Unit Plan

Understanding By Design & 5 E’s Framework

Course Science Grade Level 10

Unit C: Cycling of matter in 4 weeks
Subject Time Frame
living systems
Developed by: Emily Wachoski-Dark Date Oct 25, 2019

Brief Summary of the Unit, including Performance Tasks[s]:

The Unit will discuss an overview of how cells carry out the processes required for life. Students will
understand that these cellular processes mirror multicellular processes required for life. Students will learn
that cells have specialized functions that allow for multicellular adaptations in organisms. They will showcase
their understandings through a performance task where they explore what adaptations a plant has that aids
or disadvantages it under changing conditions of the climate.

Stage 1 – Desired Results

General Outcomes (s):
The fundamental unit of life, the cell, is an example of an efficient open system comprised of a cell
membrane and organelles that carry out the basic functions of all living organisms. Students will learn
that technological advancements in microscopy have enhanced the study of cells and cellular processes.
The understanding of life processes at the cellular level can also be applied to multicellular organisms.
Curriculum Competencies:
Critical thinking, problem solving, communication, collaboration, global citizenship, creativity and innovation.

Enduring Understandings/Big Ideas/Essential

Question:
Big Ideas:
 Cells are the basis of life
 Cellular processes allow for life function
at a single and multi-cellular scale
Essential Question:
How does cell specialization allow for
multicellular adaptations?
Students will understand that…
 Technology has advanced our
understanding of the cell
 Cellular processes map to multicellular
processes
 Organelles and the cell membrane carry
out life functions of every organism
Related misconceptions . . .
 Growing is just cells getting bigger
Guiding Questions: (topic specific)
 How did cell theory replace the concept of
“spontaneous generation”?
 How do single-celled organisms carry out life
functions?
 How do plants use specialized cells and processes
to accomplish the same functions as a single cell
but on a larger scale?
 How does imaging technology further our
understanding of the structure and function of
cells?
Prior Knowledge:
What do students already know . . .
 Grade 7 Science, Unit B: Plants for Food and Fiber
 Grade 8 Science, Unit B: Cells and Systems
Unit Emphasis
Nature of science and STS
  Plants breathe like animals
 Plants have a cell wall but no cell
membrane
 Plant cells have chloroplasts but no
mitochondria

Knowledge objectives (specific outcomes): Skill objectives (specific outcomes):

Students will know . . . Students will be able to . . .
1. Explain the relationship between Initiating and Planning
developments in imaging technology and  Ask questions about observed relationships, and
the current understanding of the cell plan investigations of questions, ideas, problems
2. Describe the function of cell organelles and and issues
structures in a cell, in terms of life Performing and recording
processes, and use models to explain  Conduct investigations into relationships between
these processes and their applications and among observable variables, and use a broad
3. Analyze plants as an example of a multicellular range of tools and techniques to gather and record
organism with specialized structures at data and information
the cellular, tissue and system levels Analyzing and Interpreting
 Analyze data and apply mathematical and
conceptual models to develop and assess possible
solutions
Stage 2 – Performance Assessment Evidence
See attached performance task.

Other Evidence
Other Plans for Summative: Formative Assessment Strategies:
 Small group discussion
The final performance task is the summative  Think pair share
assessment.  Jigsaw
 Quizzes (Give them the chance to reflect on it)
The lab activity will be given a mark but will  Self-evaluation using a rubric
serve mostly as formative assessment.  Self-assessment through journals
 Peer evaluation using a rubric
 Exit slips
 Lab report
 Observations
 KWL chart
 Predict, observe, explain
Diagnostic Assessment Strategies:
 Class discussion
 Drawing an open system
 Talk to the hand activity
 Stage 3 – Learning Plan

Learning Activity: Include plans for differentiation (e.g., FNMI, ELL, UDL guidelines); Average Junior High Class
(45-60 mins) Average high school class (75-90 minutes).

