Unit Theme Overview
Major Learnings: • Explain obstacles unique to
exploration of a specific extreme environment
Date (Weeks):
Subject Area: Science
• Assess technologies used for extreme environments
Time Per Lesson: 45-50 minutes
Topic/Theme: Life Science (Exploring Extreme
• Describe contributions of Canadians to exploration
technologies
Lessons Per Week:
Environments)
Grade: 6
# of
Lessons
3-4
Topic/Concept
Learning Statements
(Lesson Objectives)
Introduction to
Extreme
Environments
It is expected that Students will be
able to:
- Identify the salient characteristics
of an extreme environment (e.g.,
space, polar ice, oceans, volcanoes,
and the atmosphere --a place that
humans do not naturally inhabit but
choose to explore)
- Describe in detail the function of
Canadian technologies involved in
Materials
Needed
Lesson 1
- KWL Chart
- Guiding
Questions
Lessons 2 and 3
- Internet
- Paper
- Pens
- Bristol Board
Lesson Activities
(Learning Strategies)
Assessment
Notes –
Integration
with Other
Subjects
Lesson 1,2 and 3
- Group research project on
chosen extreme environment
(ocean, space, polar ice).
Research should help answer
the following questions:
a) Does the environment
allow humans to visit easily?
What vehicles are needed?
Can the environment be
- Ongoing student observation
- Checks for understanding
throuhout (Thumbs Up, Thumbs
Down, Thumbs to the side)
* Suggested
Research Guiding
Questions taken
from BC IRP:
Grade 6 Science
*KWL Chart
taken from BC
Science Probe 6:
Teacher Resource
Guide: Unit C:
exploration of extreme environments
(e.g., international space station,
Canadarm, Newt Suit, satellite
telecommunications, robotics, and
ocean mapping)
- Markers
studied from a long distance?
b) What tools and
instruments help humans
study it? How do these tools
work? What are the harmful
conditions that humans need
to be protected from? How is
this done?
c) What is known so far
about this environment?
What are the interesting
unknowns? What limits are
currently challenging
humans about exploring this
environment?
d) What technology has
Canada developed to aid in
the exploration of extreme
environments? How else has
Canada contributed to
exploration of extreme
environments?
Research could also answer
questions specific to their
environment like:
Ocean
What is neutral and negative
buoyancy? How do humans
breathe in diving suits? What
tools can divers use and
hold? How are Remote
Operated Vehicles (ROVs)
Exploring
Extreme
Environments
controlled? How are samples
picked up? Can living
samples be collected without
being destroyed?
Space
What is the range of gravity?
What is important to
understand about working in
zero gravity?
How do humans get oxygen
to breath? How do astronauts
hold and grip tools? Does
radio communication work
in space?
Can tests be done or should
samples be collected?
How do astronauts go
outside the ship?
Polar Ice
What is important to
understand about working in
the Polar Ice Region? How
do researchers collect data
and samples? How do
researchers conduct tests?
1
Exploring
extreme
At the end of this lesson, it is
- Chart paper and
markers
Lesson 4
- Environmental Expert
Presentations using KWL
Charts
Lesson 5
Students work in their
Ongoing student observation
environments
expected that students will be able
to:
-Give several examples of resources
and knowledge that can be obtained
from distant explorations
- Internet Access
groups (space, ocean, polar
ice) to brainstorm answers to
the following questions:
Why do people explore
extreme environments? How
long have people been
exploring extreme
environments? What kind of
information can be learned
from the exploration of
extreme environments?
Students also work together
to construct timeline models
of exploration in their
extreme environments
1-2
Planning for an
Extreme
Environment
Expedition
For this section, students will be
required to incorporate all the
information they have learned abou
their extreme environments in order
to plan for an expedition to their
chosen extreme environment. This
could be considered a review/midunit assessment of topics/knowledge
covered/gained thus far
- Visuals of
expedition
supplies
- Web links
- Video of various
expeditions
Lesson 5
- Students work in their
groups to plan for an
expedition to their chosen
extreme environment (Polar
Ice, space, ocean)
**Important for them to keep
in mind everything that they
have learned about their
respective environment**
Lesson 6
Students will present their
expedition plan to the class
- Students will be evaluated
using rubrics as they work
through the activity.
