GRADE 7 SCIENCE: Understanding Life Systems 10 …drjohnvitale.weebly.com/uploads/4/9/9/9/4999835/unit_plan... · GRADE 7 SCIENCE: Understanding Life Systems 10 DAYS (1 lesson per

GRADE 7 SCIENCE: Understanding Life Systems10 DAYS (1 lesson per day)

SARAH COWAN, RACHEL NEVILLE, JACKIE STONE, KATIE WOROTNY, SARAH CORKERY, JEN ANGERMANN

Interacting with the Environment- Grade 7

INTERACTING WITH

THE ENVIRONMENT

UNIT OVERVIEW

Task Context

! This unit allows students to discover the many elements that make up an ecosystem as well as how our actions affect the environment. It is important to make students conscious of their surroundings and what factors make up the world around them and the repercussions of their activities. Students need to learn the proper terminology and how there are many different ways to express ones feelings. For example blogging, drawing, sculpting, dramatizing, painting, etc. It is essential that students develop their own unique voice, but also to learn ways to appropriately express our distinct voices. Students need to learn how as human beings we affect even the smallest of things. Students need to be taught about how the world works, not just centered around humans, but how even the smallest of ecosystems functions.

Unit Summary

The study of ecosystems is an introduction to the study of ecology and involves investigation of the complex interactions between all types of organisms and their environment. Students will learn that ecosystems consist of communities of plants and animals that are dependent on each other as well as the non-living parts of the environment. In investigating ecosystems, students will develop research and critical thinking skills while investigating the long-term effects of losing natural habitats, natural resources and biodiversity. Students will learn how sustainable management protects species and their habitats in Canada, and how individuals can contribute to these conservation efforts.

While using several differentiate learning techniques students will express their ideas and knowledge through worksheets, field trips, blogs, and question and answer time with a guest speaker, as well as a culminating activity. Having several little evaluations will enable each student to succeed in their own preferred learning way. With all the different tasks students will be given the opportunity to complete a variety of assignments. For example the “Letter of Concern” and the diorama students can express themselves through a variety of outlets during this unit. This unit will prove to be important in order to develop students knowledge about current environmental issues and their causes making them aware of the changes they can make in their own lives.

Overall Unit Expectations

By the end of this unit students should be able to (Ontario Curriculum Expectations):

-Assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts.

-Investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem;


-Demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment

In an outline of the ten lessons to be featured throughout this unit plan, you will find a more detailed explanation of the specific expectations to be covered.

** Students will also be expected to further refine their group work and participation skills as this unit incorporates a lot of group work and class discussion and reflection. Students will be continuously assessed on these such learning skills throughout the unit.

Prior Knowledge

In the studentsʼ grade six year, they should have learnt about biodiversity. The Ontario Curriculum Expectations state that students should have learnt the following things:

• Assess human impacts on biodiversity, and identify ways of preserving biodiversity◦ Students will have a better understanding of how our personal decisions

affect the environment and a 'big picture' idea regarding the ecological footprint

• Investigate the characteristics of living things, and classify diverse organisms according to specific characteristics◦ Students will have some prior knowledge about living organisms to start

learning about abiotic and biotic organisms

• Demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans.◦ Lessons on 'going green' will extend this prior knowledge and students will

demonstrate their knowledge through a diorama

As well in previous years students have been working on their abilities to work in groups and participate in class while still appropriately contributing their own ideas. To begin this unit a KWL chart will be conducted to ensure students are all starting on the same page. This also gives the teacher a chance to identify any students who may not have the proper foundation and who may require some extra help.

Learning Environment

• The learning space for the unit on “Interacting with the Environment” is best learned both in the classroom and outside. This way, students can learn the theory behind the different interactions of life systems in the classroom, and then apply their knowledge in the outside environment.


• The desks can be arranged into groups, so students can interact and have group discussions about the different topics. This can be done at the beginning of the unit. As the unit progresses, our “discoveries” and new terminology can be added to our word wall so students will be able to look back on the information posted.

• There arenʼt any teaching areas necessary to be reserved, other than providing time for students to go outside and explore, and any possible computer time.

Culminating Activity

! This culminating activity will require students to think critically about the benefits of “going green” not only on human beings but the ecosystem as a whole. This will require students to use their knowledge of the components of an ecosystem, living and non-living, and the impacts of human activity on the environment. The following is a brief description of the activity itself:

• Students will work individually for the culminating activity

• As an individual, they will be asked to write a persuasive essay concerning ʻgoing greenʼ and how it will help the ecosystem we inhabit today. The essay will be typed.

• Students have already completed an essay-outline for this activity (lesson 10), so no additional research will be needed.

• Students will be given two class periods to complete this activity, afterwards, if the assignment has not be completed, the essay will be assigned for homework.

• Students will hand in their essay- which will be evaluated on the basis of a rubric (provided in the appendix).

• An essay reflection will also be completed by each student (provided in the appendix).

• Essay will determine whether or not students understand the effects humans are having on the environment, and ways in which they can attempt to deter these wrongful effects.


Unit- Wide Resources

In this unit we have incorporated many different resources that will benefit man different intelligences.

• DVD: Planet Earth Series

• Disneyʼs Lion King

• Near by conservation area, pond, park, forested area.

• SMART Board

• Computers

• Cameras

• Art Supplies (clay, paint, construction paper etc.)

• www.weebly.com

• www.education.nationalgeographic.com

• www.wwf.ca/takeaction

• www.torontozoo.com/pdfs/rsd_grade7.pdf

• http://www.neok12.com/Ecosystems.htm

• http://www.youtube.com/watch?v=_hPcPEeB_Ok (you-tube video “go green”)

• http://www.biology-online.org/dictionary

Accommodations This unit tries to accommodate all students, as best it can.

• During group work, place students with special needs (behavioural, intellectual, or communication) into groups with individuals who are willing and able to better explain the group work at hand (leaders or stronger students in the class).