Color code: Red means differentiate for Indigenous

Blue means differentiates for ELL
Purple means differentiates for Diverse Learners
Learning Evidence
Cycle Lesson # What the teacher does/what the student Collected for Learning
does Assessment/ outcomes
Assessment Type
 Hook: Video (ELL, Diverse Learners)
 Discuss general unit expectations
and enduring understanding
 Talk to the hand
 Discuss that future class and group
discussion will center on Witnessing
(Indigenous)
Knowledge
 Think pair share (ELL develop Diagnostic
outcome 1.1
language skills): What is the most assessment: Talk
Engage basic form of life? to the hand
Communication
 Address misconceptions that may (palm is cell
Explain and teamwork 1
1 arise from the Think Pair Share specialization,
Explore  Start discussion on cell theory: How list 5 things you
Attitudes:
did we develop cell theory? What is know about
Mutual respect
cell theory? What does it help us cellular
Scientific Inquiry
understand about life in general? processes)
Collaboration
 In groups students will research a
fundamental scientist that
contributed to cell theory and
present informally next class.
Provide guiding questions for their
research (Who is it, what did they
do, how is it relevant to today?)
Knowledge
 Each group gets a photo of a various Diagnostic
outcome 1.1, 1.2,
piece of technology (ie. A piece of a assessment:
1.3
compound microscope) used in observing their
understanding cell structure and discussion on
Communication
function. They discuss what they technology.
Engage and teamwork 1
think it does and how it works. (ELL: KWL chart (What
Explore 2
Provides visual aid) do you know
Elaborate Performing and
 KWL chart of technology used in about how
recording 5, 6
cells technology is
 Discuss the pieces of technology and used to observe
Attitudes:
how they work, focusing on how it cells, what do
Scientific Inquiry
has advanced our understandings of you want to
Collaboration
 cells and allows us to research learn, what did
molecular levels within cells you learn?)
 Informal presentation of their
scientist. Teacher provides
formative feedback on their
presentation skill. (Will do next day
if time does not permit during this
lesson).
 Discuss trends in the scientists: are
they all white males? Why is it
problematic that the first scientists
we think of are generally white
males and not minority groups?
 Discuss the final assignment and go
over rubric as a class making
appropriate changes
 Teach how to find valid and relevant
sources: what is a valid source, how
do we know? Initiating and
 Discuss nature of science and planning
science as being biased
 Discuss Indigenous view of Communication
Explain 3
knowledge as cyclical and subjective and teamwork
(Indigenous). Relate this back to
nature of science. Ensure students Attitudes:
know that science can be looked at Mutual respect
from many viewpoints
 Introduce jigsaw for next class.
Groups of students will become
experts on an organelle and share
next class
 Students jigsaw to share their
knowledge on organelles in plants
Knowledge
and animals
outcome 2.4, 2.5
 Discuss the organelles briefly as they Jigsaw: students
would have just listened to their become experts
Initiating and
Elaborate peers discuss their organelle on organelles
4 planning 5
Explore  Think pair share (supports ELL and and share
diverse learners): What processes
Attitudes:
play a part in how organelles carry Think Pair Share
Mutual respect
out their specific function? Teacher
Collaboration
should be looking for ideas of active
and passive transport
 Students call out everything they Listen to student
Knowledge
Explore know about passive and active answers
outcome 2.1, 2.2,
Explain 4 and 5 transport. Write their answers on
2.6
Elaborate the board. Address any Exit slip: 3 things
misconceptions that arise. I learned. 2
  Describe transport in more detail: things I Found Initiating and
What is passive transport (focusing interesting. 1 planning 5
on diffusion and osmosis)? What is question I still
active transport (focusing on have. Attitudes:
concentration gradients, the role of Interest in science
the membrane and proteins in
selectively allowing particles into
the cell)
 Discuss what limits passive transport
such as particle size and what is
required for active transport such as
a protein and/or ATP
 Activity (Supports diverse learners):
To help students grasp processes
like diffusion, osmosis, endo and
exocytosis the students will become
a membrane with certain students
acting as proteins embedded in the
membrane, and other students
acting as a salt molecule, a water
molecule, a protein synthesized in
the RER etc.
 Exit slips
STS and
 Quiz on what they covered last
Knowledge:
week. What is cell theory? How
2.5, 2.6, 2.7, 3.1,
does technology advance our
3.2, 3.4
understandings of cell theory?
Skills outcomes:
What is the role of some Observe student
Initiating and
organelles? What is active and work and how
planning
passive transport? (Provide quiz effective they are
1, 4, 5
using simpler vocabulary for ELL at using their
Performing and
learners) time
recording
 Time to work on their performance
Elaborate 4, 5, 6
6 task Journaling as
Evaluate Analyzing and
 Teacher must ensure groups are on self-assessment
interpreting
task
1, 5, 6
 Students journal for 10 minutes. Quiz must be
Communication
What have you learned so far? handed back
and teamwork
What is the beginning idea of your with feedback
1, 2
project? (helps ELL). The journal will
serve as self-assessment and will Attitudes:
show the teacher and student how Mutual respect
their thinking has progressed over Scientific inquiry
time Collaboration
  Predict, observe, explain: ask
students to predict how they think
diffusion is impacted by particle
size. Show them the various rate of
diffusion using dialysis tubing. Place
water and phenolphthalein in one
Predict, observe,
tube, water and starch in the other
explain will show
tube. Place the phenolphthalein
if they
tube in a beaker with water and
understood how
NaOH, place the starch tube in a
particle size
beaker with water and iodine.
impacts diffusion Knowledge
Students will observe the rate of
outcome 2.3, 2.4,
diffusion and then explain their
Drawing activity 2.6
findings based on what they
serves as
Evaluate learned about transport in the
diagnostic Initiating and
Explain 7 previous class
assessment planning 3, 5
Elaborate  Students draw what they think an
open system is. Address any
Exit slip: 3 things Attitudes:
misconceptions that may arise
I learned. 2 Interest in science
 Discuss how the cell is an open
things I Found
system (exchanges energy and
interesting. 1
matter with the surroundings)
question I still
compare and contrast to closed and
have.
isolated systems that students
might know (ie. A pan would be a
closed system if it had a lid and was
being heated. An isolated system
would be a thermos as it prevents
most energy exchange and matter
exchange)
 Exit slips
 Students brainstorm as many
connections between cellular
processes and organism processes
in both plants and animals. Prompt
students to think about body
Knowledge
processes like eating food and what
outcome 2.4, 2.5,
happens or think about how plants
Engage 3.1
acquire their nutrients and excrete Collect their
Explain 8
waste. Ideas to be looking for: papers with their
Elaborate Initiating and
similarity between diffusion and brainstorms
planning 5
osmosis, and water transport in
plants, absorption of nutrients by
the body, excretion of waste by the
cell and by the organism.
 Discuss how organelles allow cells to
have specialized function, both
plants and animals. Look at cells like
 red blood cells that lost their nuclei
as an adaptation or digestive cells
containing digestive enzymes, etc.
 Discuss pre-lab required for next day

