ED3604EvaluationofStudent

Learning
UnitAssessmentPlan

SubjectArea

Science

GradeLevel

UnitA

InteractionsandEcosystems

LengthofUnit
(days)

40

Stage1DesiredResults
EstablishedGoals:
STSK1Investigateanddescriberelationshipsbetweenhumansandtheirenvironments,and
identifyrelatedissuesandscientificquestions
STSK2Traceandinterprettheflowofenergyandmaterialswithinanecosystem
STSK3Monitoralocalenvironment,andassesstheimpactsofenvironmentalfactorsonthe
growth,healthandreproductionoforganismsinthatenvironment
STSK4Describetherelationshipsamongknowledge,decisionsandactionsinmaintaining
lifesupportingenvironments
Understandings:

Studentswillunderstandthat
ecosystemsaremadeofinteracting
componentsofwhichtheyarea
part
humanchoicestheirchoices
impactecosystems
humanchoicesrequire:
considerationofhowour
choicescanpositivelyor
negativelyimpactour
environment
developingan
understandingofthe
abioticandbioticfactors
thatplayacrucialrolein
maintaininghealthy
ecosystems
howpeoplesperspectives
mayvarydependingon
theirbackground

EssentialQuestions:

Overarchingquestion:
Howdohumanchoicesimpactecosystems?

Subquestions:
Whataretheeffectsofourrecreationalactivities?

Howdoranchingandfarmingaffectthe
surroundingarea?

Whataretheimpactsofurbansprawland
development?

Howdohumanconservationeffortsaffect
ecosystems?

Whataretheimplicationsofusingdifferent
energysources?

knowledge,valuesand
beliefs
issuesinecosystemsindirectlyor
directlyimpactthem
itisthroughworkingtogetherwith
peoplewhomayhavedifferent
perspectivesfromthemthat
impactsinecosystemsmaybe
bettermanaged

Studentswillknow.

1.1illustratehowlifesupporting
environmentsmeettheneedsofliving
thingsfornutrients,energy
sources,moisture,suitablehabitat,and
exchangeofgases

1.2describeexamplesofinteractionand
interdependencywithinanecosystem
(e.g.,identifyexamplesofdependency
betweenspecies,anddescribeadaptations
involved;identifychangingrelationships
betweenhumansandtheirenvironments,
overtimeandindifferentculturesas,for
example,inaboriginalcultures)

1.3identifyexamplesofhumanimpactson
ecosystems,andinvestigateandanalyze
thelinkbetweentheseimpactsandthe
humanwantsandneedsthatgiveriseto
them
(e.g.,identifyimpactsoftheuseof
plantsandanimalsassourcesoffood,fibre
andothermaterials;identifypotential
impactsofwasteproductson
environments)

1.4analyzepersonalandpublicdecisions
thatinvolveconsiderationof
environmentalimpacts,andidentifyneeds

Studentswillbeableto...

SK1.1identifysciencerelatedissues
(e.g.,identify
aspecificissueregardinghumanimpactson
environments)

SK1.2identifyquestionstoinvestigatearising
frompracticalproblemsandissues
(e.g.,identify
questions,suchas:Whateffectswouldanurbanor
industrialdevelopmenthaveonanearby
forestorfarmingcommunity?)

SK1.3stateapredictionandahypothesisbased
onbackgroundinformationoranobserved
patternofevents
(e.g.,predictchangesinthe
populationofanorganismiffactorXwere
increased,orifa
specieswereintroducedorremovedfromthe
ecosystem;proposefactorsthatwillaffectthe
populationofagivenanimalspecies)

SK1.4selectappropriatemethodsandtoolsfor
collectingdataandinformation
(e.g.,selector
developamethodforestimatingaplant
populationwithinagivenstudyplot;designa
surveyasafirststepininvestigatingan
environmentalissue)

SK2.1researchinformationrelevanttoagiven
problemorissue

forscientificknowledgethatcaninform
thosedecisions
2.1analyzeanecosystemtoidentifybiotic
andabioticcomponents,anddescribe
interactionsamong
thesecomponents

2.2analyzeecosystemstoidentify
producers,consumersanddecomposers;
anddescribehowenergyissuppliedto
andflowsthroughafoodweb,by:
describingandgivingexamplesof
energyandnutrientstorageinplantsand
animals
describinghowmatterisrecycledinan
ecosystemthroughinteractionsamong
plants,animals,fungi,bacteriaandother
microorganisms
interpretingfoodwebs,andpredicting
theeffectsofchangestoanypartofaweb
describetheprocessofcyclingcarbonand
waterthroughanecosystem

