out

UNITPLAN

UnitTopic:SustainabilityofEcosystems
Grade:10
UnitTheme:HumanImpactontheEnvironment
UnitGoals:

Lesson
Specific

Assessment

CrossCurricular
Title
Outcomes
Methods/Activities/Procedures
Resources
Strategies

1
.Introduction
toUnit.
Lessonon:
FreshWater

1
.1141:Explainhow
aparadigmshiftcan
changescientific
worldviewsin
understanding
sustainabilityexplore
anddevelopa
conceptof
sustainability

1.
APK:FocusQuestion:Whatare
thewayinwhichhumanshavean
impactontheenvironment?
Doamindmapontheboard
aroundthisfocusquestion.

Activity1:Showavideoonthe
importanceoffreshwaterfor
humansandtheenvironment.
http://resources4rethinking.ca/en/res
ource/thecomingglobalwatercrisis
Thisvideowarnsofaloomingglobal
watercrisisduemainlytodomestic,
agriculturalandindustrialoveruse.
Currently1.1billionpeople
worldwidedonothaveaccessto
cleandrinkingwater.Thefilmwarns
thatwithrisingwatertensions
betweencountries,acontinued
unsustainablepurgeofwater
suppliesmayhavecatastrophic
implicationsintheverynearfuture,
especiallyiffoodcontinuesto
replaceoilasameansofproducing
energy.Seemoreat:
http://resources4rethinking.ca/en/res
ource/thecomingglobalwatercrisis
#sthash.94tsk5Ge.dpuf

Activity2:ADropinTheBucket
ExerciseoutlinedinProjectWet.By
estimatingandcalculatingthe

1.
Video1:
http://resources4rethinking
.ca/en/resource/thecomin
gglobalwatercrisis

Video2:
https://www.youtube.com/
watch?v=D41rO7mL6zM

Materialsfortheactivity,A
DropinTheBucket.(
Water,worldmap,1,000
mlbeaker,100ml
graduatedcylinders,small
dish,salt,icebucket,eye
dropper)

1.
1)Studentswillbe
giventhe
opportunitytoshare
opinionsandask
questionsfollowing
theshowingof
videos

2)Studentswillbe
askedtoanswer
questionsintheir
journals.Their
personalopinion
aboutthesubject
whichwillbeused
astheirexitticket

1
.
LanguageArts
Assessideas,
information,and
language,synthesizing
andapplyingmeaning
fromdiverseand
differingperspectives
Selectappropriate
informationfroma
varietyofsources,
makingmeaningful
sectionsfortheirown
purposes
Criticallyevaluatethe
informationthey
access
Demonstrate
sensitivityandrespect
ininteractionwith
peersandothersin
bothinformaland
formalsituations

2.
Deforestation
and
Desertification

2
.
Explainwhythe
ecosystemmay
responddifferentlyto
shorttermstress
andlongterm
change(3184)

percentageofavailablefreshwater
onEarth,studentsunderstandthat
thisresourcemustbeusedand
managedcarefully.
Activity3:Havestudentscompletea
journalentrywheretheyanswerthe
followingquestions:Howdoyouuse
freshwaterinyourdailylife?Doyou
manageitproperly?
HowdoesNewBrunswickusefresh
waterasaresource?Dotheydoit
effectively?

2
.
APK:FocusQuestion:Whatarethe
wayinwhichhumanshavean
impactondeforestation?
Doamindmapontheboard
aroundthisfocusquestion.

Activity1:Showavideoofthe
impactsofdeforestationonthe
environment

Thisshortvideoshowstheeffectsof
deforestationontheenvironment
andhowitimpactseverythingfrom
animallife,physicallandscapeand
climatechange.

Activity2:
Studentswillsimulateatownhall
meetingtodemonstratethesocial,
economicandenvironmental
dimensionstoforestdevelopment.
Eachgroupwillbeassignedrolesof
thevariousstakeholderswhowillbe
affectedbyaplannedhighway

2.
VideoforActivity1:
https://www.youtube.com/
watch?v=mTIhcO4jjUI

Namecardswith
assignedrolewithinthe
group.