• Students with intellectual and/ or communication disabilities, during writing assignments, will be given the choice to work with an educational assistant, or use Kurzweil. Another option could be to complete the assignment orally with the teacher in an one-on-one conference.


http://www.weebly.com


http://www.education.nationalgeographic.com


http://www.wwf.ca/takeaction


http://www.torontozoo.com/pdfs/rsd_grade7.pdf

http://www.torontozoo.com/pdfs/rsd_grade7.pdf

http://www.neok12.com/Ecosystems.htm


http://www.youtube.com/watch?v=_hPcPEeB_Ok


http://www.biology-online.org/dictionary

http://www.biology-online.org/dictionary

• For the field trip, make sure appropriate transportation is arranged for students with physical disabilities. Also, during the field trip, students with behavioural and intellectual disabilities (if necessary) will stay with the teacher whenever possible.

• For any marking, evaluation criteria will vary based on each students exceptional needs. Example: a student with a communication disability could be exempt from oral evaluation components. Another solution would be to provide the student with a different outlet to express themselves

• This unit incorporates the needs of ALL students, using all learning styles throughout the unit (multiple intelligences).


Teacher Planning Sheet- List of 10 Daily Lessons

Day

Specific Expectatio

ns

Teaching/Learning Strategies

Resources Assessment/ Evaluation

Planning Notes

1 2.4 Use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem, community, population and producer, in oral and written communication3.1 Demonstrate an understanding of an ecosystem as a system of interactions between living organisms and their environment

- Students will first watch a video clip, as a hook to capture their interest in ecosystems and the environment.

- Use the K-W-L chart to gage prior knowledge and student understanding.

- Once class had discussed an overview of what they will learn this unit, take some time to explain the blogging assignment.

- Use the SMART Board to show students how to use Weebly and show them an example entry so students are very clear on what is expected from them.

-DVD: Planet Earth Series, video clip

- K-W-L chart for students to work on individually.

- Permission and information sheets for parents (blogs, trip, guest speaker)

- Blogging Rubric

- Set up Weebly to show students (have an example prepared so it is clear what is expected.)

- There will be no formal evaluation, as this lesson will serve as the introduction to the entire unit.

- Anecdotal notes will be taken on student understanding and participation

- This day will be used to activate the studentsʼ prior knowledge

- Ensure students know that there is no pressure for the K-W-L chart that it is just to see what they know and what they want to get out of the unit.

- Set up blogging for students to share their thoughts

- All permission forms must be sent out. These form will be sent home with students at the beginning of the unit in order to provide sufficient time for parents to read the form, call with questions if they wish, and to sign and return the form.

- Begin word wall for the unit, inform class that they will be able to use this as a reference for the unitʼs scientific terminology that they will be expected to use during the unit


2 3.2 Identify biotic and abiotic elements in an ecosystem, and describe the interactions between them

3.3 Describe the roles and interactions of producers, consumers, and decomposers within an ecosystem

2.4 Use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem, community, population and producer, in oral and written communication

- Students will be provided with a definition and a list of qualities of biotic, abiotic factors and the terms producers, consumers (herbivores and carnivores) and decomposers. This lesson will be provided on a slide show to be viewed by the class

- Picture of the new terms will be distributed among groups. Students will discuss their picture and be asked to identify what term fits best (could be more than one), based on the definitions and qualities.

- Teacher will walk around to make sure students are on the right track and lead them in the right direction if theyʼre not.

- Students will present their picture to the class and talk about why they choose each term. Other students are open to discuss their opinion of other pictures.

- Definitions of “biotic” and “abiotic” As well as producers, consumers and decomposers

- SMART Board. Use the SMART board to show pictures of each term to help students practice the definition they just learnt.

- Pictures of biotic and abiotic factors

-“Understanding Checklist”

- Teachers will be assessing students on their “presentation” of their picture and their argument on whether the picture displays a biotic or abiotic factor based on the definitions.

- Teachers will know if learning has occurred when students discuss valid arguments.

- Teachers will also have the understanding checklist to keep notes on what students need to build on based on their demonstrations of understanding.

-Make an emphasis on the comparing and contrasting between biotic and abiotic factors.

- Add any new words to the Word Wall.

- Use pictures and the understanding checklist to use as a guide to student learning

- Make sure to ask students to give you some examples in addition to the pictures.

- Encourage student discussion, reaffirm that students are allowed to agree or disagree as long as they do it respectively.


3 3.4 Describe the transfer of energy in a food chain and explain the effects of the elimination of any part of the chain

3.5 Describe how matter is cycled within the environment and explain how it promotes sustainability


- Discuss the food chain of ecosystems. Use the definitions of producers, consumers and decomposers that were learnt in the previous day

- Discuss the opinion of survival, animals do what they need to do in order to live. This includes how energy is transferred. How does this make students feel?

- Use the SMART Board to demonstrate what would happen if one element in an ecosystem would die off or never existed. How does this affect animals and plants survival?

- Prompt students to reflect and discuss as a class the benefits and disadvantages

- Watch The Lion King

- Use the Disney movie The Lion King to demonstrate the food chain and many different elements of the savannah ecosystem

- SMART Board

- Classroom set of Science textbooks

- Disneyʼs Lion King

- Lion King worksheet

- The Lion King is a very common movie and most studentʼs will have an understanding, if not this is why we will watch it in class. It is a great example of the food chain, elements of an ecosystem, and survival.

- Anecdotal notes will be taken on how well students participate in class

- Collect Lion King worksheet to check for studentʼs understanding of the lessonʼs expectation

- Use the SMART Board tools to create an ecosystem, for example a pond, and take away the flies or a farm and take away the grass. How would this effect the rest of the ecosystem.

- For more critical thinking, ask students to think about their communities now

- Add words to the word wall so students have a reference for the units terminology

- Prepare students for their trip tomorrow, tell them that the class will be going on an investigation of nearby ecosystems so they can discover fist hand the elements of an ecosystem and how each of these elements function.


