Education 3601

Grade 7:
Ecosystems & Interactions
___

Brittany B., Chelsea H. & Jordan I.

Part A: Inquiry Question and Curriculum Map

Essential Question:
How do humans impact their environment?

Part B: Focusing Question (5pg. Double spaced)

Rationale
The science program of studies aims as a guide for teachers to teach students multiple skills
that students will require as 21stcentury learners. Skills, knowledge and attitude are all
aspects that students are expected to be able to demonstrate in every grade through different
topics of study. Each unit is important in building the foundation of knowledge that students
will require to be able to understand the connections of themselves and their own
environments. The science program allows students to develop inquiry and curiosity to guide
their knowledge. Although, difficult to do, passionate teachers show students the excitement
and appreciation students begin to develop at a young age. Each topic is important for
students as well as gives each individual a taste of the differentiating fields of science:

biology, chemistry and physics. Each field of study gives further insight to the working world
around us but all have the same intent of focus, building knowledge, skills and attitude.
This unit allows students to explore the interactions that they are apart of in their ecosystem.
Nature of science and all of its characteristics are easily implemented in this unit to allow
students to explore their curiosity and wonderment in their own backyard. Through
monitoring an ecosystem, students will learn how to be inquisitive and ask further and deeper
questions to truly understand the energy transfer and be able to re-create the foodweb.
Monitoring isnt always a cut and paste type of activity, therefore, students will have to learn
how to be problem-solvers. Through monitoring an environment, students will also learn the
social and cultural impact on the area they have chosen and possible implications that may
occur as a result. Aside from the skills students will be learning, they will be gaining a vast
amount of knowledge that will ultimately change their attitude towards the environment once
they have been immersed into it. This may include understanding energy movements and
actions, both positive and negative, that we inflict on our environment. It is important to
understand the world around us to make better informed decisions on how to manage the
resources we have in front of ourselves. By gaining this knowledge, we are immersed in our
environment and begin to appreciate what each of the trophic levels in the environment have
to offer us and how we can impact them. Through understanding our local environment we
are able to further understand how we impact the global environment. This understanding of
connectedness enables us to change actions that were once contributors and become
conservationists of our environment. There are countless ways to teach this unit, but a
passionate teacher embedding the nature of science is bound to have success in the
classroom.

Key Questions
What are some examples of ecosystems in our local area?
How do we use/rely on our local ecosystems?
What are the needs and requirements of a basic ecosystem?
What would result from the removal of an ecosystem with a significant impact?
How do different cultures use the environment differently and the same?
What has been already implemented to restore or preserve pre-existing ecosystems?
How do I, as an individual, impact my environment?
How can we create awareness about our surrounding environment?
How do FNMI perspectives differ or compare to my own?

Assumptions of Previous Knowledge & NOS

For this unit, we are assuming that students have previous knowledge about what comprises
an ecosystem (i.e., abiotic and biotic factors). Students are able to create food webs based on
their understandings of relationships between producers, consumers and decomposers. To be
able to make connections between trophic levels, students would have to be able to think
critically and analyze an ecosystem. Students are aware of what human impacts are and how
they can affect an ecosystem both positively and negatively. Individuals in the classroom also
have experience with management practices that we implement for already learned
ecosystems, most likely wetlands.
As for the nature of science, we are assuming students are aware of the scientific method,
noting that it isnt always sequential. Science doesnt always have to be solely experiments
but can occur from observations too. Scientists have to be creative and effective at problem
solving. Science can be biased depending on the scientists background, therefore, students
should be aware that when interpreting data, each person may interpret it differently due to

their own previous knowledge and background. Science is tentative and capable of change
due to different technology and methods. Students to compare understandings from similar
things but the interpretations can differ due to the advancement in technology. For example,
interpretation of the Burgess Shale Fossils in the geological timeline due to new DNA
analysis.
1. c.
How could this be a cross-curricular project? Where could you bring in mathematics,
Language Arts (and not vocabulary words), Social Studies, Art, music for example.
This unit can incorporate many different subjects. In social studies, we are able to study the
FNMI cultures that surround and depend on the local environment. FNMI uses of the plants
and animals found in the area and how their presence in the ecosystem affect the FNMI
nations. In our unit, we have planned to bring experts in such as an Elder to talk about the
FNMI view towards the land and their historical practices within the land. An elder with
experience could talk about their experience with dealing with land issues, for example, the
implementation of the Oldman River dam.
In math, students are able to detect and reason with different patterns that are typically
found in nature. For example, when comparing two different types of ecosystems, students
must reason why certain plants and animals are found in that particular area and not the
other? What does the plant or animal require that the ecosystem is able to provide them?
When students are monitoring pattern recognition, it is important to draw conclusions.
Students will be able to monitor the amount of precipitation and determine why there is that
much precipitation, and explain how the geography influences precipitation?

