Unit Portfolio

Grade 9 Applied Science (Biology)

By: Nicole Darling

Presented to: David Trumpower

PED 3141

Dec. 8th , 2015

Faculty of Education

University of Ottawa
Unit Plan
Course: Grade 9 applied Science

Unit Title: Biology - Sustainable Ecosystems and Human Activity

Big Ideas:
What overall knowledge and
skills should students be able
to demonstrate at the end of
the unit? (i.e., enduring
understandings, essential
questions, overall
expectations)

The Essential Question students should be able to answer by the end of the unit
is: Ecosystems come in many shapes and sizes, each with their own
characteristics, complexity and factors that affect them. So, what characteristics
are important to aquatic and terrestrial ecosystems? How do different ecosystems
function and interact with each other? How does human activity negatively and
positively affect these functions and interactions?
This Essential Question was derived from the overall expectation that was
depicted in the Ontario Curriculum for grade 9 applied sciences. This Overall
expectation is to demonstrate an understanding of characteristics of terrestrial
and aquatic ecosystems, the interdependence within and between ecosystems, the
impact humans have on the sustainability of these ecosystems.
This overall expectation and essential question will allow students to develop an
understanding of ecosystem function and interaction, and how human activity
can affect these natural processes. Through an array of learning and teaching
strategies, assessments and a final evaluation, students will be able to gain skills
in all fundamental aspects, including knowledge and understanding, thinking and
inquiry, communication and application. Furthermore, students will be able to
enhance alternate essential skills such as cooperation, research, science literacy,
innovation and others.
Students will also be able to fulfill much of the basic goals for the science
program, relating particularly to biology that is rooted in this overall expectation.
All activities and assessments were designed to incorporate these goals in some
form.

These goals, according to the curriculum, are:

1)
2)

To relate science to technology, society, and the environment

To develop the skills, strategies, and habits of mind required for scientific
inquiry
3)
To understand the basic concepts of science

Key Learnings:
What specific knowledge and
skills will lead students to
understand the big ideas?
(i.e., specific expectations)

In order to fulfill the overall expectation and answer the essential question while
developing other important and applicable skills, four specific expectations were
decided upon. These expectations cover a variety of areas of learning and are
supportive of and help develop different learning styles and skills. The four
specific expectations are:
1.

Investigate the characteristics and interactions of biotic and abiotic

components of a terrestrial or aquatic ecosystem, and describe the importance
of these components in a sustainable ecosystem [PR, AI, C]

2.

Describe the interdependence of the components within a terrestrial and an

aquatic ecosystem, and explain how the components of both systems work
together to ensure the sustainability of a larger ecosystem

3.

Identify the major limiting factors of ecosystems (e.g., nutrients, space,

water, predators), and explain how these factors are related to the carrying
capacity of an ecosystem (e.g., how an increase in the moose population in an
ecosystem affects the wolf population in the same ecosystem)

4.

Identify some factors related to human activity that have an impact on

ecosystems (e.g., the use of fertilizers and pesticides; altered shorelines;
organic and conventional farming; urban sprawl), and explain how these
factors affect the equilibrium and survival of populations in terrestrial and
aquatic ecosystems (e.g., fertilizers change the fertility of soil, affecting what
types of plants can grow in it; pesticides leach into water systems, affecting
water quality and aquatic life; shoreline development affects the types of
aquatic life and terrestrial vegetation that can live by lake shores or river
banks; urban sprawl wipes out fields and woods, destroying wildlife habitats)

Specific expectation 1 and 2 are considered in order for student to be able to

answer the first and second portion of the essential question (characteristics and

interactions of ecosystems). The third specific expectation is used to further

students understanding of ecosystems function, while better understanding how
different human activity are actually able to limit or change the function of the
ecosystem. Finally, the final specific expectation is used to support the final
component of the overall expectation, [demonstrate an understanding of] the
impact humans have on the sustainability of these ecosystems.

Evaluation Strategies and

Tools:
How will I collect evidence of
student learning of the big
ideas? (i.e., assessment of
learning)

Smaller assessments for each lesson (assessment for learning) are used both to
provide feedback to students for their own progression as science students, but
also to provide the teacher with a better understanding of the students
progression throughout the year. Some of these assessments, including
homework and activities, will be marked and counted toward a small portion of
each students grade. Other forms of assessment for learning, including
observation and participation, will be less formally recorded by the teacher and
can be used as evidence of understanding. All assessments for learning will be
used to give the teachers a better understanding of where each student is in terms
of understanding the content, and will also allow for verbal and written feedback
to be provided to the students before their final assessment.
The largest evaluation that will take place for this unit will be a project. This
project will be reflective of not only the content, but also the skills that students
have been able to work on, learn and enhance during the unit. In teams of two,
students will be required to research a human activity that negatively impacts a
component of an ecosystem. Each student will be expected to hand in a rationale
so the teacher is able to judge each students understanding individually as well as
collectively, making each student responsible for their own work. Using the
knowledge they obtained throughout the unit, students will have to explain what
impact this activity could have on different interaction in an ecosystem. Students
will then have to research a real-life example of a solution to minimize the
impact of human activity (if there is no current plan in place to limit the impact,
students can theorize a way that they could prevent humans from have a negative
effect on the ecosystem in question). Students may use any platform for their
project (poster, speech, Prezi, PowerPoint, video), but the work of the students
must be presented in front of the class.
This evaluation was designed so students would have to demonstrate their
knowledge and understanding of the unit contents, including elements of all
specific expectations such as ecosystem interactions, carrying capacity/limiting

factors and human activity. Students must also be able to critically think about
issues in scientific, environmental and humanitarian ways, apply their knowledge
by explaining the way ecosystems interact, how human impact this interaction
and how we can work to solve the problem of human interaction. They must also
communicate their ideas effectively through their presentation. This project also
allows students to develop further skills by working with a group, researching
different topics, citing their source effectively, and presenting their ideas in front
of a group.

Assessment Strategies and Tools:

How will I monitor and give feedback to students to help them develop an understanding of the big ideas? (i.e.,
assessment for learning)
Teaching and Learning Strategies:
What activities will I use to help students develop an understanding of the big ideas? (i.e., day-to-day lessons)

Day

Lesson Title

Strategies

Characteristics
and Importance
of Biotic and
Abiotic Factors

T&L:

Specific Expectation(s)
addressed

At the beginning of the lesson, a video showing the

visible activities of terrestrial and aquatic ecosystems
will be presented. The video will be used as an
introduction for students to the nature and function of
ecosystems. Students should have some thoughts
about what an ecosystem looks like, and what
different components make up an ecosystem.

