Вы находитесь на странице: 1из 19

Unit Plan Assignment

Shari Lepp February 2014


ED3601 Catholic Central High School Placement

Science 10
Unit D: Energy Flow in Global Systems
Social and Environmental Contexts Emphasis

Table of Contents
FOCUSING QUESTIONS .......................................................................................................... 3
TOPIC OUTLINE...................................................................................................................... 3
UNIT SUMMARY .................................................................................................................... 3
KEY CONCEPTS ...................................................................................................................... 4
RATIONALE............................................................................................................................ 4
GENERAL AND SPECIFIC LEARNER OUTCOMES ....................................................................... 5
UNIT ASSESSMENT PLAN ....................................................................................................... 9
UNIT CALENDAR SCHEDULE ................................................................................................. 13
DETAILED UNIT SCHEDULE ................................................................................................... 14
MATERIALS AND EQUIPMENT .............................................................................................. 18
LEARNING RESOURCES ........................................................................................................ 19

Science 10: Unit D: Energy Flow in Global Systems


Focusing Questions:
1. How are solar energy and global energy transfer processes affecting climate?
2. Is our climate changing more rapidly than living species can adapt?
3. Is human activity causing climate to change?
4. How can we meet human needs while reducing our impact on the biosphere and on global
climate?

Topic Outline:
D1.0 Climate results from interactions among the components of the biosphere. (Knowledge
Outcomes 1.1 1.5)
D1.1 Earth Our Biosphere
D1.2 Climate
D2.0 Global systems transfer energy through the biosphere. (Knowledge Outcomes 1.1 1.5,
2.1 2.5, 3.1 3.4)
D2.1 Energy Relationships and the Biosphere
D2.2 Thermal Energy Transfer in the Atmosphere
D2.3 Thermal Energy Transfer in the Hydrosphere
D2.4 Earths Biomes
D2.5 Analyzing Energy Flow in Global Systems
D3.0 Changes in global energy transfer could cause climate change, and impact human life
and the biosphere. (Knowledge Outcomes 4.1 4.6)
D3.1 Climate Change Examining the Evidence
D3.2 International Collaboration on Climate Change
D3.3 Assessing the Impacts of Climate Change

Unit Summary:
Without solar energy there would be no life on Earth. Students will gain an understanding of
thermal energy transfers and the effects resulting (climate zones, weather patterns, and
biomes). The United Nations Intergovernmental Panel on Climate Change has stated that the
balance of evidence suggests a human influence on global climate. Scientists from various
fields are studying this relationship to determine the potential impact on biomes. Students will
have the opportunity to assess various perspectives and determine their own position on the
issue of climate change.

Key Concepts:

Social and environmental contexts for investigating climate change


Solar radiation budget
Climate zones, transfer of thermal energy by the hydrosphere and the atmosphere
Hydrologic cycle and phase change
Relationship between biomes, solar energy and climate
Human activity and climate change

Rationale:
This unit is designed to have the ability to utilize different learning styles and differing learner
needs. Students prior knowledge will be assessed at the beginning of the unit in order to
determine the amount of time that needs to be focused in particular areas of the unit. There
will also be a portion of pre-assessment that determines students areas of interest within this
particular unit. The choices of activities to be used for this unit are based on the age and ability
of the students in the classroom. They are based on abilities that students should be
developing or should already have for science-related material. The precise background of the
students is not yet known so a very general approach was used to guide the planning process.
The student will have the opportunity to make choices for how to approach individual
assignments. This was done to alloy the students to choose a form of learning that they are
familiar with or believe that they excel in.
This unit is planned using the quarter system; therefore, it is a short unit (as far as number of
days is concerned). Each topic within the unit is addressed in a lecture-type form with visual
aids being used (slideshows, etc.). There are review questions that students will be using
through the unit as well. In addition to that there are activities embedded into the unit to allow
for further differentiation.
The assessment built into this unit is relatively simplistic. Not all assignments are used
summatively; and some assignments that are used summatively are also used formatively. This
is an important aspect of this unit as it allows for assessment FOR, OF, and AS learning. These
components of the learning process are necessary to further the knowledge of the students. As
we strive to move toward a more hands-on (inquiry-based) approach to learning, assessments
are slowly evolving. Quizzes and exams are not the sole decision-maker in student
learning/grading. Some of those assessments are still built into this unit as the movement
toward inquiry-based learning is just beginning to expand.

