Unit Plan Template Guide

Understanding By Design Framework

Title of Unit Cycling of Matter in Living Systems Grade Level 10

Subject Science 10: Biology (math, art) Time Frame Four- Five
weeks

Developed by Ashley Works, Bhupinderjit Chana, Zishaan Velji

Stage 1 – Desired Results

Content Standards (Alberta Education, 2014)

G1. encourage students at all grade levels to develop a critical sense of wonder and curiosity about scientific and technological
endeavours

G2. enable students to use science and technology to acquire new knowledge and solve problems, so that they may improve the
quality of their own lives and the lives of others

G3. prepare students to critically address science-related societal, economic, ethical and environmental issues

G.4 provide students with a foundation in science that creates opportunities for them to pursue progressively higher levels of
study, prepares them for science-related occupations, and engages them in science-related hobbies appropriate to their interests
and abilities

G.5 enable students, of varying aptitudes and interests, to develop a knowledge of the wide spectrum of careers related to
science, technology and the environment

Enduring Understandings/Big Ideas Essential Questions

U1. Life is defined through specific characteristics that have Q1. What does it mean to be living?
been decided upon through research and advancements in cell
theory (i.e. response to the environment, growth and change,
Q2. How do your environmental, social, self and
ability to reproduce, etc.).
interpersonal relationships compare to the relationship of the
U2. Organisms are made of one or more cells. organelles within a cell?

U3. Cells are the smallest unit of life; they are complex and Q3. What contributes to the grow of the cell?
responsible for all aspects of life.
Q4. What would happen to plant cells if there was a lack of
U4.The exchange of matter across the cell membrane is
sunlight?
required for cell survival.

U5. Cells adapt to their environment to sustain life. Prior Knowledge…

U6. The components of a cells work together to accomplish Grade 8 Unit B: Cells and Systems
the multiple functions of a dynamic living cell ● Identify and apply scientific ideas used to interpret the
general structure, function and organization of living
things
Misconceptions... ● Students will be able to describe the role of cells
within living things
● Cells of living organisms do not make molecules for
their own growth and repair Unit Emphasis…
● Some organisms are made of multiple cells not just one
cell. These cells come together to form larger structures ● Major focus on Nature of Science with a focus on STS
like tissues and organs.

Knowledge objectives Skills/Attitudes objectives (Alberta Education, 2014)

Students will know... Students will be able to . . .
K1.1 Define the five characteristics of life.
S1. Ask questions about observed relationships, and plan
K2.1 Understand Cell Theory: Disprove spontaneous investigations of questions, ideas, problems and issues
generation.
S2. Conduct investigations into relationships between and
K2.2 Define multi and single cellular organisms and provide among observable variables, and use a broad range of tools
examples. and techniques to gather and record data and information

K3.1 Define organelle functions and structures. For plant and S3. Analyze data and apply mathematical and conceptual
animal cells. models to develop and assess possible solutions

K3.2 Differentiate functions of a variety of specialized cells. S4. Work as members of a team in addressing problems,
and apply the skills and conventions of science in
K3.3 Describe size ratio of cells. communicating information and ideas and in assessing
results
K4.1 Define ATP and its use.

K4.2 Define semi-permeable membranes

K.4.3 Differentiation between active and passive transport.

K5.1 define necessities of life?

K6.1 Competion of resources

K6.1 Sources energy (food, sunlight, etc.)