- This lesson will focus on

the first component of the
first expectation, The
characteristics of biotic and
abiotic components of a
terrestrial or aquatic
ecosystem, and describe the
importance of these
After, the teacher will present a graphic describing the components.
biotic and abiotic components of terrestrial and
aquatic ecosystems and explains all details about their At the end of the lesson,
characteristics for students.
students will:
The teacher will allow students to openly discuss
components in the graph, comparing this to what they

a) use appropriate
terminology related to

saw in the video. The discussion then leads to the

importance of these biotic and abiotic components,
where students can give examples and explain why it
is important. The teacher will collect ideas from
students and develop them to have full details about
the importance of components.

sustainable ecosystem
b) investigate the
characteristics of biotic and
abiotic components of
terrestrial and aquatic
ecosystems
c) describe the important of
these components in a
sustainable ecosystem.

A:
1) Student participation will be used as informal
assessment in order for the teacher to get a better idea
of where the students are in terms of their
understanding of the material.

This component of the lesson will be marked using

participation / understanding checklist for each
student. This component will not be used against the
students marks (ex. students will not lose points for
not participating if they are able to show their
knowledge of the material in a more formal way);
however, these observations can be used to better a
students grade if the teacher is able to use their
professional judgement through witnessing the
students level of understanding of the material in
class. This component of the lesson can contribute to
the students grade up to 20% in combination with
other observations throughout the unit.

2) After all details of the lesson were explained, the

teacher will ask 10 questions about components of the
ecosystem, students will be chosen randomly to
answer them.

Percentage for the Unit:

Up to 20% (in combination

with other observations
throughout the unit).

This assessment helps students to recall what they

just learned in the group discussions and helps
teacher know about how much students can learn
from the lesson.
Since the students just learned this material, this
assessment will not be marked toward the final grade
for the unit. This assessment for learning is designed
to provide students the opportunity to think
individually about the material and be accountable for
their own learning.
2

Interactions
Between Biotic
and Abiotic
Factors

T&L:
At the beginning of the lesson, a presentation by
PowerPoint, showing the interactions Between Biotic
and Abiotic Factors of terrestrial and aquatic
ecosystems, will be presented.
After, the teacher will present a food web and food
chain graphics relating to biotic and abiotic
components of terrestrial and aquatic ecosystems and
asks students to add the interactions between them by
drawing many narrows.
A discussion will be taken by two groups of students
about the interactions between the components.
Teacher let students give examples and explain why it
happens; teacher collects ideas from students and
develops them to have full details about the
interactions of components.

- This lesson will focus on

the second component of the
first expectation, The
interactions of biotic and
abiotic components of a
terrestrial or aquatic
ecosystem.
- At the end of the lesson,
students will investigate the
interactions of biotic and
abiotic components of
terrestrial and aquatic
ecosystems. This background
will help students go further
for the lessons of the course.

A:
1) The participation of students in discussions can be
used for the assessment.

This component of the lesson will be marked using

participation / understanding checklist for each
student. This component will not be used against the
students marks (ex. students will not lose points for
not participating if they are able to show their

Percentage for the unit:

1) Up to 20% (in
combination with other
observations throughout the
unit).

knowledge of the material in a more formal way);

however, these observations can be used to better a
students grade if the teacher is able to use their
professional judgement through witnessing the
students level of understanding of the material in
class. This component of the lesson can contribute to
the students grade up to 20% in combination with
other observations throughout the unit.

2) After all details of the lesson are discussed, the

teacher will ask 5 questions about the interactions of
components of the ecosystem, and students will be
chosen randomly to answer them.
This assessment helps students to recall what they
just learn and helps teacher know about how much
students can learn from the lesson.
Since the students just learned this material, this
assessment will not be marked toward the final grade
for the unit. This assessment for learning is designed
to provide students the opportunity to think
individually about the material and be accountable for
their own learning.
3) A short quiz for day 1 and day 2 can be done at this
time. The quiz will consist of 5 multiple choice
questions and 3 written questions. The quiz will be
marked and the teacher will provide feedback for the
students at the beginning of the next lesson.
The quiz will count toward 10% of the unit mark.
This quiz is a formative assessment of the students
knowledge of the course material this far. If a student
is able to show a better understanding of the material
in the summative assessment, the teacher may change
the weight of this mark in order for the students
grade to better reflect their overall understanding of
the material.

2) 10%

Total: up to 30%

Interdependence
of Ecosystems

T&L:
The lesson will begin by reviewing the quiz from the
previous day with the students to enhance knowledge
and understanding of the material. Then, the teacher
will have students re-look what the questions they got
wrong, and allow them to ask questions enhancing
their ability to communicate about what they have
learned, and apply it back to the big idea. The teacher
should allow students who scored below a certain
grade (50 or 60%, or if a student would really like to
re-do the quiz) to re-do the quiz in order to practice
the questions again and re-assess their new
acquisition of the material.

This lesson focusses on the

first component of the second
specific expectation,
Describe the
interdependence of the
components within a
terrestrial and an aquatic
ecosystem.

The students will then have a class discussion where

describe the interdependence of the components
within a terrestrial and an aquatic ecosystem, and
explain how the components of both systems work
together.
A:
1) Students will create a small group of four, and as a
group answer 10 short questions on a work sheet that
reflects the specific expectation focused on for this
lesson. The questions will specifically be about the
interdependence of the components within a
terrestrial and an aquatic ecosystem, and how the
components of both systems work together to ensure
the sustainability of a larger ecosystem.

The groups will go in front of the class and present

their answers and understanding to 2 of the questions
(two students of the same group explaining 1 question
each) which will be graded a level 1-4 (based on the
accuracy and appropriateness of their answers). The
students will be graded on their knowledge and
understanding and communication.
Furthermore, students will be able to enhance

Percentage for the Unit:

Up to 20% (in combination
with other observations
throughout the unit)

alternate essential skills such as cooperation, critical

thinking and innovation.
To accommodate students who require modified
evaluations, they could answer these 10 questions
without presenting in front of the class. They will
then be marked on their written answers to the
questions.
As well, students will demonstrate an understanding
of characteristics of terrestrial and aquatic
ecosystems, the interdependence within and between
ecosystems. This is part of the backwards design
method by taking smaller tasks of learning that
contribute to the big ideas.
This small presentation will be marked as a form of
feedback for the students. This grade will not
necessarily directly impact their final grade, but can
be used to provide information on how the students
are doing and to what degree they improve
throughout the term. If the students are able to
demonstrate an understanding of the material that
they are unable to do in future assessments, this grade
may contribute to their overall grade (in the same way
as participation / observation can be included in the
final grade).
4

Interdependence
of Ecosystems:
Sustainability

T&L:
Students will describe the interdependence of the
components within a terrestrial and an aquatic
ecosystem, and explain how the components of both
systems work together to ensure the sustainability of
a larger ecosystem. The teacher will then provide
examples of food webs in video format and handouts
before beginning the task. Food webs are used as a
tool so students can apply their knowledge of
ecosystem connectivity to a depiction of a real
ecosystem. Furthermore, food webs allow students to
think critically and solve problems based on the
knowledge they have already obtained to further their

This lesson will focus on the

second portion of the second
specific expectation,
Explain how the
components of both systems
work together to ensure the
sustainability of a larger
ecosystem.

understanding. Communication (being able to

communicate ideas to other group members),
knowledge of the subject (food web) and science
literacy (properly explaining their ideas) will be the
focus here. These tasks will enhance the learning of
the specific expectations of the sustainability of
interdependent ecosystems.
A:
1) The participation of students in discussions can be
used for the assessment.

