Interactions and Ecosystems Unit Plan

Unit Rationale
The Interactions and Ecosystems unit is a nine-week unit that allows students to explore and
analyze local environmental issues. Students gain an understanding of how ecosystems
interact, and through experience, students will get to study local ecosystems to appreciate the
application of science to their own environment and life. Through demonstrations, hands-on
lab work, and opportunities for scientific inquiry students observe the impact humans have on
local ecosystems. As a culminating project, to emphasize scientific inquiry within this unit,
students will research a local human activity and determine the impact it has on the ecosystem
as well as the intended and unintended consequences. In addition, the unit provides numerous
opportunities for students to formulate their own opinions and bring their perspectives to the
unit to address environmental issues, which provides engaging discussions where students
understand and learn from each other.

Interactions and Ecosystems is the first unit in the Science 7 curriculum. The knowledge, skills,
and attitudes students gain from the unit will apply to their everyday life, and the goal of the
unit is to ensure students develop a lens of critical thinking when learning about
environmental issues. Students are provided with the knowledge, skills, and attitudes to
further their understanding in other units within the Science 7 curriculum and beyond to other
Science courses.

Outcomes and Essential Questions

Essential (core) Questions
 How do organisms interact within an ecosystem?
 How do human activities affect ecosystems?
 How can we assess the impact of our actions on ecosystems?
 How is matter and energy cycled through an ecosystem?
 How are changes within an ecosystem observed and monitored?
General and Specific Outcomes for Science, Technology and Society (STS) Knowledge
Students will…
1. Investigate and describe relationships between humans and their environments, and
identify issues and scientific questions.
 illustrate how life-supporting environments meet the needs of living things for
nutrients, energy sources, moisture, suitable habitat, and exchange of gases
 describe examples of interaction and interdependency within an ecosystem (e.g.,
identify examples of dependency between species, and describe adaptations involved;
identify changing relationships between humans and their environments, over time and
in different cultures—as, for example, in aboriginal cultures)
 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
(e.g., identify impacts of the use of plants and animals as sources of food, fibre and
other materials; identify potential impacts of waste products on environments)
 analyze personal and public decisions that involve consideration of environmental
impacts, and identify needs for scientific knowledge that can inform those decisions

2. Trace and interpret the flow of energy and materials within an ecosystem
 analyze an ecosystem to identify biotic and abiotic components, and describe
interactions among these components
 analyze ecosystems to identify producers, consumers and decomposers; and describe
how energy is supplied to and flows through a food web, by: − describing and giving
examples of energy and nutrient storage in plants and animals − describing how matter
is recycled in an ecosystem through interactions among plants, animals, fungi, bacteria
and other microorganisms − interpreting food webs, and predicting the effects of
changes to any part of a web
 describe the process of cycling carbon and water through an ecosystem
 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)

3. Monitor a local environment, and assess the impacts of environmental factors on the
growth, health and reproduction of organisms in that environment
 investigate a variety of habitats, and describe and interpret distribution patterns of
living things found in those habitats (e.g., describe and compare two areas within the
school grounds—a relatively undisturbed site and a site that has been affected by
heavy use; describe and compare a wetland and a dryland area in a local parkland)
 investigate and interpret evidence of interaction and change (e.g., population
fluctuations, changes in weather, availability of food or introduction of new species into
an ecosystem)
 identify signs of ecological succession in local ecosystems (e.g., emergence of fireweed
in recently cut forest areas, replacement of poplar by spruce in maturing forests,
reestablishment of native plants on unused farmland)
 4. Describe the relationships among knowledge, decisions and actions in maintaining life-
supporting environments
 identify intended and unintended consequences of human activities within local and
global environments (e.g., changes resulting from habitat loss, pest control or from
introduction of new species; changes leading to species extinction)
 describe and interpret examples of scientific investigations that serve to inform
environmental decision making
 illustrate, through examples, the limits of scientific and technological knowledge in
making decisions about life-supporting environments (e.g., identify limits in scientific
knowledge of the impact of changing land use on individual species; describe examples in
which aboriginal knowledge—based on long-term observation—provides an alternative
source of understanding)
 analyze a local environmental issue or problem based on evidence from a variety of
sources, and identify possible actions and consequences (e.g., analyze a local issue on the
control of the beaver population in a nearby wetland, and identify possible
consequences)

General and Specific Skills Outcomes

Students will…
1. Ask questions about the relationships between and among observable variables, and
plan investigations to address those questions
 identify science-related issues (e.g., identify a specific issue regarding human impacts on
environments)
 identify questions to investigate arising from practical problems and issues (e.g., identify
questions, such as: “What effects would an urban or industrial development have on a
nearby forest or farming community?”)
 state a prediction and a hypothesis based on background information or an observed
pattern of events (e.g., predict changes in the population of an organism if factor X were
increased, or if a species were introduced or removed from the ecosystem; propose
factors that will affect the population of a given animal species)
 select appropriate methods and tools for collecting data and information (e.g., select or
develop a method for estimating a plant population within a given study plot; design a
survey as a first step in investigating an environmental issue)

