Concluding/Culminating Lesson: Poster Presentation (Lesson 9)

BIG IDEAS

● Ecosystems are dynamic and have the ability to respond to change, within limits, while maintaining
their ecological balance.
● People have the responsibility to regulate their impact on the sustainability of ecosystems in order
to preserve them for future generations.

MINISTRY EXPECTATIONS

B2.3: plan and conduct an investigation, involving both inquiry and research, into how a human activity
affects soil composition or soil fertility (e.g., changes to soil composition resulting from the use of different
compostable materials, organic or inorganic fertilizers, or pesticides), and, extrapolating from the data and
information gathered, explain the impact of this activity on the sustainability of terrestrial ecosystems [IP,
PR, AI, C]

B2.4: plan and conduct an investigation, involving both inquiry and research, into how a human activity
affects water quality (e.g., leaching of organic or inorganic fertilizers or pesticides into water systems,
changes to watersheds resulting from deforestation or land development, diversion of groundwater for
industrial uses), and, extrapolating from the data and information gathered, explain the impact of this
activity on the sustainability of aquatic ecosystems [IP, PR, AI, C]

B2.5: analyse the effect of human activity on the populations of terrestrial and aquatic ecosystems by
interpreting data and generating graphs (e.g., data from Statistics Canada, Parks Canada, and other
websites on: the concentration in water of chemicals from fertilizer run-off and their effect on the growth
of algae; stressors associated with human use of natural areas, such as trampled vegetation, wildlife
mortality from motor vehicles, and the removal of plants, animals, and/or natural objects; suburban
developments and their impact on the food supply for animals such as foxes and racoons) [PR, AI, C]

B3.1: compare and contrast biotic and abiotic characteristics of sustainable and unsustainable terrestrial
and aquatic ecosystems

B3.5: identify various factors related to human activity that have an impact on ecosystems (e.g., the
introduction of invasive species; shoreline development; industrial emissions that result in acid rain), and
explain how these factors affect the equilibrium and survival of ecosystems (e.g., invasive species push out
native species and upset the equilibrium in an ecosystem; shoreline development affects the types of
terrestrial and aquatic life that can live near lake shores or river banks; acid rain changes the pH of water,
which affects the type of aquatic life that can survive in a lake)
LESSON AGENDA STUDENT LEARNING GOALS

1. Minds-On -Students will learn about different human

2. Poster Presentation activities and their impact on different
3. Consolidation ecosystems and the biotic and abiotic
factors within the ecosystems

PRIOR KNOWLEDGE
-Definition of: biotic, abiotic, biome, ecosystem, population, remediation, community, organism, herbivore,
carnivore, omnivore, autotroph, heterotroph
-The different biomes on earth, and different types of ecosystems
-The different types of energy flow, and the cycling of matter in the ecosystems

ELL Specific Plan

Knowledge Structure: Description, Choice, Sequence, and Principles
Content Objectives:
● To choose and conduct research on a human activity and how it affects the biotic and abiotic factors
in the ecosystem, and what humans have done to remediate (clean up) the effects
● To represent the chosen activity in a creative visual form
● To share, in verbal form, the research on the human activity chosen

Language Objectives:

a) Vocabulary: herbivore, carnivore, omnivore, food web, food chain, consumer, producer, decomposer,
ecosystem, biome, biosphere, population, trophic level, remediation, pollution, damage, remediate,
disrupt, human activity (depending on type chosen ex. Oil spill, deforestation, overfishing, overhunting)

b) Language Skills/Language Features:

● Spell, Pronounce, Translate, Define, and Understand the Review Vocabulary words
● Respond to questions in the “Research Notes” handout and to the criteria in the rubric, verbally
during the presentation
● Construct short sentences to identify and briefly explain the human activity and its effects
● Conduct research in Language 1 → students may use any translation device to assist them
(dictionaries, online translator, etc.)
● Sort out important information about their topic based on the questions provided on
worksheet/template (“Research Notes” worksheet (Appendix A.2), and the rubric(Appendix A.1))
● present findings about chosen topic verbally (students may use assistive devices such as prepared
cue cards)

Multimodal supports (graphic organizers):

● Worksheet/Template with research questions to guide students’ research (provides space to answer
each question)
● Students use pictures to present their ideas (poster presentation), but they can also put a few
sentences on their poster

Accommodations for ELLs:

-Scaffolding through collaboration with classmates. Working in small groups will give ELLs language
support, and practice using vocabulary required for an academic level science course.