General and Specific Learner Outcomes

OUTCOMES FOR SCIENCE, TECHNOLOGY AND SOCIETY (STS) AND


KNOWLEDGE
Students will:
1. Describe how the relationship among solar energy, terrestrial energy and energy flow within
the biosphere affect lives of humans and other species
explain how climate affects the lives of people and other species and explain the
need to investigate climate change
identify the Sun as the source of all energy on Earth
analyze the net radiation budget using per cent
describe major characteristics of the atmosphere, hydrosphere and lithosphere
and explain their relationship
describe and explain the greenhouse effect and the role of various gases

2. Analyze the relationships among net solar energy, global energy transfer processes and
climate
describe how thermal energy is transferred through the atmosphere and
through the hydrosphere, resulting in a variety of climatic zones
investigate and describe the relationship among solar energy reaching Earths
surface and other scientific processes
explain how thermal energy transfer affects climate
investigate and interpret how thermal properties of materials can lead to uneven
heating and cooling
investigate and explain how evaporation, condensation, freezing and melting
transfer thermal energy

3. Relate climate to the characteristics of the worlds major biomes and compare biomes
describe a biome as an open system
relate the characteristics of two major biomes to net radiant energy, climatic
factors and topography
analyze the climatographs of two major biomes and explain why similar biomes
can exist in different geographic locations
identify the potential effects of climate change on environmentally sensitive
biomes

4. Investigate and interpret the role of environmental factors on global energy transfer and
climate change
investigate and identify human actions affecting biomes and critically examine
the evidence that these factors play a role in climate change
identify evidence to investigate past changes in Earths climate
describe and evaluate the role of science in furthering the understanding of
climate and climate change
describe the role of technology in measuring, modelling and interpreting climate
and climate change
describe the limitations of scientific knowledge and technology in making
predictions related to climate and weather
assess the risks and benefits of human activity and its impact on the biosphere
and the climate

SKILL OUTCOMES
Initiating and Planning
Students will:
Ask questions about observed relationships, and plan investigations of questions, ideas,
problems and issues
identify questions to investigate that arise from practical problems and issues
design an experiment, and identify specific variables
formulate operational definitions of major variables

Performing and Recording


Students will:
Conduct investigations into relationships between and among observable variables, and use
tools/techniques to gather/record information and data
carry out procedures, controlling the major variables and adapting or extending
procedures where required
use instruments to collect data
compile and organize data using appropriate formats and data treatments
use library and electronic research tools to collect information
select and integrate information from various print and electronic sources

Analyzing and Interpreting


Students will:
Analyze data and apply mathematical and conceptual models to develop and assess possible
solutions
compile and display evidence and information in a variety of formats
identify and apply criteria for evaluation evidence and sources
interpret patterns and trends in data and infer or calculate relationships
identify limitations of data, evidence or measurement
state a conclusion based on experimental data, and explain how evidence
supports or refutes the initial hypothesis
explain how data support or refute a hypothesis or prediction
propose alternative solutions to a given practical problem

Communication and Teamwork


Students will:
Work as members of a team, and apply skills and conventions of science in communication
information and ideas in assessing results
represent large and small numbers using appropriate scientific notification
select and use appropriate numeric, symbolic, graphical and linguistic modes of
representation
synthesize information from multiple sources or from complex and lengthy texts,
and make inferences based on this information
identify multiple perspectives that influence a science-related decision or issue
develop, present and defend a position or course of action, based on findings

ATTITUDE OUTCOMES
Interest in Science
Students will be encouraged to:
show interest in science-related questions and issues, and confidently pursue personal interests
and career possibilities within science-related fields