This component of the lesson will be marked using

participation / understanding checklist for each
student. This component will not be used against the
students marks (ex. students will not lose points for
not participating if they are able to show their
knowledge of the material in a more formal way);
however, these observations can be used to better a
students grade if the teacher is able to use their
professional judgement through witnessing the
students level of understanding of the material in
class. This component of the lesson can contribute to
the students grade up to 20% in combination with
other observations throughout the unit.

2) After using examples of different food webs

representative of various ecosystems in class, the
students will be given an opportunity to prepare a
description of a food web (in the same groups as the
previous assessment). Each group will be given
components to put on a Bristol board about a food
web. The group will then present the board to the
class, and will receive an overall grade from levels 14, which will include an individual assessment
component.
They will be evaluated on their knowledge and

Percentage for the Unit:

1) Up to 20% (in
combination with other
observations throughout the
unit)

2) 10%

Total: 30%

understanding, think and inquiry, communication and

application, of the interdependence of Ecosystems:
Sustainability.
Furthermore, students will be able to enhance
alternate essential skills such as cooperation,
innovation, critical thinking and application to the big
idea of How do ecosystems function, interact with
each other and are affected by human activity? To
accommodate students who require modified
evaluations, they will answer 10 True or False
questions instead of presenting in front of the class.
This assessment will count toward 10% of the
students final grades for this unit.
5

Limiting Factors T&L:

The first portion of this lesson will focus on the
teacher explaining/defining what a limiting factor is.
The teacher will then discuss with the students
different types of limiting factors (ex. nutrients,
space, water, predators). The teacher should ask the
students to give examples and explain how these
factors limit a population from growing. The class
will then discuss how different factors can be limiting
in different ecosystems (ex. discuss different
predators and nutrient sources in different types of
aquatic or terrestrial ecosystems (ex. pond vs. ocean
vs. forest)).
Students will form discussion groups and will then
share ideas with the class. This will allow students
who are quieter to organize their thoughts and share
their ideas in a more comfortable setting before
sharing with the whole class. Students with different
forms of learning disabilities can use in-class
resources such as computers, students helpers or
images to help them better understand concepts being
discussed or to find examples of limiting factors. If a
student require more time, they may work on a
worksheet/take-home quiz with a help and hand it in

- This lesson will focus on

the first portion of the third
specific expectation,
Identify the major limiting
factors of ecosystems (e.g.,
nutrients, space, water,
predators)).
- Students will also discuss
carrying capacity (the second
portion of the specific
expectation) without
discussing particular terms
(i.e. without defining
carrying capacity). This
allows students to thoroughly
understand and apply the
concepts surrounding
limiting factors without
focusing solely on
memorizing terms. These
terms are further examined in
the next lesson.

the next day instead of completing a quiz in class to

assess knowledge and understanding.

A:

Percentage for the Unit:

1) Students will be assessed on their participation in

discussions. Each student should be able to provide
an example of a limiting factor in an ecosystem. This
assessment gives students a chance to practice
communicating their ideas on limiting factors through
discussions. Also, it focuses on thinking skills and
application as students are required to use their
knowledge to draw conclusions about limiting factors
and give examples of limiting factors in local
ecosystems.

1) and 2) 20 % (in
combination with other
observations throughout the
unit)

This component of the lesson will be marked using

participation / understanding checklist for each
student. These observations can be used to better a
students grade if the teacher is able to use their
professional judgement through witnessing the
students level of understanding of the material in
class. This component of the lesson can contribute to
the students grade up to 20% in combination with
other observations throughout the unit.

2) A short quiz (5 questions) will be given at the end

of the lesson and reviewed by the teacher to see what
needs to be focused on the next day. This assessment
of learning will cover much of specific expectation #3
and will allow the teachers to get a sense of how close
the class is to achieving the specific and overall
expectation. This small assessment will focus on the
categories of knowledge and understanding (knowing
what a limiting factor is, understanding how a
limiting factor affects an ecosystem) and
communication (using writing to communicate ideas

on limiting factors).
This assessment is designed to provide feedback for
the students and will not count toward their final
grade; however, if the students are able to
demonstrate an understanding of the material that
they are unable to do in future assessments, this grade
may contribute to their overall grade (in the same way
as participation / observation can be included in the
final grade).
6

Limiting
Factors:
Carrying
Capacity

T&L:
The teacher will begin the lesson by asking the
students questions regarding limiting factors to reestablish what the students learned in the last lesson.
The teacher will then introduce the term carrying
capacity to the students. The students will participate
in a carrying capacity activity where they will act out
situations where population size reaches carrying
capacity determined by a limiting factor.

This lesson will focus on the

second portion of the third
specific expectation,
Explain how these factors
are related to the carrying
capacity of an ecosystem
(e.g., how an increase in the
moose population in an
Students will then participate in a discussion around
ecosystem affects the wolf
their observations from the activity. These discussions population in the same
will begin by students individually writing down
ecosystem))
three observations they had during the activity.
Students will then discuss their observations in small - Students are required to
groups before moving back to one large group
have good understanding,
discussion. This method allows all individuals time to
thinking and application
formulate their thoughts and to share their opinions
skills regarding ecosystem
(unlike in only large group discussions where not all
characteristics, interactions
people would necessarily have a chance to talk)
and limiting factors in order
The class will then form back into groups where
to fully understand the
students will work together on worksheets that ask
language and actions
questions about limiting factors and carrying capacity
pertaining to the activity and
in a forest (ex. effects of wolf carrying capacity
overtime if moose populations change - example: Isle discussions for this lesson.
Royale)
- Therefore, all three
expectations that have
already been focused on
during the unit will be
reviewed during this lesson
in some form (since the

expectations are all

interconnected). The focus,
however, remain on the third
specific expectation.

A:

Percentage for the Unit:

1) At the end of the lesson, students will work on (and

complete for homework or in class if applicable) a
worksheet on carrying capacity. This assessment will
focus on communication and application of
knowledge obtained in class regarding carrying
capacity and limiting factors.

1) 10%

This handout will count toward 10% of their final

grade for the unit.

