Understanding By Design Unit Template

Title of Unit Terrestrial Ecosystems Grade Level 11

Subject Environmental Science 20 Time Frame 22 classes (20 lessons with two work periods
and two presentation days)

Developed By Graeme Peters

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

The BALs of the curriculum are Lifelong Learners, Engaged Citizens, and a Sense of Self, Community, and Place. To create Lifelong
learners this unit will get students thinking about the environment around them. There will be focus on ecosystems found locally and
how they differ from the surrounding systems. It is my hope that they will take this information and observe their daily environment in a
different mind-set and change how they think about their surroundings. To make them more engaged citizens there will be a section on
wildlife preservation and the importance of saving what natural habitats we have left. Combining sense of Community and Place, the
habitat preserves are ones that are found just outside the city of Saskatoon. The focus for sense of self for this unit will be to
component on thinking of new ways to improve the local community and the combination of getting the students to think about the
environment.

Cross curricular Competencies

How will this unit promote the CCC?

To Develop Thinking, students are asked at the end of every lab what their observations tell them about the topic the is being studied
through the use of the lab. Students will Develop Identity and Interdependence through the lab projects and the presentations. The lab
work will get the students to work independently and as a group. The individual work will help students research what they want to
know about environmental science, and the group work will give them an idea of what society wants from environmental science.
Developing literacies in this unit will come from the use of multimedia in the presentations, and the different literacies used in
collecting and analyzing data, and the students representation of it. To focus on social responsibility for this unit, students will
contribute to their social environment by working together during labs, their cultural environments through understanding indigenous
uses of local plants, and educational environment by expanding their knowledge of the world around them.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
ES20-TE2 Examine the role plants play in an ecosystem, including the ways in which humans use plants.
ES20-TE1 Analyze the importance of soils as an integral component of terrestrial ecosystems.
Enduring Understandings
What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...
- Plants make other life possible
- Past history of protecting plants is relevant today
- If systems are connected, one negative or positive action
could create a series of events that may or may not be
reversible
- The impact of our negative actions can be offset by
maintaining a healthy plant population (plats are part of our
solutions)
- There is a limit to our ability to balance our current practices
with the sustainability of plant populations.
- How a plant looks and functions reflects its role and needs
- Horticulture serves multiple purposes ion awareness and
maintenance of healthy ecosystems
- A variety of factors affect soil formation and soil degradation
- Humans can have a positive effect on soil through mitigation
strategies, technologies and processes
- Soil is a diverse ecosystem containing a variety of organisms
that hold various roles within the ecosystem
- The health of soil is crucial for the production of food
- Soil is part of biogeochemical cycling
- The integrity of soil must be protected and regulations can
help do this
Related misconceptions
- Indigenous knowledge?
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)
Content specific.
- How does composting help soil?
- What factors affect soil formation and degradation? Why
are farmers so concerned about this?
- How do we positively affect our soil? Why should we do
this?
- What is soil? Why do we say soil is alive?
- How is soil part of the biogeochemical cycle?
- How do we protect the integrity of soil? How can
regulations help?
- Is life on Earth possible without plants?
- Is it possible to replace what plants do?
- What is the consequence of not caring about your carbon
footprint?
- Can we reverse the negative consequences of our
treatment of the Earth?
- How will we know that our practices are balanced with the
needs of the Earth?
- Mother Nature will evolve; will we?
FNMI, multicultural, cross-curricular
- How do Western views of environments differ from
Indigenous beliefs?
- How have Western views of plant uses changed from
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will know Students will be able to
- Key vocabulary - Discuss the many roles of plants including their roles as
- Prior knowledge of lab procedure, data collection, lab safety providers of ecological goods and services as well as
and scientific process. natural capital.
- The roles of plants; medicinal, spiritual, nutritional, and - Examine the role of plants in First Nations and Metis
shelter. cultures
- Prior knowledge of the role of decomposers in soil, pH basics, - Explain how plant morphology and physiology determines
and terrestrial ecosystems. the role of plants in an ecosystem (e.g., leaves and
photosynthesis, stems support and conduct fluids, roots
anchor, absorb and store starch).
- Interpret the relationship between photosynthesis,
