Unit Plan: Understanding By Design Framework

Why is clean water 7

Unit Title Grade Level
important?
Subject Science Time Frame 6 weeks

Developed by Stephanie Quinlan

Stage 1 – Desired Results

Learner Outcomes from the Grade 7 Programs of Studies

Science: Interactions and Ecosystems

1. Investigate and describe relationships between humans and their environments, and identify related 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
• 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
• 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

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
• investigate and interpret evidence of interaction and change
• identify signs of ecological succession in local ecosystems
 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
• 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
• analyze a local environmental issue or problem based on evidence from a variety of sources, and
identify possible actions and consequences

English Language Arts

1. Students will listen, speak, read, write, view and represent to manage ideas and information.
2. Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

Math

Develop Number Sense

1. Demonstrate an understanding of the addition, subtraction, multiplication and division of decimals to

solve problems

Art

Students will:

• record single images and simple units.

• use expressiveness in their use of elements in the making of images.
• experiment with techniques and media within complete compositions of two and three dimensions.

Enduring Understandings/Big Ideas: Essential Questions:

Students will understand that . . . Content specific . . .

• Humans depend on their ecosystem to • How do you conduct research?

survive
• Human activities have an impact on their
ecosystems
• Urbanization and technology have led to
changes in the environment and
ecosystems
• Humans have a responsibility to maintain
and ensure their environment is sustained
Related misconceptions . . .
• Ecosystems will survive and thrive without
human interference
• How do you determine if resources are valid?
• What is an observation?
• What kind of conditions can humans survive in?
• What impacts do humans have on the
environment/ecosystems?
• What can humans do to help the
environment/ecosystems?
• How does energy flow through an ecosystem?
• How does matter flow through an ecosystem?
• How does scientific knowledge impact political
and personal decisions and actions?
• What actions and decisions are necessary to
improve ecosystems?
 • Urbanization has not negatively impacted
ecosystems
• Technology has made things better for the
environment
• People in positions of power are doing their What do students already know . . .
best to care for the environment, regardless
of costs
• If the environment is damaged, humans
will always find a way to survive
Unit Understandings (general outcomes):
Students will know . . .
• How life supporting environments meet the
needs of living things for nutrients, energy,
moisture, gas exchange and suitable habitat
• That there are interactions and
interdependencies within ecosystems
• That human wants and needs cause impacts
on ecosystems
• That personal and public decisions involve
environmental impact considerations,
informed by scientific knowledge
• That an ecosystem is comprised of
interactions between biotic and abiotic
factors
• How to identify producers, consumers, and
decomposers in an ecosystem
• How to identify how energy is supplied and
flows through a food web
• That carbon and water both cycle through
ecosystems
• How pollutants enter and move through the
environment, and can become concentrated
in some organisms
• That a variety of habitats exist and there are
reasons behind the distribution patterns of
living things in those habitats
• How to monitor and find evidence of
interaction and change in an environment
• How to find signs of ecological succession
in an ecosystem
• That human activities have intended and
unintended consequences for local and
global environments
• That scientific investigations inform
• How does urbanization affect ecosystems?
• How does technology affect ecosystems?
Prior Knowledge:
• All organisms in an ecosystem play an important
role in that ecosystem
Lesson Emphasis: Ecosystems develop and are maintained
by natural processes and are affected by human action.
Skills/Attitudes objectives (General outcomes):
Students will be able to . . .
• Ask questions about the relationships between and
among observable variables, and plan investigations
to address those questions
• Conduct investigations into the relationships
between and among observations, and gather and
record qualitative and quantitative data
• Analyze qualitative and quantitative data, and
develop and assess possible explanations
• Work collaboratively on problems; and use
appropriate language and formats to communicate
ideas, procedures and results
Students will be encouraged to . . .
• Show interest in science-related questions and
issues, and pursue personal interests and career
possibilities within science-related fields
• Appreciate that scientific understanding evolves
from the interaction of ideas involving people with
different views and backgrounds
• Seek and apply evidence when evaluating alternative
approaches to investigations, problems and issues
• Work collaboratively in carrying out investigations
and in generating and evaluating ideas
• Demonstrate sensitivity and responsibility in
pursuing a balance between the needs of humans and
a sustainable environment
• Show concern for safety in planning, carrying out
and reviewing activities
Students will also develop competencies in…
• Critical Thinking
 environmental decision making • Problem Solving
• That there are limits to our scientific and • Managing Information
technological knowledge that impact • Creativity and Innovation
decision making about ecosystems • Communication
• How to research a local environmental • Collaboration
issue and determine the possible actions • Cultural and Global Citizenship
and consequences • Personal Growth and Well-Being

Stage 2 – Assessment Evidence

Performance Task(s): Describe here the learning activity that students will perform to demonstrate their
knowledge, understanding and proficiency.

