UnitPlanTemplate4thyearCourses

U of A/RDC Middle Years Program

UnitTitle:
WetlandEcosystems

Part1Logistics
InstructionalDesigners:
SavannahAymont,AlyssaGoheen,
CarlaGraham,andHeatherLightbown
Grade:5

SubjectArea:Science

CurriculumStrand(s):ScienceInquiry
Duration:8weeks

Rationale:Howdoesthisunitfitintothesubjectcurriculum?Whyhaveyougroupedthechosensetofoutcomestogether?Howistheunitplan
contentdevelopmentallyresponsive,takingintoaccounttheinterests,abilitiesanddiversitiesofstudents?Atwhattimeofyearwouldyouoffer
thisunitandwhy?

Inaccordancewiththeotherfourtopicstobecoveredingradefivescience,wehavechosentodedicatethefinaleightweeksofthe
schoolyeartotheWetlandEcosystemsunit(beginningattheendofApril)asthisgivesteacherstheopportunitytotakeadvantageof
theirlocalenvironmentsandincorporatemoreexperientiallearningstrategiesbytakingstudentsoutsidetoexperienceandexplorethe
wetlandecosystemsfirsthand.ThefinalGRASPSperformancetaskwilltakethestudentsapproximatelyoneweektocomplete,so
educatorsshouldensurethatthemajorityoftheoutcomeshavebeenaddressedbeforethispoint.Eachlessonoftheunitisstrategically
plannedandsequencedaccordingtotheorderinwhichtheoutcomesappearintheprogramofstudies,aseachoutcomebuildsonthe
previousknowledgeoutcomes,allowingstudentstoconstructtheirknowledgeandunderstandingofeachconceptinalogical,sequential
mannerthatfacilitatessmoothtransitioningfromoneconcepttothenextthroughouttheunit.Bystudyingwetlandecosystems,students
awarenessoftheenvironmentaroundthemwillbefurtherdevelopedastheycometounderstandthenumerousanddiverseelements
thatcontributetowetlandecosystems,andhowallpartsareessentialfortheirproperfunctioning.Inconsiderationoftheageleveland
interestsofgradefivestudents,wehavecarefullyconstructedadevelopmentallyresponsiveunitplanbyensuringthattheproposed
activitiesandassignmentsarechallenging,exploratory,integrativeandrelevanttothestudents.Furthermore,wehavedesignedand
incorporatedactivitiesandtasksthatcanbeadaptedtomanydifferentlevelsandabilitiesthatexistwithinaninclusiveclassroom.Over
thecourseoftheunit,studentsareprovidedopportunitiestoworkbothcollaborativelyandindividuallytofurtherenhanceandextend
theirunderstandingofwetlandecosystems.Throughourfinalassessment,studentswillhavetheopportunitytoapplytheiracquired
learningregardingwetlandecosystemsastheytakeontheroleofenvironmentaleconomists,creatinganauthentic,realworld
applicationforthestudentstodemonstratetheirlearning.
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Priorknowledge:Whatpriorknowledgeandskillsdostudentsneedtoknowinordertobesuccessfulinthisunit?(ieWhathavethey
learnedinpreviousyears?)Wherearetheyheaded?(ieWhatdoesnextyearscurriculumsay?)Whatexperiencesdothestudentsbringtothe
unit?Howwillyouinvolvethestudentsinthepreplanningoftheunitanddeterminewhattheyalreadyknow?

Ingradefour,studentsstudythestructureandgrowthofplants,howtorecognizeanddescribedifferentformsofleaves,stems,rootsand
flowers,andhowtocarefordifferenttypesofplants.Inaddition,studentshavelearnedaboutwasteintheirworldandhowthataffects
theenvironmentaroundthem.Studentsshouldunderstandthatsomewasteisbiodegradable,thatsomeisreusable,andthatothersare
toxic.Whilemanyoftheskillsacquiredingradefouraretaughtwithahighlevelofguidancefromtheteacher,gradefivestudentsare
expectedtofurtherdevelopandimprovetheseskillswithmoreindependenceandcompetence.Theknowledge,skillsandattitudesthat
studentshaveobtainedingradefourwillcontributetoabetterunderstandingoftheinteractionsinanecosystem,whichisoneofthe
primaryoutcomesaddressedinthegradefivewetlandscurriculum.Beforedeliveringthelessonsdesignedforthisunit,theteacher
wouldberesponsibleforassessingstudentspreviousknowledgeandconceptionsregardingwetlandsandecosystems,aswellasclosely
related/relevantconcepts.Thisassessmentcouldbecollectedthroughclassdiscussions,pretests,games,onlinequizzes(Kahoots,etc.),
KWLcharts,orgoogleforms.Ingradesix,studentswilltransfertheirknowledgeoftheconceptslearnedthroughwetlandecosystemsto
tothetreesandforestsunit,whichdiscussestheecosystemofaforest.Theirknowledgeofecosystems,anditscomponents,willhelp
studentsinunderstandingthisunitinparticular.Caringfortheenvironment,developingasenseofpersonalandsharedresponsibility,
curiosity,andflexibilityareallattitudesthatcarryforwardfromgradefivetogradesix.