respiration, and net primary productivity.
- Assess factors (e.g., monocultures, climate change,
pesticides, and disease) which influence plant pollination
and reproduction.
- Analyze the relationship between plants and climate
change, including plants roles in reducing greenhouse
gases, as well as potential impacts of climate change on
plant growth and distribution.
- Investigate horticulture through activities such as
designing or planting a garden plot.
- Critique the economic, environmental, and social impacts
of small-scale and large-scale agricultural practices.
(Analyse current forestry practices and technologies (e.g.,
selective cutting, clear cutting, and integrated resource
management) in terms of productivity, profitability, and
environmental stewardship.
- Recognize how soil formation results in different soil
horizons, textures, fertility, and organic content.
- Investigate causes of soil degradation and mitigation
strategies to reduce the loss of topsoil.
- Collect and analyze soil data using technologies such as
sensors and soil test kits.
- Recognize the role and diversity of organisms found
within soil environments
- Experiment with different soil mixtures, using black earth,
compost, sand, top soil, manure, peat moss, vermiculite,
loam or sand, to determine their suitability for different
plant species.
- Understand the interconnectedness between soil
characteristics and natural vegetation.
- Discuss the role of soil in biogeochemical cycling,
including carbon storage.
- Examine the connection between soil productivity and
food production.
- Research the effectiveness of processes and technologies
designed to improve soil quality such as improving
organic matter content of soil with composting, reducing
oil contamination with bacteria, phytoremediation,
 excavation, or controlled burns in order to recycle
nutrients.
- Evaluate different small-and large-scale composting
systems
- Develop a list of regulations important for protecting soil
quality.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal Students will accomplish an in-depth study of the ecosystems that surround their city. The study
What should students accomplish by will cover the plant life on two opposing river banks, the soil composition, and how the two are
completing this task? connected.
R Role
What role (perspective) will your The students will be taking the role of researcher in order to find their information and then they
students be taking? will become teachers to their peers when they present it
A Audience
Who is the relevant audience? The audience will be myself, and the rest of the class during the presentation
S Situation
The context or challenge provided to
the student. The context to this assignment is to learn about the river ecosystem that surrounds our city, and
become more aware of habitat conservation efforts. Through habitat conservation students become
P Product, Performance more engage citizens.
What product/performance will the
student The product that will be created through this PT will be a presentation on any media the students
create?
choose.
 Outcome 1 2 3 4 5
s Insufficient Not yet Mostly Fully Fully meeting
evidence meeting meeting meeting grade level
collected grade grade level grade with enriched
for report level expectations level understanding
expectatio expectatio
n ns
Explanatio No plants One plant Two plants Three Four plant
n of plant listed on listed on listed with plant slides with
physiology slides slides with adequate slides with extreme detail
and minimal information great about
morpholog informatio about detail morphology
y n physiology about and
and morpholog physiology
morphology y and with regards
physiology to function in
the ecosystem
Factors of No One to two Two to three Three to Four to five
pollination informatio points points with four points points on
and n on regarding minimal of pollination
reproducti pollination pollination detail informatio with extensive
on and and n with information
S Standards & Criteria for reproducti reproducti detail
Success on on
Create the rubric for the Performance Needs for No Minimal Average Significant Significant
Task habitat informatio reasons information informatio information
protection n about for about n and
and protection protecting habitat regarding suggestions
restoration and habitat restoration habitat for other
. restoration and restoration means of
protection and habitat
protection protection in
the
community
Effects No Minimal Generalizatio Explicit In depth
water has informatio informatio ns about informatio research
on the n about n water effects n performed on
ecosystem water regarding on regarding the effects of
. effects of ecosystems water water in an
water on effects on ecosystem
ecosystem ecosystem
s s
Effort put Lack of Minimal Effort Evidence Great effort
into visible effort evident but of effort and detail put
presentati effort still needing with only into the
on format work minor presentation
adjustmen
ts
 Eye Stares at Infrequent Frequent eye Maintains Fully
contact page or eye contact with eye memorized
slides only contact audience contact presentation
with and only and
audience uses notes unwavering
and slides eye contact
for
reference
Public Mumbling Speaking Speaking at Speaking Flawless
speaking and at an a normal at diction, clear
constant inaudible conversation presentati speaking
stammerin volume volume with on volume voice and zero
g with minimal filler with little filler words
multiple words to no filler
filler words words