4 3.1 Demonstrate an understanding of an ecosystem as a system of interactions between living organisms and their environment

2.1 Follow established safety procedures for investigating ecosystems

2.3 Use scientific inquiry/research skills to investigate occurrences that affect the balance within a local ecosystem

In the classroom the teacher will go over the work sheet students will be given, to ensure there will be a full understanding of what is expected during the trip.-It is important review the different terms before you leave the room so the definitions are fresh in the students mind. (refer to word wall and SMART Board)-Students will take a trip to a conservation area or near by park/ pond forested area and in small groups look around for different ecosystems and life forms. These life forms will include biotic and abiotic, consumers and producers.-They will need to draw on what they have learned in class to be able to identify the components of the ecosystems and show their understanding by filling out the chart provided. -Students will also be asked to, if possible, take pictures of interesting things using either their own camera or a school camera to show the class once they return to the school. -During this trip the teacher will be there to answer any questions students may have about certain plants or animals.-Circulating from one group to another will ensure everyone is staying on task but also filling out to chart in a correct way.

-Clip boards

- Identification chart

- Pencils

- Camera (1 per group if possible)

- Use SMART Board to review terms and pictures of ecosystems students discover.

- Field trip permission form

- Evaluation sheet for the teacher to keep track of group work skills on the location.

-During the field trip the teacher will use a chart to keep track of the studentsʼ group work skills as well as any inquiries they make while searching the grounds. -Once everyone returns back to the classroom the teacher will collect the identification charts the students filled out at the conservation area.-If students fully understand the information they will have been able to fill out the chart correctly giving accurate examples. -This chart will be given a grade for completion but the teacher will also look at the accuracy of the examples the students provide.-Students will also be required to fill in a group evaluation form once they return to the classroom.

-Like with any group work it is important to circulate to ensure everyone is staying on task and can ask any questions if needed.- Make sure you bring extra sheets and pencils as it will be very easy to lose the outside. - The groups should be divided randomly, since in this situation it would not be entirely necessary to have stronger students with weaker students.- Make sure all permission forms have been returned students have parental/guardian permission to leave the school grounds- Make sure to do a quick review of the chart before you leave the class room so students will have less confusion of expectation once you arrive at the pre- planned area.


5 Science/ Technology Curriculum:

3.8 Describe ways in which human activities and technologies alter balances and interactions in the environment 1.1 Assess the impact of selected technologies on the environment2.4 Use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem, community, population and producer, in oral and written communication

Language Curriculum:

2.5 Use a variety of forms to communicate with different audiences and for a variety of purposes

2.2 Establish a distinctive voice in their writing appropriate to the subject and audience

- Shared writing- Independent writing- Research- Demonstrate the example on the Smart Board for the students

- SMART Board- Scrap paper and writing utensils- Students will be responsible for any other materials that they will need depending on how they are presenting their argument

- Students should be able display understanding in how ecosystems work and how easily they can be affected by human development. This will be shown through the creation of projects regarding the impacts of building over the pond on the City and it's resources and habitats.

- Students' projects will be evaluated in context regarding their demonstration of knowledge regarding ecosystems as well as their presentation of understanding regarding ramifications of 'building over' the pond. Students' creativity will also be considered in regards to their projects and their validation of acquired knowledge. ! !- An evaluation form is attached, please see the appendix for details.

- Students must have attended the field trip that went on earlier in the unit.

- Descriptions of this area should be discussed to promote feelings and emotions of students about the construction of properties and demolition of the natural habitat. It would also help students to empathize with the people and animals that are dependant of this habitat to discuss orally, as a class, the implications and ramifications of the 'building over' of the naturally functioning ecosystem. This way students will be able to come up with valid reasoning for saving/preserving the habitat. !- It would also be effective for the teacher to act dramatically about the issue, evoking additional empathy on the students.

- Add any new terminology to the word wall.


6 Science/ Technology Curriculum:2.2 Design and construct a model ecosystem, and use it to investigate interactions between the biotic and abiotic components in an ecosystem




1.3 Gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources

- The teacher will read out the Diorama Assignment sheet, explaining the assignment to the students and then the class will go to the library to do research of specific ecosystems

- Students will research different ecosystems on the internet and with books in the library

- Students will find an ecosystem that interests them the most, and then create a list of different aspects of the ecosystem, living and non- living

- Students will create a one-to-two paragraph description on the ecosystem they have chosen. This description should

- Students will make a list of items they will need to bring to class the next day to work on their dioramas

- The library will be needed for research, as well as a variety of non-fiction books for research purposes

-The students will require computers

- The paragraph will be reviewed by the teacher and will be assessed on:

> Spelling/grammar

> Accuracy and importance of information

> Any extra information that the students choose to include

The paragraph will be marked out of 15.

- The paragraphs will be reviewed to help students with their writing and ensure that students are on the right path to continue on with their diorama

- If students require additional resources, bring in National Geographic magazines so that they can find photos and perhaps information as well on the ecosystems that they chose

- Have two students per computer during research time

- Have a separate table full of the non-fiction resources so that the students are not distracted by the computers

- If students struggle to find an ecosystem, conduct a class list, with students brainstorm some ecosystems they have been apart of or witnessed.

- Remind Students to bring in a shoe box or some kind of box they can build their diorama in for tomorrow.

- Add any new words to the word wall, be sure to consult students for their opinions.


7 2.2 Design and construct a model ecosystem, and use it to investigate interactions between the biotic and abiotic components in an ecosystem

3.1 Demonstrate an understanding of an ecosystem as a system of interactions between living organisms and their environment


- Students will create their dioramas in class today.

- The teacherʼs role for the day is to add input, and circulate the classroom making sure the students are staying on task as this is the only day they have to complete the dioramas

- Students will be provided with:

Scissors

Glue

Construction paper

Magazines

Markers/pencil crayons

Tape

Clay

Paint

- The diorama will be graded out of a possible 15 marks. See Rubric in the Appendix.

- These marks will be allotted for neatness and creativity of the diorama, as well as time-on-task

The classroom should be set up as follows:

- Desks will be in groups of four to provide more room to spread out materials

- Books and magazines will be at the back of the class and students will be able to bring them to their desks *one at a time* so that other students have access to them if needed

- Students need to be reminded of how much time they have left; if possible, they will be given any extra time during the day to work on the dioramas


8 1.2 Analyze the costs and benefits of selected strategies for protecting the environment


- Students will be given approximately half an hour to work in small groups (preferably partners) to develop thoughtful questions. The questions created should be topic oriented, inquiry-based questions that demonstrate a solid understanding of the unit.

