Grade 8 Science/Art:

Swept Away!
Quintina Frandsen

Summary
This 20 day interdisciplinary unit seeks to further enhance student understanding of the grade 8 art curriculum, while furthering
student knowledge within the science unit of Fresh and Saltwater Systems.
The unit covers the following GLOs in the Science and Art curriculums respectively: General Outcome 2: Investigate and interpret
linkages among landforms, water and climate. Compositions 1: Students will create compositions in both two- and three-dimensions.
Encounters Impact of Images: Students will consider the impact of man-made structures upon human activity in the modern world.
Throughout this miniature unit, students will explore erosion and deposition and how it impacts land formations, invertebrate and
freshwater populations, and the human population. Students will be asked to complete a diorama as part of their final assessment
task for the end of the unit. Three-dimensional objects, and large sheets of foam will be used within the project.
By incorporating Art into the Science curriculum, I am hoping to appeal to several different learning styles and multiple intelligences.
The 20 day unit works to introduce students to the methods and concepts that will be expected of them within the final performance
task.
The Domains of learning will be covered through several different learning activities, including readings from the textbook and written
notes to address the cognitive domain, hands on experiments and varied activities to excite and motivate students (affective
domain), and the use of several sculpting, paint and decorating techniques to address the psychomotor domain.

Art: 3-Dimenstional Objects/ Science: Fresh and Saltwater Systems Stage 1 Desired Results
Established Goals
TRANSFER GOAL
Describe the processes of erosion and deposition resulting from
wave action and water flow, by:
Identifying dissolved solids and sediment loads, and identifying
sources and endpoints for these materials.
Students will:
Students will:
Investigate and describe stream characteristics (e.g., describe
- Describe erosion in relation
the slope, flow rate and stream profile characteristics of a model
to dissolved solids and
stream on a stream table).
sediment loads.
Investigate and interpret examples of seasonal, short-term and
- Investigate stream
long-term change in populations of living things found in aquatic
characteristics.
environments (e.g., algal blooms, changes in local freshwater fish
- Investigate long-term
populations, cod and salmon stock depletion).
change in populations of
Illustrate the role of scientific research in monitoring
living things.
environments and supporting development of appropriate
- Illustrate the role of scientific
environmental technologies (e.g., describe a local example of
research in monitoring
aquatic monitoring, and describe how this research contributes to
environments.
watershed management).
- Develop appropriate
Create compositions in both two and three dimensions.
technologies contributing to
Compare varying interpretations of natural forms and man-made
watershed management.
artefacts through time and across cultures.
- Investigate natural forms for Consider
the impact of man-made structures upon human activity in
environmental design in the
the modern world.
modern world.
- Compare natural forms and
architectural systems to
MEANING
illustrate the functional
Enduring Understandings:
Essential Questions:
aspects of natural structure.
Students will understand that Students will keep considering
- Represent natural objects
U1 Climate has an affect on
Q 1 How do water, land and
using a variety of threethe formation of landforms
climate interact?
dimensional media.
through erosion and deposition. Q2 What are the characteristics
Represent man-made objects
U2 Human activities lead to
of freshwater and saltwater
using a variety of threelandform erosion.
systems, and how do they affect
dimensional media.
U3 Water flow increases the
living things, including humans?
instances of erosion and
Q3 How can scientific research
deposition.
be used to prevent future landform
U4 Natural forms and manerosion?
made objects can be
Q4 How can existing natural and
represented through the use of man-made architectural forms be
three-dimensional media.
used in three-dimensional design?
ACQUISITION OF KNOWLEDGE & SKILLS
Students will know
Students will be skilled at
- The processes of erosion Students will be skilled at
- Investigating stream
and deposition resulting
from wave action and
characteristics.
water flow.
- Investigating the affects of
- How to describe stream
change on the populations
characteristics (flow
of living things.
rate, slope, stream
- Using scientific research to
profile).
develop an appropriate
- The role that scientific
environmental technology
research plays in the
that prevents coulee
environment.
slumping.
- Natural and man-made
- Representing environmental
forms can be used to
objects using threerepresent environmental
dimensional materials.
designs.
- Using environmental
encounters in
environmental design.

Unit Rationale: Introduction

This interdisciplinary unit focusing on Salt and Freshwater Systems, and Environmental
Art covers both grade eight Science and Art. The unit would be a perfect fit for a rural,
low budget, or alternative school in which art is given less priority over more core
subjects. However, this unit plan could also be integrated into a larger city school as a
hands on kinaesthetic learning experience for the students. Because this plan is
integrating an entire art unit, the science outcomes within the plan have been minimized
to ensure complete understanding of the most important focused objectives.
The unit incorporates each of the four learning styles: kinaesthetic, auditory, visual and
read/write, as well as several of the multiple intelligences (verbal, mathematical,
kinaesthetic, interpersonal, and naturalistic). Kinaesthetic learners will benefit from the
hands on building and design of the final performance task diorama. Auditory students
will benefit from the lecture-based portions of the unit, including advice given out during
diorama production as well as the introduction to the performance task. Visual learners
will benefit from the integration of art encounters into the science lessons. Photographs
of different environmental art installations will be used to explain to students the
benefits that art can have on the ecosystem. Finally, read/write learners will benefit from
the worksheets and note taking involved in the first portion of the unit. They will also
benefit from the research portion of the assignment.
The science outcomes targeted within this unit require students to investigate and
describe stream characteristics, stream flow, erosion and prevention techniques. Due to
the sheer volume of material within this science topic, this unit plan has focused on the
main learning objectives within the science curriculum. The art unit covered within this
unit plan will have students focus on the development of three-dimensional objects while
observing environmental objects as well as representing man-made and natural
materials in the three-dimensional form.
Unit Rationale: The Social Aspect
Digital Connectivity Culture
In planning the following unit, the first steps I took were to develop a better
understanding of the school and students that attend it. Upon further investigation, it
was discovered that the student has a fairly substantial amount of readily available
technology for student use. In addition to the smart boards within every classroom,
laptops, computer labs and computers within the library are readily available for student
use. In addition to the school computers, about 75% of my students have access to a
computer and Internet at home.
Because technology is quite readily available for the students, I have planned to
integrate a large amount of research and computer use within the following unit plan.
This will allow me to integrate both new media, and traditional media forms within my
class. Almost all of the lessons will include hands on demonstrations or experiments.
Students will also engage in whole group and small group discussions with their peers.
Activities will be derivatives of the student textbooks as well as of my own creation.
In addition to the hands on kinaesthetic demonstrations and experiments, simulations
and short video clips will also be shown. The Alberta Program of Studies also requires
that students gain an appreciation of how technology can contribute to advances in the
scientific field, and how it can be used for researching purposes. To satisfy these