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

Work samples to be included in the assessment will be
terminology quizzes that will be issued twice, half-way through
each outcome. One quiz for soil related terms, and one for plant
related terms. There will be four lab based assessments. One for
the data collection of the growth potential of different soil types,
one for the soil test kits, and two in the plant section, one for the
in-class plant identification and one for the Beaver Creek plant
photo-journal. The journal will have opportunities for the student
to reflect on how they felt about being at Beaver Creel. Whether
the enjoyed the experience and what needs improving.
At the end of the unit, after the presentations, students will have a
conversation with me about how they feel they did on the
assignment. With the rubric from the presentation I will go over
certain aspects the student did well on, and where they need to
improve. Talking through the rubric will give the student a chance
to reflect on how they performed, and if they worked as a group,
to provide feedback to themselves and each other.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
My students are headed towards the last year of their high school education. As grade 11 students, they are beginning to think about
where they are headed next. They have been through many years of education so far and are very close to the end it is hard for them to
know what to do next. It is my job to ensure that they are prepared for the next step in their life as they move to Grade 12. To make
certain they know what is coming I will begin the basic preparations for university level education. To do this I will include lecture style
classes where it is the job of the student to take down notes, and labs that only require basic instruction from myself before they are
allowed to make their own inquiries about the material. My learners bring with them to this unit all of their previous knowledge in the
subject of sciences and their life experience. The interests of the learners will be determined through entrance slips on what they already
know about terrestrial ecosystems. Through formative assessment in the early stages of the unit I will determine the interest level of the
students and adjust the unit towards the topics they are most excited about learning. Student will be involved in the pre-planning
through the timeline of the class to determine the best day to take the field trip to Beaver Creek. I want as many students there on that
day and if only half the class shows up it would be a waste of resources. The individual needs will be around students with limited
mobility during the Beaver Creek trip. Other needs will be sudden events that come up that prevent a student from finishing the labs on
time, missing them entirely, or extensions on the final presentation.
This learning can best occur in a standard science classroom, though some outdoor research will be done to collect the proper soil and
plant samples. To enhance the learning, forward facing desks will aid in the lecture classes, and group tables are better suited for small
lab work. If possible the desks could be rearranged during a switch period, or if the space allowed, having two sets of tables.

How will you engage students at the beginning of the unit? (motivational set)

The best way to engage students about learning about soil and plants would be to add in some videos about soil and plants. The Bill Nye
video on rocks and soil would be a great introduction to the first topic. For some reason, despite being used in my elementary education,
students still love Bill. I think using a video will lighten the mood surrounding topics related to soil. To introduce plants there are many
videos on YouTube from the SciShow channel that concern medicinal and toxic plants.