Culminating Performance Task:

• Students will work in groups of 3-4 to research and identify an environmental concern in their local
watershed. They will come up with one realistic solution to help improve the environmental concern and
they will present a proposal of their solution (1000 words max, essay format with visuals). The format for
the visual(s) can be PowerPoint, song, video, cartoon, book or model. They can also include charts,
graphs and tables to present facts. Students will need to present their proposal orally (5 minutes) and
respond to questions. The proposal will be judged on the solution’s innovation, environmental impact,
comprehensive scope, communication, budget, visuals, and how realistic it is to implement. These are the
criteria from the Caring for our Watershed Contest. Within the classroom, students will also be evaluated
on their group collaboration skills and participation. Once this task is completed in the classroom, the
students will submit their proposals to the contest, making this an authentic task that reaches beyond the
classroom.

• In determining a solution to their researched issue, students will be given the opportunity to design and (if
possible) test a proposed solution to ensure it will work, and to determine how much it can help improve
the environment. They will also have the opportunity to work alongside experts in the field of ecology,
mentors from the Watershed Project, and Elders/Knowledge keepers from local Indigenous communities
to deepen their knowledge of ecosystems and interactions, and to help them understand how/whether their
proposed solutions will be accepted and realistic for local communities.

Standards & Criteria for Attach rubric

Success Rubric Adapted from http://caringforourwatersheds.com/wp-
content/uploads/2014/01/Content-Judging-Guide_2016.pdf
• Innovation
-This criterion INNOVATION
includes research Minimal Adequate Impressive
and identification of Val
0 1 2 3 4 5
local environmental ue
issue, as well as • Identifies a • Identifies an important local • Identifies a substantial or
 research/innovation minor local issue environmental issue emerging environmental issue:
of a technique used with existing local, national or international
to help with this techniques in a • Uses existing techniques in a
environmental issue. common new application • Uses a new approach or an
(Science 7-1, 7-4, application existing technique in a highly
Skills -Initiating & creative manner
Planning) ENVIRONMENTAL POTENTIAL
Val
• Environmental 0 2 4 6 8 10
ue
Improvement
Potential • Solution has • Solution has positive • Solution could result in a clear
-This criterion is little or no environmental improvement but environmental improvement and
based on whether environmental may be difficult to repeat in other could easily be repeated in other
the proposed improvement places of the watershed places in the watershed
solution will have COMPREHENSIVE SCOPE AND COMMUNICATION
the intended Val
0 2 4 6 8 10
positive effect on ue
the environment, • Common
and will depend on knowledge has
their research of been applied.
other solutions, and The proposal
testing of their • The project thoroughly reflects
presents a basic
solution. • The project has an adequate a deep understanding of the issue,
understanding of
(Science 7-4, Skills degree of vision and complexity its solution, and complexity
the problem and
– Communication & its solution
Teamwork) • Has an introduction, body, and • Introduction, body and
conclusion but flow between conclusion are captivating,
• No clear
Comprehensive ideas is weak concise, flow smoothly and are
• introduction or
Scope of Solution well-balanced.
conclusion
-This criterion will • Several sources provided.
reflect the depth of Some research • Relevant and sufficient sources
• No references
their research provided. Extensive research
provided; may
(Science 7-1, 7-4, have copied a
Skills Initiating and single source.
Planning) Little research
BUDGET
Val
• Communication 0 1 2 3 4 5
ue
- This criterion is
based on their • No costs of
writing skills to project have
communicate their been mentioned • Costs of the project have been • A detailed budget has been
ideas in a clear, or values analyzed. Values appear accurate included. Values appear accurate
concise, effective mentioned but a few costs may be missing and all encompassing
manner. appear
(Science skills - unrealistic
Communication, REALISTIC SOLUTION
ELA 7-1) Val
0 2 4 6 8 10
ue
• Project may • Project complies with existing
Budget • Project complies with existing
• not adhere to laws and avoids undesirable side
 - This criterion will existing laws laws effects
reflect the students’ • This project is
research into the net unlikely to be • This project is likely to happen • This solution is highly
costs of the solution implemented at the local level practical and may benefit other
they are proposing, • No steps have watersheds
at personal and been taken to • Some steps have been taken to
community levels show how it show how it could be • This proposal has taken many
(Math Number could be implemented steps to show how this idea could
Sense 7-1) implemented be implemented
VISUALS
Val
• Realistic Solution 0 1 2 3 4 5
- This criterion will ue
reflect the students’ • Visuals are
research into incorrect, • Visuals are unique, appealing,
applicable laws and unattractive or • Some visuals are used, but are descriptive, and accurate
social factors that ambiguous not clearly explained
make the solution • Visuals significantly enhance
likely to be • Visuals do not • Visuals support the project the idea, such as PowerPoint,
implemented in the add new videos, displays, poems or charts
local community information
(Science 7-1, 7-4) GROUP COLLABORATION
Val
Visuals 0 1 2 3 4 5
• ue
- This criterion will • Group is
be based on the unable to come
supporting visuals • Group is able to agree on
to consensus on
and whether they solution but struggles with • Group is able to agree on
solution and
enhance or support resolving disagreements in solution and can effectively
unable to resolve
the project (ELA 7- constructive manner (may require compromise and work through
disagreements
1, 7-2, Art 7) assistance) disagreements in constructive
manner
• Group
• Group • Group members are assigned
members are not
Collaboration roles and responsibilities, • Group has assigned equal and
working together
- This criterion is although some members have clear roles and responsibilities to
and assigning
based on the more work than others, and/or all members, and each member is
roles and
students some members are not doing their part
responsibilities
collaboration skills participating as needed.
to complete
and their tasks
participation in the
creation of the final
product
(Science Skill –
Communication and
Teamwork,
Competency/
Attitude –
Collaboration)
Student Self-Assessments Other Evidence (assessments)

