environmental science unit plan -...

Unit Plan

Title of unit: Minimizing Human Impact Grade level(s): Grade 11 (U/C)

Length of unit: 2 weeks

Why am I teaching this Unit?

• Environmental issues are becoming increasingly critical because of human’s actions and impacts on the environment.

• Considering prior knowledge that students would have learnt this content is

developmentally appropriate. • This Unit will come after the unit on environmental issues as well as ecology. This way

going into this unit of human impact, students will have an understanding of the natural

environment and the systems within it as well as the environmental issues that we are facing currently.

• This unit addresses assessing human impact on the environment and creating plans of

action to change the amount of impact that we have on the environment. This unit also addresses soil assessment.

• This unit meets the student’s need for differentiated instruction and interaction with the

real world. • This unit will interest the students because it addresses current important issues as well

as connects them to the real world and their life choices.

Overall Expectations C1: Analyse the effects on human health of environmental contaminants and a significant environmental phenomenon. D3: Demonstrate an understanding of the basic principles of energy production, with reference to both renewable and non‐renewable sources, and of various methods of energy conservation. E1: Asses the environmental impact of the harvesting and/or extraction of resources, including ways of reducing this impact, and analyse threats to the sustainability of natural resources. E2: Investigate methods scientists use to classify and monitor natural resources, and conduct investigations using these methods. F1: Asses workplace situations with respect to safety and environmental issues, and propose a course of action to address unsafe working conditions. F2: Investigate a variety of safe and environmentally responsible workplace practices. F3: Demonstrate an understanding of general workplace safety procedures and environmentally responsible practices.

Specific Expectations C1.2: Analyse how environmental contaminants can affect the health of different populations in Canada. E2.4: Conduct an inventory of local environment using appropriate techniques and methods. E3.4: Explain how a variety of sampling techniques are used to gather information about natural resources. F1.1: Analyse unsafe working conditions that can affect young workers in various workplace situations

and propose a course of action that would help to improve one such situation. F2.1: Use appropriate terminology related to safety and environmental responsibility in the workplace. F2.2: Demonstrate proper use of a variety of safety techniques and procedures after completing a recognized safety training program. F2.3: Conduct an inventory of hazardous products, safety equipment, and personal protective equipment found in a workplace, using an accepted tool, and communicate the results using a table or checklist. F3.4: Explain how the use of personal protective equipment minimizes exposure to hazardous materials that can enter the body through ingestion, inhalation, absorption, and injection.

Pre‐Assessment/Prior Knowledge Experiences

The students are expected to bring to the unit some experience with the physical outdoors. This may be from recreational pursuits out of the urban environment or simply being in their yard or neighborhood respecting nature. If students do not have this kind of outdoor experience or even share an environmental outlook they are expected to be able to view the course with an open mind, taking in other students’ opinions and respecting it. Level of development

The students have attained a great deal of listening and oral communication skills and can generate ideas to contribute to discussion. Students are able to inquire about questions that will be asked as well as clarify and ask questions of their own. Interests of the Students

The students have not been a part of the pre‐planning to this unit. Their interests have been kept to a high standard in achieving a high level of engagement in the lessons that will be taught in the unit. Again, if their interests oppose those that the course attempts to apply, the students are to keep an open mind regarding environmental philosophy and stewardship towards positive environmental change. Individual needs

The students will require certain individual needs regarding their exposure to the subject of environmental science as well as their experience level with the outdoors. The unit does not require a high amount of prior experience, just an overall appreciation of the natural environment, therefore facilitation for certain students to gain a higher appreciation will be needed.

Learning Environment Space

• Classroom: Desks arranged in semi‐circle around the classroom. This allows for maximum interaction between teacher and student as well between students. Most of the classroom work involves full class discussions or discussions in small groups this is why this desk formation would be the most engaging.

• School yard: Outdoor classroom will be

Time • Periods will be 75 min, with 5 periods a

week (10 periods in total) • Lesson 1 will take 2 full periods. • Lesson 2 will take 2 full periods. • Lesson 3 will take 2 full periods. • Lesson 4 will take 1 full period. • Lesson 5 will take 2 full periods (only on

with guest speaker). • Lesson 1 will be returned to for 1 period.

used as a base with places to sit comfortably for classes that involve outdoor experiments.