- Investigation - Problem
Solving Rubric
- Science Skills and Processes
Self-Assessment Rubric
- Students will also be evaluated
on their presentation and how
well they were able to
incorporate learned information
into their plan.
- CrossCurricular link
with Social
Studies and
English Language
Arts
- Rubrics taken
from BC Science
Probe 6: Teacher
Resource Guide:
Unit C: Exploring
Extreme
Environments
1-3
Technology in
Extreme
Environments
Upon completion of this section, it
is expected that students will be
able to:
- Identify several types of equipment
and methods currently used to
explore extreme environments (e.g.,
scuba, fibre optics, Mars Lander)
- cardboard box
- wooden skewer
- 1 cm graph
paper
- pencil
- object to place in
box
- ruler
- coloured pencils
- 2 markers
- Visuals of
extreme
environment
exploration
technologies
- Internet Access
Lesson 7
- Group
Discussion/Brainstorm on
Technologies used in
extreme environments
(Polar Ice Group:
What technologies exist to
help us with artic
exploration?
Ocean/Underwater Group:
What technologies exist to
help us with underwater
exploration?
Space Group:
What technologies exist to
help us with space
exploration?)
Student Exploration
Activity (All groups): Using
Radar to "See"
Lesson 8
Internet Research Project on
Technologies/Vehicles used
in extreme environments
(Polar Ice Group:
What technologies exist to
help us with artic
exploration?
Ocean/Underwater Group:
- Student Observation Checklist
- Checks for understanding
throughout (Thumbs Up,
Thumbs Down, Thumbs to the
side)
- Rubrics and
Activities taken
from BC Science
Probe 6: Teacher
Resource Guide:
Unit C: Exploring
Extreme
Environments,
BC Science Probe
6 Textbook and
BC Science 6
Textbook
What technologies exist to
help us with underwater
exploration?
Space Group:
What technologies exist to
help us with space
exploration?)
Subject matter expert
presentations
Lesson 9
Working in a Spacesuit
1
Living and
Working in
Extreme
Environments
Upon comletion of this lesson it is
expected that students will be able
to:
- Give several examples of how
technology can be used by humans
to travel to and explore an unknown
environment
For group
focusing on artic:
- ice water
- bag filled with
solid vegetable
shortening
- empty plastic
bag
- bucket
- Visuals of
different
protection
technologies and
insulators
- Chart Paper
- markers
For group
focusing on
underwater:
Lesson 10
Polar Ice Group:
- Feel How Blubber Works
- Group Brainstorm about
what is required to survive
the cold?
Ocean/Underwater Group
What is required to float?
What is required to breathe
Underwater?
Activity:Why does it float?
Space Group
What is required to live/work
in space?
Exploration Activity:
- Student Observation Checklist
- Evaluation of Brainstorm
Activity
- Activity taken
from BC Science
Probe 6: Teacher
Resource Guide:
Unit C: Exploring
Extreme
Environments and
BC Science Probe
6 Textbook
Investigation
This section of the unit allows each
group to go into some environment
related experimentation and testing.
- large plastic cup
- small blocks of
wood (different
types, same
dimensions and
volume)
- water
For group
focusing on
space:
- elastic band
- bottle with cap
- modelling clay
For group
focusing on artic:
- aprons
- 2 or more babyfood jars
- 2 or more lids
for baby food jars
with hole in the
middle large
enough for
thermometer to fit
through
- Scrabs of fabric
and other
materials
- bubble wrap or
other insulating
materials
- hot and cold
Modelling Weightlessness
Lesson 11
Polar Ice Group:
Students will spend the
entirety of the lesson
working on constructing and
testing materials for a polar
suit that would help protect
them from the frigid
temperatures experienced
while working in a polar ice
environment.