• Quizzes • Questioning
• Peer assessment/Coaching • KWL Charts (Whole class)
• Interviews • Quizzes (formative)
• Using rubrics to Assess their own work • Pre-tests
• Exit Cards

Stage 3 – Learning Plan

Learning Activities:
5(Es) How will the design allow students to: Engage, Explore, Explain, Elaborate, Evaluate

WHERE_TO- How will the design:

• Where is the work headed? Why is it headed there? What are the student’s final performance
obligations, the anchoring performance assessments? What are the criteria by which student work will
be judged for understanding? (These are questions asked by students. Help the student see the answers
to these questions upfront.)

• Hook the student through engaging and provocative entry points: thought-provoking and focusing
experiences, issues, oddities, problems, and challenges that point toward essential questions, core ideas,
and final performance tasks.

• Explore and equip. Engage students in learning experiences that allow them to explore the big ideas and
essential questions; that cause them to pursue leads or hunches, research and test ideas, try things out.
Equip students for the final performances through guided instruction and coaching on needed skill and
knowledge. Have them experience the ideas to make them real.

• Rethink and revise. Dig deeper into ideas at issue (through the faces of understanding). Revise,
rehearse, and refine, as needed. Guide students in self-assessment and self-adjustment, based on
feedback from inquiry, results, and discussion.

• Evaluate understandings. Reveal what has been understood through final performances and products.
Involve students in a final self-assessment to identify remaining questions, set future goals, and point
toward new units and lessons.

• Tailor (personalize) the work to ensure maximum interest and achievement. Differentiate the
approaches used and provide sufficient options and variety (without compromising goals) to make it
most likely that all students will be engaged and effective.

Organize and sequence the learning for maximal engagement and effectiveness, given the desired results.
 EDUC 535 Unit Plan Learning Progression – Why Is Clean Water Important?