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U of A/RDC Middle Years Program

Part2DesiredResults
LearningOutcomes:
(Statethespecificlearneroutcomesfromthecurriculumdocument)

GeneralLearnerExpectations
Studentswill:
510Describethelivingandnonlivingcomponentsofawetlandecosystemandtheinteractionswithinandamongthem.

SpecificLearnerExpectations
Studentswill:

510.1Recognizeanddescribeoneormoreexamplesofwetlandecosystemsfoundinthelocalareae.g.,pond,slough,marsh,bog,fen.

510.2Understandthatawetlandecosysteminvolvesinteractionsbetweenlivingandnonlivingthings,bothinandaroundthewater.

510.3Identifysomeplantsandanimalsfoundatawetlandsite,bothinandaroundthewateranddescribethelifecyclesoftheseplantsand
animals.

510.4Identifyanddescribeadaptationsthatmakecertainplantsandanimalssuitedforlifeinawetland.

510.5Understandandappreciatethatallanimalsandplants,notjustthelargeones,haveanimportantroleinawetlandcommunity.

510.6Identifytherolesofdifferentorganismsinthefoodwebofapond:producersgreenplantsthatmaketheirownfood,usingsunlight
consumersanimalsthateatlivingplantsand/oranimalsdecomposersorganisms,suchasmolds,fungi,insectsandworms,thatreuseand
recyclematerialsthatwereformerlyliving.

510.7Drawdiagramsoffoodchainsandfoodwebs,andinterpretsuchdiagrams.

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510.8Recognizethatsomeaquaticanimalsuseoxygenfromairandothersfromwater,andidentifyexamplesandadaptationsofeach.

510.9Identifyhumanactionsthatcanthreatentheabundanceorsurvivaloflivingthingsinwetlandecosystemse.g.,addingpollutants,
changingtheflowofwater,trappingorhuntingpondwildlife.

510.10Identifyindividualandgroupactionsthatcanbetakentopreserveandenhancewetlandhabitats.

510.11Recognizethatchangesinpartofanenvironmenthaveeffectsonthewholeenvironment

EnduringUnderstandings:
EssentialQuestions:UnitPlanTopics
Whatarethebigideasthatyouwantstudentstounderstandandbe

abletouseseveralyearsfromnow?
Whatprovocativequestionswillfosterinquiry,understandingofthe

unitcontentandtransferoflearning?
1.Studentswillbeabletousetheknowledgegainedtorecognizeand
Whatknowledgecanweusetoenhanceandpreservewetland
describeoneormoreexamplesofwetlandecosystemse.g.,pond,
ecosystems?
slough,marsh,bog,fen.

1.Howcanchangeinonepartofanecosystemaffectchangeinother
2.Studentswillbeabletounderstandtheinteractionsbetweenliving partsoftheecosystem?
andnonlivingthingsthatoccurbothinanaroundthewaterinvarious
wetlands.
2.Howdoesmatterandenergylinkorganismstoeachotherandtheir
environment?WhyissunlightessentialtolifeonEarth?

3.Studentswillbeabletoidentifysomeplantsandanimalsfoundata
3.Howdohumanshaveanimpactonthediversityandstabilityof
wetlandsite,bothinandaroundthewater.
ecosystems?

4.Studentswillbeabletodescribethelifecyclesoftheseplantsand 4.Howismatterandenergytransferred/transformedinlivingsystems?
animals.

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U of A/RDC Middle Years Program

5.Studentswillbeabletoidentifyanddescribeadaptationsthatmake
certainplantsandanimalssuitedforlifeinawetland.

6.Studentswillbeabletounderstandandappreciatethatallanimals
andplantsplayanimportantroleinthewetlandcommunity.

7.Studentswillbeabletoidentifytherolesofdifferentorganismsin
thefoodwebofapond:
producersgreenplantsthatmaketheirownfood,usingsunlight
consumersanimalsthateatlivingplantsand/oranimals
decomposersorganisms,suchasmolds,fungi,insectsandworms,
thatreuseandrecyclematerialsthatwereformerlyliving.

8.Studentswillbeabletousediagramsoffoodwebsandfoodchains
tointerprettheimportanceofconnectionintheecosystem.

9.Studentswillbeabletorecognizethatsomeaquaticanimalsuse
oxygenfromairandothersfromwater.

10.Studentswillbeabletoidentifyexamplesandadaptationsof
aquaticanimalsthatuseoxygenfromairandwater.

11.Studentswillbeabletoidentifyhumanactionsthatcanthreaten
theabundanceorsurvivaloflivingthingsinwetlandecosystemse.g.,
addingpollutants,changingtheflowofwater,trappingorhunting
pondwildlife.