2. Conduct investigations into the relationships between and among observations, and
gather and record qualitative and quantitative data
 research information relevant to a given problem or issue
 select and integrate information from various print and electronic sources or from
several parts of the same source (e.g., compile information on a global environmental
issue from books, magazines, pamphlets and Internet sites, as well as from conversations
with experts)
 use tools and apparatus effectively and accurately for collecting data (e.g., measure
factors, such as temperature, moisture, light, shelter and potential sources of food, that
 might affect the survival and distribution of different organisms within a local
environment)
 estimate measurements (e.g., estimate the population of a given plant in a one square
metre quadrat, and use this figure to estimate the population within an area of 100
square metres)

3. Analyze qualitative and quantitative data, and develop and assess possible
explanations
 identify strengths and weaknesses of different methods of collecting and displaying data
(e.g., compare two different approaches to measuring the amount of moisture in an
environment; analyze information presented by proponents on two sides of an
environmental issue)
 compile and display data, by hand or computer, in a variety of formats, including
diagrams, flow charts, tables, bar graphs and line graphs (e.g., illustrate a food web,
based on observations made within a given environment)
 classify organisms found in a study plot

4. Work collaboratively on problems; and use appropriate language and formats to

communicate ideas, procedures and results
 communicate questions, ideas, intentions, plans and results, using lists, notes in point
form, sentences, data tables, graphs, drawings, oral language and other means (e.g.,
present findings from an analysis of a local issue, such as the control of the beaver
population in a nearby wetland)
 evaluate individual and group processes used in planning, problem solving, decision
making and completing a task
 defend a given position on an issue, based on their findings (e.g., make a case for or
against on an issue, such as: “Should a natural gas plant be located near a farming
community?”)

Attitude Outcomes
Interest in Science
Students will be encouraged to:
Show interest in science-related questions and issues, and pursue personal interests and career
possibilities within science-related fields (e.g., take an interest in media reports on
environmental issues, and seek out further information; express an interest in conducting
scientific investigations of their own design; develop an interest in careers related to
environmental sciences)

Mutual Respect
Students will be encouraged to:
Appreciate that scientific understanding evolves from the interaction of ideas involving people
with different views and backgrounds (e.g., show awareness of and respect for aboriginal
perspectives on the link between humans and the environment)
Scientific Inquiry
Students will be encouraged to:
Seek and apply evidence when evaluating alternative approaches to investigations, problems
and issues (e.g., take the time to accurately gather evidence and use instruments carefully;
consider observations, ideas and perspectives from a number of sources during investigations
and before drawing conclusions and making decisions)

Collaboration
Students will be encouraged to:
Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g.,
consider alternative ideas, perspectives and approaches suggested by members of the group;
share the responsibility for carrying out decisions)

Cross Curricular Connections

Cross Curricular:
ELA General and Specific Learner Outcomes:
1.1 Discover and Explore
 extend understanding of ideas and information by finding and exploring oral, print and
other media texts on related topics and themes
 express personal understandings of ideas and information based on prior knowledge,
experiences with others and a variety of oral, print and other media texts
1.2 Clarify and Extend
 listen and respond constructively to alternative ideas or opinions
 talk with others to elaborate ideas, and ask specific questions to seek helpful feedback
2.1 Use strategies and Cues
 identify, connect, and summarize in own words, the main ideas from two or more
sources on the same topic
2.2 Respond to Texts
 justify own point of view about oral, print and other media texts, using evidence from
texts
3.1 Plan and Focus
 use note-taking, outlining or representing to summarize important ideas and information
in oral, print and other media texts

Social Studies General and Specific Learner Outcomes:

7.S.4 demonstrate skills of decision making and problem solving
 propose and apply new ideas and strategies, supported with facts and reasons, to
contribute to problem solving and decision making
7.S.7 apply the research process
 develop a position that is supported by information gathered through research
 draw conclusions based upon research and evidence
 formulate new questions as research progresses

Resources 
 Bubble gum lab
 https://www.youtube.com/playlist?list=PLDXVY-PI1o2vEs3lP5MUPkAHaSHD0IZaU
 Kahoot

 Booth, C., Barker, K., Campbell, S., Cormie, G., Eichorn, D., Farenholtz, A., Greenland, G.,
Hayhoe, D., Herridge, D., Kubota-Zarivnij, K., Martha, J., Neal, J., Reading, S., Sandner, L.,
& Williams , B. q. (2001). Science in action 7. Addison Wesley Publishing.
 Water cycle demonstration
 Interactive Indigenous food web
 Bird beak adaptation lab
 Oil and feather demonstration
 https://www.youtube.com/watch?v=9h3kjFRLpWs
 Human impact in the school yard
 https://www.footprintcalculator.org/home/en
 https://biomanbio.com/HTML5GamesandLabs/EcoGames/succession_interactive.html