In art, to gain appreciation for the environments in the local area, students can create an
interpretation of how they view their environment and their own individual impact. Students
can visually display their ideas and wonders regarding the surrounding world. Students will
be creating a short video to represent the understandings of who is involved in an ecosystem
and the connectedness that each organism has.
In language arts students can write about their experience with nature and record their
information and details of their project in the form of a journal. Students can also write plans
of actions and proposals regarding future conservation and protection of their areas of
interest. Individuals can practice formally documenting their information and presenting it
in an appropriate manner. As well throughout the unit students have multiple opportunities
to reflect on their expanding knowledge through the use of Journals.
In physical education students can physically explore the environment they wish to study or
focus on experiencing it through hiking, running and nature walks. Students are given the
opportunity to experience different environments in an active manner rather than simply
learning about the surrounding world from the eyes of a desk. Through an improvement
program students could have an opportunity to plant and landscape the environment to
promote better use of the land for all different types of organisms and not just humans. As
well students can clean up their own local area to show appreciation for their ecosystem.
Students can then practice the skills needed for being active members in an outdoor
environment.

Connection to the Program of Studies

Critical Inquiry Question:
How do humans impact their environment?

Knowledge & STS Outcomes

GLOs:
Unit A
:
Interactions and Ecosystems.
Unit B:

Plants for Food and Fibre.

Unit C

:
Heat and
Temperature.
Unit E
:
Planet Earth

Unit A
: (1) Investigate and describe relationships between humans and their

environments, and identify related issues and scientific questions

Unit A:
(2) Trace and interpret the flow of energy and materials within an ecosystem.
Unit A
: (3) Monitor a local environment, and assess the impacts of environmental

factors on the growth, health and reproduction of organisms in that environment

Unit A
: (4) Describe the relationships among knowledge, decisions and actions in

maintaining life-supporting environments

Unit B:
(1) Investigate plant uses; and identify links among needs, technologies,

products and impacts

Unit B:
(3)Analyze plant environments, and identify impacts of specific factors and

controls

Unit B
: (4) Identify and interpret relationships among human needs, technologies,

environments, and the culture and use of living things as sources of food and fibre

Unit C
: (4) Analyze issues related to the selection and use of thermal technologies, and

explain decisions in terms of advantages and disadvantages for sustainability

Unit E:
(1) Describe and demonstrate methods used in scientific study of Earth and in

observing and interpreting its component materials

SLOs:
Unit A
(1-3) identify examples of human impacts on ecosystems, and investigate and analyze
the link between these impacts and the human wants and needs that give rise to them
(e.g.,
identifyimpactsoftheuseofplantsandanimalsassourcesoffood,fibreandothermaterialsidentify
potentialimpactsofwasteproductsonenvironments)

Unit A
(1-4) analyze personal and public decisions that involve consideration of

environmental impacts, and identify needs for scientific knowledge that can inform those
decisions
Unit A
(2-2) analyze ecosystems to identify producers, consumers and decomposers; and
describe how energy is supplied to and flows through a food web, by:

describing and giving examples of energy and nutrient storage in plants and animals

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describing how matter is recycled in an ecosystem through interactions among plants.

animals, fungi, bacteria and other microorganisms

interpreting food webs, and predicting the effects of changes to any part of the web

Unit A
(2-4) identify mechanisms by which pollutants enter and move through the

environment, and can become concentrated in some organisms

(e.g.,acidrain,mercury,PCBs,
DDT)

Unit A
(3-1) investigate a variety of habitats, and describe and interpret distribution patterns
of living things found in those habitats
(e.g.,describeandcomparetwoareaswithintheschool
groundsarelativelyundisturbedsiteandasitethathasbeenaffectedbyheavyusedescribeand
compareawetlandandadrylandareainalocalparkland).