Stage 2 – Assessment Evidence

Performance Task: Bio and Art Exhibit

G – Goal The teacher will begin by showing different ‘“Dance your PhD” videos to connect the disciplines
What should students of Biology and Art. Students will then explore the following resources to see more examples of
accomplish by completing this how Biology and Art can be tied together for their project:
task?
http://www.artmonger.net/
http://www.sciencemag.org/news/2016/10/and-winner-year-s-dance-your-phd-contest

Students will work in pairs to metaphorically represent and educate others about concepts they
have learned throughout the unit. At least two groups will work on a similar concept to
accommodate peer feedback during the exhibition. Students will pick a concept from the unit in
the following list and design their projects in any media they choose:
● Characteristics of Life (x2 pairs)
● Cell Theory (x2 pairs)
● Multicellularity and Specialization (x2 pairs)
● Organelle structures and functions
○ Plant cells (x2 pairs)
○ Animal cell (x2 pairs)
● Transport systems
○ Animal Cells (x2 pairs)
○ Plant Cells (x2 pairs)
R – Role
What role (perspective) will ● Cell size ratio (x2 pairs)
your students be taking? ● Plant transportation Systems (x2 pairs)
● Cellular Response to Environment (x2 pairs)

You are an aspiring artist in residence who have just taken an exhilarating course about cellular
A – Audience biology. You are on a mission to share your passion of biology and art.The teacher is the event
Who is the relevant audience? coordinator, they’re responsible for making sure that there is an equal distribution of pairs for each
concept. It is recommended to have the minimum number of pairs for each concept (listed above).
The artists and coordinator will work together to reach a consensus on the distribution of the
concepts among the students.
S – Situation
The context or challenge
provided to the student.
Peers, parents, community members.

Congratulations, your late night mission of finding work in bio and art have finally paid off! You
P – Product, Performance have been chosen to be part of this years “Matter of Life” exhibition. You and your co-designers
What product/performance have all been asked to create a piece that reflects a concept that was learned in the unit of: Cycling
will the student create? of Matter in Living Systems. Your group will work alongside other artists to create an experiential
learning journey for guests. Guests will walk through the gala to build their knowledge of the unit.
 Your piece must be representative of the concept you have chosen, and not simply present facts.
Students can choose any format they like.

Make a poster, collage, video, story, journal, interactive game or poetry that metaphorically
represent the structures and function of cellular organelles. Metaphorical representation examples:
● Make a factory use its components to represent organelle (the employees represent
ribosomes;
● Game of “Life” to showcase the characteristics of life, etc.
Your piece must be supported by a 250-300 word rationale. There will be a viewing gala where
students and teacher will be able to view your work.

S – Standards & Criteria for

Success Summative
Create the rubric for the Each submission be evaluated to meet the following criteria:
Performance Task
● A rationale that explains the connections of the created piece.
● A representation of the concept from that goes beyond fact statement
● Demonstrates application of the knowledge presented in a non-conventional way.

Formative

Peer Feedback:
● Groups working on the same overarching knowledge will be able to provide directed
feedback to each other regarding
Class walkthrough:
● The other science class will do the walk through and provide feedback on the experience.
○ They will then pick a piece to evaluate (criteria) and provide feedback.
○ Then our class would go visit the other science class a

Self Reflection:
● Providing students with the rubric criteria in the beginning of the project, going over the
criteria and discussing what they think is being asked of them.
○ The teacher can clarify and discrepancies.
○ Developing an understanding of what is required and showcasing it it through
examples will allow students to metacognitively gauge their progress.
● The teacher will provide opportunities for self reflection, once before the walk through
with the other science class. And then once more after integrating feedback from the walk
through prior to submitting.

Students will have a “scavenger hunt” to follow as they move through their peers gallery. This
scavenger hunt will have them critically review and analyse their peers work and help review
concepts that they have learnt. Additionally it will allow them to learn about the concepts they did
not research. Example questions are as following:

● Find the group that did the same concept as your group and explain how your
representation of a cell differ from that of your peers. Reflect on the choices they made,
do you agree with how they represented it, do you disagree? Why?
● Choose 3 different concepts that you did not research and analyse the choices made to
represent them? What benefit does their representation have, and where can it improve?
● Refer to the rubric and grade 1 peers work, what grade do you think they received based
on your analysis (provide evidence on the rubric).

