Unit Plan

Cassidy Shostak, Rebecca McCubbin, & Kayla Bouchard

Grade 7
Unit A: Interactions and Ecosystems (Social and Environmental Emphasis)

How Does Human Activity Affect the Environment?

Table of Contents

Content Page Numbers

Introduction 2-3
Rationale 3-7
Connection to the Program of Studies 7-11
Resource List and Annotated 11-22
Bibliography
Lesson Plan #1- Plastics Affect on the 23-26
Environment
Lesson Plan #2- Oil Spill Inquiry Lab 27-36
Unit Plan Chart 37-42
Unit Assessment Weighting Chart
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Introduction

The focusing inquiry question of the unit is: how does human activity

affect the environment? for Grade 7 students in Unit A: Interactions and

Ecosystems. This topic is essential for students as they are exploring and

investigating science but also being an informed and responsible citizen. By

understanding the balances of the environment and how human activity

affects the environment, both intentional and unintentional actions, students

are able to make more informed decisions personally and publically. It is also

important to both demonstrate and allow students to explore how their

actions are affecting the world around them. This inquiry questions gives

students the opportunity to investigate the world around them but also

allows space to explore their own interests. For example, students who are

interested in sports can talk about the effects of football fields or dirt biking

on the environment or students who are from other countries can explore

issues more related to what they know. The open-ended inquiry question is

intentional in regard to giving students an opportunity to discover and

explore different environmental issues. This will give all students a better

understanding of all many different aspects of the environment but also

gives the teacher opportunity for more natural differentiation. The topic of

environmental issues and human effect also is important throughout the

Alberta Program of Studies as it has links from Kindergarten, being a part of

the community, to Grade 12 Science and Biology. The connections the

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question has to everyday life is also prevalent by driving students to think

critically about environmental issues that are affecting their lives and also

giving them a deeper understanding of future issues that may arise. The

following curriculum Map gives a more detailed look at how the inquiry

questions connects to previous science outcomes, future learning outcomes,

and cross-curriculum connections. The map also shows how this topic

connects more deeply how the topic relates the students lives and the

scientific world. We are intending to build a bridge between the students and

the science to show students that they can have an affect on scientific world,

giving deeper learning opportunities, and developing lifelong learners.

Link to Curriculum Map:

https://prezi.com/b-gegpqudewz/mind-map-by-cassidy-rebecca-kayla/

Focusing Question and Rationale

The topic of environmental issues is both prevalent and essential to

real world problems students will be encountering in the current daily life and

further issues that will arise. Humans impact on the environment and

informed decision of how we can better preserve and enhance the

environment is a topic that is built throughout the Alberta Program of Studies

(POS) from Kindergarten through to Grade 12. The knowledge and

understanding that the POS drives throughout the grades helps develop

better critical thinking about science and environmentally aware citizens.

The inquiry question is also interesting; however, engaging that it goes

beyond Canadas borders. It shows students a broader understanding that

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drives them to be more self aware but also aware of the world and the bigger

connections it has. Students will develop knowledge that will make them

better environmental scientists but also advocators for the environment. Our

intention is not for students to solve one environmental issue but to give

students the tools and foundation of knowledge to ask question, inquire, and

explore the world around them.

Our aim of our inquiry question is for students to develop knowledge to

make more informed decisions in their everyday life and build a foundation

of researching skills. When students are faced with an issue in the future

they will have the critical thinking skills to question the information given

and be able to make knowledgeable decision based on that information. We

want students to become activists on issues they find interesting and be

creative in ways that these issues could be fixed. As educators, we want to

show students that environmental issues go beyond the depleting ozone

layer and littering and that there are other environmental issues that need to

be solved or have steps towards enhancement. This inquiry will drive

students to develop understandings that go deeper than short-term

environmental action for example, recycling for two weeks but, make

students critically think about how all of their actions affect the environment.

The question shows students the relationship of how human actions

affect the environment and how this effect can be both positive and

negative. By delivering science knowledge as a way of knowing allows gives

space about how knowing goes beyond the scientific method. The Nature of
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Science (NOS) can be integrated into our unit as a developing concept to

further evolve a deeper student understanding. By exploring different

environmental issues, students will be driven to be critical about humans

impacts on the environment and what personal and public decisions were

made. This will allow them to question personal and public choices made

both about the environment but also in these important decisions in general.

Throughout the unit the students will directly observe and discover their

environment. These observations will be used to build knowledge to make

sense to the world around them.

By introducing the history of science in regard to environmental issues

is also allow moments for students to think critically about human actions

that have both negatively and positively affected the environment. Students

can gain knowledge on what has worked and not worked in the past and

start developing their own opinions about scientific action. This opportunity

for students to build opinions in regard to different actions and issues will

help build better critical thinking skills. Students will make informed

predictions, defend their positions, and ask better more thought provoking

questions. The main focus to introduce the historical background of our topic

gives students a better understanding of the world and more knowledge to

make more informed decisions regarding the environment.

The skills intended to build throughout this unit directly correlated to

the POS are Initiating and Planning, Performing and Recording, Analyzing

and Interpreting, and Communication and Teamwork. Our unit is organized in

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a way that students will be naturally challenged to develop and use these

skills during their learning experience. Students will develop the skills to

identify issues, ask questions, and create plans of action. These decisions will

be made from knowledge built through observation, thinking critically about

information, and carrying out investigations. Students also will be asked to

present their knowledge as well as collaborate as a team throughout many

stages of the unit. These skills are essential to scientific learning and

knowledge for students to use similar skills to apply to new situations. These

skills have been developed throughout students scientific career; however, in

junior high the expectation grow higher and more complex.

Scientific attitudes are also developed over time and outside of the

classroom. The evolution of positive attitudes of students begins in their

early years at home and within society and further developed through

elementary into grade seven through twelve. The attitudes outlined in the

POS goes beyond the science classroom and are important in student

everyday lives for example, mutual respect, collaboration, stewardship, and

safety. These attitudes are shown through student behaviours exhibited

through experiences of students while interacting with learning. The unit is

also designed to create positive student attitudes toward scientific inquiry

and an interest in science. We created a more open-ended question to allow

students to discover their own inquiry and their own interest in science. This

intentional choice of inquiry question drives students to find their own inquiry
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and own passion within the scientific field. It creates room for students to ask

their own questions about science and explore their interests.