Weekly Plans
Week 1 Wednesday
Activities: This is the first day of classes for students in Grade 7. I will begin the class
by introducing myself and giving a presentation, so the students get to know me
better as their upcoming student teacher. We will go over the classroom expectations
and brainstorm as a group classroom expectations that will be posted in the
classroom so students may reference the expectations throughout the school year.
Students will fill out a cue card telling me about themselves.
Resources and Materials: Get to Know Me PowerPoint Presentation, Cue Cards
 Assessments: Discussion of classroom expectations (F)
Thursday
Essential Question: What is the scientific method? How can the scientific method be
used?
Activities: To begin the class students will engage in icebreakers to get to know their
peers better. We will review the classroom expectations that were created in the
previous class. To prepare for an upcoming lab and future labs in the class we will
start going over the scientific method and how to create a proper lab report to
document the findings of a lab. They will be provided a handout showing the order of
creating a lab report and the essential components of a lab report.
Assessments: Observation (F)
Skill Outcomes: 1.4, 3.1, 4.1
Friday
Essential Question: How can we create a lab report?
Activities: Building off the previous lesson, students will continue to learn how to
create a lab report. Students will be introduced to the bubble gum lab which will
occur in the next class. To prepare for the lab, students will start writing up their lab
report. They will create a hypothesis.
Differentiation: Provide students with a lab outline
Assessments: Bubble Gum Lab Outline (F)
Skill Outcomes: 1.3, 4.1

Monday
Essential Question: How can we create a lab report?
Activities: Students will do the bubble gum lab. They will create a lab report and
reflection.
Differentiation: Students may write their lab reflection or verbally communicate their
reflection
Assessments: Lab Report and Reflection (F)
Skill Outcomes: 1.4, 2.3, 3.2, 4.1
Attitude Outcomes: Safety
Week 2 Tuesday
Essential Question:
Activities: Introduction to the Unit on Interactions and Ecosystems. There will be
posters set up around the room with different key terms and concepts and students
will do a gallery walk and will add words or images to the posters to assess their
current understanding. After the gallery walk we will have a classroom discussion
about students’ responses on the posters.
Assessments: Gallery walk with posters (F), Classroom Discussion (F)
Knowledge Outcomes: 1.1, 1.2, 2.1, 2.2, 2.3, 3.2, 3.3
Wednesday
Essential Questions: How can we define an ecosystem? How do abiotic and biotic
factors interact within an ecosystem?
Activities: To begin the class students will be provided with definitions of the terms:
ecosystem, abiotic factors, and biotic factors. Students will engage in a think-pair-
share activity to brainstorm examples of different ecosystems. As a class, we will go
over different ecosystems and identify the different abiotic and biotic factors within
the ecosystem and how the different abiotic and biotic factors interact. For an exit
slip, students will then draw or list an ecosystem and label the different abiotic and
biotic factors and how they interact.
Differentiation: Provide students with notes
Assessments: Think-pair-share (F), Exit Slip with labelled abiotic and biotic factors (F)
Knowledge Outcomes: 2.1
Thursday
Essential Questions: How do biotic factors like species, populations, and communities
interact?
Activities: Students will be given a card with either an image of a different species,
population, or community or a description of a different species, population, or
community and they will need to find their match by circulating around the
classroom. Once every student has found their match, the students will share what is
on their card with the whole group. Students will be provided with a graphic organizer
to add information about species, populations, and communities. After this activity,
we will have a discussion as a class about the differences between species,
populations, and communities and how they make up an ecosystem. Students will be
shown images of different communities and will be asked to identify the different
populations that are found within the images. For an exit slip, students will be asked
to draw or write down a species of their choice, the population, and the community.
Resources: Graphic Organizer
Differentiation: Provide students with filled out graphic organizer. Allow students to
verbally communicate the exit slip
Assessments: Class discussion (F), Exit Slip with species, population, and community
(F)
Knowledge Outcomes: 2.1
Friday
Essential Questions: What are the basic needs of living things?
Activities: Students will work in groups to brainstorm ideas of what they think the
basic needs of living things are. I will ask them to think of what humans need
specifically. Students will write down their answers on a sticky note which I will
collect, and as a class, we will go over what the students have written down. I will go
through a presentation going over the different needs of basic living things and show
examples of how different species get their basic needs. Students will be provided
notes on the different needs of living things. I will present the class with different
statements about the needs of living things and students will put their thumbs up or
thumbs down whether they think the statement is true or false.
Assessments: Sticky notes (F), Thumbs up or thumbs down (F)
 Knowledge Outcomes: 1.1

