Science – Earth & Space Unit Plan
Unit Topic: Extreme Environments
Big Ideas
Critical Question
Unit Rationale
Grade: 6/7
 Explain obstacles unique to exploration of a specific extreme environment.
 Assess technologies used for exploration of specific extreme environment.
 Describe Canadian contribution to exploration technologies.





What makes an environment “extreme”?
How does technology contribute to the exploration of extreme environments?
How has Canada contributed to the exploration of extreme environments?
How do extreme environments affect our lives?
How have Aboriginal technologies influenced modern exploration technology?
This unit will teach students about extreme environments and the technologies that have been used in its exploration.
Over the course of nineteen lessons, students will develop an understanding of an extreme environment of their
choice from one of the following: polar ice, ocean, space, or volcanoes. Through personalized learning, students will
have the opportunity to analyze the impact of technology on their chosen environment, as well as to design their own
exploration vehicle.
Students will explore Aboriginal technologies and how they have had an impact on the technology that exists today.
Furthermore, students will also analyze Canadian contribution to technologies in the exploration of the polar region,
oceans, and space. Students will also have the opportunity to learn and debate about the ethical considerations that
arise with using these technologies. This will allow them to critically analyze the benefits and drawbacks of human
exploration on these environments.
Unit Prescribed
Learning Outcomes
– This unit will
satisfy the
following PLOs:
Science:
Earth and Space
Grade 6
 Explain obstacles unique to exploration of a specific extreme environment
 Assess technologies used for extreme environments
 Describe contributions of Canadians to exploration technologies
Grade 7
 Compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks
 Analyse the dynamics of tectonic plate movement and landmass formation
 Explain how the Earth’s surface changes over time
Processes and Skills
Grade 6
 Manipulate and control a number of variables in an experiment
 Apply solutions to a technical problem (e.g., malfunctioning electrical circuit)
Grade 7
 Test a hypothesis by planning and conducting an experiment that controls for two or more variables
 Create models that help to explain scientific concepts and hypotheses
Language Arts:
Oral language (Strategies)
A4 select and use strategies when interacting with others, including
 accessing prior knowledge
 making and sharing connections
 asking questions for clarification and understanding
 taking turns as speaker and listener
 paraphrasing to clarify meaning
Oral language (Purposes)
A2 use speaking to explore, express, and present a range of ideas, information, and feelings for different purposes
and audiences, by
 using prior knowledge and/or other sources of evidence
 staying on topic in focused discussions
 presenting in a clear, focused, organized, and effective manner
 explaining and effectively supporting viewpoints
Oral language (Thinking)
A9 use speaking and listening to improve and extend thinking, by
 questioning and speculating
 acquiring new ideas
 analysing and evaluating ideas
 developing explanations
 considering alternative viewpoints
 summarizing and synthesizing
 problem solving
Writing & Representing (Purposes)
C2- write a variety of effective informational writing for a range of purposes and audiences that communicates ideas to
inform or persuade, featuring
 clearly developed ideas by using focused and useful supporting details, analysis, and explanations
 sentence fluency through clear, well-constructed sentences that demonstrate a variety of lengths and patterns,
with an increasingly fluid style
 effective word choice through the use of new vocabulary, words selected for their specificity, and powerful
adverbs and verbs
 a voice demonstrating an appreciation and interest in the topic
 an organization with an inviting lead that clearly indicates the purpose, and flows smoothly with logically
sequenced paragraphs or sections to a satisfying conclusion that summarizes the details
Visual Arts
D2 collaborate to develop a group display for a particular audience or purpose
Unit Objectives –
Students will be
 Identify four specific extreme environments (polar ice, ocean, space, volcano)
 Identify the salient characteristics of an extreme environment (polar ice, ocean, space, volcano)
able to:









Provide constructive feedback to peers
Work collaboratively with peers to accomplish goals
Give several examples of how technology can be used by humans to travel to and explore an unknown environment
Identify several types of equipment and methods currently used to explore extreme environments (e.g., scuba, fibre
optics, Mars Lander)
Identify Canadian technologies involved in exploration of extreme environments (e.g., international space station,
Canadarm, Newt Suit, satellite telecommunications, robotics, and ocean mapping)
Design a complete model for travelling into chosen extreme environment (e.g., submarines, sonic aircraft,
spaceships)
Suggest effective and practical ways to modify a technological instrument or tool (vehicles, clothes, food, buildings,
wrenches) to permit its function in an extreme environment
Illustrate with accurate, detailed drawings a range of Aboriginal technologies (e.g., Inuit sleds, Haida ocean
canoes, Algonquin/Cree snowshoes)
Defend stance on ethical considerations involved in the development and use of new technologies
Lesson
Title/Focus
#
1
Introduction to
Extreme
Environments
(space, polar
ice, oceans,
volcanoes)
PLOs
covered
L.A: A4
Critical
Question
What makes
an environment
“extreme”?