This unit is designed for students to explore science rather than direct

instruction. Students will be exploring knowledge to develop a deeper

understanding about science, relationships in the environment, and the

issues that arise in science. Students will be making their own opinions in

regard to environmental issues and then also be given the space to ask

informed questions. We will challenge students to take the knowledge they

have learned and apply it to different questions. By applying knowledge and

developing deeper understandings students will have more authentic

learning experiences. This unit will allow the teacher natural opportunities to

scaffold learning opportunities and also differentiate for exceptional

students; however, also challenge students thinking. The openness of the

question forces students to inquire deeper in the topic of environmental

issues deeper and develop your own opinions.

The unit plan has been intentionally designed for cross-curricular

opportunities. These connections are made specifically in Social Studies,

English, Math, Health Sciences, and Art. Our art cross-curricular intentions

are also giving students an assignment to explore the beauty of nature to

make deeper connections and a better appreciation. Our English outcomes

are to research a particular question and present their ideas in an

appropriate manner. Curriculum connections can also be made in Social

Studies exploring problem-solving skills and decision making by apply new

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knowledge and considering multiple perspectives. Additionally, students will

be required to research a particular issue and analyze the statistical data

given. By having to understand the appropriate means to measure a

particular issue (for example, percentage of animals extinct or concentration

levels) student will understand the complexity and severity of their given

issue. Math also requires to use data and patterns to help make sense of the

world around them but also apply their knowledge to other problems. Health

connections can also be made with collaboration, using feedback, and using

problem-solving skills. Having these natural opportunities to make

connections to other subject areas allows students to have more meaningful

learning experiences and develop deeper understandings.

Throughout the unit, key sub-questions will also be asked to challenge

students thinking and allow them to explore the topic deeper. These sub-

questions include: How do ecosystems maintain balance by natural

processes? What monitoring and research methods can we sue to observe

changes in the ecosystem?, and What can human make personal and public

decisions to further help preserve and enhance the environment?

Connection to the Program of Studies

General Learning Outcomes:

Knowledge & Science, Technology, Society (STS)
1. Investigate and describe relationships between humans and their
environments, and identify related issues and scientific questions.
2. Trace and interpret the flow of energy and materials within an
ecosystem.
3. Monitor a local environment, and assess the impacts of environment,
and assess the impacts of environmental factors on the growth, health and
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reproduction of organisms in that environment.

4. Describe the relationships among knowledge, decisions and actions in
maintaining life-supporting environments.
Skills
S1*. Ask questions about the relationships between and among observable
variables, and plan investigations to address those questions.
S2.Conduct investigations into the relationships between and among
observations, and gather and record qualitative and quantitative data.
S3. Analyze qualitative and quantitative data, and develop and assess
possible explanations
S4.Work collaboratively on problems; and use appropriate language and
formats to communicate ideas, procedures and results.
Attitudes
A1.Interest in Science
A2. Mutual Respect
A3. Scientific Inquiry
A4. Collaboration
A5. Stewardship
A6. Safety

Enduring Understandings: Essential Questions:

Students will understand that
That ecosystems remained
balanced by natural processes;
however, this maintained
balanced is affected by human
actions.
Human actions may have
positive and negative affects on
the environment.
Using a variety of monitoring
and researching skills can solve
environmental issues and help
make responsible decisions.
How do ecosystems maintain
balance by natural processes?
How does human activities affect
ecosystems and the environment?
What monitoring and research
methods can we use to observe
changes in the ecosystem?
What can human make personal
and public decisions to further help
preserve and enhance the
environment?

Specific Outcomes: Skills Outcomes:

Students will Students will
-(1.2) Describe examples of -(S1.1) Identify questions to
interactions and interdependency investigate arising from practical
within an ecosystems problems and issues
-(1.3) Identify examples of human -(S1.3) State a prediction and a
impacts on ecosystems, and hypothesis based on background
investigate and analyze the link information or an observed pattern
between these impacts and the of events
human wants and needs that give rise -(S1.4) Select appropriate methods

to them
-(1.4) Analyze personal and public
decisions that involve consideration of
environmental impacts, and identify
needs for scientific knowledge that
can inform these decisions
-(2.1) Analyze an ecosystem to
identify biotic and abiotic components,
and describe interactions among
these components
-(2.2) Analyze ecosystems to identify
procedures, consumers and
decomposers; and describe how
energy is supplied to and flows
through a food web by:
o( -(2.2.2) Describing how matter is
recycled in an ecosystem through
interaction among plants, animals,
fungi, bacteria and other
microorganisms
-(2.4) Identify mechanisms by which
pollutants enter and move through the
environment, and can become
concentrated in some organisms
-(3.1) Investigate a variety of habitats,
and describe and interpret distribution
patterns of living things found in those
habitats
- (3.2) Investigate and interpret
evidence of interaction and change
-(4.1) Identify and intended and
unintended consequences of human
activities with local and global
environments
-(4.4) Analyze a local environmental
issues or problem based on evidence
from a variety of sources, and identify
possible actions and consequences
*Skills and Attitudes Outcome numbers are teacher numbered for simple
referencing. The numbers are not connected to the Alberta Program of
Studies.
The outcomes selected for our unit is to create informed and
passionate activist of the environment; however, students need to
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and tools for collecting data and
information
-Research relevant information to a
given problem or issue
-(S2.1) Select and integrate
information from various print and
electronic sources or from several
parts of the same source
-(S3.1) Identify strengths and
weaknesses of different methods
of collecting and displaying data
-(S3.2) Compile and display data,
by hand or computer, in a variety
of formats, including diagrams,
flow charts, tables, bar graphs and
line graphs
-(S4.1) Communicate questions,
ideas, intentions plans, and results,
using lists, notes in point form,
sentences, data tables, graphs,
drawings, oral language and other
means
-(S4.2) Evaluate individual and
group processes used in planning,
problem solving, decision making
and completing a task
-(S4.3) Defend a given position on
an issue, based on their findings.
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understand the importance of the interactions that happen within an

