and on global climate, while still meeting human
needs?
● What allows for a variety of biomes to exist on Earth? What characteristics of these biomes allow
for living things to survive?
● How does heat change across the globe? What influence does thermal energy transfer have on
climate? What factors influence heat distribution around the globe?
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
● How do scientists measure climate change?
● How are climates described?
● How do greenhouse gases impact global systems?
● What relationship is there between life and climate and vice versa?

b.) Students should have all or most knowledge, skill, and attitude outcomes from science 9, 8, and 7 in

order to have a solid foundation for science 10. Topics include Interactions and Ecosystems, Heat and

Temperature, and Planet Earth in grade 7; Fresh and Salt Water Systems in grade 8; and Biological

Diversity and Environmental Chemistry in grade 9. Depending on when this unit is taught in the school

year, students may have prior knowledge of outcomes gained from other units in the science 10

curriculum such as Energy Flow in Technological Systems, which will have provided students with

knowledge about thermodynamics and thermal energy. It is recommended that students have at least

mathematics 10 as a prerequisite to this course. Students should have general knowledge regarding

measuring and recording data such as temperature and precipitation in order to construct tables, graphs,

scatterplots, and other representations of data. Students should be able to convert raw data from a table to

a graph representation. Other skills students should be familiar with include researching and analyzing

texts for scientific evidence. Students will get to enhance these skills throughout this unit as well.

c.) ​There is a common myth that there is only one way to do science: The Scientific Method. However, in

spite of its persistence in science textbooks and science standards, there actually is no one “scientific

method." In addition, we find there is much more to science than its special ways of solving problems by

testing proposed solutions. The “Nature of Science” (NOS), on the other hand, consists of those

seldom-taught but very important features of working science, e.g., its realm and limits, its levels of

uncertainty, its biases, its social aspects, and the reasons for its reliability. Popular ignorance of these

features of science has lead to many misuses, misrepresentations and abuses of science. It is essential to

educate our students about the affects humans have on our planet and even more important to teach them

what kind of impacts they can personally have on it as well. ​The findings signal the need for drastic action
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
globally at all levels of society including among governments, businesses, communities and schools. This

includes educating kids across all age groups and levels of schooling to prepare them to be able to live

more sustainable lives. As teachers, a focus on deepening students’ understanding of our physical and

social world, giving them the chance to get involved in community action and citizen education programs

and valuing indigenous knowledge must be implemented, as a way of learning to live more sustainably.

d.) Because climate change is a central topic to this unit, it is easy to draw in cross-curricular learning

opportunities. For example, students could present their performance task research positions in their social

studies class to simulate a political discussion or meeting such as that of Kyoto, G8, or the United

Nations. Students could use recycled materials to create a piece of art that represents the importance of

caring for the environment. Mathematics is incorporated into this unit especially in chapter 10, as there

are many calculations related to energy transfer. One way to incorporate language arts into this unit is by

having students write a letter summarizing their research findings from their presentation and delivering

this as a speech to an authoritative figure such as the mayor or principal while suggesting ways to reduce

our human impact on the environment.

Our comprehensive curriculum map can be accessed at:

https://www.mindmeister.com/1203354008?t=TMzvYlw0Sy#

Assessment Breakdown:

This unit is intended to contribute 20% of the mark associated for the science 10 program. The breakdown
of the grade allocation is indicated below:

Assignment Weighting

Quizzes (3) 15%

Lab Work (3) 15%

Workbook / Homework Completion (3) 30%

 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens

Performance Task (presentation) 20%

Unit D Final test 20%

Resources:

1. Scientific Resources

○ Natural Resources Canada:

■ Climate Change Publications. (2018, July 12). Retrieved from
https://www.nrcan.gc.ca/environment/resources/publications/10766
■ This resource includes a variety of assessment reports that present the
latest knowledge on climate change impacts and adaptation for Canadians.
Students can use this resource to acquire more information about climate
change for their inquiry question project. Teachers can use this resource to
point out examples of evidence of climate change and impacts on the
environment as it has other links within the site for additional content.
○ Jove Science Website:
■ JoVE. (n.d.). Retrieved from ​https://www.jove.com/
■ This is a ​peer reviewed​ scientific video journal that publishes science
experiments from around the world. These experiments are real-life
experiments happening today and allow students to see how science is
affecting the world today. These videos are across subject areas and
include educational topics from elementary level to university and
professional learning situations. By doing this, students are reconnected to
science as an applicable skill while also allowing teachers to simulate
experiments that they are unable to reproduce in their classroom. The
videos range from explanation of concepts to demonstrations of skills such
as pipetting or using scientific equipment such as a centrifuge.
○ Scientific American website:
■ Education. (n.d.). Retrieved from
https://www.scientificamerican.com/education/
■ This resource allows for individuals to get a general idea of the
up-and-coming research occurring all over the world. This popular
magazine is easy to read for the general population and explains many
scientific concepts in plain language. Not only does it provide the latest
information on what is going on in the science world, but there is also a
section for science education and how to incorporate STEM into the
classroom.
○ Understanding Science from UC Berkeley:
■ Understanding Science. (n.d.). Retrieved from ​https://undsci.berkeley.edu/
■ This resource is ideal for learning about the process of science, simplified
explanations of scientific phenomena, and demonstrating peer review. It
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
provides a “what is science checklist” and teaching resources such as case
studies of scientific discoveries and lesson plans for various grade levels.
○ ScienceDirect:
■ Explore scientific, technical, and medical research on ScienceDirect.
(n.d.). Retrieved from ​https://www.sciencedirect.com/
■ This resource provides educators with peer-reviewed scientific articles and
journals from which they can obtain relevant scientific information on any
given topic. This resource is ideal for further clarification at a higher level
of understanding on scientific subjects. A teacher can use this resource for
their own benefit or share current scientific findings with their student.