- Students will have a very brief amount of time with the teacher in order to ensure that the questions are appropriate and focused.

- Following the question-creation period I will explain to students how the process of the interview/presentation will occur so students know what to expect. At this time, we will also discuss as a class the acceptable and unacceptable behaviour during a presentation.

- I will begin the Skype call with an introduction to the class and to Francois, and his presentation will commence. Following the presentation Francois has given the class a twenty minute question and answer period where students will ask their question pertaining to the specific science unit.

- After completing the Skype video conference students will be required to write a brief journal entry regarding what they have learned through speaking to Francois. Students will be expected to relate the information provided through the Skype call to their own lives, and more specifically, our science unit.

- Students must be legally able to participate in the Skype video conference is a parent

- Other resources necessary for this lesson are the use of the SmartBoard, access to the communication software (Skype), internet availability, students' science journals (to record their questions, as well as their journal responses).

- As outlined, students will be assessed based on their participation throughout the discussion via Skype, respectfully working with others to create questions, and the topic and contents of their journal responses.

- Assessment and evaluation forms have been created and can be found through the appendix.

-Be sure your students have experienced Skype video conferences/calls previously in order to avoid behaviour problems, technical difficulties, over-excitement, etc.

-Confirm the conference call the day before the lesson to be sure that your Skype will properly connect with Francois at the Biosphere. The contact information is listed in the appendix.

- Be sure to review with students what will be discussed in the lesson and what Francois will be discussing. Information about this can be found below, and specifics about the Skype conference can be found at the following web page: http://www.ec.gc.ca/biosphere/default.asp?lang=En&n=8AB791CF-1

- This activity sheds light on our consumption and its impacts, examining the life cycle of products and our ecological footprint. With an expert facilitator, students develop a critical mindset with respect to consumption and learn to reduce the impacts of consumption on our planetary ecosystem.

* Some questions and ideas that could be discussed:

Why do we consume

Ecological Footprint

Responsible Consumption


http://www.ec.gc.ca/biosphere/default.asp?lang=En&n=8AB791CF-1








9 3.8 Describe ways in which human activities and technologies alter balances and interactions in the environment


- The teacher will introduce the term “going green”. The class will then move into a shared K-W-L chart in order to assess prior knowledge, as well as for the teacher to gain insight as to what the students want to learn about going green.

- After the K-W-L, students will move to the computer lab. Here, they will be asked to complete the ecological footprint quiz online (link can be found in the resource section).

- Students will be asked to form a line at the front of the classroom- based on their ‘ecological footprint score’. Students with ‘bigger footprints’ will stand at the front of the line, and other students will line up accordingly. This will give students a visual representation of their impact on the environment.

- The instructor will then discuss (and write down on chart paper) with students, a few basic examples of how they can go green. From here, students will be given a worksheet where they will be asked to address a way they can go green: 1)at home, 2)at school, 3) in their community. The worksheet (provided the appendix) asks them to identify strategies, and then assess how they will benefit the eco-system.

- Ecological Footprint quiz http://earthday.net/footprint2/flash.html

- “go green” worksheet

- Chart paper and markers

- Links for further research: www.education.nationalgeographic.com

http://www.torontozoo.com/


www.wwf.ca/takeaction

- Prior knowledge of “Going Green” will be assessed through the K-W-L chart

- Informal observations will be made by the teacher as to scores on the ‘ecological footprint’ quiz

- Teacher will give a completion mark on students’ “Going Green” worksheet. Students will be assessed only on completion of answers. Teacher should make sure all sheets are handed back to students- as the worksheet relates to day 10’s lesson.

- Ensure that the computer lab is booked for the period before the unit begins

- Make sure there are chart paper and markers at the front of the classroom before the lesson begins

- Be sure to clearly explain to students that only those with hands up, will be asked for answers during the K-W-L chart

- Be sure to clearly outline the procedures for moving to and from the computer lab. As well as rules while in the computer lab.

- Be aware that some students may finish their ‘ecological footprint’ quiz before others. This is why links to related websites have been given for the lesson.

- Make sure “Going Green” worksheet is photocopied, and ready for the end of the lesson.

- Take time during this lesson or the next to refer back to the K-W-L chart created on the first day and have students fill in the last column, what they have learnt. This will also help them gather their ideas for the culminating task.


http://earthday.net/footprint2/flash.html














http://www.torontozoo.com




















10 Science/ technology:

1.1 Assess the impact of selected technologies on the environment



1.2 Generate ideas about more challenging topics and identify those most appropriate for the purpose

2.7 Make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies

- To begin, quickly review what it means to “Go Green”. Students have worked on this in the previous lesson, so this should move fairly quickly (1-2 minutes).

- As a hook, students will watch a short you-tube video concerning some stereotypes attributed to the “Go Green” movement. At the end of the video ask students: “What did this man do wrong in his quest to go green?”

- Teachers will need to fill out an outline of the essay, in order to model the criteria for the assignment. As outlined in the lesson plan, teacher will go over each section (going green as an individual, as a class, and a community) and give appropriate answers to the students for each question. After each example, give students a chance to quickly jot down their ideas- and they will be asked to give more detail when the modelled session is complete.

- Students will hand in their outlines at the conclusion of the lesson to be marked by the teacher (these outlines will be given back for the culminating activity, where they will be asked to write a persuasive essay).

- Overhead projector, markers- Photocopied ʻessay outlineʼ worksheet- Pencil/ pen/ etc.- Teacher made example of outline (to be shown on overhead) - http://www.youtube.com/watch?v=_hPcPEeB_Ok

- Students will hand in their essay outlines at the conclusion of the period. The completed outlines will demonstrate the studentsʼ understanding of the essay format. The recording device used to assess the outline- will be a checklist.

- Completed Essays will be handed in as a culminating assignment- and will be marked based on format, ideas, spelling, grammar, and quality.

- Ensure that outlines for the lesson are photocopied and ready to go before the beginning of the lesson

- Ensure that overhead and markers are at the front of the class, ready for the modelled essay outline that the teacher will present

- Be sure to clearly explain to students, that only those with their hands up will be asked to provide answers to the class

- If students finish outlines before others, tell them to pair up with another student and work on the revision (spelling, grammar) of their outline

!