Monday
Essential Question: How do different species that live close together interact to
survive?
Activities: To begin the class we will watch a video on symbiotic relationships. I will go
through a presentation outlining definitions of the different types of symbiotic
relationships and then provide examples. Students will be provided fill-in-the-blank
notes to fill in while listening to the presentation. After the presentation, I will ask
students if anyone can think of any symbiotic relationships they have encountered in
their own lives. Students will be split up into groups and will work through a Kahoot;
Week 3 students must pick whether the example provided is an example of mutualism,
parasitism, or commensalism. Groups will be asked to explain why they chose their
answer.
Differentiation: Provide students with notes filled in.
Assessments: Class discussions (F), Kahoot on symbiotic relationships (F)
Resources: https://www.youtube.com/watch?v=FHwj59QQYUM&list=PLDXVY-
PI1o2vEs3lP5MUPkAHaSHD0IZaU&index=3
Knowledge Outcomes: 1.2
Tuesday
Essential Question: How and why are species adapted to their environments?
Activities: To begin the lesson, students will work in groups and will be given a sheet
of paper to write down as many words or images they can think of for the word adapt
or adaptations. I will ask groups to pick one or two words from their list to share with
the class to facilitate a discussion. We will watch a video on adaptations. We will start
a bird beak adaptation lab. Students are expected to hypothesize what beaks will be
best able to pick the different pieces of “food”.
Resources: https://www.youtube.com/watch?v=cYJdPZY9ZG4&list=PLDXVY-
PI1o2vEs3lP5MUPkAHaSHD0IZaU&index=2
Assessments: Observing students during the lab (F)
Knowledge Outcomes: 1.2
Skills Outcomes: 1.3
Wednesday
Essential Questions: How and why are species adapted to their environments?
Activities:  Students will finish the birds’ beak adaptation lab from the previous day.
They will write a lab report and reflection about what they learned from conducting
the lab and whether their hypotheses were correct.
Differentiation: Provide students with a lab outline. Allow students to verbally
communicate their lab reflection
Assessments: Observing students during the lab (F), Lab report and reflection (S)
Knowledge Outcomes: 1.2
Skills Outcomes: 1.3
 Thursday
Essential Questions: How do humans impact ecosystems? How can we lessen the
impact humans have on ecosystems?
Activities: Begin the class with a demonstration on the impacts of oil spills in
ecosystems on birds. I will present the oil industry and the potential impacts of oil on
ecosystems, as well as the impact of human garbage on ecosystems. As a group, we
will discuss potential solutions for both oil spills and garbage. Students will work in
groups to determine what kind of drink container would lessen our impact on the
environment and will hand in a proposal on which container they think is best and
why.
Resources: Science in Action 7 pg. 22
Assessments: Classroom discussion (F), Drink container proposal (F)
Knowledge Outcomes: 1.3, 1.4, 4.1
Attitude Outcomes: Stewardship
Friday
Work period for the students or flex day to catch up on any lessons

Monday
Essential Question: What is the relationship between producers, consumers, and
decomposers in an ecosystem? How is matter recycled in an ecosystem through
interactions amongst different organisms?
Activities: Students will do a jigsaw activity on producers, consumers, and
decomposers. Prior to beginning the activity, I will show the students how to read a
scientific paragraph and pull out the key ideas. Students will split up into groups of 3
and each student will research one of three options: producer, consumer, and
decomposer. I will create a presentation with embedded links that students will use to
Week 4 perform their “research”. They will read and/or watch videos on their chosen topic
and summarize the key points to share with their other group members. After each
student has presented to their group, we will engage in a class discussion about
producers, consumers, and decomposers based on what the students learned from
the jigsaw activity. If there is any time left over we will play the Energy Game.
Differentiation: Provide students with the key points from the video and reading
Assessments: Jigsaw activity (F), classroom discussion (F)
Knowledge Outcomes: 2.2
Tuesday
Essential Question: How do plants make their own food?
Activities: I will present photosynthesis and cellular respiration. I will use a diagram of
a plant undergoing photosynthesis and cellular respiration and students will be
required to fill in the blanks of the same image for their notes. After the presentation,
students will split up into groups to discuss questions in relation to photosynthesis
and producers. After students have a chance to discuss with their groups, we will
engage in a group discussion. Students will plant their own seeds and water them and
keep track of their growth for a few weeks.
 Differentiation: Provide students with notes filled in
Assessments: Small group discussions (F), classroom discussions (F)
Knowledge Outcomes: 2.2
Wednesday
Essential Questions: How do limited resources affect the survival of a species?
Activities: Students will work through a cougar hunt lab. After students engage in the
lab, they will write a reflection about what they learned and answer the essential
question.  
Differentiation: Provide students with a lab outline. Allow students to verbally
communicate their lab reflection
Assessments: Observing students during lab (F), Lab report and reflection (S)
Knowledge Outcomes: 3.2
Skills Outcomes: 1.3
Thursday
Essential Questions: How do food chains and food webs demonstrate the flow of
energy in ecosystems?
Activities: To begin the class we will watch a video on food webs and food chains.
Students will engage in an interactive Indigenous food activity to understand the
interactions within a food web and what would happen if an organism became
extinct. After the activity students will complete an exit slip explaining what they
learned from the interactive Indigenous activity.
Differentiation: Allow students to verbally communicate their exit slip
Assessments: Exit Slip (F)
Resources: https://www.youtube.com/watch?v=heE0q5e-IIM&list=PLDXVY-
PI1o2vEs3lP5MUPkAHaSHD0IZaU&index=4,
Knowledge Outcomes: 2.2, 4.3
Attitudes Outcomes: Mutual Respect
Friday
No school: National Day for Truth and Reconciliation