• Community: Field trip to Kekabeka Falls visitor’s center and park grounds.

Demonstration Statements/Culminating Activity For the culminating activity for this unit, the students will be required to take the knowledge that is learned from the speaker’s presentation and choose a certain assignment, out of four options, that appeals most to them. The first option is for the students to reflect on the information provided and formulate their ideas into a letter to the City of Thunder Bay agreeing or disagreeing with what is in effect for waste management. The students may also choose to provide a plan of action towards a better waste management practice. The second option is for the students to select an organization in the community that promotes sustainable waste management or a positive ecological framework for the community. The students will be required to participate with the organization helping with whatever needs to be done. After the experience is complete, a one page reflection on the opportunity and information learned will be written by the students. The third option is to write a research paper on the environmental ethics that the City of Thunder Bay displays throughout their waste management practices. Students will be expected to research into other areas such as conservation and sustainability in the community. The fourth option is for the students to express a creative expose of their thoughts or feelings during the presentation done by the speaker. Again, a reflection process on the information taught will be expected and a written explanation of their creative or artistic expression must be completed along with the piece (drawing, movie, song, skit). The four options will be assessed in the completion of the major part of the assignment (volunteer or letter) and then the written format will be evaluated for the student’s grade of the culminating activity. Their grade will be reflected by a rubric for the written portion of the assignment.

Mind Map for Planning

Accommodations Special Needs Expectations For students with intellectual needs, the expectations for this unit may need to be tweaked to better suit their needs. If the intellectual need prevents the student from learning at the expected level of their classmates, the changes may include modifying the expectations detailed or having fewer expectations. If the intellectual need enhances the students learning to a level above their classmates, the changes may include having more expectations, or having more specific expectations. For students with communication needs, the expectations may need to be re‐written or modified to be in language that they can understand. Content For students with special needs, they may need to be paired with a fellow classmate to assist them with understanding content. This could include allowing extra time for group work and sharing ideas. The content may need to be presented to some students in different ways, such as providing students with needs extra handouts or lecture notes. Resources Any films showed in class should have subtitle options in case a student has communication needs that would require such options.

In the case of mobility needs such as a wheelchair, transportation to field trips will need to be accessible, or have an alternative accessible transportation option available for that student(s). Teaching/Learning Strategies

When the class goes on field trips, any students with behavioural, mobility, intellectual, or communication needs will need a support person with them at all times. This could include a parent volunteer or an Educational Assistant, as provided by the school. Transportation, as well as facilities and the environment at the destination, will need to be accessible if a student has a mobility need. Assessment/Evaluation If there are students in the class with intellectual needs, the criteria for final assessments will be modified to suit their needs. This could include extended deadlines, extra assistance and guidance with the assignments, allowing for group work, or modified assessment criteria. Diversity Issues The concepts and ideas taught in this unit will be presented to the students as not to force the opinions and ideas upon the students. If cultural or religious issues arises that have negative notions to it, the lesson will move away from that idea onto a new topic. This unit is planned to not be specific to any facet, instead, being open to all facets of diversity to present ideas and information on minimizing our impacts on Earth. The learning environment is such that all students will have opportunity to share and participate in class activities and discussion, without prejudice or judgments. Material will be presented that is relevant and relatable to the diversity of students in the class.

Lesson Outlines

Teacher Planning Sheet (1)

Learning Activity

Overall/Specific Expectations

Teaching/Learning Strategies

Resources Assessment Evaluation

Planning Notes

‐Assessing Ecological Footprints

‐ F2 ‐ F2.2

‐ Whole group lecture on Ecological footprints ‐Film on Story of Stuff ‐Independent work to calculate Eco‐Footprint – once at beginning of unit and once at end Students will assess their individual eco footprint. ‐Outdoor activity to plant trees

‐ Film (Story of Stuff) ‐Computer access ‐Text ‐Tree Planting Materials (shovels, trees, gloves, transportation)

‐ ecological footprint quiz (checklist of completion, As)

‐Permission forms for tree planting ‐Gathering equipment ‐Accessing space for planting trees ‐Chaperones ‐Secure film Story of Stuff ‐Book Computer Lab

This lesson will address the following questions and statements:

• What is ecological footprint? How can we asses it? • Examine your own ecological footprint. • Describe the biggest factors in your life that contribute to your ecological footprint.