Week 1: Introduction to Ecosystems and Interactions

Lesson Overview
Day

1 Hook
Caring for our Watersheds presentation (60 minutes)
• Guest speaker – watershed ambassador
• Introduction of contest/culminating unit activity

2 Introduction to ecosystems and scientific terminology

• Introduce biotic and biotic components and interactions
• Introduce producers, consumers, and decomposers
• Check to see what students already know about topics
• Have students do a KWL chart on each of these concepts (filling out K and W sections for
now) – in small groups or as whole class
• Build next lessons from these (formative assessment)
Science Outcomes: 7-2.1, 7-2.2

3 Abiotic & Biotic Components

• Focus lesson on abiotic and biotic terminology and examples
• As class create a chart with examples of each for a specific ecosystem (local), and discuss
interactions between the categories. Ex question: What do biotic components of an ecosystem
need from the abiotic components?
• If time repeat exercise with another type of ecosystem
• ELL: For students in low ELL levels ensure there are pictures to go with the words and
examples on the class chart, and check for understanding frequently.
Science Outcomes: 7-2.1

4 Elder/Knowledge Keeper guest speaker from local Indigenous community

• Elder/Knowledge Keeper will discuss and present Indigenous knowledge about the local land
and their perspectives of abiotic and biotic components – (eg. all things have spirit/are alive)
vs. western perspective (living vs. non-living components)
• Elder/Knowledge Keeper will also discuss how their historical knowledge of the local land can
provide knowledge necessary for decision making when knowledge from current research and
technology are limited
• Students will be invited to ask questions and provide comments (formative assessment)
• Students will also be invited to share any other perspectives they know of or that their own
culture has taught them regarding ecosystems and these components
Science Outcomes: 7-1.2, 7-2.1, 7-2.2, 7-4.3 Attitude of Mutual Respect

5 Producers, Consumers and Decomposers

• Lesson will be on terminology and examples of species that fit into each category
• Class will create a food web for a local type of ecosystem with examples of species that fit into
each category
• Students will be given a food web of a different local ecosystem and some background
 information about the species and they will label them as consumers, producers or
decomposers in groups or individually (Formative Assessment)
• ELL: Pictures will again be provided on food webs and descriptions to help ELL students
comprehend the activity and new vocabulary
• Closure: Class will go over food web together at the end of class to ensure understanding and
will fill out L section of previous KWL chart
Science Outcomes: 7-2.2

Week 2: Wetland Ecosystems

Lesson Overview
Day

1 Energy and Matter in Food Webs

• Start with a review of producers, consumers and decomposers from last week.
• Building upon that knowledge, add in the concept of how matter is recycled in an ecosystem
ensuring that “Matter is neither created or destroyed” is the take home message
• Begin to add in examples of how energy and nutrients are stored in plants and animals and
how they are passed along through the food web.
• Have an activity where students in groups can use materials to demonstrate how much energy
is passed on to each next stage of the food web and the sources of the energy (sun). –
Formative assessment strategy that helps with ELL students as they do not need to write or
completely communicate their understanding verbally
Science Outcomes: 7-2.2

2 Carbon Cycle
• Start with mini-quiz of terminology learned so far (abiotic, biotic, producers, consumers,
decomposers, and an example of each) – formative assessment quiz to see if teacher needs to
go back and review any concepts before field trip to wetland
• Lesson: Specifically focus the carbon cycle in an ecosystem.
• Can show a video of carbon moving through the ecosystem, and also have hand-outs that
students can fill in for them to keep
• Then in groups students can create an image that they can use to teach others how the carbon
cycle works. They can put them up around the classroom at the end and do a gallery walk to
see and comment on each others work (positively)
Science Outcomes: 7-2.3

3 Visit local wetland with Ecologist Expert

• Students will be given a workbook where in the wetland they visit they will need to identify
the following:
• Identify abiotic & biotic components and examples of how they might interact
• Identify examples of consumers, producers and decomposers they find
• Describe the distribution patterns of living things they notice in the wetland area and compare
this to a dry area in the same park – distribution patterns: where animals/plants are grouped
• Record other observation of factors such as weather, time of year, availability of food for
observed species, any recent changes to ecosystem due to natural events and/or human
activities
• Students will be asked to write a journal entry about how the experience made them feel or
how they personally connected to the land.
Science Outcomes: 7-1.1, 7-1.2, 7-2.1, 7-2.2, 7-3.1, 7-3.3, 7-4.1
4 Field Trip Debrief & Effects of Changes in Food Webs
• Create class food web based on consumers, producers and decomposers found in wetland day
before
• Identify interactions from wetland and any other observations
• Discuss what would happen if a change occurred in part of the food web of the wetland
• Assessment activity: Have students create their own “change” in the class food web and create
an artefact that shows the change (format options to ensure multiple means of expression)
Science Outcomes: 7.1.1, 7.1.2, 7.2.1, 7.2.2,

