Science Unit Plan Template Guide

Understanding By Design Framework

Subject Science Grade Level 10

Cycling of Matter in Living February 22- April 1, 2021
Unit Time Frame
Systems (24 class sessions)
Developed by Joel Finlay Period Length 60 min

Stage 1 – Desired Results: Front Matter

Enduring Understandings/Big Ideas: Essential Questions:
 microscopy and the emergence of cell
theory
 cellular structures and functions, and
technological applications
 active and passive transport of matter
 relationship between cell size and shape,
and surface area to volume ratio
 use of explanatory and visual models in
science
 cell specialization in multicellular organisms;
i.e., plants
 mechanisms of transport, gas exchange, and
environmental response in multicellular
organisms; i.e., plants
Related misconceptions:
 cells are simple structures
 microscopes usage and the importance it played
in biological sciences
 organs are only in animals
 animal and plant cells function vastly differently
 How did the cell theory replace the concept of
“spontaneous generation” and revolutionize the study
of life sciences?
 How do single-celled organisms carry out life
functions?
 How do plants use specialized cells and processes to
accomplish the same functions as a single cell, but on a
larger scale?
 How does imaging technology further our
understanding of the structure and function of cells?
Prior Knowledge:
-Investigate and interpret diversity among species and within
species, and describe how diversity contributes to species
survival. (Alberta Program of Studies, 9A-1)
-Investigate the nature of reproductive processes and their role
in transmitting species characteristics (Alberta Program of
Studies, 9A-2)
-Describe, in general terms, the role of genetic materials in the
continuity and variation of species characteristics; and
investigate and interpret related technologies (Alberta
Program of Studies, 9A-3)
-Investigate the nature of light and vision; and describe the
role of invention, explanation and inquiry in developing our
current knowledge (Alberta Program of Studies, 8C-1)
-Investigate and describe the role of cells within living things
(Alberta Program of Studies, 8B-2)
-Describe areas of scientific investigation leading to new
knowledge about body systems and to new medical
applications (Alberta Program of Studies, 8B-4)

Unit Emphasis STS:

Interest in Science- Show interest in science-related questions and issues, and confidently pursue personal interests and
career possibilities within science-related fields (e.g., apply concepts learned in the classroom to everyday
phenomena related to cells and multicellular organisms; investigate careers in fields, such as botany, forestry,
horticulture, cytology, genetics and health care)

Mutual Respect- Appreciate that scientific understanding evolves from the interaction of ideas involving people with
different views and backgrounds (e.g., value the roles and contributions of men and women from many cultures in
using science and technology to further our understanding of the cell and of living systems, recognize and appreciate
the contributions of the traditional knowledge of Aboriginal peoples to science and technology)

Scientific Inquiry- Seek and apply evidence when evaluating alternative approaches to investigations, problems and
issues (e.g., recognize that traditional Aboriginal cultures employed the principles of scientific inquiry through
observation and experimentation to solve a variety of unique challenges)

Collaboration- Work collaboratively in planning and carrying out investigations, as well as in generating and evaluating
ideas (e.g., assume responsibility for their share of the work in preparing for investigations, gathering and recording
data; consider alternative approaches suggested by group members)

Stewardship- Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a
sustainable environment (e.g., show care and respect for all forms of life; evaluate the impact on the environment of
personal choices, as well as the choices scientists make when carrying out an investigation)

Safety- Show concern for safety in planning, carrying out and reviewing activities (e.g., demonstrate concern for self
and others in planning and carrying out experimental activities; select safe methods of collecting evidence and solving
problems)

Knowledge objectives (general outcomes): Skills/Attitudes objectives (general outcomes):

1. Explain the relationship between
developments in imaging technology and
the current understanding of the cell
2. Describe the function of cell organelles and
structures in a cell, in terms of life
processes, and use models to explain these
processes and their applications
3. Analyze plants as an example of a
multicellular organism with specialized
structures at the cellular, tissue and system
levels
Initiating and Planning
Ask questions about observed relationships, and plan
investigations of questions, ideas, problems and issues
Performing and Recording
Conduct investigations into relationships between and among
observable variables, and use a broad range of tools and
techniques to gather and record data and information
Analyzing and Interpreting
Analyze data and apply mathematical and conceptual models
to develop and assess possible solutions

