Ecosystem Sustainability Unit Plan

Life Science: Sustainability of Ecosystems Title of Unit Science Subject Sean Mitchell Developed By Time Frame Grade Level 20-30 hours 10

Stage 1 - Identify Desired Results

Broad Areas of Learning How are the BAL incorporated into this unit? Sense of Self, Community, and Place: Students possess a positive sense of identity and understand how it is shaped through interactions within natural and constructed environments by examining ecosystems, biodiversity, and population dynamics throughout the world (SE1-SE5). They are able to nurture meaningful relationships and appreciate diverse beliefs, languages, and practices from diverse cultures on our planet by exploring cultural perspectives on sustainability (SE1). Through these relationships, students demonstrate empathy and a deep understanding of self, others, and the influence of place on identity. In striving to balance their intellectual, emotional, physical, and spiritual dimensions, students sense of self, community, and place is strengthened through analyzing population dynamics and identifying cycles, change, and stability in ecosystems around the world (SE3-SE4). Lifelong Learners: Students are curious, observant, and reflective as they imagine, explore, and construct knowledge (SE1-SE5). They demonstrate the understandings, abilities, and dispositions necessary to learn from subject discipline studies, cultural experiences, and other ways of knowing the world by exploring cultural perspectives, biodiversity, population dynamics, cycles and change in ecosystems (SE1-SE4). Such ways of knowing support students appreciation of Indigenous worldviews and learning about, with, and from others. Students are able to engage in inquiry and collaborate in learning experiences that address the needs and interests of self and others by working together, being involved in class discussions, and group activities. Through this engagement, students demonstrate a passion for lifelong learning. Engaged Citizens: Students demonstrate confidence, courage, and commitment in shaping positive change for the benefit of all through investigating human impact on ecosystems and learning ways to live sustainably and reduce these negative effects of humans on ecosystems around the world (SE5). They contribute to the environmental, social, and economic sustainability of local and global communities by exploring local and cultural perspectives on sustainability and investigating human impact on ecosystems (SE1 and SE5). Their informed life, career, and consumer decisions support positive actions that recognize a broader relationship with, and responsibility for, natural and constructed environments. Along with this responsibility, students recognize and respect the mutual benefits of Charter, Treaty, and other constitutional rights and relationships. Through this recognition, students advocate for self and others, and act for the common good as engaged citizens by exploring cultural perspectives on sustainability and human impact on ecosystems around the world (SE1 and SE5). Cross curricular Competencies How will this unit promote the CCC? This unit incorporates the following CCCs: Independent Learning involves the creation of opportunities and experiences necessary for students to

become capable, self-reliant, self-motivated, and lifelong learners who see learning as an empowering activity of great personal and social worth. Personal and Social Development deals with the personal, moral, social, and cultural aspects of each school subject and has as a major objective the development of responsible and compassionate citizens who understand the rational basis for moral claims. Critical and Creative Thinking is intended to help students develop the ability to create and critically evaluate ideas, processes, experiences, and objects related to science. Communication focuses on improving students understanding of language use in science. Numeracy involves helping students to develop a level of competence that allows them to use mathematical concepts in science. Technological Literacy helps students appreciate that technology and science are interrelated and dependent on each other. Learning Outcomes What relevant goals will this unit address? (must come from curriculum; include the designations e.g. IN2.1) SE1: Explore cultural perspectives on sustainability. SE2: Examine biodiversity within local ecosystems. SE3: Analyze population dynamics within an ecosystem. SE4: Identify cycles, change, and stability in ecosystems. SE5: Investigate human impacts on 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... Studying ecological concepts highlights relationships and interdependencies among biotic and abiotic factors in ecosystems. Different cultures understand these relationships in different ways, which can lead to differing perspectives on how best to adopt sustainable practices. Sustainability is a paradigm or worldview that refers to the ability to meet the needs of the present generation without compromising the ability of future generations to meet their needs. The dynamic nature of ecosystems is revealed through the study of interrelationships such as the flow of energy through an ecosystem. The actual biodiversity of different types of ecosystems varies, even when those ecosystems are healthy. The change in population of a species may vary over time, due to both natural and human causes. Population dynamics is the study of these changes and the limiting factors that influence populations. Rapid population changes, such as the introduction of an invasive species or the extinction of a species due to bioaccumulation of toxins, may change the nature of interactions and interrelationships within an ecosystem. The Earth is a closed system in which matter is neither created nor destroyed. Nutrients are essential for life cycles through various geochemical cycles such as the carbon cycle, nitrogen cycle, and water cycle. Related misconceptions North American cultural perspectives on how best to adopt sustainable practices are superior to other cultures perspectives. Biodiversity is evenly spread over the globe.

