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