Total: up to 30%

2) 20% (in combination with

other observations
throughout the unit)

2) Classroom participation, questions and discussion

will also be considered to determine students
understandings of the material.

Students with different learning exceptionalities may

have more time to complete the worksheet, or may be
given a different worksheet or form of assessment
(depending on their capabilities and personal
requirements)
7

Human Activity
and Ecosystems

T&L:
Students will review and discuss important
definitions about ecosystems (wetland, ecosystem,
sustainability, abiotic species, watershed, etc.). Then,
the teacher will present a number of recent human
caused disasters in article format and have the
students break up into home groups. From the home
groups the students go into expert groups and read
one article (effects of K-cups on ecosystems). They

The specific expectation

addressed on this day will be
specific expectation #4:
identify some factors related
to human activity that have
an impact on ecosystems
(e.g., the use of fertilizers and
pesticides; altered shorelines;

state what the disaster was, what ecosystems could be

affected by it, what is/can be done to fix it and answer
a few other questions. From there, they go back to
their home groups where they explain the disaster and
their answers to the questions to the other students.
Articles could have to do with oil spills,
deforestation, farmers using pesticides etc. This will
cover the knowledge and understanding portion as
well as communication since they have to
communicate their ideas and findings to their peers.
At the end take each article up getting students to
answer the questions then offer any ideas they
missed. Students will be assessed on their
participation in the group settings as well as in the
final class discussion at the end.
For exceptional students who struggle with learning
tasks, the teacher would provide help reading articles
if needed and ask them questions to get them thinking
and learning the same material just in a slightly
altered way.

organic and conventional

farming; urban sprawl), and
explain how these factors
affect the equilibrium and
survival of populations in
terrestrial and aquatic
ecosystems (e.g., fertilizers
change the fertility of soil,
affecting what types of plants
can grow in it; pesticides
leach into water systems,
affecting water quality and
aquatic life; shoreline
development affects the types
of aquatic life and terrestrial
vegetation that can live by
lake shores or river banks;
urban sprawl wipes out fields
and woods, destroying
wildlife habitats)

Feedback would be provided during the class

discussion at the end
A:
1) Students will be assessed on their participation in
the group settings as well as in the final class
discussion at the end.

The teacher should consider students knowledge and

understanding as well as communication for this
informal evaluation.

As well, students will be able to demonstrate (and

receive feedback on) their ability to read and
understand scientific literature, problem solving,
cooperation, idea-sharing and note taking/

Percentage of the Unit:

1) 20% (in combination with
other observations
throughout the unit)

organization.

This component of the lesson will be marked using

participation / understanding checklist for each
student. This component will not be used against the
students marks (ex. students will not lose points for
not participating if they are able to show their
knowledge of the material in a more formal way);
however, these observations can be used to better a
students grade if the teacher is able to use their
professional judgement through witnessing the
students level of understanding of the material in
class. This component of the lesson can contribute to
the students grade up to 20% in combination with
other observations throughout the unit.

Human Activity
and Ecosystems

T&L:
Take a field trip to a local outdoor site (preferably a
spot that has both aquatic and land areas (lake/river,
as well as forest, marshes, bogs etc.). As they are
walking, the teacher would be discussing human
activities and what it can do to the environment. The
teacher would also have the students
answering/discuss questions such as:
-What/how human activities could affect this
ecosystem? (Factories, litter, pesticide/herbicide use,
car/plane emissions etc.)
-What animals in our area are impacted by the
negative effects of human activity?
-Make a chain from the activity to the death of an
animal or plant. (i.e. A farmer sprays pesticide on the
crops, which travels to a water way via runoff when it
rains; this causes a fish to die etc.)
-Name a solution to this problem or an alternative
way that would limit the negative effect human

The specific expectation

addressed on this day will be
specific expectation #4:
identify some factors related
to human activity that have
an impact on ecosystems
(e.g., the use of fertilizers and
pesticides; altered shorelines;
organic and conventional
farming; urban sprawl), and
explain how these factors
affect the equilibrium and
survival of populations in
terrestrial and aquatic
ecosystems (e.g., fertilizers
change the fertility of soil,
affecting what types of plants
can grow in it; pesticides
leach into water systems,
affecting water quality and

activity has on the ecosystem

aquatic life; shoreline

development affects the types
-What would happen if a neighbourhood/factory were of aquatic life and terrestrial
to be built in the middle of this forest? What would be vegetation that can live by
the effects on the ecosystem? What will happen in
lake shores or river banks;
neighbouring ecosystems if animals are forced to
urban sprawl wipes out fields
relocate due to the building? If you were to get people and woods, destroying
to sign a petition to stop them from building in the
wildlife habitats)
forest, what would be your arguments against it?
For exceptional students, the teacher would alter the
questions so they were appropriate to the individual.
For those who are physically impaired I would make
sure as much as possible that the place where we
went for the field trip was accessible to them.
Throughout the walk, the teacher would provide
feedback on students thoughts and questions in order
to best facilitate learning.
A:
This field trip will help a teacher assess the student's
ability to apply what they learned in class to their
surrounding environments.

Students will be assessed on their answers to the

questions on paper as well as their participation in
discussions as we are walking.
The students may choose to answer the assigned
questions in written form, or to have a mini-interview
with their teacher where they answer the questions
orally.
The ideas students come up with in days 7 & 8 will
help them immensely in their cumulative unit project.
From grading their final projects, the teacher will be
able to determine to what extent they understood the
material and if they understand the main concepts.
The participation of the lesson will be marked using

Percentage for the Unit:

Participation: Up to 20% (in
combination with other
observations throughout the
unit)

Written or Oral Questions:

10%

Total: 30%

participation / understanding checklist for each

student. This component will not be used against the
students marks (ex. students will not lose points for
not participating if they are able to show their
knowledge of the material in a more formal way);
however, these observations can be used to better a
students grade if the teacher is able to use their
professional judgement through witnessing the
students level of understanding of the material in
class. This component of the lesson can contribute to
the students grade up to 20% in combination with
other observations throughout the unit.
The worksheet or oral presentation of questions will
count toward 10% of the students grade for the
lesson.
9/10

Recap of Major
Themes /
Cumulative
Task

T&L:
Todays lesson will focus on providing review of all
major concepts (of each specific expectation) before
the final cumulative task. This lesson will mostly
consist of going over major terms, and answering any
questions students have in regards to all that they
have learned for this unit. The students will be given
time in class to work on their cumulative assignment.
The cumulative assignment will also be worked on in
class for the next day or 2. Then, students will present
their assignments to the class.

All specific expectations will

be reviewed in these classes.
The cumulative assessment is
designed in capture aspects
of all specific expectations so
students will be able to
demonstrate that they have
achieved the overall
expectation for the unit. They
will use the cumulative
assignment as an expression
of their answer to the
essential question for the
unit.

