LESSON PLAN Name: __ Being Caribou __ Grade: __10___ Date: _______________ Strand: __Life Science: Sustainability of Ecosystems ___

Topic: Caribou Migration Author: Allison Cunningham Course: Science 10 Curriculum Document: SCIENCE GRADE 10 Integrated Resource Package 2008, British Columbia Curriculum Documents EXPECTATIONS PRESCRIBED LEARNING OUTCOMES B1 explain the interaction of abiotic and biotic factors within an ecosystem. B3 explain various ways in which natural populations are altered or kept in equilibrium SUGGESTED ACHIEVMENT INDICATORS define abiotic, biotic, biome, and ecosystem identify distinctive plants, animals, and climatic characteristics of Canadian biomes (tundra, boreal forest, temperate deciduous forest, temperate rainforest, grasslands) identify biotic and abiotic factors in a given scenario or diagram describe the relationships between abiotic and biotic elements within an ecosystem, including - air, water, soil, light, temperature (abiotic) - bacteria, plants, animals (biotic) give examples of how traditional ecological knowledge (TEK) can affect biodiversity (e.g., spring burning by Cree in northern Alberta) Learning Goals Evaluation (General/Specific)(Knowledge, skills etc) How will you assess/evaluate? Learners will be able to: Product Process 1. I will be able to show on a map where the Performance participation Porcupine Caribou herd migrates. 2. I will understand when and why they Provincial Standard Criteria migrate. 3. I will be able to identify some threats to the Included Porcupine Caribou. Rubric YES NO 4. I will be able to relate the definitions we learned in previous classes to this Exemplar YES NO documentary. 5. I will be able to respect my peers by listening to the movie and not talking to my neighbours.

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Teacher Materials: Caribou or Moose hide Beaver fur Scissors Leather needles Sinew Beans Beading needles Thread Duffle (felt) Sizing instructions Moccasin instructions Teacher Resource: An Introduction to First Nations Heritage Along the Yukon River great resource outlining heritage, way of life, working with elders etc. The PDF version can be found here: http://www.tc.gov.yk.ca/pdf/FNIC_Manual_PDFfinal.pdf Being Caribou Documentary by Leanne Allison and Diana Wilson available from http://www.nfb.ca/film/being_caribou/ or http://www.beingcaribou.com/beingcaribou/index.h tml (the Being Caribou website) - I m not sure this film can be screened for educational purposes. This is something I would have to look into further. Hopefully the school will own its own copy. PROCEDURE Introduction\Motivation

Learner Materials: Note books Pens/pencils Moccasin materials

Time 5 min

Today we will be watching a documentary and working on sewing our moccasins. Sequence of Steps for Learning 1. Have each student take out their moccasin materials and instruction sheets. Read through the instructions. Allow students to get started and ask any clarification questions before the movie. 2. Play the documentary Being Caribou (if this is allowed in the school you are at?). 3. While students watch movie allow them to work on Page 2 of 3 Min(s) 15 Strategies to Match Sequence of Learning

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their sewing. 4. Provide guiding questions for students to consider during the movie. For example what are some threats to the Porcupine Caribou herd? What was the main purpose of this film? How did this film make you feel? See Being Caribou Study Guide for examples. Recap\Review Application: Accommodations? Modifications?

Min(s)

REFLECTION ON LESSON SELF ASSESSMENT ASSOCIATE\ADVISOR ASSESSMENT Strengths: Areas for Growth: Goals:

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