5 Water Cycle
• Have students watch a video of water cycling through an ecosystem
• Activity – Set up classroom as different places water particles pass through in water cycle and
have students pretend to be water particles and “flow through the ecosystem”
• Using wetland field trip as the ecosystem have students draw/write up a description of how
water cycles through that wetland
Science Outcomes: 7.2.3

Week 3: Dryland Ecosystems

Lesson Overview
Day

1 Review of Wetlands and Water Cycle and Introduce Pollutants

• Begin week with review of previous learning
• Hands-on whole class experiment with 3 plants, and students water each plant with either
water, a little bit of acid (vinegar or lemon) or a lot of acid (to imitate effects of acid rain),
students will make observations/measurements over the course of the week.
• Also have an experiment where they will use celery and water with food colouring to show
how pollutants can be absorbed into plants
• There will be a discussion about pollutants in plants, and how they are passed on through the
food web. Will discuss current well-known related issues, such as fish with mercury.
Science Outcomes: 7-1.1, 7-1.3, 7-2.1, 7-2.2, 7-2.4,

2 Distribution Patterns/Succession
• Students will be focusing on the plant distribution they observed in the wetland from last
week. The question that will guide their learning is, “why are plants distributed in specific
patterns”
• There will be small group discussions with resources that explain possible reasons, followed
by large group discussions where students can teach each other what they have learned
• There will also be an introduction/review of extinction and endangered species
• This will be more of a focus for field trip to dry-land ecosystem.
Science Outcomes: 7-1.1, 7-1.2, 7-1.3, 7-2.1, 7-3.1, 7-3.2, 7-3.3, 7-4.1

3 Visit local dry-land ecosystem (Forest, Prairie, etc.) with Ecologist Expert – This can be the school
yard if necessary
• Students will be given a workbook (similar to wetland fieldtrip format) where they will:
• Identify abiotic and biotic components and how they might interact
• Identify local consumers, producers and decomposers in the ecosystem
• Describe distribution patterns of species and predict causes of these patterns
• Estimate plant populations in a given area – create their own data collection chart to do this
 • Students will measure factors in given area including – temperature, moisture, shelter, food
sources, etc., that might effect the distribution of species seen in area. They will use tools
appropriate to the discipline for measurement.
• Students will be asked to write a journal entry about how the experience made them feel or
how they personally connected to the land.
Science Outcomes: 7-1.1, 7-1.2, 7-3.1, 7-3.3, 7-2.1, 7-2.2, 7-1.1, 7-1.2, 7-4.1

4 Debrief fieldtrip
• Students will share and discuss distribution patterns of species noticed and predictions about
why they observed these patterns. They will also discuss any observations of succession (if
applicable).
• They will identify interactions within the ecosystem and with humans and any related
observations
• Students will compile their data as a class on the factors in the study plot from the dry-land
ecosystem and will be asked to display their data in an appropriate format
• Discuss strengths and weaknesses of different data collection methods and methods to display
information from the data
• If time: Students will create a class food web based on the consumers, producers and
decomposers found in dry-land day before
Science Outcomes: 7-1.1, 7-1.2, 7-2.1, 7-2.2, 7-3.1, 7-3.3, 7-4.1

5 Introducing Human Impact/Needs – Dirty Water…So What?

• Jigsaw activity and quiz where students will learn about all the different ways water can cause
problems
• Activity will be based on 4 effects components of health, hunger, poverty and education
• Students will teach each other about the effects of dirty water based on each component, then
all students will complete a formative quiz to see if they taught each other the main essential
points
• Then students will create a news skit where they summarize the effects of dirty water (Can be
recorded and played on internal school TV system to educate other students).
Science Outcomes: 7-1.1, 7-1.2, 7-1.3, 7-1.4, 7-2.4, 7-4.1, 7-4.4
* Lesson from The Water Project

Week 4: Human Impacts & Interactions

Lesson Overview
Day

1 Watershed Detective Game

• Using gaming to introduce/reinforce concept of scientific data collection and investigation,
environmental issues, and solutions to environmental issues
• Activity: Have students play Watershed Detective game – iPads and/or laptops will be needed.
Can play individually or in pairs
• At end of class make time for students to come together to discuss what they learned from
playing the game about water samples, causes of environmental issues, and possible solutions
Science Outcomes: Skills – Initiating and planning, Analyzing and interpreting