Appendix! In this section all the handouts, rubrics, assignment outlines and activities for the unit are included in the following pages.


Lesson One

Dear Parent/Guardian,

This week we are starting our unit called Interacting With the Environment.

As a requirement for this unit, the students will be asked to create a series of video blogs, and will be posted online on a classroom website we create together on www.weebly.com. For their protection, the website will be guarded by a password, and the only people permitted on the site will be members of the classroom and parents.

We are focusing on the importance of trying to only use paper and non-renuable resources when absolutely necessary, and using these technological resources is not only something that will be a fun new way to learn a subject, but a way that will help conserve the precious resources we have on this earth.

The students will be provided with class time to work on these video blogs, but have the option to complete them at home as well.

This letter is to advise parents and guardians that the students will be utilizing the internet, as well as posting videos of themselves speaking about different issues that have to do with the environment.

If you have any questions or concerns, please feel free to contact us.

We are looking forward to a fun, creative new unit.

Thank you for your cooperation.

Sincerely, the Grade Seven Teachers.




Interacting with the Environment: Video Blogging Assignment

Objectives Performance IndicatorsPerformance IndicatorsPerformance IndicatorsPerformance Indicators

LevelContent

1

The blog shows little to no understanding of the topics learned in this unit.

2

The blog explains some understanding of the topics learned in this unit.

3

The blog shows clear understanding of the topics learned in this unit.

4

The blog shows in depth understanding of the topics learned in this unit.

Number of Video Blogs

Only 1 blog completed.

Only 2 blogs completed.

Only 3-4 blogs completed.

All five blogs are completed.

Additional Information

The video blogs include only the bare minimum: a small log of what was learned in the unit.

The video blogs include some extra information that adds to the discussion of the topic.

Some of the video blogs include a lot of additional information that makes for a very interesting log, with interesting facts and additional knowledge.

All five of the video blogs include a lot of additional information that makes for a very interesting log, with interesting facts and additional knowledge.


Investigating Nearby Ecosystems

Date:_November 3rd, 2010________

Dear Parent/ Guardian:

As a part of our Grade 7 Science unit: Interacting with the Environment, we will be going on a field trip to a near by conservation area. This field trip will provide your child with the opportunity to experience a hands on investigation of the many ecosystems we can find on the grounds of the conservation area.

We plan to dissect specific ecosystems to find their food chain, abiotic and biotic factors and their possible producers and consumers. Students will work in groups during this investigation and take pictures of what they discovered.

The supplies that your child will need will be provided for them, however if possible the use of a camera would be desired.

We would love for everyone in the class to come on this exciting adventure! So please return this signed form back by November 5th, 2010 at the very latest.

Thank you so much!!If you have any questions feel free to contact us!

Your Grade 7 Teachers!

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

I permit my child, __________________, to take part in the investigation of nearby ecosystems trip described above. I have notified the school of any physical or mental problems which might interfere with my childʼs participation in this activity.

Date:____________________________

Parent/ Guardian Signature: ________________________________________


From: Administration of __________________ SchoolDate Sent: November 3rd, 2010

Topic: Permission to participate in technology enabled collaborative learning

Under your permission your child will take part in learning that uses technology as a tool of communication, often involving the linking of groups of learners from one site with groups of learners from other sites, as well as with experts from remote locations on a provincial, national and international basis. The technology used in this collaborative learning includes but is not limited to web-based video-conferencing technology, and SKYPE. As a participant in this type of learning, your child will be connected in real time with groups of learners, teachers and experts via technology. Learning will always take place within a secure, password protected, virtual environment. Only those known learning partners, specifically invited via secure connection, will be participating in these learning sessions. There will be NO access granted to anyone other than our known educational and learning partners. I will be monitoring these learning sessions by observing students’ reactions to each other and their development of new technology and communication skills with the expressed purpose of improving and informing best practice in regard to the use of technology enabled learning tools. If you agree to have your child fully participate in technology -enabled collaborative learning, as described above, kindly fill out the permission form found below and return this to the school as soon as possible. If you have any questions or concerns, please contact the school. Thank you.

I _______________________________ acknowledge that I am the parent/guardian of the named child, who is under age 18, and that I have not been precluded from giving this consent by a court order or separation agreement.

I give permission for my child to be a full participant in technology-enabled collaborative learning sessions during the 2010-2011 school year.

_________________ Student Name _________________ Student signature

_________________ Parent/Guardian signature _________________ Date


K-W-L Interacting with the EnvironmentWhat I know What I want to know What Iʼve learnt


Lesson Two

Understanding Checklist Do students demonstrate valid arguments based on the definitions?

Do students have a grasp of the focus in this lesson?

What can students work on/focus on in order to completely understand the concepts behind this lesson?

Do I need to rethink the way I taught the lesson? Are there any other ways to engage the students (focus on different intelligences)


Lesson Three

Lion King WorksheetWhile watching the movie The Lion King, keep these questions in mind. You can use point form to complete these questions but still answer ALL questions to the best of your ability. Remember to use this units terms when explaining your answers.

1. What producers can you identify within the Savannah?

2. What consumers can you identify within the Savannah? Of these which are herbivores and which are carnivores?

3. Describe or draw and label the food chain that you recognize in the movie?


4. What do you think would happen if there were no more bugs in the Savannah?

5. What do you think would happen if humans decided to move into the Savannah and build homes and business buildings?


Lesson Five

Name: ______________

Letters of Concern

Level Level 1 Level 2 Level 3 Level 4Research Gathers 4-5

pieces of information to support ideas for

writing, using a variety of strategies and

a wide range of print and electronic

resources

Gathers 3-4 pieces of information to support ideas for



resources

Gathers 2-3 pieces of information to support ideas for



resources

Gathers 1-2 piece(s) of information to support ideas for



resources

Voice establishes a distinctive voice in their

writing appropriate to the subject and

audience

establishes a clear voice in their


audience

establishes a foggy voice in their


audience

Does not establish a distinctive voice in their


audience


Vocabulary Constantly uses appropriate science and technology vocabulary,

including

Frequently uses appropriate science and technology vocabulary,

including

Sometimes uses appropriate science and technology vocabulary,

including

Rarely uses appropriate science and technology vocabulary,

including

Interactions in the Environment

Constantly describes ways in which human activities and

technologies alter balances and interactions in

the environment

Frequently describes ways in which human activities and


the environment

Sometimes describes ways in which human activities and


the environment

Rarely describes ways in which human activities and


the environment


Lesson Six and Seven

Ecosystem Diorama AssignmentSince we are learning about the environment, and the effect that humans have on the planet, we will be making dioramas of ecosystems.Ecosystems are environmental communities that include animals, plants, insects and the surrounding area in which they live (caves, mountains, swamps etc).You will choose an ecosystem to focus on and will create a diorama of this ecosystem as accurately as possible.You will have two days to complete this assignment.