ELL Support & Differentiation

 ● Collaborative work allows students to speak English in a natural manner.
● Scaffolding, the task will begin as guided inquiry but then shift into student centred
learning to showcase their understanding.
● Providing concise feedback in line with ELL benchmarks, not overwhelming with too
much feedback.
● Multimodal aspect of the project allows students to choose how they wish to showcase
their learning, therefore they can communicate and justify their understanding through
multiple mediums.

Student Self-Assessments Other Evidence (assessments)

· How will students reflect upon or self-assess their learning? · Includes pre-assessment, formative assessment, and
· Includes peer editing, graphic organizer completion/review, summative assessment evidence throughout the unit.
formative assessment review/retakes, and individual meetings · Can be individual or group based.
with instructor. · Can include informal methods (such as thumbs up, thumbs
· Can be individual or group based. down, and formal assessments, such as quiz, answers to
questions on a worksheet, written reflection, and essay.
The teacher will introduce the rubric at the beginning of the
project. They will provide examples and ask students what they - Pre-assessment of individual students through use of
the think the rubric means? What is being asked of them, what is real-time feedback app (Kahoot)
- Formative assessment through class and small group
required.
discussions
Here, we are setting students to be metacognitively aware of their - Quizzes throughout unit
progress towards the goal. - Summative assessment - Written reflection from
Providing opportunities in the planning stage for re-evaluating the Performance Task
criteria will remind students of the end goal. - Summative assessment through unit test
- Summative assessment of corrections made on unit
test?

Stage 3 – Learning Plan

Learning Activities:
· This is the core of your unit plan. The learning experience should achieve the desired results in Stage 1 and equip the students to
complete the assessment task identified successfully.
· The learning experiences should promote student understanding through a cognitive learning model (5Es) and the use of
WHERETO.

# Lesson Title Lesson Activity Specific Outcomes Evidence Key5E Materials

(enduring from Stage 2 Resources
understandings
listed by their
letter and number
code)
1 Introduction - Expectations for unit. -Describe the cell as -Informal Engage -Smart Board/
a functioning open formative pre- and Computer/Cell
Characteristics -Outline the performance task, this system that acquires assessment Explore phones - if
of life is only to preview and introduce nutrients, excretes through students do not
it, but we will not split them into waste, and ‘Kahoot’ have a cell
groups at this point exchanges matter application phone they can
and energy. submit their
-Informal answers on a
 -Use Kahoot app to determine -Students will formative sheet of paper
students prior knowledge of cells understand that life assessment anonymously
can be defined through
-In small groups, create lists of through observation of -Textbooks
what characteristics of life they characteristics group discussion
think are most important using and classroom
digital and textbook resources U1, U2,U3 participation

-Class discussion on most

important characteristics of life,
ending with a classroom list of the
five most important characteristics
of life - connect to the importance -Activity sheet
or organelle functions for cell for seminar
survival (lesson 3)

-Discuss upcoming Socratic

Seminar on organelles - Assign
organelles to students

ELL differentiation: Provide

students with a list of vocab prior
to starting the activity, therefore
students can refer to the vocab
and build defintion through the
experience with the content.

2 Cell Theory -Brief class discussion to gauge -Trace the -Informal Explore -Microscopes
students prior knowledge of Cell development of the formative pre- and and slides
Theory cell theory: all assessment Explain
living things are through class -Smart Board/
-Have students look at different made up of one or discussion Computer
‘unknown’ stained cells under the more cells and the
microscope and make quick materials produced -Informal Video link:
observations through a compare by these, cells are formative https://www.yo
and contrast chart functional units of assessment of utube.com/wat
life, and all cells compare/contrast ch?v=4OpByl
-Watch video on Cell theory come from pre- charts created wH9DU
existing cells
-Discuss compare and contrast -Describe how -Formal
charts pertaining to slides and advancements in formative
come up with hypothesis on what knowledge of cell assessment of
type of cell each ‘unknown’ slide structure and timeline created
is showing function have been - hand in next -Textbooks
enhanced and are day
-Research the history of cell increasing as a direct
theory and advancements in result of
technology in relation to cell developments in
theory in groups microscope
technology and
-In groups, create a timeline with staining
brief descriptions to illustrate
change in theory using a 5W -Identify areas of cell
format (Who,What, Where, When, research at the
Why?) molecular level