Specific
Objectives
Methods/Activities
Assessment
Strategies and
Criteria
· Identify prior
knowledge regarding
extreme
environments
· Identify three specific
extreme
environments (polar
ice, ocean, space,
volcano)
Hook:
· Ask students “What do
you know about
extreme
environments”?
· Students showcase
prior knowledge
through Graffiti Floor
Activity
Assessment for
Learning: Graffiti
Floor Activity →
students will be
assessed
formatively on their
prior knowledge on
Extreme
Environments
Activity:
· Introduce three
extreme environments
by showcasing pictures
one at a time (polar
ice, ocean, space,
volcano)
· Ask students why they
are classified as
extreme environments
Conclusion:
· Introduce inquiry
project to students
· Ask students to write
down the their order of
preference for which
extreme environment
they would like to
explore (Gr. 7s will be
required to choose
volcanoes)
2
Exploring
Extreme
Environments –
Part 1
L.A: A4
What makes
an environment
“extreme”?
· Identify prior
knowledge about
chosen extreme
environment)
Hook:
· Introduce students to
their groups
· Ask each group to
Assessment for
Learning:
-assess students
formatively on their
Resources
Polar Ice
Region:
http://upload.wiki
media.org/wikipe
dia/commons/a/a
d/Greenland_ice
_stream.jpg
Space:
http://stillsound.fi
les.wordpress.co
m/2012/04/outer
-spacestars.jpeg
Ocean:
http://ripples-ofgratitude.blogsp
ot.ca/2010/12/un
derwaterforests.html
Volcano:
http://en.wikipedi
a.org/wiki/File:Sa
nta_Ana_Volcan
o.USAF.C130.3.jpg
(Brainstorming)
come up with a team
name for their
expedition group
Activity:
· Groups complete a
KWL chart regarding
what they know about
their chosen extreme
environment
prior knowledge
through the use of
KWL
-assess students on
collaborative work
Conclusion:
· Introduce students to
the Expedition Journal
they will be keeping
throughout the project
3-5
Exploring
Extreme
Environments –
Part 2
(Research)
Gr. 6:
-Explain
obstacles
unique to
exploration of
a specific
extreme
environment
Gr. 7:
-Compare the
characteristics
of the Earth’s
core, mantle,
and crust, and
describe the
formation of
rocks
-Explain how
the Earth’s
surface
changes over
time
What makes
an environment
“extreme”?
· Identify the salient
characteristics of an
extreme environment
(polar ice, ocean,
space, volcano)
Hook:
· Introduce students to
literature and online
resources to aid their
inquiry of chosen extreme
environment
Activity:
· Conduct group research
to find the answer to the
following questions:
Polar Ice Group:
a) Where are the polar
regions?
b) What makes them polar
regions?
c) What is the climate of
these regions? (weather,
temperature, etc.)
d) What conditions make it
difficult to survive in the
polar regions?
e) What are the obstacles
to exploring this
environment?
f) Tell about past
exploration of this
environment. (Who went on
Assessment for
Learning:
-assess students on
collaborative work,
task distribution
-Assessment of
Learning:
-assess students
summatively on
answering guiding
questions on their
journals.