2.3identifymechanismsbywhich
pollutantsenterandmovethroughthe
environment,andcanbecome
concentratedinsomeorganisms
(e.g.,acid
rain,mercury,PCBs,DDT)

3.1investigateavarietyofhabitats,and
describeandinterpretdistribution
patternsoflivingthingsfoundinthose
habitats
(e.g.,describeandcomparetwo
areaswithintheschoolgroundsa
relativelyundisturbedsiteandasitethat
hasbeenaffectedbyheavyuse;describe
andcompareawetlandandadrylandarea
inalocalparkland)

3.2investigateandinterpretevidenceof
interactionandchange
(e.g.,population
fluctuations,changesinweather,

SK2.2selectandintegrateinformationfrom
variousprintandelectronicsourcesorfrom
severalpartsofthesamesource
(e.g.,compile
informationonaglobalenvironmentalissuefrom
books,magazines,pamphletsandInternetsites,as
wellasfromconversationswithexperts)

SK2.3usetoolsandapparatuseffectivelyand
accuratelyforcollectingdata
(e.g.,measure
factors,suchastemperature,moisture,light,
shelterandpotentialsourcesoffood,thatmight
affectthe
survivalanddistributionofdifferentorganisms
withinalocalenvironment)

SK2.4estimatemeasurements
(e.g.,estimatethe
populationofagivenplantinaonesquaremetre
quadrat,andusethisfiguretoestimatethe
populationwithinanareaof100squaremetres)

SK3.1identifystrengthsandweaknessesof
differentmethodsofcollectinganddisplaying
data
(e.g.,comparetwodifferentapproachesto
measuringtheamountofmoistureinan
environment;analyzeinformationpresentedby
proponentsontwosidesofanenvironmentalissue)

SK3.2compileanddisplaydata,byhandor
computer,inavarietyofformats,including
diagrams,flowcharts,tables,bargraphsandline
graphs
(e.g.,illustrateafoodweb,basedon
observationsmadewithinagivenenvironment)

SK3.3classifyorganismsfoundinastudyplot

SK4.1communicatequestions,ideas,intentions,
plansandresults,usinglists,notesinpointform,
sentences,datatables,graphs,drawings,oral
languageandothermeans
(e.g.,presentfindings
fromananalysisofalocalissue,suchasthecontrol
ofthebeaverpopulationinanearbywetland)

availabilityoffoodorintroductionofnew
speciesintoanecosystem)
3.3identifysignsofecologicalsuccession
inlocalecosystems
(e.g.,emergenceof
fireweedinrecentlycutforestareas,
replacementofpoplarbysprucein
maturingforests,reestablishmentofnative
plantsonunusedfarmland)

4.1

identifyintendedandunintended
consequencesofhumanactivitieswithin
localandglobalenvironments
(e.g.,
changesresultingfromhabitatloss,pest
controlorfromintroductionofnewspecies;
changesleadingtospeciesextinction)

4.2describeandinterpretexamplesof
scientificinvestigationsthatserveto
informenvironmentaldecisionmaking

4.3illustrate,throughexamples,thelimits
ofscientificandtechnologicalknowledge
inmakingdecisionsaboutlifesupporting
environments
(e.g.,identifylimitsin
scientificknowledgeoftheimpactof
changinglanduseonindividualspecies;
describeexamplesinwhichaboriginal
knowledgebasedonlongterm
observationprovidesanalternative
sourceofunderstanding)

4.4analyzealocalenvironmentalissueor
problembasedonevidencefromavariety
ofsources,andidentifypossibleactions
andconsequences
(e.g.,analyzealocal
issueonthecontrolofthebeaver
populationinanearbywetland,and
identifypossibleconsequences)

SK4.2evaluateindividualandgroupprocesses
usedinplanning,problemsolving,decision
makingandcompletingatask

SK4.3defendagivenpositiononanissue,based
ontheirfindings
(e.g.,makeacasefororagainst
on
anissue,suchas:Shouldanaturalgasplantbe
locatednearafarmingcommunity?)