outcomes, students will be required to complete a research based performance task as a

final assessment for the unit.
To ensure that all students are given an equal chance of success within the unit, students
will be given ample in class time to complete all of the new media/technology portions of
the unit.
Gender
The gender of the class is 50/50 female and male. As such I have developed the
following unit plan to be strongly unisexual, involving both male and female
perspectives. However, from personal experiences and research, I am aware that
females within science has been historically thought of as taboo, or abnormal. As such, it
is my goal as a female science teacher to blast through this social stigma. Ive included
several examples that cater more towards the female perspective. I want to work to
promote femininity within my lessons, while still catering to the demographic of the
class. It is my desire to show female students that it is okay to be thought of as a strong,
smart female with ambitions and aspirations in life.
Ethnicity
The ethnicity of students within my classroom is complex and varied. Ranging from a
large majority of Caucasian students, to about 5 first nations students, 3 Nepalese, 1
Pakistani, 1 African, and 1 of East Indian descent.
It is my goal within the unit to include examples of the science topic from several
different countries around the world. The program of studies wants teachers to focus on
local topics affecting Alberta and Canada, but because we have such a diverse
population of students within the classroom, I believe that it is important for me as a
teacher to integrate several international examples into the lesson plan. Also, because it
is a junior high unit, the program of studies includes several examples of how to
integrate the first nations culture into the unit plan.
Social Class
The demographic of the students within my classroom ranges from typical blue collar
families, to below poverty line families. Many of these students have not been afforded
the opportunity to travel to other countries, or provinces. Many have never camped or
hiked in the Rocky Mountains. As such, it is my responsibility to introduce students to
these examples. Instead of touching on and mentioning topics like the ocean or tropics
expecting most students to have experienced it, Ill have to develop lessons in which
photos and concrete examples are used to describe the specific phenomena to the
students.
Because of the students home lives, many of which have jobs, or are expected to
babysit younger siblings after school, assignments will be designed to be completed in
class time. No homework will be assigned, unless students have been found to be
wasting class time.
21st Century Competencies
Activities designed to promote 21st century competencies:
Literacy Many of the learning objectives within the unit require the students to
describe qualitatively what will happen, to use their reading, writing, and language

skills. Some activities that I have included to further develop the students
competencies are written lab reports.
Numeracy Many of the activities will require students to utilize numeracy. For
example we may talk about acres of an estuary affected by factories, or calculate
the flow rate increase of the old man river since 1900. Finally, the performance
task will require students to use their knowledge of numeracy to develop a scale
model of he coulees.
Communication Is key for student success within this unit. Each day will require
students to break into small groups, pairs or large whole groups to complete
activities.
Creativity and Innovation In order to develop creativity and innovation within the
grade 8 classroom, I will have students complete their own research on the coulees
around Lethbridge, the flow rates, and develop a scale model of a possible remedy
for the erosion.
Critical Thinking and Problem Solving The entire science 8 curriculum and much
of the art 8 curriculum is based around a students ability to think critically and
problem solve. Students must develop their problem solving skills to be successful
in all aspects of this unit. Activities include worksheets involving calculations, and
qualitative explanations.
Collaboration and Leadership A final performance task and some group work has
been developed to further students abilities to collaborate.
Engaged Thinker I have included many demonstrations and experiments so that
students have the ability to engage in real life situations regarding the science and
art topics that we will cover.

Ive included each of the above listed activities to ensure that I am meeting the needs
of a 21st century learner. To become effective future citizens of our society, students
must be educated in a way that exposes them to all of the above listed competencies.
I believe that completion of these activities will help the students to put their best foot
forward when they move into society.

Final Unit Evaluation

At the end of the unit, students will complete a performance task. Students will reference
works by Olfar Eliasson, Aviva Rahmani and a variety of other environmental artists in
order to gain inspiration and appreciation for the effect that art has on public and
dignitary figures. Students will also be shown sample dioramas. This is essential in
setting the tone for expectations. It is very important that students understand the
diorama that theyre creating is not a typical diorama in a shoebox. Instead, the diorama
is to be created with a focus on realistic evaluation of the topic. Students are expected to
take the observations and memories of coulees and slumping and represent them in a
pragmatic form.
The performance task will be assessed on the following criteria: 10-minute presentation
on the prevention technique, research on the performance task and the final diorama. A
marking rubric will be used to assess both the presentation and the diorama. By having a

presentation component, my hopes are that we may walk through an art critique process
as well as covering the science portions of the project. Because the science portion of
this unit is pulled from a larger unit, more formative assessment will be used within the
lessons. The overall assessment of the art unit would include formative discussion during
the class, and summative evaluation of the performance task.
All information including evaluative expectations are included further on in this
document.
TERMS
Science
Water-borne materials materials that are supported by, or moved by water. Carried by
water.
Erosion wearing away and transporting of rock fragments and soil.
Deposition laying down or depositing of sediments.
Sediments eroded rock fragments and soil carried by water or wind.
Sediment load the amount of water borne materials, such as soil, rock and organic
matter a body of water can carry.
Stream Characteristics variable characteristics within a stream. Include: sediment level,
flow rate and flow pattern.
Human Impact how human beings alter a given body of water.
Flow rates a measure of how fast or slow a stream moves.
Aquatic environments an ecosystem within a body of water. Includes physical, chemical
and biological conditions.
Bank slumping falling or collapse of the river bank. Often due to factors such as
flooding, over watering in residential communities, and building of structures that are too
heavy for the banks to support.
Invertebrates species of animal that does not have a vertebra. These include stoneflies,
and different types of snails.
Art
Natural forms an object that has not been altered or manipulated, but is found
unchanged in nature.
Three-dimensional object that has length, depth and height. Is not flat.
Realistic representation of something accurate or true to life.
Scale a realistic representation of an object that maintains accurate proportions in the
model.
Model three-dimensional representation of an object.