Learning Activity




Planning Notes

Ecological self‐Audit

‐F1 ‐F1.1 ‐F2 ‐F2.1 ‐F2.2 ‐F2.3 ‐F3 ‐F3.4 ‐E2 ‐E2.1 ‐E2.4

‐visual/graphic organizers ‐Full class lecture ‐Oral presentation ‐Word wall ‐Report

‐Text ‐Templates

‐Student fills in a graphic organizer of information gathered ( For) ‐Student creates a self‐action plan (As) ‐Oral presentation (Of) (product/performance with checklist)

‐ Present all aspects of our daily environmental effects (water, energy, waste) and give students the choice on which one they want to track for themselves.


• Recognize and list the resources you use on a daily basis that effect your environmental impact.

• Categorize these resources and choose one to collect data on and analyse. • Create a plan for yourself to improve your daily usage of this resource.


Learning Activity




Planning Notes

Soil assessment and analysis on human impact of soil and plants

‐ ‐visual/graphic organizers ‐ Experimenting ‐Class discussion ‐Report

‐Text ‐Templates

‐Student fills in a graphic organizer of information gathered (For) ‐Student creates a scientific report of information gathered (Of) ‐Checklist (For/of) ‐Participation in class discussion (Checklist of completion, As)

‐ Find location on site where multiple types of soil can be found.


• Identify the types of soil, where can you find these soil types on your school yard? • Analyse human impact on the soil types as well the plant conditions in around these soils • Compare the impacts of different soils in different areas and how the plants have

survived in different soils assessed.


Learning Activity




Planning Notes

Land conservation field trip (Field trip to Kekabaka falls speaking to Conservation Manager)

‐C1 ‐C1.2 ‐D3 ‐D3.4 ‐D3.6

‐Student and teacher directed (combined) ‐Field trip ‐Reflection ‐Guest speaker ‐Whole group discussion ‐Paired work ‐Paired group discussion ‐Small group discussion ‐Whole group discussion ‐Think/pair/share

‐Text Conservation manager ‐Park ‐Visitors center Transportation ‐First aid and safety materials

‐Student reflection (product with checklist, Of) ‐Student participation in discussion (performance with checklist of completion, As)

‐parents’ permission ‐medical forms ‐Booking time with manager at park ‐Booking a bus ‐Organizing for chaperons


• Estimate the impact of the park system on the environment? • What practices does this provincial park do to minimalize their and their visitors’ impact

on the environment? • How can you apply these practices to your own life? • What suggestions can you provide the park with to improve their impact on the land?


Learning Activity




Planning Notes

‐ Culminating Activity: Waste Management Speaker from the City of Thunder Bay.

‐E1 ‐E2.4 ‐E3.4

‐Guest speaker ‐Group discussion ‐Class Debate

‐Guest speaker

‐Independent work (product with rubric, Of) Choices: •Writing a letter or action plan to city •Volunteering for organizations •Research paper on ethics of the city •Express your thoughts or feelings in any artistic form (movie, song, skit, drawing).

‐Make certain the speaker is prepared. ‐Remind students that there will be a debate during this class. ‐Have a handout ready to give to students after this class with the culminating activity choices clearly stated.


• Express your concerns for the state of your environment and suggest plans for the City to improve their laws to reduce human impact

• Summarize human impact regarded resource management, how can this be improved as a community?

Assessments/ Evaluation

Ecological Footprint Assignment

Assessment As – Checklist The student has:

i. lessened their ecological footprint ii. listed the strategies they used to lessen their ecological footprint iii. given reasoning for why the strategies they used would help to lessen their impact (at least 1

reason for each strategy) iv. noted any aspects of their Ecological Footprint that did not improve v. given reasons or explanations on why aspects of their Ecological Footprint may not have

improved

Ecological Footprint Assignment Assessment Of ‐ Rubric

50-59%

Level 1

60-69%

Level 2

70-79%

Level 3

80-100%

Level 4

Content Student identified but failed to explain reduction strategies.