Essential Questions What provocative questions will foster inquiry into the content? (openended questions that stimulate thought and inquiry linked to the content of the enduring understanding) Content specific. What is sustainability? What is biodiversity and how is it measured? How does biodiversity serve as an indicator of an ecosystems health? How does energy flow through an ecosystem? How does protecting at-risk species help to improve an ecosystems health? What natural biotic and abiotic factors influence populations within ecosystems? How do scientists document population dynamics? How does the concept of cycles help humans understand the workings of a complex entity such as an ecosystem? How do carbon, nitrogen, and oxygen cycle through an ecosystem? How do human actions affect nutrient cycles in an ecosystem? Identify and explain some human impacts on ecosystems? FNMI, multicultural, cross-curricular This unit will incorporate FNMI content through giving the students the opportunity to research different cultural perspectives on ecosystem sustainability. They will also have an elder come into the classroom and discuss how FNMI view ecosystem sustainability.

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. Students will know... A systems approach to studying ecological concepts highlights relationships and interdependencies among biotic and abiotic factors in ecosystems. Different cultures understand these relationships in different ways which can lead to differing perspectives on how best to adopt sustainable practices. Sustainability is a paradigm or worldview that refers to the ability to meet the needs of the present generation without compromising the ability of future generations to meet their needs. The dynamic nature of ecosystems is revealed through the study of interrelationships such as the flow of energy through an ecosystem. Plants and animals obtain their energy from the Sun, either directly or indirectly. Scientists represent the flow of energy using food webs, food chains, and pyramids of energy, numbers, and biomass. Biodiversity, the measure of the number and variety of species in an ecosystem, is an indicator of the health of an ecosystem. The actual biodiversity of different types of ecosystems varies, even when those ecosystems are healthy. The change in population of a species may vary over time, due to both natural and human causes. Population dynamics is the study of these changes and the limiting factors that influence populations. Rapid population changes, such as the introduction of an invasive species or the extinction of a species due to bioaccumulation of toxins, may change the nature of interactions and interrelationships within an ecosystem. The Earth is a closed system in which matter is neither created nor destroyed. Nutrients essential for life cycle through various geochemical cycles such as the carbon cycle, nitrogen cycle, and water cycle.

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 be able to Illustrate the cycling of nutrients and matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen. Explore cultural perspectives on sustainability. Observe and document a range of organisms to illustrate the biodiversity within a local ecosystem. Explain how the biodiversity of an ecosystem contributes to its sustainability. Describe the mechanisms of bioaccumulation and biomagnification. Analyze population dynamics within an ecosystem. Explain various ways in which natural populations maintain equilibrium and relate this equilibrium to the resource limits of an ecosystem. Construct and/or interpret graphs of population dynamics. Investigate human impacts on ecosystems.

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 R Role

What should students accomplish by completing this task? What role (perspective) will your students be taking?

The students main assessment will be a group presentation performance task. The student groups have created a unique presentation through the web based sharing cite Popplet. The groups will present their popplet presentations to myself, my host teacher, and the rest of the class. The students will be asked questions with regards to the knowledge content after their presentations. Each student will be assessed using the following rubric. I will assess each student using this rubric and each student will also use this rubric to complete a self-assessment.

A Audience S Situation

Who is the relevant audience?