2. Teaching Resources

○ National Science Teachers Association:

■ National Science Teachers Association - NSTA. (n.d.). Books &
Resources. Retrieved from ​https://www.nsta.org/climate/
■ This resource provides multiple books and resources that teachers can use
to gain more information about science content including news articles,
blogs, and lesson plans regarding climate change in particular.
○ Chicago Botanic Garden website:
■ Grades 10-12 Unit 1. (n.d.). Retrieved from
https://www.chicagobotanic.org/nasa/Grades_10-12_Unit_1
■ This resource includes lesson plans and activities surrounding climate
change and focuses on the Earth as a System. This is ideal for teachers to
expand their resource base for lesson plans and breaks down topics into
more manageable chunks to use throughout the unit.
○ Discovery Education website:
■ Discovery Education. (n.d.). Retrieved from
https://app.discoveryeducation.ca/learn/streaming
■ This resource allows for both students and teachers (with a login
password) to access teachable videos across subject areas. There is also a
professional learning center on the site for teachers to access and expand
their knowledge. For example, the section provides alternative resources,
events, and digital integration opportunities.
■ http://www.discoveryeducation.com/teachers/free-lesson-plans/elements-o
f-biology-biomes.cfm​ (Link for Elements of Biomes Activity in unit plan)
○ Let’s Talk Science:
■ Let’s Talk Science Outreach Program. Discover:. (n.d.). Retrieved from
http://letstalkscience.ca/
■ This resource provides teachers with the opportunity to have scientists
from different levels, specialties and educational backgrounds come in and
present or instruct a topic or area of interest. This could mean experts in
the field share insight about environmental science or a group of
university volunteers assist with a lab in the classroom.
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
○ Crash Course Kids Youtube:
■ Kids, C. C. (2016, January 22). Climate Change: Crash Course Kids
#41.2. Retrieved from ​https://www.youtube.com/watch?v=SzcGTd8qWTg
■ This resource in particular covers the broad topic of climate change in a
condensed way. It can help both students and teachers understand the main
concepts associated with the topic. Additionally, the Youtube channel
offers other videos that can be used to educate both teachers and students
as a summary of topics, review, or general foundation for those unfamiliar
with the topic.
○ Global Precipitation Measurement Mission NASA Gov. Education:
■ Climate Change Inquiry Labs - Teacher Guide. (n.d.). Retrieved from
https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/climate%20c
hange%20inquiry/Climate%20Change%20Inquiry%20TG.pdf
■ This resource includes a lesson plan for investigating the drivers of
climate change including greenhouse gasses and carbon dioxide
influences. There is even a rubric included to assist with assessment. This
is a good resource for teachers to relate the curriculum to real-life
scenarios.
○ Ross Sheppard Science High School Resource and ScienceFocus 10 textbook:
■ Ross Sheppard Science Students. (n.d.). Retrieved from
https://sites.google.com/a/share.epsb.ca/ross-shep-science-students/
■ This resource provides students and teachers access to the ScienceFocus
textbook as well as other popular textbooks used across science subjects
and grade levels. This is valuable for students and teachers to access a
learning resource in a different online format if they are not able to access
the physical textbook due to limited supplies, money, or time constraints.
This resource can be used instead of or complimentary to the physical
textbook here: ​ScienceFocus 10.​ (2004). Toronto: McGraw-Hill Ryerson.
○ Edutopia educational website:
■ Brunsell, E. (2014, October 10). Ten Websites for Science Teachers.
Retrieved from
https://www.edutopia.org/blog/websites-for-science-teachers-eric-brunsell
■ This resource is helpful for composing a list of some of the most popular
websites for science teachers. This is a good site to start from if a teaching
needs external resources. Some of the websites listed include UC
Berkeley’s Understanding Science and PhET interactive simulations for
science and math.

