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    wld1010 Unit Plan

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    api-360855767
    The document outlines an outdoor education unit on wildlife for grade 10 students from October 22 to November 9. It includes daily lessons, learning objectives, activities, assessments, and an assessment overview. Key lessons include defining wildlife, abiotic vs biotic factors, bird identification, ecosystem comparisons, adaptation research and skits, food web projects, and presentations. Formative assessments include adaptation skits, observations, and discussions. Summative assessments are food web projects (50%), productivity marks (10%), journals (25%), and a final quiz on definitions and concepts (15%).

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    wld1010 Unit Plan

    Uploaded by

    api-360855767
    197 views4 pages
    The document outlines an outdoor education unit on wildlife for grade 10 students from October 22 to November 9. It includes daily lessons, learning objectives, activities, assessments, and an assessment overview. Key lessons include defining wildlife, abiotic vs biotic factors, bird identification, ecosystem comparisons, adaptation research and skits, food web projects, and presentations. Formative assessments include adaptation skits, observations, and discussions. Summative assessments are food web projects (50%), productivity marks (10%), journals (25%), and a final quiz on definitions and concepts (15%).

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    The document outlines an outdoor education unit on wildlife for grade 10 students from October 22 to November 9. It includes daily lessons, learning objectives, activities, assessments, and an assessment overview. Key lessons include defining wildlife, abiotic vs biotic factors, bird identification, ecosystem comparisons, adaptation research and skits, food web projects, and presentations. Formative assessments include adaptation skits, observations, and discussions. Summative assessments are food web projects (50%), productivity marks (10%), journals (25%), and a final quiz on definitions and concepts (15%).

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    197 views4 pages

    wld1010 Unit Plan

    Uploaded by

    api-360855767
    The document outlines an outdoor education unit on wildlife for grade 10 students from October 22 to November 9. It includes daily lessons, learning objectives, activities, assessments, and an assessment overview. Key lessons include defining wildlife, abiotic vs biotic factors, bird identification, ecosystem comparisons, adaptation research and skits, food web projects, and presentations. Formative assessments include adaptation skits, observations, and discussions. Summative assessments are food web projects (50%), productivity marks (10%), journals (25%), and a final quiz on definitions and concepts (15%).

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    © All Rights Reserved
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    You are on page 1of 4

    Grade 10 Outdoor Ed WLD1010 – Intro to Wildlife Oct. 22-Nov.

    9/2018

    Date Lesson Title GLO’s SLO’s Assessment Key Questions related to Learning Activities Equipment/
    Resources/
    Planned this Lesson Technology
    to Teach

    Intro to 1, 4, 5 1.1, 1.2, Discussion What is wildlife? Defining Wildlife in a Wildlife Journal
    Oct. 22 Wildlife 4.1, 4.2, Journals What does wildlife mean journal kept throughout
    4.3, 5.1, to you? the unit
    5.2
    Abotic vs 2, 4, 5 2.1, 2.2, Journals Why is it important to Walking Journal Wildlife Journal
    Oct. 23 Biotic 2.5, 4.2, have both abiotic and Biotic/Abiotic things in
    4.2, 5.1, biotic components in an the ecosystem
    5.2 ecosystem?
    2 2.2, 2.3, Discussion How do the biotic and The Animal Game Pinnies
    Oct. 24 Relationships 2.5 abiotic wildlife interact?
    Carrying capacity vs
    limiting factors
    2, 3, 5 2.3, 3.1, Discussion How do you think this Edworthy Park Walk – Wildlife Journal
    Oct. 25 Conservation 3.2, 3.3, Journals land was used before? Buffalo Jumps
    5.1, 5.2 How was wildlife
    controlled then versus
    now?
    2, 5 2.1, 5.1, Journals What birds did you see in Edworthy Park Edworthy Park
    Oct. 29 Bird 5.2 Edworthy? Bird
    identification
    Identification How did you identify manuals
    them?
    What are some different
    identifying features?
    Comparing 2, 5 2.5, 5.1, Discussion How is Edworthy Park In groups of 3, students Classroom
    Oct. 30 Ecosystems 5.2 Big Stickies different from other research different iPads
    Canadian Ecosystems? ecosystems found
    throughout Canada.
    Adaptation 2, 4 2.4, 4.1, Skits What are the reasons for Students will create a Classroom
    Oct. 31 Research and 4.2, 4.3 Discussion/ certain adaptations? skit on how the iPads
    Skits Journal What do you think future adaptation came to be.
    adaptations could look Journal Response
    like?
    4 4.1, 4.2, Project
    Nov. 1 Food Web 4.3 Self- Computer Lab
    Project Time Assessment
    on
    Productivity
    4 4.1, 4.2, Project
    Nov. 2 Food Web 4.3 Self- Computer Lab
    Project Time Assessment
    on
    Productivity
    4 4.1, 4.2, Project
    Nov. 5 Food Web 4.3 Self- Computer Lab
    Project Time Assessment
    on
    Productivity

    4 4.1, 4.2, Project


    Nov. 6 Food Web 4.3 Self- Computer Lab
    Project Time Assessment
    on
    Productivity

    4 4.1, 4.2, Presentation Presentations of projects


    Nov. 7 Presentations 4.3

    4, 5 4.1, 4.2, Finish presentations of


    Nov. 8 Presentations 4.3, 5.1, Presentation projects and update
    /Journal 5.2 journal about their
    update definition of wildlife
    Quiz 1, 2, 3 Basics Quiz Definitions and basic
    Nov. 9 concepts

    Assessment Overview
    Formative Assessments

    Adaptation Skits
    Students will be able to share what they have researched for the class about a certain animals’ adaptation. Students will present their
    findings via skits at the end of the class. This is hoped to give the class knowledge about a wide variety of adaptations.

    Observation
    Monitoring student growth, participation, and effort will allow me to observe who is understanding the concepts being taught. Verbal
    feedback for student improvement will be regularly given during lessons.

    Discussion
    Regular discussions before and after the lesson will help me understand who is understanding the purpose and concepts of each lesson.
    Discussions allow the students to share different thoughts and opinions about a given topic and learn new perspectives and help
    students think on a more in-depth level.

    Summative Assessments

    Food Web Projects (50%)


    The purpose of this project is to allow students to create a visual of the interconnectedness that occurs in ecosystems. These projects
    can be in any modality the group believes best represents their food web. Each food web will differ in ecosystems. Food webs can get
    large so it students are to make these webs as big as time allows.

    Productivity Mark (10%)


    Students will give themselves a mark out of 10 on how productive they were during class time. Productivity marks will then be
    reviewed by the teacher and adjusted if/when necessary.
    Journals (25%)
    Each student will keep a personal journal throughout the unit. Each day will have a different topic to respond to. The purpose of the
    journal is to allow students to respond individually to the overall purpose to the daily lesson. It is hoped that these journals will show
    the individual how their definition of wildlife has shifted through their learning of the unit.

    Quiz (15%)
    The final quiz of this unit will focus on definitions and basic concepts learned throughout this unit.

    WLD1010 Definitions

    Abiotic
    Biotic
    Limiting factors
    Carrying capacity
    Food web

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