A:
The major assessment for this lesson will be the
assessment of learning (i.e. the cumulative
assignment). Please see above in unit plan for more
specific details.
By working on the assignment in class, the students
will also be evaluated on skills such as research,

Percentage of the Unit:

40 60% (depending on the
weight of the participation /
observation component)

teamwork/cooperation, science literacy,

innovation/creativity, being able to connect major
ideas/ critical thinking, time management and
organization.

Total Assessment
Percentages

1.
2.
3.
4.
5.
6.

Participation / Observation (on-going): up to 20%

Quiz (Lesson 2): 10%
Food Web (Lesson 4): 10%
Carrying Capacity worksheet (Lesson 6): 10%
Written or Oral Questions (Lesson 8): 10%
Summative Assessment: 40 60%

Total: 100% of Unit

*Note:
1) These percentages are tentative. The weighting of each students grades will be
determined by the professional judgement of the teacher. The teacher should consider
students most common marks, their improvement in the course, their drive /
participation in the course and their final understanding of the material when giving
the student a final grade.

2) The unit as a whole will contribute to approximately 6% of the students overall

grade, due to the following breakdown:

Summative Test for course: 30%

Course content: 70%
Strands 1-4: 25% of course content grade, 17.5% each of final grade
Overall Expectation 1 12 (3 per strand): 33% of strand grade
each, ~8.5% of course content grade each, ~6% of final grade
each

Limiting Factors and Carrying Capacity Lesson

Grade:

Nine (9)

Subject /
strand(s)
:

Science Biology, Applied

Length:

75 Minutes

Teacher:

Ms. Darling

Description (crux of the lesson, where and how does it fit into the course/curriculum)
This lesson will focus on investigating the role of limiting factors in ecosystems, with
particular focus on carrying capacity. During the previous lesson of the unit, students explored
the concept of a limiting factor and worked in groups to give examples of how different factors
can be limiting in different ecosystems. Today, those ideas will be reviewed and explored
further, with introduction to carrying capacity. Students will work to better understand carrying
capacity and how population size is dependent upon different factors. This lesson will allow
students to complete the specific expectation while contributing to the achievement of the
overall expectation for this unit (see below).
Expectations (what will students be able to do/know by the end of the lesson)
The specific expectation (as stated in the curriculum documents) that will be focused on today
is:
Identify the major limiting factors of ecosystems (e.g., nutrients, space, water, predators),
and explain how these factors are related to the carrying capacity of an ecosystem (e.g., how

an increase in the moose population in an ecosystem affects the wolf population in the same
ecosystem).
By completing this specific expectation, students will be able to better demonstrate their
achievement of the following overall expectation (for the unit):
To demonstrate an understanding of characteristics of terrestrial and aquatic ecosystems,
the interdependence within and between ecosystems, the impact humans have on the
sustainability of these ecosystems.
Resources
Equipment and materials

- Nature fact/ joke of the day (see

below)
- 3 square pieces of colored papers
per student. Each student will
receive a red piece, a blue piece and
a green piece of paper. For the
activity, red represents shelter, green
represents food and blue represents
water.
- small white boards (1 per group
(therefore, around 7)

Strategies

Student groupings

(click all that apply)

(click all that apply)

cooperative
learning
think-pairshare
learning
centers
hands-on
activity
demonstratio
n
simulation
other_______
____

- SMART board
- writing utensils (dry erase markers,
pencils x 7)
- Isle Royale Article
- Grizzly Bear Article
Handouts
- Carrying Capacity Work Sheet

Specific Content

whole class
pairs
small groups
independent work

Timing
Motivation (grab and focus student attention)
_5_ min.
- Welcome students to the class (Ask how their days are going, tell a nature-based joke or
nature fact of the day). The fact of the day for this lesson is: Deer is actually a family
classification, not a species or genus. There are over 60 different species of deer in the world,
including elk, moose and caribou. All male deer shed their antlers every year except for the
Chinese water deer.
- Ask the students if they have heard about changing Grizzly bear population sizes in the
Greater Yellowstone ecosystem. Read the short article entitled Study: Grizzlies near capacity
in Greater Yellowstone Ecosystem explaining the back story of this article. This article begins
the motivation of the lesson, but will lead into the recap by relating the ideas back to what was
already looked at / learned in the previous lesson.
- Through whole class discussion, teacher should touch on some of the following important
points from the Article:
1) Bears are approaching carrying capacity in this environment. What does this mean?
2) How are the bears able to grow in population size? What do you think would happen if they
didnt have the other food sources to survive?
3) What other factors are affecting bears population growth? (ex. Space)
4) What other factors affect the white bark pine levels in this area (touching on how other
factors, like beetles, affect the bears food source)
- This example will later be used to help explain important terms that will be explored in this
lesson (see below).
Recap (activate and diagnose prior knowledge)
_5-10_ min.
- Remind students of previous lesson on limiting factors. This should transition from the
discussion around the grizzly bear article above. The teacher should use the article (and the
focus questions listed above) as an example, and the more general ideas should be derived
from this. The teacher should ask questions such as So, what would be some limiting factors
affecting the bear population from this article? Can anyone think of any other limiting factors
that could affect another population?
- After a very brief class discussion (naming approximately 1-2 examples of limiting factors
with the whole class), have the students come up with one example of a limiting factor in an

ecosystem of their choice. After students are given an opportunity to think of examples, choose
4 students with different factors listed to share their example and briefly describe how those
factors can be limiting in a given situation.
- Provide a few minutes for questions/ determine how ready students are to add to their preexisting knowledge (the activity for the day (body) focuses on carrying capacity, but does
require a foundation of knowledge from previous lessons. If some students still do not
understand certain concepts, todays lesson can provide them with more practice with older
concepts, while introducing newer, highly related topics).
Body (give and/or demonstrate necessary information)
__25__ min.
- First, the teacher will quickly review new terms to the students to help with the activity,
including carrying capacity, population density and limiting factors. Most of these terms
should have been mentioned in the recap portion of the lesson; however, this is the opportunity
to focus on any terms that may not have been mentioned during that time. The teacher should
ask questions such as, What do people think of when I say population density? From the
article, If the same number of bears had more space, would the population density increase or
decrease? These terms should relate back to the example used in the motivation/recap section
so students are able to apply their understanding more easily to a concrete example.