2 Riverwatch – Bow River field trip

• Students will paddle the river while experiencing real hands on Science
• Students will take samples of water to collect data on water quality for chemical and
 invertebrate indicators before and after the wastewater treatment plant
• Students will also tour the Wastewater treatment plant to learn about how water is cleaned
before being reintroduced to the environment after used in households/buildings
• There will be a stop along the river that will present the distribution of plants along the
riverbank and the changes in previous distribution due to flooding events
• Students will be asked to write a journal entry about how the experience made them feel and/or
how they personally connected to the land/river.
Science Outcomes: 7.1.2, 7.1.3, 7.1.4, 7.2.4, 7.3.1, 7.3.2, 7.3.3 7.4.1, Skills – Performing &
Recording, Analyzing and Interpreting, Communication and Teamwork, All Attitudes

3 Debrief Fieldtrip & Review of learning in unit

• Today students will share their experiences and learning from the Riverwatch field trip
• This day will also have time to review any content necessary before students begin final task
for unit

4 Introduction to Research
• Have ecologist expert in to talk to class about how to go about researching environmental
issues and what resources are considered valid
• Show students videos of other initiatives that have been created by students for the Caring for
our Watersheds Contest
• Teacher will model how to research an issue (eg. Key word usage) and show how knowledge
from research impacts public and personal decisions – will use this issue to model other steps
in research proposal (Choose something that has already been done so students don’t lose an
option)
• Teacher will also model note-taking and referencing skills
• Have students get into their groups for the final task and decide on areas of interest (Can use
contest website for ideas – teacher may decide to confine topics to overall unit question of
“Why is clean water important”)
Science Outcomes: Initiating and Planning

5 Review of Final Task and Exemplars of Proposals

• Today’s class will go over what the final task (Contest entry) entails and the rubric for this task
• Students will be given work books that help them go through steps for task
• Also review the posted examples of a good proposal, and not so good proposal
• Have students write Exit Cards: 3 things that they could do to improve the not so good
proposal and/or 3 things that proposal was lacking
• Have Groups finalize topics and if time allows, and begin to research environmental issues in
their watershed in their chosen topic

Week 5: Research & Proposal Work

Lesson Overview
Day

1 Work on Research of Watershed Issues

• Groups will assign members roles and responsibilities based on strengths of group members
and or interests. (Ex. One student may make budget, one may write proposal, one may focus
on research, and one may be the verbal presenter, however all group members still need to
have input on all aspects of project)
• Groups will work on researching their issue, taking appropriate notes, making more questions
 to guide further research
• Teacher will guide students and refocus as necessary
• Teacher will also provide relevant resources to help with research
Science Outcomes: 7-4.4, Attitude of Collaboration

2 Water, Water, Everywhere (Water Scarcity)

• Classroom will be set up into 3 stations (representing 3 countries) to show the difference
between water abundance, economic scarcity and physical scarcity.
• Groups will fill a water bottle with the available resources for that station following the
specific instructions of that station
• Students will reflect on their decisions and thoughts about how water is accessed around the
world and how priorities impact water use
• Students will also reflect on how research into water availability impacts government decisions
Science Outcomes: 7-1.1, 7-1.2, 7-1.3, 7-1.4, 7-4.1, 7-4.2
* Lesson from The Water Project

3 Focus on Solutions – Village Voices Simulation

• Students will take on the roles of a specific person in the developing world (expert geologist,
expert climatologist, public health officer or village elder) to determine the appropriate water
solution for 4 different communities
• This will support students in looking at their own solutions from multiple perspectives to
determine how realistic it is
• If time they will continue to work on their proposals
Science Outcomes: 7-4.1, 7-4.2, 7-4.3, 7-4.4, Attitude of Mutual Respect and Collaboration
* Lesson from The Water Project

4 Continue Working on Proposals – Focus on Solutions

• Teacher can model a solution to a problem (using an example from the website) to show how
it was determined to be realistic and how the scope was found

5 Great Canadian Clean Up - Fieldtrip

• Students will clean up trash along local River Basin
• Purpose of this activity is to “practice what you preach” by not only teaching them about how
important it is to be aware of our impact on the environment, but also to participate and
volunteer in helping improve the environment. This experience is an example of how to go
about participating.
• After completing the outdoor activity, students will write a journal entry about how they felt
during and after the experience (can also draw), and write about whether they thought the
experience was useful, or if they felt there was a better way for them to help the environment
in the future.
• Journal entry can be used to assess Science Attitudes
Science Attitudes: Stewardship & Safety