Knowledge
 Lab on how tonicity cause
outcome 1.2, 1.3,
differences in plasmolysis. Students
2.2, 2.3, 2.6
must consider how different
solutions will impact plasmolysis.
Performing and
They will consider how they will
recording 1, 2, 4,
control light and heat as these effect
5, 6
plasmolysis, but we want to
investigate tonicity. Students will Lab report
Explore Analyzing and
investigate how normal water, 5% formative
Evaluate 9 interpreting 1, 2,
and 10% salt solutions impact feedback with
Elaborate 3, 4, 6
plasmolysis in plant cells. summative mark
 Lab allows students to compare size
Communication
of cells under microscope and
and Teamwork
explore how the cell membrane
maintains equilibrium causing the
Attitudes:
cell to shrink and expand
Safety
 Collect lab reports or listen to verbal
Stewardship
explanation the next day (ELL)
Scientific Inquiry
 Look into how the cell membrane
can be applied to different contexts
 Think pair share (supports ELL and
diverse learners): What limits how
big an organism can get? Address
any misconceptions that arise.
Lab report (Allow
 Discuss cell size and shape with
students to
relation to SA:V. Show students how
present their
to calculate SA and V Knowledge
report orally)
 Students will practice calculating SA outcome 2.5, 2.6,
and V by comparing the SA:V ratio 2.8, 3.1
Evaluate 10 Think pair share:
of nerve cells and blood cells, then
Explain What limits how
plant root hair cells and cells on Communication
big an organism
leaves with chloroplasts and teamwork 1
can get?
 Students will explore how cell size
impacts the functions it can carry
Journaling as
out looking at different cell types
self-assessment
and researching them
 Collect lab report (ELL: allowing
them to present their findings orally
in private)
 Students journal for 5 minutes on
how they have progressed on their
 project and what they have learned
and where they have struggled
(helps ELL).