ecosystem. The outcomes are related to each other and intentionally

selected to give students a well-rounded understanding of their natural

environment and how humans are affecting the environment. The outcomes

are used to direct instructions to expose students to a variety of aspects and

interactions in the environment as well as the issues currently affecting the

environment. The attitudes and skills outcomes will be used to support

students discovering and learning experience to develop into better

scientists. Students are encouraged to explore and discover different aspects

in the environment, grow opinions, and develop an appreciation for the

natural world around them. By researching, inquiring, collaborating, and

discovering students will be addressing the intended Knowledge and STS in a

more natural learning environment fostering all students.

By using an assortment of formative and summative assessment the

students are given a variety of opportunities to present their knowledge and

understanding. These assessment strategies can also be used for the

teacher to both gauge and give evidence on how to support further student

learning. By using different forms of assessment will give fair and accurate

confirmation of student learning when also considering the continuum of

student learning through formative assessment. By using the concept of

triangulation, collecting many different forms of evidence to guide instruction

and ensure increased reliability and validity of our classroom assessment. .

Intended assessment decisions are made to ensure that there is sufficient

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amount of evidence from the students to show their understanding and to

increase student confidence and support learning.

When considering diverse learning needs and exceptional learners the

unit is designed in a way to effectively differentiate for students of all

learning needs. The teacher needs to ensure they are teaching within

students zone of proximal development for lower and higher students found

in all classrooms. Effective and proper scaffolding within the lessons and unit

will ensure that we are teaching to all students with proper supports. In

addition, the performance-task is also designed to differentiate to all student-

learning needs. Additionally, proper accommodations and modification can

be implemented for exceptional students to ensure their learning and

success within the unit.

Indigenous ways will also be integrated throughout the unit as another

way of knowing and understanding the environment and the interactions

within the environment. Case studies will be used throughout the unit to

present different perspectives in regard to the environment and why it is

important to different cultures and groups of peoples. Indigenous people

focus on sustainability of nature and natural entities, which, is important to

introduce of how this is necessary to promote to preserve our natural world.

Resource List and Annotated Bibliography

Scientific Research
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Barnes, D.K.A. & Milner, P. (October 2005). Drifting plastic and its

consequences for sessile organism dispersal in the Atlantic Ocean.

Marine Biology, 146, 815-825. doi:10.1007/s00227-004-1474-8

This paper talks about animals using marine debris as a mechanism of

transport through the different waterways around the world. This would

be good for a teacher to understand how the plastic island influences

marine life and their ecosystems. It would be background knowledge

so the teacher could discuss the human impacts of the plastic island on

aquatic ecosystems.

Climate Impacts on Ecosystems- https://www.epa.gov/climate-

impacts/climate-impacts-ecosystems. This site is a good resource for

teachers to get familiar with the Interactions and Ecosystems Unit. It

also explains some of the disasters and impacts that can occur in an

ecosystem when things start going wrong. It touches on extinction and

food web disruptions. These are both topics that student may want to

explore when looking at human impacts on ecosystems. This site gives

the teacher information that could lead a discussion regarding climate

change impacts on ecosystems.

Critchell, K. & Lambrechts, J. (2016). Modelling accumulation of marine

plastics in the coastal zone; what are the dominant physical processes?

Estuarine, Coastal and Shelf Science, 171, 111-122.

This resource looks at the why plastic is piling up and where it piles up

is happening in the world. This is causing dangerous effects on the

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marine and coastal ecosystems. It looks at the damages to fauna, flora

and habitats. It also explores the inclusion of plastics in food webs and

the impacts that poses. This is a good paper to read for background

information on the plastic island threat.

Ecological Interactions -

https://www.khanacademy.org/science/biology/ecology/community-

ecosystem-ecology/a/ecological-interactions This website breaks down

ecological interactions to a very simple level so it is easy for the

teacher to understand the basics. This site has some videos that also

explain the concepts so those could also be used to aid the students in

learning the concepts. This would be used by a teacher as preparation

to understand the concepts of interactions before teaching the

students.

Ecology News - https://www.sciencedaily.com/news/earth_climate/ecology/

This site has the most up to date ecological issues, which could give

teachers the background knowledge they need about possible topics

that students may bring up in class discussions. It would be a way to

research students questions and gain understanding to bring back to

discussions. It could also be a resource that the teacher directs

students to if students need more information on their hot topic idea.

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Fazey, F.M.C. & Ryan, P.G. (March 2016). Biofouling on buoyant marine

plastics: An experimental study into the effect of size on surface

longevity. Environmental Pollution, 210, 354-360.

This paper looks deeper into plastics in aquatic ecosystems and could

be used to further the teachers knowledge on plastic islands if they

wish to have a class discussion or case study regarding plastic and

aquatic environments.

Fertilizer Applied to Fields Today will Pollute Water for Decades -

https://uwaterloo.ca/news/news/fertilizer-applied-fields-today-will-

pollute-water-decades this article based out of Waterloo University

provide information on the long-term effect of fertilizer nitrogen

entering the water ecosystem and what the impacts are for the

surrounding animals in the long term. It also talks about health risk to

humans because of this runoff, which is an impact to humans if

students were interested in this direction.

Fertilizer Runoff Overwhelms Streams and Rivers Creating Vast Dead Zones

- https://www.scientificamerican.com/article/fertilizer-runoff-

overwhelms-streams/

This online article talks about excess nitrogen runoff from fertilizer that

is hitting the waterways as well as the severity of the situation. This

can be used as background information on waterways and nitrogen

runoff. Its purpose is to inform the teacher if a student asks about the

water ecosystem.
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Kingston, P.F. (June 2002). Long-term environmental impact of oil spills. Spill

Science & Technology Bulletin, 1-2, 53-61.