Guiding
Questions:
http://fc2.sd23.b
c.ca/~jbatchel/S
0CF81DCF.4/sjo
st_01_21_08_19
5535_guidingquestions.doc
B.C. Science
Probe 6
https://www.yout
ube.com/user/ca
nadianspaceage
ncy
http://kids.discov
ery.com/
http://www.bbc.c
o.uk/science/spa
ce/
http://www.allabo
utspace.com/exp
the missions, when, and
what did they find out?)
lorers/space.sht
ml
Ocean Group:
a) Why is the ocean an
extreme environment?
b) Give an example of a
plant or animal that lives
deep in the oceans. What
adaptations does it have to
survive?
c) What is buoyancy?
d) What happens to the
amount of pressure as you
go deeper into the ocean?
e) How do humans breathe
in diving suits?
f) How do they take
samples to study? Can
living samples be collected
without being destroyed?
http://www.divedi
scover.whoi.edu/
Space Group:
a) What are some obstacles
to space exploration?
b) What are the harmful
conditions that humans
need to be protected from ?
How is this done?
c) What prevents humans
from further explorations?
d) How does zero gravity
affect someone in space?
e) How do astronauts hold
and grip tools?
f) Should samples be
collected and brought back
to Earth for testing?
Explain
Volcano Group:
a) What makes a volcano?
b) What are the different
kinds of volcanoes? What
makes them different?
c) Where are volcanoes
located around the world?
d) When active, do volcanic
http://www.marin
ebio.com/
http://www.windo
ws2universe.org/
earth/polar/polar
_life_intro.html&
edu=elem
http://kids.nation
algeographic.co
m/kids/
areas allow humans to visit
easily? Why or why not?
e) Can volcanoes be
studied from a long
distance away or do people
have to go there to learn
about it?
f) What is known about
plant and animal life in the
following time frames: Right
after an eruption? 3 – 6
months after an eruption?
One year after an eruption?
g) How are rocks formed?
h) What are tectonic
plates? How do they
move?
i) Describe Earth’s crust,
mantle, and core.
Conclusion:
· Research and define
following terms in
Expedition Journal:
Polar Ice Group:
polar, extreme cold,
heavy ice, glaciers
Ocean Group:
fluid, pressure, dark,
pressurized environment,
speed, payload,
acceleration
Space Group:
vacuum, microgravity,
contained atmosphere,
airlocks, gravitational pull
Volcano Group:
lava, magma, subduction
zone, mid-ocean range,
convection current,
tectonic plates, igneous,
sedimentary,
metamorphic, hot spots
6-7
Planning
Expedition to
Extreme
Environment –
Part 1
(Preparation)
L.A: C2
What makes
an environment
“extreme”?
· Incorporate
information learned
to plan an expedition
· Work collaboratively
with peers to
accomplish goals
Hook:
· Group members gather
together all researched
information
Activity:
· Group members work
together to create a
poster representing their
chosen environment and
showcasing research
conducted
Assessment for
Learning:
-assess students on
collaborative work
Assessment of
Learning:
-assess students on
provided content on
representation of
chosen extreme
environment through
poster
Conclusion:
· Students place
finishing touches on
presentation
8
Planning
Expedition to
Extreme
Environment –
Part 2
(Presentation)
L.A: A2, A9
What makes
an environment
“extreme”?
· Present findings on
chosen extreme
environment
· Provide constructive
feedback to peers
Hook:
· Practice time for group
presentations
· Remind class of
audience behaviour during
presentations
Activity:
· Group presentations to
the class
· Audience members write
down one interesting fact
they learned from each
presentation
Conclusion:
· Fill out peer feedback
forms for group members
and self-evaluation form
Assessment as
Learning:
-Peer feedback
-Self-assessment
Students will
provide written
feedback on how
they felt group
members
contributed towards
the inquiry process
so far.
