21st Century Lesson Cycle Template

Grade:

Unit: Interactions Within Ecosystems

Representing the 8 Terms

Subject: Science
Lesson: Art Assignment

Driving Question: How would you represent one (or more) of

the specific terms related to ecosystems (biotic, abiotic,
organism, biome, biosphere, community, population,
ecosystem)?
Curriculum Outcomes:

Distinguish and explain how biological classification reflects the diversity of

life on Earth, using specific terms and characteristics (304-1, 109-1, 109-12)
Describe interactions between biotic and abiotic factors in an ecosystem
(306-3)

Expected Time: 1-2 classes

Resources: [like flipped videos, iPads, etc.]
Poster board or large sheets of paper (11 X 14) provided by teacher. If students
choose poster board, they will provide their own. Internet access is essential.
Colouring pencils, crayons or markers. A handout with specific task details will be
made available through Edmodo or at the following. Student Handout. An
instructional video reviewing the terms can be found here.
Lesson Procedure
Teacher does (I Do):
Teacher introduces task. Students will be picking one
or more of the eight terms studies in class and
representing that term. Students download the
specific handout through Edmodo or at the link
above. The handout clearly defines all expectations
and criteria. Before the task is assigned, the
concepts of organism, ecosystem, biome, biosphere,
community, population, abiotic and biotic will be
taught.

21st century skills

find, validate
remember, understand
collaborate,
communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Individual student work (You Do):

Students must chose, design and create a way to
represent the term(s) theyve chosen. The remaining
criteria are available throughout the linked document
above.

find, validate
remember, understand
collaborate,
communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Group work (We Do): Students will work within the

allotted time to research and complete their food
web. The teacher will be moving from student to the
next student and facilitating.

find, validate
remember, understand
collaborate,
communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Class share (We Share): Upon the completion of the

task, students who are comfortable with sharing their
completed project may do so. Students may also
share any new information or a-ha moments they
experienced based on completing the task.

find, validate
remember, understand
collaborate,
communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Lesson Wrap Up:

At the end of the class, a debriefing will be held to make sure all students are
moving in the right direction and making good progress. If necessary, more time
can be assigned. A brief session of Q & A will also be held. All classes will end with
reminders of the criteria to be met and the timeframe remaining.

Differentiation/Modification/Enrichment:
Quantity adjustments are easily made. Time adjustments for specific students are
possible, but can be challenging as this task is designed to be done in class and not
at home.

Assessment:
The rubric is contained within the document (student handout).
Teacher Reflection:
The activity went very well. Overall, I was very pleased with the tasks the students
completed. In fact, many students desired to create projects that were bigger and
better than I anticipated. Students who missed class time represented a special
challenge as this was an in class task. If students took the assignment home, it
could easily become damaged or lost. I will absolutely be using this activity in the
future.