- Begin simulation activity of ecosystem interactions and deer population size, following the
procedure of the activity Oh Deer (Project Wild). The teacher should begin the lesson by
saying that many of the concepts seen in the grizzly bear article are also important to the Isle
Royale ecosystem. The teacher should design the activity using moose and wolves and the
main populations to be focused on, since these animals are the focus of the consolidation
activity later. This will help students better link their ideas and demonstrate their
understanding during the assessment. If time permits, the teacher should also provide a few
rounds of the game where a different system is used as an example, such as an aquatic system,
to better reflect the specific expectation for this lesson.
- In each round, students will identify themselves as either moose or wolves (round 1 should
begin with more of the class being moose and of the class being wolves). Each student
will be given a piece of paper to indicate whether or not they have appropriate amounts of
limiting factors to survive (ex. Food, shelter and water).
- Each round will simulate population changes of moose and wolves in 1 year. Populations will
vary, depending on the conditions given for that round. For example, if an event causes there
to be less food available for the moose, some moose will lose their food paper, causing them to
die. We will see how this affects the wolf population by allowing moose to steal wolf food

papers (since the moose themselves are the main food source for the wolves). The different
simulations can be taken from the Oh Deer! worksheet. At least one round should be
indicative of all limiting factors to be available (ie. populations should be stable) in order to
demonstrate what the carrying capacity is for those populations.
- The game should be played for around 5-10 rounds (depending on time), with population
sizes of moose and wolves being recorded before and after each round.
- When the activity is complete, the teacher will collect the data from all of the students and
plot the data for population size in each round on the SMART board for the class to see.
Check for understanding (key words or questions)
_15_ min.
- Students will work individually to make note of observations they had during the activity and
try to explain why they observed the patterns they did on the graph.
- Students will then get in groups of 4 to discuss their observations and reasoning for the Isle
Royale activity.
- The teacher will then pull the whole group to a discussion about their observations from the
activity, focusing on how carrying capacity and populations density was viewed and changed
depending on varying limiting factors.
- Some questions to consider: Why did the population form the pattern it did? How did
changing levels in the population and limiting factors affect the population size in the next
generation? What would be different if this happened in real life? From our data collected,
what is the carrying capacity of the deer population in the activity?

Consolidation (application or practice of knowledge: activities, exercises, games)

_20_ min.
- After the activity, the teacher should quickly provide any more detail needed on the Isle
Royale (possibly with help of an article, like the Detroit free press article listed in the reference
section) to re-cap the important aspects of the Isle Royale ecosystem and why it is important
for us to study this ecosystem. For example, the teacher could explain that drastic changes in
population size are caused by differing levels of limiting factors available and that carrying
capacity will be affected by these levels. The teacher should use this opportunity as a summary
of the activity and real-life situation and an opportunity for students to ask questions / clear up
any misconceptions without going into too much detail, as students will be required to answer

questions on this topic in groups.

- Students will work in groups of 4 to complete a small work sheet relating to carrying
capacity and limiting factors specific to the Isle Royale. Although 4 students will work per
sheet, 2 pairs will each work on half of the work sheet. This sheet can be worked on for the
remainder of class, and will be completed for homework or during the next class.
- During the next class, after the teacher marks the answers for each question, students will be
given an opportunity to review questions and answered with all of the other group members.
This way, students are given a chance to teach other students what they have learned.
- As an extension activity, in case students finish early, the teacher can begin reviewing the
answer to the work sheet in class, and give an opportunity for the students to begin explaining
their reasoning for their answers to their fellow peers, rather than waiting until the next class to
do so. Regardless, the teacher should still formally evaluate this portion of the lesson in order
to provide individualized, constructive feedback for all of the students.
Closure (recap key concepts, look ahead)
_5_ min.
- In the last few minutes of class, the teacher should remind the students of the general patterns
seen from the activity. The teacher should then link back the idea of carrying capacity to the
major limiting factors in an ecosystem, reminding the students of how ecosystems function
and interact. The class will end with the teacher telling the students that these patterns
observed can be majorly affected by human activity, which will be the next topic lesson in the
unit.
Evaluation and Assessment

Type (check all that apply)

informal discussion
informal observation
student conference
performance task
oral presentation
written assignment
journal/portfolio
concept map
test/quiz

Student performance
Students will be assessed both formally and informally for
this lesson.
- The teacher should take note of participation and quality of
answers during the discussions in class. This includes during
the recap and checking for understanding section of the
lesson plan.

 other:
______________

- Students will also be assessed via observation during their

group work for the activity and work sheet. The teacher can
walk around the room to see how students are contributing to

Tool (check all that apply)

anecdotal record
checklist
rubric
marking scheme
other: ______________

the groups ideas.

- Students will be marked more formally through the
consolidation/homework activity and with the summative
assessment at the end of the unit. These assignments will be
designed to allow students to express their understanding
and ability to apply the information learned during the
lesson. The homework assignment will consist of a list of
questions that relate both directly to the activity in class and
to other real life or theoretical examples.
- Although the homework activity and summative
assessment (at the end of the unit) will both be marked, the
homework activity is more designed to provide appropriate
feedback for students so they are able to see how they can
improve. Therefore, this assessment is worth only a small
percentage of the grade (10% of the unit) and the weight of
this assessment can be changed if the students demonstrate a
better understanding of the material in the summative
assessment.
- Assessing the specific expectation for this lesson will also
allow students to gain appropriate skills and knowledge that
will later be applied to the summative assessment at the end
of the unit (which allows students to demonstrate their
achievement of the overall expectation). The cumulative task
project will allow students to present how carrying capacity
and limiting factors vary due to human activity, changing
relationships within an ecosystem (an accumulation of all the
specific expectations focused on throughout the unit).
Students will be assessed on all four knowledge and skills
categories for this summative project.

Knowledge and skills

Knowledge and understanding:
During the class discussions, group work and the work
sheet, students will be assessed on their overall
understanding of carrying capacity and limiting factors.
Students should be able to explain what factors are
limiting in a given situation, and should be able to
indicate the carrying capacity of a population and explain
why population size fluctuates around this value.
Thinking:
In class and on the work sheet, Students will have to
examine graphs of population sizes and explain what
patterns they see and what causes these patterns. They
should also be able to indicate which factor is limiting in a
given situation.
Communication:
Communication is not formally evaluated in this lesson;
however, students will have an opportunity to further
demonstrate communication skills in other lessons and in
the cumulative task. Teachers may decide to make note of
student participation and discussion in class as a form of
assessing communication during this lesson.
Application:
On the work sheet, students will be given an example not
looked at in class and will be required to apply their
knowledge of carrying capacity to a different situation.
This can also be informally evaluated through questions
regarding the Isle Royale example (ie. comparing this
real-life example to the activity played in class).

Lesson review (how did it go? changes?)