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Bill Nye
Introduction Introduction to terrestrial ecosystems. rocks and
soil video.
2 Key vocabulary: The students will be given a work sheet with the key vocabulary and are Vocabulary
Terminology to look for the term in their text books. terrestrial ecosystem, soil horizons, textures, work sheet,
for Soil fertility, organic content, soil degradation, topsoil, decomposers, carbon storage, compost, Text book.
natural vegetation, wind erosion, water erosion, salinity, desertification, pH, nitrate,
phosphate, potassium, porosity, nitrogen-fixing bacteria, soil composition, tillage,
 shelterbelt, mycorrhizae, protists, vermiculite, loam, biogeochemical cycling,
phytoremediation, excavation, controlled burns, regulations
3 Lecture on the various properties of soil. Covered in this lecture will be variations of pH, (K) Power Point
phosphate, porosity, nitrite, and potassium. This lesson will follow connect to the on soil
Properties of
vocabulary work. now that the students know the definition of these words they will learn properties,
Soil
and take notes on how they apply differently to soil. This lecture will be in preparation for lecture
the soil test kit lab where students will measure these factors. notes
4 Lecture on the causes of soil erosion. This lecture will cover the wind and water erosion, (STSE, A,
Erosion increases in salinity, the importance of topsoil and natural vegetation. This lecture will K)
prepare them from the research they will perform on soil degradation and mitigation
strategies.
5 Lecture on decomposition factors. This will cover the importance of organic content, (K)
Decompositio decomposers, carbon storage and nitrogen fixation, and controlled burns. The topics here
n will apply themselves to the soil lab that follows. Instruction of basic decomposition
combined with the other lectures will allow for the student to make accurate hypothesis
about which soil types will allow for the highest yield from their selected plant.
6 Interconnectedness between soil characteristics, Eco zones and natural vegetation in (K)
Eco-Zones of Saskatchewan. The different Eco-zones of Saskatchewan will prepare them for thinking
Saskatchewa about what zone the up-coming trip to Beaver Creek will fall under. Learning about the
n Eco-zones of the province will also create engage citizens, as they think about life around
them, and social responsibility.
7 Using black earth, compost, sand, top soil, manure, peat moss, vermiculite, loam and/or (S, A, Vernier
Soil Lab sand, to determine their suitability for growing different plant species. In groups of two or STSE) Carts
three the students will get a small pot with each of the different types of soil. The student Lab
will then select a garden vegetable to attempt to grow in each pot (peas, tomatoes, worksheets
onions, etc.). Every class the students will give the plants a set amount of water, and the
size of the plant will be recorded. After three weeks, the data will be collected, graphed,
and shared with the class.
8 Soil Research causes and consequences of soil degradation (e.g., wind and water erosion, (A, K)
Degradation salinity and desertification) and mitigation strategies (e.g., conservation tillage, contour
and farming, grassed waterways and shelterbelts) used to reduce the loss of topsoil. The
Mitigation research done will then be compiled to create group poster to promote awareness of soil
degradation.
9 Nitrogen Though briefly covered earlier, this lecture will go more in-depth about the responsibilities (K)
Fixers of nitrogen fixers. The earlier lecture will discuss what they are and the various forms, this
lecture will discuss the importance of them, their role in an ecosystem, and how they
achieve nitrogen fixation.
10 Soil Pollution Soil pollution will cover the topics of the various type of ways in which the soil can be (STSE) AgClass
polluted. This includes oil/mining, accidental spills and corrosion of underground storage videos,
tanks, acid rain, farming and agrochemicals, industrial accidents and road debris, and Pollution
improper waste disposal. The student will be given class time to work on a table that Worksheet,
connects the different types of pollution to their pollutants, how it affects the soil, plants,
animals, and humans, and the possible effects on First Nations Traditions and ceremonies
centered around sacred plants and wildlife. This lecture will lead into the habitat
preservation that is covered in the Beaver Creek lab.
11 Soil Test Lab Main Procedures/Strategies: (A, S, Vernier
1) Break students into groups. The teacher or the students could so this, it would STSE) computer
depend on how certain students have worked together in the past and if the group carts,
will be able to focus and not distract each other.
 2) There are five different types of soil that will be provided for the students to
analyze; black earth, top soil, compost/manure, peat moss, and vermiculite. Each
group is to go through each type of soil and use the Vernier instruments to
determine the chemical structure of the soil.
3) Each lab report will have a section to list the soil being analyzed, the methods used
to measure, the findings of the instrument readings, and the students hypothesis
on the potential for growth from each type of soil. These hypotheses would focus
on what soil they think is the best, and the scientific reasoning as to why they
formed that hypothesis.
4) Each group will be given ten minutes to finish each soil type before moving on to
the next. If a group requires more time with a certain soil, they will have the
opportunity to stay after class to finish their measurements. If all the groups do not
finish all the soil types, then they will be given more time in the next class to finish
this lab.
5) If the conditions are unfavorable to groups doing all soil types, then groups will
then be assigned a soil type and they will jigsaw their data with the other groups.
Once all groups have the necessary information for each soil type, class discussion
will allow the students to bounce their hypotheses with their peers and come up
with a unified theory about effect soil conditions.