Monday
Essential Question: How do food webs demonstrate the flow of energy in
ecosystems?
Activities: Students will create their own food webs.
Assessments: Food Web Check-in (F)
Knowledge Outcomes: 2.2
Skills Outcomes: 3.2
Tuesday
Essential Question: How do food webs demonstrate the flow of energy in
Week 5 ecosystems?
Activities: Students will create their own food webs.
Assessments: Food Web (S)
Knowledge Outcomes: 2.2
Skills Outcomes: 3.2
Wednesday
Essential Questions: How are water and carbon cycled through the environment?
Activities: To begin class I will create a “water cycle” in a bag demonstration to show
students how the water cycle works. Students will be provided diagrams of the water
cycle and the carbon cycle and will work together in pairs to identify and label the
parts of the diagrams using their textbook. In addition, they will be asked to explain
what they think is occurring at each of the parts of the different cycles. After students
have finished their labelling and explaining they will compare with another group and
will be given time to adjust their labels or explanations if they think it is necessary. We
will go over the diagrams and components of the cycles by engaging in a classroom
discussion. To further the classroom discussion, I will ask students to identify issues
that arise as industries produce carbon dioxide and what impact it has on the
environment. To end the class, students will do an exit slip to help inform the
midterm review. They will be asked to identify any of the concepts we have covered
so far that they feel they understand well and one concept they need help
understanding.
Differentiation: Allow students to verbally communicate the exit slip
Resources: Science in Action 7 pages 45-46
Assessments: Partner Diagram Labelling (F), Classroom Discussion (F), Exit Slip (F)
Knowledge Outcomes: 2.3
Skill Outcomes: 1.1
Attitude Outcomes: Collaboration
Thursday
Activities: Students will be given a midterm review worksheet to organize the
concepts they have learned in this unit. Based on the exit slips, I will prepare a
PowerPoint Presentation and activities to help students better understand some of
the challenging concepts.
Assessments: Midterm Review Worksheet (F)
Knowledge Outcomes: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3
Friday
Work period for the students or flex day to catch up on lessons or extra time to work
on the midterm review

Monday
No school Thanksgiving
Tuesday
Activities: Students will start the class by reviewing their midterm review worksheet
and then will engage in a Kahoot activity with questions like those that will be on the
midterm.
Resources: https://kahoot.it/
Assessments: Kahoot
Knowledge Outcomes: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3
 Wednesday
Midterm Exam (S)
Knowledge Outcomes: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3
Thursday
Essential Questions: How can we investigate the distribution of living things?
Activities: Students will follow the “Human Impact in the Schoolyard” Activity found in
their textbook to study the distribution of organisms in a study plot. After they finish
collecting their data and displaying the data in a chart or graph, they will use their
data to make estimates.
Assessments: Lab Worksheet Exit Slip (F)
Knowledge Outcomes: 3.1
Skill Outcomes: 1.4, 2.3, 2.4, 3.3
Attitude Outcomes: Safety
Week 6
Friday
Essential Questions: How do ecosystems change?
Activities: There will be four learning stations: bioinvasion, predation, competition,
and weathering. The students will be split up into groups and will have approximately
5 minutes at each station. They will be provided a graphic organizer to write down key
concepts from each station. After the learning stations, we will engage in a group
discussion about the different ways that ecosystems change, and I will provide
additional examples. Students will fill out an exit slip describing one of the four
processes.
Differentiation: Provide students with filled in graphic organizer
Assessments: Observation (F), Classroom Discussion (F), Exit Slip (F)
Knowledge Outcomes: 3.2

Monday
Essential Question: How do ecosystems change?
Activities: We will review the material from last class on bioinvasion, predation,
competition, and weathering. Students will be introduced to the comic strip
assignment where they must create a comic strip depicting one of the four ways that
ecosystems change. There will be laptops in the classroom for students to use to
research and find examples if needed.
Assessments: Comic Strip Idea (F)
Knowledge Outcomes: 3.2
Week 7 Skill Outcomes: 4.1
Tuesday
Essential Question: How do ecosystems change?
Activities: Students will create their comic strips.
Assessments: Observation (F)
Knowledge Outcomes: 3.2
Skill Outcomes: 4.1
Wednesday
 Essential Questions: How do ecosystems change?
Activities: Students will create their comic strips.
Assessments: Comic Strip (S)
Knowledge Outcomes: 3.2
Skill Outcomes: 4.1
Thursday
Essential Questions: How do ecosystems change over time? What is succession?
Activities: Students will play an interactive game outlining succession. As they go
through the game, they will answer questions on a worksheet. After students finish
the game, we will have a class discussion about different examples of succession and
will focus on a local example of farmland.
Resources:
https://biomanbio.com/HTML5GamesandLabs/EcoGames/succession_interactive.html
Assessments: Succession Worksheet (F), Classroom Discussion (F)
Knowledge Outcomes: 3.3
Friday
Essential Questions: How do human activities like DDT impact ecosystems? What are
the intended and unintended consequences?
Activities: To begin the class we will watch a Bill Nye video on pollution. I will create a
PowerPoint Presentation on DDT, and as I go through the presentation, I will facilitate
discussions with the students about different types of pollution and their
consequences. We will discuss as a class both sides of pollution.
Resources: https://www.youtube.com/watch?v=9h3kjFRLpWs
Assessments: Classroom Discussion (F)
Knowledge Outcomes: 2.4, 4.1
Skill Outcomes: 1.2, 3.1