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12.Studentswillbeabletoidentifyboththeindividualandgroup
actionsthatcanbetakentopreserveandenhancewetlandhabitats.

13.Studentswillunderstandthatorganismsandtheirenvironments
areinterconnected.

14.Studentswillunderstandthatchangesinonepartofthesystem
willaffectotherpartsofsystem.

15.Studentswillunderstandthatmatterneededtosustainlifeis
continuallyrecycledamongandbetweenorganismsandthe
environment.

16.Studentswillunderstandthathumanscanalterthelivingand
nonlivingfactorswithinanecosystem,therebycreatingchangesto
theoverallsystem.

17.Studentswillunderstandthatthelifeprocessesoforganismsare
affectedbytheirinteractionswitheachotherandtheirenvironment
andmaybealteredbyhumanmanipulation.

18.Studentswillunderstandthatscientificinquiryinvolvesasking
scientificallyorientedquestions,collectingevidence,forming
explanations,connectingexplanationstoscientificknowledgeand
theory,andcommunicatingandjustifyingtheexplanation.

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Knowledge:
Whatknowledgewillstudentsacquireasaresultofthisunit?
Think:Nouns!Ex:Vocabulary,definitions,facts,formulas,critical
details,importanteventsorpeople,sequenceandtimelines,etc.

Studentswillknow:
Vocabulary:
ponds
marsh
bogs
fens
swamps
nonliving
living
producers
consumers
decomposers
lifecycles
adaptations
wetland
ecosystem
environment
habitats
preservation
foodchains
foodwebs
interactions
pollutants
swamp
slough

Skills:
Whatshouldstudentsbeabletodo?Whatbehaviorswillthey
exhibit?
Think:Verbs!Ex:Thinkingskills(compare,infer,analyze,interpret),
communicationskills(listening,speaking,writing),studyskills(note
taking),interpersonal,groupskills,research,inquiry,investigation
skills,etc.
Studentswillbeableto
identifyoneormorewaysoffindinganswerstogivenquestions.
stateaninference,basedonresults.Theinferencewillidentifya
causeandeffectrelationshipthatissupportedbyobservations
identifypossibleapplicationsofwhatwaslearned.
evaluateadesignorproduct,basedonagivensetofquestionsor
criteria.
workindividuallyorcooperativelyinplanningandcarryingout
procedures.
plan,withguidance,andcarryoutproceduresthatcomprisea
fairtest.
identifyproblemstobesolvedandthepurpose(s)ofthe
problemsolvingactivity:Whatproblem(s)arewetryingto
solve?Whatconditionsmustbemet?Whatcontrolsare
required?Howwillweknowthatwehavedonewhatwesetout
todo?
identifysourcesofinformationandideasandaccessinformation
andideasfromthosesources.Sourcesmayincludelibrary,
classroom,communityandcomputerbasedresources
conductsimpleexperiments
collect,record,analyzedatausingsimpletools
knowhowtocareforandmaintainlivingorganisms

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U of A/RDC Middle Years Program

abiotic
biotic
competition

Attitudes:
appreciationofthebenefitsgainedfromsharedeffortand

cooperation.
Knowledge:
respectforlivingthingsandenvironments,andcommitmentfor
knowtheeffectsofpollutantsontheenvironment
theircare.
knowthatinteractionswithinandamonglivingsystemscauses
inventivenessandopenmindedness
changesinmatterandenergy
awillingnesstoworkwithothersinsharedactivitiesandin
knowthatorganismsarelinkedtoeachotherandtotheir
sharingofexperiences.
environmentsinawebofrelationships
perseveranceinthesearchforunderstandingsandforsolutions
knowthatanecosystemisacommunityoforganismsthat
toproblems.
interactwitheachotherandtheenvironment.

criticalmindednessinexaminingevidenceanddetermining
knowthathumanscanaffectecosystemsinmanyways
whattheevidencemeans.

confidenceinpersonalabilitytolearnanddevelop
problemsolvingskills
curiosity
Asenseofpersonalandsharedresponsibilityforactionstaken

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UnitPlanTemplate4thyearCourses
U of A/RDC Middle Years Program

Part3AssessmentEvidence
PerformanceTask:
Whatauthentic,relevanttaskwillallowstudentstoshowwhatthey`velearnedduringtheunit?Inthespacebelow,describethescenarioor
situation(inparagraphform)thatwillrequirestudentstoapplytheirknowledgeandskillstodemonstratetheirlearninginareallifesituation.
IncludeallelementsofGRASPS,includingsuccesscriteria(basedonlearneroutcomes).Attachyourperformancetaskrubric(criteria)toyour
unitplan.