12 Soil This will be short quiz covering the topics addressed in the lecture and will serve a
Assessment/ formative and summative assessment. The formative aspect will be as an indicator of how
Quiz well the students are understanding the material and making good use of the lecture
periods. The summative aspect will serve as a mid-unit marker worth slightly more than
their labs.
13 Terminology Key vocabulary provider, natural capital, ecological goods and services, morphology, Terminolog
for Plants physiology, ecosystem, photosynthesis, respiration, net primary productivity, y work
Role monocultures, climate change, pesticides, pollination, greenhouse gas, distribution, sheet, Bill
horticulture, small-scale, large-scale, economic, environmental, stewardship, selective, Nye plant
cutting, integrated, resource, management, clear cutting, productivity, profitability video
14 Plant Morphology and physiology have been combined into one lecture to facilitate time (K)
Morphology constraints as the work period for the final presentation may take multiple class sessions.
and Morphology is the study of the plant parts, and physiology is the study of how the parts
Physiology work together as a unit. This lecture will pertain to the rest of the section, as it is the
foundations for plant study and will apply itself to all other labs and lectures. Students
should be coming to this class with a base knowledge of plant parts but it is my hope that
this section will go more in-depth than what they have previously studied.
15 Influences on The influences on pollination will cover climate change, pesticides, and distribution. These (K)
Pollination influences will then apply themselves to the final project as either ecosystem that the
student chooses has different influences based on which side of the river it is located on.
16 FNMI Plant Including FNMI significance will serve as an introduction into the next lab. Some of the (K, STSE)
Significance plants that will be found in the lab will be mentioned in this lecture in an attempt to get
students to activate prior knowledge in the next session. This lecture will be centered
around the plants used by First Nations and the uses for each plant. Possible to be
included is a short video on birch bark canoe making.
17 In-class Plant Todays lab is the process of identifying local plants in the Saskatoon area. There are many (STSE, K, Lab
Identification plants found around Saskatoon that have ties to the past through traditional uses by First A) assignment
Lab Nations people, some of which are still used today. Its important for you to be able to sheet
identify common medicinal, traditional, and food source plants from the prairies because
 its part of our heritage and they may become useful in the future. Some of the plants
around to today can be used to alleviate bug bites, upset stomachs, and rheumatoid
arthritis.
18 Beaver Creek Beaver Creek is nature preserve that is only 10 minutes outside the edges of Saskatoon. (A, Beaver
Field Trip The goal of this nature preserve is to save the natural species of plant life that was once STSE) Creek
commonly found across the prairie, but now is only found in a few small patches. As we potion of
arrive at Beaver Creek, Ill hand out a plant identification sheet with a list of plants that the final
need to be identified. As you walk around, look at different plants and use the guide to assessmen
identify them. Once you have the right plant in front of you, take a picture using your t.
phone of the plant, you can even take a selfie if you like. Once all the plants have been
identified use the picture to make a photo-journal by uploading the picture, and doing a
short write up about what plant is in the photo, how you discovered the plant and where
the plant was located on the river bank. Lastly, make a short journal entry about your time
at Beaver Creek.

19 Work Period This session will be allotted to allow the student to come together and work on their final
for presentation project. This section can be expanded into multiple class session depending
Presentation on the level at which the students are working.

20 Presentation River Ecosystem Presentation. (K, A, S, Final

of Ecosystem Now that weve identified the plants in a river/creek system, well consider how STSE) assessmen
they affect what type of soil is present and how plants shape the river systems. While at t
Beaver Creek, we notice that in the flood plain of the river, large trees were found and on description
the upper bank, on the outside of the bend, grasses and brush dominated the soil and and rubric.
larger trees werent found until much farther back. Working in groups of two or three, pick
the outer bank or flood plain of a river system and create a slide for the following
- Title of ecosystem youve chosen
- Types of plants found in your ecosystem.
- Explain how plant morphology and physiology determines the role of plants in an ecosystem. (Choose 2-
4 plants and make one slide each)
- Identify factors that influence plant pollination and reproduction. (Climate, pollinator population, pest
levels, time of year, etc.)
- With specific consideration to Beaver Creek, justify the need for habitat protection and restoration in
terms of biodiversity
- The affects water has on your ecosystem: Why are the flood plains called flood plains, and why is the
outside bank generally higher than the inside?