Lesson Summaries
Art Encounters
Olfar Eliasson
o Riverbed an installation that perfectly converts an art gallery into a
riverbed, including the flowing water of a stream.
o This art exhibit perfectly shows how natural forms can be used to mimic or
represent the environment.

o This artist has also

completed several other environment related installations, including a series
in New York entitled the New York Waterfalls. When asked, the purpose
behind the waterfalls is to allow individuals to become more in tune with the
space around them. To no longer take the waterfalls and the resources for
granted as if theyd always been there.
http://www.newyorker.com/magazine/2008/06/23/water-water

Environmental Art comes in

many forms, and can be used to
portray several messages, one of
which is it address environmental
issues through educating people about the natural world, or intervening in and
representing the natural world. (Environmental Art, Wikipedia). The purpose of the art
integrated into this unit plan is to serve as an introduction to how art can be used to
raise environmental awareness. Another excellent example of environmental art that was
used to draw attention to a local problem was Aviva Rahmanis Blue Rocks. This project
was commissioned to draw attention to a deteriorating estuary on Vinalhaven Island
Maine. After the projects completion, the USDA contributed over $500,000 towards the
rehabilitation of 26 acres worth of wetlands.

Diorama Artists
- Adam Makarenko is a diorama hobbyist who rebuilds realistic pictures from nature.
The goal with his art is to make it appear as pragmatic as possible. The art acts as
an escape from the everyday city life.

Coulee Dioramas
- The following pictures are just meant to be an example for how coulees and rivers
may appear within a diorama.

As an erosion expert in the province of Alberta, you have been hired on to research and develop a solution
to the erosion issue that Lethbridge is currently facing. Many of the citys residents are concerned about
their homes falling into the Old Man River after recent flooding that occurred within the city last spring. The
erosion experts will produce a visual diorama as well as a 10 minute Presentation based on their findings.
SCIENCE OUTCOMES
The Bigger Picture:
Students will:
Investigate how water, land and climate interact.
Identify how stream characteristics affect freshwater systems.
Explain how stream characteristics affect living things, including humans
General Outcomes
Specific Outcomes
General Outcome 2 Investigate
STS & K Describe the processes of erosion and deposition resulting from wave action
and interpret linkages among
2.1
and water flow, by:
landforms, water and climate
identifying dissolved solids and sediment loads, and identifying sources and
endpoints for these materials.
STS & K Investigate and describe stream characteristics (e.g., describe the slope, flow
2.2
rate and stream profile characteristics of a model stream on a stream table)
General Outcome 3
STS & K Investigate and interpret examples of seasonal, short-term and long-term
Analyze factors affecting
3.3
change in populations of living things found in aquatic environments (e.g.,
productivity and species distribution
algal blooms, changes in local freshwater fish populations, cod and salmon
RADE
CIENCE
in marine and freshwater
stock depletion)
environments.
WEPT WAY
General Outcome 4
STS & K Illustrate the role of scientific research in monitoring environments and
Analyze human impacts on aquatic
4.3
supporting development
systems; and identify the roles of
of appropriate environmental technologies (e.g., describe a local example of
science and technology in
aquatic monitoring, and describe how this research contributes to watershed
addressing related questions,
management)
problems and issues.
Skills
S CT 1
Use appropriate vocabulary, including correct science and technology
Work collaboratively on problems;
terminology, to communicate ideas, procedures and results (e.g., use such
and use appropriate language and
terms as salinity, currents and basins when describing oceans and their
formats to communicate ideas,
characteristics).
procedures and results.
Communicate questions, ideas, intentions, plans and results, using lists, notes
in point form, sentences, data tables, graphs, drawings, oral language and
other means (e.g., create a concept map, linking the different stages of the
water cycle; prepare a multimedia presentation on changing climatic
conditions and the effects on glaciers, ice sheets and water levels,

G
S

8: S
A
!

incorporating graphics, audio, visuals and text gathered from remote sources).
ART OUTCOMES
The Bigger Picture:
Students will:

Natural forms and man-made objects can be represented through the use of three-dimensional media.
General Outcomes
Specific Outcomes
Compositions 1: Students will create
C
Man-made or natural objects can be
compositions in both two- and threerepresented in a variety of threedimensions.
dimensional media.
Encounters Impact of Images:
A
Natural forms and structures provide
Students will consider the impact of mansources from environmental design in
made structures upon human activity in
the modern world.
the modern world.

TEACHER NOTE
For Best Results:

Consider providing this task to the students at the beginning of the unit to help students focus their
learning.
o In this manner, the assessment experience may be used for assessment for learning (formative
feedback) and assessment of learning (summative/grading) purposes.
Prior to using the rubric, discuss the criteria and qualitative descriptors within the rubric so that the
language becomes understandable to students. This is a great opportunity to help students expand their
vocabulary and clarify what is expected of them.
Encourage students to self-reflect and/or to receive feedback from peers using the feedback tool, and
then to follow up by improving their work before submitting.
Students should complete the Student Learning Goals page once they have completed the task. This
provides students with the opportunity to identify areas of strength and areas for growth. At the
beginning of each new task, encourage students to look back to this section from previous tasks to help
them identify their strengths to continue and their areas for growth to improve.
This task could be further improved by taking the students on a field trip to the Old Man to see bank
slumping and erosion. Students who are able to experience what they are learning are more able to
discover, develop, and apply science competencies. This tactic also lends strongly to the art curriculum.
Students learn more through seeing and experiencing. Real life encounters affect how realistic and life
like a students overall understandings of an object may be.
To further student understanding of the coulees, slumping and erosion, consider breaking the class into
two groups. Half of the students may be responsible for building a diorama of how the process of erosion
and deposition occurs; the other half of the class may be responsible for developing the slumping
prevention technique.
Consider incorporating numeracy and mathematics into the project as well. Have students build scale
model representations of the coulees and the prevention technique. The overall aim of the diorama is to
incorporate observation, memory, and realism into the final product.

Specific to this Task:

This is a task that could be completed throughout a large portion of the unit. Students could propose a
Sample Sequencing Plan Performance Task ONLY

Day 1

Day 2

Day 3

Day 4

Explanation of task
KWL Chart.
Mini lesson on
shaping foam to
create coulees.
Also scale
measurements.

Individual research on
bank slumping and
erosion.
Mini lesson on painting
foam.

Individual research on
prevention technique and
effects on living species.
Mini lesson on use of found
materials to add realism to
diorama (spices, branches,
grasses).