Communication and Teamwork

Work as members of a team in addressing problems, and apply
the skills and conventions of science in communicating
information and ideas and in assessing results
Stage 2 – Assessment Evidence
Assessment #1: Quiz
Based on understanding of cell theory and microscopes

Assesssment #2: Cell City Assignment

Assessment #3:

Assessment #4:
Assessment #5:
 Attach rubric

Standards & Criteria for

Success

Student Self-Assessments Other Evidence

Student Learning Goals Conversation

After completing this task and receiving feedback from -questions answered on exit tags
your teacher, complete the following: · -self assessments
-Area of Strength (what did I do well) -reflection sheets
-Area for Growth (what was hard for me) Observation
-What I would do differently another time (what action I -Checklists
will take) -anecdotal records/comments
-note logs
Product
-rubric
-activity results
-note/journal logs
-group discussion quizzes
-unit test

Stage 3 – Learning Plan

Learning Activities:
En = Engage Exr = Explore Exl = Explain El = Elaborate Ev = Evaluate

Lesson Key Materials

# Lesson Activity Evidence Key
Title Outcomes Resources
 Get to know the students
 Preassessment
trace the development
 Fill in knowledge gaps of the cell theory: all


living things are made
View big idea, key questions and set goals, up of one or more cells
journal entries and observation notes and the materials
produced by these,
 Provide overview of where the unit is going cells are functional
units of life, and all cells -formative
 Discussion: come from pre-existing
assessment
o The Cell-fundamental Unit of Life cells
-media cart
through EN
1 The Cell o What is a Cell & What does it do? describe how -unit overview
advancements in class EXP
o How did we discover cells? knowledge of cell sheet
structure and function interaction
o Spontaneous Generations & have been enhanced
Biogenesis and are increasing as a
direct result of
o Microscope Importance to developments in
microscope technology
knowledge and staining techniques
 YouTube Video: Redi & Pasteur
o https://youtu.be/WzbHOY5fGqc

2 Cell  YouTube Video: Wacky History of Cell Theory trace the development
of the cell theory: all
-formative EN
Theory o https://youtu.be/4OpBylwH9DU living things are made assessment EXP -media cart
up of one or more cells
 Discussion: and the materials through EXL
produced by these,
o What does cell theory tell us? cells are functional
class EL
 o Development of cell theory
o Cell like structures
o Schleiden & Schwann units of life, and all cells interaction
come from pre-existing
 Activity: cells
o Dig deeper into viruses
 Summarize/review today’s key concepts

 YouTube Video: Looking at Cells

o https://adlc.wistia.com/medias/r3q8
iprqnk
 Discussion: describe how
o Microscope importance to biology advancements in -formative
knowledge of cell assessment
o Invention of Microscope structure and function
have been enhanced through EN
Microsco o Compound Light Microscope and are increasing as a
3 class EXP -media cart
py o Magnification and Unit Conversions direct result of
developments in interaction EXL -microscope
o Different Modern Microscopes microscope technology
and staining techniques
 Activity:
o Microscope Basics
 Summarize/review today’s key concepts
 Simulation: Virtual Microscope