Mutual Respect
Students will be encouraged to:
appreciate that scientific understanding evolves from the interaction of ideas involving people
with different views and backgrounds

Scientific Inquiry
Students will be encouraged to:
seek and apply evidence when evaluating alternative approaches to investigations, problems
and issues

Collaboration
Students will be encouraged to:
work collaboratively in carrying out investigations in generating and evaluating ideas

Stewardship
Students will be encouraged to:
demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans
and a sustainable environment

Safety
Students will be encouraged to:
show concern for safety in planning, carrying out and reviewing activities

Unit Assessment Plan


Assessments
Title

Decision
Making
Investigation

Check and
Reflect/Section
Review
Questions

Type

Summative

Formative

10%
March 26

Daily

Learning Outcomes
(Formative/Summative)

Weighting
Due Date

K1.1 - explain how climate affects the lives


of people
K1.2 - identify the Sun as the source of all
energy on Earth
K1.3 - analyze the net radiation budget
using per cent
K1.4 - describe major characteristics of the
atmosphere, hydrosphere and lithosphere
K1.5 - describe and explain the greenhouse
effect
K2.1 - describe how thermal energy is
transferred through the atmosphere and
through the hydrosphere
K2.2 - investigate and describe the
relationship among solar energy reaching
Earths surface and other processes
K2.3 - explain how thermal energy affects
climate
K2.4 - investigate and interpret how
thermal properties of materials can lead to
uneven heating and cooling

Create
Your Own
Experiment

Quiz

Summative
And
Formative
20%
March 28

Summative
And
Formative
5%
March 31

Compare
and
Contrast
Biomes
Summative
10%
March 28

Paper Or
Presentation

Quiz

Summative
And
Formative
20%
April 2-3

Summative
And
Formative
5%
April 2

Unit Exam

Summative
30%
April 3

K2.5 - investigate and explain how


evaporation, condensation, freezing and
melting transfer thermal energy
K3.1 - describe a biome as an open system
K3.2 - relate the characteristics of two
major biomes to net radiant energy,
climatic factors and topography
K3.3 - analyze the climatographs of two
major biomes
K3.4 - identify the potential effects of
climate change on environmentally
sensitive biomes
K4.1 - investigate and identify human
actions affecting biomes and critically
examine the evidence that these factors
play a role in climate change
K4.2 - identify evidence to investigate past
changes in Earths climate
K4.3 - describe and evaluate the role of
science in furthering the understanding of
climate and climate change
K4.4 - describe the role of technology in
measuring, modelling and interpreting
climate and climate change
K4.5 - describe the limitations of scientific
knowledge and technology in making
predictions
K4.6 - assess the risks and benefits of
human activity
S1.1 - identify questions to investigate that
arise from practical problems and issues
S1.2 - design an experiment, and identify
specific variables

10

S1.3 - formulate operational definitions of


major variables
S2.1 - carry out procedures, controlling the
major variables and adapting or extending
procedures where required
S2.2 - use instruments to collect data
S2.3 - compile and organize data using
appropriate formats and data treatments
S2.4 - use library/electronic research tools

S2.5 - select and integrate information


from various print and electronic sources
S3.1 - compile and display evidence and
information in a variety of formats
S3.2 - identify and apply criteria for
evaluation evidence and sources
S3.3 - interpret patterns and trends in data
and infer or calculate relationships
S3.4 - identify limitations of data, evidence
or measurement
S3.5 - state a conclusion based on
experimental data
S3.6 - explain how data support or refute a
hypothesis
S3.7 - propose alternative solutions to a
given practical problem
S4.1 - represent large and small numbers
using appropriate scientific notification
S4.2 - numeric, symbolic, graphical and
linguistic modes of representation
S4.3 - select and use appropriate
synthesize information from multiple
sources or from complex and lengthy texts,
and make inferences