Unit A
(3-2)investigate and interpret evidence of interaction and change (
e.g.,population

fluctuations,changesinweather,availabilityoffoodorintroductionofnewspeciesintoanecosystem)

Unit A
(3-3)identify signs of ecological succession in local ecosystems
(e.g.,emergenceof

fireweedinrecentlycutforestareas,replacementofpoplarbyspruceinmaturingforests,reestablishment
ofnativeplantsonunusedfarmland)

Unit A
(4-1)identify intended and unintended consequences of human activities within local
and global environments
(e.g., changes resulting from habitat loss, pest control or from
introduction of new species; changes leading to species extinction)

Unit A
(4-2)describe and interpret examples of scientific investigations that serve to inform
environmental decision making

Unit A
(4-3) illustrate, through examples, the limits of scientific and technological knowledge
in making decisions about life-supporting environments
(e.g., identify limits in scientific

knowledge of the impact of changing land use on individual species; describe examples in which
aboriginal knowledgebased on long-term observationprovides an alternative source of
understanding)
Unit A

(4-4)analyze a local environmental issue or problem based on evidence from a variety

of sources, and identify possible actions and consequences

(e.g., analyze a local issue on the
control of the beaver population in a nearby wetland, and identify possible consequences)

Unit B
(1-2) describe humans uses of plants as sources of food and raw materials, and give
examples of other uses

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Unit B
(1-4) investigate practical problems and issues in maintaining productive plants within
sustainable environments, and identify questions for further study
(e.g.,investigatethe
longtermeffectsofirrigationpracticesorfertilizeruse)

Unit B
(3-4) describe and interpret the consequences of using herbicides, pesticides and
biological controls in agriculture and forestry.

Unit B
(4-2) investigate and identify intended and unintended consequences of

environmental management practices

(e.g.,identifyproblemsarisingfrommonoculturallandusein
agriculturalandforestrypractices,suchassusceptibilitytoinsectinfestationorlossofdiversity)

Unit B
(4-3) identify the effects of different practices on the sustainability of agriculture and
environmental resources
(e.g.,identifypositiveandnegativeeffectsofusingchemicalfertilizersand
pesticidesandofusingorganicfarmingpractices)

Unit C
(4-1) identify and evaluate different sources of heat and the environmental impacts of
their use
(e.g., identify advantages and disadvantages of fossil fuel use; compare the use of
renewable and nonrenewable sources in different applications)

Unit E
(1-1) investigate and interpret evidence that Earths surface undergoes both gradual
and sudden changes

Skills Outcomes
Unit A, B, C & E:
Initiating and Planning:
identify scientific issues
identify questions to investigate arising from practical problems and issues

Performing and Recording:

research information relevant to a given problem or issue
select and integrate information from various print and electronic sources from

several parts of the same source

use tools and apparatus effectively and accurately for collecting data

Analyzing and Interpreting:

compile and display data, by hand or computer, in a variety of formats, including

diagrams, flow charts, tables, bar graphs and line graphs

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Communication and Teamwork:

communicate questions, ideas, intentions, plans and results, using lists, notes in point

form, sentences, data tables, graphs, drawings, oral language and other means
evaluate individual and group processes used in planning, problem solving, decision

making and completing a task

defend a given position on an issue, based on their findings

Attitude Outcomes
Unit A, B, C & E:
Interest in Science
through exploring their own environments, finding personal connections and then

building on them to connect to a global experience

Mutual Respect
learning to respect others views and opinions toward a similar topic

Scientific Inquiry
learning how to ask questions and find ways to seek those answers, look at sources

critically and then make their own individual decision with the array of knowledge
Collaboration
learning how to work both individually but also with different groups and with

different people
Stewardship
learning how to respect the environment and how to take care of it

Safety
safe practices when monitoring, conducting experiments and using various tools

Differentiation
Ideas for addressing the diverse learning needs:

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For researching, allow students to choose how they find their information (internet,

textbooks, interviewing, group work, videos).

Multiple ways to present summative end projects (posters, presentations, reports,

portfolios, journals, art pieces).

Collaborative class work, group work, or individual work based on student preference.
Visual, audio, and written instructional opportunities.
Hands on activities/field trips experiencing the environment.
The use of anchor activities for students that need work to keep busy and have a

related topic of interest to explore.

