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Cosponsored by:
 
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download
and print pdf version of the Unit Grid
DAY
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OBJECTIVES
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TEACHING
METHOD & ASSESSMENT
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PROCEDURE
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MATERIALS
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CELs/DSL
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1
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SWBA to:
-identify historical, ecological, & cultural aspects of the WRL
-gain an understanding of the present and past role of the WRL on the prairies |
Lesson 1:History,
Culture, & Ecology of the WRL
Method:brainstorming,
cooperative learning, computer assisted learning
Assessment:
Formative-anecdotal observations in groups and class discussion, worksheet
Summative-crossword puzzle
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1)Brainstorm prior
knowledge re: WRL
2)Divide class into pairs or small groups.
3)Assign resource material (print or websites) – goal to complete
WRL Work Sheet
4)Debrief worksheet as a class
5)Close – The WRL Crossword Puzzle
(60 min)
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*Pictures of WRLs
*Lily plants
(alternate varieties are fine)
*WRL work sheets
*Reading resources
*Internet sites
*computers
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CCT, COMM, PSVS, TL
A9,B12,
C2,C14,D5,D9,
E4,F1,
F4,F6
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2/3
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SWBA to:
-identify parts of the flower (stamen, anther, stigma, pistil, ovary, petal,
sepal)
-describe the role and function of each flower part (sexual reproduction
of plants)
*optional-recommended for Grade 8
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Lesson 2:Exploring
the WRL
Method: Guided inquiry
lab, brainstorming, cooperative learning
Assessment:
Formative-anecdotal observations
Summative-lab worksheet
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1)Put students in groups
of 2 or 3, each with required materials
2)Students write 3 descriptive sentences based on personal observation
of their flower specimen
3)Guide students through the lab worksheet instructions.
(60 min)
*Depending on the class, more time may be required
Part 2
1)Reinforce naming of flower parts using demo flower or overhead
2)Have students read resource material “Sexual Reproduction in
Plants” and complete Part 2-“Read to Learn Activity” worksheet
3)Debrief-Mini-lecture may be required re: sexual reproduction in plants
(60 min)
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* lily flowers (1 per
group)
* magnifying glass
* drawing pencils
* medicine dropper
* sugar water solution
* single-edged razor blade
* foreceps
* microscope slide
* cover slip
* stirring rod
* dissecting microscopes
* “Parts of a Flower Lab” worksheet
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CCT,
COMM,
PSVS,
TL
B4, C3,
E1, F1
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4
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SWBA to:
-appreciate the importance of food webs in conveying information about
interrelationships in the local community
-illustrate ways that change cascades through an ecosystem
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Lesson 3:The WRL and
the Food Web
Method: group activity,
independent learning, discussion
Assessment:
Formative-anecdotal observations
Summative-Food Web Definitions worksheet, Quick Write paragraphs
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1)Conduct Ball of Wool
Food Web Game as outlined at http://www.britishecologicalsociety.org
/articles/education/resources/
curriculum/foodchains/game/
(May be conducted indoors or outdoors)
2)Debrief asking students their observations re: food web construction,
structure, and fragility
3)Instruct students to read “The Western Red Lily” handout
and complete “Food Web Definitions Worksheet”
4)Close-vocabulary and students’ created food webs (60 min)
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* animal/plant cards
* balls of colored wool
* “The WRL” handout
* “Food Web Definitions” worksheet
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CCT,
COMM,
PSVS,
IL
A3, A9,
B1, B2,
B10, D9, F4, F6
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5/6/7
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SWBA to:
-demonstrate knowledge of the WRL
-demonstrate knowledge of ecological factors affecting the WRL
-value the environment
-recognize the role that humans play in protecting or destroying ecosystems
-recognize the role that humans play to promote conservation efforts
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Lesson 4: Campaign
for the Western Red Lily
Method: brainstorming,
concept web construction, synectics, cooperative learning
Assessment:
Formative-anecdotal observation, participation in group concept web construction
Summative-Campaign assignment
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1)As a class construct
a concept web of knowledge re: WRL
2)Demonstrate opportunities to convey informative or persuasive messages
through cartoons, posters, etc. Discuss consideration for message, audience,
and creative elements Ex. Have students identify what effect attaching
human characteristics and emotions to non-human elements has on conveying
a message
3)Handout “Campaign of the WRL Assignment” *can be assigned
individually or in groups
4)Clarify expectations on rubrics
5)Allow time to work on project
6)Presentation to class – optional
(120-180 min)
*Optional Gr. 8 Activity – Human Activity and Our Environment will
take an additional 60-120 min
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* “Campaign of
the WRL Assignment handout
* assignment rubrics
* campaign examples – cartoons, brochures, posters
* art materials
* video camera and editing equipment
* computers
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CCT,
COMM,
PSVS,
TL
A3, A9,
B1, B10
B12,C2,
D5, D9,
E4, F4,
F6
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