Posterpapertowrite
downthegroups
argument/discussion
points

Markers

Handoutexitticket

2.
1)Studentswill
begiventhe
opportunitytoshare
opinionsandask
questionsfollowing
theshowingof
videos

2)Studentswill
havetheopportunity
todiscussthe
differentpointsof
viewregardingthe
deforestationof
certainareasto
makewayfor
moderncivilneeds.
Prosandconswill
bediscussedbefore
comparingresults
withtheirpeers.

2.
LanguageArts
Assessideas,
information,and
language,synthesizing
andapplyingmeaning
fromdiverseand
differingperspectives
Selectappropriate
informationfroma
varietyofsources,
makingmeaningful
sectionsfortheirown
purposes
Criticallyevaluatethe
informationthey
access
Demonstrate
sensitivityandrespect
ininteractionwith
peersandothersin
bothinformaland
formalsituations

3
.FossilFuels

3
.3181:
illustratethecycling
ofmatterthrough
bioticandabiotic
componentsofan
ecosystemby
trackingcarbon,
nitrogen,andoxygen

projectthatwillresultinthelossof
muchofthetownsforestedarea.
Groups:
1.Government
2.Townplanningcommittee
3.Smallbusinessowners
4.Citizens
Eachgroupmustpreparean
appropriatepointofviewbasedon
theperspectiveofthestakeholder
he/sheisrepresentingandpresentit
duringtheclassstownhallmeeting.
Followingthepresentations,a
decisiononwhetherornotto
proceedwiththeprojectismadeby
theclass.

Activity3:
Inthesamegroups,studentswillbe
askedtodiscusswhatspecificeffect
ofdeforestationstandsoutmostto
themex:erosion,reducedair
quality,lostordisplacedanimals,
flooding,etc.Studentswillbe
requiredtofilloutanexitticket
providedfillingintheblanks.

3.
1.APKAskstudentswhyforests
andfreshwatersourcesareso
importantfortheenvironment,and
howwearedamagingthese
resources,
2.Showvideoexplainingfossilfuels.
Thevideoexplainstheoriginsof
fossilfuels,andtheprosandconsof
usingthem.Afterwards,checkfor
understanding,andleadaclass

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

3
.a)Studentswill
demonstratean
understandingof
fossilfuelsin
comparisontomore
renewableenergy
sourcesthrough
theirpresentations.
b)Studentswill
demonstrateand
shareapersonal

3.

LanguageArts
Assessideas,
information,and
language,synthesizing
andapplyingmeaning
fromdiverseand
differingperspectives
Selectappropriate
informationfroma
varietyofsources,
makingmeaningful
sectionsfortheirown
purposes

4.
Sustainability

joeyandmatt

4.
(1141)Explain
howaparadigmshift
canchangescientific
worldviewsin
understanding
sustainabilityexplore
anddevelopa

discussiononwhethertheprosof
usingfossilfuelsoutweighthecons.

3.Studentswillbeassignedto

groupsoffourorfive.Asaproject,

eachgroupwillresearchadifferent
typeofrenewableenergysource

(eg.Windpower,solarpower,

biomass,etc.).Theywillhavethe

remainderofclasstimetoworkonit.
Groupswillgivea1015minute

presentationonalaterdateabout

theirenergysources,discussingits
prosandcons,thesciencebehindit,
andhowitisorisnotaneffective

alternativetofossilfuels.

4.Studentswillwriteareflective

journalentrybasedonthe

presentationsaboutwhichmeansof

renewableenergytheywould

considertobethemostideal

alternativetofossilfuel.

4.
4.
a.FishingfortheFuture
a.IntroductiontoSustainability
http://resources4rethinking
APKWhatdoessustainability
.ca/media/Fishing%20for%
meantoyou?Inyouropinionis
20the%20Future.pdf
yourwayoflifesustainable?What
Allmaterialsforactivity
wouldhappentoyoursituationif
listedinteachingresource.

opinionregarding
renewableand
nonrenewable
energy.