ELL differentiation: Have ELL U2, U3

students paired up with Non-ELL
students for the timeline activity
3 Introduction to -Before introducing the organelles -Identify the -Informal Explain -Smart Board/
Organelles of both animal and plant cells to structure and formative pre- Computer
the students, the class will have a describe, in general assessment
discussion on their prior terms, the function through
knowledge of organelles from of the cell structures observations of
Grade 8 - some students will have of plant and animal class discussion
more knowledge than others cells
depending on their teachers - -Informal
adjust introduction accordingly U3 formative
assessment of
-Introduce organelles including individual work
the characteristics of structure and progress on
function of each organelle in both seminar activity
Research period animal and plant cells - students
for Socratic will research more specifics about
Seminar each organelle for the Socratic
Seminar

-Work period for students to

continue their research on their
assigned organelle for the Socratic
Seminar next day

ELL Differentiation: allowing

students to write and practice
their arguments. Arguments can
be limited in small sentences. Use
Google Translate while
researching, as well as buddying
up during the researching phase.

4 Socratic Link to Lesson Plan: -Compare the -See Lesson Plan Elaborate -See Lesson
Seminar on structure, chemical and Plan
Organelles https://drive.google.com/open?id= composition and Evaluate
1fAXQE8SGGYFnIf1e4WQBmJ function of plant and
LHq33GLwp_iwOo0WKlHOM animal cells, and
describe the
ELL: Refer to the attached plan. complementary
nature of the
structure and
**depending on class size the
function of plant and
seminar can be extended another
animal cells
day to ensure all students have a
chance to share their opening
statements,clarifying/extending
questions and answers**

5 Discussion of -Review of organelle structures -Describe the role of -Informal Explain -Smart Board/
the Socratic and functions the cell membrane in formative Computer
Seminar maintaining assessment
-Teacher will hand out copies of equilibrium while through -Socratic
the questions and answers from exchanging matter observation of Seminar
the Socratic seminar for review discussion question/answe
purposes during review r sheet

-Lecture and worksheet with -Formal -Cell

diagram on the cell membrane U4, U5 formative Membrane
Cell Membrane assessment of Worksheet
 -Introduction to osmosis and worksheet -
diffusion across the cell handed in next
membrane which will be class
elaborated on next day during
Transport Activity
Introduction to -See above -See above
Performance -Explain the performance task and Performance Task Performance -See above
Task have students choose their group Task Performance
members Task

-Each group will choose their

topic from supplied list of topics

6 Transport Link to Lesson plan: -Compare passive -See lesson plan Explore -See lesson
Across Cell https://drive.google.com/file/d/0B transport of matter and plan
Membrane y2i_vA0CvYtUTdvS3pCRXBCa by diffusion and Elaborate
Activity E0/view?usp=sharing osmosis with active
transport in terms of
the particle model of
ELL Differentiation: Refer to matter, concentration
Lesson Plan gradients,
equilibrium and
protein carrier

7 Review Cell -Review of previous topics to -Describe how -Informal Explain -Smart Board/
Membrane and ensure students full understanding knowledge about formative and Computer/Cell
Cellular semi-permeable assessment of Elaborate phones - if
Transport -Go over cell membrane membranes, students students do not
worksheet handed in during lesson diffusion and understandings have a cell
5 osmosis is applied in through answers phone they can
various contexts on ‘Kahoot’ app submit their
-Post Review questions on answers on a
‘Kahoot’ App sheet of paper
anonymously
-Prepare students for Gelatin Lab
next class

ELL Differentiation: Reviewing -Textbooks

with the use of diagrams, labels,
and oral discussion.