3. Activities / Apps

○ Gizmos Online simulations:

■ Browse Gizmos by State Standards, Math & Science Subjects, or
Textbook. (n.d.). Retrieved from
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
https://www.explorelearning.com/index.cfm?method=cResource.dspReso
urceCatalog
■ This resource is ideal for teachers to simulate scientific phenomena using
technology. For example, coastal winds and pressure can be simulated
using this technology. Students can measure and record data that they
observe through the simulation.
○ Kahoot App:
■ Kahoot Games. (n.d.). Retrieved from
https://create.kahoot.it/details/climate-change/06235937-5026-4b6f-bd2a-
321345eef4cc
■ This resource is great for helping students and teachers assess what
students know about a subject and can be used as a studying tool. There
are pre-made games and quizzes to select from, but one can also make
their own to cover specific outcomes.
○ PhET Interactive Simulations for Science and Math (Website and App):
■ PhET Interactive Simulations. (n.d.). Retrieved from
https://phet.colorado.edu/
■ This is a website and an app that educators and students can use to observe
scientific phenomena in a simulated way. To purchase the app it is $0.99.
The videos offer breakdown on scientific concepts and a simulation for
nearly every subject area. This allows for learning to occur in the
classroom, at home, or on the road and makes it accessible for a variety of
users as it has dozens of language translations. The video that we were
interested in using in our unit plan is the Greenhouse effect video in which
students can manipulate the greenhouse gasses and see the effect on the
environment.
○ WWF Free Rivers App:
■ Download WWF Free Rivers 1.2 (Free) for iPhone OS. (n.d.). Retrieved
from
https://downloads.tomsguide.com/WWF-Free-Rivers,0301-70521.html?_g
a=2.190187817.38025874.1550177514-1672755883.1550177514
■ The WWF Free Rivers app is a free app that allows the user to access
real-life waterways around the world through augmented reality. This app
allows the user to see how a river is situated in a landscape, how it
changes over time and the effects these changes have on the landscape.
This app can be used to demonstrate the water cycle as well as give a
sense of the different biomes around the world in relation to water.
○ Science Journal App for Google and IOS:
■ Download Science Journal by Google 2.1.903 (Free) for iPhone OS. (n.d.).
Retrieved from
https://downloads.tomsguide.com/Science-Journal-by-Google,0301-69077
.html?_ga=2.213837078.38025874.1550177514-1672755883.1550177514
■ This app serves as a type of electronic journal for the user in which they
can record their observations, photos, and summaries for experiments.
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
Using the iPhone’s sensor and additional technology, users can record data
on pressure, sound, light, and acceleration.
○ BrainPop.com and App :
■ BrainPOP. (n.d.). Retrieved from ​https://www.brainpop.com/
■ This website is available as an app to help bring learning to students
everywhere. This resource offers instructional videos about nearly all
subjects areas and concepts for K-12. To access the resource, an educator
or parent must log in and/or subscribe to the resource, however, hearing
feedback from educators using this resource, it is worth it! In addition to
videos, there are other learning tools such as quizzes, make-a-map
activities, games, news articles, related reading and activities.
○ Skeptical Science App:
■ This app is specific to climate change and debunking the myths regarding
this topic along with links to scientific support for these arguments. This
could be most useful for students to gain different perspectives on climate
change as well as a research tool to build an evidence-based case to
formulate a position on climate change.
○ Kananaskis in the Classroom (KITC) and Alberta Parks Biologist Guest
Speakers:
■ Kananaskis Country. (n.d.). Retrieved from
https://www.albertaparks.ca/parks/kananaskis/kananaskis-country/educati
on/environmental-education-programs-resources/kananaskis-in-the-classro
om/
■ This resource is ideal for those teaching in Central Southern Alberta area
such as Calgary and surrounding areas. This program is Alberta-sponsored
and students can get experiential learning opportunities within the
classroom by bringing professionals in the environmental department into
their learning experience. Jay Honeyman is a Parks bear biologist who
speaks to the public on numerous occasions including Bear Days, an
initiative held to raise bear awareness in Parks. If possible, teachers could
take students on a day trip to Canmore or Kananaskis Parks areas to get an
even more hands-on learning experience with biology and studying the
climate topics in Unit D. The visitor centre in Peter Lougheed Provincial
Park offers many research-based learning opportunities that students can
learn from and that an experienced teacher can use as a foundation to
explain the metabolic phenomena bears have during the winter months and
the connection it has to climate and biomes (chapter 12).