This paper looks at the long-term effects of oil and the time frame that

an environment needs to recover from an oil spill. It looks at origins

and definitions so it would be useful to read before getting into oil spills

and their effects as a case study for human impacts on ecosystems.

Lee, K. (February 2002). Oil-Particle interactions in aquatic environments:

Influence on the transport, fate, effect and remediation of oil spills.

Spill Science & Technology Bulletin, 8(1), 3-8.

This paper looks at the impact of residual oil persistence on the

ecosystems that suffer an oil spill. It addresses the ecological

significance of oil in the environment and could be a paper that allows

the teacher to get even deeper into the impacts of an oil spill in the

environment. It is a resource that the teacher could use to get more

information when presenting a case study on oil spills to bring up extra

points.

Muschenheim, D.K., Lee, K. (February 2002). Removal of oil from the sea

surface through particulate interactions: Review and prospectus. Spill

Science & Technology Bulletin, 8(1), 9-18.

This is a review paper on methods of removing oil from aquatic

environments after an oil spill. This paper would be useful for a teacher

who wants to look at the fate of an ecosystem after an oil spill and its
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clean up. It is a scientific paper so it has lots of details that go above

the program of studies but it may be the connection factor for a

student who hears about the impacts of different particles in the clean

up of an oil spill.

Oil and Chemical Spills - http://response.restoration.noaa.gov/oil-and-

chemical-spills

This website is full of background information for teachers to be

familiar with chemical and oil spills. It also expands upon current

response and restoration practices. This could be background for an Oil

Spill Clean Up Lab or information that a teacher could lead a discussion

with. This site also discusses the impacts to the surrounding

ecosystems when chemical and oil spills occur.

Pinto da Costa, J., Santos, P.S.M., Duarte, A. C., Rocha-Santos, T. (March

2016). (Nano)plastics in the environment Sources, fates, and effects.

Science of the Total Environment, 566-567, 15-26.

This article gets deeper into plastic to the nanoplastics that exist in the

aquatic environments and that impact on the ecosystem. It also

explains biological degradation more in depth so a teacher could gain

more insights when exploring a class case study or leading a

discussion.
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Why are all the bees vanishing?

https://www.sciencenewsforstudents.org/article/why-are-bees-

vanishing-pesticides-disease-other-threats

This article discusses how human impacts and a variety of different

threats may have contributing to the declining bee population. The

article discusses the different threats that are affecting the bees and

why the bees are being heavily impacted. As well as, the article

suggests a variety of recommendations of how we can protect and

enhance the bee population.

Teaching Resources

Alberta Program of Studies for Grade 7 Science -

http://www.learnalberta.ca/ProgramOfStudy.aspx?

lang=en&ProgramId=511711# This resource is the basis for the entire

unit of what needs to be taught. This link also includes a student

resource of Tools4Teachers that include many module and activity

booklets that teachers could take and adapt to how they wish to teach

the material. The program of studies outlines the course requirements,

which is important for a teacher to know and refer back to when

creating evaluations and assessments for their course.

Edquest Middle School Science Quality Science Learning Resources -

www.edquest.ca

This website will work for either for the required textbooks (Science

Focus or Science in Action). It has notes and tests that teachers can
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use as way to present the information. This is more of a teacher

resource for how to teach and evaluate the curriculum instead of

student notes.

Grade 7 Science Unit 1 Interactions Within Ecosystems Chapter 1 Slideshow -

https://docs.google.com/viewer?

a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtcnNqYW5lc3NjaWVuY

2VwYWdlfGd4OjI4MDJhZmU0ZGI2NGJjZmM This PDF could be used by

teachers as a method of teaching the first chapter of information. This

resource has some definitions as well as activities that get the students

moving into their community and looking for different interactions. It is

an interactive presentation that gets students involved while going

through the slides.

Grade 7 Science Unit 1 Interactions Within Ecosystems Chapter 2 Slideshow -

https://docs.google.com/viewer?

a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtcnNqYW5lc3NjaWVuY

2VwYWdlfGd4OjdkYWMzYjg1ZDZjZjlhZDE This PDF could be used by

teachers as a method of teaching the second chapter of information. It

goes over the types of symbiosis with examples. It also includes the

four roles of organisms in the ecosystems with examples. It starts

looking at food chains and food webs. It also leads into nutrient cycles

based on energy pyramids.

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Grade 7 Science Unit 1 Interactions Within Ecosystems Chapter 3 Slideshow -

https://docs.google.com/viewer?

a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtcnNqYW5lc3NjaWVuY

2VwYWdlfGd4OjdjNDY2OGQyMGJjNGE3MmQ This PDF could be used by

teachers as a method of teaching the third chapter of information. It

goes over the changing ecosystem and succession. It also includes new

definitions from within the chapter. This resource has some activities

that get the students discussing succession. It also delves into human

impacts on the ecosystem, endangered species, and conservation.

Grade 7 Science Unit 1 Interactions Within Ecosystems Objectives -

https://docs.google.com/viewer?

a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtcnNqYW5lc3NjaWVuY

2VwYWdlfGd4OjcwOGFlYTY3ZTA4MWIzNTY This PDF includes all the

objectives for the unit. This type of document could be given to

students as I can statements so that they can prepare for exams. It

also could be a teacher resource that we could use as a way to check if

all the outcomes got covered.

Interactions and Ecosystems an Introduction -

https://www.youtube.com/watch?v=bWbw-ZYCNGs&feature=youtu.be

This video is an introduction to interactions and ecosystems which

defines the two terms. We could use this video as a resource for

students who have missed a class and may need the information. It
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could also be used for students who would like another introduction

about this topic. This resource would be best used as an introduction to

the unit as it defines terms and goes through a Waterton example of an

ecosystem.