Student identified and explained 3 or less reduction strategies.

Student identified and explained 4-5 reduction strategies.

Student identified and explained 6+ reduction strategies.

Analysis/

Application

Students make connections only to material presented in class.

Student makes minimal connections to material found in class, as well as material found outside of class.

Student makes some connections to material presented in class, as well as material found outside of class.

Student makes many connections to material presented in class, as well as material found outside of class.

Communication The student makes many (<15) spelling and grammar mistakes.

Ideas have little flow and connect.

The student makes spelling and grammar mistakes (10-15).

The student makes some (5-10) spelling and grammar mistakes.

The student makes minimal (>5) spelling and grammar mistakes.

Ideas flow and connect, making it easy to follow.

Visual Aids

(Diagrams, graphs, charts, drawings, skits, etc.)

Visual aids are used but do not benefit the content and analysis.

Visual aids are used and have limited connections to content and analysis.

Visual aids are used and have some connection to content and analysis.

Visuals aids are used to enhance the content and analysis.

Eco‐Audit Assignment Assessment For/As/Of‐Checklist

The Student has:

i. Filled in the provided graphic organizer with the information that they have collected about their resource use.

ii. Student has created a self‐action plan based on the data collected with meaningful

connections to course content.

iii. Student has presented collected data and self‐action plan to the class.

iV. Student has communicated ideas with clarity.

Soil Assessment Assignment

Assessment For/As/Of‐ Checklist

The Student has:

i. Filled in the provided graphic organizer with the information that they have collected about soil data.

ii. Followed the proper format for the scientific report.

iii. Participated in class discussion with meaningful and insightful contributions.

Land Conservation Field Trip

Assessment As/Of‐ Checklist

The Student has:

i. Participated in class discussion with meaningful and insightful contributions.

ii. Written a comprehensive reflection about their experience, what they learnt and ideas to improve the conservation of the park.

Culminating Activity

Assessment Of‐ Rubric

Categories 50-59% Level 1

60-69% Level 2

70-79% Level 3

80-100% Level 4

Knowledge and Understanding: subject-specific content acquired in each grade, and the comprehension of its meaning Knowledge of waste management systems

Shows a low degree of knowledge of W.M.

Displays some knowledge of W.M.

Displays a good amount of knowledge of W.M.

Shows a high degree of knowledge of W.M.

Understanding of content presented by speaker

Does not follow the information that was presented

Somewhat follows the information that was presented

Follows the information that was presented greatly

Follows to a high degree the information that was presented.

Thinking: The use of critical and creative thinking skills and/or processes Demonstrates reflection of ideas for planning

Displays a low value of reflective planning

Displays some value of reflective planning

Displays a good degree of reflective planning

Shows a high degree and value of reflection

Use of processing skills and strategies

Processes strategically at a low level

Information is processed with some strategy and skill

Processes information with great strategy and skill

Processes information in a highly strategic manner

Use of critical or creative thinking processes

No critical thinking is used throughout the work

There is some degree of creativity or critical thinking in the work

Show a good amount of creative processes and critical thinking skills

Shows a high degree of creativity and critical thinking skills in the work

Communication: The conveying of meaning through various forms Expression and organization of ideas and information

Ideas are not organized and information is unclear

Ideas are somewhat clear and there is some organization

Ideas are clearly presented and work is organized.

Ideas are clearly presented and work is excellently organized.

Communication for different audiences and purposes in oral, visual, or written forms

The is no use of different perspectives in the information presented

Use of different perspectives is limited

There is a great deal of different perspectives taken into account in the work

Different perspectives have been clearly used throughout the work and taken into consideration

Application: The use of knowledge and skills to make connections within and between various contexts Making connections among systems, experiences, and the environment

No connection made between information and work

Some connection made between experience, information, and work

A great deal of connection is seen throughout the work

There is a high degree of critical connection in the work

Proposal of courses of practical action to deal with problems involving science, society, technology and the environment.

There is very limited critical thinking to formulate a plan of action or solutions

There are some aspects of critical thinking to formulate an action plan shown throughout the work

A solid action plan and solution is clearly displayed in the work

An action plan is clearly presented as well as creative solutions towards the positive outcome.

environmental science unit plan -...

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