Unit Plan Timeline:

-------Curriculum key concepts-------

 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
Lesson and Inquiry STS & Skills Attitudes Resources and Assessment (FOR, Textbook Foundational
topic (1 Questions: Knowledge Activities OF, and AS) Reading and Concepts
lesson= 1 day) Sub-questions Relevant Q’s

1)​ ​Ch 12: *Do your 4.K.1.a 4.S.1.a 4.A.1 *Exploration of *Anecdotal Read p. 434-439 *Rate of global
Climate actions impact 4.K.1.e 4.S.2.c 4.A.2 Central inquiry observations of group warming
12.1 global weather 4.K.4.a 4.S.2.d 4.A.3 question discussions *Measuring and
12.2 patterns? 4.K.4.c 4.S.2.e 4.A.4 *Questionnaire *Questionnaire as recording
*Are Climates 4.K.4.d 4.S.3.a 4.A.5 (pre-assessment) pre-assessment of temperature
Changing? 4.K.4.e 4.S.3.b 4.A.6 *Climate Change knowledge and *Greenhouse
4.K.4.f 4.S.3.c word association attitudes (Comment effect
4.S.3.f game section can be *Carbon cycle
4.S.4.a (pre-assessment) written or video *Carbon sinks
4.S.4.b *Outline of final submission using
4.S.4.c presentation FlipGrid)
4.S.4.d expectations → Hand
out with tips and
structure

2)​ ​12.1 *What is the 4.K.1.a 4.S.1.a 4.A.1 *Crash course: *Poster of brainstorm Read p. 442-444 *Rate of global
12.2 difference 4.K.1.e 4.S.2.c 4.A.2 climate change (#41.2 map of learning & 445-450 warming
12.3 partial between 4.K.4.a 4.S.2.d 4.A.3 youtube) (vocab words, Qs 1-5 (p. 444) *Measuring and
weather and 4.K.4.b 4.S.2.e *Brainstorm causes images, drawings, & Qs 1-5 (p.448) recording
climate? 4.K.4.d 4.S.3.a of climate change and other modalities) temperature
4.K.4.e 4.S.3.b effects → news *Exit slip response *Greenhouse
4.K.4.f 4.S.3.c articles/media (video format using effect
4.S.3.e *Exit slip - What FlipGrid or written *Carbon cycle
surprised you about material) *Carbon sinks
climate change? *Predicting
climate change
*Effects of global
warming

3)​ ​12.2 *How does 4.K.1.a 4.S.1.a 4.A.1 *How Do You *Report of How Do Read p. 453-459 *Measuring and
12.3 human activity 4.K.4.a 4.S.2.c 4.A.2 Compare 12-D You Compare Qs 1-5 (p. 458) recording natural
impact the 4.K.4.b 4.S.3.e 4.A.3 Activity (p. 455) activity and gas consumption
earth? 4.K.4.c 4.S.3.g 4.A.5 *​Lab: Climate completion of *Effects of global
*How does the 4.K.4.d 4.S.4.a 4.A.6 Change Inquiry questions (formative warming
carbon cycle 4.K.4.e from NASA site as/for learning) *Greenhouse
influence 4.K.4.f *Exit slip for concept *Lab report for effect
climate? review Climate change *Reducing
*How will *Have students hand inquiry from NASA emissions
biomes and in workbook for site handed in as
climates change formative assessment summative
in the future? assessment as/for
learning

4)​ ​12.3 *What can we 4.K.1.a 4.S.1.a 4.A.1 *Kahoot on Climate *Anecdotal Read p. 460-468 *Reducing
12.4 do today to help 4.K.4.a 4.S.2.a 4.A.2 Change Ch. Review observations on Qs 1-6 (p. 468) emissions
slow down 4.K.4.b 4.S.2.c 4.A.3 *Poster Paper participation during Qs a-m on p. 469 *human response
climate change? 4.K.4.c 4.S.3.a 4.A.5 Concept Map Kahoot class review to climate change
4.K.4.d 4.S.3.c 4.A.6 (definitions/summary *Poster of brainstorm *carbon dioxide
4.S.3.d of main concepts) map of learning storage
4.S.3.e *Hand back student (vocab words, *Extinction
workbooks images, drawings, *Precautionary
other modalities) Principle
*Formative Gaia Hypothesis
assessment on
homework questions
thus far

5)​ ​Flex Day *​Quiz in class *Summative

 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
*Quiz Ch. 12 *Hand in student assessment quiz
workbooks for *Collect workbooks
summative for summative
assessment assessment

6)​ ​Ch. 11: *How does 4.K.1.a 4.S.1.a 4.A.4 *Meet Your Biome *Formative Read p. 402-411 *Describing
Biomes climate 4.K.3.a 4.S.2.c Buddy Game (match assessment of Qs 1-9 (p. 408) climate
11.1 influence the 4.K.3.b 4.S.2.d biome with knowledge from *Measuring and
11.2 partial distribution of 4.K.3.c 4.S.2.e description) matching game recording
*Research plants and 4.S.3.a *Elements of (visuals and temperature and
topics due in animals on 4.S.3.b Biology: Biomes definitions) precipitation
class Earth? 4.S.3.c Activity from *Anecdotal patterns
How does 4.S.4.a DiscoveryEducation assessment of group *Climatographs
climate create 4.S.4.b website (partial discussions and work *Orgnization of a
similar regions lesson) (Make biome *Formative biosphere
in different map in groups) assessment of biome *Biomes
parts of the map (poster, online
world? map visual
representation) as
group

