out

UNIT PLAN
Unit Topic: Sustainability of Ecosystems
Grade: 10
Unit Theme: Human Impact on the Environment
Unit Goals:
Lesson
Specific
Assessment
Title
Outcomes
Methods/Activities/Procedures
Resources
Strategies
1.Introduction
to Unit.
Lesson on:
Fresh Water

1.114-1: Explain how

a paradigm shift can
change scientific
world views in
understanding
sustainability explore
and develop a
concept of
sustainability

1. APK: Focus Question : What are

the way in which humans have an
impact on the environment?
-Do a mind map on the board
around this focus question.
Activity 1: Show a video on the
importance of fresh water for
humans and the environment.
http://resources4rethinking.ca/en/res
ource/the-coming-global-water-crisis
This video warns of a looming global
water crisis due mainly to domestic,
agricultural and industrial overuse.
Currently 1.1 billion people
worldwide do not have access to
clean drinking water. The film warns
that with rising water tensions
between countries, a continued
unsustainable purge of water
supplies may have catastrophic
implications in the very near future,
especially if food continues to
replace oil as a means of producing
energy. - See more at:
http://resources4rethinking.ca/en/res
ource/the-coming-global-watercrisis#sthash.94tsk5Ge.dpuf
Activity 2: A Drop in The Bucket
Exercise outlined in Project Wet. By
estimating and calculating the
percentage of available fresh water
on Earth, students understand that
this resource must be used and

1. Video 1:
http://resources4rethinking
.ca/en/resource/thecoming-global-water-crisis
Video 2:
https://www.youtube.com/
watch?v=D41rO7mL6zM

Materials for the activity, A

Drop in The Bucket.
( Water, world map, 1,000
ml beaker, 100 ml
graduated cylinders, small
dish, salt, ice bucket, eye
dropper)

1.1) Students will be

given the
opportunity to share
opinions and ask
questions following
the showing of
videos
2) Students will be
asked to answer
questions in their
journals. Their
personal opinion
about the subject
which will be used
as their exit ticket

Cross Curricular
1.Language Arts
- Assess ideas,
information, and
language, synthesizing
and applying meaning
from diverse and
differing perspectives
- Select appropriate
information from a
variety of sources,
making meaningful
sections for their own
purposes
- Critically evaluate the
information they
access
- Demonstrate
sensitivity and respect
in interaction with
peers and others in
both informal and
formal situations

managed carefully.
Activity 3: Have students complete a
journal entry where they answer the
following questions: How do you use
fresh water in your daily life? Do you
manage it properly?
How does New Brunswick use fresh
water as a resource? Do they do it
effectively?

2.
Deforestation
and
Desertification

2.
Explain why the
ecosystem may
respond differently to
short-term stress
and long-term
change (318-4)

2.
APK: Focus Question : What are the
way in which humans have an
impact on deforestation?
-Do a mind map on the board
around this focus question.
Activity 1: Show a video of the
impacts of deforestation on the
environment
This short video shows the effects of
deforestation on the environment
and how it impacts everything from
animal life, physical landscape and
climate change.
Activity 2:
Students will simulate a town hall
meeting to demonstrate the social,
economic and environmental
dimensions to forest development.
Each group will be assigned roles of
the various stakeholders who will be
affected by a planned highway
project that will result in the loss of
much of the towns forested area.
Groups:
1. Government
2. Town planning committee

2.
Video for Activity 1:
https://www.youtube.com/
watch?v=mTIhcO4jjUI
-Name cards with
assigned role within the
group.
-Poster paper to write
down the groups
argument/discussion
points
- Markers
- Handout - exit ticket

2. 1) Students will
be given the
opportunity to share
opinions and ask
questions following
the showing of
videos
2) Students will
have the opportunity
to discuss the
different points of
view regarding the
deforestation of
certain areas to
make way for
modern civil needs.
Pros and cons will
be discussed before
comparing results
with their peers.

2.
Language Arts
- Assess ideas,
information, and
language, synthesizing
and applying meaning
from diverse and
differing perspectives
- Select appropriate
information from a
variety of sources,
making meaningful
sections for their own
purposes
- Critically evaluate the
information they
access
- Demonstrate
sensitivity and respect
in interaction with
peers and others in
both informal and
formal situations

3. Small business owners

4. Citizens
Each group must prepare an
appropriate point of view based on
the perspective of the stakeholder
he/she is representing and present it
during the classs town hall meeting.
Following the presentations, a
decision on whether or not to
proceed with the project is made by
the class.
Activity 3:
In the same groups, students will be
asked to discuss what specific effect
of deforestation stands out most to
them; ex: erosion, reduced air
quality, lost or displaced animals,
flooding, etc. Students will be
required to fill out an exit ticket
provided filling in the blanks.