Overthepasteightweeks,gradefivestudentshavelearnedaboutwetlandecosystems,thelivingandnonlivingcomponentsthatdwell
there,andtheinteractionswithinandamongthemthatcontributetothefunctioningofbothwetlandsandtheassociatedenvironments.
Fortheirculminatingproject,studentswilltakeontheroleofanenvironmentaleconomist,studyingtheenvironmentandallthelittle
thingsthatimpactit,andusingthatinformationtoadviselocalcityplannersandhomebuildersontheeffectsoftheirdevelopments.
Studentswillevaluatethepotentialconsequencesofaresidentialdevelopmentprojectthatisbeingproposedoverawetlandareaonthe
eastsideofRedDeer,anddeterminetheenvironmentalimpactofthatprojectandhowitaffectsthebiodiversityofthatarea.Inpairs,
studentswillcreateapresentationtosharewiththeircommunity(theirclassmates)andarepresentativeofthehomebuildersassociation
(theteacher),outliningthepotentialconsequences,environmentalimpactandtheeffectofbiodiversitythatisassociatedwiththe
proposeddevelopment.Eachpresentationmustinclude:anoverviewoftheareathatisbeingaffected,includinginformationaboutthe
variousinteractionsbetweenlivingandnonlivingthingsandtheirrespectiverolesintheaffectedcommunitysomeinformationonwhy
wetlandsaresoimportantanexplanationofhowhumanactionscanendangerthewetlandcommunity(includingspecificexamples)
theirestimatesofhowtheenvironmentandbiodiversityoftheareawillbeaffectedbythedevelopment,andactionsthatcanbetakento
protecttheareaaswellasalistofreferencesused.Throughthistask,studentswillapplytheirknowledgeandunderstandingofwetland
ecosystemstoassesstheimpactofchangestotheenvironmentassociatedwithhumanactivitybyidentifyingthespecificconsequencesof
thesehumanactionsthataffecttheabundanceandsurvivaloflivingthingsinwetlandecosystems.Thistaskwilldemonstratetheways
thatstudentsshowrespectforlivingthingsandenvironments,commitmentfortheircare,andasenseofpersonalandshared
responsibilityforactionstaken.

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GGoal
Whatshouldstudentsaccomplishbycompletingthistask?

Throughthistask,studentswillapplytheirknowledgeandunderstandingofwetlandecosystemstoassesstheimpactofchangestothe
environmentassociatedwithhumanactivitybyidentifyingthespecificconsequencesofthesehumanactionsthataffecttheabundance
andsurvivaloflivingthingsinwetlandecosystems.Thistaskwilldemonstratethewaysthatstudentsshowrespectforlivingthingsand
environments,commitmentfortheircare,andasenseofpersonalandsharedresponsibilityforactionstaken.

RRole
Whatrole(perspective)willstudentsbetaking?

Studentswilltakeontheroleofenvironmentaleconomists,studyingtheenvironmentandallthelittlethingsthatimpactit,andusingthat
informationtoadviselocalcityplannersandhomebuildersontheeffectsoftheirdevelopments.Studentswillevaluatethepotential
consequencesofaresidentialdevelopmentproject,anddeterminetheenvironmentalimpactofthatprojectandhowitaffectsthe
biodiversityofthatarea.

AAudience
Whoistherelevantaudience?

Studentswillpresenttheircompletedperformancetasktotheircommunity(theirclassmates),andarepresentativefromthehome
buildersassociation(theteacher).

SSituation
Thecontextorchallengeprovidedtothestudent

Thegeneraloutcometobeexploredoverthecourseoftheunitwastheabilitytodescribethelivingandnonlivingcomponentsofa
wetlandecosystemandtheinteractionswithinandamongthem.Throughthevariouslessons,activities,andfieldexperiences
incorporatedinthisunit,studentshaveacquiredthenecessaryknowledge,skillsandattitudesrequiredtodemonstratetheirunderstanding
ofthisoutcomeinafinalperformancetask.Attheendoftheunit,studentswillworkinpairsandapplytheirknowledgeofwetland
ecosystemstoaproblemwhichrequiresabackgroundunderstandingofwetlandsenvironments,theinteractionsamongstlivingand
nonlivingcomponentsofthoseenvironments,anunderstandingofhowhumansimpactwetlandcommunities,andanideaofactionsthat
canbetakentohelpprotectorenhancetheseareas.Demonstratingtheirunderstandingintheseareas,studentswilltakeontheroleof
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UnitPlanTemplate4thyearCourses
U of A/RDC Middle Years Program

environmentaleconomists,helpingassesstheproposalofanewhousingdevelopmentinRedDeerthatisbeingplannedoveranareaof
wetlandsontheeastsideofthecitytoshowcasetheirlearningovertheunit.

PerformanceTaskAssignment

PProduct,Performance
Whatwillthestudentcreate?

Inpairs,studentswillcreateagooglepresentation,outliningthepotentialconsequences,environmentalimpactandtheeffectof
biodiversitythatisassociatedwiththeproposalofaproject.