4.
a.Studentswillkeep
notesandsubmita
reflectivejournalon
lesson5(23

Criticallyevaluatethe
informationthey
access
Demonstrate
sensitivityandrespect
ininteractionwith
peersandothersin
bothinformaland
formalsituations

WorldIssues:
Unit1
Studentsshould
understandthatthe
futureoftheplanet
anditspeople
dependsuponthe
choiceswhichthe
worldcommunity
makestoday.They
shouldalsobe
cognizantthatthese
decisionswillnot
alwaysresultinpurely
beneficialresults,but
willsometimesinvolve
unforeseenside
effectsbecauseofthe
complexityofthe
issues

4.
WorldIssues:U
nit1
Studentsshould
understandthatthe
futureoftheplanet
anditspeople
dependsuponthe

conceptof
sustainability

(2151)
Communicate
questions,ideas,
andintentionsand
receive,interpret,
understand,support,
andrespondtothe
ideasofotherswith
respectto
environmental
attitudes

(3186)Explainhow
biodiversityofan
ecosystem
contributestoits
sustainability

crudeoilweretobeexhausted?
Whataboutwater?

ExerciseFishingfortheFuture
Throughafishingsimulation,
studentsmodelseveralconsecutive
seasonsoffisheryandexplorehow
technology,populationgrowth,and
sustainablepracticesimpactfish
caughtandfisheriesmanagement.
Seemoreonteachingresource.

Groupdiscussionandgraphic
organizer(45students):Discuss
andexpandonquestions:Howdo
youthinkthisactivityrelatesto
globaloceanandfishingissues?
Whatscenariosaremissingfromthe
game?Whathappenstoafinite
resourcewhenyouhaveexponential
populationgrowthandrapid
technologicaldevelopments?What
aresomecommonlyusedresources
inyourcommunityandhowwould
overexploitationaffectthem?

b.EasterIslandCaseStudy
Demonstratinghuman
overexploitationofresources.

ViewDocumentarythenUse
whiteboardasgraphicorganizer
tohighlightkeyideasabout
EasterIslandseeriehistoryasa
class.Separatetheclassintwo
anddiscussthefollowing
questionsandrecording
discussionfindingswithabrief
reportbacktoclass.

Chartpaperandmarkers.

b.EasterIslandCase
Study
https://www.youtube.com/
watch?v=PbVu_FiJ50

c.TreePlantingarticle
http://www.atlanticfarmfoc
us.ca/Forestry/20151109
/article4338157/CN,Tree
Canadacelebrateplanting
morethan60,000trees/1

d.TeacherPresentation
SlideshowRenewable
Energy.
FuelCellCar
http://fuelcellstore.com/drf
uelcellmodelcarcomplet
e

pages).Advanced
understanding
question:Reflecton
thepastparadigmof
limitlessresources,
howisitpossible
thatthiscouldhave
beenabeliefatthe
time?Whatdoyou
thinkcontributedto
thismindsetandif
weare,orhave,
changedourways?
Whatimplications
willhumanityfaceif
wedonotaddress
suchproblems?

b.Educatorwillbe
abletomonitor
groupworkand
activitiesassessing
verballinguistic
skills.

c.Overall
assessmentof
comprehensionof
material.Compiled
fromjournalentries,
classdiscussion,
andparticipationin
class.

choiceswhichthe
worldcommunity
makestoday.They
shouldalsobe
cognizantthatthese
decisionswillnot
alwaysresultinpurely
beneficialresults,but
willsometimesinvolve
unforeseenside
effectsbecauseofthe
complexityofthe
issues
Geography:U
nit7C
Objective4:Evaluate
theimpactofhuman
activitiesonnatural
environments
LanguageArts
Assessideas,
information,and
language,synthesizing
andapplyingmeaning
fromdiverseand
differingperspectives
Selectappropriate
informationfroma
varietyofsources,
makingmeaningful
sectionsfortheirown
purposes
Criticallyevaluatethe
informationthey
access
Demonstrate
sensitivityandrespect
ininteractionwith
peersandothersin
bothinformaland
formalsituations

Q:WhatdoyouthinktheEaster
Islandparadigmresembled
havingwatchedthe
documentary?Hashumanity
seenashiftinthinking?Explain
youranswer.Explainhowthe
EasterIslandcasecanberelated
tocurrenteconomicalconditions
andglobaltrendsofconsumption

c.LocalSustainabilityAfforestation

InNB.LeadadiscussiononNew

Brunswicksresources,specifically

onforestryanditsimportanceforthe

economy.Havestudentsread

articleonAfforestationinNBduring

thesummerof2015.Pairstudents

fordiscussionwithabriefreport

backtoclass.Havestudents

commentinjournalregardingwhat

theyknowandlearnedabout

Afforestationintheprovinceandits

othernaturalresources.

