STAGE 1 DESIRED RESULTS

Unit Title: Recreating Ecosystems Using the Aboriginal Model Grade 7

Program outcomes this short term unit will address listed in full:
Social Studies

7.1.1 - appreciate the influence of diverse Aboriginal, French and British peoples on events leading
to Confederation
7.1.2 - appreciate the challenges of coexistence among peoples

Science

Investigate and describe relationships between humans and their environments, and identify
related issues and scientific questions
describe examples of interaction and interdependency within an ecosystem
investigate and interpret evidence of interaction and change
identify intended and unintended consequences of human activities within local and global
environments

Big Idea/s this unit will communicate to

students:
Through the study of past Canadian ecosystems
and relationships students will better understand
the effects of humans on ecosystems. Students
will develop a better understanding of Aboriginal
perspectives and of the relationships between
Aboriginal and Non Aboriginal groups. They will
investigate how these relationships changed
cultures, as well as the environment around them.
Also, students will analyze how two different
cultures with different worldviews may interact
with the environment in drastically different ways.
Based on this analysis, students will explore how
they can improve the environment of their
community and how they can protect the future
well-being of this environment. Students will
then demonstrate their understanding by creating a
speech or a debate piece to share their proposed
solutions/ideas.
Understandings:
Students will understand that human interactions
with each other and with the environment can
lead to lasting effects.
Students will understand ecosystems
components and interactions, as well as natural
cycles and processes of change.

Essential Questions that will guide

inquiry in the classroom:
To what extent does human
impact on the environment affect
future ecosystems?
How do interactions between
people from different groups
shape and change the people and
the land?
What makes up a strong
ecosystem? What can humans do
to sustain an ecosystem?

Skills and Process:

Students will be able to:

Ask questions and plan

investigations to address those
questions.
Critically evaluate ideas,
information and positions from

Students will understand that they can make a

difference within the ecosystems of their
community.

multiple perspectives.

Develop a position supported by

information gathered during
research.
Communicate in a persuasive and
engaging manner through
speeches, multimedia
presentations and written and oral
reports, taking particular
audiences and purposes into
consideration.

STAGE 2 ASSESSMENT EVIDENCE

Central Performance Task/s to demonstrate
understanding and apprehension of key skills
and processes:
Students will work in groups of 3 or 4 to study an
Aboriginal group of their choice. Students will
need to study the Aboriginal groups beliefs on
how they used the land. The location of this
Aboriginal group will determine the type of
ecosystem in which they lived, and how their
actions affected the ecosystem. Further, students
will then research the changes experienced by this
Aboriginal group and the ecosystem they lived in
after European interaction.
There will be two components to this assignment.
The first will be a maker piece, in which the
students, in their groups, will design a poster,
diorama, sculpture, 3-D design, or any other
multimodal creation they think will suit the project.
In this creation students will represent both how
the Aboriginal groups used the land in the past and
how this changed after European contact. This
difference in ecosystems may be shown by
separating the design into two halves, one showing
before and the other showing after European
contact.
The second component will be an individual
speech, debate, or an essay in which students will
demonstrate their understanding as well as further

Other Evidence:
Informal teacher observations while
students are working on the project.
Formative feedback from peers at various
points during the project.
Opportunity for self-assessment and
reflection throughout the project.

their learning. They will express what they have

learned about ecosystems and human interactions
through the creation of their maker piece. Then,
they will take what they have learned from the
project and apply it to their own community. They
will propose solutions as to how the ecosystems
around their own community can be sustained and
what they, as students can do to make a difference.
Assessment criteria you will use to evaluate this performance task:
Criteria

Excellent

Understanding

Students are able to demonstrate an

understanding of the effects that humans
have on ecosystems. Also, they are able to
demonstrate an understanding of the
impact of Europeans on an Aboriginal
group in Canada.

/5

Creativity
/5

Students are able to create a well thought

out model of Canadian ecosystems before
and after European contact, demonstrating
creativity in their representation.

/5

The student is able to think critically and

present a reasonable solution for improving
the sustainability of ecosystems around the
community.

Critical Thinking/
Problem Solving

Support from Research

/5

It is clear that the student uses evidence to

support their arguments and presentations.
Student has considered several points of
view to better understand the issues
addressed.

STAGE 3 LEARNING PLAN

1. Inquiry- Students must use their research skills to study an Aboriginal group and the
affects they have on relationships and ecosystems. The teacher becomes a facilitator and
the focus is on the students rather than the teacher to produce effective and quality work.
2. Critical Thinking- Students will think critically about the information that they collect.
They will consider how they can learn from human impacts on the environment in the
past, and how they can maintain/create sustainable ecosystems.
3. Project Plan- In their groups, students will plan what type of maker project that they

4.
5.

6.

7.

want to complete. They will plan how they will represent their comparison between
Canadian ecosystems before and after European contact.
Project Creation and Presentation- Students will work together to implement their
plan and create their maker projects. They will then have the opportunity to present the
projects that they created to the class.
Written or Oral Component- Students will work individually to demonstrate their
learning through a written or oral task. They will apply what they have learned about
human impacts on ecosystems in the past, to the present ecosystems surrounding their
community. They will come up with ways to have a positive impact on the environment
and the community.
Future vision for students in the community- This project will give the students the
understanding of how they can directly affect the community in social and
environmental ways. Students can then go into their community and perform acts that
will benefit the community and its people. Students will have a better appreciation for
other cultures and backgrounds and how they might welcome them into the community.
Sharing of Ideas- Students will have the opportunity to share or present their ideas
either to the class, or to the community.