 Quiz on cells up until this point: How

does transport impact cell size?
What determines how big a cell can
get? How do organelles allow cells
to carry out specific tasks?
 Give students different multiple
blocks in 3-4 colors. Tell them that
one color is a special cell type. Ask
them to combine the blocks in a way
Quiz
that would make an organism. The
goal is for students to realize they
Block activity will
need to put all blocks of the same
tell teacher what
colour together and then put all 3-4
student already
big blocks together. This will require
knows about
abstract thinking and will let the Knowledge
cells forming
teacher know if the student already outcome 2.6, 2.7,
Explore 11 structures and
knows that specialized cells will 2.8, 3.1
Elaborate organisms
group together (Diverse learners:
Evaluate
once they learn that cells combine Attitudes:
Exit slip: 3 things
to form specialized multicellular Collaboration
I learned. 2
structures visual and kinesthetic
things I Found
learners may be able to better
interesting. 1
understand it in the context of the
question I still
blocks)
have.
 Introduce how cells combine to
form specialized structures like
tissue that then combine to form
whole organisms
 Investigate how microscopic
organisms can still be multicellular
as many students might not grasp
that multicellular does not mean it is
visible to the naked eye
 Exit slips
 Hook: Video (ELL, Diverse Learners)
Knowledge
 Overview of plants and tissue
outcome 2.5, 2.7,
 Introduce Indigenous use of plants
Collect their 3.1
Engage 12 and view on the land (Indigenous).
brainstorming
Explain Discuss the responsibility of humans
paper Attitudes:
to the environment
Mutual respect
 Introduce multicellular
Stewardship
specialization in plants eg. What
 allows plants to capture light? How
do they use carbon dioxide? What
allows certain plants to be
carnivorous, toxic, etc.?
 Brainstorm as a group as many
similarities and differences between
plants and animals at a cellular level
and multicellular level
 Look into how plants accommodate
for different environments. Looking
at specific conditions. Discuss how
the apical meristem allows
perennial plants to come back each Knowledge
year as an adaptation to cold outcome 2.4, 3.1,
weather. Discuss how cactus can 3.2
store water to survive drought, etc.
Elaborate
13  Discuss how it is ultimately the Observations Initiating and
Explore
cellular specialization of these plants planning 1
that allows them to withstand
different conditions Attitudes:
 Students research a region of the Scientific Inquiry
world and briefly present the next
day on the plant accommodations
found in that area. Provide guiding
questions for their research.
 Informal presentations on plant
accommodations
 Discussion on specialized structures
in the leaf. Discuss the various cell Knowledge
Informal
types and function like guard cells outcome 2.4, 3.1,
Explain presentations
controlling water loss and how this 3.2
Explore 14 providing
allows plants to endure drought,
Evaluate feedback on their
spongy tissue cells for gas exchange Performing and
presenting skills
and how they play a role in recording 5,6
photosynthesis, etc.
 Video on the leaf (ELL, Diverse
Learners)
STS and
Knowledge:
 Time to work on projects
2.5, 2.6, 2.7, 3.1,
 Teacher check-ins on the groups to
3.2, 3.4
ensure they are on task Observations
Evaluate Skills outcomes:
15  Students journal for 10 minutes on
Explore Initiating and
how they have progressed in their Journaling as
Elaborate planning
projects and what they have learned self-assessment
1, 4, 5
and where they have struggled
Performing and
(helps ELL)
recording
4, 5, 6
 Analyzing and
interpreting
1, 5, 6
Communication
and teamwork
1, 2

Attitudes:
Mutual respect
Scientific inquiry
Collaboration
 Start class by placing a carnation in
water with food coloring. Ask
students what they think will
happen. Most students should say
that the water will move up the
stem. Ask students why they think
this and discuss their answers. Tell
them to remember what the stem
Explain looks like now and then we will Observation of Knowledge
16
Elaborate revisit the carnation at the end of class response to outcome 2.1, 2.8,
Evaluate class to see how much of the water questions 3.1, 3.2, 3.3
has moved up. (Helps diverse
learners)
 Discuss transport in plants looking at
xylem and phloem. Discuss what it is
about vascular tissue that supports
moving water and nutrients
 Revisit the carnation to see how the
water has been moved
 Ask students where they think the
mass of their tree cookie has come
from.
 Discuss gas exchange in plants.
Ensure students know that the mass
of the plant comes from the carbon
Knowledge
dioxide stored as a result of
Observation of outcome 2.4, 3.1,
photosynthesis and gas exchange
Evaluate 17 and 18 response to 3.4
 Link back to the specialized
Explore if needed question
structures of the leaf
Explain Attitudes:
 Ensure students know that cellular
Peer review Collaboration
respiration and gas exchange is not
Mutual respect
the same as breathing in humans
 Reinforce the idea of diffusion at a
cellular level mapping to diffusion in
gas exchange at a systematic level
 Peer review of projects using the
rubric
  Video: time-lapse of plants following
the sun to show phototropism
 Discuss phototropism and
Explain gravitropism
18 Knowledge
Explore  Discuss the theories of
outcome 3.5, 3.6
Elaborate phototropism and gravitropism and
model it
 Any remaining time can be used for
their projects
STS and
Knowledge:
2.5, 2.6, 2.7, 3.1,
3.2, 3.4
Skills outcomes:
Initiating and
planning
1, 4, 5
 Class time to finalize and apply peer Performing and
review changes to project recording
 Students journal for 5 minutes how 4, 5, 6
Elaborate 19 Observations
they have improved their project or Analyzing and
how they have made progress (helps interpreting
ELL) 1, 5, 6
Communication
and teamwork
1, 2