Ideas for addressing indigenous knowing:
Bring in an elder to educate about the local environment and FMNI land use.
Share a FNMI tale or story about impacting the environment.
Research ways that FMNI cultures relied on the environment in the past.
medicinal uses, everyday uses, hunting/fishing, structural uses, clothing
FNMI issues within the local area
FNMI land uses and changing environments (i.e., building of the Oldman River

Dam), land rights

Part C: Time/Structure of the Unit

LessonandTopic
CurriculumKeyConcepts
Resources Assessment(FOR, Textbook
Knowledge& Skills Attitudes andActivities

ASandOF)
Readingsand
STS
Total32days
RelevantQs
Science
Focus7
1)Introduction

1day

A13

A22s
A41s
A42s

*Collaboratio
n
*Mutual
Respect

Collaborative
Discussion
studentswill
createtheir
owndefinition
ofwhatan
ecosystemis?
Andwhatcan
befoundinan
ecosystem.
Whattypeof

*Preassessment
None
posterpaperon
studentscurrent
knowledgeabout
ecosystemsand
whatisincludedin
anecosystem(FOR)
*Startingtobuild
theirownindividual
portfolio(FOR,AS,
OF)

Concepts
UnitTopic

A:Interactions
&Ecosystems

14

ecosystemsare *Observations(FOR)
inourlocal
area?
2)LocalEcosystem
Poster

A13
A22
A31
A43

A14s
A22s
A42s

*Collaboratio
n
*Mutual
Respect
*Safety
*Interestin
Science
*Scientific
Inquiry

*Studentsget
toexplorean
assignedlocal
ecosystem
throughvarious
modes(i.e.,
plantsamples,
internet,
textbook,etc.)
*Studentswill
createaposter
basedonthe
information
theyvefound
ontheir
assigned
ecosystem

*Postertoputinto None
portfolio(FOR)
*ExitSlip(FOR)
*Observations(FOR)

A:Interactions
&Ecosystems

3)JigsawEcosystem
NatureWalk

A22
A32

A14s
A21s
A22s
A23s
A32s
A33s
A41s
A42s

*Collaboratio
n
*Mutual
Respect
*Safety
*Interestin
Science
*Scientific
Inquiry

Onelesson:
*Studentswill
startto
researchand
brainstormthe
rolesandwhat
arethey
componentsof
anecosystem

*FoodWeb
Presentation(FOR,
AS)
*ExitSlip(FOR)
*Reflection(FOR
andAS)
*WeeklyQuiz(FOR,
AS,OF)
*Observations(FOR)

A:Interactions
&Ecosystems
B:Plantsfor
FoodandFiber

23days

4days

OneLesson:
*Studentswill
explorethe
different
componentsof
anecosystem
(i.e.,abioticand
bioticfactors,
producers,
consumersand
decomposers)
onanature
walk

Research
AssignedTopic
forAdditional
Information

Readpages13;
3845

15

*Withthe
studentsa
rubricwillbe
created
togetherof
whatcriteria
needstobe
metwiththe
video

OneLesson:
*Studentswill
startcreating
theirvideosin
class

OneLesson:
*Studentswill
presenttheir5
minute
presentation
abouttheir
foodweb

4)History,Succession A13
&SpeciesatRisk
A32
A33

A41
6days
A43
A44
E11

A11s
A12s
A22s
A41s
A43s

*Collaboratio
n
*Mutual
Respect
*Safety
*Interestin
Science
*Scientific
Inquiry

OneLesson:
*Reviewof
Grasslands
*Jigsaw:cities,
plant&animal
species,climate
and
topography

*postersthatwhen ReadPages:
piecedtogether
5657;6467
wouldcreateamap
oftheecosystem
(FOR)
*filledintimeline
(FOR)
*visual
representationof

succession(FOR)
TwoLessons:
*DailyReflection
*Lecture:Why (FOR,AS,OF)
isthelandscape *ReviewQuiz(FOR,
thewaythatit AS,OF)
isnow?How
*Observations(FOR)
hastimeand
geological
processes

A:Interactions
&Ecosystems
E:PlanetEarth

16

changedthe
surface?Aswell
ashumanshave
changedthe
landscape?
*Studentswill
fillinablank
timelineduring
thelecture

TwoLessons:
*FieldTripto
LoggingCut
blocksin
Sparwood,BC
*Reclamation
Specialistfrom
Logging
Companywill
guideclass
through
differentstages
ofsuccessionof
aforest
ecosystem
*Thefollowing
daystudents
willcreatetheir
own
interpretation
ofsuccessionas
wellarubric
willbecreated
withstudents
toactasa
guidelinefor
thepiece.