Monday
Essential Question: How can information from scientific investigations assist
environmental decision-making? Why do scientific limitations make it difficult to make
a decision about an environment?
Activities: To begin the class I will explain how students can perform scientific
research to learn more about a topic. Students will work individually or in pairs to
research how the COSEWIC helps the peregrine falcon, and what type of scientific
investigations are being conducted to help save it. Additionally, students will research
the golden toad and wolves not using the overpasses in Banff National Park to
Week 8 understand how scientists do not always have the answers to questions. Students will
hand in an exit slip at the end of class answering the essential questions using what
they learned from their research.
Differentiation: Provide students with written instructions on how to perform
research. Allow students to verbally communicate their exit slip
Assessments: Exit Slip (F)
Knowledge Outcomes: 4.2, 4.3
Skill Outcomes: 2.1, 2.2
Tuesday
Essential Question: How can we use evidence from many sources to help analyze a
local environmental problem?
Activities: To begin class I will have a picture of an “ecological footprint” and students
will engage in a think-pair-share where they will discuss what they see in the image
and what they think the image represents. After students share with their partners,
we will have a class discussion about the students’ perspectives on the picture. I will
then define what an ecological footprint is and give the students additional time with
their partners to think about the different types of effects humans have on their
environments. Students will use computers to complete the footprint calculator and
will then compare their scores with the average from different countries around the
world. Students will be introduced to the ecological footprint assignment.
Resources: https://www.footprintcalculator.org/home/en
Assessments: Classroom Discussion (F)
Knowledge Outcomes: 4.4
Wednesday
Essential Questions: How can we improve our ecological footprint?
Activities: Students will create an ecological footprint and find ways to improve their
impact.
Assessments: Ecological Footprint Diagram (S)
Knowledge Outcomes: 1.3, 4.1, 4.4
Skill Outcomes: 4.1
Attitude Outcomes: Stewardship
Thursday
Essential Questions: How can we improve our ecological footprint?
Activities: Students will create an ecological footprint and find ways to improve their
impact. Students will get half the class to work on their ecological footprint
assignment and then I will introduce the final group project and allow students to
start brainstorming some ideas.
Assessments: Ecological Footprint Diagram (S)
Knowledge Outcomes: 1.3, 4.1, 4.4
Skill Outcomes: 4.1
Attitude Outcomes: Stewardship
Friday
Essential Questions: How do human activities affect ecosystems and environments?
Activities: Students will start performing research on the computers for their final
project. Students will be given an outline that they will start filling out to ensure that
they are addressing all the components of the project.
Assessments: Final Project Outline (F), Observations (F)
Knowledge Outcomes: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 4.1, 4.4
Skill Outcomes: 1.1, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3
Attitude Outcomes: Interest in Science, Scientific Inquiry, Stewardship
 Monday
Essential Question: How do human activities affect ecosystems and environments?
Activities: Students will work on their final project.
Assessments: Final Project Outline (F), Observations (F)
Knowledge Outcomes: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 4.1, 4.4
Skill Outcomes: 1.1, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3
Attitude Outcomes: Interest in Science, Scientific Inquiry, Stewardship
Tuesday
Essential Question: How do human activities affect ecosystems and environments?
Week 9 Activities: Students will work on their final project.
Assessments: Observations (F)
Knowledge Outcomes: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 4.1, 4.4
Skill Outcomes: 1.1, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3
Attitude Outcomes: Interest in Science, Scientific Inquiry, Stewardship
Wednesday
Essential Questions: How do human activities affect ecosystems and environments?
Activities: Students will work on and finish their final project.
Assessments: Final Project (F)
Knowledge Outcomes: 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 4.1, 4.4
Skill Outcomes: 1.1, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3
Attitude Outcomes: Interest in Science, Scientific Inquiry, Stewardship

Unit Assessment Plan (Evaluation)

Desired Results
Established Goals – GLO(s):
Knowledge Outcomes:
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 environmental factors on the growth,
health and reproduction of organisms in that environment
4. Describe the relationships among knowledge, decisions and actions in maintaining life-
supporting environments

Skill Outcomes:
Initiating and Planning
Students will: Ask questions about the relationships between and among observable variables,
and plan investigations to address those questions

Performing and Recording

Students will: Conduct investigations into the relationships between and among observations,
and gather and record qualitative and quantitative data

Analyzing and Interpreting

Students will: Analyze qualitative and quantitative data, and develop and assess possible
explanations

Communication and Teamwork

Students will: Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results

Attitude Outcomes:
Interest in Science
Students will be encouraged to: Show interest in science-related questions and issues, and
pursue personal interests and career possibilities within science-related fields (e.g., take an
interest in media reports on environmental issues, and seek out further information; express an
interest in conducting scientific investigations of their own design; develop an interest in careers
related to environmental sciences)

Mutual Respect
Students will be encouraged to: Appreciate that scientific understanding evolves from the
interaction of ideas involving people with different views and backgrounds (e.g., show
awareness of and respect for aboriginal perspectives on the link between humans and the
environment)

