The Ecology and Climate Change Portfolio
Instead of a unit test, this unit will feature a “showcase portfolio”. It is a way of evaluating
your understanding of concepts in an authentic way. Some advantages of a portfolio
assessment:
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provides a unique format for you to display your mastery of the concepts
you have more control and choice over your learning process
provides you with more time and opportunity to reflect on your learning
reduces stress associated with writing a test
allows you to use your strengths to your advantage
The objectives
The list of objectives on the following pages are mini-assignments that need to be
completed through the course of the unit. As the unit is being taught, you will notice that we
cover some of the objectives in class. Some of the objectives will be performed in class
(such as some labs), others will be taught and you will have to complete an objective based
on what you have learned in class. A few objectives require research outside of the
classroom but are still related to concepts covered in class.
Some of the objectives are marked R = required. Some are marked O = optional. Every
student must complete all 10 required objectives, and must also complete 6 optional
objectives, for a total of 16 objectives.
When handed in, your portfolio should reflect high quality work. Your portfolio should be
well-organized, in a binder or folder that contains everything except large items such as 3-D
models. You should include a table of contents so that the objectives can be easily viewed
by number.
Work daily, most of the work can be completed in class. Check this list frequently
during the unit, as some items may come up in class and can be done quickly once it has
been taught.
The Ecology and Climate Change Portfolio is due:
Required/
Optional
O
1. Write a poem with the title “Where have all the fishes gone?” based on the short film “How
to protect the heart of the blue planet” that was shown in class. To review this talk go to
http://www.ted.com/talks/lang/eng/sylvia_earle_s_ted_prize_wish_to_protect_our_oceans.html
R
2. Create a poster to advertise an environmentally friendly alternative energy source. Text
must be visible from 1 metre away. You poster must include the cost and the benefits to the
environment as well as the amount of energy produced.
O
3. Elaborate both sides of an environmental debate, such as clear-cutting of forests,
recreational use of lakes, establishing a sustainable fishing industry, the use of pesticides to
control pests, or a different issue of your choice.
O
4. Build a 3-D Model that shows how heat is transferred in both the atmosphere and the
hydrosphere.
R
5. Define the following terms: anthropogenic, atmosphere, carbon footprint, carbon sink,
climate, greenhouse gases, hydrosphere, and weather
Use them all in a paragraph.
O
6. Draw a Venn diagram to compare the greenhouse effect to an actual greenhouse.
Explain why the comparison is not accurate.
R
7. Calculate your personal ecological footprint using one of the many footprint calculators
available online (such as www.myfootprint.org). Include your a discussion of the result, with
a list of the things you and your family can do to decrease your ecological footprint.
O
8. Make a list of the many different ways that humans are interfering with the natural carbon
cycle. Take action! Explore websites such as www.davidsuzuki.org and find solutions to
global warming that you can do. Report on the actions you have taken.
R
9. Investigate how the emission of greenhouse gases is having an effect on a particular region
of Canada for example shrinking polar ice caps or melting of permafrost in the arctic,
shrinking glaciers in the Rockies. Write a short story (1-2 pages) about a fictional character.
You must describe the changing conditions as well as how and why this is affecting their
life.
R
10. Investigate sources of greenhouse gases. Draw a diagram using pictures to illustrate the
main ways that greenhouse gases are produced.
D 1.2
D 1.1
D 3.3
D 2.1
D 2.2
D 2.5
D 1.2
D 2.3
D 3.4
D 3.1
11. Develop a diagram or model that illustrates the components of the earths climate systems.
O
D 2.4
O
The diagram must include the sun, oceans, and the atmosphere; the topography and
configuration of land masses.
12. Watch two films or documentaries with an environmental theme, such as “The Inconvenient
Truth” (2007), “Earth” (2009), Flow (2008), “Who killed the Electric Car” (2007),) “The Cost
of Cool” (2001), “The Green Chain” (2007) or “Blue Gold” (2008). Compare the two films in
a report that discusses the following questions:
Give a synopsis of both of the films.
What is the central theme?
What is the purpose of the film or the target audience?
Is there a bias in the presentation of the issue?
Was the film successful in educating you about an environmental issue?
Would there be a better way to present the film’s message to the audience?
Checklist
Curriculum
Requirement
D 2.7
Ecology and Climate Change
Portfolio Objectives
D2.12.4
D 3.2
O
13. Create a 25-point multiple-choice quiz that assesses important information on the
greenhouse effect and the sources of greenhouse gases. Give the quiz to 10 people and
include a table of results with the portfolio, as well as an answer key.
O
14. Draw a comic strip that shows the natural greenhouse effect and why it is important to life
on Earth.
R
15. Write a letter to the Prime Minister of Canada outlining the need for change in the current
policy with regards to climate change. You can choose from the following topics:
Alberta’s Oil Sands
Carbon Sequestering Technology
Alternative Energy Usage
Carbon tax
Topic of your choice pending teacher approval
O
16. Identify one environmental problem which you feel most directly impacts your life or your
future life. Write a letter to the Ontario Minister of Natural Resources that explains how it
affects you and provide some well-reasoned and realistic solutions.
O
17. Create a game or simulation that a grade eight student would find interesting which would
demonstrate to players how environmental problems arise and how the alternatives can
avoid or reduce problems. Use environmental problems discussed in class and research
others to include in the game or simulation.
O
18. Based on the short BBC documentary “Hawaii – A Message in the Waves” explain 3 ways
humans have a direct negative impact on their environment. Suggest solutions to each of
these problems in a script of a dialogue that could be performed by 2 or more people.
D 3.6
D 3.6
D 2.7
D 2.6
D 3.5
D 3.4/
3.5
O
O
D 1.1/
3.4
R
D 1.1/
3.7
R
A 1.11
19. Draw a picture showing the anthropogenic sources of greenhouse gas emissions.
20. Write a public service announcement identifying the one of the greenhouse gases and
alerting people as to how they might reduce their emissions. You must include the chemical
formula and how it is produced both naturally and by humans.
21. Complete the William and the windmill case study
22. Complete the coral reefs case study.
R
23. Compile all of your homework into a neat and complete package to demonstrate all of the
effort you made in this unit.
R
24. Identify two careers related to environmental science and climate change. For each, find
the following information:
The educational pathway required to work in this career
A listing of several places where such a scientist might be employed
Specific environmental issues that would concern such a scientist
Some technologies that such a scientist would use on a regular basis
D 2.6
All students must complete all of the objectives. At the end of the unit students must submit all of
the “Required” objectives (10 objectives). Another 6 objectives must be completed by choosing
from the “Optional” objectives. Each objective must be of a high quality. Do not include an
objective in your portfolio unless you are sure it is of high quality and you are proud of your work.
Work daily, most of the work can be completed in class. Check this list frequently during the
unit, as some items may come up in class and can be done quickly once it has been taught.
Ecology and Climate Change – Portfolio Assessment Form
Level
Knowledge and
Understanding
1