Ecosystem Project
Description:
Throughout this unit, we have learned about major concepts of the functionality of and
relationships within and between ecosystems, the role of limiting factors in an ecosystem and
how human activity can affect ecosystem dynamics. In this summative assessment, you will be
asked to research and present a project on one specific human activity from the real world
that currently has a negative impact on an ecosystem or ecosystems.
Specific Expectations for this Project:
1. Students are expected to work in teams of two.
2. Each team will choose one human activity to focus on. Examples of a human activity that you
may use include: logging / deforestation, fisheries / over-hunting, farming, oil extraction, land
usage / development, etc. You may choose from one of these topics or come up with your own
topic. Every team must have a different topic. Please see your teacher for approval of your topic.
3. Each team will then research how their human activity of interest changes / affects the
different interactions or processes in an ecosystem. Each team must present at least three
unique ways the human activity impacts an ecosystem or ecosystems. The impacts may be on
any abiotic or biotic aspect important to an ecosystem (including but not limited to plants,
animals, limiting factors, minerals / nutrient cycles, air, energy flow, etc.). Students should also
be able to show how impacted components affect the functionality of other components in

4.

5.
6.
7.

that ecosystem or in another ecosystem (for example, if a primary producer is negatively

affected, how will this affect primary consumers?).
Each team is then expected to present a real-life solution to minimize or stop the negative
impact of human activity in the ecosystem(s) discussed in the previous section. If there is no
current plan or solution that is currently being implemented that can be found, students can then
theorize and suggest a possible solution to the negative impact in question.
You may use any platform for the project (poster, speech, prezi, powerpoint, video), but your
work must be presented to the class. The presentation should be between 10 and 15 minutes long.
Each student will also be required to individually write a 1-2 page rationale on the work you
have presented to the class.
You must include a minimum of 3 sources in the proper APA format. To see an example of
proper formatting visit https://owl.english.purdue.edu/owl/resource/560/01/.
Due Date: ________________________________________
Marking Rubric

Criteria:
Presentation

Level 4

Level 3

Level 2

Level 1

(80%-100%)

(70%-79%)

(60%-69%)

(50-59%)

All assessment
expectations are
thoroughly
addressed in detail
in presentation

All assessment
expectations are
addressed in
presentation in some
detail

Most assessment
expectations are
addressed in some
detail in presentation

None some
assessment
expectations are
addressed with little
detail in presentation

At least 3 examples
of ecosystem
effects are clearly
explained in detail

3 examples of
ecosystem effects are
clearly explained

less than 3 examples

of ecosystem effects
are clearly explained

less than 3 examples of

ecosystem effects are
explained unclearly or
not explained

More than 1
solution to the
effects of human
activity are
accurately
presented

1 solution to the
effect of human
activity is accurately
presented

1 solution to the
effect of human
activity is somewhat
accurately presented

1 solution to the effect

of human activity is
hardly explained or not
present

(60%)

Content of
Presentation
(65%)

Presentation /
Communicati
on
(20%)

Creativity /
Originality
(15%)

Criteria:
Written
Rationale

Research is
communicated very
clearly and
effectively to the
rest of the class

Research is
communicated
clearly to the rest of
the class

Research is
communicated
somewhat clearly to
the class

Research is not
communicated clearly
to the class

Presenters are able

to thoroughly
answer all questions
posed by teacher
and students

Presenters are able to

answer most
questions posed by
teacher and students

Presenters are able to

answer some
questions posed by
the teacher and
students

Presenters are not able

to appropriately answer
questions posed by the
teacher and students

Topic and solutions

to human activity
are unique and
relevant / applicable
to the real-world

Topic and solutions

to human activity are
mostly relevant and
applicable to the real
world

Topic and solutions

to human activity are
somewhat relevant
and applicable to the
real world

Topic and solutions to

human activity are not
relevant or applicable
to the real world

Level 4

Level 3

Level 2

Author clearly
states the human
activity of interest
and explains why
this activity is
important or the
impact it has on
human life

Author clearly states

the human activity of
interest and why it is
important

Author states the

human activity of
interest

Author states the

human activity of
interest with some
confusion or lack of
clarity

Author is able to
make at least 3
clear, accurate
links between
human activity and
ecosystem function

Author makes 3
accurate links
between human
activity and
ecosystem function

Author makes less

than three accurate
links between human
activity and
ecosystem function

Author states little to no

links between human
activity and ecosystems
or links are not accurate

Level 1

(40%)

Content
(70%)

and relates these

links to other
components in the
ecosystem

Language /
Grammar
(10%)

References
(20%)

Specific Feedback:

Author is able to
describe more than
1 solution to the
effects of human
activity and
accurately explain
why this solution is
helpful

Author describes 1
solution to the effects
of human activity
and explain why this
solution is helpful

Author describes 1
solution to the effects
of ecosystem
function

Author does not

describe a solution to
the effects of human
activity

There are no major

grammatical or
spelling errors

There are minor

grammatical and
spelling errors that
do not majorly
affecting the content
of the rationale

There are a few

grammatical errors,
some of which affect
the content of the
rationale

There are many

grammatical errors that
affect the content of the
rationale

All in-text citations

are included

Most in-text citations

are included

Some in-text citations

are included

Little No in-text
citations are included

All citations are

referenced in the
proper format

Most citations are

referenced in the
proper format

Some are referenced

in the proper format

There are major errors

in reference format

All references are

relevant and
reliable

Most references are

relevant and reliable

Some references are

relevant and reliable

Little No references
are relevant and reliable
(or not present)

Presentation:

Rationale:

Overall Grade:

Assessment Tool Rationale

The assessment tool will specifically address the big ideas from the unit. In this unit, the overall
expectation for students was to describe the functionality of and relationships within and
between ecosystems, the role of limiting factors in an ecosystem and how human activity can
affect ecosystem dynamics. Through this assessment, the students are able to demonstrate and
share their acquired knowledge that is reflective of this overall expectation. The following points
were taken into consideration when designing the assessment and rubric to ensure all
components of the unit were appropriately represented, and so students could demonstrate their
knowledge efficiently and effectively:
1. The students are able to work together in order to develop their research, cooperation and
delegation skills, learning from each other in the process. The individual rationale was designed
to give students the opportunity to express their knowledge in their own words, making each
student accountable for their own knowledge and assessment.
2. We designed the project so students could choose their own topic and platform for which
they present their research. In this way, students become co-constructors of their own project,
while following the important guidelines outlined by the teacher (these outlined assessment
expectations are designed so students are clearly able to reach the expectations they are required
to achieve by the end of the unit).
3. We divided each criteria section of the rubric into specific descriptors that the teacher will
grade the students on. Each criterion is colour coated, and each descriptor within that criterion
was divided by lines in the table. This way, the students know exactly what they need to do in
order to get a certain grade level.
4. The main components of the assessment were designed to reflect the overall expectation
that is the focus of the assessment. We also looked at the main specific expectations that were
focused on throughout the unit to decide which main areas would be the focus of this summative
assessment.