Oil Spill Project - https://www.youtube.com/watch?v=l1qOuDa-8LQ

This video is a lab idea that teachers could do in their classrooms that

show the environmental impact of an oil spill. As well as the different

ways to clean up oil spill after it has occurred. It gives the students a

way to get hands on experience with the aftermath of an oil spill so

they can see the lasting impacts after hearing about different oil spills

on the news. It can get the students thinking about what method of

clean up is best and if that is what is getting used in nature.

Science Focus 7 Textbook - Unit 1 Topic 1 and 2

This resource could be used as a student textbook with focus on the

first two topics of Unit 1. It has equal information about the ecosystem

as well as human impacts on the ecosystem. It is an easy read with

good pictures that could be a way for students with lower reading

abilities to still get the information that is being presented in class. It

also has Alberta connections, which can make it relevant for students

in Alberta. It also has topic reviews that a teacher could use as

entrance/exit slips for formative assessment to check students

understanding.
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Science Focus 7 Teachers Resource Binder - It has a section about the

correlation to Alberta Science Curriculum which is a good resource for

teachers to direct students in the their textbook to certain

topics/pages/activities. It has a list of recommended resources that a

teacher can pull in that works with the textbook from the teachers

guide. The teachers guide also has extensions as well as

accommodations that can be made for students. It also gives teaching

tips and science background, which can be useful.

Science in Action 7 - Unit A Chapter 1 and 4

This textbook opens the topics with case studies, which correlates well

to our delivery of the unit plan. The textbook was an easy read and not

overly hard for the struggling readers. This textbook has many

activities and questions that were good checks for student

understanding. A teacher could pick and choose how many examples

the teacher went through.

Science Power 7 Textbook - Unit 1 Chapter 3 Keeping the Systems Going

This resource would be used to give students information about their

impacts on the ecosystems. It explores more of the ecosystem side

more than the human side of interactions, which can inform the

students of what exists outside of their world.

Science Power 7 Blackline Masters - This resource has activities and

worksheets that get students to expand upon their learning through

questions. One example is an Organisms Interacting Crossword. This

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resource has fun activities that get students to recall definitions of key

vocabulary. It also has quiz questions and diagrams that can be used to

help both students and teachers check understanding of this unit. It

also has different teacher notes that give more examples and hints to

get students to focus on certain ideas.

Students Online Learning Center for Science Focus 7 Textbook -

http://www.mheducation.ca/school/learningcentres/course/view.php?

id=09780070864672 this website has many options for students to

expand their knowledge based on the online links from their textbook.

This is a resource for students that have practice questions for

students to check their understanding. It also has Internet connects

that students can use for their research projects that get done in this

unit.

Tools4Teachers Student Material -

http://www.learnalberta.ca/content/t4tes/index.html?

project=junior_science7 Tools4Teachers that include many module and

activity booklets that teachers could take and adapt to how they wish

to teach the material. They can even use theses workbooks as

templates for their own books. Based on the provided information, it

would be most useful for the teachers to have this resource as a base

for which they can create assignments and activities for students.

Activities/App
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Black Gold Regional School Division Unit 1 Interactions and Ecosystems -

http://engagingstudents.blackgold.ca/index.php/division-iii/sci-

d3/science-7/unit-a/ This Site breaks down the first unit into 7 topics of

study and it has general resources. Each one of the topics has multiple

sites within the topic that lead to other simulators and resources if the

students want to go further into the topic. These interactive link help

student explore the science concepts talked about in the unit in a more

tangible way so students can learn the material. It also has teacher

resources that the teacher can use to understand their technology and

the curriculum better. Teachers could let students explore this site and

the interactive tools to add in another teaching style.

Core Lab Activity Field Trip to the Schoolyard goes with Chapter 1 Slideshow -

https://docs.google.com/viewer?

a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtcnNqYW5lc3NjaWVuY

2VwYWdlfGd4OjM0OTZkZGE0MmE3ZTcyYWQ This activity sheet will

allow students to make predictions then test their hypothesis once

they venture out into the schoolyard ecosystem. It would be a useful

tool for students to see all the biotic, abiotic factors that are present in

their world. It can make the unit more memorable and tangible.

Dawn TV Commercial: Cleaning Oil Spills -

https://www.ispot.tv/ad/7nQN/dawn-cleaning-oil-spills# This TV

commercial could be used as a real-life example of what gets affected

by oil spills. Instead of letting an oil spill be something that happens off
 25

the coast of Mexico, which is a long ways away, it can be more tangible

for students to see the impacts. This video can also be used to

introduce an oil-spill clean-up lab. It provides one way to clean up an

oil spill through Dawn but the students could test other materials in a

lab setting. It could be used as the jumping off point for a lab.

Parts of the Food Chain and Game -

http://www.sheppardsoftware.com/content/animals/kidscorner/games/f

oodchaingame.htm This Website has multiple levels of food chains for

students to construct. It works the students through simple linear food

chains and eventually progresses to harder circular food chains. It also

has a decomposer game as well as the parts of a food chain. All of

theses interactive tools could be used as a way for students to learn

and practice constructing food chains. If students are confused about

words they can click on them and find an activity or more to explore

about that term. Example would be consumers or decomposers. Once

students have learned all the parts they can put it together in the food

chain game. This game records how many the students got right and

wrong so they can review what stumped them and refresh that part

before moving on. It also has the animations to go along with the

movement of the food chain, which is even more interactive and

intriguing.

Play and Learn EcoKids - https://ecokids.ca/blog/take-action/play-and-learn

 26

This website has some interactive tools as well as simple quizzes that

students can work through to learn and review the material. This site

also has procedures and instructions for multiple lab type activities

that can engage students. It could be used to expand upon an area of

the unit so that the students can further see the concept instead of just

reading about it from a textbook.

Unit 1 Interactions and Ecosystems Terms Worksheet -

https://docs.google.com/viewer?

a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtcnNqYW5lc3NjaWVuY

2VwYWdlfGd4OjJhN2JkNTQ4ODk0NDRiYmE This resource has all the

vocabulary that students will need to know for Unit 1 and space to

write in the definitions as the students come across them in the unit.

This is a succinct way for students that have completed this worksheet

to have all the key vocabulary without having to search numerous

pages of notes to study or look up the definitions.