SSuccesscriteria
Whatdotheyneedtoinclude/do/show?

Studentswillcompleteandpresentaproperlyformattedpresentationbasedontheperceivedconsequencesandenvironmentalimpacts
theyhaveidentifiedasbeingassociatedwiththeproposeddevelopment.Thespecificrequirementsinclude:anoverviewoftheareathatis
beingaffected,includinginformationaboutthevariousinteractionsbetweenlivingandnonlivingthingsandtheirrespectiverolesinthe
affectedcommunitysomeinformationonwhywetlandsaresoimportantanexplanationofhowhumanactionscanendangerthe
wetlandcommunity,includingspecificexamplestheirestimatesofhowtheenvironmentandbiodiversityoftheareawillbeaffectedby
thedevelopment,andactionsthatcanbetakentoprotecttheareaaswellasalistofreferencesused.

PerformanceTaskRubric
OutcomeCorrelation
SelfAssessment
PeerAssessment

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UnitPlanTemplate4thyearCourses
U of A/RDC Middle Years Program

OtherEvidence:
Howwillyougatherevidenceoflearningthroughtheunit?Listyourformative,summativeandstudentselfassessmentideas.Thesemayinclude
worksamples,observations,quizzes,tests,journalsorothermeansforstudentstodemonstrateachievementofoutcomes.

FormativeAssessment:
MixnMatchVocabulary

Worksamples

Quizzes

Standup/sitdownquestioning

Graphicorganizers

Classdiscussion

Thumbsup/thumbsdown

Exitpasses

Think,pair,share

Poster

Fieldtripobservations

Experimentobservations

SummativeAssessment:
GRASPSPerformanceTask

UnitExam

SelfAssessment:
Reflections

Journals

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Part4LearningPlan
WhatteachingandlearningexperienceswillyouusetoachievethelearningoutcomesinPart2andpreparethemfortheassessmenttasksinPart
3?Whatwillthesequenceofinstructionbeforthisunit?
IntroductoryActivity
https://docs.google.com/a/ualberta.ca/document/d/1QWDzvp6gEfIYolB3pyXgftN9KtW1C1S75A8U3Q8ICpU/edit?usp=sharing
Introduction
(Includeanticipatoryset,sharingoflessonobjectives,etc.)

Timeline

AnticipatorySetKahoot
Toengagestudentsandifpossible,dressupasifyouweregoingtoa
wetland(hipwader,safarihat,rubberboats,etc).
HavestudentsplayaWetlandEcosystemsthemedgameofkahootto
beginthelesson
Encouragestudentstojusttrytheirbesteventhoughtheymaynot
knowsomeoftheanswerstothequestions(remindthemtheywillhave
asecondopportunitytotryagain!)
Havingstudentsplaythiskahootbeforegivingthemanynew
informationonwetlandswillrequirethemtodrawupontheirprevious
knowledgeandchallengethemtothinkactively
Activities
(Stepbystepwhatisgoingtohappenduringthelesson?)
VocabularyMixnMatch
Togooverwetlandvocabularytermsstudentswillparticipateinmixn
matchvocabularyusingflashcards
Eachstudentwillbegivenaflashcardwitheitherawordordefinition
onit
Studentswillmixaroundtheroomtogoandfindword/definitionmatch
up
Onceallstudentsfindtheirmatches,theywillsharewiththeclasstheir
word,definition,andeitheranexampleofitoritusedinasentence.
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10mins

25mins

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Afterallstudentshavereadtheirdefinitionstotheclassyoucanhave
studentsmixaroundagain
Thistimestudentsmixarounduntilyousaystop(oryoucanusemusic
andstopit)andthenhavethempairupwiththepersonclosesttothem
Thestudentwiththedefinitionreadsitandtheotherstudenthasto
guesstheword
Thestudentwiththewordsaysitandtheotherstudenthastosaythe
definitionofthatword
Youcandoafewroundsofthismix,pair,andshareuntilyoufeel
studentshavedevelopedagoodsenseofthevocabularyterms

Conclusion
(Howwillyourevisitthemainideasofthelesson,checkforunderstanding,
assesslearning,etc?

Torevisitthemainideasofthelessonyoucanhavestudentsreplaythe
samegameofKahoot
Thiswillcheckforunderstandingandassesshowmuchtheyhave
improvedfromlearningnewvocabularytermsaboutWetland
Ecosystems
Youcanalsorevisitthemainideasbyplayingasitdown/standup
versionofthesamequestionsfromtheinitialgameofKahoot

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Lesson# LearningOutcome
(Curriculum)

Activities
(Instruction)

#1

KahootGame
Havestudentsplaya
wetlandthemed
Kahootgameto
introducetheunitand
vocabularyinvolved.

#2

510.1.Recognizeanddescribeoneormore
examplesofwetlandecosystemsfoundinthe
localareae.g.,pond,slough,marsh,bog,fen.