You will also be marked on the quality and effort put into your presentation, as well as,
your public speaking and eye contact. Feel free to use photos from your photo-journal in
your presentation. Power point, or Prezi are acceptable forms of presentation. Work with
your partner or group to split up the work load evenly and prepare to present the
PowerPoint or Prezi to the class on the due date
 Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Comments
There are multiple ties throughout the unit back to the curriculum and most if
not all my assessment pieces are based off curricular outcomes. By using the
outcomes as guides to create the unit I feel confident that there is a great deal
of alignment between the outcomes and performance assessments. The two
quizzes in the unit are centered around key terms from the outcomes, and the
final project compiles multiple indicators to create one final piece that uses all
the students knowledge from the unit and experiences from the field trips to
demonstrate what they have learned.
For struggling students:
Student who are struggling for reasons associated with learning disabilities,
certain adaptations can be made. Each one of the labs and work sheets will
have an adapted version that will require lesson inquiry based learning and
follow a more guided approach to learning the material. Work sheets that
contain a large table of related items may be reduced to include only the core
concepts. For all tests, quizzes, and projects, the students would be able to take
extra time provided they see me before the due date.
EAL student would be given the opportunity to work in similar language groups,
that they may gain confidence in their English abilities and branch out. Caution
must be taken when using the approach so that the entire work load doesnt fall
to one student with the best language ability. Other options for EAL students
would be aim from the EAL instructors at the school with translations, or
working though the assignment with the student during designated EAL
instruction.
For students who need a challenge:
For the student who need enrichment, all assignments will have additional work
associated with them. These would be handed out at my discretion for students
who have finished early and need extra work to not be a distraction the rest of
the class, or for students who have finished early and would like to take their
learning experience to the next level. For the students who need the
enrichment to reach their full potential, questions requiring greater level of self-
guided inquiry, and in depth questioning.
For most this unit I will be using a lecturing style instructional approach. The
reason for choosing lectures and labs is to make my students more accountable
for their own work. In lectures, I will expect that they take their own notes from
the slides to use in the labs. In the lab assignments it will be on the students to
work together to achieve the desired results. I will use inquiry questions to
guide the students in the right direction for each of the labs, and instruct them
how to use properly and safely all the equipment necessary. The combination of
lecturing information based on the outcomes and indicators, with labs based off
 those lectures, provides the best combination for students to learn the material.
Through lectures, the information will be given to the students and they can
begin to understand the new concepts. With the lab, the student will be able to
use those new concepts and create more concrete connections with their
understanding of how it works. If I find that my students dont respond well to
this type of instruction, I would adapt my lessons to more hands-on orientated,
as opposed to lecture and guided inquiry. This would mean reworking the whole
unit and combining introducing new concepts with hands-on work in the same
lesson, instead of in the next class period.

Resource Based Learning: The students would have access to computer carts on a regular basis for
Do the students have access to various resources researching each assigned topic, and vocabulary sheets. During the labs, the
on an ongoing basis? students have access to Vernier carts with contain small screen through which
they can view data from the devices that connect to it. The primary use of the
Vernier carts will be to analyze soil samples. Two of the labs require soil
analysis, one being checking for pollutants and identifying potential causes and
origin on that pollutant, the second labs goal is to identify which soil types are
best for growing, and what is in the soils chemical make-up that determines
that outcome.

FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?
It is my goal throughout this unit to make connections to FNMI content in
almost every lab by including essential questions surrounding areas pertaining
to First Nations communities, traditions, and beliefs. It is important to include
FNMI content but I must remain true to the curriculum and outcomes so that
the students learn the necessary information in the time I have with them. An
important factor I must remember is to not call on a student to voice their
opinion unless they choose to. It is important to not create the sense of the
token First Nations student by asking them to speak for their whole culture. If I
want someone to speak on a certain subject I would seek assistance from a
local Elder in putting me in touch with a member of the community who would
be willing to speak on behalf of their beliefs. If a student does voice their
opinion on a subject it is important that I validate their voice within the class
and not cause the student discomfort by disagreeing with their belief system.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)
 Reflections
Outcome 1
The activities I have planned are the labs and lectures, which come directly from the outcomes
and indicators. Through the labs it will allow me to assess the students understanding as they
demonstrate the outcomes I have used to create the lesson. There are two parts to this unit. One
following the outcome of soil based science, and the other about plant based. The reason I chose
these two outcomes was I would have the necessary instructional material to have my students
succeed in the final assessment that I have planned. The soil section is necessary as it pertains to
which side of the river bank the students choose for the final project. Soils will vary depending
on which side of the bank you are standing on. Students will need to understand this and
demonstrate competency in their ability to measure and differentiate between soil types, and
what each type is best suited for. The plant section also pertains to the final project as the
vegetation changes, again, depending on what side of the river you are on. For the students to
understand why the vegetation is different, and how they differ, it is important for them to first
know the different roles of plants.
Outcome 2
Using just the unit plan I believe there are goals for each lesson, though not everyone is obvious.
Each of the lessons found on the unit plan are brief descriptions of what I have planned and what
I expect to achieve at the end of that set of lessons, depending on if they take more than one class
session. As this unit plan progresses and I create fully formed lessons for each topic I plan to
address, then to goals will be much clearer and instead of a brief description of what I wish to
cover there will be a compressed lesson plan with broad topics, time management, and essential
question.
Outcome 3
Since this is geared towards a Grade 11 class room, and my ultimate goal is to begin their
preparation for university level instruction I plan on using primarily lecture style classes that will
be broken up with labs related to each topic. The reason for choosing lectures and labs is to make
my students more accountable for their own work. In lectures, I will expect that they take their
own notes from the slides to use in the labs. In the lab assignments it will be on the students to
work together to achieve the desired results. I will use inquiry questions to guide the students in
the right direction for each of the labs, and instruct them how to use properly and safely all the
equipment necessary. The combination of lecturing information based on the outcomes and
indicators, with labs based off those lectures, provides the best combination for students to learn
the material. Through lectures, the information will be given to the students and they can begin
to understand the new concepts. With the lab, the student will be able to use those new concepts
and create more concrete connections with their understanding of how it works. If I find that my
students dont respond well to this type of instruction, I would adapt my lessons to more hands-
on orientated, as opposed to lecture and guided inquiry. This would mean reworking the whole
unit and combining introducing new concepts with hands-on work in the same lesson, instead of
in the next class period.
Outcome 5
Most of my formative assessments will come from reviewing the lab results handed into me after
every activity. Though lectures do not provide the best atmosphere for assessing how the students
are grasping the material mid-class, time can be taken out of the lecture to open the floor for
questions. If no questions present themselves the they either understand, of I lost them so far
back they dont know where they are. If this occurs Ill ask the class what the last thing they
understood was and start from there. I prefer this method because it gives the students a second
chance at learning what they need to succeed, for the students that stuck with me it provides an
excellent recap of the material, and it also gives me feedback on the pacing of my lessons. If I
find that Im moving too fast for my students to follow, then I need to slow down my instruction
and give them the necessary time to process the material.
Outcome 6
My summative assessments are easy for my students to understand and use the outcomes they
have learned throughout the unit to accomplish the project. The First summative assessment is a
quiz focused on the soil unit. I chose a test for the mid-way point for the unit because it starts to
get the students to feel where a midterm might be in university classes. I also wanted something
that couls be accomplished in one class period so that I could quickly mark them and determine
where the class is at with understanding the material. If half the class fails, then I would need to
rewrite the unit to incorporate more soil lessons and reteach the sections they struggled the most
with. It makes no sense to move on to a new topic if half the class doesnt understand half of the
material necessary to complete he final project. I chose a final project style summative
assessment because it adds a sense of pride in the work the students do, an element of choice in
which river bank they present, and they must practically apply previous knowledge to create the
project. A final exam would result in regurgitation of knowledge. What Im after is deeper
understanding of the material through individual research and using what they have learned to
create a project that will be displayed for the whole class.
Outcome 7
I believe this entire justification is proof enough that I am aware of what I need to improve upon.