Ocean/Underwater Group:
Students will spend the
entirety of the lesson making
a deep sea diver and working
on designing a sample
Students will be assessed using
a Rubric titled “Conducting an
Investigation” and the results
will be recorded in student
progress logs
Rubric and
Activity taken
from BC Science
Probe 6: Teacher
Resource Guide:
Unit C: Exploring
Extreme
Environments and
BC Science Probe
6 Textbook
water
- rubber bands
thermometers
For group
focusing on
underwater:
- Bristol board
- markers
- water glass
- 500ml plastic
bottle with cap
- water
- paper clips
- ballpoint pen cap
- modelling clay
For group
focusing on
space:
- Film canisters
- Bristol Board
- Construction
Paper
- Fabric
- Googly Eyes
- Markers
- Coloured pencils
- Safety Goggles
- Aprons
-film canisters
- antacid tablets
- beaker of cold
water and beaker
collector that allows them to
collect samples from the
ocean floor
Space Group:
Students will spend the
entirety of the lesson
working to build rocket
blasters
of warm water
- beaker of water
at room
temperature
- shoebox lid
- tape measure
- paper
- tape
- stopwatch
1-2
Research and
Presentation
At the end of this section, it is
expected that students will be able
to:
- Accurately describe the stages of
development for a previously
created technology
- Internet/ Books/
Encyclopedias
- Pencils/Pens
- Bristol Board
- Markers
Lessons 13-14
Students will be asked to
research and present a
history on the development
of the following:
- Student Observation
- Handing in of Research
Projects for Evaluation
- Evaluation of students during
presentations
- Cross-Curricular
Connection with
ELA
- Design an Exploration Vehicle
information sheet will be
collected and evaluated.
- Observation of students during
construction to ensure they are
taking all of the concepts and
knowledge they have gained
throughout the unit into
consideration
Activity taken
from BC IRP:
Grade 6 Science
and BC Science
Probe 6: Teacher
Resource
Package: Unit C
Exploring
Extreme
Polar Ice Group Icebreakers
Space Group - Rockets
Underwater Group Submarines
1-2
Conclusion/Makin The making connections activity
g Connections
provides an opportunity for students
to demonstrate, in a hands-on way,
their understanding of and their
ability to apply the key ideas in this
unit.
At the end of this section, it is
expected that students will be able
- Bristol Board
- Cardboard
- thin wood or
craft sticks
- white glue
- tape
- skewers
- toothpicks
- pipe cleaners
Lessons 15-16
After being introduced to
things like:
oceans: fluid, pressure, dark,
pressurized environment,
speed, payload, acceleration
space: vacuum, micro
gravity, contained
atmosphere, airlocks,
to:
- Design a complete model for
travelling into a specific 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
- aluminum foil
- markers or
paints
- scissors
gravitational pull
polar ice: extreme cold,
heavy ice, glaciers
Students, in their groups will
work at designing an
exploration vehicle
Polar Ice Group: Design a
vehicle for exploration of the
Polar Ice Region
Ocean/Underwater Group:
Design an underwater
exploration vehicle that can
sustain humans while
exploring the ocean
environment
Space: Design an
exploration vehicle for outer
space (not a rocket ship but a
vehicle that can be used in
outerspace to explore)
Environments
1
Aboriginal
Technologies
At the end of this lesson, it is
expected that students will be able
to:
- Illustrate with accurate, detailed
drawings a range of Aboriginal
technologies (e.g., Inuit sleds, Haida
ocean canoes, Algonquin/Cree
snowshoes)
- Paper
- Pencils
- Coloured Pencils
- Markers
Lesson 17
Students will be given the
opportunity to research, and
draw illustrations of,
technologies used by
Aboriginal Peoples of
Canada
- Student Observation
- Cross Curricular
with Art
1
Ethical
Considerations
At the end of this lesson, it is
expected that students will be able
to:
- Coherently defend a position with
respect to the ethical considerations
involved in the development and use
of new technologies.
- Chart Paper
- Markers
- Visuals
Lesson 18
After a brief discussion on:
- the responsible use of any
technology and the potential
for misuse by
society; and,
- significant events in recent
history that have involved
ethical decisions about new
technologies (e.g., atomic
bombs, wonder drugs, radar
detectors.
Students will be required to:
- Create a chart to compare
the pros and cons associated
with the design and use of
the selected technology.
For a final assessment, students Activity taken
will be supplied with the key
from BC IRP:
features of a single technology
Grade 6 Science
(e.g., death star satellite)
without associating pros and
con values.
Students will then be required
to analyse the information and
place key features into a Venn
diagram format. Features should
be sorted by:
- equal benefits for people and
science
- good for defence but costly for
some humans
- not good for people and costly
for science.
* Italicised items indicate a British Columbia Integrated Resource Package Prescribed Achievement Indicator