Understanding
concepts, theories,
laws and principles
Knowledge of Facts
and Terms
Transfer of New
Concepts to New
Contexts



Quality of
Information
Use of Information
Use of various forms
of communication
Mechanics
Confuses misconceptions and
assumptions with concepts,
principles, laws and theories.
Repeats and/or copies others’
words.
Unable to complete many
objectives due to insufficient
knowledge of facts and terms.

Unable to transfer his/her
limited understanding of a
concept to a new situation.



1
3
Recognizes and corrects
some misconceptions and
faulty assumptions.
Uses some of his/her own
words in explanations.
Unable to complete some
objectives due to insufficient
knowledge of facts and terms.

Transfers understanding of a
concept in some situations.



4
Recognizes and corrects
misconceptions and faulty
assumptions.
Uses own words in
explanations.
Has sufficient knowledge of
facts and terms to complete
most objectives.

Transfers understanding of a
concept to new situations.



Routinely monitors thinking for
misconceptions and faulty
assumptions.
Extends explanations (e.g. answers
“what if” questions.
Has sufficient knowledge of facts
and terms to complete all
objectives.
Extends understanding by applying
it in a new situation.
2
3
KU
4
 Uses a limited range of
research strategies.
 Uses some effective research
strategies.
 Uses a workable research
process.
 Uses a systematic research process.
 Has difficulty distinguishing
between fact and opinion.
 Collects information that
represents a single point of
view.
 Attempts to combine research
with own ideas or opinions.
 Collects information that
represents different points of
view.
 Combines research with own
ideas or opinions with some
skill.
 Collects information that represents
all relevant points of view.
 Shows little evidence of having
formulated own ideas or
opinions.
 Combines research with own ideas or
opinions in a fluent and skillful
manner.
TI
Level
Communication
Communication of
Information and
Ideas
2
Level
Thinking
Investigation
Use of resources
Name:
1
2
3
4
 Communicates information and
ideas with limited clarity and
precision.
 Demonstrates limited command
of chosen forms of
communication.
 Frequent errors in spelling,
grammar or SI usage detract
from portfolio
 Communicates information and
ideas with some clarity and
precision.
 Demonstrates some command
of chosen forms of
communication.
 Many errors in spelling,
grammar and SI usage distract
the reader from the content.
 Communicates information and
ideas with considerable clarity
and precision.
 Demonstrates adequate
command of chosen forms of
communication.
 Spelling, grammar and SI usage
are correct in most cases.
 Communicates information and ideas
clearly and precisely.
 Manipulates the chosen form of
communication to achieve the desired
purpose and effect.
 Spelling, grammar and SI usage are
correct in all cases.
COM
Level
Application
1

Understanding,
Analysis and Action

Describes some impacts of
issues on technology, society
and the environment without
explaining reasoning.
Does not relate issues to
personal life.
2


Describes impacts of issues
on technology, society and
the environment and explains
reasoning.
Relates issues to personal life
and proposes some action.
3


Describes impacts of issues
on technology, society and
the environment and clearly
explains reasoning.
Relates issues to personal life
and proposes workable
courses of action.
4


Describes impacts of issues on
technology, society and the
environment and clearly explains
reasoning in detail.
Relates issues to personal life and
proposes workable, meaningful and
original courses of action.
AP
Ecology and Climate Change Portfolio
SELF ASSESSMENT FORM
Name:
Date:
Please rate your work from 1 to 4 using each of the following criteria. Then answer the
questions below in full sentences.
1–4
Effort
I worked as hard as I could.
I sought assistance when it was required.
I offered help to others in the unit.
Investigation
and Research
I used a wide variety of resources.
I talked to people for additional information.
I discovered new information that will help in other activities.
Time
I used my time effectively.
I completed the activity on time.
Final Portfolio
I completed all of the required elements.
I conducted additional research to enhance the activity.
Select one item from the ones above and comment on how you could improve in that area.
What would you do differently the next time?
Describe four objectives that you have included in your portfolio of which you are particularly
proud. Explain what makes them high quality work.
Ecology and Climate Change Portfolio
PEER ASSESSMENT FORM
Date:
Author:
Reviewer:
(1) The major strengths reflected in this portfolio were:
(2) Three questions that got answered during the review session were:
(3) Describe one new idea or concept that you learned as a result of this session.
(4) Describe one thing the author was able to explain very well.
(5) Overall level (circle one):
1
2
3
4