3.Fossil Fuels

3. 318-1:
illustrate the
cycling of matter
through biotic and
abiotic components
of an ecosystem by
tracking carbon,
nitrogen, and oxygen

3. 1. APK- Ask students why forests

and fresh water sources are so
important for the environment, and
how we are damaging these
resources,
2. Show video explaining fossil fuels.
The video explains the origins of
fossil fuels, and the pros and cons of
using them. Afterwards, check for
understanding, and lead a class
discussion on whether the pros of
using fossil fuels outweigh the cons.
3. Students will be assigned to
groups of four or five. As a project,
each group will research a different
type of renewable energy source
(eg. Wind power, solar power,
biomass, etc.). They will have the
remainder of class time to work on it.

3. Video:
https://www.youtube.com/
watch?v=zaXBVYr9Ij0

3. a) Students will
demonstrate an
understanding of
fossil fuels in
comparison to more
renewable energy
sources through
their presentations.
b) Students will
demonstrate and
share a personal
opinion regarding
renewable and non-

3. Language Arts
- Assess ideas,
information, and
language, synthesizing
and applying meaning
from diverse and
differing perspectives
- Select appropriate
information from a
variety of sources,
making meaningful
sections for their own
purposes
- Critically evaluate the
information they
access
- Demonstrate

Groups will give a 10-15 minute

presentation on a later date about
their energy sources, discussing its
pros and cons, the science behind it,
and how it is or is not an effective
alternative to fossil fuels.

renewable energy.

4. Students will write a reflective

journal entry based on the
presentations about which means of
renewable energy they would
consider to be the most ideal
alternative to fossil fuel.

World Issues: Unit 1

- Students should
understand that the
future of the planet
and its people
depends upon the
choices which the
world community
makes today. They
should also be
cognizant that these
decisions will not
always result in purely
beneficial results, but
will sometimes involve
unforeseen side
effects because of the
complexity of the
issues

4.
a. Introduction to Sustainability
APK - What does sustainability
mean to you? In your opinion is
your way of life sustainable? What
would happen to your situation if
crude oil were to be exhausted?
What about water?

4.
Sustainability
joey and matt

4. (114-1) Explain
how a paradigm shift
can change scientific
world views in
understanding
sustainability explore
and develop a
concept of

Exercise - Fishing for the Future

Through a fishing simulation,
students model several consecutive
seasons of fishery and explore how
technology, population growth, and
sustainable practices impact fish
caught and fisheries management.
See more on teaching resource.

sensitivity and respect

in interaction with
peers and others in
both informal and
formal situations

4.
a. Fishing for the Futurehttp://resources4rethinking
.ca/media/Fishing%20for
%20the%20Future.pdf
All materials for activity

4.
a. Students will keep
notes and submit a
reflective journal on
lesson 5 (2-3
pages). Advanced
understanding
question: Reflect on

4.World Issues: Unit 1

- Students should
understand that the
future of the planet
and its people
depends upon the
choices which the
world community
makes today. They
should also be
cognizant that these
decisions will not
always result in purely

sustainability
(215-1)
Communicate
questions, ideas,
and intentions and
receive, interpret,
understand, support,
and respond to the
ideas of others with
respect to
environmental
attitudes
(318-6) Explain how
biodiversity of an
ecosystem
contributes to its
sustainability

Group discussion and graphic

organizer (4-5 students): Discuss
and expand on questions: How do
you think this activity relates to
global ocean and fishing issues?
What scenarios are missing from the
game? What happens to a finite
resource when you have exponential
population growth and rapid
technological developments? What
are some commonly used resources
in your community and how would
over-exploitation affect them?

b. Easter Island Case Study Demonstrating human overexploitation of resources.