-Giving students the choice to take control of their learning accommodates ELL students because it focuses
on their strengths rather than their weakness, and it draws on the prior knowledge that the students
already possess. (Students will choose which human activity to research, and how they want to present
their poster (ex. They can paint the pictures, print them out, draw them, or use a digital software to make
their poster)). Visual, artistic projects allows students to show their creativity and allows an alternative way
to express their knowledge, understanding, and connection to the topic

-Allow ELLs to practice their speaking skills, and the use of low-frequency scientific words and subject
specific vocabulary

- Scaffolding by providing students with a worksheet to guide their research prior to the presentation day
(see Appendix A.2)
-allowing students to take notes in their ELL and to use translators to help them

MATERIALS (by activity)

1. Minds-On: computer, internet, projector, speakers
2. Action 1: computer (for students who might need to show their poster electronically)
3. Sticky notes

# Teaching and Learning Strategies Assessment / Checking

min for Understanding
~6 A. Minds-On: Environmental Pollution YouTube Video -observe students
https://www.youtube.com/watch?v=JaSe85Mcwp0 engagement with their
peers and the brief
-students are asked to find one thing that stood out to them in the discussion
video and share it with their elbow partner (think-pair-share)

-video clearly portrays environmental issues with animation and music,

without the use of narration or written points → this allows ELL
students to focus on the visual representation of environmental issues
and gives them an equal opportunity to interpret the video

-some of the students’ ideas will then be shared with the whole class
~55 B. Action 1: Poster Presentation -A rubric will be used to
-60 -Students will present a human activity that they chose to research and assess this activity
how it affects the ecosystem and the biotic and abiotic factors within
the ecosystem

-This activity allows students to see how the concepts they learned
throughout the whole unit are applicable in real life.

-prior to this presentation, students used a worksheet to guide their

research see Appendix A.2.

Appendix A. 1) Rubric and Instructions

Appendix A. 2) Research Notes Worksheet

~10 C. CONSOLIDATION -Assess student
understanding by looking
-have students write on sticky notes the most prominent type of at their answers on the
pollution caused by human activities in their countries (ELL students sticky notes on the
can refer to their homeland) designated spot in the
-students should attempt to answer the following brief questions: classroom
-What is the pollution?
-What caused it?

NEXT STEPS
-start a new unit

Appendix below:

Appendix A.1): Rubric and Instructions

Evaluation of Poster Presentation

For this assignment you will research an environmental disaster caused by human activity. You will
create a poster to illustrate how mankind has affected the ecosystem as well as the actions taken to
remediate the problem. You will work in groups of 2-3 students to develop a poster presentation. The
presentation will be 3-5 minutes. It is up to you in how you create your poster (e.g. painting, collage,
comic strip etc.). You only need to focus on one ecosystem that is affected by the human activity you
chose.
 Criteria Level 4 Level 3 Level 2 Level 1 Marks
(80-100%) (70-79%) (60-69%) (50-59%) ( /50
)

Knowledge/ 8 - 10 7 - 7.9 6 - 6.9 5 - 5.9

Understanding

Content Demonstrates in-depth Demonstrates Demonstrates Demonstrates /10

knowledge of how an considerable some knowledge limited
ecosystem can change knowledge of how an of how an knowledge of
based on human ecosystem can ecosystem can how an
activity. change based on change based on ecosystem can
human activity. human activity. change based on
human activity.

Presentation Shows an in-depth Shows considerable Refers to notes Presentation not /10
knowledge in knowledge in throughout, makes prepared, unable
presentation, able to presentation, refers to an effort to answer to answer
answer questions notes occasionally, questions questions
accurately answers questions
adequately

Inquiry 8 - 10 7 - 7.9 6 - 6.9 5 - 5.9

Research Accurately researches Moderately Researches some Researches /10

how the ecosystem is researches how the facts concerning inadequate facts
affected in terms of its ecosystem is affected how the ecosystem on how the
biotic and abiotic in terms of its biotic is affected in terms ecosystem is
factors. and abiotic factors. of its biotic and affected in terms
abiotic factors. of its biotic and
abiotic factors.

Communication 8 - 10 7 - 7.9 6 - 6.9 5 - 5.9

Visual/Organizatio Poster is aesthetically Poster is well- Poster is Poster is not /10

n pleasing, well- organized and organized, some well-organized,
organized and creative, visually pleasing, errors errors
no errors little to no errors

Verbal/Oral Presents the topic Presents topic within Presents topic Presents topic /10
Presentation within the time frame, the time frame, outside time frame well outside time
with excellent prepared, logical (<3 mins, >5 frame (<1 min,
preparation, eye- flow, referred to mins), scattered >7 mins), no
contact, presentation poster, engaging flow, somewhat flow or
flows in logical engaging sequence, ill-
sequence, very prepared, not
 engaging engaging

Total /50

Worksheet templates below:

Appendix A.2): Research Notes Worksheet

Name:_____________________

Poster Presentation Research Notes Worksheet

Use this worksheet, to answer the questions, that will help guide your poster presentation. You
can write your notes in point-form. You are also welcome to write your notes in your own
language. You can also use translators to aid your research.
 1. What is the human activity that you are researching? In what way does it affect your
environment?

2. How did the human activity affect the biotic factors in the ecosystem?

3. How did the human activity affect the abiotic factors in the ecosystem?
4. What are some of the ways in which the effects of the human activity were remediated?