Attitudes:
Mutual respect
Scientific inquiry
Collaboration
STS and
Knowledge:
2.5, 2.6, 2.7, 3.1,
3.2, 3.4
Skills outcomes:
 Final presentations
Initiating and
 Students will self-assess after they Summative
planning
present, as a group, using the same assessment of
1, 4, 5
rubric they created final
Evaluate 20 Performing and
 Students hand in their journals so presentations
recording
the teacher can see how they
4, 5, 6
progressed through the project and Self-assessment
Analyzing and
how their thinking has changed
interpreting
1, 5, 6
Communication
and teamwork
1, 2
 Attitudes:
Mutual respect
Scientific inquiry
Collaboration
Stage 4 – Reflection RATIONALE
Considerations Comments

Is there alignment I have chosen to develop my unit plan around Unit C of the Science 10 Program
between the first 3 of Studies (Alberta Ed, 2005). Considering that the Program of Studies has an emphasis
stages? on Nature of Science and STS, I focused my lessons on these ideas (Alberta Ed, 2005).
Teaching through the Nature of Science and STS helps students to think critically about
where knowledge has come from, how it has changed and how it is rooted in society
(McComas, 2004). The ways in which I have addressed these concepts is through having
a lesson at the start of the unit that will teach students what valid sources are and how
we find them. Within this lesson students would be exploring how science is inherently
subjective and rooted in society (McComas, 2004). This would then allow students to
develop key competencies of the unit such as being ethically engaged 21 st century
learners; meaning that they can think critically and solve problems through collaboration
and communication. Students will then further develop these competencies through a
unit-long summative assessment where they will keep in mind the principles of Nature
of Science.
Harlen (2010) articulated the importance of ensuring that teachers know the big
ideas they wish to communicate if they want their students to develop a deeper
understanding of the content they are learning and how it impacts their lives. I have
developed my unit around the big ideas and enduring understandings that I want
students to leave with. Ultimately, students must understand that the cell is the basis of
life, cellular processes map to multicellular functions, and it is because of the cell that
we see specialization and adaptations in multicellular organisms such as plants. I
ensured that all outcomes from the Program of Studies are reflected throughout my
lessons or in my assessments in a variety of ways. Most lessons incorporate an
instructional period with an activity. This helps to move away from the focus on
memorizing information so that students can begin to develop abstract thinking, a
component of critical thinking, that will aid in building fundamental connections (Black,
2003).
The unit is centered around a performance task that will act as a final summative
assessment. I started the design of the unit focusing on assessment as Black (2003)
mentioned that assessment will ultimately influence the context in which we teach.
Project-based and problem-based learning is on the rise in education, so I have created a
summative assessment that encapsulates these ideas while hitting most of the Program
of Studies outcomes (Trauth-Nare & Buck, 2011). My summative assessment requires
students to pursue guided inquiry into how climate change is impacting Alberta’s plant
life. This task allows students to plan investigations into how they wish to approach the
problem and begin to generate explanations, communicate their findings and propose
innovative and creative solutions to pertinent, real world issues which helps them to
solidify their understandings (Trauth-Nare & Buck, 2011). Students would continue to
develop their scientific literacy through the application of the ideas that stem from
Nature of Science, such as examining what valid sources are and how knowledge has
 come to be when doing their research. Learning to see the subjectivity and societal roots
of science, which are key points to the Nature of Science, also enables students to begin
to think critically and problem solve, which happen to be key competencies (McComas,
2004).
Formative assessment serves as the foundation of our lessons and drives student
learning forward, by providing educators with the ability to see where the student is at
and scaffold future lesson to ensure all students are building fundamental connections
(Friesen et al., 2015). As well, formative assessment helps students to judge their own
achievement while taking initiative in their learning (Harlen, 2010). For this reason, I
wanted to ensure that formative assessment was embedded throughout the unit. The
diagnostic assessments provided a way for the teacher to see the student’s current
understandings and scaffold future lessons to the learner levels. I have chosen to include
additional formative assessments focused around observations, quizzes, self and peer
evaluation, and informal presentations. The quizzes are intended to be used by the
student as a measurement of how well they are understanding the unit. Self and peer
assessments teaches students to be critical of their own work and helps them
communicate critique to others (Black, 2003). I have also included a lab that will help
students solidify their understanding of how cells are specialized and respond to changes
in the environment. There would need to be relevant discussion prior to letting students
work, where they inquire into what they are measuring, what they are controlling and
how they will obtain and analyze their results. This ensures that students understand the
goal of the lab and realize that there is an underlying importance to help students build
additional understandings and scientific literacy (Shaha, 2013). Lastly, I have
incorporated multiple informal presentations to be done throughout the unit. These
small presentations allow students to develop their understandings of certain topics
through guided inquiry as they are provided with guiding questions that they will
explore. Additionally, this enables students to get feedback on how they present and