OneLesson:
Webquest:
Studentsin
pairswill

17

explorealisted
speciesinthe
grassland
regionandwhy
theyrea
concerned
speciesand
management
practicesto
helpimprove
theirstatus
5)FNMILandUses&
Viewing

A13
A43
B12
B14

A22s
A41s

*Mutual
Respect
*Interestin
Science
*Scientific
Inquiry

Onelesson:
*DailyReflection
*ElderVisit
(FOR,AS,OF)
abouttheirland *Observations(FOR)
usesandplant
usesandviews
abouttheland

A:Ecosystem&
Interactions
B:Plantsfor
foodandfiber

A11s
A12s
A21s
A31s
A42s

*Collaboratio
n
*Mutual
Respect
*Interestin
Science
*Scientific
Inquiry

Onelesson:
*guided
worksheet&
stations

*Worksheetof
ReadPages
CarbonandWater 4954
Cycle(FOR)
*Observations(FOR)
*ExitSlip(FOR)
*ReviewQuiz(FOR,
AS,OF)

A:Ecosystem&
Interactions
B:Plantsfor
FoodandFiber
C:Heat&
Temperature

*ExitSlip(FOR)
ReadPages:
*Observations(FOR) 6263

B:Plantsfor
FoodandFiber

2days

6)Water&Carbon
CycleandPollutants

3days

A24
B31
B34
B42
C41

7)Management&
Conservation

A14
A32
A41

A12s
A21s
A22s

OneLesson:
*guided
worksheet&
stations

Onelesson:
*
bioaccumulatio
nvs
biomagnificatio
nvisualactivity
*3Stations:
CaseStudyon
DDTs&
Mercuryand
pollutantgizmo

*Collaboratio OneLesson:
n
*Rattlesnake
Video

18

A42
B42

A31s

3days

*Mutual
Respect
*Interestin
Science
*Scientific
Inquiry

*CaseStudy:
*DailyReflection
Managementof (FOR,AS,OF)
Rattlesnakes

OneLesson:
*CaseStudy:
InvasiveSpecies

OneLesson:
*Conservation
Officertalking
about
management
practices,how
political
decisionsaffect
management
andpolicies

8)Environmental
Monitoring

4days

A13
A22
A31
A32
A42
A43

A11s
A12s
A13s
A14s
A22s
A23s
A24s
A31s
A32s
A33s

*Collaboratio
n
*Mutual
Respect
*Safety
*Interestin
Science
*Scientific
Inquiry

4consecutive
lessons:
*Studentswill
bemonitoring
variouschanges
inthatareafor
aperiodof
time.Suchas:
weather,
amountof
rainfall,
observable
formsoflife
(i.e.,
earthworms
aboveground),
livingand
nonlivingthings
(i.e.,scat)
*Studentswill
beprovided
withasimpleto
followchartto
recordtheir

*ExitSlip(FOR)
ReadPages:
*DailyReflection
6874
(FOR,AS,OF)
*Observations(FOR)

A:Interactions
&Ecosystems

19

observations
andblankspots
todrawwhat
theyareseeing
9)Environmental
IssuesorProblems
Presentation

34day

A13
A14
A24
A32
A41
A42
A43
A44
B42

A11s
A12s
A14s
A21s
A22s
A32s
A41s
A42s
A43s

*Collaboratio
n
*Mutual
Respect
*Interestin
Science
*Scientific
Inquiry

TwoThree
Lessons:
*Studentswill
beingroupsof
34towork
togetheron
creatinga
presentation
aboutalocal
issueor
problem.They
willstatethe
issueor
problem,howit
wascaused,
whyisitan
issueor
problemand
whataction
planscouldyou
taketosolve
theproblem?
*Studentswill
begivenclass
timetoworkon
their
presentations

OneTwo
Lessons:
*Studentswill
presenttheir
presentations
*The
presentations
willbe
approximately
1520minutes

*1520
ReadPages:
Presentation(OF)
6061
*ExitSlip(FOR)
*Observations(FOR)

20

10)UnitReview

All

N/A

N/A

*Interactive
ReviewGames
(i.e.,Jeopardy)
*Cubing
*Quizpong

*Observations
None
basedonstudent
performance
throughouttheunit
(i.e.,areaswhere
studentsmayhave
struggledmore)
*Informal
Assessmentfrom
studentquestions
*StudyGuide