5. All components of the presentation and rationale were assessed, but most of the focus
was held on the content of the presentation and individual rationale to properly reflect the
specific and overall expectations that were used to design this assessment. This was done by
weighing each section (the presentation and the rationale) and the individual criteria (content,
communication, references, etc.) with a percentage so students have a better understanding of
how their grade is generated.
6. The rubric descriptors were very specific, were as objective as possible and were all
distinct from each other with no overlap in order to ensure the assessment is reliable.
7. The rubric is valid as the main things being assessed are directly reflective of the overall
and specific expectations from the unit. Furthermore, those aspects (such as solution creativity
and grammar) are used as a compliment to the expectations as these criteria are designed to
assess the student's ability to communicate the ideas they have learned about throughout the term
and apply their knowledge to real world situations (both of which are major skills and knowledge
students are expected to obtain and be assessed on throughout the unit and term).
8. Space was left at the bottom of the rubric for teachers to write individual feedback for
each student. This provides students the opportunity to better understand why they received the
mark they did, and how they can improve in the future.
Rationale
In creating a unit portfolio, an important aspect of the process is to review feedback provided to
better the overall quality and effectiveness of the unit plan, lesson plan and assessment tool. As
one can see, all of the changes to each component of the unit portfolio are marked in red on the
final submission. Below, I provide an explanation to the changes made, indicating how these
changes work to make the unit portfolio more realistic, usable and effective.
Unit Plan
1. The first change to the lesson plan made was to make the essential question more
engaging. By doing so, this question is more suited to be presented in class to the
students, and will help make the students more engaged in the topic of the course. Also,
the re-wording of this question allows students to have a clear understanding of the goals
for the unit.
2. More detail was added to the assessment and evaluation section in order to provide the
reader a better understanding of how assessments will be marked, which assessments will
count toward the final grade, and how evaluations will be recorded. Also, more detail
was added for the summative assessment in order to demonstrate that students will be
individually evaluated for their efforts. These changes provide a clearer picture as to how
students are expected to be marked throughout the term, and how formative assessments
work to provide feedback and prepare students for their summative assessment.
3. For the first lesson in the unit plan, the specific expectations were changed to point form
so that it would be clearer as to what is expected from the students for that lesson. This

will help the reader of the unit plan concisely and easily understand what is expected of
the students for that day.
4. All of the assessment portions for the unit plan were adapted. In each section, detail was
given as to how much each assessment would be worth in the unit. Also, for each
assessment, it is now indicated how the teacher will assess the student. For example, for
each participation / observation component, the teacher will use a checklist. All minor
formative assessments will be worth 10%, as they are mostly designed as an opportunity
for students to practice problems and receive feedback on their work. This is also seen
when the teacher provides students with an opportunity to re-do a quiz if they did not do
as well as they had hoped (after reviewing the feedback). All of the improvements that
come from practicing through formative assessments will help students when they
eventually work on their summative assessment for the unit.
5. The breakdown of students overall grade (and the weight of this unit) has been added to
the final portion of the unit plan so students have a clear indication of where their grades
came from.
Lesson Plan
1. The first changes in the lesson plan were made in the resource section. Here, it was
important to ensure that all resources were clearly listed. Also, more detail was added to
specific sections in order to provide clearer instruction to the reader of the lesson plan.
2. In the motivation section, I added the specific fact of the day that would be presented to
ensure that the teacher would not draw a blank for that day. I also changed the article that
would be discussed and related back to the recap portion of the lesson since the article
previously decided upon was also used in the consolidation activity. This way, students
are able to practice applying these terms to a real-life situation, and then use a different
scenario to answer questions relating more specifically to the activity completed in the
body of the lesson. Also, specific questions were listed as examples so the teacher can
have a clearer direction for the types of topics / questions that should be focused on. This
continues in the recap section where specific questions are listed that will relate the
article back to the concept of limiting factors (which is the focus on this lesson).
3. In the body component of the lesson, specific terms that will be discussed are clearly
listed (rather than just giving examples of what could be talked about) so the teacher
knows exactly what terms to cover. Also, much more detail was given about the actual
activity to be practiced in class. Unlike before, the activity has been slightly altered to
better relate to the consolidation activity, rather than using the exact resource that is
listed. In this way, students will better be able to link their understanding of the course
material to their assessment.
4. Also in the consolidation section, an extension activity is provided. This is important in
case the class runs under the expected time period. Through providing an extension
activity, the teacher will always have work for students that will be beneficial to their
overall understanding of the lesson content.

5. As in the unit plan, the assessment/evaluations are more clearly stated, with clear
breakdown as to which assessments will be evaluated and how much they will be worth
to provide the teacher with a clear understanding of how much weight each assessment
will hold.
Assessment Tool
1. In the description, rather than stating this is a formative assessment, this assessment tool
is designed for a summative assessment for the end of the unit.
2. In the rubric, the levels of achievement were each given a percentage to indicate how
much each level was worth (ex. if the student received a level 1, this grade is translated to
50-59%). In the criteria section of the rubric, the percentages listed are representative of
the weight of each section toward the final grade for the assessment. For example, the
presentation is worth 60% of the final evaluation, and the rationale is worth 40%.
3. The sections of the rubric indicating the relevance of the topic and communication of
major themes for the presentation were removed since the other sections of the content
criteria will ensure that these topics are already assessed. As important as it is to assess all
major components of the assessment, designing a rubric so there is no overlap between
criteria is also critical in ensuring validity of the rubric.
4. In the language/ grammar section of the writing rationale, the explanation descriptor was
removed to limit overlap with the content criteria (as in the third point above).
5. The in-text citation component of the references was re-worded so student would know
that this descriptor is indicative of in-text citations being included in their rationale (ie.
whether or not they are present).
6. In addition to formatting, another criterion that was added is reflective of the relevancy
and reliability of the sources. This criterion is important as it ensures that the students are
accountable for providing appropriates sources for their work.
7. Less focus was put on creativity as creativity is not necessarily required under the
expectations for this unit. Therefore, creativity was assessed in terms of solutions to the
human activity effect since this component of creativity applies well to the content and
the science, rather than just having a creative presentation all-together.

References

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Retrieved from: http://www.wyofile.com/column/study-grizzlies-approach-carrying-capacitygreater-yellowstone/
Diehl, T. 2015. Bring Wolves to Isle Royale, Before Its Too Late. Detroit Free Press. Retrieved
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OCDSB (2008). Educators Resource Guide: Assessment, Evaluation and Reporting of Student
Achievement (Elementary). Nepean. ON. Retrieved from:
https://sites.google.com/site/ocdsbministryresources/Home/assessment-resources
Ontario Ministry of Education. (2008). The Ontario Curriculum Grades 9 and 10 Science. Toronto,
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http://www.edu.gov.on.ca/eng/curriculum/secondary/science910_2008.pdf
Project Wild (N.D.) Oh Deer! Project Wild K-12 Curriculum and Activity Guide. Retrieved from:
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