510.2.Understandthatawetlandecosystem
involvesinteractionsbetweenlivingand
nonlivingthings,bothinandaroundthewater.

510.3.Identifysomeplantsandanimals
foundatawetlandsite,bothinandaroundthe
wateranddescribethelifecyclesofthese
plantsandanimals.

Skills:
Identifyoneormorewaysoffinding
answerstogivenquestions.
510.1.Recognizeanddescribeoneormore
examplesofwetlandecosystemsfoundinthe
localareae.g.,pond,slough,marsh,bog,fen.

Attitudes:

Appreciationofthebenefitsgained
fromsharedeffortandcooperation.

Assessment
(FOR/OF/AS
)

FOR

VocabularyGame:Mixn
FOR
Pair
Thestudentswill
eitherhavea
definitionoraword
fromthevocabulary
ofwetlands.Theywill
goaroundandfindthe

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Resources/Materials

Device(iPads,phones,
chromebooks,etc)
https://kahoot.it/
Soundsofthewetlands:
https://www.youtube.com/watc
h?v=MhtN4sFOJZw

FlashCards
http://environment.gov.ab.ca/in
fo/library/8205.pdf

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#3

#4

definitionorwordthat
matcheswiththeir
card.Onceallthe
studentshavematched
uptheywillsaytheir
definitionandthe
wordthatgoeswithit.
510.2.Understandthatawetlandecosystem FieldTripToalocal
FOR
wetland
involvesinteractionsbetweenlivingand
Havestudentstest
nonliving
pondPHlevels(how
things,bothinandaroundthewater.
dothePHlevelsofa

pondaffectthethe
510.3.Identifysomeplantsandanimals
organismsliving
foundatawetlandsite,bothinandaroundthe
there)
Scavengerhuntat
wateranddescribethelifecyclesofthese
wetlandfindinga
plantsandanimals.
varietyoflivingand

nonlivingthings,in
Skills:
andaroundthewater.
Stateaninference,basedonresults.
Theinferencewillidentifyacauseand
effectrelationshipthatissupportedby
observations

Attitudes:

respectforlivingthingsand
environments,andcommitmentfor
theircare.
510.3.Identifysomeplantsandanimals
YouTubeVideo
FOR
foundatawetlandsite,bothinandaroundthe

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YouTube

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#5

#6

wateranddescribethelifecyclesofthese
Showstudentsavideo
onavarietyofplants
plantsandanimals.
andanimalsfoundin

differentwetlands.
Skills:
Discusslifecyclesof
Identifypossibleapplicationsofwhat
theseplantsand
waslearned.
animalsasaclass.
510.4.Identifyanddescribeadaptationsthat Book:Whatdoyoudowitha FOR
makecertainplantsandanimalssuitedforlife Taillikethis?
Studentscreatetheir
inawetland.
ownanimalthathas

adaptationstosurvive
Skills:
inawetland.The
Evaluateadesignorproduct,basedon
studentsthenmust
agivensetofquestionsorcriteria.
explainthe
adaptations,andwhy

theywouldhelpthem
Attitudes:
tosurviveinthe
Inventivenessandopenmindedness
wetlandenvironment.
510.5.Understandandappreciatethatall
FoodChainGame
FOR
Havestudentscross
animalsandplants,notjustthelargeones,
armsandholdhands
haveanimportantroleinawetland
withanorganismthey
community.
wouldnaturallybe

connectedwithina
Attitudes:
foodchain,for
Awillingnesstoworkwithothersin
example.
sharedactivitiesandinsharingof
Systematicallyremove
experiences.
anorganismandtryto
reconnecttheempty

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.Alexandria,VA:ASCD.

https://www.youtube.com/watc
h?v=BeUPbGWg2KU

Book:Whatdoyoudowitha
Taillikethis?by:SteveJenkins
andRobinPage.
Ifnoaccesstobooktheycould
watchthisyoutubevideothat
readsthebookaloudto
students

UnitPlanTemplate4thyearCourses
U of A/RDC Middle Years Program

#7

#8

handswithanew
organism.Students
willrealizethatit
mightnotmake
sense...oristoo
difficulttoconnectto.
510.6.Identifytherolesofdifferent
Predator&Prey
FOR
Eachstudent
organismsinthefoodwebofapond:
randomlydrawsa
producersgreenplantsthatmaketheirown
differentorganismor
food,usingsunlight
animalfromtheir
consumersanimalsthateatlivingplants
ecosystem
and/oranimals
Eachanimalor
decomposersorganisms,suchasmolds,
organismisgivena
certainamountof
fungi,insectsandworms,thatreuseand
livesdependenton
recyclematerialsthatwereformerlyliving.
wheretheyareinthe

foodweb.
Attitudes
Certain
Perseveranceinthesearchfor
animals/organismscan
understandingsandforsolutionsto
eateachother.