The context or challenge provided to the student.

P Product, Performance

What product/performance will the student create?

EVALUATION OF A PROBLEM-BASED LEARNING EXPERIENCE Knowledge Content of Ecosystem Sustainability: Listed below are the targets for this case. You will rate yourself on how well you have met the target and we will rate you as well. 1 Did not meet this target. 2 Mostly met this target. (I can explain some of it) 3 Met this target completely. (I can explain the whole target) 4 I can explain this target and give examples that I discovered in my research.

_____I can understand the cycling of nutrients and matter through ecosystems by tracking carbon, nitrogen, and oxygen. S Standards & Criteria for Success
Create the rubric for the Performance Task

_____I can explain different cultural perspectives on sustainability. _____I can describe the biodiversity within a local ecosystem by identifying a range of organisms. _____I can explain how the biodiversity of an ecosystem contributes to its sustainability. _____I can describe the mechanisms of bioaccumulation and biomagnification. _____I can understand population changes within an ecosystem through migration, immigration, and succession. _____I can explain different ways in which populations increase, decrease, and remain constant based on natality rates, mortality rates, and carrying capacity. _____I can understand how humans have affected ecosystems.

Other Evidence

Student Self-Assessment

Through what other evidence (work samples, observations, 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. Not only will the students be assessed on their final presentation performance task using the rubric above but they will also be assessed on their individual tasks during each of the lessons. These include the created key term list, ecosystem food chain, exit slips, and ecosystem biodiversity summary exercise.

How will students reflect upon or self-assess their learning?

The students will perform a self-assessment at the end of the unit using the created rubric above.

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 preplanning 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? Problem-based learning (PBL) is an exciting way to learn biology and is readily incorporated into my lessons. PBL engages students in solving authentic biological case problems, stimulating discussion among students and reinforcing learning. A problem-based learning environment emulates the workplace and develops self-directed learners. This is preferable to a mimetic learning environment in which students only watch, memorize, and repeat what they have been told. How will you engage students at the beginning of the unit? (motivational set) I plan on getting the students engaged in this unit by showing a portion of an extremely interesting documentary series called Planet Earth. The series is about all the different biodiversity found around the world in different ecosystems. The series is beautifully captured with amazing cinematography and unique scientific speakers. It truly grabs your attention and investigates all kinds of incredible creatures found on our planet. 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 Planet Earth video and Ecosystem Biodiversity key terms list for reference and understanding Independent Learning Personal and Social Development Critical and Creative Thinking Communication Technological Literacy Planet Earth video Textbooks Internet access Paper Pencils Laptops

This lesson will begin with the class watching a video titled Planet Earth. This video shows biodiversity all around the world. Next I will introduce a prepared a list of all key terms included in this unit. Next break the students into pairs or small groups and assign each group 3-4 terms. Each group will research the key terms finding their definition and importance as well as giving examples and creating drawings/diagrams if needed. Example: Biodiversity: A measure of the number and variety of species in an ecosystem. Biodiversity is important because it can be an indicator of an ecosystems health. The groups will then present their terms to the rest of the class, teaching them definition and importance, using examples and diagrams. Students will write down all terms discussed in class including their definition and importance. Thus creating a list of all-important terms to use as a reference, connect ideas, and develop and deepen understanding of the ecosystem biodiversity topic.

Grassland ecosystem and

Brainstorm components of a grassland ecosystem as a class. Distinguish which are biotic