7)​ 11.1 *What 4.K.1.a 4.S.1.a 4.A.4 *Video “The World is *Student responses to Read p. 412-419 *Adaptations of
11.2 similarities and 4.K.3.b 4.S.2.c Awesome” prompt inquiry Qs 1-5 (p. 419) animals in biomes
11.3 partial differences are 4.K.3.c 4.S.2.d *Think, Pair, Share questions *Biomes
there between 4.K.4.a 4.S.2.e responses to video accompanying video *Creating and
biomes? 4.S.3.a *​Lab: How To (handed in, FOR) (in Interpreting
*How does 4.S.3.c Make a lesson plan example) climatographs
climate change 4.S.3.e Climatograph *Summative *Biome as an open
over time? 4.S.4.a Activity (p. 405) assessment of system
4.S.4.b Climatograph Lab

8)​ ​11.2 *What are some *​How do grizzly *Qs 1-8 (p. 428) for Read p. 420-428 *Adaptations of
11.3 natural causes bears survive the Homework animals in biomes
of climate winter ​Bear Biologist (Formative *Biomes
change and how Guest Speaker - Jay Assessment) *Creating and
do these Honeyman (or video *Formative Interpreting
changes affect on bears if visit not assessment from climatographs
animals? possible) conversations, *Biome as an open
*Exit slip for concept discussions, system
review responses during bear
*Have students hand presentation and
in workbook for helping students
formative assessment complete task during
at end of work period work period

9)​ ​11.1 *How do the 4.K.1.a 4.S.1.a 4.A.1 *Go over homework *Formative Qs a-p (p. 429) *Describing
11.2 natural causes 4.K.3.a 4.S.2.b 4.A.2 p. 428 as class assessment of student climate
11.3 Review all of climate 4.K.3.b 4.S.2.c 4.A.3 *Kahoot Quiz answers from *Measuring and
change affect 4.K.3.c 4.S.2.e 4.A.4 Concepts 11.1- 11.3 workbook and recording
the future of the 4.K.4.a 4.S.3.b Review Kahoot (hand back at temperature and
Earth? 4.K.4.b 4.S.3.c *Poster Paper end of class) precipitation
*What evidence 4.K.4.d 4.S.3.d Concept Map *Group work from patterns
of climate 4.K.4.e 4.S.3.e (definitions/ poster concept maps *Climatographs
change exist? 4.K.4.f summary of main (review of concepts *Orgnization of a
concepts) in modality of choice biosphere
*Hand back student and in groups or *Adaptations of
workbooks indv) animals in biomes
*Biomes
*Creating and
Interpreting
climatographs
*Biome as an open
system
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
10)​ *​Quiz Ch. *How do the 4.K.1.a 4.S.3.b 4.A.1 *Peer feedback on *Informal feedback *Free time to *Describing
11 actions we have 4.K.3.a 4.S.3.d 4.A.2 research topics on student learning work ahead on climate
*Rough Draft today influence 4.K.3.b 4.S.3.e 4.A.3 *​Quiz in class from peer feedback questions from *Measuring and
Research the climatic 4.K.4.a 4.S.4.b 4.A.4 *Collect student discussions (check in workbook/ recording
topics due in changes of 4.K.4.b 4.S.4.c workbooks for with each group to homework if temperature and
class (Peer tomorrow? How 4.K.4.d summative answer questions) time permits precipitation
feedback) can we predict 4.K.4.e assessment *Summative patterns
future changes? 4.K.4.f assessment during *Climatographs
quiz *Orgnization of a
*Summative biosphere
assessment of student *Adaptations of
workbooks animals in biomes
*Biomes
*Creating and
Interpreting
climatographs
*Biome as an open
system

11) ​Ch. 10: *What does the 4.K.1.c 4.S.2.a 4.A.1 *Video on *Formative Read p. 364-374 *Open vs Closed
Solar Energy sun emit? 4.K.1.d 4.S.3.a 4.A.4 Greenhouse Effect assessment of PhET Qs 1-7 (p. 374) system
10.1 *How does the 4.K.1.e 4.S.3.c *The Greenhouse lab report *Biosphere
*Teacher draft sun warm the 4.K.2.b 4.S.3.e Effect PhET *Formative *Radiation
research topics Earth? 4.S.4.a Simulation Lab assessment on exit *Climate and
due *Where does Activity slip → peer seasons
heat go? *Exit Slip evaluation of lab *Unequal warming
(how group work of Earth (spherical
went, how did lab go, shape, axis tilt,
clarifying questions) revolution around
Sun)