Scientific Inquiry
Students will be encouraged to: Seek and apply evidence when evaluating alternative
approaches to investigations, problems and issues (e.g., take the time to accurately gather
evidence and use instruments carefully; consider observations, ideas and perspectives from a
number of sources during investigations and before drawing conclusions and making decisions)

Collaboration
Students will be encouraged to: Work collaboratively in carrying out investigations and in
generating and evaluating ideas (e.g., consider alternative ideas, perspectives and approaches
suggested by members of the group; share the responsibility for carrying out decisions)

Stewardship
Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance
between the needs of humans and a sustainable environment (e.g., assume personal
responsibility for their impact on the environment; predict consequences of proposed personal
actions on the environment; consider both immediate and long-term consequences of group
actions; identify, objectively, potential conflicts between responding to human wants and needs
and protecting the environment)

Safety
Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing
activities (e.g., select safe methods and tools for collecting evidence and solving problems;
assume personal responsibility for their involvement in a breach of safety or in waste disposal
procedures)

Understandings: Essential Questions

Students will understand that…  How do organisms interact
 Abiotic and biotic factors interact within an ecosystem?
 Living things have basic needs  How do human activities
 Organisms interact in numerous ways to survive affect ecosystems?
 Human activities impact ecosystems  How can we assess the
 Matter and energy are cycled through the impact of our actions on
ecosystem ecosystems?
 Ecosystems change over time  How is matter and energy
 Scientific knowledge informs decision making cycled through an
 There are limits to scientific knowledge ecosystem?
 How are changes within an
ecosystem observed and
monitored?
Prior understandings… Students will be able to…
Grade 1 Topic E: Needs of Animals and Plants  Identify, describe, and
1–11 Describe some common living things, and identify analyze the impacts of
needs of those living things. human activity on
ecosystems
Grade 3 Topic E: Animal Life Cycles  Describe the carbon and
3–10 Describe the appearances and life cycles of some water cycle
common animals, and identify their adaptations to  Analyze and identify
different environments. producers, consumers, and
decomposers
Grade 4 Topic A: Waste and our World  Describe and identify
4–5 Recognize that human activity can lead to the relationships between
production of wastes, and identify alternatives for the organisms
responsible use and disposal of materials.  Describe the distribution of
living things
Grade 5 Topic E: Wetland Ecosystems  Identify ecological
5–10 Describe the living and nonliving components of a succession
wetland ecosystem and the interactions within and among
them

Grade 6 Unit E: Trees and Forests

6–10 Describe characteristics of trees and the interaction
of trees with other living things in the local environment.
Where does this lead?
Grade 9 Unit A: Biological Diversity (Social and Environmental Emphasis)
1. Investigate and interpret diversity among species and within species, and describe how
diversity contributes to species survival
4. Identify impacts of human action on species survival and variation within species, and analyze
related issues for personal and public decision making

Grade 10 Unit D: Energy Flow in Global Systems (Social and Environmental Contexts Emphasis)
3. Relate climate to the characteristics of the world’s major biomes, and compare biomes in
different regions of the world
 Learning Assessments 
Outcomes  Title Bubble Class Exit Slips Lab Food Web Midterm Comic Ecological Final
Gum Lab Discussion Reflections Exam Strip Footprint Project
s /
Lab Reports
Type Formative Formativ Formative Formative Summativ Formative Formative Summativ
(Formative/Summative Formativ e and and e and and e
) e Summative Summativ Summativ Summativ
e e e
Weighting N/A N/A N/A 10% 10% 30% 10% 10% 30%
1.1 illustrate how life-supporting
environments meet the needs of
living things for nutrients, energy X X
sources, moisture, suitable habitat,
and exchange of gases
1.2 describe examples of interaction
and interdependency within an
ecosystem (e.g., identify examples of
dependency between species, and
describe adaptations involved; X X X X
identify changing relationships
between humans and their
environments, over time and in
different cultures—as, for example,
in aboriginal cultures)
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 X X X X
rise to them (e.g., identify impacts of
the use of plants and animals as
sources of food, fibre and other
materials; identify potential impacts
of waste products on environments)
1.4 analyze personal and public
decisions that involve consideration
of environmental impacts, and X X X
identify needs for scientific
knowledge that can inform those
decisions
2.1 analyze an ecosystem to identify
biotic and abiotic components, and X X X X
describe interactions among these
components
2.2 analyze ecosystems to identify
producers, consumers and
decomposers; and describe how
energy is supplied to and flows
through a food web, by: − describing
and giving examples of energy and
nutrient storage in plants and
animals − describing how matter is X X X X X
recycled in an ecosystem through
interactions among plants, animals,
fungi, bacteria and other
microorganisms − interpreting food
webs, and predicting the effects of
changes to any part of a web
2.3 describe the process of cycling
carbon and water through an X X X X
ecosystem