gives them more confidence for their final summative presentation.
I structured my activities and assessments around means of differentiation that
would ensure all students have a way to engage with and learn the content. I used
techniques like discussions, models, and videos that would provide multiple modes of
representation to appeal to most diverse learners, like the general population, and
specific learner groups like ELL students and Indigenous students.
How has learner Diverse learners: To differentiate for diverse learners is to provide multiple means of
differentiation been engagement, expression, representation and action (Meyer, Rose, & Gordon, 2014). By
addressed? leaving the performance task open-ended in terms of how it is presented I ensure that
Modification, all students have a means to showcase their understandings in a way that best suits the
Accommodations? individual learners. Allowing multiple means of engagement and entry with the content
through videos and activities ensures that students with learning disabilities or students
on the spectrum have means to be engaged and stimulated (Meyer, Rose, & Gordon,
2014). The idea of having activities within each lesson becomes pertinent as we want to
move away from memorization and help students build fundamental connections (Black,
2003). Activities also become important for students with ADHD and sensory issues as
they require multiple breaks to re-focus so they are not over stimulated (Council for
Inclusive Education, 2017). Therefore, I have carefully included some form of activity
within each lesson so that students with ADHD and sensory issues are given appropriate
breaks in instructional time. It is also important to mention that during activities the
teacher would be available to help students with cognitive disabilities to build additional
connections, or simply be present to encourage them to stay on task. In addition,
 providing demonstrations such as my carnation activity will help visual learners
recognize that water travels up the stem of plants and from here they can build better
connections in their understanding that it is the tissue of the plants and the cells that
help move this water.
ELL: I differentiated for Level 3 and 4 ELL students based on proficiency benchmarks
from Alberta Education (2011). Rosessingh (2016) mentioned that many ELL students
struggle in school because the academic language is difficult to grasp. With this in mind, I
ensure ELL students have the option of printed notes and modified quizzes with simpler
vocabulary that helps ELL students to develop their language skills and ensure that it is
not the language barrier that prohibits them from developing a deeper understanding of
the content they are learning. Additionally, allowing ELL students to do research in their
home language and supplementing lectures with videos will provide them multiple ways
to engage with the content that goes beyond the language barrier. Many ELL students
will further develop their language skills through discussion with peers, which helps
them gain a better understanding of the content (Rosessingh, 2016). Therefore,
providing ample chance for group discussion becomes one of the most valuable tools in
ensuring ELL success in sciences. However, I would ensure that the groups are created
beforehand so that ELL students are paired with high achieving and friendly students
who will encourage their participation in discussion. Lastly, allowing the opportunity for
students to journal particularly helps ELL students to further develop their written
language skills and reflect on what they have learned and how they have progressed.
Indigenous: If part of our goal within teaching through Nature of Science and STS is to
develop learners who see the subjectivity in science and to see knowledge as obsolete,
then it makes sense to incorporate Indigenous views into our pedagogy (McComas,
2004). Incorporating indigenous ways of knowing such as teaching that knowledge is
cyclical and subjective helps Indigenous students to feel as though their culture is
noticed and appreciated. By incorporating Indigenous viewpoints and culture, we begin
to develop an anti-racist education that will help support Indigenous students (St. Denis,
2007). Therefore, ensuring that students know that group discussions throughout the
unit are based on the idea of witnessing and then directly linking Indigenous ways of
knowing to Nature of Science reinforces the presence of Indigenous perspective
throughout the curriculum. This not only helps Indigenous students better connect with
the content, but it allows all students to develop an appreciation for the relevance of
Indigenous ideology within the science curriculum (St. Denis, 2007).
How does the unit My unit plan is interdisciplinary in that it ties in the ability to write and present which is
design include a part of ELA, brings up important political issue of sustainability which relates to social
plan for cultural studies and how these issues relate to sciences. My unit plan is culturally responsive as I
responsiveness? incorporate Indigenous ways of knowing throughout the unit. I encourage students to
(e.g., variety of look at class discussion through the Indigenous lens of witnessing over the course of the
teaching unit. This serves to reinforce an anti-racist education and helps my teaching to become
experiences that more culturally responsive as I, myself, am bearing witness to Indigenous culture and
includes: FNMI, incorporating it into my pedagogy. In addition, I further address cultural responsiveness
multicultural, and through incorporating different perspectives and including sources from scientists of
interdisciplinary different cultures and women of science. This helps to break down the current standard
activities). and misconception that all science is done by Western males. In doing so, I am providing
my students with the authority to pursue science even if they do not fit the cookie cutter
idea of what people believe a scientist is.
So Sources consulted Alberta Assessment Consortium. (n.d.). Retrieved from https://aac.ab.ca/assessment-
(APA format) material/csi-creating-sustainable-images-unit-c/

