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Title of Unit Subject Developed By Science Sean Mitchell Life Science: Sustainability of Ecosystems Grade Level Time Frame 10-20 hours 10
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. 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
Essential Questions What provocative questions will foster inquiry into the content? (open- ended 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 What similarities and differences exist among cultural perspectives of sustainability? What are some at-risk species in Canada or in Saskatchewan that are significant to FNMI people? And how are the significant? How do individual cultures wants and needs influence the sustainability of our planet? 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
knowledge that students will need for this unit. Students will know...
A
Audience
Who
is
the
relevant
audience?
S
Situation
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 2 3 4 Did not meet this Mostly met this Met this target I can explain this target. target. (I can completely. (I can target and give explain some of it) explain the whole examples that I target) discovered in my research. _____I can understand the cycling of nutrients and matter through ecosystems by tracking carbon, nitrogen, and oxygen. _____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, How will students reflect upon or self-assess their learning? 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.
Identify and distinguish different components and species of ecosystems. Deliberate ecosystem components and species into specific learned classification systems and species at risk categories. Complete an overview worksheet of diversity in ecosystems by observing a power point presentation consisting of pictures of ecosystem components. Label the correct picture with the correct classification system or species at risk category to ensure topic understanding and knowledge.
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?