8 Cell Size -Discuss preconceptions and -Describe cell size -Informal Engage, -Lab resource
misconceptions regarding cell size and shape as they formative Explore, (below)
Lab 1: Gelatin that were written on exit cards relate to surface area assessment Explain
Cells during lesson 6 to volume ratio, and through -Lab guide
explain how that discussion of
-Create different sized cubes of ratio limits cell size pre/misconceptio -Lab materials
gelatin to represent cell models to ns
explore the relation between size
and function -Formal
formative
-Surface area and volume assessment of
calculations (Connection to math) lab write up

-Lecture on cell size and relation

to functionality

ELL Differentiation: Providing

students with lab instructions that
are supported with sequential
 images.

9 Cell -Watch a video on multicellularity - why, when a -Formal Explore, -Computer

Specialization single-celled formative Explain
and -Answer questions pertaining to organism or colony assessment of -Video Link:
Multicellularity the video on worksheet of single-celled worksheet - hand https://www.yo
organisms reaches a in next day utube.com/wat
-Class discussion on the certain size, it ch?v=jdVc2J_
importance of cellular requires a -Formal OwDc
specialization with examples and multicellular level of formative
elaboration organization, and assessment - -Worksheet
Quiz 1 relate this to the quiz
-Three question formative Quiz 1 specialization of -Textbook
cells, tissues and
ELL Accommodation: Allowing systems in plants
for extra time on the quiz. U2,U4,U5,U6

10 Introduction to Link to lesson plan: -Use models to -See lesson plan Elaborate -See lesson
Model cell explain and visualize and plan
Activity https://docs.google.com/document complex processes Evaluate
/d/1vl9tUCNXnHn9Ro8GID4UX like diffusion and
ZFw_68tZnAIIN1h-6kWp3A/edit osmosis, endo- and
exocytosis, and the
ELL: Refer to attached plan. role of cell
membrane in these
processes

U1,U3.

11 Work period for -Students will get formative N/A -Informal Explore N/A
Model Cell feedback from teacher and peers formative and
activity assessment explain
-Students will share the initial through
ideas for their projects with one feedback from
other group for feedback teacher and peers

12 Introduction to -Use microscopes to view leaf -Describe how the -Formal Engage, -Lab
plants structures and draw diagram with cells of the leaf formative Explore equipment
hypotheses of what each structure system have a assessment of and
they are seeing may be variety of specialized lab sheet - hand Explain -Lab guide
Lab 2: Leaf structures and in after class
Structure and - Labels will be placed after functions to support
Function lecture on plant anatomy the process of
photosynthesis
-Lecture on plant anatomy U1,U2,U3,U4,U6

ELL Differentiation: Providing

students with lab instructions that
are supported with sequential
images.

13 Plant nutrition -Watch video on photosynthesis -Explain and -Formal Explain -Smart Board/
and investigate the gas formative Computer
Photosynthesis -Students will answer questions exchange system in assessment -
pertaining to the video on their plants hand in Video Link:
worksheet - make connections worksheet next https://www.yo
with the importance of U4, U5 day utube.com/wat
photosynthesis and plant transport ch?v=bsY8j8f5
 for nutrition intake - relate back to 4I0
characteristics of life (lesson 1)
-Worksheet
ELL Modification: Providing
students with shorter questions in
layman terms.

ELL Differentiation:
Allowing students to verbally
justify their answers.

14 Plant Transport -Demonstration of plant transport -Explain and -Informal Engage -Coloured
by having students “act out” investigate the formative and paper for each
transport of nutrients by acting as transport system in assessment Explain type of
the different parts involved plants through student representation
(xylem, phloem, oxygen, water, participation and
sugar, etc.) showing of their
U4. U5. U6 understanding
ELL Differentiation: providing
students with the diagram
explaining how the system works
with the use of new vocab.
Providing a moment prior to the
activity to discuss the system and
new terms.

15 Quiz 2 -Three question quiz 2 Formal Explain

formative and
ELL Accommodation: Extra quiz assessment - Elaborate
time. quiz
-Work period
for Model cell ELL Differentiation: Typing short
activity answers instead of writing them.