Begin production of
prevention technique
miniature model.

Day 7

Day 8

Day 9

Day 10

Continue production
of prevention
technique miniature
model.

Continue production of
prevention technique
miniature model.

Finish miniature model. Create

10 minute presentation.

Present

Day 5
Continue production of
prevention technique
miniature model.

Day 6
Continue production
of prevention
technique miniature
model.

hypothesis on what effect changes in stream characteristics would have on invertebrate and human
populations. The students could also hypothesize on how much erosion and deposition would affect
the drainage systems and stream characteristics.
Students could begin by creating a KWL chart according to what they already know, want to know, and
need to know in order to complete the task. (Table 2).
Students will be provided with an aerial map highlighting the two residential areas along the Old Man
River which were most affected by the recent flooding. (Figure 1)
Students will also be provided with several artist/art encounters to further their understanding of what
a three-dimensional realistic representation may look like. Also, students will gain an appreciation of
the effect that art has on the environment (environmental art).

BACKGROUND INFORMATION
Remind students of the flood that occurred in 2013. Explain to them how the flooding occurred because
massive amounts of rain fell within a short period of time. All of the precipitation fell in the mountain regions
which drained into the Elbow and Bow Rivers, and these rivers flow towards Lethbridge. Although the
devastation in Lethbridge was not as severe at that in Calgary and High River, it did cause some erosion
along the banks of the Old Man River.
Students will also need to be taught about bank slumping, and how it can affect the homes that are built
along the coulee edges. Use the homes within the lower bench of Paradise Canyon as an example. Many of
the homes built around the 1990s have large foundation cracks and separations as the ground by the river
moved. The ground water from the river, excessive residential runoff, and improperly compacted riverbanks
all contributed to this movement.
Finally, a discussion of the animals and invertebrates present within the Old Man River basin would assist
students in understanding how a changing aquatic environment from flooding could affect the life cycles and
food webs of different species.
In preparation of the art task, discuss important terms with the students such as scale models, threedimensional representations and realism. Ensure that students are aware of dioramas and discuss how they
can be turned into a form of art. During the first few performance task classes, walk students through the
main steps of creating the diorama. Express importance of working slowly and doing a good job.

VOCABULARY
A list of important vocabulary terms has been attached below. Students should be familiar with these terms.

TERMS
Science
Water-borne materials materials that are supported by, or moved by water. Carried by water.
Erosion wearing away and transporting of rock fragments and soil.
Deposition laying down or depositing of sediments.
Sediments eroded rock fragments and soil carried by water or wind.
Sediment load the amount of water borne materials, such as soil, rock and organic matter a body of water
can carry.
Stream Characteristics variable characteristics within a stream. Include: sediment level, flow rate and flow
pattern.
Human Impact how human beings alter a given body of water.
Flow rates a measure of how fast or slow a stream moves.
Aquatic environments an ecosystem within a body of water. Includes physical, chemical and biological
conditions.
Bank slumping falling or collapse of the river bank. Often due to factors such as flooding, over watering in
residential communities, and building of structures that are too heavy for the banks to support.
Invertebrates species of animal that does not have a vertebra. These include stoneflies, and different types of
snails.
Art
Natural forms an object that has not been altered or manipulated, but is found unchanged in nature.
Three-dimensional object that has length, depth and height. Is not flat.
Realistic representation of something accurate or true to life.
Scale a realistic representation of an object that maintains accurate proportions in the model.
Model three-dimensional representation of an object.

RESOURCES
Helpful Websites:
www.wonderville.ca has helpful videos and games for the fresh and saltwater systems unit.
www.accesslearning.com large educational data base. Can act as a search engine.
www.discoveryeducation.ca Canadian. Videos, simulations, information. Kid friendly
www.discoveryeducation.com American version
http://thefunambulist.net/2010/12/21/fine-arts-chronotopes-dioramas-by-dominique-gonzalez-foerster/ information on diorama artists.
http://www.plusthings.com/pragmatic-diorama-by-adam-makarenko/ - another diorama artist.

Textbooks:
Science in Action 8 pages 348 391
Science Focus 8
Photos and Aerial Maps:
Figures 1-4 have been attached to assist students in understanding different aspects of the
assignment.

Sandstone
Ridge

Paradise Canyon
Lower Bench
Figure 1: An Aerial view photo of the Old Man River as it flows through the South Western part of Lethbridge,
Alberta. Paradise Canyon and Sandston Ridge are labelled using yellow arrows.

Figure 2: A photo showing bank slumping along the Old Man River near Lethbridge, Alberta. The slumping
occurred due to excess rain water flowing into the river.

Figure 3: A photo showing erosion along the banks of the Old Man River, near Lethbridge, Alberta. Erosion
occurred due to rising river levels.

Figure 4: A photo showing deposition along the Old Man River in Lethbridge, Alberta. The rock bar has built
up over many years due to erosion occurring further upstream.

SWEPT AWAY!
You have been hired on as an erosion expert by the Government of Alberta, to find a way to decrease the
amount of erosion that is occurring along the Old Man River. As you might already know, the flooding from
last spring has left many of the banks in the area weak and exposed. A lot of bank slumping and erosion has
occurred within the Southern parts of the city, and as such, residents of the Sandstone and Paradise Canyon
residential communities are now worried that the erosion occurring along the banks of the Old Man River
may lead to a collapse of the coulees, and the communities built on top of them.
You will work with a team of three other erosion experts, which have been assigned to you by the Alberta
Government (teacher).
Working with a team of three other erosion experts (classmates) you will complete the following
tasks:
1. Research existing techniques, or create a new technique that could be used to prevent further coulee
erosion.
2. Combine all of your research into a unique 10 minute presentation which will be shared at an erosion
specialists conference.
This presentation could involve a PowerPoint, display board, skit, original song, or other
government (teacher) approved activity.
3. Build a miniature model/ diorama depicting your resolution to the erosion within the Old Man River.
4. Share your research at an erosion conference to be held on April 14, 2015.
5. After the conference on April 14, 2015, you will vote for the technique you believe is the best option
for the Alberta Government to prevent further erosion along the Old Man River.
You will be responsible for completing Table 2.
Aspects to consider:
How is the erosion affecting the strength of the coulees, which are holding up the Sandstone and
Paradise Canyon communities?
How has erosion been affecting the stream characteristics of the Old Man River?
How will your solution to the erosion affect local aquatic ecosystems, including the fish and
invertebrate populations?
Will the solution have any impact on human populations?

