Author

Greg Brophy

Title

Ecosystems Moviemaker/PowerPoint

Grade Level

10

Subject Area

Science 10

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Students will be required to have skills in PowerPoint and Moviemaker and will therefore require some instruction on these programs.  Both are very basic and easy to use and instruction on both may take 1 - 1.5 hours total with time for students to practice with the programs.

An initial introduction to ecosystems and food chains/webs is required as a starting point for students.  As the unit continues, they will be learning on their own as well as in class. 

Correlations to ICT and curriculum outcomes

ICT Outcomes:

• BOC 12.1 (relates to 9.1 – 9.4) use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems

• RPSD 12.1 (relates to 9.1) select appropriate devices and software to collect data, solve problems and note patterns; to make logical decisions and draw conclusions; and to present results, with general supervision

• RPSD 12.3 (relates to 9.3 – 9.8) evaluate and organize ideas and information from a wide range of media and a variety of sources to meet their curriculum needs efficiently and independently

• PTS 12.3 (relates to 9.3, 9.4) write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency RPSD

• 12.4 (relates to 9.7) identify the strengths and limitations of different approaches to research, and select those approaches which efficiently meet their learning needs

• RPSD 12.5 (relates to 9.4 –9.8) contribute to the development of criteria for selecting a research topic, and, based on those criteria, define and complete a research task efficiently

Science 10 Outcomes:

• explain biotic and abiotic factors which keep natural populations in equilibrium and relate this equilibrium to the resource limits of an ecosystem (318-5)

• describe and apply classification systems and nomenclature with respect to trophic levels in ecosystems (214-1)

• classify organisms as producer, consumer, autotroph, heterotroph, decomposer, herbivore, carnivore, omnivore

• describe the mechanisms of bioaccumulation, and explain its potential impact on the viability and diversity of consumers at all trophic levels (318-2)

• explain how biodiversity of an ecosystem contributes to its sustainability (318-6)

• plan changes to, predict the effects of, and analyse the impact of external factors on an ecosystem. (331-6,213-8, 212-4)

•  analyse the impact of external factors on the ecosystem(331-6)

• explain why the ecosystem may respond differently to short-term stress and long-term change (318-4)

• select, compile and display evidence and information from various sources, in different formats, to support a given view in a presentation about ecosystem change (214-3, 213-7)

• communicate questions, ideas and intentions, and receive, interpret, understand, support and respond to the ideas of others in preparing a report about ecosystem change (215-1)

Projected timeline for preparation and for carrying out activities

Equipment Requirements: (computers, software, etc)

Moviemaker and PowerPoint

Internet Access

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

MLA Bibliography - easybib.com

Student Checklist Handout

Student Assignment Handout

Resources available for teacher/student use (websites, references, etc)

http://www.freefoto.com/index.jsp

http://www.freepicturesweb.com/

http://www.free-pictures-photos.com/

http://www.bigfoto.com/

Free LEGAL Music:

www.freeplaymusic.com

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

Students will be required to know both Moviemaker and PowerPoint to complete this activity.  One sixty minute class should be give (if time permits) to teach these programs if they are not already known.  teachers can make up any activity to suit this purpose.  Be sure to include all of the necessary skills in the tutorials.  Online tutorials are also available.

(Day 1)

Teach an introduction to ecosystems covering the basic topics and then introduce the project to students.

(Day 2)

1. Choose groups/pairs in which the students to work.

2. Distribute the student handout and go over expectations for both effort/behaviour and academics.

3. Give computer time to research (if available)

(Day 3 until Due Date)

Research/Construction (pace to be determined by each classes situation with regard to computer access.)

(Due date)

Presentation

Self/Partner Evaluations passed in (done in front of teacher away from partner as to eliminate pressure from partners)

Peer evaluation of PowerPoint (if desired)

Student products expected

Moviemaker

PowerPoint Presentation

Self Assessment

Peer Assessment

Samples (include teacher notes, assessment information, student work if available)

Logistics (organization, grouping, management issues, access to technology)

This project requires extensive computer time and requires students to have access to a computer at times other than class time.  Programs needed for this project are part of MS Windows and MS Office so all students who have a computer at home SHOULD have access.  For those who do not, alternate arrangements will have to be made.

Assessment information (e.g., rubrics for products and/or process)

Peer Assessment

Self Assessment

Presentation Peer/Class Assessment

Presentation Teacher Assessment

Final Grade Evaluation Rubric

Possible extensions