 Microscope Practice:
 Simulation:
describe how
https://www.ncbionetwork.org/educational- advancements in
-formative
Microsco resources/elearning/interactive-elearning- knowledge of cell assessment
structure and function EN
pe tools/virtual-microscope have been enhanced through -media cart
4 EXP
Practice  Assignment: and are increasing as a
class -microscope
direct result of EL
1 o Draw plant, animal & insect cells developments in interaction
microscope technology
o Describe what you are seeing in the and staining techniques
cells
o Guess what prepared slides are
 Microscope Practice:
 Simulation:
describe how
https://www.ncbionetwork.org/educational- advancements in
-formative
Microsco resources/elearning/interactive-elearning- knowledge of cell assessment
structure and function EN
pe tools/virtual-microscope have been enhanced through -media cart
5 EXP
Practice  Assignment: and are increasing as a
class -microscope
direct result of EL
2 o Draw plant, animal & insect cells developments in interaction
microscope technology
o Describe what you are seeing in the and staining techniques
cells
 Guess what prepared slides are
6 Animal  YouTube Video: Studying Cells describe how
advancements in
-formative EXP -media cart
Cells o https://adlc.wistia.com/medias/6zd2 knowledge of cell assessment EXL -microscope
structure and function
bwuh1k have been enhanced through
and are increasing as a
o Introduction to Cells direct result of
class
o https://youtu.be/8IIzkri08kk developments in interaction
microscope technology
o Studying Cell Preparation and staining techniques

o https://adlc.wistia.com/medias/pd7c identify areas of cell

research at the
jlek96 molecular level
 Discussion: describe the cell as a
o Single Cell Organisms functioning open
system that acquires
o Different parts of a cell nutrients, excretes
o Open & Closed Systems waste, and exchanges
matter and energy
o Parts of an Animal Cell
identify the structure
o Parts of a Plant Cell and describe, in general
terms, the function of
o Cells are an open system the cell membrane,
nucleus, lysosome,
  Activity:
o Microscope lab- cell structure and vacuole,
mitochondrion,
function endoplasmic reticulum,
Golgi apparatus,
o Organelle Cell Model ribosomes, chloroplast
o https://quick.adlc.ca/cells-alive and cell wall, where
present, of plant and
 Summarize/review today’s key concepts animal cells


trace the development
of the cell theory: all
living things are made
up of one or more cells
and the materials
produced by these,
cells are functional
units of life, and all cells
come from pre-existing
cells

describe how
advancements in
knowledge of cell -summative
structure and function -cell theory
assessment

have been enhanced
7 Cell Theory & Microscope Assessment and are increasing as a EV assessment
through
direct result of quiz
developments in quiz sheet
microscope technology
and staining techniques

describe how
advancements in
knowledge of cell
structure and function
have been enhanced
and are increasing as a
direct result of
developments in
microscope technology
and staining techniques
describe how


advancements in
YouTube Video: Studying Cells knowledge of cell
o https://adlc.wistia.com/medias/6zd2 structure and function
have been enhanced
bwuh1k and are increasing as a
direct result of
o Introduction to Cells developments in
o https://youtu.be/8IIzkri08kk microscope technology
and staining techniques
o Studying Cell Preparation identify areas of cell
o https://adlc.wistia.com/medias/pd7c research at the
molecular level -formative
jlek96
assessment
Animal  Discussion: describe the cell as a
EXP
functioning open through
8 Cells o Single Cell Organisms system that acquires EXL -media cart
nutrients, excretes class
Part 2 o Different parts of a cell waste, and exchanges EL
matter and energy interaction
o Open & Closed Systems
o Parts of an Animal Cell identify the structure
and describe, in general
 Activity: terms, the function of
the cell membrane,
o Microscope lab- cell structure and nucleus, lysosome,
vacuole,
function mitochondrion,
o Organelle Cell Model endoplasmic reticulum,
Golgi apparatus,
o https://quick.adlc.ca/cells-alive ribosomes, chloroplast

 and cell wall, where

Summarize/review today’s key concepts present, of plant and
animal cells

9 Plant  Youtube: Introduction to Cells with the describe how

advancements in
-formative EXP -media cart
Cells Amoeba Sisters knowledge of cell assessment
structure and function
 Discussion: have been enhanced through
and are increasing as a
o Parts of a Plant Cell direct result of
class
o Cells are open system developments in interaction
microscope technology
and staining techniques

identify areas of cell

research at the
molecular level

describe the cell as a

functioning open
system that acquires
 nutrients, excretes
waste, and exchanges
matter and energy

identify the structure

and describe, in general
terms, the function of
the cell membrane,
nucleus, lysosome,
vacuole,
mitochondrion,
endoplasmic reticulum,
Golgi apparatus,
ribosomes, chloroplast
and cell wall, where
present, of plant and
animal cells