How will you represent your solution in a three-dimensional scale model?

Table 1: K-W-L Charts

Group Names:
_________________________________________________________________________________

K
What I Know

W
What I need/want to
know

L
What Ive Learned

Student ___________________________________

STUDENT LEARNING GOALS

After completing this task and receiving feedback from your peers and the government (teacher), complete
the following:
Area of strength (what I did well)

 Area for growth (what was hard for me)

What I would do differently another time (what action I will take)

Sandstone
Ridge

Paradise Canyon
Lower Bench
Figure 1: An Aerial view photo of the Old Man River as it flows through the South Western part of Lethbridge,
Alberta. Paradise Canyon and Sandston Ridge are labelled using yellow arrows.

Figure 2: A photo showing bank slumping along the Old Man River near Lethbridge, Alberta. The slumping
occurred due to excess rain water flowing into the river.

Figure 3: A photo showing erosion along the banks of the Old Man River, near Lethbridge, Alberta. Erosion
occurred due to rising river levels.

Figure 4: A photo showing deposition along the Old Man River in Lethbridge, Alberta. The rock bar has built
up over many years due to erosion occurring further upstream.

ASSESSMENT CRITERIA
Level
Criteria
Investigate and
describe stream
characteristics
(STS & K 2.2)
Describe erosion
and deposition
due to water
flow (STS & K
2.1)

4
Excellent

3
Proficient

2
Adequate

1
Limited

Incompl
ete/
Blank

Description shows an
exceptional
understanding of how
stream characteristics
change as water levels
rise and fall within the
Old Man river.
Investigation is
extensive covering all
linkages among
landforms, water and
climate as they relate to
water flow. Effectively
leads to the development
of an erosion prevention
technique.

Description shows a
thorough
understanding of how
stream characteristics
change as water levels
rise and fall within the
Old Man River.
Investigation is
thorough covering
most linkages among
landforms, water and
climate as they relate to
water flow. Usually
leads to the
development of an
erosion prevention
technique.
Investigation into how
seasonal, short-term
and long-term changes
affects the productivity
and distribution of
aquatic populations is
thorough.

Description shows an
incomplete
understanding of how
stream characteristics
change as water levels
rise and fall within the
Old Man River.
Investigation is not
complete. Covers few
linkages among
landforms, water and
climate as they relate to
water flow. Rarely leads
to the development of an
erosion prevention
technique.

Description does not

demonstrate an
understanding of how
stream characteristics
change as water levels
rise and fall within the Old
Man River.
Investigation does not
demonstrate
understanding of the
linkages among
landforms, water and
climate as they relate to
water flow. Never leads to
the development of an
erosion prevention
technique.
Investigation into how
seasonal, short-term and
long-term changes affects
the productivity and
distribution of aquatic
populations
demonstrates a lack of
understanding.
Miniature model of the
proposed resolution to
erosion shows an
undeveloped
understanding of how
scientific research benefits
aquatic environments.

Not
enough
evidence
to provide
a grade on
the learner
outcomes.

Investigate
change in the
populations of
living things
(STS and K 3.3).

Investigation into how

seasonal, short-term and
long-term changes
affects the productivity
and distribution of
aquatic populations is
comprehensive.

Investigation into how

seasonal, short-term and
long-term changes
affects the productivity
and distribution of
aquatic populations is
incomplete.

Illustrate the
importance of
scientific
research in
monitoring
environments
(STS and K 4.3).
Use scientific
vocabulary to
relay ideas,
procedures and
results (S CT 1).

Miniature model of the

proposed resolution to
erosion shows an indepth understanding of
how scientific research
benefits aquatic
environments.

Miniature model of the

proposed resolution to
erosion shows a
substantial
understanding of how
scientific research
benefits aquatic
environments.

Miniature model of the

proposed resolution to
erosion shows a
rudimentary
understanding of how
scientific research
benefits aquatic
environments.

Students use of scientific

vocabulary during the
presentation is
comprehensive,
showing a full
understanding of the
terms and definitions
presented during the
freshwater unit.

Students use of
scientific vocabulary
during the presentation
is thorough, showing
an understanding of
the terms and
definitions presented
during the freshwater
unit.

Students use of scientific

vocabulary during the
presentation is partial,
showing a basic
understanding of the
terms and definitions
presented during the
freshwater unit.

Students use of scientific

vocabulary during the
presentation is
inadequate, showing
little understanding of
the terms and definitions
presented during the
freshwater unit.

Presents
information
using unique
methods (S CT
2).

The presentation is
captivating and is
enhanced by visuals
and/or audio that
communicates the
erosion prevention
technique and the
miniature model.

The presentation is
interesting and is
supported by visuals
and/or audio that
communicates the
erosion prevention
technique and the
miniature model.

The presentation is
standard and is
partially supported by
visuals and/or audio that
communicates the
erosion prevention
technique and the
miniature model.

The presentation is weak

and the visuals and/or
audio interfere with the
communication of the
erosion prevention
technique and the
miniature model.

Evaluation
Students can be evaluated based on several criteria. You may use the attached rubric to guide your
marking. This rubric is intended for use when evaluating the art outcomes.

Technique/Art
Concepts
Invention

Craftsmanship

Effort

4
Art work shows a mastery of
technique and reflects a deep
understanding of concepts
discussed in class.
Student consistently displays
willingness to try multiple
solutions and ask thought
provoking questions, which lead
to deeper/more distinctive
results.
Art work reflects a high level of
originality and expands on the
original concept.
The artwork shows outstanding
craftsmanship, with clear
attention to control, adaptation,
selection and experimentation of
medium/media.

3
Art work shows good
technique. The work reflects
concepts discussed in class.

2
Art work shows some technique
and understanding of art concepts.

1
Art work shows limited technique
and understanding of art concepts.

The student's exploration of

multiple solutions and thinking
like an artist develops and
expands during the project.

Student is developing an
exploration of possible solutions
and thinking like an artist.

Student passively attempts to

fulfill assignment without much
thought or exploration of
possibilities.

Art work reflects originality

and expands on the original
concept

Art work shows some evidence of

originality and an attempt to
expand on the original concept.