Lesson Plans

Lesson #1: Plastics Affecting the Environment

Goals/Key Questions
Goals:
Students will gain an understanding on plastic and its effects throughout the
world.
As well as gain an understanding that plastic is produced and distributed by
humans, but
causing a negative effect for all species on the planet.
Objectives:
Students will be able to explore ideas pertaining to plastics inability to
biodegrade, and the
 27

amount of plastic being produced and discarded throughout the world.

Students will show
brainstorming abilities and come up with solutions to the problems that
plastic pose.

GLOs/SLOs addressed:
SLOs:
SLO 4.1
SLO 4.4

Skills:
(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
(2.4) Identify mechanisms by which pollutants enter and move through the
environment, and can become concentrated in some organisms
(S1.3) State a prediction and a hypothesis based on background information
or an observed pattern of events

Pre lesson Considerations:

In a previous class the students helped build a classroom compost bin and
learned about
the advantages of composting. In this lesson students will learn that plastic
is not
Biodegradable. As well in this lesson we will further explore this by placing a
piece of
plastic in the class compost bin to see if it will degrade.

What is the teacher doing? What are the students

Needs to include step by
step procedures:
Include Key questions,
logistics, key concepts that
will be addressed,
methods of formative
assessment
doing?
Be specific to what
they will be doing to be
engaged in the
learning.
Consider how they are
organized, (e.g.
working alone/pairs
etc.).

Introduction (how Teacher will gather the

will you engage class and explain that they Students will engage in
students? are going to be introducing conversation about
Connections to the topic of humans where they think that
previous learning?) causing irreversible plastic goes after it is
Time estimation impacts on the world with produced and used.
 28

this lesson
(7 min)
Teacher will pose the
statement that a plastic
bottle takes 450-1000
years to biodegrade
A discussion will be started
on where students think
that plastic goes
This discussion will
engage students in the
topic and will also
produce a sense of
wonder for the rest of
the unit to come.

Transition Teacher will press play on Students will turn their

considerations the YouTube video attention to the smart
board

Activi https://www.youtube.com/watch? Students will

ty 1 v=Nh6lkv1udb0 gain an
understanding of
Time Teacher will play YouTube video on the where plastic
Est.: traveling of a piece of plastic so that students goes when it is
(10 can get a good understanding that plastic released into the
min) never goes away, and also get a good environment.
understanding of where plastic will end up. Students will
gain an
The teacher will then choose a student helper understanding
to place a piece of plastic (an apple sticker) in that plastic does
the class compost bin. Students will then be not just
able to see for themselves (over time) that disappear.
plastic is resistant to biodegrade.
Students will also
Next students are going to be asked to sign up be able to inquire
on a poster board labeled with columns of about whether or
estimations on how long students think that it not they think
will take for the sticker to degrade that the plastic
will be able to
The columns will be labeled as one week, one degrade.
month, and until the end of the school year
(June), and until the end of my school career
here (grade 9)
 29

Students will be
asked to write
their name under
their best guess
and the sticker
will be checked on
a regular basis
throughout the
rest of the school
year.

Transition When students are signing up make Students will write

consideratio sure to call them up section by their name under
ns section so that not too many of their educated
(3 min) them are coming up at once. This guess in a controlled
will ensure that there is no pushing and responsible
or shoving and that they all return manner
to their desks safely.

Activity 2 Students will be asked to return to their Students will

desks and the teacher will ask them to be asked to
Time Est.: pull out their reflection book, and ask reflect on if
(10 min) them to reflect on the plastic items that these items
they use in their everyday life as a one are necessary
time use item. (Ex. Plastic bottles, plastic or important
bags for lunch, chip bags) for their
everyday life,
they will also
be asked to
reflect on how
much of these
items they
have thrown
away
throughout
their lifetime,
and how big
they think
their
cumulative
 30

plastic
garbage pile
is. As well as
reflect on if
there are any
reusable or
biodegradable
alternatives
that could be
used in place
of these
plastic items.

Transition Teacher will play YouTube video regarding Students will

consideration a ocean garbage bin then turn their
s attention to
YouTube video

Activity 3
Time Est.: https://www.youtube.com/watch? Students will
6 minutes v=mK1cpkGZsfE watch the
video provided
YouTube video will show students that we and will begin
are able to reverse some of our damage if to think of
we are willing to focus our attention and ways that they
resources on these solutions. can help make
a positive
impact on the
world and
reduce the
overall
negative
impact that
anthropogenic
influences
cause.

Conclusion Teacher will distribute exit slips that will

- pose the question Students will
Conn What is one thing that you came up with be able to
ections to in this class that you can change about record their
next you everyday life in order to reduce your solution that
lesson? plastic waste? they came up
- with during
Conn class
ections pertaining to
 31

back to reduction of
key plastic within
question the
(5 min) environment.

Lesson #2 Oil Spill Inquiry Lab

Goals/Key Questions
Goals: We hope the students will learn how humans have affected our
environment through oil spills as well as understand how
difficult oil spills are to clean up. This activity will show
students that some human impact is irreversible or have
very difficult solutions. This activity will also show the
effect oil spills may have on the plant and wildlife in a
marine ecosystem.
Objective: Students will be able to explore using various materials (in a
small controlled environment) and determine which
material cleans up oil spills the best. Students will also be
exploring which solutions would also work as a life size
solution taking into consideration aquatic and terrestrial
ecosystems inhabiting the area where an oil spill would
occur. The teacher will be looking for detailed observations
and analyses throughout the experiment and after when
observing students worksheets.
GLOs/SLOs addressed:
GLO: identify mechanisms by which pollutants enter and move
through the environment, and can become concentrated in
some organisms (e.g., acid rain, mercury, PCBs, DDT)
SLO: Conduct investigations into the relationships between and
among observations, and gather and record qualitative and
quantitative data
Work collaboratively on problems; and use appropriate
language and formats to communicate ideas, procedures
and results

Pre lesson Considerations

Lesson overview of main scientific content and skills to be learned:
Students will be learning proper lab etiquette and techniques as well as
making a prediction and exploring those predictions. Students will be given
the opportunity to have more of open-ended style lab to make predictions
and create their own procedure during the lab. The students will have to be
able to successfully work in a group and use a loose version of the scientific
method to make changes to their predictions and procedure.
 32

Students will already been introduced to the scientific vocabulary involved in

performing and reflecting on a lab. Students will also gain a new perspective
on how irreversible anthropogenic pollution can be (ex. Oil spills). This can be
later brought into our learning on the fine balance of ecosystems, and how
humans can have a great impact on disrupting those balances.