Biology is my secondary teaching area which means environmental science is something Ive
never taught before. I wanted to challenge myself by choosing environmental science and I
wanted to get some experience in creating lessons for classes other than my major. I also chose
this to receive feedback on how well these lessons and unit would work so I can build off the
feedback so if given the opportunity to teach this subject I have a good starting point and goals to
work towards. Any progress I would have made making this unit plan would be from getting in
the right mind set. Teaching music for four years kept me locked in music teacher mode, but
creating something for biology has made me start to think back on those classes and start to
remember the material which makes making lessons, assessments, and unit plans that much
easier.
Outcome 14
The adaptations available for my lessons are fairly minimal. Lecture style instruction is able to
reach most students while still being flexible to be adapted to fit the needs of any student in my
class. Hard of hearing students would receive instruction using an in-class PA system, which are
commonly found in schools, or they would receive written copies of the lecture notes to make
notes from. Visually impaired students could move closer to the screen during slide presentation,
or copies of the slides would be provided from them to make notes on during the lecture.
Adaptations for EAL students would come from collaboration with the EAL teacher in the school
to address the best possible solution for insuring the success of that student, whether it be pairing
with another student who speaks the same language but is more fluent in English than the
struggling student, or working with the EAL teacher directly in the room. Students with physical
disabilities would only have cause for concern during the Beaver Creek field trip. Extra care
would be taken to insure the safety of this student during the field trip, and if the student is
unable to participate, more research based projects would be assigned to make up for the missed
assignment associated with the trip.
Outcome 15
My lessons from this unit plan would create interest and interaction between students. The lab
activities create an inquiry setting around the properties of soils and plant structures. In the lab
settings the students are also paired up depending on the size of the class. Pairing them for
inquiry based learning allows the student to bounce ideas off each other and increase interaction
between the students. The Beaver Creek trip adds a competitive aspect to the classroom
atmosphere as students will spend time outside and strive to finish the photo-journal as quickly
as possible. Finally, the research presentation will have pairs or groups of students working
together to better understand a topic that they chose to study, I plan to ask each group why they
chose the side of the river bank that they did. Through inquiry based labs and presentations, it is
my goal that students will discuss their ideas and create a more open learning environment.
Outcome 16
I plan to address the literacies that the students will be focusing on during each activity
throughout the unit. This would include the interconnectedness of the lecture to the lab, labs to
previous labs, and thinking ahead to how they might apply this information to future labs or the
future in general as engaged citizens. As the unit progresses I will use the essential questions to
develop the literacies of my students. As each new concept is introduced and applied, I will ask
my students inquiry questions that guide them in the direction of thinking about how these
lessons they are learning can apply to their daily lives. The last aspect of the final project it to sit
down with the students after I have graded their presentation and have them reflect on their
performance. Addressing this topic will give the students a change to discuss with both their
partner and myself about how they felt they did, and how their partner did.
Outcome 17
Having taken most of my lecture topics from the curriculum indicators and outcomes, I have
based labs from these lectures that will allow me to assess whether the students have understood
the subject material. If the students can replicate the lab results, then it is clear to me that they
have grasped the core concepts. In this unit, I have added two definition sheets for key words,
one test, and two projects for assessment. it is my hope that these assessments in tandem with the
formative assessments during the labs I will can determine if the students have met the outcome
and indicators. The test and projects will be the best way for the students to demonstrate their
understanding of the subject material, while providing a variety of assessment formats to not
make the unit monotonous.
Outcome 18
My assessment piece meets all the basic requirements for GRASPS but could be written in
greater detail. However, the assessment piece does provide clear feedback the students can apply
what they have learned in a performance type task. Using the rubric I have created for the final
project, I can determine whether the students understand the concepts of the unit, and if they can
demonstrate that knowledge. The slides that I have asked the students to make are based off
topics covered throughout the unit.
Outcome 19
Using the outcomes as a guide line I have created a unit that will teach each outcome, and have
an assessment piece associated with each outcome. The pre-assessments will come from
observing the students during the introduction days to each topic. The formative assessments will
happen in each lecture to address the level of comprehension of the class. During lectures, I will
be asking questions to determine the level of focus in the days subject, and readdress any topics
that students may have misunderstood or simply werent paying attention to. Formative
assessments done in the labs will further indicate the level of comprehension of the students as
they attempt to apply the lecture concept to real-life settings. Finally, the summative assessments
will hopefully show me that my students have understood each lesson. The first soil test will
determine if the class is ready to move on, or if more time must be spent on that topic so more of
the class understands. It is possible to add another test for the plant section before the final
project is assigned, just as a last check before moving on the performance task. However, I feel
the making use of the plant identification at Beaver Creek would serve in the place of another
test as students will demonstrate what they know in the field.