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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
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:
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.
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
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
Decision
Making
Investigation
Check and
Reflect/Section
Review
Questions
Type
Summative
Formative
10%
March 26
Daily
Learning Outcomes
(Formative/Summative)
Weighting
Due Date
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
10
11
12
Unit D
Science 10
Unit Overview Calendar
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
- 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
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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
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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
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
Summative
Discussion/Observations
Questions Formative
Questions Formative
Discussion/Observations
Questions Formative
Questions Formative
Summative
Summative
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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
Summative
Questions Formative
Summative
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Materials/Equipment Needed
March 26
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.
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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
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