Teacher Resources:
https://www.youtube.com/watch?v=l1qOuDa-8LQ
https://www.ispot.tv/ad/7nQN/dawn-cleaning-oil-spills#
https://www.youtube.com/watch?v=vyl5Mwr84MA

Materials:

Teacher Materials:
Cooking Trays
Water
Tin Foil for barrier (barrier is set up prior to lab)
Vegetable Oil
Food Colouring
Sponges
Cotton Balls (x14)
Corn Meal
Spoons
Plant (x3)
Feather (x3)
Worksheet (x14)
Paper Towel (for potential water spills)
Tables
Gloves (x26)
Salt

Student Materials: Pencil/Eraser

Safety Consideration:
Students should be practicing good lab techniques and behaviour such as
not consuming any materials. Students will also be wearing gloves for the
experiment for good science techniques, avoid potential sensitive skin
reactions, and avoid cross-contaminate the controlled environment. Students
should also be taught about safety hazards regarding spills, ex. Someone
could fall and really hurt him or herself. The teacher will discuss good lab
techniques with the students prior to the lab. The teacher will also show a
short segment of the video to further express the lab safety considerations.
https://www.youtube.com/watch?v=vyl5Mwr84MA
 33

For teacher safety

Some possible Hazards to keep in mind is considering if any students are
allergic to any of the substances used in this lab. All of the liquid substances
used in this lab are edible so allergies are the main concern.
First aid supplies must be present in the room in case of paper cuts from tin
foil or paper.
Paper towels and cleaning supplies must be handy in case of a liquid spill. If
liquid does spill it must be fully cleaned up immediately to avoid students
falling or hurting themselves. Paper towels used to clean up spills can be
disposed of in the garbage.
After experiment all materials are safe to put down the sink drain for
disposal.

Content:
What is the teacher doing? What are the
Needs to include step by step procedures: students
Include Key questions, logistics, key doing?
concepts that will be addressed, methods of Be specific to
formative assessment what they
will be doing
to be
engaged in
the learning.
Consider how
they are
organized,
(e.g. working
alone/pairs
etc.).

Introductio The teacher will gather her students around Students will
n (how will the laptop and ask them to put their gather around
you engage attention on the 30-second video. The video the laptop
students? will help build relevance to the following provided at
Connection lab, showing the students how oil spills are the table.
s to an anthropogenic effect that is negatively Students will
previous impacting the environment. watch the
learning?) https://www.ispot.tv/ad/7nQN/dawn- video, paying
Time cleaning-oil-spills# attention to
estimation Teacher will then introduce the lab to the the effect of
students she will review all of the oil spills have
(2 minutes) components and headings associated with on marine
the lab handout that they will be expected environment.
to fill out throughout the lab. After the
 34

The difference between Hypothesis, video

analysis, and observations, as well as students will
provide examples for each of these turn to their
suggestions. partner and
describe 3
Students will simulate an oil spill in a small things that
controlled environment. The students will they observed
explore how the oil spill affects the marine
ecosystem and how different strategies to Prompting
clean up the oil. questions:
The teacher will talk about the proper lab Were the
safety considerations of the lab as in not birds able to
consuming materials and wearing gloves. fly when they
The teacher will also show the students were covered
where the clean-up materials are for spills, in oil?
as well as showing them the sinks where Do you think
the students can dispose of the liquid after the birds
the experiment. would be able
to survive if
The teacher will show a short segment of they had no
the video https://www.youtube.com/watch? one to clean
v=vyl5Mwr84MA. the oil off of
The teacher will hand out the worksheet them?
and introduce the different strategies that Fish drink the
will be used to clean up the oil spill. The water of their
teacher will then prompt students to environments;
develop their hypothesis on how they think do you think
they will be able to clean up the oil spills the fish living
and what materials they think will clean up in this
the oil spills the best. environment
Teacher will ask if there are any questions. are doing
Formative assessment: Teacher will be okay?
observing if students understand the
concept of the lab and also lab Lab safety:
considerations. Students will
be listening
to the
teacher
explain the
lab and
safety
consideration
s as a group.

Worksheet
 35

distribution:
The students
will write
down their
hypothesis
when they
are
prompted on
the
worksheet.
The students
will ask the
teacher a
question
when they
see
necessary.

Transition Teachers will fill the tray with water and During this
considerati encourage students to put their gloves on. time
ons Teacher will ask students what they predict students will
will happen when they put a cup of oil into be given
the water. gloves to put
on and asked
to look at the
tray filled
with water
and food
colouring.
Students
making
predictions
about what
will happen
when oil is
spilt into
their water
sample.

Activit Teacher will explain how mass Students will then make
y1 oil spills occur in the prediction of the effect of the
environment due to oil oil spill on plants and animals.