16 Plant Responses -In pairs students will Think-Pair- -Explain and -Informal Explain -Smart Board/
to the Share examples of plant or animal investigate formative Computer
environment cell responses to the environment phototropism and assessment -
and share with the rest of class gravitropism as worksheet in -Worksheet
examples of control class (not handed
-Lecture and worksheet systems in plants in) -Video Links:

-Students will watch videos on -define and delimit

both phototropism and problems to facilitate
gravitropism and take notes on investigation
worksheet

ELL Differentiation: fill in the

blank notes/diagrams. Allow for
extra time to discuss the concepts
one on one with the student after
the lecture.

ELL Modification: Providing

students with shorter questions in
layman terms that access
understanding.
17 Plant Responses -Students will share their example -Informal Explain -Smart
to the of cell responses to the formative and Board/Comput
environment environment with the rest of the assessments of Elaborate er
Cont’d class students Think-
pair-share ideas
Work period for -Allow students to get formative
Performance feedback from teacher and peers
Task on their work so far for the
Performance Task -Informal
formative
-Students will share their projects assessment
with one other group for final through
feedback feedback from
peers
ELL Support: Verbal interactions
through collaborative work allows
for students to practice English in
a natural manner.

18 Work period for -Allow students to get formative -Informal

Performance feedback from teacher and peers formative
Task on their work so far for the assessment
Performance Task through
-Students will informally share feedback from
their projects with one other group peers
for final feedback

ELL Support: Verbal interactions

through collaborative work allows
for students to practice English in
a natural manner.

19 Final Work -Allow students to have one last -Informal

Period for chance for formative feedback formative
Performance from teacher and peers assessment
Task through
discussions and
projects

20 Medicinal uses -The teacher will ask students if -Acknowledge the -Informal -Explore -Smart
of plants they can provide any examples of contributions of formative pre- and Board/Comput
plants used for medicinal purposes Aboriginal peoples assessment of Explain er
and if they are aware of any to understandings of students prior
history of these medicines. the natural world knowledge
-Article
-Students will read a research -Informal https://www.nc
article on the use of medicinal formative bi.nlm.nih.gov/
plants in Canada and write a 1- assessment of pmc/articles/P
page critical review participation in MC3316145/:
class discussions
-Class discussion regarding
history and current Indigenous -Formal
knowledge of medicinal plant use formative
- after initial research by students assessment of
critical review
ELL Differentiation:
Providing names of the plants
with visuals prior to seeing them,
to help build background
knowledge.
21 Off-site activity -While at the park, an Elder will -Develop the concept -Formal -Engage -Off-Site
at Nose hill come to talk to students about the of our connectivity formative volunteers
park: Medicine meaning of the medicine wheel; to the natural world assessment of
Wheel its history and cultural aspects and the importance reflections -Elder from
(while off-site) of caring for the FNMI
environment community
-Students will reflect on their
experience and write a personal
reflection due next day

22 Performance -See Performance Task section -See Performance -Summative All 5E’s -See
Task Task section assessment of Performance
Presentations groups work Task section

-Peer evaluations

-Self-
assessments

23 Review period -Students will place specific N/A -Informal Elaborate -

questions they are not certain formative Computer/Sma
about on the board assessment of rt Board
students
-Teacher will go through these questions during -Textbooks
questions and then circulate while review period
students work on review questions
from textbook

24 Unit Test N/A -Summative Explain,

assessment of Elaborate
overall unit and
Evaluate

Stage 4 – Reflection

Considerations Comments

Is there alignment between the first 3 Yes, all three stages are aligned.
stages?
Describe how you feel your plan will develop the deep understanding of the enduring
understandings...