Students will also
provide selfassessment on how
they feel they have
contributed towards
the inquiry process
so far.
B.C. Science
Probe 6
B.C. Science
Probe 7
9
Living and
Working in
Extreme
Environments –
Part 1
(Exploring)
Gr. 6:
-Assess
technologies
used for
extreme
environments
How does
technology
contribute to
the exploration
of extreme
environments?
· Give several
examples of how
technology can be
used by humans to
travel to and explore
an unknown
environment
-Manipulate
and control a
number of
variables in an
experiment
Gr. 7:
-Analyse the
dynamics of
tectonic plate
movement and
landmass
formation
-Test a
hypothesis by
planning and
conducting an
experiment
that controls
for two or more
variables
Living and
Working in
Extreme
Environments –
Part 2
Gr. 6:
-Assess
technologies
used for
extreme
Assessment of
Learning:
PEOE
B.C. Science
Probe 6
B.C. Science
Probe 7
Activity:
· Introduce PEOE
worksheet
· Polar Ice Group –
Explore how blubber
works. What is
required for humans to
survive the cold?
· Ocean Group – Explore
why things float. What
is required for humans
to float?
· Space Group – Explore
weightlessness. What
is required to work in
space?
· Volcano Group –
Explore Earth’s crust.
What are the different
layers? How do the
tectonic plates move?
-Apply
solutions to a
technical
problem (e.g.,
malfunctioning
electrical
circuit)
10
Hook:
· Use information
learned about chosen
extreme environment
to brainstorm how
humans can
travel/explore the
environment
Conclusion:
· Class discussion on
findings
· Student glue PEOE
worksheet into their
Expedition Journals
How does
technology
contribute to
the exploration
of extreme
· Give several
examples of how
technology can be
used by humans to
travel to and
Hook:
· Students will
brainstorm ideas for the
following activity
Assessment for
Learning:
-assess students on
collaborative work
B.C. Science
Probe 6
B.C. Science
Probe 7
(Investigating)
environments
environments?
-Manipulate
and control a
number of
variables in an
experiment
explore an
unknown
environment
-Apply
solutions to a
technical
problem (e.g.,
malfunctioning
electrical
circuit)
Gr. 7:
-Analyse the
dynamics of
tectonic plate
movement and
landmass
formation
Technology in
Extreme
Environments –
Part 1
Gr. 6:
-Assess
technologies
used for
extreme
environments
Gr. 7:
-Analyse the
dynamics of
tectonic plate
movement and
Assessment of
Learning:
-assess students on
their ability to solve a
scientific model and
create models to
demonstrate scientific
concepts or
inventions
-assess students on
critical thinking about
the process of
experimentation
through their journals
http://resources.
scienceworld.ca/
pdf/Earth_Scien
ce/Earthquakes_
act7_seismogra
ph.pdf
Conclusion:
· In their Expedition
Journals, students will
describe what went well
in designing their
invention and what
needs to be improved
--Create
models that
help to explain
scientific
concepts and
hypotheses
11
Activity:
· Polar Ice Group –
construct and test
materials for a polar
suit that would help
protect humans from
the frigid temperatures
experienced while
working in a polar ice
environment
· Ocean Group –
construct a deep sea
diver that can collect
samples from the
ocean floor
· Space Group –
construct a rocket
blaster
· Volcano Group –
construct a
seismograph
How does
technology
contribute to
the exploration
of extreme
environments?