d.TeacherSlidepresentationon

SustainableEnergysuchas:

Nuclearfusion/fissionandHydrogen

fuelcelltechnology

APK:Howimportantisenergyto

yourdailylives?Whatcomponents

arelifeareaffectedbyenergyor

lackthereof?Istheplanetcurrently

onrouteforsustainableenergyin

thefuture?

Teacherledslidepresentation:

SustainableEnergy

FuelCellModelcardemonstration

ExitTicket:Followingteacher

presentationhavestudentsrespond

tothefollowing:Whattheyknew,

5.
ShaleGas
Extraction

5.
2151:
communicate
questions,ideas,
andintentionsand
receive,interpret,
understand,support,
andrespondtothe
ideasofotherswith
respectto
environmental
attitudes

whattheylearned,whatwas
unclear,andacommentonthe
importanceofbecominga
sustainablesociety.

5.
APK:
FocusQuestion:
WhatdoyouknowaboutShalegas
andthepositiveandnegativeofits
effectsontheenvironment?
KWLChart:FilloutK(Know)
andW(Wanttoknow)
columnsofchart
During:
Showvideoregardingthe
processofShalegas
extractionanditseffects
Activity#1:Studentswillbe
splitupintofourgroups.
Eachgroupwillbeprovided
witharesearcharticle
regardingeitherthepositive
ornegativeresultsof
fracking.Studentswillbe
providedwitha5minutetime
periodtoreadanddiscuss
thearticleandpulloutkey
points.Thenext5minutes
willbespenthavingeach
groupsharewhattheyfound
intheirarticle
Activity#2:Studentswillbe
splitupintotwogroups.
Eachgroupwillsetupina
circle(socraticseminar
setting)anddiscuss
questionsregardingShale
gasextractionanditseffects
ontheenvironmentand

5.
Introduction
Video#1:
https://www.youtube.com/
watch?v=IblSuv1Qec

SocraticSeminar
Questions:
1.Inyouropinion,dothe
prosoutweighthecons
whenitcomestofracking?
Explain.
2.Whataresomeofthe
possibleimplicationsof
shalegasextractionon
theenvironment?
3.Howcouldshalegas
affectyourcommunity?
Articlesforgroup
discussion:
1)
http://www.thestar.com/o
pinion/commentary/2013/1
1/14/the_oftenignored_fact
s_about_elsipogtog.html

2)
https://docs.google.com/
document/d/1cNTDU7w3
dKOFuadHu7VZkKUdT8

5.
1)Studentswillbe
giventhe
opportunitytoshare
opinionsandask
questionsfollowing
theshowingof
videos
2)Studentswillbe
askedtoreportback
totheclassabout
whattheirgrouphas
learnedfrom
researcharticles
concerningShale
gasextraction
3)Studentswillbe
giventhe
opportunityto
respondto
questionsina
socraticseminar
stylesetting
4)Studentswillbe
askedtowriteone
thingtheylearned
aboutShalegas/
theirpersonal
opinionaboutthe
subjectwhichwillbe

5.
SocialStudies
9.5.1Identifyand
analyzetheeconomic
challengesand
opportunitiesthatmay
affectCanadasfuture
WorldIssues:
Unit1
Studentsshould
understandthatthe
futureoftheplanet
anditspeople
dependsuponthe
choiceswhichthe
worldcommunity
makestoday.They
shouldalsobe
cognizantthatthese
decisionswillnot
alwaysresultinpurely
beneficialresults,but
willsometimesinvolve
unforeseenside
effectsbecauseofthe
complexityofthe
issues
Geography:U
nit7C
Objective4:Evaluate
theimpactofhuman
activitiesonnatural
environments
LanguageArts

6.
Research
andPresent
Alternative
Meansfor
Energy

6.
1189:proposea
courseofactionon
socialissuesrelated
toscienceand
technology,taking
intoaccounthuman
andenvironmental
needs

morespecifically,ontheir
community.
ExitTicket:
FillouttheLearnedsection
ontheKWLchart

6.
APK:
FocusQuestionWhataresome
meansofproducingenergy?
(Example:Windturbines).
Discussasaclassmultiple
meansforproducingenergy
During:
Activity#1:DivideStudents
infourgroupsoffive.Have
eachgroupresearch
differentmeansofenergy:
windturbines,
solarpower,
waterturbinesand
geothermalpower.Provide
groupswithinterviews,
websites,andarticles

q_Cweb35vAkmTmb4/pu
b

6.