Time extraction. As well as the
Est.: reasons that humans undergo
5 oil extraction (ex. To be able to
minut have fuel to drive their cars
es around). The teacher will also
ask students if they think that
oil extraction benefits any other
species in our world? Or if it
does more harm than good
Teacher will then pose the
question on how the oil will
affect marine life (such as
plants and animals). The
teacher will give the students a
plant and feather.
Teacher will pose the discussion
question, how would large-scale
oil spills affect plants and
animals in the environment.
Formative Assessment: Teacher
will observe students
participating in the lab using
proper lab techniques, scientific
observation, and answering any
questions.
Transition Teacher will add more oil
consideration if necessary and prepare
s materials for the oil
cleaning portion of the
lab.
Activity 2 Teacher will ask students
what their hypothesis was
Time Est.: for what material will
5 minutes better clean oil spills.
Teacher will ask students
to explore each option as
a group. Teacher will
already have the lab
stations set up for
students, they will be pre
36
Students will conduct their
experiment. Students will make
direct observations and write
their observations on their
provided worksheet. Students
will then discuss how the oil
affected the plant and animal
life and how this would look in
a larger less controlled
environment (lake and/or
ocean)
Students will clean up the
feather and the plant and
come back to the group to
participate in the next section
of the lab.
Students will then make
prediction of the techniques
to effectively clean up oil
spills (Sponge, paper towel,
spoon, corn meal). Students
will conduct their
experiment with the
provided materials based on
the procedure section
provided on their handout.
 37

put into groups and the Students will make direct

students can go to the lab observations and write their
station with their group. observations on their
Teacher will prompt provided worksheet.
students to ensure they Students will then discuss
are completing their how then we might clean up
worksheets oil spills on a larger scale in
the natural environment.
Formative Assessment:
Teacher will observe
students participating in
the lab using proper lab
techniques, scientific
observation, and
answering any questions.

Transition Teacher will encourage the Students will finish up their

consideration students to start their testing and start with clean
s clean-up and start working up and start answering the
on their concluding questions about the lab.
questions

Activity 3 Teacher will pose the Students will fill out the
Time Est.: discussion question, how concluding questions:
6 minutes would we clean large-scale -What is the best way to
oil spills based on their clean up an oil spill? Why?
observations on what -Is this method effective in a
worked in the controlled real environment?
experiment. -Does this method work
with animal and plant life?
Teacher will prompt Why or why not?
students to complete their -Was there any type of
provided worksheet material that you think
questions and answers. would have worked better
Students will be allowed to to clean up an oil spill?
work in groups so that
they can share ideas and
inquiries when answering
the questions on the
worksheet.
Formative Assessment:
Teacher will observe
students working and
answering any questions.
After class teacher will
 38

collect worksheets and

assess students
responses.

Conclusion Teacher will be collecting After completing this lab

- the worksheets at the end students will be able to
Conne of the lab and using them directly observe how oil
ctions to as formative assessment spills affect ecosystems in
next on the students saltwater and freshwater
lesson? understanding and ecosystems.
- participation of the lab.
Conne
ctions back
to key
question
(2 minutes)
Assessment:
This lab will be used as formative assessment. Students will be given a
worksheet to fill out as they complete their lab. The teacher will also be
using direct observation when viewing students participate in the lab looking
for proper lab techniques, etiquette, and safety. This allows the teacher to
quickly correct mistake made by the students so they can develop lab skills.
Assuming this is one of the first labs in the year (as we are teaching Unit A)
and/or the first formal lab students are experiencing a formal lab report will
be too challenging for students. This is why we have chosen to give students
a fill in the blanks style lab to properly scaffold lab assessment and formal
lab reports.

Accommodations:
-Students can have their EA act as a scribe for the concluding questions
-Students can get extra time if required

Modifications:
Other changes can be implemented depending on the students need,

Extension and extra time activity:

If students have completed the lab quickly then students can explore if oil
acts the same in a saltwater environment as it does in a freshwater
environment like the lab.

Reflection on how the lesson went:

 39

Oil Spill Lab Worksheet

Grade 7 Unit A Interactions and Ecosystems

Name: ________________________
** This lab will be handed into your teacher at the end, so try your best!
Please use complete sentences with your answers

The Focus of this lab:

The main focus of this lab is to find a solution on the best way to clean up oil
spills, as well as explore the difficulties that may be faced when trying to
clean up an oil spill.

Hypothesis:
What materials do you think will clean up the oil spill best? (Cotton balls,
spoon, sponge, cornmeal)

Do you think that the oil will attach to the plant or the bird feather better? If
the oil does attach do you think it will be easy to get the oil off?

Materials:

Cooking Trays
 40

Water
Tin Foil
Olive Oil
Food Colouring
Sponges
Cotton Balls (x14)
Corn Meal
Spoons
Plant (x3)
Feather (x3)
Worksheet (x14)
Paper Towel (for potential water spills)
Tables
Gloves (x26)
Salt
Pencil/Eraser

Procedure:
1. The teacher will have already put the water and barrier into your tray.
2. Now add ten drops of oil into one section of the water using the
eyedropper.
3. Method 1 - Use the sponge to clean up the oil.
4. Write down any observations you see about the sponge and oil.
5. Method 2 - Cornmeal to clean up the oil.
6. Sprinkle some cornmeal onto the section with oil. Attempt to clean the
oil up with cornmeal and spoon.
7. Write down your observations of using the cornmeal to clean up the oil.
8. Methods 3 - Cotton balls to clean up the oil.
9. Add oil into the other section of water.
10. Use a cotton ball to attempt to clean up the oil.
11. Write down your observations for the use of a cotton ball to clean
up the oil.
12. Method 4 - Combine the cornmeal and cotton ball.
13. Attempt to clean up the oil on the cornmeal side by using a
cotton ball.
14. Write down your observations of what happens using both
techniques.

Observations:
Explain what you saw when using each of the materials in 1-2 sentences
What did you see when using the sponge to clean the oil spill?

What did you see when using the spoon by itself to clean the oil spill?
 41

What did you see when using the cornmeal and the spoon to clean the oil
spill?

What did you see when using the cotton ball to clean the oil spill?

What did you see when oil interacted with the plant life?

What did you see when the oil interacted with the feather?

Analysis:

What material worked the best at picking up the oil and what material were
the worst? And why do you think these materials worked or did not work?

What other materials were NOT provided that may help clean up the spill
better?

Did the oil have an effect on the marine life? If so, what was the effect?

Conclusion:

Would these clean up strategies be realistic to use in a real life oil spill? And
can you think of any other realistic solutions that were not tested in lab?
Please explain your answer in 5-6 sentences

Unit Plan Chart