12) Flex Day *Solar ovens

13) ​10.1 *Is Earth heated 4.K.1.c 4.S.1.b 4.A.1 *​Tilt and Turn *Summative Read p. 375-380 *Specific Heat
10.2 partial to the same 4.K.1.d 4.S.1.c 4.A.3 Inquiry assessment: tables Selection of Qs Capacity
extent at all 4.K.1.e 4.S.2.a 4.A.4 Investigation Lab in and graphs plotted of 10-18 (p.383) *Solar energy and
times and in all 4.K.2.b 4.S.2.b groups (p. 370) data collected during water; solar energy
places? 4.K.2.a 4.S.2.c (Solar and seasons) experiment and Earth
4.K.2.b 4.S.3.a *Video on solar *Exit slip of *Conduction,
4.K.2.c 4.S.3.c energy conclusion → what convection, and
4.K.2.d 4.S.3.e *Class discussion of happened during the radiation transfer
4.K.2.e 4.S.3.f results lab, why results the energy
4.S.4.a way they are? *phase changes
*Observations of Hydrological cycle
conclusions drawn →
concepts understood
or no?

14)​ 10.1 *Why does 4.K.1.c 4.S.1.b 4.A.1 *The Heat is On *Anecdotal Read p. 380-387 *Open vs Closed
10.2 Earth have 4.K.1.d 4.S.1.c 4.A.3 Demonstration and observations of Qs 1-5 (p. 387) system
*(Teacher seasons? 4.K.1.e 4.S.2.a 4.A.4 Find Out Activity - student interest *Biosphere
feedback on *What is the 4.K.2.a 4.S.2.b From the Ground Up during demonstration *Radiation
research role of water in 4.K.2.b 4.S.2.c (p. 378/379) *Formative *Climate and
projects due to determining 4.K.2.c 4.S.3.a *Model Problems for assessment of seasons
students) climates on 4.K.2.d 4.S.3.c energy transfer, heat questions for find out *Unequal warming
Earth? 4.K.2.e 4.S.3.e and phase changes → activity on p. 379 (go of Earth (spherical
4.S.3.f examples on board over with class after) shape, axis tilt,
4.S.4.a (Selection of Qs *Formative revolution around
10-18) (Jigsaw assessment of Sun)
method, groups teach practice problems *Specific Heat
question to class) using Jigsaw method Capacity
*Observe note-taking *Solar energy and
by students water; solar energy
and Earth
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
*Conduction,
convection, and
radiation transfer
energy
*phase changes
Hydrological cycle

15) ​10.2 *How do we 4.K.2.a 4.S.1.b 4.A.1 *Teacher *Formative Selected Qs p. *How Oceans
10.3 calculate energy 4.K.2.b 4.S.1.c 4.A.2 demonstrates three assessment of 398-399 distribute heat
transfer and 4.K.2.c 4.S.2.a 4.A.3 problems on board completion of Qs 27-30 & 32 p. *El Nino and La
record phase 4.K.2.d 4.S.2.b 4.A.4 *Teacher available questions 399 Nina
changes? 4.K.2.e 4.S.2.c for work time help if *Formative *Wind currents
*How do winds 4.K.4.d 4.S.2.d needed, indv work assessment one on influence weather
and ocean 4.S.2.e time otherwise one of those who *Convection
currents transfer 4.S.3.a *Practice Math seek help from
thermal energy? 4.S.3.c Problems as class and teacher during prep
4.S.3.e individually using time
4.S.3.f workbook *Formative
4.S.4.a *Group work time assessment during
(Jigsaw method of Jigsaw activity
selected questions by
teacher)

16) ​10.2 *How do winds 4.K.2.a 4.S.1.c 4.A.1 *Video on Heat and *Formative Read p. 388-396 *How Oceans
10.3 and ocean 4.K.2.b 4.S.2.a 4.A.2 Weather assessment of exit Qs 1-6 (p. 396) distribute heat
currents transfer 4.K.2.c 4.S.2.b 4.A.3 *Exit slip for concept slip question *El Nino and La
thermal energy 4.K.2.d 4.S.2.c 4.A.4 review *Formative Nina
cont.? 4.K.2.e 4.S.2.d *Have students hand assessment of student *Wind currents
*How do we 4.K.4.d 4.S.2.e in workbook for work from workbook influence weather
calculate energy 4.S.3.a formative assessment (check-in) *Convection
transfer? 4.S.3.c *Practice Math
4.S.3.e Problems Review
4.S.3.f Questions
4.S.4.a