· Identify several
types of equipment
and methods
currently used to
explore extreme
environments (e.g.,
scuba, fibre optics,
Mars Lander)
Hook:
· Use information
learned about chosen
extreme environment to
brainstorm technology
the environment
Activity:
· Conduct internet
research on
technologies used in
extreme environments
Assessment for
Learning:
-assess students on
use of technology for
research purposes
-assess students on
their ability to find
consistent information
about their research
question
Assessment of
B.C. Science
Probe 6
B.C. Science
Probe 7
· Polar Ice Group – What
technologies exist to
help us with arctic
exploration? Explore
icebreakers
· Ocean Group – What
technologies exist that
help us with
underwater
exploration? Explore
submarines
· Space Group – What
technologies exist that
help us with space
exploration? Explore
rockets
· Volcano Group – What
technologies help us
with tectonic plate
exploration? Explore
fibre-optics
landmass
formation
Learning:
-assess students on
their ability to apply
critical thinking on
benefits and
drawbacks of the use
of technology in the
exploration of chosen
extreme environment
Conclusion:
· In their Expedition
Journals, students will
answer the following
question: What are the
benefits and drawbacks
of the technology used to
explore your chosen
environment?
12
Technology in
Extreme
Environments –
Part 2
Gr. 6:
-Describe
contributions of
Canadians to
exploration
technologies
Gr. 7:
-Analyse the
dynamics of
tectonic plate
How has
Canada
contributed to
the exploration
of extreme
environments?
· Identify Canadian
technologies
involved in
exploration of
extreme
environments (e.g.,
international space
station, Canadarm,
Newt Suit, satellite
telecommunications
, robotics, and
Hook:
Show following video as
an example of Canadian
contribution to
technology for making
human exploration
possible in space:
Microflow https://www.youtube.com
/watch?v=X6K3kQJQ-K4
Assessment for
Learning:
-assess students on
use of technology for
research purposes
-assess students on
their ability to find
consistent information
about their research
question
B.C. Science
Probe 6
B.C. Science
Probe 7
https://www.yout
ube.com/watch?
v=X6K3kQJQK4
movement and
landmass
formation
ocean mapping)
Activity:
· Conduct research on
Canada’s contribution to
exploration technology
by exploring the following
inventions:
· Polar Ice Group – Hotwater drill
· Ocean Group –
Newtsuit
· Space Group –
Canadarm
· Volcano Group –
ROPOS
https://www.yout
ube.com/user/ca
nadianspaceage
ncy
http://solarsyste
m.nasa.gov/multi
media/gallery.cf
m?Category=Te
chnology
http://www.asccsa.gc.ca/eng/ca
nadarm/
http://nuytco.com
/products/newtsu
it/
Conclusion:
· In Expedition Journal,
make a quick sketch of
researched Canadian
technology
13-14
Technology in
Extreme
Environments –
Part 3
Gr. 6:
-Assess
technologies
used for
extreme
environments
-Visual Arts:
D2
How does
technology
contribute to
the exploration
of extreme
environments?
· Design a complete
model for travelling
into chosen
extreme
environment (e.g.,
submarines, sonic
aircraft, spaceships)
· Suggest effective
and practical ways
to modify a
technological
instrument or tool
(vehicles, clothes,
food, buildings,
wrenches) to permit
its function in an
extreme
environment
Hook:
· Review word glossary
Activity:
· Polar Ice Group –
design an original
vehicle for exploration
of the Polar Ice Region
· Ocean Group – design
an original vehicle for
exploration of
underwater
· Space Group – design
an original vehicle for
exploration of outer
space
· Volcano Group –
design an original
vehicle for exploration
of volcanoes
Conclusion:
Assessment for
Learning:
-assess students on
designing a model for
travelling to chosen
extreme environment
Assessment of
Learning:
-assess students on
their ability to build
successfully a model
-assess students on
their ability to
successfully describe
the designed model
and its benefits to the
particular extreme
environment
B.C. Science
Probe 6
B.C. Science
Probe 7
· In Expedition Journal,
students will describe the
original vehicle their
group invented and how
it is beneficial for
exploring their chosen
extreme environment
15
Aboriginal
Technologies
Gr. 6:
-Assess
technologies
used for
extreme
environments
How does
technology
contribute to
the exploration
of extreme
environments?
