A Model Unit for Grade 10: Sustainability and the Environment...A Model Unit in two parts: (i) the instructional manual for one integrated thematic unit of the school year plan; (ii)

A Model Unit for Grade 10: Sustainability and the Environment

Natural Resources, Food from the Land, Geographic Literacy, Ecosystems (including Weather)

Jennifer Katz

ToolS for InSTrUcTIon And rEAdInG ASSESSMEnT

TtD_Gr10_Model.indd 1 10/1/13 1:38 PM

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© 2013 by Jennifer Katz

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Contents

Plan for School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction to Model Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Theme: Sustainability and the Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Instructional Planner: Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Suggested Materials for Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Other Recommended Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Plan for Integrating Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Mathematics Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Assessment Rubric for Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Preparation for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Introductory Work with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Inquiry Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Project Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Project: Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Project: Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Project: Part 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Project: Part 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Project: Part 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23



4 Grade 10: Sustainability and the Environment

© Portage & Main Press, 2013, A Model Unit for Grade 10: Sustainability and the Environment, ISBN: 978-1-55379-388-5

Gra

de 1

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Geo

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Grade 10: Sustainability and the Environment 5


Introduction to Model UnitThe publications included in the series Tools for Instruction and Reading Assessment support the three-block model of universal design for learning, presented in my book Teaching to Diversity (TtD). For each grade from 1–12, this series offers two tools:

1. A Model Unit in two parts: (i) the instructional manual for one integrated thematic unit of the school year plan; (ii) a full set of activities drawing on the concept of multiple intelligences (MI). Note: Part ii is not available for grades 11 and 12.

2. A Reading Assessment Program Guide, also in two parts: (i) the guide with templates and grade-specific rubrics; (ii) four levelled Reading Passages to use for assessment throughout the school year.

In chapter 4 of Teaching to Diversity, I described the rationale for planning thematic units for a full academic year. I also included an overview of “how-to” procedures. In this book, I include a working plan for the school year (see chart, opposite page). The plan integrates major themes from Manitoba’s curricula into manageable units of study that correspond to two semesters in one school year.

In this model unit for the first semester of grade 10, teachers will find planners that outline the essential understandings, essential questions, and final inquiry projects for the unit. The rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a progression of conceptual thinking from rote, basic understanding to synthesized, higher-order analysis.

Be aware that the language of Bloom is unique to cognitive thought, and is developmental. For instance, identify or recognize means the teacher has provided examples, and students can “pick the right one,” or reiterate a fact taught earlier, such as “Aboriginal peoples were the first people in Canada.” Describe means students can provide supporting detail. Explain, assess, and analyze require students to provide multiple perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate means students, after considering both pros and cons or differing perspectives, form an opinion; that is, place a value on the analysis. For young children, this might simply mean explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….” For example, grade-one students may tell us how their families’ cultures have aspects that the students like and enjoy because they are their favourite ___. These same students may tell us aspects that make them feel ___. These students are meeting the criterion for “Evaluates how his or her family’s culture influences who he or she is.”

The material shows how I integrate the social studies and science topics while bringing them into other disciplines—mathematics, physical education and health, language arts, and fine arts—particularly through the lens of the multiple intelligences (MI). Differentiated activities based on MI approaches, as sketched out in the brainstormed ideas on page 17, are chosen to inspire diverse students and accommodate their individual learning styles. The MI activity cards that flesh out the topics for such centre-based activities follow the list on page 23.

As implied by the title, A Model Unit for Grade 10, I encourage teachers not only to adapt my ideas and materials as needed for their own class but also to apply what they learn from working with their own students to their planning, whether individually or collaboratively, for the second semester.

TtD: pp. 74–85



6 Grade 10: Sustainability and the Environment


Throughout this model unit, you will see the acronym TtD with page numbers from Teaching to Diversity. Refer to these pages to find fuller explanations, descriptions, or examples of strategies and procedures.



Grade 10: Sustainability and the Environment 23


Activity Cards for MI Work Centres

Mathematical Relationships

Communicating numerically

Symphonic Interdependence

Biotic Rap

Poetic Expression

Media Bias

Artistic Expression

Geographical Visuals

Kinesthetic Expression 1

Kinesthetic Expression 2

Reflections

Intercultural Exchange

Interpersonal Connections

Aboriginal Perspectives

Global Vision

Valuing Geography

Scientific Assessment

Ecosystems and daily Life




LOG

ICA

L- M

ATH

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ICA

LM

athe

mat

ical

Rel

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ps

1.

The

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vide

s da

ta o

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cted

cat

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ies

of p

lant

an

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imal

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for

195

0 an

d 20

10.

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bot

tom

row

sho

ws

the

tem

pera

ture

of

the

wat

er in

whi

ch

the

biot

ic p

opul

atio

ns li

ved.

Dis

cuss

how

to

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esen

t, in

mat

hem

atic

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erm

s, t

he r

elat

ions

hips

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ong

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rms

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ach

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rela

tion

ship

s.

2.

Exp

lore

the

rel

atio

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ps b

etw

een

the

life

form

s an

d th

e w

ater

tem

pera

ture

in

eac

h of

the

yea

rs, t

hen

betw

een

the

span

of

year

s.

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how

the

se r

elat

ions

hips

cou

ld b

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pres

ente

d.

Life

For

m19

5020

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latio

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at

whi

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re17

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VERBAL-

LING

uISTIC

Media Bias

The journalistic m

edia say that the information they

present is balanced and impartial.

Search different journalistic media, scanning articles and im

ages, to select m

aterial that you think represents stereotyping, racism,

or other forms of bias —

in relation to ecosystems or the environm

ent.

Using your selection, describe w

hy you think the author or creator of the piece w

rote or presented it in the format and

in the source where you found it.

How

might the piece m

islead people?



A Model Unit for Grade 10: Sustainability and the Environment...A Model Unit in two parts: (i) the instructional manual for one integrated thematic unit of the school year plan; (ii)

Documents