Art work shows little evidence of

original thought, or expansion on
the original concept.

The artwork shows good

craftsmanship, with some
attention to control, adaptation,
selection and experimentation
of medium/media.

The artwork shows average

craftsmanship and average
attention to control, adaptation,
selection and experimentation of
medium/media.

The artwork shows limited

craftsmanship and limited
attention to control, adaptation,
selection and experimentation of
medium/media.

Art is in impeccable condition.

Art work is neatly kept

Art work is completed with

excellence and exceeded teacher
expectations. Student exhibits
exemplary commitment to the
project.

Art work is completed in an

above average manner, yet
more could have been done.
Student needs to go one step
further to achieve excellence.

Art work is somewhat messy and

shows either smudge marks, rips,
tears, or folds.
Art work is complete but it lacks
some finishing touches or can be
improved with little effort.
Class time was used adequately;
however, more time on task would

Art work is messy and shows

smudge marks, rips, tears, or
folds.
The student put forth little effort
required to finish the project with
detail and care; class time was not
used well.

Time was well used. Project

was finished on time.

pay off.

Student does just enough to meet

the requirements.

DESCRIPTIVE RATIONALE
According the Ministerial Order on Student Learning, students must be enabled to achieve four main
outcomes. One of these outcomes is the ability to discover, develop, and apply competencies across the
subject and discipline areas for learning, work and life As part of this outcome, students should be
exposed to tasks that allow them to experience first-hand what they are being taught. This performance
task allows students to first learn about coulee slumping, erosion, deposition, and stream characteristics,
and then apply their learning through experiences and interactions with others. This task allows students to
be the guide. Students are given a small amount of instruction on the basic expectations of the product, and
then let loose to create generate, and apply the new ideas or concepts.
In addition to developing competencies, students must also become engaged thinkers. By allowing the
students to research and design a real world technology, the task is creating an interesting and meaningful
context that allows students to explore their immediate surroundings. As the Inspiring Education document
states, engaged thinkers are students who make discoveries, use technology to learn, have multiple
perspectives, communicate ideas, and become lifelong learners. The performance task certainly touches on
all of these aspects.
Making discoveries is a large portion of the performance task. Students must take knowledge that is
taught in class, research and understand it, and use the information to form new ideas. During the research
process students are taking time to guide their learning through exciting new discoveries. In addition, Ive
also included a presentation within this performance task. The idea behind the short presentation was to
allow students to discover new information from the individuals around them, and to further evaluate their
personal efforts and abilities.

Inspiring Education also speaks to the importance of using technology to learn and make discoveries.
Technology is such an important tool for our youth both in and out of the classroom. By having the students
research many aspects of their assignment, they are learning to access information from a different source.
Students are also learning to become more self-sufficient. As part of the assignments differentiation,
students were also given the option to create a presentation using PowerPoint or some other form of media.
This should allow students to remain engaged thinkers, as many of them will choose to use a form of media
that engages their curiosity.
The last point that I will touch on for engaged thinkers is the ability of students to communicate ideas.
Students need to develop a sense of self-confidence and reassurance when completing their K-12 education.
An important reason for this is so that students are able to communicate their ideas, feelings, and findings
to the world around them. As a future science teacher, it is extremely important to me to develop a science
student that is able to communicate ideas to the rest of their class. The above performance task touches on
the development of communicating ideas through the research portion of the assignment; students are
expected to collaborate with each other in groups of four. Collaboration after all plays a major factor in the
creation, generation and application of new ideas and concepts. Students must be able to work together and
communicate their ideas to a small group setting. In addition, the performance task also works to develop
the students abilities for communication in the presentation portion. Students are given the chance to
communicate within a whole/large group setting.
A student-centered approach is also achieved within the performance task through the documents
use of a mock situation in which students have to become competitive and strive for excellence. The
document states that the student has been chosen to develop a prevention technique for the Alberta
government. As such the student is given an important job in which they are required to perform to the best
of their abilities. Students can also work as a group to prepare the most viable prevention technique. This
situation allows students to become competitive without directly stating that students are aiming for top
prize or to be champion.

Finally, the performance task develops interdisciplinary learning through the production of the
miniature model. Students need to first use science to pose the problem, and find a solution. However, after
they have devised a solution, the students cross over into the art curriculum to build their model. Students
will also utilize numeracy in building a scale model. Also, depending on the route the students take for their
presentation, they may be bringing in other curriculums such as drama (skits, videos), CTS (video), music
(songs, lyrics), and language arts (poem, scripts for plays/skits).
From developing numeracy, solving complex problems, and demonstrating communication skills, I
believe that the performance task that I developed does a great job of covering most, if not all of the
outcomes developed for the student learner competencies, as well as many of the visions essential to the
student-centered approach such as the three Es (engages thinkers, ethical citizen and entrepreneurial
spirit), and the vision (respectful, motivated and inspired).

Grade: 8 Subject: Science Unit: Fresh and Saltwater Systems Duration: 50 min.
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Investigate and interpret linkages among landforms, water and climate.
Specific Learning Outcomes:
Students will:
Describe the processes of erosion and deposition resulting from wave
action and water flow, by:
o Identifying dissolved solids and sediment loads, and identifying
sources and endpoints for these materials.
o Describing how waves and tides are generated and how they
interact with shorelines.
LEARNING OBJECTIVES
Students will:
1. Explain how waves and tides are formed.
2. Describe how waves and tides interact with the shoreline.
KSAs
1-5 9-11
ASSESSMENTS
Key Questions:
Observations:
What causes waves and tides?
Participation in the making waves lab.
What is a wave?
What is a tide?
What effect does a tide/wave have
on the shoreline?
Written/Performance Assessments:
Formation of a hypothesis for the making waves lab.
Exit slip: How does a wave affect the shoreline?
ACCOMODATIONS
Levelled notes. Scaffolded essential questions.
MATERIALS
Textbooks, water, pan cork, loos leaf paper, sand
LEARNING RESOURCES CONSULTED
Resource #1: Science in Action 8
Resource #2: Pinterest
PROCEDURE
Introduction (10
min.):
Hook/Attention Grabber: Welcome students as they enter the class. Have
students put all books on their desk and gather around the front table. Have
students brainstorm what a beach looks like. While youre at the beach, what
do you see? Waves and sand should be one of the answers. Tell students that
were going to demonstrate waves on the beach. Pour sand into the pan on
one side like the beach, and water into the other. Measure the depth of the
sand. Make small waves for about a minute. Measure the depth of the sand
again. What happened? Observations.
Assessment of Prior Knowledge: Questioning during the hook. What is erosion?
What are waves? What is a tide? How do tides and waves contribute to shore/
landscape shaping?