Independent Learning Personal and Social

Textbook Internet access

food chain

and abiotic by students referring back to there definitions list. From the list of brainstormed living components construct a typical prairie food chain through students visualizing which organism eats which. This can be represented through a graphic representation on the overhead or smart board. Example: grass-grasshopper-mousesnake-hawk. Ask the students to look at their list of key terms and as a class and classify the organisms by trophic level, consumer level, and how they obtain food. Example: snake: 1st trophic level, tertiary consumer, and carnivore. With the remaining time ask students to complete an exit slip by classifying 2-3 other organisms from the living components discussed within a grassland ecosystem. Break students into small groups and assign them one major ecosystem on the planet. Ask the students to research and visualize their ecosystem, brainstorming and creating a list of biotic and abiotic components. The students will then use the biotic living components list to classify the organisms according to trophic level, consumer level, and how they obtain food. Finally the students will visualize and create a food chain with a minimum of 4 organisms from the knowledge they have acquired of the ecosystem. Example: Tundra ecosystem: mosses-arctic hare-polar bear-bacteria. At the end of class the students must present their ecosystem food chain to the rest of class. Break students into groups and give each group a large piece of paper and a marker. Assign each group a different species term (extinct, endangered, vulnerable, threatened, and extirpated). Ask the students to create a concept map. First, write the assigned term with definition in the middle bubble of the paper. The definition can be found from their key term list. Second, each group will have 5-7 minutes to read the term and definition and to discuss, brainstorm, and agree on species in ecosystems around the world that they believe to fall under their category. Example: endangered species-tigers. The students will then write the species they agreed upon down into smaller bubbles extending from the middle bubble term and definition on their sheet of paper. After 5-7 minutes the groups will rotate papers with another group, and will be given time to add or remove any species that they agree upon. This rotation will occur until each group has had the opportunity to discuss each category. At the end of the lesson the class as a whole will then look at each individual category or paper and with the help of the teacher come to a correct conclusion as to which species were correctly placed within the category and which were not.

Development Critical and Creative Thinking Communication

Paper Pencils

World ecosystems and food chains

Extinct, endangered, vulnerable, threatened, and extirpated species in ecosystems

Independent Learning Personal and Social Development Critical and Creative Thinking Communication Technological Literacy Independent Learning Personal and Social Development Critical and Creative Thinking Communication

Textbook Internet access Paper Pencils Key term sheet www.popplet.com Textbook Internet access Key term sheet Paper Markers

Ecosystem biodiversity summary.

Present the class with a power point presentation consisting of numerous photos of components of ecosystems around the world. Present one photo at a time for 1-2 minutes and explain to the students that they should look at each photo and write as much information on each photo as they can recall: the ecosystem the photo belongs to, if it is biotic or abitoic, its trophic level, consumer level, how it obtains food, if it is extinct, endangered, vulnerable, threatened, or extirpated. Number each photo and allow the students 1-2 minutes to record the number of the photo and as much knowledge they have on each picture. Collect their worksheets. As a class go through each photo and discuss/reflect on any aspects learnt thus far with regards to ecosystem biodiversity. The students worksheets that were collected can be used as an assessment tool.

Independent Learning Personal and Social Development Critical and Creative Thinking Communication

Textbook Internet access PowerPoint presentation Paper Pencils

Ecosystem Sustainability Case Disclosure #1

This lesson will include ecosystem sustainability content through an inquiry Problem Based Learning case. The students will be introduced to disclosure 1 of the case problem and we will read it and discuss it as a class(10 mins). The students will then be placed into groups and introduced to a problem statement sheet. They will need to identify the problem and complete the problem statement sheet(20 mins). The student groups will then be introduced to the use of Popplet using www.popplet.com. The instructions on how to sign up and use Popplet as a group will be facilitated with the use of a smartboard. (20 mins). The students will then be given time to explore how to use popplet and practice how it works (15 mins). This lesson will include ecosystem sustainability content through an inquiry Problem Based Learning case. The students will be introduced to disclosure 2 of the case problem (20 mins). The students will then be asked to discuss, divide, and research disclosure 2 and post their findings on popplet(60 mins). Once finished they will then continue the PBL cycle and share/discuss their research findings as a group(30 mins). This lesson will include ecosystem sustainability content through an inquiry Problem Based Learning case. The students will be introduced to disclosure 3 of the case problem. The students will then follow the cycle and discuss disclosure 3 as a group, identify the important aspects of it, recognize what they need to know, and divide up the research(20 mins). The students will then research their parts of disclosure 3 and post their findings on popplet(60 mins). The students will then meet back up as a group and discuss, share, and learn what each individual had researched and posted on popplet(30 mins). This lesson will include ecosystem sustainability content through an inquiry Problem Based Learning case. . The students will be introduced to disclosure 4 of the case problem. The students will then follow the PBL cycle and discuss disclosure 4 as a group, identify the important aspects of it, recognize what they need to know, and divide up the research(25 mins). The students will then research their parts of disclosure 4 and post their findings on popplet(60 mins). The students will then meet back up as a group and discuss, share, and learn what each individual had researched and posted on popplet(30 mins). This lesson will include ecosystem sustainability content through an inquiry Problem Based Learning case. . The students will be introduced to disclosure 5 of the case problem. The students will then follow the PBL cycle and discuss disclosure 4 as a group, identify the important aspects of it, recognize what they need to know, and divide up the research(25 mins). The students will then research their parts of disclosure 5 and post their findings on popplet(60 mins). The students will then meet back up as a group and discuss, share, and learn what each individual had researched and posted on popplet(30 mins).