View Documentary then Use
whiteboard as graphic organizer
to highlight key ideas about
Easter Islands eerie history as a
class. Separate the class in two
and discuss the following
questions and recording
discussion findings with a brief
report back to class.
Q: What do you think the Easter
Island paradigm resembled
having watched the
documentary? Has humanity
seen a shift in thinking? Explain
your answer. Explain how the
Easter Island case can be related
to current economical conditions
and global trends of consumption
c. Local Sustainability - Afforestation
In NB. Lead a discussion on New
Brunswicks resources, specifically
on forestry and its importance for the

listed in teaching resource.

Chart paper and markers.
b. Easter Island Case
Studyhttps://www.youtube.com/
watch?v=P-bVu_FiJ50
c.Tree Planting articlehttp://www.atlanticfarmfoc
us.ca/Forestry/2015-1109/article-4338157/CN,Tree-Canada-celebrateplanting-more-than60,000-trees/1

d. Teacher Presentation
Slide show - Renewable
Energy.
Fuel Cell Car http://fuelcellstore.com/drfuel-cell-model-carcomplete

the past paradigm of

limitless resources,
how is it possible
that this could have
been a belief at the
time? What do you
think contributed to
this mindset and if
we are, or have,
changed our ways?
What implications
will humanity face if
we do not address
such problems?
b. Educator will be
able to monitor
group work and
activities assessing
verbal linguistic
skills.
c. Overall
assessment of
comprehension of
material. Compiled
from journal entries,
class discussion,
and participation in
class.

beneficial results, but

will sometimes involve
unforeseen side
effects because of the
complexity of the
issues
Geography: Unit 7C
- Objective 4: Evaluate
the impact of human
activities on natural
environments
Language Arts
- Assess ideas,
information, and
language, synthesizing
and applying meaning
from diverse and
differing perspectives
- Select appropriate
information from a
variety of sources,
making meaningful
sections for their own
purposes
- Critically evaluate the
information they
access
-Demonstrate
sensitivity and respect
in interaction with
peers and others in
both informal and
formal situations

economy. Have students read

article on Afforestation in NB during
the summer of 2015. Pair students
for discussion with a brief report
back to class. Have students
comment in journal regarding what
they know and learned about
Afforestation in the province and its
other natural resources.
d. Teacher Slide presentation on
Sustainable Energy such as:
Nuclear fusion/fission and Hydrogen
fuel cell technology
APK: How important is energy to
your daily lives? What components
are life are affected by energy or
lack thereof? Is the planet currently
on route for sustainable energy in
the future?
Teacher led slide presentation:
Sustainable Energy
Fuel Cell Model car demonstration
Exit Ticket: Following teacher
presentation have students respond
to the following: What they knew,
what they learned, what was
unclear, and a comment on the
importance of becoming a
sustainable society.

5. APK:
Focus Question:
What do you know about Shale gas
and the positive and negative of its
effects on the environment?
- KWL Chart: Fill out K
(Know) and W (Want to
know) columns of chart
During:
- Show video regarding
the process of Shale gas

5. Shale Gas
Extraction

5. 215-1:
communicate
questions, ideas,
and intentions and
receive, interpret,
understand, support,
and respond to the
ideas of others with
respect to
environmental
attitudes

extraction and its effects

- Activity #1: Students
will be split up into four
groups. Each group will be
provided with a research
article regarding either the
positive or negative results of
fracking. Students will be
provided with a 5 minute time
period to read and discuss
the article and pull out key
points. The next 5 minutes
will be spent having each
group share what they found
in their article
- Activity #2: Students
will be split up into two
groups. Each group will set
up in a circle (socratic
seminar setting) and discuss
questions regarding Shale
gas extraction and its effects
on the environment and
more specifically, on their
community.
Exit Ticket:
- Fill out the Learned
section on the KWL chart

5.
Introduction
Video #1:
https://www.youtube.com/
watch?v=IblSuv1-Qec
Socratic Seminar
Questions:
1. In your opinion, do the
pros outweigh the cons
when it comes to fracking?
Explain.
2. What are some of the
possible implications of
shale gas extraction on
the environment?
3. How could shale gas
affect your community?
Articles for group
discussion:
1)http://www.thestar.com/o
pinion/commentary/2013/1
1/14/the_oftenignored_fact
s_about_elsipogtog.html

2)https://docs.google.com/
document/d/1cNTDU7w3d
KOFuadHu7VZkKUdT8q_Cweb35

5.
1) Students will be
given the
opportunity to share
opinions and ask
questions following
the showing of
videos
2) Students will be
asked to report back
to the class about
what their group has
learned from
research articles
concerning Shale
gas extraction
3) Students will be
given the
opportunity to
respond to
questions in a
socratic seminar
style setting
4) Students will be
asked to write one
thing they learned
about Shale gas/
their personal
opinion about the
subject which will be
used as their exit
ticket