 Re-address key concepts from previous day. identify areas of cell

research at the
 YouTube Video: Nutrients for living things molecular level

o https://adlc.wistia.com/medias/6ng identify the structure

and describe, in general
mdj73r4 terms, the function of
 Discussion: the cell membrane,
-formative -media cart
nucleus, lysosome,
o Differences between plant and vacuole, assessment -what we’ve
mitochondrion,
animal cells endoplasmic reticulum, through learned vs
Cell EN
o What is a cell made of? Golgi apparatus,
class what we need
10 Composi ribosomes, chloroplast EXP
o Plant & Animal Compounds and cell wall, where interaction re-addressed
tion present, of plant and EXL
 Activity: animal cells -formative formative
o What do trace elements do for cells compare the structure,
assessment assessment
o Plant or animal chemical composition through exit exit slip
and function of plant
 Are there any misconceptions? Is it and animal cells, and slips
describe the
widespread? Do you have to re-address any complementary nature
topics? of the structure and
function of plant and
animal cells
describe how
advancements in
knowledge of cell
structure and function
have been enhanced
and are increasing as a
direct result of
developments in
microscope technology
and staining techniques

identify areas of cell

research at the
molecular level -formative
describe the cell as a assessment
-cell city
functioning open through EN
11 Cell City  Students work on cell city activity system that acquires assignment
nutrients, excretes class EV
waste, and exchanges -media cart
matter and energy interaction
identify the structure
and describe, in general
terms, the function of
the cell membrane,
nucleus, lysosome,
vacuole,
mitochondrion,
endoplasmic reticulum,
Golgi apparatus,
ribosomes, chloroplast
and cell wall, where
present, of plant and
animal cells

12 Cell City  Students work on cell city activity describe how

advancements in
-formative EN -cell city
2 knowledge of cell assessment EV assignment
structure and function
have been enhanced through -media cart
and are increasing as a
direct result of
class
developments in interaction
microscope technology
and staining techniques

identify areas of cell

research at the
molecular level

describe the cell as a

functioning open
system that acquires
 nutrients, excretes
waste, and exchanges
matter and energy

identify the structure

and describe, in general
terms, the function of
the cell membrane,
nucleus, lysosome,
vacuole,
mitochondrion,
endoplasmic reticulum,
Golgi apparatus,
ribosomes, chloroplast
and cell wall, where
present, of plant and
animal cells
describe how
advancements in
knowledge of cell
structure and function
have been enhanced
and are increasing as a
direct result of
developments in
microscope technology
and staining techniques

identify areas of cell

research at the
molecular level
-summative
 Plant vs Animal Cell & Cell Composition describe the cell as a assessment -assessment
13 functioning open EV
Assessment system that acquires through quiz
nutrients, excretes
waste, and exchanges quiz
matter and energy

identify the structure

and describe, in general
terms, the function of
the cell membrane,
nucleus, lysosome,
vacuole,
mitochondrion,
endoplasmic reticulum,
Golgi apparatus,
ribosomes, chloroplast
and cell
identify areas of cell
research at the
molecular level

compare passive
transport of matter by
 Review last section misconceptions diffusion and osmosis
with active transport in
 YouTube Video: Cell Membranes terms of the particle
o https://youtu.be/nsklF1w4eok model of matter,
concentration
o https://youtu.be/Ptmlvtei8hw gradients, equilibrium
and protein carrier
 Discussion: molecules -formative
o Cell Membrane & Structure use models to explain assessment
Membra EN
o Equilibrium and visualize complex through
14 ne processes like diffusion EXP -media cart
o Passive Transport and osmosis, endo- and class
Transpor exocytosis, and the role EXL
o Active Transport of cell membrane in interaction
t
 Activity: these processes

o Osmosis, diffusion, & paramecium describe the role of the

cell membrane in
homeostasis maintaining equilibrium


while exchanging
Review & Group Share matter

describe how
knowledge about semi-
permeable membranes,
diffusion and osmosis is
applied in various
contexts