Day 1: You will have time in the library to research different ecosystems and make a list of things that you would like to include in your own diorama. Make sure that you have a list of the different animals, plants, and what sort of environment they live in.

- Do they live near a lake? How will you represent water in your diorama?- Will you include real grass for grasslands?- Will you use rocks for mountains or use something else to create them?- What will you use to create the animals? Will you make them out of clay or get

figurines?Make sure that you plan out your diorama as clearly as possible so that you do not forget anything.You will also need to take notes on your ecosystem so that you can write a paragraph about where your ecosystem is, what species live there, and any other interesting information that you find.

Day 2: You will have time to assemble your diorama in class. Supplies such as glue, scissors, and construction paper will be provided for you. You are required to bring the rest for home. You will need to include a mini write-up about the ecosystem that you chose so that your classmates can understand what you created. *Please bring in a shoe box to make your diorama inside of it.

Your diorama will be marked out of 30. 15 marks will be for the information and accuracy of your research.15 marks will be for neatness and creativity of your diorama.


Understanding Ecosystems Diorama Assignment

Objectives Performance IndicatorsPerformance IndicatorsPerformance IndicatorsPerformance IndicatorsLevel

Paragraph 1

The paragraph shows little to no understanding of the characteristics of the selected ecosystem. Includes 0-1 interesting points.

2

The paragraph explains some understanding of the characteristics of the selected ecosystem. Includes 2-3 interesting points

3

The paragraph shows clear understanding of the characteristics of the selected ecosystem. Includes 3-4 interesting points.

4

The paragraph shows in depth understanding of the characteristics of the selected ecosystem. Includes 5+ interesting points

Neatness The display does not show the right colours, sizes, and the best use of space for that ecosystem.

The display shows some of the right colours, sizes, and best use of space.

The display shoes great effort, but lacks one of the following: right colours, sizes, and best use of space.

The display shows all the right colours, sizes, and best use of space for that ecosystem.

Number of Animals and/or Plants

The display has 0-1 animals and/or plants in the ecosystem.

The display has 2 animals and/or plants.

The display has 3 animals and/or plants.

The display has 4 or more animals and/or plants in the ecosystem.

Display Box The box is not organized or the items are not securely attached to the base.

The box is somewhat organized. Some of the items are securely attached to the box.

The box is attractive and well-organized or the items are neatly and securely attached to the box.

The box is attractive and well organized. The items are neatly and securely attached to the box.

*Animals and/or Plants refer to an ecosystem that may have an extremely high percentage of plants and few animal species. For example: a swamp is filled with tall grasses, reeds, etc, and several insects, but not many large animals are able to survive in this type of ecosystem


Lesson Eight

Francois at the Biosphere. The contact information is listed below:

Registration Form- Conference at School:

http://www.ec.gc.ca/biosphere/default.asp?lang=En&n=2649571F-1

By phone: 514-496-8282 or 1-866-487-8282 By e-mail:

[email protected]

Teacher Training (by phone): 514-496-8282 or 1-866-487-8282 By e-mail: [email protected]

Lesson Nine

Name: ________________




mailto:[email protected]




GO GREEN1. Provide an example of a way that YOU can ‘go green’ at home:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. How will this benefit/ help the eco-system? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. Provide an example of a way that YOU can ‘go green’ at school:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. How will this benefit/ help the eco-system? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5. Provide an example of a way that YOU can `go green` in your community:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6. How will this benefit/ help the eco-system? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thanks for all your help!

Lesson Ten

Name & Date:______________________________________________


Persuasive Essay Outline

Idea: (State your opinion is it important to “Go Green”, yes or no)____________________________________________________________________________________________________________________________

Introduction: (1-2 sentences, stating why it is important to “Go Green”. Or Why it isn’t important to “Go Green”)__________________________________________________________________________________________________________________________________________________________________________________________

Body Paragraph 1: What you as an individual can do to go green. (In this paragraph you will need to include the following things: The “Going Green” method you will use individually, an example from your research where this method worked/didn’t work, and an explanation of why this method will help your eco-system.) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Body Paragraph 2: What your classroom can do to go green. (Include: The “Going Green” method you will use, an example from your research where this method worked/ didn’t work, and an explanation of why this method will help your eco-system)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Body Paragraph 3: What you can do as a community to “Go Green”. (Include: The “Going Green” method you will use, an example of how this has worked/not worked from your research, and an explanation of how it will help the eco-system). ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion: (2-3 sentences concerning: why “Going Green” is either an advantage or disadvantage for you, and how “Going Green” would/wouldn’t help on a bigger scale (Brantford, Ontario, Canada, The World)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Keep in mind while you are writing your essay that you are trying to persuade your audience to feel the way you feel when concerning “Going Green”!


Persuasive Essay: Going Green Rubric

Student Name: ________________________________________

CATEGORY Level 4 Level 3 Level 2 Level 1 ScoreFocus or Thesis Statement

The thesis statement names the topic of the essay and outlines the main points to be discussed.

The thesis statement names the topic of the essay.

The thesis statement outlines some or all of the main points to be discussed but does not name the topic.

The thesis statement does not name the topic AND does not preview what will be discussed.

Support for Position

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.


Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.