5. Social Studies
- 9.5.1 Identify and
analyze the economic
challenges and
opportunities that may
affect Canadas future
World Issues: Unit 1
- Students should
understand that the
future of the planet
and its people
depends upon the
choices which the
world community
makes today. They
should also be
cognizant that these
decisions will not
always result in purely
beneficial results, but
will sometimes involve
unforeseen side
effects because of the
complexity of the
issues
Geography: Unit 7C
- Objective 4: Evaluate
the impact of human
activities on natural
environments
Language Arts
- Assess ideas,
information, and
language, synthesizing
and applying meaning
from diverse and
differing perspectives
- Select appropriate
information from a
variety of sources,
making meaningful
sections for their own

purposes
- Critically evaluate the
information they
access
-Demonstrate
sensitivity and respect
in interaction with
peers and others in
both informal and
formal situations

vAkmTmb4/pub

6. Research
and Present
Alternative
Means for
Energy

6. 118-9: propose a
course of action on
social issues related
to science and
technology, taking
into account human
and environmental
needs

6. APK:
Focus Question - What are some
means of producing energy?
(Example: Wind turbines).
Discuss as a class
multiple means for producing
energy
During:
- Activity #1: Divide
Students in four groups of
five. Have each group
research different means of
energy: wind turbines, solar
power, water turbines and
geothermal power. Provide
groups with interviews,
websites, and articles
regarding each form of green
electricity.
- Activity #2: Allow
students to discuss in groups
the social and environmental
effects of their specific form
of green energy. Distribute
Focus Questions.
- Activity #3: Present
findings and ideas to the
class - arguing why their
alternative form of energy is
the best option.
Exit Ticket:
- Have students
answering the following
question on a piece of paper
to pass in: If you had a
choice of which form of
electricity you would use in

6. Wind Turbine
Resources:
-Informative website:
http://energy.gov/eere/win
d/how-do-wind-turbineswork
- Negative effects:
http://www.ucsusa.org/clea
n_energy/our-energychoices/renewableenergy/environmentalimpacts-windpower.html#.VkjpdLzLRok
- Positive effects:
http://www.conserveenergyfuture.com/Advantages_W
indEnergy.php

6. 1) Students will
be given the
opportunity to share
their opinions in a
group setting
2) Students will be
given the
opportunity to share
with the class what
they have learned
from their research
3) Students will be
given the
opportunity to share
their views with the
class regarding this
issue
4) Students will be

6. Physical
Geography: Unit 7C
- Evaluate the impact
of human activities on
natural environments
Language Arts
- present a personal
viewpoint to a group of
listeners, interpret their
responses, and take
others ideas into
account when
explaining their
positions
- listen critically to
analyse and evaluate
ideas and information
in order to formulate
and refine opinions
and ideas
- integrate the chosen
information, in a way
that effectively meets
the requirements of a
learning task and/or
solves personally
defined problems
Social Studies 9

your future home or

community out of the forms
we have discussed, which
would you choose and why?

Solar Power Resources:

- Information, Positive &
Negative effects:
http://solarpowerisfun.wee
bly.com/the-sciencebehind-it.html
- National Geographic
Video
http://video.nationalgeogra
phic.com/video/solarpower?
source=relatedvideo
Water Turbine Resources
- Information, Positive &
Negative Effects
http://www.ecospark.ca/wa
ttwize/students/hydro
- Information and Video
http://energy.gov/eere/wat
er/hydropower-basics
Geothermal Power
Resources
- Information
http://energy.gov/eere/geot
hermal/how-geothermalpower-plant-works-simple
- Positive & Negative
Effects
http://energyinformative.or
g/geothermal-energy-prosand-cons/
Focus Questions:
1. Is this form of energy
doing more to harm the
environment than it is to
help it?
2. Is this form of energy
too costly for its benefits?

asked to think
critically and report
the form of energy
they would use in
their home or
community based
on their findings

- 9.5.1 Identify and

analyse the economic
challenges and
opportunities that may
affect Canadas future

3. How would this form of

energy impact the
community and nature
around it?
4. Overall, do the pros
outweigh the cons or vice
versa?