A:Ecosystem&
Interactions
B:Plantsfor
FoodandFiber
C:Heat&
Temperature
E:PlanetEarth

All

N/A

N/A

UnitTest(MC,
T/F,Matching,
ShortAnswer,
EssayQuestion)

UnitTest
None
Summative
Assessment(OF)
CompletedPortfolio
(FOR,AS,OF)

A:Ecosystem&
Interactions
B:Plantsfor
FoodandFiber
C:Heat&
Temperature
E:PlanetEarth

1day

11)UnitTest

1day

Part D: Post Analysis of Unit

Our unit is based on the inquiry question,
how do humans impact the environment?
Our
question addresses multiple issues that can provoke many questions and areas of exploration.
Students are expected to explore their surrounding environments and apply what they learn
in class to larger scale scenarios that have happened in the past, are currently occurring, or
may potentially result in the future. It is through exploration and a variety of learning
methods and tactics that students will increase their overall awareness of both the positive
and negative effects that the human population can have on the environment. Students will
be provided with the opportunity to physically experience their environment through outdoor
exploration, receive the knowledge of local experts and guest speakers, and participate in
numerous hands on activities that relate to our proposed question and ultimately lead to
inquiry based learning.

21

Students will be asked to explore topics of their choice based on their own individual
preferences. Students will be encouraged to ask questions throughout the unit and provided
with the opportunity to address areas of uncertainty. The questions posed by individuals
have the potential to create new questions, as desired answers are found. Students will
expand their knowledge using the materials from their small scale surroundings and apply
them to larger scaled real life situations. Creating a general understanding of the
surrounding environment can deepen the level of ones understanding, further sparking a
desire to establish new and strengthen old connections.
This particular unit encourages students to experience elements of the Nature of Science and
explore a variety of modes and methods of thinking. Within this unit, students will increase
their knowledge of their surrounding environment through the use of collaboration and
various group and peer interaction. Students will have the opportunity to learn from/ with
their classmates and participate in multiple learning based activities. The activities are
differentiated and designed to create a high level of engagement to keep students interested.
There is very little desk work designed for this unit based on the potential for hands on
exploration and field trips. Guest speakers have been invited to the class to educate the
students about different perspectives and areas of expertise. Students will present their
knowledge through the use of visual displays (posters, presentations, and portfolios) as well
as document their thoughts, ideas and opinions in an ongoing journal. We will provide
multiple tools of assessment to ensure that differentiated needs are met and ensure that
students have the opportunity to display what they know, in a way best suited to their own
individualistic strengths. We want students to consider what is presented to them from all
perspectives, but we ultimately seek concluding thoughts created from the students

22

themselves, based on the evidence they collect. The goal of our unit is to spark connections
and help students establish relationships to increase their level of understanding. It is
important for students to create awareness of the impacts that humans have on the
environment based on actions and resulting consequences. Students need to recognize that
observable patterns are the result of specific actions. Our unit plan as a whole is very hands
on and interactive. We chose to present the material in a way that maximizes the students
level of engagement. Modifications could be made based on ones access to resources and
available funding. In this particular lesson, desk work is minimized, but the addition of
traditional instruction can be implemented based on ones particular group of students and
classroom dynamics.
Our unit addresses many aspects of student interaction and experience with the Nature of
Science. Within our unit, students develop their knowledge by the use of observation,
rational arguments, and skepticism through various hands on activities outside, guest speaker
interaction, and ongoing research. Students are informed that there is more than one way to
do science as they are exposed to different viewpoints supporting similar topics within the
unit (scientific research as opposed to aboriginal culture), ultimately showing that there is no
wrong way to do science. Students will apply what they learn to real life situations through
both direct and indirect exposure, in attempt to answer and explain natural phenomena.
Students will be exposed to different cultural beliefs as they listen to indigenous guest
speakers and create awareness of existing perspectives, all contributing to science. Students
will realize that science requires a great deal of record keeping and that peer review is
essential as they participate in outdoor activities and present their learning. Students are
encouraged to be creative, using their own preference of presenting and ways of obtaining