Attitudesthatstudentswilldemonstrate

Showinterestinsciencerelatedquestionsand
issues,andpursuepersonalinterestsandcareer
possibilitieswithinsciencerelatedfields
(e.g.,
takeaninterestinmediareportsonenvironmental
issues,andseekoutfurtherinformation;expressan
interestinconductingscientificinvestigationsof
theirowndesign;developaninterestincareers
relatedtoenvironmentalsciences)

Appreciatethatscientificunderstandingevolves
fromtheinteractionofideasinvolvingpeople
with
differentviewsandbackgrounds
(e.g.,show
awarenessofandrespectforaboriginal
perspectivesonthelinkbetweenhumansandthe
environment)

Seekandapplyevidencewhenevaluating
alternativeapproachestoinvestigations,
problemsandissues
(e.g.,takethetimeto
accuratelygatherevidenceanduseinstruments
carefully;consider
observations,ideasandperspectivesfroma
numberofsourcesduringinvestigationsandbefore
drawingconclusionsandmakingdecisions)

Workcollaborativelyincarryingout
investigationsandingeneratingandevaluating
ideas
(e.g.,
consideralternativeideas,perspectivesand
approachessuggestedbymembersofthegroup;
sharetheresponsibilityforcarryingoutdecisions)

Demonstratesensitivityandresponsibilityin
pursuingabalancebetweentheneedsofhumans
andasustainableenvironment
(e.g.,assume
personalresponsibilityfortheirimpactonthe
environment;predictconsequencesofproposed
personalactionsontheenvironment;considerboth
immediateandlongtermconsequencesofgroup
actions;identify,objectively,potentialconflicts
betweenrespondingtohumanwantsandneeds
andprotectingtheenvironment)

Showconcernforsafetyinplanning,carryingout
andreviewingactivities
(e.g.,selectsafemethods
andtoolsforcollectingevidenceandsolving
problems;assumepersonalresponsibilityfortheir
involvementinabreachofsafetyorinwaste
disposalprocedures)

ED3604EvaluationofStudentLearning
UnitAssessmentPlan
SubjectArea

Science

GradeLevel

Unit

InteractionsandEcosystems

LengthofUnit
(days)

40

AssessmentToolOverview

AssessmentTool
Title

Outcomes

BriefDescription

FOR

Labs/Gizmos/Simul
ations

GLE1,SLE1.1,
SLE1.2,SLE1.3,
SLE1.4,GLE2,
SLE2.1,SLE2.2,
SLE2.4,GLE3,
SLE3.1,SLE3.2,
SLE3.3,GLE4,
SLE4.1,SLE4.2,
SLE4.4

Studentswillconductinductiveand
deductiveexperimentsinthelab,
outside,andoccasionallyusing
gizmos/simulationsfrom
LearnAlberta.caandvariousother
reputableresources.Differentlabs
andsimulationswillincludeprompts
fromtheteacherforstudentsto
reflectupontheirlearning.Thelab
reportorreflectionmaybegraded
occasionally.Aguidelineorrubricwill
beusedformarking.

Journals

GLE1,SLE1.1,
SLE1.2,SLE1.3,
SLE1.4,GLE2,
SLE2.1,SLE2.3,
SLE2.4,GLE3,
SLE3.2,SLE3.3,
GLE4,SLE4.1,
SLE4.2,SLE4.3,

Studentswillmakeobservations
duringlessons,labsandpresentations
andrecordtheminajournal.
Occasionallyfeedbackwillbegivento
journalentries.Studentsmayalsobe
askedtoreflectonquestionsabout
howtheirlearninghaschanged.These
reflectivepieceswillsometimesbe
takenformarks(summative).Arubric
willbeusedformarkingthese
reflections.

SLE4.4

AS

OF

Writing
Assignment

GLE1,SLE1.1,
SLE1.2,SLE1.4,
GLE4

Studentswillworkindividuallyona
creativewritingpieceinwhichthey
considertheconceptofthebutterfly
effectandthepotentialrepercussions
oftheirownactions.Thepieceshould
beintheformofanarrative,andit
willbeassessedsummativelywiththe
useofarubric.Notethatthefocuswill
notbeonthequalityofprosebuton
theideasconveyed.

Posters/Presentati
ons

GLE1,SLE1.1,
SLE1.2,SLE1.3,
SLE1.4,GLE2,
SLE2.1,SLE2.2,
SLE2.3,SLE2.4,
GLE3,SLE3.1,
SLE3.2,SLE3.3,
GLE4,SLE4.1,
SLE4.2,SLE4.3,
SLE4.4

Studentswillworkingroupstocreate
postersaboutvarioustopicsor
currentevents.Theseposterswillbe
createdinclassandthenpresentedto
theirpeersorhungupforagallery
walk.Posterswillbeassessedbya
checklistorrankingsystemtocheck
forunderstandingandinform
discussionquestionsorfuturelessons.

ClassDiscussions
(CurrentEvents)

GLE1,SLE1.1,
SLE1.2,SLE1.3,
SLE1.4,GLE2,
SLE2.1,SLE2.2
SLE2.3,SLE2.4,
GLE3,SLE3.1,
SLE3.2,SLE3.3,
GLE4,SLE4.1,

Classdiscussionswillbeusedbefore,
during,andafteralearningactivityfor
clarification,sharingideas,
collaboration,andreview.Class
discussionswillgivestudentsan
opportunitytorealizewhattheyhave
notlearned,whattheystillneedto
SLE4.2,

SLE4.3, learnandconfirmwhattheyknow
SLE4.4
aboutagiventopic.