Alberta Education. (2016). Competency Indicators [PDF]. Retrieved from

https://education.alberta.ca/media/3272998/competency-indicators-
september-30-2016.pdf

Alberta Education. (2011). Alberta K–12 ESL Proficiency Benchmarks With Examples
Grades 10–12 [PDF]. Retrieved from
https://www.learnalberta.ca/content/eslapb/documents/ESL%20Benchmarks%20
Grades%2010-12.pdf

Alberta Education. (2005). Science 10 [Program of Studies]. Retrieved from

https://education.alberta.ca/media/3069384/pos_science_10.pdf

Black, P. (2003). The importance of everyday assessment. In J. M. Atkin & J. E. Coffey

(2003). Everyday Assessment in the Science Classroom. Retrieved from
https://ebookcentral-
proquestcom.ezproxy.lib.ucalgary.ca/lib/ucalgaryebooks/detail.action?docID=35
5237

Council for Inclusive Education. (2017). BOATS: Behavior, observation, assessment,

teaching, strategies (3rd ed.). Edmonton, Alberta: The Alberta Teachers’
Association. Retrieved from http://marker.to/Vyiuch

Friesen, S., Saar, C., Park, A., Marcotte, C., Hampshire, T., Martin, B., Brown, B., &
Martin, J. (2015). Focus on Inquiry. [eBook] Retrieved from
http://inquiry.galileo.org/

Harlen, W. (2010). The big ideas of science. Retrieved from

https://www.ase.org.uk/bigideas

McComas, W. F. (2004). Keys to teaching the nature of science. Science Teacher, 71(9),
24-27. Retrieved from
https://www.nsta.org/publications/news/story.aspx?id=49929

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and
practice. Wakefield, MA: CAST. Retrieved from https://ebookcentral-proquest-
com.ezproxy.lib.ucalgary.ca/lib/ucalgaryebooks/detail.action?docID=4603679

Roessingh, H. (2016). Academic language in K - 12: What is it, how is it learned, and how
can we measure it? BC TEAL Journal, 1(1), 67 - 81. Retrieved from
https://doaj.org/article/bfe2e8f8179d4e97bc345f8dcb0957bc

Shaha, A., (2013). Are school science practicals a complete waste of time? The Guardian.
Retrieved from http://www.theguardian.com/science/blog

St. Denis, V. (2007). Aboriginal education and anti-racist education: Building alliances
across cultural and racial identity. Canadian Journal of Education, 30(4), 1068-
 1092. Retrieved from
http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx
?direct=true&db=ehh&AN=31539262&site=ehost-live

Trauth-Nare, A., & Buck, G. (2011). Assessment for learning. The Science Teacher, 78(1),
34-39. Retrieved from https://bit.ly/2ZukloI

Adapted by Jeff Turner (2016) From:

Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for

Supervision and Curriculum Development, Alexander,Virgina.