We go through each lesson with a specific outcome in mind, often these outcomes are
repeated to help give students a second chance at understanding and reworking their
misconceptions. For example, the first two enduring understandings are met within the first
two lessons. Both overlap and complement each other. What defines life, is our first
outcome and our second outcome talks about organisms being made of one or more cells.
We follow this type of pattern throughout the unit. (each outcome is mapped to specific
lessons, as noted under the specific outcome collum)

It should also be noted that the ‘energy’ related enduring understandings are repeated more
often than the others. This is primarily because a lot of high school science, and science in
general, talks about energy and how we can transfer and transform it. Students will
understand energy transfer is a concept we used to describe certain phenomena, and is
essential for explaining how many functions of life exist. It is also shown through multiple
different stages in the cells life (photosynthesis, cell transport etc.)
 How will students be prepared to complete the performance task, how are the knowledge
outcomes addressed through the unit...

All of the knowledge outcomes have be outlined under specific outcomes, which ensure
students develop these concepts. It should be noted that we also incorporated multiple
activities which facilitate students to draw on, analyze and synthesize the knowledge they
have learned. For example, students are introduced to organelles and then they conduct
research which in turn allows them to build a model cell. This gives them time to reflect
and process their information along with actually using that information to create
something meaningful. These activities also provide frameworks from which the students
can critically look at their knowledge. For example when they research cells they will be
ask to research specialized cells, and really consider why are some organelles represented
and others not? This ultimately ties into the “is structure defined by function” concept that
defines many units throughout high school biology..

How has learner differentiation been ELL:

addressed?
We will bring in an ELL specialist to help clarify what they are doing for the
assignment(s), and they will have the option to research in their own language and translate
it with the ELL teacher. Students will also be given the opportunity to participate in group
work during their projects (Gonzalez, 2014). (See ELL dedications throughout lesson plan
activities for more specific details about integration - Stage 3).

Gifted: These students can expand certain aspects of their project, for example in the
model cell project/organelle research, they will have the option to look into certain diseases
that affect organelles such as mitochondrial myopathy. General guidelines such as
curriculum content, process of engagement, and what students produce as their final
product will be considered as outlined by Gifted Education guide. (Alberta Education,
2014)

Struggling: The instructions will be made explicit, and the outcomes will be made clear.
The teacher will check in periodically and help them make a timeline and provide support
on how they will complete their research. Extrinsic motivators, such as grades, can also be
useful to engage reluctant learners; however, the goal will be to move students towards
independence and being intrinsically motivated. It should also be noted, the authenticity of
the assignment should aid in promoting engagement from the students. Additionally, the
teacher will help struggling students build intermediate goals. (Wery & Thomson, 2013)

http://onlinelibrary.wiley.com.ezproxy.lib.ucalgary.ca/doi/10.1111/1467-9604.12027/full

These concepts will be used throughout the unit, where applicable.

How does the unit design include a Indigenous:

variety of teaching experiences that
includes: Indigenous, multicultural, and Lesson 15 incorporates knowledge around medicinal plants and medicine wheels, and
interdisciplinary activities? allows students to take a field trip to Nose Hill park. This field trip will give students an
opportunity to explore the land and observe plants that play an important role in some
Indigenous cultures. Students will also partake in a medicine wheel activity (with an
Indigenous expert). Additionally, when learning about medicinal uses of plants, the focus
will be on the history of Indigenous peoples and how they have shared their knowledge of
medicinal plants with others (used to create aspirin, and vitamin C, teas, etc.)

https://calgarylibrary.ca/blogs/post/nose-hill-parks-medicine-wheel-and-tipi-rings-are-
living-testaments-to-its-long-and-varied-history/

Multicultural: This unit does not have much culturally sensitive work; however, students
are shown the history of cell theory and the various scientists who played a role in its
 development from different cultural backgrounds.

Interdisciplinary activities: Students are required to apply their understanding of rations

and proportions to create accurate models in lesson 7, along with general applications of
chemistry to rationalize properties of cell membranes (why certain molecules can cross
while others cannot). Visual arts is also an integral component of their final project.

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Adapted by Jeff Turner (2016) and Marie-Claire Shanahan (2017) from: