Ecological and Cultural Significance of Local Parks : Unit Plan
Week Four
Essential Question
What issues are we faced with as a community in preserving our local parks?
What can we do to help conserve the local environment?
What features are important to include on a map?
This week, students will look tap into the critical analysis skills in analyzing a historical photo/article. Students will learn of the conservation issues facing these parks, and have an opportunity to ask a conservation biologist questions on conservation and preservation. Students will learn about maps and their different types and plan for their walking tour.
Lesson 1
Sequence
Students will conduct research on the historical information about the park. They will pick and analyze a historical photo or article about the park and describe the story they tell.
Students will submit their analysis next class.
Resources
Computers/ Tablets
Various online resources: Search engines, archives, and the Glenbow museum online photo collection.
Assessment
Formative
Informal Observation
Homework
Differentiation
Students are given their choice in medium to tell the story. They may use any of the following: video, audio, and written response. Students may also pick another format at the discretion and approval of the instructor.
Lesson 2
Sequence
Students will learn about maps and land marking.
They will look at a variety of map types, and decide on the type of map they would like to include with their walking tour.
Resources
Search engine
Map making software
Assessment
Formative
Informal Observation
Differentiation
The variety of different maps would allow students to choose one based on their preference.
Lesson 3
Sequence
Students will learn about conservation and issues facing the park they have chosen.
A conservation biologist will speak with the class via video chat. Students will brainstorm potential questions to ask the specialist prior to the call.
Resources
Guest speaker/call with conservation biologist.
Whiteboard
Assessment
Formative
Questioning
Informal Observation
Are students participating in class/group discussion?
Differentiation
Students are encouraged to find aspects of the park they find interesting and be motivated to ask questions that reflect their own concern.
Lesson 4
Sequence
As a class, students and the teacher will co-create a rubric for the walking tour. At this time, anything that the students believe needs to be specified, revised, or added.
Students will compile a working plan for the content they have chosen to include in their walking tour.
This includes: stops they will make showcased on a map, the medium they intend to use, the content they will focus on to meet the rubric requirements, a distribution of work in a team collaboration plan, and a proposed timeline for weeks 5 and 6.
Resources
Whiteboard
Laptop/Tablet
Assessment
Formative
Informal Observation
Summative
Checklists and Rubrics
Differentiation
Students are given many mediums to display their walking tour.
The walking tour itself has many opportunities along the length of the assignment for student exploration and personal choice.