Studentsrunaround
problems.
andtrytonotget
eaten.
510.7.Drawdiagramsoffoodchainsand
WebDiagramPoster
FOR,AS
Individuallyhave
foodwebs,andinterpretsuchdiagrams.
studentscreatefood

webdiagramposters
Skills:
Workindividuallyorcooperativelyin
planningandcarryingoutprocedures.

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.Alexandria,VA:ASCD.

Popsiclesticks
Differentanimal/organism
namesonsmallpiecesofpaper

UnitPlanTemplate4thyearCourses
U of A/RDC Middle Years Program

#9

#10

510.8.Recognizethatsomeaquaticanimals PondBingo
Studentswillhavea
useoxygenfromairandothersfromwater,
bingosheet,
andidentifyexamplesandadaptationsofeach.
containingpicturesof

avarietyofaquatic
Skills:
animals.
Identifyoneormorewaysoffinding
Givestudentsa
answerstogivenquestions
description/adaptation
ofhowdifferent
aquaticanimalsuse
oxygenfromairand
othersfromwater.
Havestudentscross
offontheirbingo
sheetwhichaquatic
animalappliestothe
statementyougive.
510.9.Identifyhumanactionsthatcan
DiscrepantEvent
PlantPurifier
threatentheabundanceorsurvivalofliving

thingsinwetlandecosystemse.g.,adding
WatershedAllianceModel
pollutants,changingtheflowofwater,
HaveJanessacomein
trappingorhuntingpondwildlife.
asaguestspeakerfor

ourclass,utilizingher
Skills:
watershedalliance
model.
Plan,withguidance,andcarryout

proceduresthatcompriseafairtest.
Workindividuallyorcooperativelyin
planningandcarryingoutprocedures.
Stateaninference,basedonresults.
Theinferencewillidentifyacauseand

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.Alexandria,VA:ASCD.

FOR

Pondbingosheets
http://www.britishecologicalso
ciety.org/wpcontent/uploads/E
ducationadaptationstoponds.
pdf

FOR

http://www.environment.gov.ab.ca
/edu/pubs/6278_Wetlands_Tea
cher_Guide.pdf
page45

DiscrepantEventPlantPurifier

UnitPlanTemplate4thyearCourses
U of A/RDC Middle Years Program

effectrelationshipthatissupportedby
observations.

#11

#12

Attitudes:
Criticalmindednessinexamining
evidenceanddeterminingwhatthe
evidencemeans.
510.10.Identifyindividualandgroupactions Storybook:
FOR
thatcanbetakentopreserveandenhance
Meadowlands:A
wetlandhabitats.
WetlandsSurvival
Story

Readthisstoryto
Skills:

studentsandthenhave
Identifyproblemstobesolvedandthe
aclassdiscussionon
purpose(s)oftheproblemsolving
actionsthatcanbe
activity:Whatproblem(s)arewe
takentopreserveand
tryingtosolve?Whatconditionsmust
enhancewetland
habitats.
bemet?Whatcontrolsarerequired?
Havestudentscome
Howwillweknowthatwehavedone
upwithone,realistic
whatwesetouttodo?
goaltheycandoto
Attitudes:
takeaction.
Confidenceinpersonalabilitytolearn
anddevelopproblemsolvingskills

510.11.Recognizethatchangesinpartofan WetlandWebsite
FOR
Studentswillvisitthe
environmenthaveeffectsonthewhole
followingwebsiteand
environment.
havethechanceto

explorewetlandsin
Skills:
whateverwaytheyd

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.Alexandria,VA:ASCD.

Book:Meadowlands:A
WetlandsSurvivalStory
http://www.amazon.com/Me
adowlandsAWetlandsSur
vivalStory/dp/0374349134

http://www.wonderville.ca/asse
t/rebuildingwetlands

UnitPlanTemplate4thyearCourses
U of A/RDC Middle Years Program

Identifysourcesofinformationand
ideasandaccessinformationand
ideasfromthosesources.Sourcesmay
includelibrary,classroom,community
andcomputerbasedresources.

#13

#14

like.Thereare5
sectionsthatwillgive
youheapsoffacts
aboutwetlands,as
wellasaboutthe
impactsoflanduseon
wetlandsandwetryto
rebuildthem.

Theclasswillhostapanelof
guestspeakers,invitedtotalk
abouttheirdifferent
perspectivesonhowhumans
impactthewetland
environments,andthe
specificactionstheytaketo
protectorenhancethese
ecosystems.

510.9.Identifyhumanactionsthatcan
threatentheabundanceorsurvivalofliving
thingsinwetlandecosystemse.g.,adding
pollutants,changingtheflowofwater,
trappingorhuntingpondwildlife.

510.10.Identifyindividualandgroupactions
thatcanbetakentopreserveandenhance
wetlandhabitats.