15 Membra  Students Work on Membrane Transport identify areas of cell

research at the
-summative EL -media cart
ne Worksheet molecular level assessment EV -membrane
Transpor compare passive through transport
transport of matter by
t diffusion and osmosis
worksheet worksheet
Workshe with active transport in
terms of the particle
et model of matter,
concentration
gradients, equilibrium
 and protein carrier
molecules

use models to explain

and visualize complex
processes like diffusion
and osmosis, endo- and
exocytosis, and the role
of cell membrane in
these processes

describe the role of the

cell membrane in
maintaining equilibrium
while exchanging
matter

describe how
knowledge about semi-
permeable membranes,
diffusion and osmosis is
applied in various
contexts

 YouTube Video:
o Surface area lab -formative
o https://adlc.wistia.com/medias/c8uk assessment
through
ij63yz
identify areas of cell class
 Discussion: research at the
interaction EN
Surface o Cellular transport molecular level
-media cart
-summative EXP
16 Area to o Surface area & Volume describe cell size and -surface area
shape as they relate to assessment EXL
Volume o Ratio surface area to volume to volume
ratio, and explain how through EV
o Cell Size & Shape worksheet
that ratio limits cell size surface area
o Bigger vs better… to volume
 Activity: Worksheet worksheet

-formative
 YouTube Video: Journey to Medical Research assessment
o https://youtu.be/RGK3VKkyVxs through
 Discussion: class
o Societal usage of research interaction -media cart
describe the role of the EN
Societal o Microscopic discoveries cell membrane in -summative -research
maintaining equilibrium EXP
17 Applicati o Cell Membrane modeling while exchanging oral outline for
EXL
ons  Activity: matter
assessment societal
EV
o Stem Cells in Medicine through applications
o https://learn.genetics.utah.edu/cont research
ent/stemcells/ addressing
societal
issues and
science
18  YouTube Video: The Amoeba Sisters explain why, when a
single-celled organism
-formative EN -media cart
Multicell o https://youtu.be/EtWknf1gzKo or colony of single- assessment EXP
celled organisms
ular o Specialized plant cells reaches a certain size, it through EXL
requires a multicellular
Organis o https://youtu.be/r8jaaG_oxkU level of organization,
class
ms o Specialized cells and relate this to the interaction
specialization of cells,
o https://youtu.be/wNe6RuK0FfA tissues and systems in
plants
 Discussion:
o Multicellular organisms
o Specialized cells
o Organization
o Plant Systems & Tissues
o Specialization Importance
 Activity:
o Debate: Students use two-eyed
seeing approach to address the
 requirements of modern society vs
the need for environmental
sustainability (RESPECTFULLY!)

describe how the cells

of the leaf system have
 YouTube Video: Science 7 a variety of specialized
-formative
 Discussion: structures and
functions; i.e., EN
assessment
Parts of o Photosynthesis & cells epidermis including EXP
19 guard cells, palisade through -media cart
the Leaf o Different Cells of a leaf tissue cells, spongy EXL
tissue cells, and phloem class
 Activity: Photosynthesis lab and xylem vascular EL
interaction
o Microscope Lab- Plant structure & tissue cells to support
the process of
Function photosynthesis