17) ​10.1 *How does 4.K.1.c 4.S.1.c 4.A.1 *Poster Paper *Group work from Qs a-o (p. 397) *Biosphere
10.2 energy behave 4.K.1.d 4.S.2.a 4.A.2 Concept Map poster concept maps *Radiation
10.3 Review all in an open 4.K.1.e 4.S.2.b 4.A.3 (definitions/summary (review of concepts *Climate and
system? In a 4.K.2.a 4.S.2.c 4.A.4 of main concepts) in modality of choice seasons
closed system? 4.K.2.b 4.S.2.d *Practice Math and in groups or *Unequal warming
*How does 4.K.2.c 4.S.2.e Problems / concepts indv) of Earth
thermal energy 4.K.2.d 4.S.3.a Review Questions *Formative *Specific heat
create seasons 4.K.2.e 4.S.3.c *Hand back student assessment of review Capacity
and weather? 4.K.4.d 4.S.3.e workbooks questions
4.S.3.f
4.S.4.a

18) Flex Day *​Quiz in class *Summative

*Quiz Ch. 10 *Collect student assessment from quiz
workbooks for *Summative
summative assessment of student
assessment workbook

19) *Do your 4.K.1.c 4.S.2.d 4.A.1 *Note-taking and *​Summative N/A *Formulate a
Presentations actions impact 4.K.1.d 4.S.2.e 4.A.2 review of concepts in assessment of position based on
global weather 4.K.1.e 4.S.3.a 4.A.3 presentations learning for scientific evidence
patterns? 4.K.2.a 4.S.3.b 4.A.4 presenting group *Analysis and
*How does 4.K.2.b 4.S.3.f 4.A.5 *​Formative summary of
human activity 4.K.2.c 4.S.4.a 4.A.6 assessment of and as various chapter
influence 4.K.2.d 4.S.4.b student learning for concepts from
climate change? 4.K.2.e 4.S.4.c peers taking notes real-life research
*What evidence 4.K.4.d 4.S.4.d and participating in examples
supports or student presentations
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
refutes this? (observations by
teacher, discussions,
questions asked to
presenters)
*Summative
assessment of group
work for presentation
based on peer
evaluation rubric

20) *Do your 4.K.1.c 4.S.2.d 4.A.1 *Note-taking and *​Summative N/A *Formulate a
Presentations actions impact 4.K.1.d 4.S.2.e 4.A.2 review of concepts in assessment of position based on
global weather 4.K.1.e 4.S.3.a 4.A.3 presentations learning for scientific evidence
patterns? 4.K.2.a 4.S.3.b 4.A.4 presenting group *Analysis and
*How does 4.K.2.b 4.S.3.f 4.A.5 *​Formative summary of
human activity 4.K.2.c 4.S.4.a 4.A.6 assessment of and as various chapter
influence 4.K.2.d 4.S.4.b student learning for concepts from
climate change? 4.K.2.e 4.S.4.c peers taking notes real-life research
*What evidence 4.K.4.d 4.S.4.d and participating in examples
supports or student presentations
refutes this? (observations by
teacher, discussions,
questions asked to
presenters)
*Summative
assessment of group
work for presentation
based on peer
evaluation rubric

21) *Do your 4.K.1.c 4.S.2.d 4.A.1 *Note-taking and *​Summative N/A *Formulate a
Presentations actions impact 4.K.1.d 4.S.2.e 4.A.2 review of concepts in assessment of position based on
(if needed) global weather 4.K.1.e 4.S.3.a 4.A.3 presentations learning for scientific evidence
*Review of Ch. patterns? 4.K.2.a 4.S.3.b 4.A.4 presenting group *Analysis and
10, 11, 12 if *How does 4.K.2.b 4.S.3.f 4.A.5 *​Formative summary of
presentations human activity 4.K.2.c 4.S.4.a 4.A.6 assessment of and as various chapter
completed influence 4.K.2.d 4.S.4.b student learning for concepts from
climate change? 4.K.2.e 4.S.4.c peers taking notes real-life research
*What evidence 4.K.4.d 4.S.4.d and participating in examples
supports or student presentations
refutes this? (observations by
teacher, discussions,
questions asked to
presenters)
*Summative
assessment of group
work for presentation
based on peer
evaluation rubric

22) ​Ch. 10, 11, *How does 4.K.1.a 4.S.1.c 4. Prepared Unit Test Unit Test Summative None All major concepts
12 Unit Exam energy flow in 4.K.1.c 4.S.2.e A.3 (MC, matching Assessment from unit
global systems? 4.K.1.d 4.S.3.b 4.A.5 definitions and
*How does 4.K.1.e 4.S.3.c 4.A.6 Written Sections)
solar energy 4.K.2.a 4.S.3.e
affect climate? 4.K.2.b 4.S.3.f
*What is the 4.K.2.c 4.S.4.a
difference 4.K.2.d 4.S.4.d
between climate 4.K.2.e
and biomes? 4.K.3.a
*How do 4.K.3.b
climate and 4.K.3.c
biomes change 4.K.4.a
over time? 4.K.4.b