Independent Learning Personal and Social Development Critical and Creative Thinking Communication

Textbook Internet access Paper Pencils Disclosure #1 sheet Problem statement sheet www.popplet.com Laptop computers Textbook Internet access Paper Pencils Disclosure #2 sheet www.popplet.com Laptop computers Textbook Internet access Paper Pencils Disclosure #3 sheet www.popplet.com Laptop computers Textbook Internet access Paper Pencils Disclosure #4 sheet www.popplet.com Laptop computers Textbook Internet access Paper Pencils Disclosure #5 sheet www.popplet.com Laptop computers

Ecosystem Sustainability Case Disclosure #2

Independent Learning Personal and Social Development Critical and Creative Thinking Communication Independent Learning Personal and Social Development Critical and Creative Thinking Communication

Ecosystem Sustainability Case Disclosure #3

Ecosystem Sustainability Case Disclosure #4

Independent Learning Personal and Social Development Critical and Creative Thinking Communication

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Ecosystem Sustainability Case Disclosure #5

Independent Learning Personal and Social Development Critical and Creative Thinking Communication

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Ecosystem Sustainability Case Disclosure #6

This lesson will include ecosystem sustainability content through an inquiry Problem Based Learning case. . The students will be introduced to disclosure 6 of the case problem. The students will then follow the PBL cycle and discuss disclosure 4 as a group, identify the important aspects of it, recognize what they need to know, and divide up the research(25 mins). The students will then research their parts of disclosure 6 and post their findings on popplet(60 mins). The students will then meet back up as a group and discuss, share, and learn what each individual had researched and posted on popplet(30 mins).

Independent Learning Personal and Social Development Critical and Creative Thinking Communication

Textbook Internet access Paper Pencils Disclosure #6 sheet www.popplet.com Laptop computers

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?

Comments
There is a major alignment between outcomes, learning experiences, and performance assessment. The learning outcomes are directly linked and connected to the major performance assessment rubric. The students will be assessed on a rubric scale on how well they researched, presented, and understood all learning outcomes and indicators. For struggling students: Students who struggle with the PBL process will be put into collaborating case groups with students who excel at the process. This will enable them to learn through others as well as maintain success with the unit. Struggling students will also be given the opportunity to show their research and understanding in a variety of ways that suits their needs. For students who need a challenge: Students who need a challenge will be given the opportunity to research as much of the material in each disclosure of the case as they choose. This will push them to aim high and to strive for their best. Each lesson has a small amount of teacher directed instruction and learning, as well as a major component of the PBL process which is student driven learning. Students have access to and use resources daily. The students are required to research through technology-based resources each day. The incorporation of diversity in the lessons is done whenever possible. A diverse classroom is a classroom full of unique experiences and resources. FNMI elders are a unique resource in which Oskayak High school teachers can involve into units.

Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches? Resource Based Learning: Do the students have access to various resources on an ongoing basis? FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honoring each childs identity?