“GOING GREEN” PERSUASIVE ESSAY OUTLINE CHECKLIST

Name:____________________________

Included Not Included Idea/ Opinion (is it important to go green)IntroductionBody Paragraph OneBody Paragraph TwoBody Paragraph ThreeConclusion

Mark: ______/6


Name: ___________________________

Going Green Essay Reflection

1. Something I learned while writing this essay is that,

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Something I was wrong about is that,

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Something I was right about is that,

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. I feel that I did well/ not well (circle one) on this assignment because, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


5. Going Green is important/ not important (circle one) because,

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Throughout the unit

Anecdotal records in Reflective Discussion/ Other Discussions

Student Name: ______________________________________________________________________

Date or Time Period of Assessment: ________________________________________________

Activity: _____________________________________________________________

1. Effective Communication Skills Comments:

2. Contribution Comments:

3. Attitude Comments:


Keys:- All opinions respected- Disagrees in an agreeable

way

Keys: - Eye contact- Listens attentively- Summarizes- Clarifies- Does not Interrupt

Keys:- Stays on topic- Positive contribution- Information gathered from

others is contributed- Own information is contributed

Co- operative Group Skills Checklist

Scale: 1= Hardly ever! 2= Some of the time! 3= Most of the time! 4= All of the time

Date: ________________________________

Name Encourages

others

Listens Attentively

Disagrees in an

Agreeable way

Summarizes for

Understanding

Criticizes ideas not the

person

Comments


Name Encourages

others

Listens Attentively

Disagrees in an

Agreeable way

Summarizes for

Understanding

Criticizes ideas not the

person

Comments


Class List

Name


Name


Detailed lesson plans- Day 1

Lesson Plan Template

1. Lesson Plan Information1. Lesson Plan InformationSubject/Course: Science Name: Grade 7 teachersGrade Level: 7 Date: Time:Topic: Introduction to the Ecosystems around us. Length of Period: 60 minutes

2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum):


3.1 Demonstrate an understanding of an ecosystem (e.g., a log, a pond, a forest) as a system of interactions between living organisms and their environment

Learning Skills (Where applicable):

Students will be expected to participate respectfully in a class discussion while filling out the K-W-L chart, establishing the word wall and while discussion the video clip.

3. Content What do I want the learners to know and/or be able to do? Today learners will: Be presented with an in-class video clip, Planet Earth.

• Students will not be asked to take notes or a worksheet, but simply watch the video and think about it's content.

Participate in classroom discussion.• A word web will be created on the board using the word ecosystem◦ Students, as a class, will demonstrate their understandings and assumptions regarding

the provided word.

Create a KWL (Know, Want to Know, Learned). • A sheet will be handed out to each students with a K-W-L chart on it• Students will work individually to complete chart.• There will be no pressure on the students, this is just to see what they know and what

they desire to get out of the unit.


4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)Based on the application, how will I know students have learned what I intended?

This lesson is to be used as an introduction to the rest of the course, students will be expected to demonstrate their prior knowledge in order for me to understand where they stand. Also to begin to induce the unit as a whole and will be occurring over the entire unit. No formal evaluation strategies will be used to grade students on prior knowledge, but anecdotal notes will be taken regarding students' understanding of the science topic (to gage where students are at) and class participation.

5. Learning ContextA. The Learners(i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? In the students’ grade six year, they should have learnt about Biodiverstiy. The Ontario Curriculum Expectations state that students should have learnt the following things:

• Assess human impacts on biodiversity, and identify ways of preserving biodiversity◦ Students will have a better understanding of how our personal decisions affect the

environment and a 'big picture' idea regarding the ecological footprint

• Investigate the characteristics of living things, and classify diverse organisms according to specific characteristics◦ Students will have some prior knowledge about living organisms to start learning about

abiotic and biotic organisms

• Demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans.◦ Lessons on 'going green' will extend this prior knowledge and students will demonstrate

their knowledge through a diorama

(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.)

- In this introductory lesson the if students require assistance to complete the K-W-L chart, there are many solutions- If classroom behaviours permit it, students who struggling relaying their thoughts onto paper could work as a

partner or perhaps have a conference with the teacher and orally complete the chart. This would make sure the teacher still will have an idea where the student’s understanding is.


C. Resources/Materials

• K-W-L chart• A word web will be created using construction paper and markers posted within the class• A video clip will be required: Planet Earth• Computer to access the online blog, www.weebly.com

6. Teaching/Learning Strategies




INTRODUCTIONHow will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities, procedures, compelling problem)

Students will be viewing a clip from the Planet Earth series which is a thrilling view of animals, ecosystems and the environment. The video will be used as the 'hook' to the lesson to capture students' attention and interest. Many students will have previously seen the video, and to some, it will be new. I believe that the video will interest all students as it is a vibrant look into the environment that surrounds us. Following the clip, students will participate in completing a word wall, that the class will continuously add to throughout the unit.

MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction).

After the video clip the teacher will hand out a K-W-L (know, want, learn) to each student. Instruct students to fill out the first two columns to the best of their abilities.

Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding?

After the video clip and K-W-L chart a class discussion will be held to see what the students know about ecosystems and the environment. Teacher should use prompting questions to put emphasis on how ecosystems are made up of many living and non-living elements.

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.)

After discussing the K-W-L chart and what students have previously learnt, the teacher will do onto to explain the rest of the unit. This includes a detailed explanation of the blogging assignment.

- Students are instructed to create five blogs on the students website discussing any issues or concerns that have to do with the unit, they can write it or post a video.

- There are ten days in the unit and students are only required to create five.

CONCLUSION: How will I conclude the lesson?

The lesson will conclude with the distribution of many permission and information forms that will prepare students and parents for the unit to come.


Day 51. Lesson Plan Information1. Lesson Plan InformationSubject/Course: Science and Technology Name: Grade 7 TeachersGrade Level: 7 Date: Time:Topic: Letters of Concern Length of Period: 60 minutes

2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum):Overall: 1. assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts

Specific Expectations: 2.4 use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem, community, population, and producer, in oral and written communication2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes3.8 describe ways in which human activities and technologies alter balances and interactions inthe environment

Learning Skills (Where applicable): - Shared writing- Independent writing- Research

3. Content What do I want the learners to know and/or be able to do? Today learners will: Write a letter to the City about the problems arising from them building over a natural habitat (the pond where students studied ecosystems)


Students should be able display understanding in how ecosystems work and how easily they can be affected by human development. This will be shown through the arguments that students write about to the City.