WindTurbine
Resources:
Informativewebsite:
http://energy.gov/eere/win
d/howdowindturbinesw
ork
Negativeeffects:
http://www.ucsusa.org/cle
an_energy/ourenergycho
ices/renewableenergy/en
vironmentalimpactswind
power.html#.VkjpdLzLRok
Positiveeffects:
http://www.conserveenerg
yfuture.com/Advantages_
WindEnergy.php

usedastheirexit
ticket

6.
1)Studentswill
begiventhe
opportunitytoshare
theiropinionsina
groupsetting

2)Studentswillbe
giventhe
opportunitytoshare
withtheclasswhat
theyhavelearned
fromtheirresearch

Assessideas,
information,and
language,synthesizing
andapplyingmeaning
fromdiverseand
differingperspectives
Selectappropriate
informationfroma
varietyofsources,
makingmeaningful
sectionsfortheirown
purposes
Criticallyevaluatethe
informationthey
access
Demonstrate
sensitivityandrespect
ininteractionwith
peersandothersin
bothinformaland
formalsituations

6.

Physical
Geography:Unit7C
Evaluatetheimpact
ofhumanactivitieson
naturalenvironments
LanguageArts
presentapersonal
viewpointtoagroupof
listeners,interprettheir
responses,andtake
othersideasinto
accountwhen
explainingtheir
positions

regardingeachformofgreen
electricity.
Activity#2:Allowstudentsto
discussingroupsthesocial
andenvironmentaleffectsof
theirspecificformofgreen
energy.DistributeFocus
Questions.
Activity#3:Presentfindings
andideastotheclass
arguingwhytheiralternative
formofenergyisthebest
option.

SolarPowerResources:

Information,Positive&
Negativeeffects:
http://solarpowerisfun.wee
bly.com/thesciencebehin
dit.html
NationalGeographic

Video
http://video.nationalgeogra
phic.com/video/solarpowe
r?source=relatedvideo

WaterTurbineResources
ExitTicket:
Information,Positive&
Havestudentsansweringthe NegativeEffects
followingquestiononapiece http://www.ecospark.ca/wa
ofpapertopassin:Ifyou
ttwize/students/hydro
hadachoiceofwhichformof InformationandVideo
electricityyouwouldusein
http://energy.gov/eere/wat
yourfuturehomeor
er/hydropowerbasics
communityoutoftheforms

wehavediscussed,which
GeothermalPower
wouldyouchooseandwhy? Resources

Information

http://energy.gov/eere/geo
thermal/howgeothermalp
owerplantworkssimple
Positive&Negative
Effects
http://energyinformative.or
g/geothermalenergypros
andcons/

FocusQuestions:
1.Isthisformofenergy
doingmoretoharmthe
environmentthanitisto
helpit?

3)Studentswillbe
giventhe
opportunitytoshare
theirviewswiththe
classregardingthis
issue

4)Studentswillbe
askedtothink
criticallyandreport
theformofenergy
theywouldusein
theirhomeor
communitybased
ontheirfindings

listencriticallyto
analyseandevaluate
ideasandinformation
inordertoformulate
andrefineopinions
andideas
integratethechosen
information,inaway
thateffectivelymeets
therequirementsofa
learningtaskand/or
solvespersonally
definedproblems
SocialStudies9
9.5.1Identifyand
analysetheeconomic
challengesand
opportunitiesthatmay
affectCanadasfuture

2.Isthisformofenergy
toocostlyforitsbenefits?
3.Howwouldthisformof
energyimpactthe
communityandnature
aroundit?
4.Overall,dothepros
outweightheconsorvice
versa?