*How do 4.K.4.c
humans 4.K.4.d
influence 4.K.4.e
climate change? 4.K.4.f
STS and Knowledge
(4.K.1.a) explain how climate change affects the lives of
people and other species, and explain the need to investigate
climate change
(4.K.1.c) analyze, in general terms, the net radiation budget,
using percent; i.e., solar energy input, terrestrial energy
output, net radiant energy
(4.K.1.d) describe the major characteristics of the
atmosphere, the hydrosphere and the lithosphere, and explain
their relationship to Earth’s biosphere
(4.K.1.e) describe and explain the greenhouse effect, and the
role of various gases- including methane, carbon dioxide,
and water vapour- in determining the scope of the
greenhouse effect
(4.K.2.a) describe how thermal energy is transferred through
the atmosphere and the hydrosphere
(4.K.2.b) investigate and describe in general terms, the
relationships among solar energy reaching Earth’s surface
and time of the year, angle of inclination, length of daylight,
cloud cover, albedo effect and aerosol or particulate
distribution
(4.K.2.c) explain how thermal energy transfers through the
atmosphere and hydrosphere affect climate
(4.K.2.d) investigate and interpret how variations in thermal
properties of materials can lead to uneven heating and
cooling
(4.K.2.e) investigate and explain how evaporation,
condensation, freezing, and melting transfer thermal energy
(i.e., use simple calculations of heat of fusion and
vaporization to convey amounts of thermal energy involved
and link these processes to the hydrologic cycle
(4.K.3.a) describe a biome as an open system in terms of
input and output of energy and matter and exchanges at its
boundaries
(4.K.3.b) relate the characteristics of two major biomes to
net radiant energy, climatic factors, and topography
(4.K.3.c) analyze the climatographs of two major biomes and
explain why biomes with similar characteristics can exist in
different geographical locations, latitudes and altitudes
(4.K.4.a) investigate and identify human actions affecting
biomes that have a potential to change climate
(4.K.4.b) identify evidence to investigate past changes in
Earth’s climate
(4.K.4.c) describe and evaluate the role of science in
furthering the understanding of climate and climate change
through international programs
(4.K.4.d) describe the role of technology in measuring,
modeling and interpreting climate and climate change
(4.K.4.e) describe the limitations of scientific knowledge and
technology in making predictions related to climate and
weather
(4.K.4.f) assess, from a variety of perspectives, the risks and
benefits of human activity, and its impact on the biosphere
and the climate
Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens
Skills Attitudes
(4.S.1.a) identify questions to investigate that arise from (4.A.1) show interest in science-related
practical problems and issues questions and issues, and confidently pursue
(4.S.1.b) design an experiment, and identify specific personal interests and career possibilities
variables within science-related fields
(4.S.1.c) formulate operational definitions of major (4.A.2) appreciate that scientific
variables understanding evolves from the interaction
(4.S.2.a) carry out procedures, controlling the major of ideas involving people with different
variables and adapting or extending procedures views and backgrounds
(4.S.2.b) use instruments effectively and accurately to (4.A.3) seek and apply evidence when
collect data evaluating alternative approaches to
(4.S.2.c) compile and organize data, using appropriate investigations, problems and issues
formats and data treatments to facilitate interpretation of (4.A.4) work collaboratively in planning and
data carrying out investigations, as well as in
(4.S.2.d) use library and electronic research tools to generating and evaluating ideas
collect info on a given topic (4.A.5) demonstrate sensitivity and
(4.S.2.e) select and integrate info from various print and responsibility in pursuing a balance between
electronic sources or from several parts of the same the needs of humans and a sustainable
source environment
(4.S.3.a) compile and display, by hand or computer, (4.A.6) show concern for safety in planning,
evidence and information in a variety of formats, carrying out and reviewing activities
including diagrams, flow charts, tables, graphs and
scatterplots
(4.S.3.b) identify and apply criteria for evaluating
evidence and sources of info, including identifying bias
(4.S.3.c) interpret patterns and trends in data, and infer or
calculate linear and nonlinear relationships among
variables
(4.S.3.d) identify limitations of data, evidence of
measurement
(4.S.3.e) state a conclusion based on experimental data,
and explain how evidence gathered supports or refutes
the initial hypothesis
(4.S.3.f) explain how data support or refute a hypothesis
or prediction
(4.S.4.a) select and use appropriate numeric, symbolic,
and graphical and linguistic modes of representation to
communicate ideas, plans, and results
(4.S.4.b) synthesize info from multiple sources or from
complex and lengthy texts, and make inferences based
on this info
(4.S.4.c) identify multiple perspectives that influence a
science-related decision or issue
(4.S.4.d) develop, present, and defend a position or
course of action, based on findings
 Ed 3601
Unit Plan Assignment
Bryna Cline | Katie Owens

Lesson Plans Attached Separately