5. Learning ContextA. The Learners(i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience?

They have personally visited the area that is being “built over,” so they know from experience the natural environment that it provides and the different kinds of nature and ecosystems involved around the area. Knowing this, they will be able to argue their reasoning for saving it.


Some students can write on their letter on the computer or make it creative, such as a song, presentation, movie, etc.

B. Learning Environment The pond and the classroom.

C. Resources/Materials- Demonstrate the example on the Smart Board for the students- Provide scrap paper and writing utensils so students can come up with ideas- Students will be responsible for any other materials that they will need depending on how they are presenting their argument




- Teacher introduces the lesson by making an announcement that the pond they visited previously is being used for land to build apartments over

- Talk about the idea of convincing the City to use somewhere else, and how they can argue that


- Model a letter and how it is written- Shared writing lesson: How to write a letter- Talk about other ways to present an argument (song, movie, presentation, etc)


- Students will hand in their letter and/or present to the class- After we told students that the idea of the City building over the pond is not actually true, they are

to Blog about how they felt, e.g. why they were upset, and why it is important to voice your opinion



- Quick summary of human development and how it affects nature and lifesystems- Class discussion: Chart- how would building on the pond affect the biotic and abiotic creatures

that you discovered while exploring the pond?

Day 10

1. Lesson Plan Information1. Lesson Plan InformationSubject/Course: Science and Technology Name: Grade 7 TeachersGrade Level: 7 Date: n/a Time: n/aTopic: Understanding Life Systems: Interactions in the Environment: Going Green- Persuasive Essay

Length of Period: 60 minutes

2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum):

From the Science/ technology curriculum: 1.1 Assess the impact of selected technologies on the environment

2.4 Use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem,community, population, and producer, in oral and written communication

2.5 Use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with differentaudiences and for a variety of purposes

From the Language Curriculum: 1.2 Generate ideas about more challenging topics and identify those most appropriate for the purpose

2.7 Make revisions to improve the content, clarity, and interest of their written work,using a variety of strategies

Learning Skills (Where applicable): • Persuasive Essay Writing• Group Discussions• Revision/ Editing/ Proofreading

3. Content What do I want the learners to know and/or be able to do? By the end of this lesson- learners will know whether or not they think ‘going green’ can benefit our eco-system. Learners will also be able to effectively outline a persuasive essay. Today learners will: Complete an outline regarding their persuasive essays. The outline will focus solely on essay format (introduction, three body paragraphs, and a conclusion). They will also have to make clear whether or not they think “going green” is beneficial.



Students will hand in their essay outlines at the conclusion of the period. The completed outlines will demonstrate the students’ understanding of the essay format. The recording device used to assess the outline- will be a checklist. Completed Essays will be handed in as a culminating assignment- and will be marked based on format, ideas, spelling, grammar, and quality.

5. Learning ContextA. The Learners(i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience?

• The students have been introduced to the idea of ‘going green’ through following lesson (lesson 9).

• Students have had some experience forming opinions, and gathering information/ data based on these opinions

• Students grasp the idea of an essay and its conventions


• Some students may need to use the computer to type out their outline (like the worksheet provided, a copy can be found online for these students to fill out). Be sure to ask for a printed copy for marking.

• For students who have trouble staying on task, a homework help will be provided during recess for students.

B. Learning Environment• Students will set at their usual desk groups• Set up projector and screen• Students should have the outline and a writing utensil ready on their desk before the beginning of

the lesson

C. Resources/Materials• Overhead projector, markers• Photocopied ‘essay outline’ worksheet• Pencil/ pen/ etc.• Teacher made example of outline (to be shown on overhead) • http://www.youtube.com/watch?v=_hPcPEeB_Ok






• Ask the students to get out a pencil, at this time circulate the outlines to each student. • Hook will involve a you-tube concerning ‘going green’. The video deals with some

stereotypes concerning the go-green movement. At the conclusion of the video, teacher will ask: “What did this man do wrong in his quest to ‘go green’?

• Ask: “What are a few ways that a person can actually go green?”


• Put up overhead, and slowly reveal each part of the essay they will be constructing. Starting with “idea” where they will state their opinion. With each section, give a modeled example to show expectations for the assignment.

• Ask the students how they feel about “going green” as an individual, as a class, and in the community. Students will be asked to fill the first box on their essay outline sheet, which relates to their opinion. Ask a few students to share their written ideas with the class if they are comfortable.

• Teacher will then show sample of essay outline on overhead. This sample will include a way in which an individual can go green, and how it will help the eco-system as awhile. After the example is given students will be asked to write down their own individual way of going green. Students will then be asked to share their own examples if they are comfortable.

• Teacher will then show sample of essay outline on overhead. This sample will include a way in which the classroom can go green and how it will help the eco-system as awhile. After the example is given students will be asked to write down their own individual way of going green. Students will then be asked to share their own examples if they are comfortable.

• Teacher will then show sample of essay outline on overhead. This sample will include a way in which a community can go green, and how it will help the eco-system as awhile. After the example is given students will be asked to write down their own individual way of going green. Students will then be asked to share their own examples if they are comfortable.


• During this time (about 10 minutes) students will continue to fill out their outlines, while working on revision

• Teacher will circle the classroom giving assistance where it is needed


• After the guided practice with the teacher; to demonstrate their learning, students will hand in their completed essay outlines (scaffolded practice). After outlines are marked, they will be given back to students who will then move into writing their persuasive essay (gradual release of responsibility).


• This lesson will be concluded by asking students to come up to the front of the room, one by one, to write their answers on the chalkboard- for ways in which they can go green in the classroom. Teacher will later write these examples on chart paper, and post them at the front of the room to refer to consistently. ]


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GRADE 7 SCIENCE: Understanding Life Systems 10 …drjohnvitale.weebly.com/uploads/4/9/9/9/4999835/unit_plan... · GRADE 7 SCIENCE: Understanding Life Systems 10 DAYS (1 lesson per