Attitudes:
Respectforlivingthingsand
environments,andcommitmentfor
theircare
510.2Understandthatawetlandecosystem
GRASPS
involvesinteractionsbetweenlivingand
nonlivingthings,bothinandaroundthewater.

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.Alexandria,VA:ASCD.

FOR

Ideasforguestspeakers
include:
landreclamationofficial
ducksunlimited
spokesperson
environmentaleconomist
parkwarden

OF

Studentswillwatchvideoto
introduceproject:
https://www.youtube.com/watc
h?v=Glgi7SePEZs

UnitPlanTemplate4thyearCourses
U of A/RDC Middle Years Program

510.5Understandandappreciatethatall
animalsandplants,notjustthelargeones,
haveanimportantroleinawetland
community.

510.9Identifyhumanactionsthatcan
threatentheabundanceorsurvivalofliving
thingsinwetlandecosystemse.g.,adding
pollutants,changingtheflowofwater,
trappingorhuntingpondwildlife.

510.10Identifyindividualandgroupactions
thatcanbetakentopreserveandenhance
wetlandhabitats.

510.11Recognizethatchangesinpartofan
environmenthaveeffectsonthewhole
environment.

Attitudes:
Asenseofpersonalandshared
responsibilityforactionstaken
Respectforlivingthingsand
environments,andcommitmentfor
theircare

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.Alexandria,VA:ASCD.

UnitPlanTemplate4thyearCourses
U of A/RDC Middle Years Program

Part5Reflection
Howdidyouaddressdiverselearnerneedsinyourunitdesign?Considerthefollowing:(differentiation,learningstyle,grouping,culture,FNMI
perspectives,multipleintelligencesandvarietyofinstructionalstrategiesandapproaches).

Doyoufeeltheunitobjectiveswouldbemetwithyourunitplan?
Duetothemannerinwhichwehaveapproachedanddesignedthelessonswithinthisunit,everyoutcomeoftheWetlandstopicis
guaranteedtobehitaseachindividuallessonisdirectlyrelatedtoaminimumofoneoutcomeasprescribedbytheAlberta
EducationProgramofStudies.Throughouttheunit,studentswilldemonstratetheirlearningandunderstandingoftheseoutcomes
throughmultipleformsofformative,summativeandselfassessmentmeasurestoensurethatoutcomesarenotonlymet,but
understoodbyeachstudent.Attheendoftheunit,studentswilldisplaytheiracquiredknowledgeandunderstandingoftheunit
objectivesthroughtwoformsofsummativeassessmentanauthenticperformancetaskandatraditionalunitexam.

Whatdoyouthinkwillbethehardestpartforabeginningteachertoimplementyourunitplanintheirclassroomandwhy?
Asabeginningteacher,themostchallengingobstacleinimplementingthisunitplanwouldlikelystemfromalackofexperiencein
teachingtheconceptscoveredwithinthewetlandsunit,makingitdifficulttoknowhowlongitshouldtaketocovereachconceptor
outcome.Withalackofexperience,itishardtoknowwhentomoveonandwhentospendmoretimeinensuringstudents
understandimportantconcepts.Inadditiontothisposingasachallengeincarryingoutthisparticularunit,thiscouldalsoaffectthe
wayotherunitsarecarriedoutovertherestoftheyear,whichmayfurtherimpactthetimeconstraintsexperiencedindeliveringthe
wetlandsunit(seeingasitisthelastunitoftheyearaccordingtoouryearplan).Someotherchallengesabeginningteachermight
experienceinimplementingthisunitinclude:
Alackofpriorknowledgeconcerningthecontentandconceptsoftheunit
Difficultyaccessingresourcessuchasguestspeakers,fieldtrips,etc.
Avarianceinstudentspreviousknowledge/skillsneededtocompleteactivities/assignments
ex.Havetheybeentaughthowtopresent/makeapresentation?Dotheyknowwhatanecosystemis?
Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.Alexandria,VA:ASCD.

UnitPlanTemplate4thyearCourses
U of A/RDC Middle Years Program

Couldanythingunexpectedhappentodisruptyourplans?
Duetothelengthoftimedesignatedtoteachingthewetlandsunit,thereareanumberofunexpectedobstaclesthatmaydisruptthe
unit/lessonplansdesignedforthe8weeksgiventocompletethisunit:
Unexpectedweatheraffectingfieldtrips/studies
Unexpectedeventslikefiredrills,assemblies,PDdays,etc.affectingactuallearningtimewithintheclassroom
Theunreliablenatureoftechnology,affectinglessonsandassignmentsthatrelyontechnology.
Studentstransferringinandoutoftheclassroominthemiddleoftheunit,affectinggroupwork,studentunderstandingof
concepts,etc.

Templatecreatedby:MiddleYearsInstructorTeamatRedDeerCollege(2013)
Adaptedfrom:McTighe,J.&Wiggins,G.(2004).UnderstandingbyDesign:ProfessionalDevelopmentWorkbook.Alexandria,VA:ASCD.