2.4 identify mechanisms by which

pollutants enter and move through
the environment, and can become X
concentrated in some organisms
(e.g., acid rain, mercury, PCBs, DDT)
3.1 investigate a variety of habitats,
and describe and interpret
distribution patterns of living things
found in those habitats (e.g., describe
and compare two areas within the X X
school grounds—a relatively
undisturbed site and a site that has
been affected by heavy use; describe
and compare a wetland and a dryland
area in a local parkland)
3.2 investigate and interpret
evidence of interaction and change
(e.g., population fluctuations, X X X X
changes in weather, availability of
food or introduction of new species
into an ecosystem)
3.3 identify signs of ecological
succession in local ecosystems (e.g.,
emergence of fireweed in recently
cut forest areas, replacement of X
poplar by spruce in maturing forests,
reestablishment of native plants on
unused farmland)

4.1 identify intended and unintended

consequences of human activities
within local and global environments
(e.g., changes resulting from habitat X X X
loss, pest control or from
introduction of new species; changes
leading to species extinction)
4.2 describe and interpret examples X
of scientific investigations that serve
to inform environmental decision
making
4.3 illustrate, through examples, the
limits of scientific and technological
knowledge in making decisions about
life-supporting environments (e.g.,
identify limits in scientific knowledge
of the impact of changing land use on
individual species; describe examples
in which aboriginal knowledge—
based on long-term observation—
provides an alternative source of
understanding)
4.4 analyze a local environmental
issue or problem based on evidence
from a variety of sources, and
identify possible actions and
consequences (e.g., analyze a local X X X
issue on the control of the beaver
population in a nearby wetland, and
identify possible consequences)
Initiating and Planning
X X X X

Performing and Recording

X X X

Analyzing and Interpreting

X X X X

Communication and Teamwork

X X X X

Interest in Science
X

Mutual Respect
X
Scientific Inquiry
X

Collaboration
X

Stewardship
X X X

Safety
X X
 Assessment Tool Overview
Assessment FOR Assessment AS Assessment OF
Assessment Tool  Brief Description
Learning Learning Learning
Classroom discussions will occur in most classes
and will provide students with an opportunity to
express their understanding and receive feedback
from their peers. I will provide questions to guide
Class Discussions the discussions and students will share their X
understanding and build upon each other’s
understanding. Class discussions will formatively
assess knowledge outcomes, skill outcomes, and
attitude outcomes.
Students will engage in a pre-assessment lab to
formatively assess their skills. They must blow
Bubble Gum Lab bubbles using bubble gum and measure the size of
X
(Pre-assessment) the bubble. They will write up a lab report and
reflection after they finish the lab to formatively
assess skill outcomes.
Students will either answer the essential question
of the day or indicate what they have learned from
the lesson either verbally or in writing. Exit slips
will occur at the end of a lesson to formatively
Exit Sips X X
assess their understanding of the concepts
covered in the class. Information from the exit
slips will be used to inform any concepts that need
to be reviewed in the next class.
Students will engage in labs to practice safety,
Lab Reports and working collaboratively in groups, using equipment
X X X
Reflections properly, collecting data, and measuring. These
skills and attitudes will be assessed formatively as
 students engage in the lab. After the lab students
are required to complete a formal lab report and
reflection. Students are allowed to hand in their
lab report for feedback and then re-submit their
lab report with their newfound understanding and
skills. The formal lab report will be used as
summative assessment.
Students will take their understanding of food
webs and create their own food web using
organisms of their choice. It must contain
decomposers, consumers, and producers. The food
web can be hand drawn or can be created using a
Food Web concept web app online. Students are allowed to X X
hand in their food web for feedback and then re-
submit their food web after they have
implemented the feedback and any suggestions.
The food web is used to summatively assess
knowledge outcomes and skills outcomes.
Students will work through an exam that contains a
variety of selected and constructed response
questions that cover the appropriate GLO’s and
Midterm Exam X
SLO’s. The midterm exam will be used a summative
assessment to assess students’ understanding of
knowledge outcomes that have been taught so far.
Comic Strip Students will take their understanding of changes X X
within an ecosystem and create a comic strip
addressing one of the four changes covered in
class. The comic strip can be hand drawn or
created using a comic generator online. Students
are allowed to hand in their comic strip for
feedback and then re-submit their comic strip after
 they have implemented the feedback and any
suggestions. The food web is used to summatively
assess knowledge outcomes and skills outcomes.
Students will take their understanding of ecological
footprints and address their own ecological
footprint and how they can lessen their impact.
The ecological footprint can be hand drawn or
created using an online tool. Students are allowed
Ecological
to hand in their ecological footprint for feedback X X
Footprint
and then re-submit their ecological footprint after
they have implemented the feedback and any
suggestions. The ecological footprint is used to
summatively assess knowledge outcomes and skills
outcomes.
Final Project As a culminating project, students will work in X
groups and will choose a local human activity like a
ski resort, urbanization, pipeline, etc. that is of
interest to them. They will research the topic to
understand the effects it has on the local
ecosystem, which will address concepts like food
webs, predation, competition, symbiotic
relationships, and the water and carbon cycle. To
guide their research an outline will be provided
that may use to document their research. Using
their research, they must decide whether or not
they think their human activity should occur or not.
A rubric and checklist will be provided when the
project is introduced, and these will be used to
grade the project. Students may represent their
understanding in their preferred way some
examples include a poster, paper, presentation,
video etc.