11

S4.4 - identify multiple perspectives that


influence a science-related decision or
issue
S4.5 - develop, present and defend a
position
A1 - show interest in science-related
questions and issues
A2 - appreciate that scientific
understanding evolves from the interaction
of ideas involving people with different
views and backgrounds
A3 - seek and apply evidence when
evaluating alternative approaches to
investigations, problems and issues
A4 - work collaboratively in carrying out
investigations in generating and evaluating
ideas
A5 - demonstrate sensitivity and
responsibility in pursuing a balance
between the needs of humans and a
sustainable environment
A6 - show concern for safety in planning,
carrying out and reviewing activities

12

Unit Calendar Schedule

Unit D
Science 10
Unit Overview Calendar

Energy Flow in Global Systems

Monday
March 24

Tuesday
March 25

Wednesday
March 26

Thursday
March 27

Friday
March 28

***Still on Unit C

- Introduction
- Pre-Assessment
- D1.1/1.2

- D2.1/2.2
- Investigation

- D2.3/2.4
- Experiment

- D2.5
- Biomes
- Quiz (Maybe)

March 31

April 1

April 2

April 3

April 4

- Quiz (Most Likely)


- D3.1/3.2

- D3.3
- Prepare to
Present Positions

- Prepare
Presenations
- Presentations
- Quiz

- Presentations
- Unit Exam

***Last day of
classes review
for final exam

Notes
- need access to computers or other
sources Wednesday to Friday
- need access to computers or other
sources Tuesday to Thursday

*** Classes are three hours long a lot of work can be fit into each class

13

Detailed Unit Schedule


Note: Classes are 3 hours in length.
Lesson Learning
ICT
Outcomes Outcomes

Concept

Time
10 min.
10 min.
10 min.
30 min.
20 min.

Biosphere
And Climate

K1.1-5

8 min.
10 min.
70 min.

FLEX TIME
10 min.
40 min.

K1.1-5
K2.1-5
A1-6

C1, 2, 5,

Energy
Relationships
And
Thermal
Energy in
Atmosphere

30 min.
8 min.
10 min.
30 min.
40 min.
FLEX TIME

Activity
Daily Intro Activity
Introduction
Pre-Assessment
Overview D1.1/1.2
(slideshow/discussion)
Introduce Investigation (for
tomorrow)
Assign C&R/SR questions
BREAK
Daily Post-Break Activity
Finish review questions
Begin work on investigation
(for tomorrow)
Extra work time if needed
Daily Intro Activity
Overview D2.1/2.2
(slideshow/discussion)
Assign C&R questions
Work on questions
Work on investigation
BREAK
Daily Post-Break Activity
Work on investigation
Present/Summarize
Investigation
Extra work time if needed

Assessment

Discussion/Observations
Discussion/Observations
Questions Formative

Questions Formative
Investigation
Summative

Discussion/Observations
Questions Formative
Discussion/Observations

Discussion/Observations
Information Boards

14

10 min.
40 min.

30 min.

K2.1-5
K3.1-4
S1.1-3
S2.1-5
S3.1-7
A1-6

C1, 2, 4, 5
F3

Thermal
Energy in
Hydrosphere
And
Earths
Biomes

8 min.
10 min.
30 min.
30 min.

10 min.
FLEX TIME
10 min.
30 min.

K1.1-5
K2.1-5
K3.1-4
S4.3-4
A1-6

40 min.

C1, 2, 5,

Analyzing
Energy Flow
8 min.
10 min.
40 min.
30 min.
FLEX TIME

Daily Intro Activity


Overview D2.3/2.4
(slideshow/discussion)
Assign C&R questions
Work on questions
Begin work on experiment
BREAK
Daily Post-Break Activity
Prepare experiments
Cary out experiments if
possible
(If not possible, will overview
D2.5 here and do experiments
tomorrow)
Discussion on experiment
results
Extra work time if necessary
Daily Intro Activity
Overview D2.5
(slideshow/discussion)
Assign C&R/SR Questions
Work on questions
Can begin work on biomes
assignment if questions are
complete
BREAK
Daily Post-Break Activity
Finish biomes assignment
Quiz maybe next class
Extra work time if necessary

Discussion/Observations
Questions Formative
Questions Formative

Experiment
Summative

Discussion/Observations

Discussion/Observations
Questions Formative
Questions Formative

Visual Representation
Quiz Summative

15

K3.1-4
K4.1-6

C1, 2, 5
F2, 3

Evidence of
Climate
Change
And
International
Collaboration
on Climate
Change

10 min.
30 min.
40 min.