Studentswillselectalocal,regional,
provincialandglobalcurrentevent.
Studentswillhaveachancetoshare
theirfindingsinverbal,writtenandin
illustrativeform.Studentswillmake
connectionsbetweenthesecurrent
eventsandwhattheyarelearningin
scienceclass.

Skype/Video
Conference/Local
Experts
(ClassDiscussion)

GLE1,SLE1.2,
SLE1.2,SLE1.3,
SLE1.4,GLE2,
SLE2.1,SLE2.4,
GLE4,SLE4.1,
SLE4.2,SLE4.4

Studentswillhaveanopportunityto
Skype/videoconference/invitelocal
expertsintotheclassroomtoquestion
andgatherinformationfromregarding
whattheyarelearninginscienceclass.
Thesesessionswillbeusedfor
formativeassessmentofwhere
studentsareintheirlearningandto
informfutureinstruction.Students
maybeaskedtoreflectupontheir
understandingsandstatehowthe
interviewprocesshasshapedtheir
understandingofthetopic.

FieldTrip

GLE1,SLE1.1,
SLE1.2,SLE1.3,
SLE1.4,GLE2,
SLE2.1,SLE2.2,
SLE2.3,SLE2.4,
GLE3,SLE3.1,
SLE3.2,SLE3.3,
GLE4,SLE4.1,
SLE4.2,SLE4.3,
SLE4.4

StudentswillgoonafieldtriptoHead
SmashedInBuffaloJumptolearn
aboutaFirstNationsperspectiveon
howhumansimpactecosystems.
Studentswillalsogotothe
headwatersoftheOldmanRiverinthe
CrowsnestPasstocollectwater
samplesforawaterqualitytestinglab.

InquiryProject

GLE1,SLE1.1,
SLE1.3,SLE1.4,
SLE2.2,SLE2.3,
SLE2.4,SLE3.1,
SLE3.2,GLE4,
SLE4.1,SLE4.2,
SLE4.3,SLE4.4

Studentswillchoseaninquiryproject
toinvestigatebasedontheessential
question:howdohumanchoices
impactecosystems?Studentswill
selecthowtheywillpresenttheir
findingtodemonstratetheirlearning.
Studentswillbegivena
rubric/guidelineforwhatinformation
needstobeincludedintheir
presentation.Studentsfindingswill
bemarkedusingthisrubric.

GLE1,SLE1.1,
SLE1.2,SLE1.3,
SLE1.4,GLE2,
SLE2.1,SLE2.2,
SLE2.3,SLE2.4,
GLE3,SLE3.1,
SLE3.2,SLE3.3,
GLE4,SLE4.1,

Studentswillengageinavarietyof
gamesthroughoutthecourseto
reviewideasandconceptscoveredin
preparationfortheirunittest.
Participatinginthesegameswillgive
theteacheranopportunitytogive
feedbacktostudenttohelpthem

Games

TopicQuizzes

UnitTest

SLE4.2,SLE4.3,
SLE4.4

elaborateontheiranswerstodeepen
theirunderstanding.Thesereview
gameswillgivestudentsan
opportunitytorealizewhatthey
know,whattheydonotknow,and
whattheyneedtoknowforthe
upcomingquizzes/tests.

GLE1,SLE1.1,
SLE1.2,SLE1.3,
SLE1.4,GLE2,
SLE2.1,SLE2.2,
SLE2.3,SLE2.4,
GLE3,SLE3.1,
SLE3.2,SLE3.3,
GLE4,SLE4.1,
SLE4.2,SLE4.3,
SLE4.4

Studentswillwriteweeklyquizzesto
reviewconceptscoveredinclass.
Thesequizzeswillbetakenformarks
andgradedusingarubric.

GLE1,SLE1.1,
SLE1.2,SLE1.3,
SLE1.4,GLE2,
SLE2.1,SLE2.2,
SLE2.3,SLE2.4,
GLE3,SLE3.1,
SLE3.2,SLE3.3,
GLE4,SLE4.1,
SLE4.2,SLE4.3,
SLE4.4

Studentswillwriteaunittestto
concludetheecosystemsunit.The
unittestwillincludemultiplechoice,
matching,fillintheblank,drawand
labelandshortanswerquestions.An
answerkeyandguidelinesformarking
willbeusedtogradetheunittests.