The BSCS 5E Instructional Model: Origins and Effectiveness (selected sections: p. 1-2; 4-
13; 29-30) http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-
Full_Report.pdf
Performance task

With a changing climate, forest managers are expecting to see higher mortality
rates among plant life in Alberta. There are projected increases in drought, fire,
windstorms, insect infestations and disease outbreaks. You, as ecologists on the forest
management team, are tasked with finding out how susceptible a certain plant of your
choosing will be to the aforementioned changes in condition based on it’s current
adaptations.
In groups of 2-3 you must describe what adaptations your plant currently has,
looking at both the cellular and multi-cellular level. From here, you are expected to
share how these adaptations make it more or less susceptible to each of the projected
changes in conditions. Ultimately, you want to conclude as to whether or not your
chosen plant will survive in the face of climate change. Lastly, you must come up with
possible solutions as to how to increase your plants chances of survival in a changing
climate. These solutions can come from genetically altering your plant or possible ways
to reduce the effects of climate change on your plant. You will be presenting your
findings to the rest of the forest management team (your classmates) in a format of
your choice (ie. Powerpoint presentation, TEDTalk, poster presentation, etc.).
Learning outcomes for Unit C Science 10 performance task:
STS and Knowledge:
2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4
Skills outcomes:
Initiating and planning
1, 4, 5
Performing and recording
4, 5, 6
Analyzing and interpreting
1, 5, 6
Communication and teamwork
1, 2

GRASPS
G- The goal of the performance task is for students to understand that cellular
specialization allows for multicellular adaptations that help plants accommodate to their
environment and possible changes in their environment.
R- The role of the students is to perform research on a plant’s susceptibility to climate
change as though they were a scientist on Alberta’s Forest Management Team.
A- The students will be presenting to their classmates who will serve as the audience as
though they were the rest of the board on the Forest Management Team.
S- The context of the challenge is that climate change is making it harder for plants to
survive and we want to know what allows plants to thrive in current conditions and how
these adaptations may help them or disadvantage them when the climate changes.
P- Students will develop a presentation in a format of their choice that will share their
findings.
S- Students will be assessed on their ability to use properly sourced information, their
description of cellular and multicellular adaptations and how the two are inevitably
linked, their ability to infer their plants susceptibility to climate change based on the
aforementioned adaptations, the creativity and innovativeness of their proposed
solution to helping their plant deal with climate change, their presentation skills, and
their ability to work collaboratively.
 Level Excellent Proficient Adequate Limited
Criteria
Research ability Uses multiple valid Uses multiple (3 or Uses minimal (less Does not use any
and pertinent more) valid sources than 3) but valid valid sources to
sources to support to support their sources to support support their
their findings findings their findings findings
Description of Accurately and Accurately Describes cellular Fails to describe
cellular and effectively describes cellular and multicellular cellular or
multicellular describes in detail and multicellular adaptations at a multicellular
adaptations cellular and adaptations superficial level adaptations
multicellular
Ability to show the adaptations Accurately outlines Outlines basic Outlines inaccurate
connections connections connections or irrelevant
between cellular Effectively and between cell between cell connections
specialization and accurately outlines specialization and specialization and between cell
multicellular connections multicellular multicellular specialization and
adaptations between cell adaptations that adaptations but are multicellular
specialization and are relevant to not all relevant to adaptations
multicellular dealing with dealing with
adaptations that climate change climate change
are relevant to
dealing with
climate change
Connection of Effectively and Clearly and Shows basic Vaguely connects
adaptations to comprehensively correctly describes connections plant adaptations
susceptibility to describes how how plant between plant to susceptibility to
climate change plant adaptations adaptations impact adaptations and climate change
impact susceptibility to susceptibility to
susceptibility to climate change climate change
climate change
Solutions to help Provides insightful, Provides relevant Provides general Provides no, or
plant growth in the innovative and thoughtful solutions to aid impossible
face of climate solutions to aid solutions to aid plant growth solutions to aid
change plant growth plant growth despite climate plant growth
despite climate despite climate change despite climate
change change change
Presentation skills Creates an Creates an Creates a basic Creates a
engaging interesting presentation that superficial
presentation that presentation that lacks the use of presentation that
accurately uses consistently uses scientific does not use
scientific scientific vocabulary. The scientific
vocabulary. The vocabulary. The mode of vocabulary. The
mode of mode of presentation limits mode of
presentation is presentation how the presentation
chosen to enhance supports the information is disconnects from
the information information as delivered. It is how the
 that is delivered. It delivered. It is organized but there information is
organized and free organized and are multiple delivered. There
of grammatical and mostly free of grammatical and are multiple
spelling errors. grammatical and spelling errors. grammatical and
spelling errors. spelling errors.
Ability to work Actively Participates in Participates in Passively
collaboratively participates in group activities and group activities but participates in
group activities and helps others in does not group activities and
encourages others completing the encourage others limits other group
to complete the tasks to complete the members from
task to the best of tasks completing the
their ability tasks