Introduce interdisciplinary study and goals of the unit. Students will understand expectations surrounding the final summative task and assist the teacher with creating the rubric. Also, the teacher will introduce students to their forest journals which will be used throughout the unit.

Prepare prototype, forest journals, and presentation of final summative task. Start field trip prep: confirm budget with administration, prepare paperwork, contact volunteers, book busing, and presentations. Research/contact special guests Purchase/download computer software for mapping lessons.

Parks Canada. (2019). Parks Canada YouTube. Retrieved from

https://www.youtube.com/user/ParksCanadaAgency

McNamee, K & Finkelstein, M. (2019). National parks of Canada. Retrieved from https://www.thecanadianencyclopedia.ca/en/article/national-parks-of-canada

Formative:

Teacher will use the wonder wall, class discussions, and journals as formative assessment to understand current student knowledge.

Videos, small group work, individual tasks.

Students will learn why forests are important and what they are used for. Students will research how they use forests and present in small groups. Students will record their research in their forest journals.

Computers/iPads (book technology room or supply cart)

Hand out field trip forms – communicate due date with students and families through online platform (if available).

Canadian Geographic. (2019). If a tree falls in the forest. Retrieved from http://www.cangeoeducation.ca/resources/learning_centre/classroom_activities/forests.asp

Formative:

Teacher will review forest journal stories.

Small group work, individual tasks, technology (computers).

Students will understand the definition of a forest, tree, and learn about types of forests in Canada. Students will brainstorm how trees compare to other plants. Videos, print materials, and maps will also be used to develop student knowledge.

Forest journals, videos, maps (print and digital)

Government of Canada. (2018). Forest fact book [PDF file]. Retrieved from http://cfs.nrcan.gc.ca/pubwarehouse/pdfs/39505.pdf

Government of Canada. (2017). Forest classification. Retrieved from https://www.nrcan.gc.ca/our-natural-resources/forests-forestry/sustain able-forest-management/measuring-reporting/forest-classification/13179

Formative:

Exit task: Students write or draw their understanding of a tree and a forest.

Print and digital resources will be used. Videos will have subtitles to support ELL students.

Students will learn about what types of forests are in Alberta to support their learning for the summative task. Students will discuss similaries and differences of the forest regions. Also, students will research one of the regions and present to the class.

Prepare Google Earth and GIS maps of forest regions (print if needed)

Software: ArcView GIS education license or ArcGIS online map viewer

Sign out Computers/iPads

Alberta Parks. (2015). Natural regions and subregions of Alberta. A framework for Alberta’s parks. Retrieved from https://www.albertaparks.ca/media/6256258/natural-regions-subregions-of-alberta-a-framework-for-albertas-parks-booklet.pdf

Government of Alberta. (2014). Forest management agreement area. Retrieved from https://geodiscover.alberta.ca/geoportal/catalog/search/resource/details.page?uuid=%7B3956714B-4FD3-414A-9E9F-2A3AD5AEC61A%7D

Formative:

Evaluate presentations, class discussions, and forest journals.

Print and digital resources, variety of discussion formats, able to present in different ways (oral presentation, interview, trivia game).

Introduction to graphing and how graphs can be used to show data. Students will collect, display and analyze data on forests in Alberta and will create, label and interpret line graphs as part of their research.

Computers / Chromebooks

Graph examples and practice questions.

SMART Board or Projector

Graph paper

Formative:

Exit task: hand in graphs

Teacher can have students work in pairs.

Advanced students will assist students who are requiring additional support.