-Create
models that
help to
explain
scientific
concepts and
hypotheses
16
Ethical
Considerations
L.A: A9
· Illustrate with
accurate, detailed
drawings a range of
Aboriginal
technologies (e.g.,
Inuit sleds, Haida
ocean canoes,
Algonquin/Cree
snowshoes)
Hook:
· Introduce a variety of
Aboriginal technologies
used to explore the Polar
Region
Activity:
· In Expedition Journal,
students choose an
Aboriginal technology to
illustrate (refer to p.176
in B.C. Science Probe 6)
Assessment of
Learning:
-assess students on
their ability to
illustrate an
Aboriginal technology
-assess students on
their ability to think
critically on the
impact of chosen
Aboriginal technology
in modern day
B.C. Science
Probe 6
Assessment for
Learning:
-assess students on
their ability to
collaborate
-assess students on
critical thinking and
ability to justify their
answers
B.C. Science
Probe 6
B.C. Science
Probe 7
http://www.edu.g
ov.mb.ca/k12/cur
/socstud/foundati
on_gr2/blms/2-21c.pdf
Conclusion:
· In Expedition Journal,
students describe how
they believe their chosen
Aboriginal technology
has impacted modern
day exploration
technology
What are the
implications of
technological
use in extreme
environments?
· Defend stance on
ethical
considerations
involved in the
development and
use of new
technologies
Hook:
· Class discussion on
responsible use of
technology and
potential for misuse
· Discuss an example as
a class: oil exploration
in the arctic
· Watch CBC video on
Arctic exploration
concerns
Activity:
B.C. Science
Probe 7
CBC Video:
Arctic
Exploration
Concerns
http://www.cbc.
ca/player/News
/TV+Shows/Th
· Class debate –
students debate pros
and cons associated
with exploration of oil
in the Arctic
· One side of the class
defends oil exploration
while other describes
its drawbacks
e+National/Can
ada/ID/232295
4431/?page=21
Conclusion:
· In Expedition Journal,
complete exit slip by
answering following
question:
a) Why is it important to
consider both the
benefits and costs of
exploration?
17
Concluding the
Expedition
L.A: C2
How can you
make an
engaging
presentation?
· Incorporate
information learned
to plan presentation
· Work collaboratively
with peers to
accomplish goals
Hook:
· Group members gather
together all researched
information
Activity:
· Group members work
together to create/add to
their poster that
represents their chosen
environment by
showcasing research
conducted and vehicle
created
Assessment for
Learning:
-assess students on
collaborative work
Assessment of
Learning:
-assess students on
provided content on
representation of
chosen extreme
environment through
poster
Conclusion:
· Students place
finishing touches on
presentation
18
Presentations –
Part 1
L.A : A2
How can you
make an
engaging
· Present findings on
chosen extreme
environment
Hook:
· Review expectations
for presenters and
Assessment of
Learning:
-assess students on
presentation?
· Provide constructive
feedback to peers
audience
· Inform students they
must give 2 stars and a
wish for each
presentation
their ability to
collaborate
-assess students on
their ability to deliver
a formal presentation
Activity:
· Group presentations in
front of class – Present
· Audience completes 2
stars and a wish for
each presentation
Conclusion:
· Fill out peer feedback
forms for group members
and self-evaluation form
19
Presentations –
Part 2
L.A: A2
How can you
make an
engaging
presentation?
· Present findings on
chosen extreme
environment
Hook:
· Set up booths for group
presentations like a
Science Fair
· Review expectations
for presenting to
constant stream of
visitors
Activity:
· Present complete
inquiry project to visiting
classes
Conclusion:
· Groups complete
‘Learn’ part of KWL chart
regarding their chosen
extreme environment
Assessment for
Learning:
-assess students by
using KWL chart on
content improvement
throughout the unit
Assessment of
Learning:
-assess students on
their ability to
collaborate
-assess students on
their ability to deliver
a formal presentation