Expectations for Learning and Behaviour: During the labs and readings today,
youre expected to follow along. You will be assigned exit questions at the end
of class that must be completed.
Advance Organizer/Agenda: Wave action hook, read textbook pages 348-349
on what waves are. Make waves using the pan, create hypothesis and analyze
the product. Complete lab as a whole class. Read about movement of water,
tides and shorelines. Students will complete exit slip.
Transition to Body: Alright, please open your textbooks to page 348.
Body (30 min.):
Learning Activity #1: Textbook Readings (15 min.)
Students will take turns (popcorn reading) to complete the readings on pages
348-349. This is completed as a whole group activity. References to the
entrance activity will be made. Discuss examples of waves besides at the
beach.
Continue readings to page 353, covering tides and their effect on the
shoreline. Reference Nova Scotia, Bay of Fundi and provide photos.
Assessment: Essential questions during the class reading.
Differentiation: Assisted notes (shorter readings, dual language), scaffolded
essential questions.
Learning Activity #2: Making Waves (15 min.)
Have students again gather around the front table. Read through lab. How
does the movement of waves affect objects floating on the water?
Ask the students to pair up and create a hypothesis. Have a few students
share their hypothesis; write a common hypothesis on the board.
Ask for one student as a helper. Student will attempt to make different waves
in the water. After theyve practiced a cork is added. Before waves are made,
predict the outcome.
Complete wave action.
Have students return to their desks.
Draw a labeled diagram as a class, what happened to the cork?
Students pair and share to answer the analyzing questions (were you able to
change the heights of the waves you created? How were you able to move the
cork across the pan?)
Assessment: Have pairs share their answers.
Differentiation: Provide more assistance to lower students.
Closure (10 min.)
Consolidation/Assessment of Learning: Collect exit slips from students. What
happens to waves in a lake, as they get closer to shore? What causes tides?
Feedback To Students: great work today. Tomorrow we will cover erosion and
deposition and Wednesday we will have our field trip to Pavan park.
Transition To Next Lesson: Clean up the area around your desk. Once your exit
slip is in my hand you may leave.
Feedback From Students:

Grade: 8 Subject: Science Unit: Fresh and Saltwater Systems Duration: 50 min.
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Investigate and interpret linkages among landforms, water and climate.
Specific Learning Outcomes:
Students will:
Describe the processes of erosion and deposition resulting from wave
action and water flow, by:
o Identifying dissolved solids and sediment loads, and identifying
sources and endpoints for these materials.
o Describing how waves and tides are generated and how they
interact with shorelines.
LEARNING OBJECTIVES
Students will:
1. Describe erosion resulting from wave action.
2. Describe erosion resulting from water flow.
3. Describe deposition resulting from wave action.
4. Describe deposition resulting from water flow.
5. Define dissolved solids.
6. Define sediment loads.
KSAs
1-5 9-11
ASSESSMENTS
Key Questions:
Observations:
Explain the process of erosion.
Students are reading and following along
Explain deposition. What are
in textbook.
stream characteristics? How do
they alter a streambed, or
landscape?
Written/Performance Assessments:
Completion of Check and Reflect questions.
ACCOMODATIONS
Modified questions. Assisted notes (simpler comprehension, dual language)
MATERIALS
Textbooks, looseleaf, assisted notes.
LEARNING RESOURCES CONSULTED
Resource #1: Science in Action 8
Resource #2: Youtube
PROCEDURE
Introduction (5
min.):
Hook/Attention Grabber: Welcome students as they enter class. Review
yesterdays main topics through watching a short video.

Assessment of Prior Knowledge: Review of yesterdays definitions. What is

erosion? What effect could it have on Earth? What are stream characteristics?
Expectations for Learning and Behaviour: During the labs and readings today,
youre expected to follow along. You will be assigned exit questions at the end
of class that must be completed.
Advance Organizer/Agenda: We will be reading through the textbook pages
and writing down important definitions in preparation for our fieldtrip
tomorrow.
Transition to Body: Open up your textbooks to page 355 and grab out a piece
of lined paper and a pencil.
Body (40 min.):
Learning Activity #1: Textbook Readings (20 min.)
We will read through the textbook pages 355-360 in order to learn the basics
about erosion, deposition and stream characteristics. Students will be asked
questions as we move through the book.
Assessment: Questioning based on the reading.
Differentiation: Simpler comprehension handouts. Dual language handouts.
Learning Activity #2: Note Writing (20 min.)
Have students break into pairs. They are responsible for writing down two
main definitions found in the readings. Come back as a group. Share
definitions with the group. Have students record all definitions.
Assessment: Questioning based on the reading.
Differentiation: Students with lower comprehension handouts will be asked to
highlight the definitions.
Closure (5 min.)
Consolidation/Assessment of Learning: On a sticky note, record the answer to
the following question: List two characteristics you would want to know about
a stream if you were planning to wade across it. Why would you want to know
these?
Feedback To Students: Tomorrow we will be headed to Pavan Park to observe
the results of erosion and deposition first hand.
Transition To Next Lesson: Once youve placed your post-it on the door you are
free to leave.
Feedback From Students:

Grade: 8 Subject: Science Unit: Fresh and Saltwater Systems Duration: 120 min.
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Investigate and interpret linkages among landforms, water and climate.
Specific Learning Outcomes:
Students will:
Describe the processes of erosion and deposition resulting from wave
action and water flow, by:
o Identifying dissolved solids and sediment loads, and identifying
sources and endpoints for these materials.
Describing how waves and tides are generated and how they interact
with shorelines.
LEARNING OBJECTIVES
Students will:
1. Describe erosion resulting from wave action.
2. Describe erosion resulting from water flow.
3. Describe deposition resulting from wave action.
4. Describe deposition resulting from water flow.
5. Define dissolved solids.
6. Define sediment loads.
7. Explain how waves and tides are formed.
8. Describe how waves and tides interact with the shoreline.
KSAs
1-5 9-11
ASSESSMENTS
Key Questions:
Observations:
Explain the process of erosion.
Students are working on observing the
Explain deposition. What are
erosion and deposition down by the river.
stream characteristics? How do
Students observe wave action.
they alter a streambed, or
landscape? What causes waves
and tides?
What is a wave?
What is a tide?
What effect does a tide/wave have
on the shoreline?
Written/Performance Assessments:
Completion of drawings associated with erosion, deposition and coulee
slumping.
ACCOMODATIONS
Multiple Intelligences (naturalistic, visual, kinaesthetic) are being covered
through drawing and venturing into nature.
MATERIALS

Drawing boards, poster papers, pencils.