Week 6: Proposals

Lesson Overview
Day

1 Budget Lesson with examples/Work Period

• Teacher will model creating a budget for a solution
 • Students will be given time to continue working on their proposal projects
Math Outcomes: Number sense 7-1, 7-2

2 Continue Working on Proposals

• Work period – teacher provides guidance and feedback as needed

3 Peer Feedback (with rubrics) and Work Period

• Groups will pair up with another group in the class and will go over each other’s proposals
using the rubric provided
• They will give each group feedback on what they liked about the proposal and constructive
feedback on improvements they could make based on rubric criteria
• There will be time in this class for groups to continue to work on their proposals and make
changes based on peer feedback

4 Final Work Period for Proposals

• Students will continue to work on their proposals, will be editing and ensuring they have taken
all the steps to be ready for their presentation and submission.

5 Showcase Day & Final Submission to Contest

• Each group will present their proposal in front of the class (5-10 minutes each).
• After proposals have been presented the class will all submit their proposals into the final
contest!
• Students will complete a self-assessment activity about their proposal and their group
participation, and will come up with 2 things they have learned through this group experience,
and 2 things they will work on for next time they are working in a group.
• Students will also have an opportunity to provide feedback to the teacher about the unit and the
final assessment task
• Class will celebrate their success in this project and the completion of the unit
*See Rubric for relevant Outcomes
* Some lessons/work days can be removed for PD days, holidays, and/or important or unforseen events.

Stage 4 – Reflection
Considerations Comments
Is there alignment Yes. Activities and the learning progression directly correlate to program of
between the first 3 studies’ general and specific learner outcomes outlined in stage 1 of unit plan,
stages? while also providing the students with authentic learning experiences that go
beyond the classroom (Friesen, et al., 2015).

How has learner Scaffolding is used to ensure students of all levels can learn and gain the skills and
differentiation been knowledge necessary to complete the tasks. ELL students are provided images
addressed? alongside terminology to support their understanding. Accommodations and
supports are available for LD and/or ELL learners based on individual needs and
circumstances. Group work is done with intentional groupings based on student
strengths, skills and interests.
For final assessment task, teacher will check in with groups regularly, depending on
needs of each specific group (some may need more guidance than others). This will
ensure each group completes task successfully.

How does the unit The unit has indigenous pedagogical strategies as well as guest speakers from
design include a variety indigenous communities to present their knowledge and perspectives on the content
of teaching experiences being presented. Students from all cultures are invited to share their perspectives as
that includes: well. There are activities that also enable students to take on roles of experts in
Indigenous, different cultures/disciplines, and to learn about the experiences of places around the
multicultural, and world. The entire unit and cumulative assessment task are interdisciplinary to
interdisciplinary provide students with a deep integrated understanding of ecosystems and
activities? interactions within them and the social perspectives of them.
*See Rationale for more information

Adapted from:

Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexander, Virginia: Association

for Supervision and Curriculum Development.

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation.
Thousand Oaks, CA: Sage.
 References

Alberta Education. (1984). Art (Junior High). Retrieved from

https://education.alberta.ca/media/482118/jhart.pdf

Alberta Education. (2000). English language arts (K-9). Retrieved from

https://education.alberta.ca/media/160402/ela-pos-k-9.pdf

Alberta Education. (2016). Mathematics Kindergarten to Grade 9. Retrieved from

https://education.alberta.ca/media/3115252/2016_k_to_9_math_pos.pdf

Alberta Education. (2014). Science (7-8-9). Retrieved from

https://education.alberta.ca/media/3069389/pos_science_7_9.pdf

Alberta Government. (2016). Competencies: Descriptors, indicators and examples.

Retrieved from https://education.alberta.ca/media/3272998/competency-indicators-

september-30-2016.pdf

Friesen, S., Saar, C., Park, A., Marcotte, C., Hampshire, T., Martin, B., Brown, B., &

Martin, J. (2015). Focus on Inquiry. [eBook] Retrieved from http://inquiry.galileo.org/

The Water Project Inc. (2019). Teaching Guide – MSHS: Lessons to challenge and inform.

Retrieved from https://thewaterproject.org/resources/lesson-plans/