8 min.
10 min.
30 min.
40 min.
FLEX TIME
10 min.
30 min.

K4.1-6
S4.3-5
A1-6

K4.1-6
S4.3-5
A1-6

C1, 2, 5
F2, 3

C1, 2, 5
F2, 3

Assessing the
Impacts of
Climate
Change

Assessing the
Impacts of
Climate
Change

40 min.
8 min.
10 min.
30 min.
40 min.
FLEX TIME
10 min.
20 min.
50 min.
BREAK
10 min.
40 min.
30 min.
FLEX TIME

Daily Intro Activity


Quiz
Overview D3.1/3.2
(slideshow/discussion)
Assign C&R questions
BREAK
Daily Post-Break Activity
Work on questions
Begin work on Presentation
Catch-up time questions
and presentations
Daily Intro Activity
Overview D3.3
(slideshow/discussion)
Assign C&R/SR questions
Work on Presentations
BREAK
Daily Post-Break Activity
Work on questions
Finish work on presentations

Summative
Discussion/Observations
Questions Formative

Questions Formative

Discussion/Observations
Questions Formative

Questions Formative

Daily Intro Activity


Last minute presentation prep.
Presentations
Summative
Daily Post-Break Activity
Presentations
Quiz

Summative
Summative

16

All
Knowledge
GLOs/SLOs
S4.3-5
A1-6

Assessing the
Impacts of
Climate
Change
And
Final

10 min.
30 min.
40 min.
8 min.
10 min.
20 min.
50 min.
FLEX TIME

Daily Intro Activity


Final presentations if
necessary
Work on questions
BREAK
Daily Post-Break Activity
Review for Unit Exam
Unit Exam

Summative
Questions Formative

Summative

17

Materials and Equipment


Date

Materials/Equipment Needed

March 26

Information Boards newspapers, magazines, computers, poster boards, markers,


glue
Experiments materials will depend on the students designs for their
experiments, will try to limit this to available materials in our lab
Biomes (Comparison Charts) print sources (newspapers/magazines), computers,
poster boards, markers, glue
Papers/Presentations computers (for papers or presentations), poster boards,
markers, glue

March 27
March 28
April 2-3

*** The materials will be somewhat dependent on how the students choose to present their
information

*** There will likely be some other odd materials that will be used for some of the daily
introduction activities. I will do what I can to limit these materials to ones that are available in
the lab; however, the activities will not be determined until I go through the unit and see what
interests the students or if they give any particular suggestions for some demonstrations that
they might be interested in seeing.

18

Learning Resources
Print Sources
Sander, L., Schaeffer, H., Lacy, D., & Sosnowski, C. (2004). Science 10. Toronto, ON: Pearson
Education Canada Inc.
Gue, D.L., Fray, E., & Edgar, B. (2004). Science focus 10. Toronto, ON: McGraw-Hill Ryerson
Czlonka, H. (1995). Science 10: Homework and assignment manual. Edmonton, AB: Educational
Extensions
Hill, R. & Rao, G. (2003). The key: Science 10, student study guide. Edmonton, AB: Castle Rock
Research.

Online Sources
Culmination Tasks (Performance Tasks)
http://ontarioecoschools.org/curriculum_resources/downloads/5EN_Science_10FIN.pdf
Curriculum
https://education.alberta.ca/teachers/program/science/programs.aspx
Bill Nye vs. Joe Bastardi
https://www.youtube.com/watch?v=AgZU5uvM5Ok

19

Вам также может понравиться