LEARNING RESOURCES CONSULTED
Resource #1: Science in Action 8
PROCEDURE
Introduction (20
min.):
Hook/Attention Grabber: Welcome students as they enter class. Remind them
that they will need their jackets and a pencil for the field trip today.
Assessment of Prior Knowledge: Review definitions (erosion, coulee slumping,
deposition, waves, etc.)
Expectations for Learning and Behaviour: While youre on the bus youre
expected to sit quietly. No standing or moving around. When we get to the
park you must stay with the group. Anyone who wanders off will be sent
home. You must have a completed drawing by the end of the trip.
Advance Organizer/Agenda: We will load up the bus and travel to pavan park.
Once we get there I will tour you around the valley. We will set up perimeters. I
will point out some of the main examples of erosion and such. Once we have
introduced everything you will be asked to begin your drawings.
Transition to Body: Follow me single file to our first checkpoint.
Body (80 min.):
Learning Activity #1: Guided Tour (20 min.)
Walk students around the ground and discuss the different types of erosion
and deposition that we are able to observe. We will set up boundaries in which
the students are allowed to explore.
Assessment: Questioning during the tour.
Differentiation: Learning Styles, auditory, visual, kinaesthetic.
Learning Activity #2: Observation Drawings (60 min.)
Students will be asked to complete very realistic drawings on their
observations. They will be using these drawings as references in their
performance assessment.
Assessment: Completion of drawings. Will be formatively assessed for
completion.
Differentiation: Learning Styles.
Closure (20 min.)
Consolidation/Assessment of Learning: Bring students back into a large group.
Ask for students to share their drawings and observations. Explain what they
drew.
Feedback To Students: Excellent job. Were going to load onto the bus now.
Before youre on the bus, please make sure your name is on your paper, and
that your paper is handed to me.
Transition To Next Lesson: Tomorrow we start our large project. Please come
prepared with a group youd like to work with.
Feedback From Students: Did you enjoy this field trip?

Lesson Summaries
Lesson 1:
Students will begin the unit of Fresh and Saltwater Systems by learning that
water is not distributed evenly on the Earth. Students will learn that the
water that is safe to drink is called potable water, and only a very small
amount of the overall water on Earth is potable. Students will be allowed to
work in pairs to complete a reading on water for life, and then to complete
the accompanying worksheet. The worksheet will be collected for formative
assessment at the end of the class.
Lesson 2:
Students will learn that water quality describes how pure the water is. Water
can contain dissolved substance like salt (hard water), or harmful organisms.
To ensure water quality water must be tested. Students will be shown
samples of different waters. Hard water leaves behind calcium and
magnesium deposits. Talk about faucets and pipes at home. What negative
impact may this have on organisms? An exit slip will be used as a formative
assessment.
Lesson 3:
Students will complete a lab on water quality testing. The lab will be
completed in groups of three. Each group is expected to hand in a scientific
write up by the end of the class. Materials required include tap water, two
different sources of water, filter paper, beakers, soap, and stoppers. Students
will be required to draw diagrams outlining the results of the experiment on
each of the three water samples. This will serve to integrate some art into
the science curriculum.
Lesson 4:
As a follow-up to the water quality lab in lesson three, students will be
informed of ways that water can be purified in order to become potable.
Distillation and reverse osmosis are the main purification techniques. As a
whole group demonstration, distillation will be shown at the front of the
class. Students will be questioned during the demonstration. We will walk
through the scientific process as a class. Students will be required to draw a
diagram of the apparatus used in distilling water.
Lesson 5:
Students will learn through textbook readings and two demonstrations how
waves and tides are two examples of water movement. They will learn the
stronger the wind the bigger the wave, through a demonstration where
students blow on water in a flat cake pan. They will be questioned during the
example: how can different sizes and shapes of waves be made? Students
will also learn that the gravitational force of the moon causes tides. A hook

will be used at the beginning of class to demonstrate how shoreline erosion

occurs due to wave action.

Lesson 6:
Students will learn about how rivers and streams create erosion and
deposition. Students will understand that profiles of streams or rivers are
created to allow us to understand more about them. Rivers are part of a
watershed that begin in the mountains and work their way down to flat
prairie land. At the beginning, the flow rate of a river is rapid, and the
riverbed is very straight. As the land flattens, the flow rate slows, and the
river begins to meander. Sediment loads are dropped as the flow rate
decreases. Students will participate in popcorn reading to further understand
these concepts. They will break apart into pairs when the reading is
complete. In pairs students will create a vocabulary list, which will become
very handy during tomorrows fieldtrip.
Lesson 7:
Students will be taken on a trip down to Pavan Park where they will
experience first hand erosion and deposition. Students will also observe the
effect that erosion and deposition have on landscapes and human
populations. In order to force students to focus on observation, they will be
required to complete drawings of the surrounding landscapes. For example,
drawing of coulee slumping, river meandering, etc. The drawings will be
collected for formative assessment. The students will also use the drawings
in completing their performance task.
Lessons 8-18
Students will be required to complete a performance task. The task requires
the research and developments of a coulee slumping prevention technique.
Along the course of the 10-day period, students will be required to research,
build, present, and defend their construction. The performance task is
centered on achieving objectives within the grade 8 art curriculum:
Compositions 1: Students will create compositions in both two- and threedimensions. Encounters Impact of Images: Students will consider the
impact of man-made structures upon human activity in the modern world.
Project based learning will be the main form of instruction during this time
period. Days will have demonstrations on how to complete specific art
techniques including the shaping and moulding of foam, descriptions of what
dioramas are, achieving realistic scale, painting the base layer, and using
found materials to decorate the diorama realistically.
The project will be summatively assessed after completion through the use
of two separate marking rubrics (art, and science respectively).