Your Name:
Date:
Unit of Inquiry – Diversity of Life
Learning Objectives
Take
Action
Enduring Understandings
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Organisms adapt to their environments
Classification is used to make sense of diversity
Reflect
Essential Questions
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What is environment?
What elements of the environment do
organisms adapt to in order to survive?
Why classify?
Skills
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Wow and
Wonder
Investiga
te and
Connect
and
Assess
Express
Question
Construc
t and Go
Further
using ‘text features’ to locate information
using graphic organizers to record information
summarizing and synthesizing
examine the reliability of sources
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 focussed 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 and words selected for their specificity
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
presenting in a clear, focussed, organized, and effective manner
create models that help to explain scientific concepts and hypotheses
Slater (2012)
SD45
Your Tasks
Step 1 Look Back – Reflect on past experience
 What do I know about Diversity of Life?
 What were the key questions and experiences that helped me?
 What can I do?
Step 2 Look Forward – Be curious
 What do you want to know about Diversity of Life?
Examples
What adaptations are required to live in _____ environment on Bowen Island?
How does echolocation work? How did organisms develop it?
 What questions need to be answered?
 Where will you find new information?
 Who will help you?
Step 3 Pose a question to guide your research
Step 4 Start Researching
Step 5 Write/Explain your understanding, Design/Apply your understanding, Present/Share your
Understanding
Write/Explain
i. Plan
ii. Write
iii. Edit
iv. Self-Evaluation
v. Publish
Design/Apply
i. Reflect
ii. Design
iii. Build; Create
iv. Self-Evaluation
Step 6 Teacher feedback and student goal setting
Teacher Feedback
Slater (2012)
SD45
Present/Share
i. Summarize
ii. Rehearse
iii. Present
iv. Self-Evaluation
Evaluation – Write/Explain
Aspect
Exceeding
Expectations
Described, precisely, relevant
feature of environment:
-location, terrain, temperature
range, food location, colour, life
Described, precisely, how the
organism was adapted for
environment.
May have included extra
features.
Not Meeting
Minimally Meeting
Fully Meeting
-Did not
identify key
features of
environment
or organism(s)
-Identified some relevant features
of environment and organism
Could have included information
on:
-Location, terrain, temperature
range, food location & sources,
colour, life
-How it moves
-How it gets food and what type
-How it senses
-How it finds shelter and protection
including from predators.
Described key relevant features
of environment:
-location, terrain, temperature
range, food location, colour, life
-Described relevant adaptations
for environment such as:
-How it moves
-How it gets food and what type
-How it senses
-How it finds shelter and
protection including from
predators.
Style
Sometimes
hard to follow
Some attempt to be precise.
Usually uses technical terms
effectively.
Consistently uses precise and
technical language.
Form
-Text features
omitted or
incorrect
-effective introduction
-logical sequence;
organization is clear
-engaging, purposeful
introduction; strong
conclusion
-well organized;
provides clear links
between sections
Conventions
-frequent
errors in
simple words
and
structures
-introduction identifies
purpose; conclusion is
weak
-logical sequence;
connections between
sections or paragraphs
may be weak
-some errors in spelling,
punctuation, and
grammar that do not
interfere with meaning
-may include some runon
sentences
-legible
Organisms
Adapt to their
environments
Your Criteria
-may include errors in
-generally correct;
complex language,
may include
but these do not
occasional errors in
interfere with
complex language,
meaning
but these do not
- most sentences are
affect meaning
correctly constructed
- sentences are
-clearly and neatly
correctly constructed
presented
-shows care, pride
EE: The writing is clear and concise; provides well-chosen, specific information and details to effectively accomplish the
purpose or task that animals adapt to their environments.
FME: The writing is easy to follow and includes enough accurate, relevant information and detail to accomplish the basic
purpose or task. Few errors.
MME: The writing completes most basic requirements; may be vague and unfocused in places, or omit key information.
Some errors.
NME: The writing presents loosely connected ideas, often difficult to follow, with serious errors in conventions. May need
Slaterhelp
(2012)
to complete the task.
SD45
Evaluation – Drawing, Model or Visual & Presentation
Aspect
Not Meeting
Minimally Meeting
Fully Meeting
Drawing,
Model, Visual
Does not
demonstrate
understanding
of topic
Is not
aesthetically
pleasing
Demonstrates some
application of knowledge
and understanding.
Is somewhat
aesthetically pleasing
Demonstrates significant
application of knowledge
and understanding.
Is aesthetically pleasing;
shows great care and
effort
Presentation
Ideas were not
communicated
effectively so
that audience
had difficulty
understanding
the content of
the
presentation.
Could communicate
ideas and information
more clearly by
-stating things in a more
organized manner
-being more perceptive
of audience
-adapting tone and
pacing to situation more
effectively
-Usually communicates
ideas and information
clearly, articulately, and in
an organized manner.
-Usually uses vocabulary
and presentation style
that are appropriate for
the audience.
Uses appropriate tone
and pace.
-Uses a variety of
strategies to overcome
difficulties in
communication; answers
questions effectively.
Goal Setting
What do I want to know more about?
What do I want to improve?
 Reading
 Writing
 Science Skills
Slater (2012)
SD45
Exceeding
Expectations
Demonstrates
insightful
application of
knowledge and
understanding.
Is aesthetically
pleasing; shows
great care and effort
-Communicates
ideas and
information clearly,
articulately, and in
an organized
manner.
-Uses vocabulary and
presentation style
that are appropriate
for the audience.
Uses appropriate
tone and pace.
-Uses a variety of
strategies to
overcome difficulties
in communication;
answers questions
effectively.