21st Century Lesson Cycle Template

Grade:

Subject: Science

Unit: Interactions Within Ecosystems

Lesson : Video Review,
Polar Bears : A Summer
Odyssey

Driving Question: How have abiotic and biotic factors affected

the migration patterns of Canadian polar bears?
Curriculum Outcomes:
Describe interactions between abiotic and biotic factors in an ecosystem
(306-3)
Propose and defend a course of action to protect the local habitat of a
particular organism (113-11, 211-5)
Research individuals / groups in Canada that focus on the environment,
using various print and electronic sources (112-4, 112-8, 209-5)
Expected Time: 3-4 (40 minute) classes
Resources: [like flipped videos, iPads, etc.]
Internet access is essential. Colouring pencils, crayons or markers. A handout with
specific task details will be made available through Edmodo or at the following.
Student Handout. The actual CBC video Nature of Things dealing with Polar Bears
is available here.
Lesson Procedure
Teacher does (I Do):
Teacher introduces task. Before viewing the video,
the section of the textbook dealing with polar bears
should have been examined. Then, show students
the following power point dealing with polar bears.
Make available the student handout listed above.

Individual student work (You Do):

Students will view the attached video and prepare
their own answers for consideration within the

21st century skills

find, validate
remember, understand
collaborate,
communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship
find, validate
remember, understand
collaborate,
communicate

context of their partnership.

Group work (We Do): Students will work together

within the allotted time to answer the questions and
prepare their biography on David Suzuki. The
teacher will be moving from group to group
facilitating.

find, validate
remember, understand
collaborate,
communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Class share (We Share): Upon the completion of the

task, students who are comfortable with sharing their
completed project may do so. Students may also
share any new information or a-ha moments they
experienced based on completing the task. At the
end of each class a social media component exists in
students being asked to post to Edmodo (as a note)
something they learned that class about either the
video presentation or David Suzuki.

find, validate
remember, understand
collaborate,
communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Lesson Wrap Up:

At the end of each work period, a class debriefing will be held to make sure all
students are moving in the right direction and making good progress. A brief
session of Q & A will also be held. All classes will end with reminders of the criteria
to be met and the timeframe remaining.

Differentiation/Modification/Enrichment:
Normally, only groups of two students would be allowed. Groups of three would be
considered for students requiring direct adaptations. Some students may choose to
work alone. Quantity adjustments are easily made. Time adjustments for specific
students are possible, but can be challenging as this task is designed to be done in
class and not at home.

Assessment:
The observation, opinion and question portions of the task are very subjective (and
dependent on the specific student viewing the video).
The David Suzuki biography could be assessed with the following rubric.
Teacher Reflection:
The activity went very well. The students really enjoyed the video. One student
was a little upset by the image of the dead polar bear, but this particular student
was extra sensitive to these types of issues. Ive shown the video to a number of
classes and have never had any other issues with that point of the video. Many
students had heard of David Suzuki, but I feel the biographical portion of the task
was useful to enlighten students as to who David Suzuki really is.