 YouTube Video: Stomata Closure

o https://youtu.be/AwyrqfNTuxQ
 Discussion: -formative
o Gas Exchange explain and investigate assessment EN
The the gas exchange
o Stomata & Guard Cells system in plants; i.e., through EXP
20 Breathin lenticels, guard cells, -media cart
o Lenticels class EXL
g Leaf stomata and the
o Breathing Leaf process of diffusion interaction EL
 Activity:
o Cell energy cycle
o Plants & Snails
 YouTube Video: Transport in Plants
o https://youtu.be/9FTafxnbwHQ
o Transport in Plants
o https://youtu.be/jtuX7H05tmQ -formative
o https://youtu.be/Kv_0udatlh8
explain and investigate
the transport system in
Assessment
plants; i.e., xylem and through
o https://youtu.be/QXdujo4PZ7c phloem tissues and the
class EN -media cart
Transpor  Discussion: processes of
transpiration, including interaction EXP -review and
21 t in o Vascular Tissues the cohesion and
adhesion properties of -formative EXL follow along
Plants o Water Properties water, turgor pressure
and osmosis; diffusion, assessment EL worksheets
o Root to leaf active transport and through
o Tonicity root pressure in root
hairs revision
o Sugar transport worksheet
o Water & mineral transport
 Activity: Osmosis, Diffusion, & paramecium
homeostasis
 YouTube Video: Plant Hormnes
o https://youtu.be/PxSkuyjZ3MM explain and investigate
 Discussion: phototropism and -media cart
gravitropism as EN
Which o Leaves & Roots from where? examples of control -anonymous
systems in plants EXP
22 Way is o Light Stimulus (house plants) review
EXL
Up? o Gravity stimulus trace the development questions for
of theories of EL
o Other stimuli phototropism and teacher
gravitropism
o Photo & gravitropism
 Activity: Plants in space
 Review Last 5 lessons in preparation for
23 Review EL -media cart
assessment tomorrow
Final EV -final
Summative
24 Assessm  Final Assessment assessment
Assessment
ent quiz
Stage 4 – Reflection
Considerations Comments
Is there alignment between Using the UbD method, I feel the unit plan shows alignment between the 3 stages. It addresses
the first 3 stages? similar concepts and uses a creative project for students to show what they have learned
 throughout the unit without restricting their capacities for including all applicable knowledge.

The enduring understandings are all addressed throughout the unit plan in lesson format and
small projects; while the “Cell City” project leaves the students with enough leeway to
incorporate as many of the big ideas and information gathered in their inquiry-based project.
How has learner Differentiation will enable me to personalize the learning for ALL students.
differentiation been Instructional approaches will be varied: whole class, independent, one-to-one assistance.
addressed? Prior Knowledge and Understanding will be activated and considered during future lessons.
Students will be continually asked to complete small tasks as individuals and in small groups to
show their growing understanding.
Students will have opportunities to self and peer-evaluate one another’s work. After they have
had time to reflect on the feedback, they will be given an opportunity to refine their work.

ESL Adaptations:
 Providing a copy of your teaching notes, especially the terms, in advance.
 Show the student how to make vocabulary flash cards, online, interactive study aids, or
“paper” study aids for himself/herself.
 Letting them hear it being read.
 Using stories and movies (YouTube)
 Giving limited English speakers more time to complete assignments.
 Providing online dictionaries that use differing approaches to assisting students with
vocabulary, parts of speech, pronunciation, etc.
 Breaking materials down into very small steps. You will know that you have reached the
correct level of breakdown when you begin to see comprehension.
 Examining your lesson carefully to determine what cultural facts will have to be taught
to people who haven’t grown up in the CANADA; this may include history, vocabulary,
slang, sports jargon etc.
 Providing extra information and review sheets for international students.
 Explaining the concept of plagiarism clearly and with examples.
 Encouraging students to use English-English dictionaries in class, but mention they may
use foreign language dictionaries at home and while preparing homework assignments
 Reading ESL students' journals and responding to their content without correcting
grammar errors.
 Utilizing some of the many ESL resources that include games and other fun approaches
to learning
 Helping ESL students use correct question format by restating their questions to you in
correct grammatical form
 Group ESL students where possible with other students who can potentially in assist
them in the learning process
 Use “I can” statements

Learner Inclusion Adaptations:

 Altering instructional arrangements with various group sizes
 Altering physical/social environments when possible
 Altering materials used (paper, videos, media cart supplies, simulations, guest speakers,
etc.)
 Alter levels of personal assistance as necessary
 Creating safe & supportive classroom identities
 Inviting role-models and other community leaders into the classroom to expand learning
beyond the classroom walls
 Making students aware of oppressed populations from actions taken to alter the
historical landscape and plant populations
 Leaving assessment practices primary formative so that students can have multiple
opportunities to display ongoing evidence of learning

This unit invites itself to be placed in a secondary section of inquiry-based scaffolding. There is
still a significant amount of structure when referring to the responsibilities of the student and
teacher in the learning process. However, it begins the transition of this responsibility towards

How does the unit design
include a variety of teaching
experiences that includes:
Indigenous, multicultural,
and interdisciplinary
activities?
Sources consulted (APA
format)
the learner as it involves the students the leeway to form their own projects with reference to
the program of studies.
Misconceptions are addressed in end of learning period reviews and the opportunity to receive
student feedback both in the verbal and non-verbal form (exit slips, thumbs up/down, menti
meter, etc.). This will help identify learning limitations and the opportunity to re-address at the
start of the next class.
Through the investigation into cellular composition, we invite the concept of world dynamics and
needs of a growing population. This can be cross referenced into social studies as we explore
different cultural needs of different world populations. Our intensive study into terms,
definitions, and process allow us to explore English language arts connections into root word
analysis and forming word connections. By identifying ratio dynamics and identifying sizes of
plant material (i.e.: leaf shape and dimensions), we can include mathematical functions and the
role they play in helping us identify similarities and differences in plant populations.
By using a dynamic array of guest speakers, we can invite different perspectives and influences of
cultural leadership. When the possibility arises, we will use role models from traditionally
oppressed populations or groups that are underrepresented in professional occupations of a
scientific nature. These include:
 Indigenous Leaders
 Leaders in Genetics & Breeding
 Agricultural Producers (may be underrepresented in urban areas)
 Females (when available)
 Etc.
Alberta Education (n.d.). Benchmarks, strategies and resources for teachers of English Language
Learners. Retrieved from https://www.learnalberta.ca/content/eslapb/index.html
Alberta Education (2010) Making a Difference: Meeting Diverse Learner Needs with Differential
Instruction. Retrieved from
https://education.alberta.ca/media/384968/makingadifference_2010.pdf
Alberta Program of Studies (2014) Science Grade 10 Program of Studies. Retrieved from
https://www.alberta.ca/programs-of-study.aspx
Alberta Teachers Association. (2020) Foundational Knowledge for Indigenous Students. Retrieved
from https://teachers-ab.libguides.com/c.php?g=710500&p=5068847
Brooks Publishing. (2020) % Types of Instructional Adaptations for Your Inclusive Classroom.
Retrieved from https://blog.brookespublishing.com/5-types-of-instructional-adaptations-for-
your-inclusive-classroom/
Explore Learning. (2020) Seed Germination Gizmo. Retrieved from
https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=378
Galileo Educational Network. (2016) Building a Culture of Inquiry. Retrieved from
https://galileo.org/blog/building-a-culture-of-inquiry/
Gustaw, J, Reich, E, & Thompson, J. (2020) Modifying Cookbook Labs into Inquiry Based Labs.
Retrieved from Educ 535.23 D2L.
Hayward, A, Kasprick, C & Lenhart, L. (2020). Games & Simulations in the Science Classroom.
Retrieved from Educ 535.23 D2L.
Koester, S & Prince-Mcpherson, S. (2020). Exploring Indigenous Science Education. Retrieved
from Educ 535.23 D2L.
Leronowich, K & Weatherall, W (2020). Inclusion & Diversity. Retrieved from Educ 535.23 D2L.
Teachers First. (2020) Adjusting Lesson Plans for ESL/ELL Students. Retrieved from
https://www.teachersfirst.com/content/esl/adaptstrat.cfm#currev

Wesley, A. (2001) Science in Action 10. Retrieved from

YouTube. (2012) Amoeba Sisters (Various Episodes). Retrieved from

https://www.youtube.com/watch?v=1N-1Mf_vRuQ