23

desired information. The class will witness the balance between science and technology as
they use one to build off of the other for multiple tasks and vice versa. We want students to
experience The Nature of Science and be active participants in their learning.
Our unit encompasses a pluralistic understanding of science from multiple perspectives. We
incorporate the knowledge of guest speakers to expand on the level of already established
understanding in the class. Throughout the unit, certain individuals will potentially develop
their own opinions for specific concepts. It is our goal to expand our students ways of
thinking and provide them with alternatives to their traditional beliefs. We are not forcing
students to adapt the new knowledge they obtain from the various perspectives, but instead
create awareness of what exists in the world around them. It is important to welcome guests,
such as a reclamation specialist, that have expertise in a particular field, to share the
knowledge they have gathered from their own experiences, versus simply reading the opinion
of one scientist from a book. Hearing about the real life scenarios of a local conservation
officer can provide a level of understanding that one can not simply find in a book, especially
if it has no relevance to our area. Welcoming the words of a first nations elder to expose the
students to a cultural perspective in relation to our scientific topic, can provoke a students
sense of wonder, as well as provide identity to those that identify as first nation individuals
within ones class.
The students are provided with ongoing feedback throughout the course of the unit. The
students will receive comments about areas of strengths and further development on not only
assignments but ongoing student participation throughout the unit. We will both formatively
and summatively assess designated assignments as well as formatively assess through student
observation. We plan to base the formative assessment results we obtain on areas that need

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further focus and use them to guide us through our future lessons. Through the use of
formative assessments we can determine a students initial understanding and prior
knowledge about ecosystems and focus on the further development of important concepts.
We will use posters, journals, exit slips, review quizzes, and portfolios as a formative
assessment for learning. The use of self evaluation and peer interactions will highlight
assessment as learning, and we will use final presentations, a journal, review quizzes, a
portfolio, and a unit test as a summative assessment of learning. We will summatively assess
students based on their completed work for a variety of assignments, provided that they are
resources that adequately represent their overall knowledge and awareness of human impacts
on ecosystems.
The study provides many opportunities for students to reflect on their own learning. As
students move through the unit, completing diverse tasks and assignments along the way, we
will provided them with constant and consistent feedback. The feedback we provide the
students with will provide them with positive comments, as well as areas of further
development. Our intent of the feedback is to show the students a snapshot of their current
understanding and possible guidance towards a desired level of topic awareness. Students
will also be participating in multiple peer review sessions where they receive input based on
completed work from their classmates, to further expand their knowledge. Along with
feedback from both the teacher and their peers, students will be encouraged to accompany all
assignments with their own self assessment (verbal communication, written feedback, goals
for next time). Students will ask themselves what they learned, if they were satisfied with
their own work, and what they would change for next time, including improvements?

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The use of technology is an important part of our unit. Students are exposed to various forms
of technology through interactive activities. Students are encouraged to use the internet and
laptops as sources of information to assist them with research to enhance levels of curiosity.
We will expose the students to gizmos for interactive simulations regarding various topics,
such as water pollution and species that live in the grasslands. We will use webquest to
explore a species at risk in the surrounding area, and we will rely on the smartboard to project
scientific videos to enhance student learning. The use of technology, such as using laptops to
research topics, enables students to achieve their own desired levels of learning. It grants
students the freedom to make valuable decisions and practice, increasing levels of
independence, for they are taking responsibilities for their own learning. Students will be
asked to recall information from the videos watched, participate in the gizmo activities,
complete webquest tasks, and display knowledge obtained from research, as ways to showcase
their knowledge.
The students are provided with multiple opportunities to observe and interact with adults
that are experts in relevant areas. We have arranged and planned the visits from multiple
guest speakers. The speakers we have arranged include; a first nations elder to educate
students about common land and plant uses, a guided tour provided by a reclamation
specialist in Sparwood BC, outlining the details about forest succession, and a visit from a
conservation officer explaining different management practices and policies.
Students are encouraged to communicate what they are learning with a variety of audiences.
They are not limited to expressing their knowledge in the classroom only. We encourage
students to share with members of their family, members of the community, and members of

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the school. We hope that students can take what they are learning in this particular unit and
apply it in real life situations, educating those around them. Students can apply what they
learn in a cross curricular manner. An example of this could occur if a student encounters a
societal issue impacting an environment and addresses it with a social studies approach to
those with a social studies background. Within our science class, the students will be asked to
be interactive audience members, thoroughly observing and listening to the project
presentations of their peers. Ultimately, learning communication beyond the classroom will
depend on the overall comfort of the student, but it will be highly encouraged.